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 SECONDARY EDUCATION 
 IN CALIFORNIA 
 
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 A MONOGRAPH 
 
 BY J. B. M<rCHESNEY 
 
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 PUBLISHED BY 
 
 DEPARTMENT OF EDUCATION 
 CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
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 SAN FRANCISCO, CAL., 1904 
 
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Secondary Education in California 
 
 By J. B. MCCHESNEY 
 

 
 Mission High School Building, San Francisco 
 
Secondary Education in California 
 
 By J. B. MCCHESNEY 
 
 SccDiidary ('(lucation received scant attention (luring the eai-lv liis- 
 torv of Calironiia for two ol)vious reasons. First, tlie jiDpulation was 
 composed almost entirely of men who came to tlie State tor the piirjiose 
 of enijag'in<4" in nxihl mining;, intending as soon as their fortunes were 
 made to return to their liomes and families. They had no immediate 
 use for sclmols of any kiml, and they gave little thought to |)i'ovisions 
 foi- tlu'ir organization and maintenance. Secondly, the State was 
 spai-sely populated except in the mining camps, where for sevei'al years 
 it was ditlicult to carry on schools of a primary grade for more than 
 three or four months in a year. Fortune hunting was the supreme intent 
 of the early Californians ; all other interests in which civilized society is 
 supposed to he concerned were, for the time heing, held in abeyance. 
 
 irowever. tl)e makers of the first Constitution realized that an instru- 
 ni' lit ot that kind would 1)0 incomplete without some provision heing 
 made for t'ducation. and consequently, we find Article IX, Section 3, 
 ix'ading as follows : 
 
 "Tho Legislature shall provide for a system of schools by which a 
 school sliall be kept up and sup})orted in each district at least three 
 months in each year, and any school district neglecting to keep up and 
 -u|:»])ort 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 tlie Leg'islature to determine the grades of schools 
 whic-h they might constitutionally provide for. In the proceedings of 
 the Legislature of 1851, Article IT, Section 5. we find the following: 
 
 ''Not less than GO per cent of the auKumt paid each district shall be 
 i'\p» iided in teachers" salaries; the balance may. at the discretion of the 
 
district, lie cxiK'ndcd in l)iiil(liii,<:- or rcpairiii.u- seliool houses. |iurcliasing 
 ., |j|ir;,r\ or a|>|>aratir< nr for llic s}tpiu,ii of a Ii'kjIi scIiooL" Tims we 
 sec that as carlv as IS.")! li'<:islal i\ c provision was made for the sn|)|)ort 
 of a hiyh sehooL 
 
 lint as far as I have heeii ahh' lo learn, no lija-li school was or,uanized 
 as a r(snlt of this permission. In fact, there were no pupils of suflicient 
 x'hohistic attainments to form a class, or if there wore, the "diii-,i;-in<:s" 
 had such superior atti'aclions that a school of any kind recei\'ed littth' or 
 no coiisidei'at ion. 
 
 'idle next Le^ishitui-e. tha.t of 1S,")'.\ enacted a new school law. makin.i:' 
 no mtntion of hi,<:h scl'.ools. Whethei- the memhers thoui;-ht that tlie 
 time was not yet ripe tor such schools, or whether they considered that 
 the entire school fund should he devoted to elementary instruction. I 
 am nnaide to state. 
 
 In IS-").") the seliool law was enacted for a third time under the fo1- 
 hiwiny title: '\\ct to estahlish. support and regulate common schooL< 
 and to I'epeal foi'mer Acts concerning tlu' sanu'." Section IT defimd 
 the duli(s and powers of district trustets as foHows: 
 
 '■'I'liey may cause the common schools within their i'cspe!-ti\'e juris- 
 dictions to he di\i(h'(l into i'l'iniary. (ii'ammar and High School Depart- 
 ments, and to cmplo\- competent teachei's foi' the insti'Ui'tion of the dif- 
 l'( I'cnt depai't nients. whene\ci' they may deem such division ad\isahle. 
 prornh'il. there he sutlicicnt means for all such departments, and if not. 
 then in the order in which they ai'c herein nanu'd. the prinuiry school 
 ha\ing prel'ei'cnce."' 
 
