Yakima County, Washington - Chapter 2: Educational, 1904

Chapter 2: Educational

Could all the details of the establishment of the public schools in the three counties treated of in this work be fully recorded, many facts of great historical interest would doubtless be presented. The story would not be without its heroes - heroes, too, whose self-sacrifice and devotion were all the more commendable because they were certainly aware when they gave themselves to the work that their labors would never be fully appreciated and that no future historian would ever be able to place the crown of heroism upon their brows. No one of this group of counties is so old but that many persons now living remember the establishment of the first school districts, but to glean the facts concerning these from such an uncertain source as the memories of men would be an endless and unprofitable task. Of the struggles and persistent efforts which resulted in the formation of districts in pioneer neighborhoods, of the volunteer labor by which the first rude schoolhouses were built, of the difficulties encountered in raising sufficient funds to maintain the schools for a few months each year, and of the pioneer teachers who wrought without apparatus, without supplementary help of any kind and without adequate compensation, no full account can here be given. The official records of schools for the first years are not available, so that all articles touching this subject must of necessity be somewhat inaccurate and incomplete.

The American pioneer voluntarily foregoes many advantages which are enjoyed by those who remain always within the confines of established civilization, but the invariable tendency is to build up in the new country as quickly as possible institutions similar to those left behind. One of the dearest of these institutions to the American heart is the public school, and it is always one of the first to spring up in the heart of a newly appropriated wilderness.

The pioneer educational institution in Klickitat county was a private school organized about 1862 and maintained by subscriptions of settlers. Its first teacher was Nelson Whitney. From time to time thereafter short terms of school were taught in the valley, the money for their maintenance coming always as a free will offering from the pockets of the people. After the permanent organization of the county in 1867, John Burgen was appointed superintendent of schools and the county was divided into two districts, No. 1 at Rockland, and No. 2 on the Swale, south of Goldendale. John Jeffrey was the first teacher in the Rockland school and Mrs. Nelson Whitney, nee Chamberlin, the first in No. 2.

Of the first school in Yakima county, that taught in the loft of the Thorp home by Mrs. Lutitia Haines, mention has been made heretofore. About 1864 a little log schoolhouse was built by F. M. Thorp and others on the Thorp place in the Moxee valley. Its first teacher was J. W. Grant, who received a salary of fifty dollars a month, paid perhaps entirely by Thorp. Mr. Grant taught school in the building for two or three winters, the school being maintained .by voluntary subscriptions. The next schoolhouse was built on Charles A. Splawn's place, just northwest of Thorp's ranch. It was also a log building of small dimensions. Joseph Lawrence taught one term there, then the school was moved back to the Thorp place. A man named Lang taught this school during the winter of 1867-8, after which it was abandoned, the Thorps moving to the Kittitas valley and Lang accompanying them.

Mrs. Martha (Goodwin) Beck, widow of the late John W. Beck, claims to have taught the first public school in what is now Yakima county, the date of this pioneer school being the fall of 1871. Mrs. Beck received a salary of $30 a month for her services, she to furnish and maintain a schoolroom at her own expense. She fitted up a large room in her own home near the site of Yakima City. Benches and desks, constructed of whipsawed lumber, were placed three rows deep on the sides of the room, leaving a place in the center for a stove and at one side of the room for entrance. Mr. Beck constructed a fairly serviceable blackboard out of whipsawed lumber, planed by hand, and a table and teacher's chair completed the furniture of the room. The difficulties Mrs. Beck experienced in teaching this school were similar to those of all pioneer teachers. Too large a variety of text books and a great difference in the ages and previous training of her pupils made the school very difficult to classify and to handle successfully.

Central Washington

organized in 1870 by Charles P. Cooke, then county superintendent of Yakima county. Charles A. Splawn says the first schoolhouse in the valley was a rough log one which he himself constructed, and in which he taught the first term of school. Although the school was organized as a public one, the expenses of its maintenance were subscribed by the people in the district. The pupils, twelve in number, were mostly Indians. The second term was taught by Mrs. Yocum, the third by her daughter Louisa, afterwards Mrs. Edward Cooke, and the fourth by Mr. Splawn.

By 1872, there were seven districts in Klickitat, five in Yakima and two in Kittitas county. J. P. Marks, county superintendent for Yakima county, 1872-4, tells us that it was then customary to hold a teachers' examination whenever application wasmade, and that these examinations were on fundamentals only, such as orthography, reading, arithmetic, etc. They were confined to the commonest branches of learning and were usually very easy. Mr. Marks tells of examining one candidate while sitting on a fence. As the candidate rolled and smoked a cigarette during the examination and as he was known to be a rather idle fellow who usually sought the shade whenever hard work was to be done and as he was no scholar, he was not granted a certificate.