 This Act remained undist ui-lied on the statute l)oooks for eight years, 
 and during this pei'iod the lii'st ]iei-manent high schools of Califoi'nia 
 wvvr cstaFjIished. 'Idie San Francisco High School was organized in 
 danuai'y. 1S.")S. heing the first in ( "alifoi'iiia. It was attended hy hoth 
 sexes, and deservedly enjoNcd a high reputation. 
 
 The school recoi'ds of this pei'iod are I'xceedinglv meager, thus 
 making it ditlicult to collect accurate data i-oiu-erning actual work done 
 in <eciindai'y education. '^Fhen. too. the term "high school" was vaguelv 
 u<vt\. thei'e heing no recognized authoritv to i)lace a line of denuircation 
 hetween advant'cd grannnai' gradts and high school grades proper. I're- 
 \ iou> to th(> formal organization of a high school in San Francisco in 
 danuai'y. ]S.")S. a tdass of advanced grammar school pupils was main- 
 taine(l. Till' sehool authoi'ities of San Francisco did not call this a 
 high school, although it is (pnte ))i'ohahle that distincti\'ely high school 
 hranchts wcvr taught. 
 
 Ahoui this time a high school was (.■ommeni-ed in Sacramento and 
 anotlu-r in ^lai'ys\ ille. hut in the annual i'e])ort of tlu^ State Superintend- 
 
cut ror l.S()(l \)\\{ two liiir]i -cliool-: ;[]■(■ Trci \<^m7,c(\, oiic ill Sfui Frnrif :-•(•<) 
 Mini one in Saci-aincnto. 
 
 JJuring the dtcade coniJn('ii('iii<r with 18()0 an increased interest in 
 -eeoridarv education was manifested in California. In Noveinher. I.SG"^, 
 a hi<rh sc-hool was organized in Nevada City, and at about the same time 
 auothei- in Crass Valley. l)ut i'oui- miles distant. These towns were at 
 that time the hirgest and Jiiost tliriving mining towns in the State. 
 'J'hey were the centers of trade for an extensive area occui)ied hy valiiahl.' 
 (juartz mines and deep placer diggings. 'J'he inhabitants were pro.>])cr- 
 ons and they were desirous Unit their growing families shouUl enj<n' the 
 best educational privileges possible. At this time the influence of the 
 mining counties predominated in State affairs, as they possessed both 
 the wealth and a large majority of the voting population. 
 
 'J'lie great valley extending from the Tehachapi ^Mountains on the 
 -onth to the town of Kedding on the north afforded only a rich fereding 
 ground for immense nmnbers of cattle au-d sheep. Californians had not 
 yet learned the wonderful possibilities of this vast area for the ])roduc- 
 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|)res(iitat'ives of the so-called "cow counties'' were unwilling that the 
 more j)rosj)erous mining counties should dictate a system of commoji 
 M-hool.s which would give them an undue .share of the .school funds. High 
 s(]u)ols could exi.st in thickly settled communities only, and these were 
 not found outside the cities except in the mining counties. This accounts 
 for t'he fact that until the close of this decade the high schools of Califor- 
 nia were confined to the larger cities and towns. 
 
 Hut the dawning of the next decade witnessed a change. The gohl 
 i!iin( s, which required little or no capital for their operation, were mostly 
 worked out, and thus men of snuill means were comj)ell(d to turn the ir 
 attention to other pursuits. \'ast areas which early Californians coiisid- 
 cri'd worthless were found to be capable of sustaining unlimited grain 
 fields and orchards, and as a result, the land was taken up. trees and 
 vines were ])lant(!d. and California -non licinnic noted for its broad fields 
 of grain and extensive vineyards. 
 