Owing to lack of early records it is impossible to trace the gradual development of the public school systems in the three counties of our group. The same causes which led to the establishment of the schools of which mention has been already made resulted in the institution of others as the country was settled. The first duplicate report now in the office of the superintendent of Klickitat county, that for the year 1879, shows 1,180 children of school age in the county, and the average attendance of children during the year 792. There were then twenty-nine school districts, fourteen of which were supplied with schoolhouses, and the average number of months taught during the year was four. No graded schools were reported.

The report for the year 1884 shows an increase of the juvenile population of the county to 1,699 and of school districts to thirty-six, thirty of which were provided with schoolhouses. Thirty-four teachers were employed in the public schools of the county, of whom seven held first grade certificates, fourteen second grade and thirteen third grade. The average salaries paid were, to males, $44 a month, to females, $31.50. The estimated value of schoolhouses and grounds was $8,945, of furniture $803, of apparatus $178. The average number of months schools were taught had increased to five and in every way a decided advance was shown since the submission of the report of 1879.

By 1880 the number of schools in Yakima and Kittitas counties, which were as yet united, had increased to twenty-three with an enrollment of 517 pupils. By 1883, when Kittitas county was created, this number had increased to thirty-two. That Yakima county soon made good the number lost by the curtailment of its territory is shown by the annual report of County Superintendent J. G. Lawrence for the year ending June 30, 1891, which shows 841 males and 764 females of school age in Yakima, of whom 577 males and 532 females were enrolled. The number of school districts was twenty-six and the average length of school terms was 4.25 months. There were twenty-five frame and three brick schoolhouses. Forty-four teachers were employed in the school at this time. Four state or territorial certificates were in force in the county, also eleven first grade, twenty-three second grade and nine third grade county certificates. The average salary of the teachers employed was $52.31 to males, and $44.10 to females. The expenditures during the year were $27,033.17, of which $9,979.83 went to teachers and $14,331.79 for sites, buildings and equipments.

A paper prepared by Prof. Lawrence and published in the Yakima Herald of March 7, 1895, describes well the rapid progress of the school interests in the county for the four years preceding its date :

"Perhaps," says Prof. Lawrence, "there is no more certain indication of real and substantial growth of a country than the advancement of its schools. A little over four years ago the school census of the county showed scarcely a thousand names. The last census shows nearly three thousand and more than half of this increase has been within the past two years.

"In June, 1890, there were six substantial school buildings in the county outside of North Yakima. Of those only three were new and two of the others had been so remodeled and improved that they would not be recognized as the same buildings. In June, 1890, five school buildings had been supplied with patent desks and there was little apparatus. School was held for about three months each year. This was not from lack of a spirit of enterprise, but the scattered population rendered it difficult to get enough children in one locality to hold a school. At that time there were but twenty-six districts in the county, but the stream of immigration has poured in steadily and the measure of the people we have been receiving is shown by the public spirit they have manifested.

"On January 1, 1895, the school districts of Yakima county numbered forty-six, and the number of teachers required was sixty. Besides there are two sectarian academies, both of which are well attended. In May, 1892, there were one schoolhouse and about forty-five children on the lands under the Sunnyside canal. To-day there are nine districts and more than 500 children there.

"In June, 1890, the valuation of schoolhouses and grounds in the county was about $20,000; today it is nearly $100,000. Twenty-five new schoolhouses of the most modern stvle of architecture have been built and school is conducted from five to nine months a year in each. No one need hesitate about locating in this county through fear of inferior educational advantages."

Meanwhile, the educational progress in the two other counties had been proportionately rapid. According to Superintendent J. H. Morgan's report for 1891, the school population of Kittitas county was 2,419, of whom 1,231 were males and 1,188 females. The number of these who availed themselves of school privileges was, males 909, females 861. The number of school districts in the county was thirty-six and of teachers employed forty-four. Of these four held state or territorial certificates, six first grade county certificates; twenty second grade, thirteen third grade and one was not reported. The average salary paid was, to males $57.90; to females, $49.70. The expenditures for the year were $69,924.52, of which the teachers received $14,595.31 ; the remainder was utilized for the purchase of new sites and the erection of new buildings. Two graded schools were maintained in the county.