 Thriving villages s[)rang into existence all through the State; the 
 despised "cow counties" so increa.sed in po|>ulation that they soon con- 
 trolled State legislation. This meant among other matters that the 
 common school system must be acceptable to tliem, and as their c<'nlirs 
 of population were only in the formative period they had no u.-c for 
 high ■?chfK)ls. The ])rinuiry and gramjnar grades satisfied all their needs. 
 To keep these^peu the re<piisile number of mouths each year in order to 
 
6 
 
 draw their share of the public funds imposed a burden which they were 
 scarcely able to liear. 
 
 J]i a acneral way, it may be stated that the decade from 1870 to 188U 
 witnessed a gradual preponderance of population in the agricultural 
 counties over the mining counties, and with this went a corresponding- 
 influence in State affairs. But this decade was not prolific in the organ- 
 ization of new high scliools. One was opened in Oakland in 18()9, one in 
 Los Angeles in 1871;" San Jose and Vallcjo followed soon after. 
 
 On the wliolo, it may be stated that California did but little for the 
 cause of sK'ondary ((lueation during the first thirty years of her history. 
 'I'his can be said, liowever, although the high schools were limited in 
 nuinhi r. they were excellent in quality. The teachers employed in them 
 wei'e men and women of superior ability and devoted to their profession. 
 Their schools took a (h'servedly high rank, and in their courses of study 
 and in their methods of teaching they wei'e befitting models foi' the 
 high schools which were to follow. This is all the more remarkable Ix- 
 cause the manner in which high school certificates were issued was some- 
 what lax, or perhaps, to state it more accurately, the rigorous and search- 
 ing nu'thods which afterwards prevailed were not used. 
 
 It would be interesting at this point to give a careful analysis of the 
 social and ])olitical conditions which prevailed in California during the 
 decade ahoNc referred to because of the predominating influence these 
 conditions had upon the cause of secondary education. A com])lete disr 
 cussiou of this most interesting problem would lead me far astray, and 
 1 must content jnyself by a few bald statements which I think a careful 
 discussion would confirm. 
 
 jMany of the early Californians were men of broad views. Their 
 inv( stments wei'e in the mines, and from them they obtained their wealth. 
 (iold was an expensive commodity and not suitable for making exact 
 ehaiigx': early Californians became indifferent to small coins and would 
 not use them in their business transactions; their views of affairs gener- 
 ally wei-e expanded, and it may be said that they despised the dav of 
 suuill things. All this had its influence upon the character of the in- 
 dividual, and thus upon the communitv as a whole. 
 
 This state of all'airs might do if the mines Iield out and the poor 
 as well as the rich could avail themselves of their use. But a chanu'e 
 came; the cry was spread al)road that the mines were worked out; men 
 must adapt themselves to new crtnditions, must seek new fields of labor. 
 ^•Auy engaged in agricultural pursuits, where the labor was severe and 
 't*e 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- 
 ifornians of this decade, l^ut some learned it; others, however, did not. 
 
They became restless, fault-finding and envious of those more fortunate. 
 T;abor and cajjital became antagonistic, and a general condition of unrest 
 j)revailed throughout the State. Agitators harangued crowds gathered 
 on vacant lots in Sail Francisco; tliey 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 ado|)tt'(l 
 bv a ]io])ular vote of the people. 
 
 Tbe new constitution was a child of tbe transitional period and con- 
 s((iuenlly sonu:- of its sections were nnwisc, if not unjust. Its provisions 
 wt're presented and discussed by nu'U laboring under strong prejudices. 
 During tlie decade tliere had been a growing depression among woi-king- 
 men tliroughout tbe Stat(\ Tlu^ trnnbl(> was considerably augmented 
 by a large immigration of (Ihincse, who by their industrious, plodding 
 ways and their readiness to work for small wages created a violent an- 
 tagonism toward them among white laborers. A lU'w jvolitical party 
 was organized called the Workingmen's Party, with a i)latform which 
 appealed to class prejudice and which was particularly opposed to 
 (,'binese laborers and those who employed them. It may readily be 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 pul)lic thought. Then, as ever before, it was thought 
 tbat constitutional provisions and legislative enactments would remedy 
 ci-nditions which could only be reached by changing the thought and 
 ])ui'pose of the people. 
 