The report of Superintendent N. B. Brooks of Klickitat county, for the year 1891, shows the number of children of school age in that county to have been 2,141, of whom 1,142 were males and 999 females. Of these 1,632 were enrolled. The number of school districts in the county had increased to 51 ; of teachers to 59, 30 of whom were males, and 29 females. The average wages paid were, to males $43.75 a month; to females $39.50.

Since 1891 there has been steady improvement in the public school system along many lines. A comparison of the foregoing reports with those submitted for the year 1903 will reveal much cause for congratulation. The report of Supt. S. A. Dickey of Yakima county for that year shows 6,566 children between the ages of five and twenty-one, of whom 5,331 availed themselves of school privileges, an increase in the enrollment of forty per cent, over the previous year. The average number of months school was maintained had increased to six and the total days attendance aggregated 496,916. The services of 131 teachers were required. Of these three held state or territorial diplomas, fourteen held elementary state normal diplomas, two advanced course diplomas, twenty-two first grade certificates, fifty-three second grade and twenty-two third grade. The standing of the remaining teachers is not shown in the reports. During the year ten new school buildings were erected, making in all sixty-five. The number of districts had increased to sixty-eight, twenty-one of which maintained graded schools and four maintained high schools. The total expenditures for school purposes during the year were $107,673.82; $45,098.38 for teachers' salaries; $16,- 596.72 for rents, fuel, repairs, etc.; $28,857.74 for buildings, sites, and equipment; balance on hand, $31,053.10. The assessed valuation of the districts was $7,444,588. The high schools are in North

Yakima, Zillah, Sunnyside, and Prosser, and it is expected that high school grades will be introduced this year at Simcoe and Toppenish. North Yakima has a complete high school course; the others three year courses.

The educational progress in Kittitas has also been rapid, a fact which is shown by an examination of Superintendent W. A. Thomas's report for the year ending June 30, 1903. The population of the county of school age had increased to 3,120, of whom 2,975 were enrolled in the schools. The average number of months school was maintained had increased to 6.4. There were thirty-seven school districts, in which seventy-two teachers found employment. Of the teachers of the county, one had a state certificate, thirteen held life diplomas from the state normal school ; seven elementary normal diplomas ; seven advanced diplomas ; fifteen first grade certificates ; twenty-five second grade ; and five third grade. The estimated value of all school property had increased to $100,665, ar,d the total assessed valuation of the county property had grown to $4,201,108. The good work accomplished in the schools of Kittitas is no doubt in large measure due to the liberal salaries paid by the different districts. The average salary for the year 1902-3 was to males $71.13, to females $55.20. The ability of the districts to pay fair wages makes it possible for them to demand proficiency in their teachers, and it is highly probable that Kittitas county's force of educators will compare very favorably, both in educational qualifications and professional skill, with any similar body in the state. Advanced grade schools are maintained at Ellensburg, Roslyn and Cle-Elum. The Ellensburg school system includes eleven grades, and it is expected that a twelfth will be added next year; the Roslyn school has had ten grades for several years; Cle- Elum, which four years ago had only one teacher, this year employed six, and had nine grades ; Thorp has an eight-grade school and two teachers.

Similar progress is noticeable in the educational system of Klickitat county. The report of Superintendent C. M. Ryman for the year ending August 6, 1903, shows 2,511 children of school age, 2,140 of whom are enrolled in the public schools. The average number of months for which school is held is comparatively low, being only 4.6, but we are informed that the report for the present year will show a marked improvement in this respect. If it is not possible to increase the length of term by any other method, some of the districts in the thinly settled regions will be consolidated. There are seventy school districts in the county, in which ninetysix teachers were employed last year. Of this number, six have first grade certificates; thirty-two second grade, and twelve third grade. There are five schools in the county of more than one department. Goldendale has two school buildings, one with six and one with eight rooms; Centerville,

A fact of unusual interest with regard to the public school system of Klickitat is that it possesses as a source of revenue a special endowment known as the "Joshua Brown School Fund." This was founded by Joshua Brown, who at his death bequeathed all his property to the common schools of the county. Mr. Brown came to Klickitat in the later sixties and was engaged in the occupation of raising stock for a number of years. When finally he fell sick and became apprehensive that the time of his departure was at hand, he made a will leaving all his property as an endowment fund for the benefit of the public schools of the county in which, although he had no family of his own, he seemed to take a great interest. Joshua Brown died December 13, 1870, leaving his estate in the hands of John Burgen, then county superintendent of schools, for settlement. The property was appraised at $3,- 041.62, and brought at actual sale $3,287.11, of which, after paying the expenses of settling the estate, there remained as a permanent fund $2,- 554.93. As this form of benevolence had been without precedent in the history of the territory it was necessary, before the money could be used for the purpose to which it had been devoted by Mr. Brown, to pass an act of the legislature making special provision for its maintenance and use. This was not done until May, 1875. Since that time the fund has been preserved intact and yields a considerable revenue each year to the schools of the county.