 Previous to the meeting of tbe Constitutional Convention, in October, 
 IS^S, secondary education had received little encouragement from tbe 
 |)e()ple of California. Tbe legislative enactment of IHo.") ])rovided for 
 [)riinary, grammar and bigli seiiool departments, but the primary and 
 granunar schools must reeeivi' tbe lirst consideration; tlieii. if funds 
 remained in the treasury, tliey luiglit 1k^ appropriated to tbe sui)p(U-t 
 of a high school. But. as we bave already sbown. tliis provision, although 
 remaining substantially unchanged until IST'i. did not actively encourage 
 the cause of secondary education. On tbe ccmtrary, the system of issuing 
 teachers' certificates at this tiiue rendered it next to impossible to obtain 
 a high school certificate except from City Boards of Education; these 
 miiiht be recognized by County Boards of Examination or not, as they 
 saw fit. 
 
 AVlien all these conditions are fully real:?:ed, one can readily under- 
 stand that the friends and active i)romoters 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 
 
 (lisapiiniiitiiu'iits and rebuffs tiiiic and again witliont a pretty intimate 
 kiiowlcdiic of the a^neral trend of ])ul)lie sentiment toward the eaus(> 
 tliev held so (hni". and so. whih^ they hoped, tliey also feared. 'I'luy liad 
 experienced apathy, indifference and open hostility, bnt all this would he 
 forg-otten if the nt w eonstitution would recognize the high sej-.ool and 
 make it an integi'al pai-t of the State system of schools. 
 
 Space forhids my (Altering upon a detailed account of the labors of 
 tliis convention or of the discussions which took place concerning an 
 educational system for California. 
 
 'I'he snbjeel received careful attention by men of large experience in 
 statecraft — men who had an uidvounded faith in the future greatness 
 of California and wci-e animated by a desire to formulate the best con- 
 stitution possible. 
 
 'I'he linal I'csiilt of these discussions i)roviding for high schools was 
 cndxidied in Article IX. Section (>, which reads as follows: 
 
 "'riir public school system shall include ])rimary and grammar schools 
 and such high schools, evening schools, normal schools and technical 
 schools as may be established by the Legislature or by municipal or dis- 
 trict authorit\ : but the entii'c revenue derived from the State schoid 
 fund and the State school tax shall be ai)i)lied exclusively to the sup])ort 
 of primary and grammar grades." 
 
 It will thus be seen that by the adoption of the new constitution by 
 the pt'opK' of tlu' State, high schools could not become a part of the State 
 system of schools. It is true, the Legislature might establish them, but 
 iro one believed that any Legislature would pass an act so oj)|)osed to 
 (Uii- democratic principles as to require a community to support a high 
 schoool coiiti'ary to the wishes of its people. It would be pnttting the 
 case very mildly to say that the friends of secondary education were 
 tci'i'ibly disappointed. They believed that the public sentiment of the 
 State was piTpared to make high schools an integral ])art of the scliool 
 svsttni. and to lu-^tow upon them a generous portion of the school funds 
 of the State. I)Ut the <Iic was cast: high schools must get on in the 
 future, as in the past, by the sole support of municipal or local taxation. 
 
 .\s one I'cviews the history of education in C^ilifornia for the quarter 
 of a ct'iitury that ha> elapsed since the adoption of the new constitution 
 he is imdined to take a iiH)re moderate view than high school men enter- 
 tained at that time. That Section (i of Article IX expressed the honest 
 and mature convictions of a majoi-ity of the framers of the constitution 
 no one has ever denied. Whether they were mistaken or not remained 
 fo,r coming years of ex])erience to determine. When the new Constitution 
 became operative nearly, if not (piite, all the cities and larger towns 
 had organized high schools and were supporting them by local taxation, 
 
9 
 
 and thoy cnntinucd to do so artcr tlicv In'rued tluit tlio Stale funds could 
 ii"t he u^v(\ to assist thcni. Sotnctiuu'S a cause iS l)onc(itcd hv siniplv 
 securing the attention of the puhlic. If it can only <i-ct itself s(|uarely 
 hefore the |)id)lic eye, can gvt the people to tliinking about it and talking 
 about it. then, if the cause possess merit, the public will not only discern 
 it. but espouse it by voice and action. The high schools of the State 
 occu])ied 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 making incpiiries of 
 those 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. jSTo 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 ])ublic 
 attention was directed toward them, the grade of the high schools was 
 raised, an element of com})etition between different communities was 
 introduced and improved methods of teaching were employed. The 
 high school took a prominent |)lace on the programs of tlie county insti- 
 tutes and at the meetings of the State Association of Teachers special 
 sections were devoted to secondary schools, in which discussions were 
 hebl on all matters pertaining to their condition and needs. University 
 professors and prominent educators from other States took a prominent 
 part in these meetings and imjiarted 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 puhlic, 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- 
 pearance. There were many districts and communities throughout the 
 State which were unal)le to l)ear the financial burden which a fully 
 equipj)ed high school would impose. The residents of these districts 
 saw the advantages which were derived from the establishment of high 
 schools, and vei-y naturally they desired to participate in them. They 
 conceived and cari'ied into execution a plan whereby they might secure 
 partial if not the entire advantages which they would gain from the 
 organization and support of a high school in their midst. This was 
 
10 
 
 tli(^ adoption of a r-ours(^ of shulv siipi)leiiU'ntary to the Avell estalilJ.'^lierl 
 ,i;raimiiai' ,iira<lc,< ami was called the "gTaiiiinar school com-se."" The 
 hfanclies taii,i;lit iiichided a sufficient amount of nuitheinaties. sciiiicc. 
 Ii!st(u-v and En^dish langnaoe to enahle the })uj)ils taking it to cntiT 
 one of the scii'ntitie colleges or the agricnltnral college of the T'niversity 
 u[' 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 
 gi-ammar school coui'se was taught were enabled to enjoy partial ad- 
 vantages which a fully equipped high school would confer without the 
 necessai-y local taxation. By an act of the State Legislature in jMai'ch, 
 1887. the State Controller was authorized and directed to appropriate 
 tlirei' 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 ihe 
 State school fund or any ])ortion thereof could be legally used to sup])ort 
 the so-called graiiunar school course was frequently discussed by tie,' 
 public |)i'css 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 liistory of secondary education in (^ilifornia 
 school training beyond what the ordinary grammar school offered, and 
 emf)hasized the fact that the people were conscious of the value of a 
 it j)avcd the way for an amendment to the Constitution. 
 
 'I'lic difficulties under which sparsely po])ulated communities laboi-ed 
 in m)t being able to su])[iort a high school was quite satisfactorily over- 
 c(uue by an act of the Legislature passed in 1891, whereby contiguous 
 sc-hool 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 he held in the districts which proposed to join in the su])p(u-t of 
 a bigli school, and if it was shown by the result of said election that the 
 (pialified 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 lew a 
 tax u[)on the property thereof in sufficient amount to defray the expenses 
 necessary for the support of the school. As a result of this law (piite a 
 number of union high schools have been organized and ai'i' 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 ]'ural districts, where 
 
11 
 
 it is particularly needed; besides it adds an attraction to the country 
 wliioli heretofore was enjoyed exclusively hy the cities and larger towns. 
 The union liigh school is destined to exert a far-reaching and favoral)le 
 'iiiUneuce upon the cause of secondary education in California. 
 