That the people in the counties to which this work is devoted are interested in higher education is conclusively demonstrated by the fact that not one of the group is without an institution of higher learning. Chief in importance among these institutions is the state normal school located at Ellensburg in Kittitas county and maintained by the state. We are fortunate in having a historical sketch of this school, together with an outline of its plans of work prepared for us by Prof. J. H. Morgan and Principal W. E. Wilson.

The Ellensburg State Normal

The Washington State Normal school, located at Ellensburg, was established by an act of the first state legislature, approved by Governor Elisha P. Ferry, March 28, 1890. The directors of the Ellensburg public schools tendered the use of the assembly room and four large class rooms on the second floor of their building to the state to be used until a state building could be erected. This tender was accepted, and the legislature made a small appropriation for the maintenance of the school for a period of two years. The school was accordingly opened September 6, 1891.

Benjamin F. Barge, as principal, with W. N. Hull, Fannie C. Norris and Rose M. Rice, constituted the first faculty. One room on the ground floor of the public school building was used as a model room with Rose M. Rice in charge. This was filled with first and second grade children, and members of the senior class first observed and later taught under Miss Rice's supervision.

There were enrolled during the first year eighty-six students, and the following eleven of them were graduated at its close: Ella M. Buriff, U. Grant Edwards, N. L. Gardner, Susie Alice Gilbert, Lottie E. Milham, Anna Murray, Malcolm W. Odell, Lulu M. Oliver, Maud M. Painter, Laura M. Rudio and Esther M. Thomas. Most of these were graduates of high schools before entering the normal and some were teachers of experience.

The first two years of the school were sufficiently successful in the eyes of the legislature to justify an increased appropriation for its maintenance and an appropriation of $60,000 for the erection of a building.

At the beginning of the third year the faculty was increased to seven members and departments were established. The training school also was increased to four rooms, covering the first four grades. In the meanwhile the new building was in process of construction on a sightly block three hundred by four hundred feet in dimensions, donated by the city of Ellensburg.

At the beginning of the fourth year, P. A. Getz succeeded B. F. Barge as principal, the latter having resigned at the close of the third year, and the school was opened in its own building September 4, 1894, with a faculty of nine members. The training school was increased to six grades and the course of study was somewhat changed.

Prof. Barge had allowed the school the use of his private library during his principalship, and the trustees had in the meantime purchased as many books as the limited funds at their command would allow. They also purchased a portion of Prof. Barge's library upon his retirement, so that when the school was housed in its own quarters in September, 1894, it owned a small library.

During the next four years the school gradually developed, the course of study being made more professional and less academic, the equipment and facilities being increased, the library growing, etc.

In the summer of 1898 P. A. Getz resigned as principal and W. E. Wilson, of Providence, Rhode Island, was elected to succeed him. Since that time the development of the school has been continuous.

The building contains an assembly room, seated with opera chairs with book pocket attachments ; a gymnasium, fairly well equipped ; sixteen class rooms ; four office rooms, two music rooms, ladies' dressing room furnished with individual lockers, and a similar one for the men.

The library contains from three thousand to four thousand volumes of carefully selected books, in addition to text books, reports and pamphlets. One hundred dollars are spent annually in supplying the reading room with the leading magazines, school publications and newspapers. Two pleasant rooms, well lighted and ventilated, connected by an archway, are used for the library and reading room. The text book room is also adjacent to the reading room.

The school is supplied with five pianos, one being in the assembly, one in the gymnasium, one in the music teacher's room, one- in the practice room and one in the kindergarten.

The scope and advantages of the training school have kept pace with the development of the school in other respects. There are now nine grades maintained above the kindergarten. The class rooms are furnished with desks, except the kindergarten department and the first grade room. These are furnished with tables and chairs. The walls are in part decorated with the handiwork of the pupils. There is also a training school library.