 Anotlur fact miist not 1)e overlooked in this counecHou. The iiitni- 
 durtion of tlie union liigli scliool system in California brought, in a 
 \ital way. tlie (|ii('stion of State support of high schools to a large nuni- 
 Ik'i- of p('0[)lc wlio heretofore had given it but little attention. They 
 were led to see tlie incongruity of a State system of schools wliich fos- 
 tered tlu^ two extremes, but left them without a connecting link. It pro- 
 vided for tlie support of schools which prepared for admission to the 
 liigli school and then stopped, refusing to render assistance in making 
 |tre])aration for admission to the State University, an institution which it 
 liberally supported. The union high school has passed the cxjjeriiuental 
 age; its adequacy to meet the wants of rural districts desiring to secure 
 the benefits which a high school would confer has l)e('u practieallv dem- 
 onstrated by a sucessful experience of twelve years. 
 
 Tn the early history of California the term high school was vague and 
 imlelinite. Having no precise signification, it was frequently used when 
 tlu' course of study failed to warrant it. Thus it vei'y naturally came 
 to |)iiss that several schools in which, in addition to the ordiuary gram- 
 mar seliool studies, algebra and ancient history were added, were called 
 by tlieir patrons high schools. Neither custoiu nor decisions by com- 
 petent school authorities had fixed a limit f(U' a grammar sehool 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 
 bi'anelies, l)ut prolonged discussions in the Constitutional Convention 
 of lSTS-79 demonstrated conclusively that its members differed very 
 radically in their understanding of the term "grauunar school." 
 
 The school law was re])eatedly re-enaeted dui'ing tlu' life of the first 
 Constitution and the original definition of a grauuuar school was sub- 
 stantially modified. Subsequent legislative action ))roviding for a State 
 IJoai'd 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 dilferent grades. Section 17 of an Act 
 passed bytheLegislatui'ein IS.").") authorized district ti'ustecs to divide the 
 scliools in their respective jurisdictions into primary, grammar and high 
 sehool departments. In 1SG3 County Boards of Education were estab- 
 lished, with authority to issue certificates of the first, second and third 
 gi'ndes. which would entitle the holders thereof to teach in school<; of 
 the grammar, intermediate oi' unclassified and pi'imai-y grades, re- 
 spectively. The Legislature of ISii.") pi'ovided that "all schools, unless 
 
12 
 
 ])rovi(lGd for by special law, sliall be divided into three grades, viz. : First, 
 second and tliird." Cities having a Board of Education governed by 
 special laws could grant certificates for teaching high schools. In an 
 act i)assed l)y tlio Legislature of 1869-70 the provisions of the preced- 
 ing act were substantially continued in force, and from this time on 
 to the uieeiting of the Constitutional Convention of 1878-79 the classi- 
 lieation 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- 
 lici' of liigh sc1u)ol teachers needed in the State \vas 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 
 largt'r cities at first to select high school teachers from those in the 
 grammar schools who had been successful and etficient. Then followed 
 a pei'iod during which the State Board of Education issued educational 
 (li])lomas and life di])lomas to teachers for service in high schools. City 
 Boiirds of Education were also authorized to issue high school certificates 
 upon a satisfactory examination. But the methods used for certificating 
 high school tcacliers were more or loss desultory and lacking in uni- 
 formity until 1X95, when a committee from the State Teachers' Asso- 
 ciation reconi mended that no one should receive a high school certificale 
 who had not had an equivalent of a college education, and this recoin- 
 nicudatioii |ir('vails at the present time. 
 