There is a convenient private laboratory provided with work table, re-agent cases, an excellent slide cabinet holding about one thousand slides, besides a large private collection of microscopic slides, chiefly of histological and cytological preparations ; a considerable collection of private zoological material ; a good supply of standard reagents ; a first-class Bausch & Lomb continental microscope, with a camera lucida and all modern accessories.

The main laboratory provides desks of the most convenient make with double drawers and microscope cage for about twenty students. It is fitted up with convenient herbarium cases, convenient cases for zoological materials and other laboratory accessories; a sink, five glass aquaria and a vivarium with running water. The laboratory is provided with twenty-two very good compound microscopes and with the same number of dissecting microscopes, a large paraffine bath and a Minot microtome of the latest design. There are twelve convenient re-agent cases provided with bell jars besides the usual laboratory equipment of tools and glassware for each desk. There are also several museum cases with mounted botanical and zoological specimens.

The department of chemistry contains equipment for twenty-four individual laboratory sets, including apparatus and chemicals for a full course in inorganic chemistry. The laboratory has just been rearranged and equipped with a good fume cupboard.

The physics department contains a good set of apparatus .for the illustration of all the experiments in the elementary text books. The equipment for the study of electricity is especially full. The school has not the most costly apparatus that could be obtained, but has enough to explain all the different topics studied.

For the geological, geographical and astronomical work there is a collection of rocks, minerals, and fossils, the large relief map of the United States by Edwin E. Howell on a section of a globe sixteen and a half feet in diameter and numerous, small relief maps, wall maps, globes, etc. For practical work in astronomy there was recently purchased of Bardou & Son, of Paris, a fortyeight-inch telescope with a three and a half-inch lens, the instrument being valued at $250, This and a set of astronomical charts aid greatly in the teaching of astronomy and astronomical geography.

William Edward Wilson, A. M., principal and professor of History and Philosophy of Education, since 1898. A normal school teacher and principal of successful experience and a well known lecturer before teachers' institutes. Professor Wilson's biography will be found elsewhere in these pages.

John Henry Morgan, A. M., vice principal and Professor of Mathematics since 1893, a graduate of Furman University, South Carolina, ex-territorial superintendent of schools and a well known educator in the Northwest. Professor Morgan is also given representation in the biographical records of this work.

Edwin James Saunders, B. A., Professor of Physics, Chemistry, Geology and Geography; graduated from Petrolia (Ontario) High school in 1889, from the Toronto Normal school in 1892, and Toronto University, 1896; has held present position since 1898.

Miss Ella Isabel Harris, Ph. D., Professor of English Language and Literature; B. A., Waynesburg College, Waynesburg, Pennsylvania, 1890; M. A. in 1892; fellow of Yale College, 1898-9; Ph. D. Yale, 1899; substitute in English department of Parker Collegiate Institute, 1899-1900; instructor in English department of Vassar College, 1900-01 ; head of English department of Washington State Normal school since February, 1902; published in

1900, "Two Tragedies of Seneca" (Houghton, Mifflin & Company, Boston), and in 1904, a translation of the Two Tragedies of Seneca (Oxford University Press, London).

Miss Jessie B. Wilcox, Professor of History, graduated from the Oswego State Normal school in 1898, since which time she has held her present position.

Miss Evelyn A. Thomas, Professor Physical Training and Reading, graduated with honors from the Emerson School of Oratory, 1901, and did postgraduate work, 1902-3.

Miss Mary A. Grupe, Principal Training Department, Professor of Pedagogy, graduated from Dayton, Washington, High school, the Oswego Normal Training school, New York ; spent two and a half years at Chicago University ; has been connected with Washington State Normal since 1897.

Miss Ruth C. Hoffman, Principal Primary Training department; graduated from the kindergarten and English courses of the Oswego State Normal ; taught in the Detroit Home and Day school; has been principal of the primary training department of the Washington State Normal since 1902.

Miss Mary A. Proudfoot, Kindergarten Director and Art Instructor ; graduated in 1893 from Monticello Seminary, Godfrey, Illinois, and from Chicago Kindergarten Institute in 1895 ; director of Longwood kindergarten, Chicago, 1895-98; postgraduate student at Pestalozzi-Froebel House, 1899-

Miss Annette V. Bruce, Instructor in Vocal and Instrumental Music; graduated from piano department of South Dakota University under Franz Ballasegus of Berlin ; studied under Bruno Zrointscher of Leipsic; taught two years in University of South Dakota, three years in the Oregon State Normal at Monmouth and has been in the Washington State Normal since 1897.

Bethesda I. Beals, Ph. B., Instructor in Latin and English ; graduated with Ph. B. and Ped. B., University of Washington, 1808; student at graduate school of Yale College, 1898-1900; principal of Union High school, Sedro-Woolley, 1900-1901 ; instructor in English, University of Washington,

Miss Margaret Steinbach, Assistant in Training School; graduated by Washington State Normal school in 1898; taught three years in North Yakima and three years in Everett public schools ; came back to her alma mater in 1903.

Mrs. C. V. Warner acts as librarian, Miss Anna L. Frost as secretary and Mrs. E. J. Arthur as matron of the girls' dormitory. The present board of trustees is composed of Dr. J. A. Mahan, president, Ellensburg; Stanton Warburton, Tacoma, and H. M. Baldwin, also of Ellensburg; Prof. J. H. Morgan acts as secretary of the board.

Woodcock Academy, situated in the Ahtanum valley, eight miles northwest of North Yakima, is an institution that, for a number of years, has been doing a good educational work in Yakima county. Following out the suggestion of Dr. G. H. Atkinson, the Yakima Association of Congregational churches, in the fall of 1889, appointed a committee to receive offers of money and land for an academy to be located within the bounds of the association at the point giving the most financial encouragement. Sixty acres of valuable land was offered by Fen B. Woodcock and wife and a subscription in money and labor amounting to about $3,000 accompanied the offer of the land. The association voted its hearty approval of the proposition to found such an institution and approved of its location in the Ahtanum valley. The following board of trustees was secured and incorporated in June, 1890, namely, Hon. R. K. Nichols, president; Rev. S. H. Cheadle, secretary; Fen B. Woodcock, treasurer; Rev. Samuel Greene, Rev. Frank T. Mc- Conaughy, Hon. D. W. Stair, John Cowan, Captain J. H. Thomas and Daniel W. Nelson, trustees. In 1891-92 a building was erected and furnished at a cost of $8,000, and, on September 26th, the school was opened. After the death of Fen B. Woodcock in January, 1897, the trustees voted to change the corporate name of the academy from Ahtanum Academy to Woodcock Academy. The academy has the support not only of the association but of the whole Congregational body in the state of Washington. Whitman College and the University of Washington admit graduates without examination and similar arrangements are to be made with other colleges.

was established at Yakima City in November, 1875, by Sister Superior Blandina, one of the founders of the society of St. Joseph at Vancouver, Washington, in 1856. In 1885 the institution was removed to North Yakima, where the present commodious and substantial building was erected for the use of the academy. Last year 280 pupils were enrolled and the services of eight teachers were required besides those of the sister superior.

Klickitat Academy

located at Goldendale, the early history of which has been outlined elsewhere, is a well equipped and flourishing institution with an enrollment of about 160 students. The academy has been conducted for seven successive years and in its progress and achievements has abundantly justified the expectations of its founders and early supporters. Three courses of study are offered to students, the Classical, for students, who look forward to a profes- sional life; the Normal, for teachers; and the Commercial, for those who expect to engage in business. The founders of the institution were fortunate in securing the services of Prof. Charles Timblin, who has been principal of the academy since its beginning and has earnestly labored for its success. Within the last few weeks it has been decided to change the academy into a public high school, and as such it will be opened in September, 1904. It will, however, be under the same efficient management as in former years and there is every reason to believe that the same high standard of work will be maintained.

Academy Emmanuel

An attempt was made by Martinus O. Klitten and Mrs. Caroline Klitten to found a private academy at Kennewick to be known as the Academy Emmanuel. An excellent building, formerly erected in the town for other purposes, was purchased and remodeled for a school building. Arrangements were made to give general academic instruction, also preparatory and business courses. Before the school was ready to open, the building took fire and burned down, in December, 1903, preventing the plans from being carried out as intended. It is, however, said to be the purpose of those interested in the academy to rebuild at an early date and to open the school as soon as circumstances will permit.

The development of this section of the country has been so rapid as to have rendered it difficult, at times, for its educational systems to keep pace with its growth. The building of new railroads, the construction of irrigation systems and the development of mining districts have caused such large influxes of population to this group of counties that the resourcefulness of the people has been taxed to the utmost to keep pace with the growing demand for the extension of educational advantages. For this reason at times the most expedient rather than the best methods have been resorted to, and the results have not always been the best that could be hoped for, but the successes of the past give earnest of still greater ones to be achieved in the future, and we may rest assured that the sons and daughters of those who established the educational systems of this district will carry them on to full maturity of development.