 .V movement was inaugurated by the University of California in 
 1884. which wa.s 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 ])upils who had maintained an ex- 
 cellent standard during their high school course might be admitted to 
 tlu' State T^niversity without examination. This is known in California 
 as the "accrt'diting system,'" and as it has l)een an exceedingly important 
 factor in the hist(M-y of secondary education in this State, it may be 
 well to gi\e, in lu'ief. its main provisions. 
 
 First, no high scliool could be placed on the accredited list against 
 its consent: as a ])rerecpiisite it must request the favor. This condition 
 having he; ii co)nplitMl with tlie university faculties deputized some mem- 
 bers of its body to visit the school and determine by a careful and thor- 
 ougli examination whether its course of study and its methods of in- 
 struction entitled it to be placed on the accredited list. The examiners 
 einl)ract'd representatives of the departments of ancient languages, nmth- 
 ematics, history and science, or as many of these departments as the 
 school dc^sired to he accredited in. for one feature of the system is, that 
 it admits of partial acci'cditing. The time at wdiich these examiners 
 
18 
 
 iiuuk' their vi>it niiiilit or niiglit not i)0 known by the teachers of the 
 sel\()ol : ])ractieally. it made no diti"ercnce, as no amount of eramming 
 would suMieiciitly prepare the ])upil.s for tlie examination. The exam- 
 iners then made a report of tlieir findings to the faculties of the uni- 
 versity, who decided wlietlier the scliool slionhl be placed on the accredited 
 list. If tiie decision was favorable tlie j)rincipal of the scliool was noti- 
 fied of the fact and for the next scliolastic year those pupils of liis. who 
 had eoinph'ted its preseriljed coui'se of study and had I'eceived a diploma 
 certifying to that fact, were entitled to admission to the State University 
 on his reeommendation; without this personal recomnu'ndation the pupil 
 must \in(U'rg() an examination, whatever his standing in the high school 
 might have been. 'J^his feature of the accrediting system lias been crit- 
 icised lu'cause of the pdwer it places in the hands of tlu' high school 
 principal, but an experience of nearly twenty years has failetl to jiro- 
 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 heads of the different departments of his school, 
 as they are most familiar with the attainments of the piipils. 
 
 In 1885 but three schools in the State requested an examination for 
 accrediting, but the number gradually increased year by year, but not 
 as ]'a{)idly as might have l)een I'xpected. One reason for this probably 
 arose from the fact that the aims ami work of the university were not 
 generally understood by the people of California. But another move- 
 nu'iit by the university authorities in the early nineties served to remove 
 largely this im[)edinu'nt and to l)ring their work directly before the 
 . pe(.ple. This was the ir:auguration 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 higher 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 yielded to a lively inter- 
 est ; local pride was stimulated and a general inquiry was aroused as 
 to the best means for securing an entrance to the university. As the 
 secondarv school was the only door through which out; could pass to 
 readi the univei-sity. 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 tears a change was scarcely perceptible. The seed was sown 
 
14 
 
 by tlie adoption of the accrediting system and tlie inaiiii-nration of courses 
 of universi'ty extension lecturts a few years later, rendered it fruitful. 
 Beneiieial results were seen not only in tlie increased nuinlier and 
 efficiency of pul)lic high schools, but of a general awakening and im- 
 provement of private secondary schools and seminaries. They found 
 it necessary to fall into linu in order to hold their puj)!!?. and as they 
 did so they enjoyed a generous share of ihc prospci'ity which befell the 
 nubile high schools. 
 
 At a nueliug 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 shared equally 
 with her sister States in this new awakening. This resolution was par- 
 ticularly directed toward an investigation of the j-eqnirements for col- 
 lege entrance and toward the ])ossibilities of making them inore uniform. 
 As a result of this resolution ten of the most prominent educators in the 
 Unifed 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 commendable zeal: sub- 
 committees were appointed to investigate and rei)ort 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 u])on 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 ])ertained to their special lines of work. The different 
 reports were submitted and discus-sed and finally published in conven- 
 ient form for general distribution. Both State associations of teachers 
 and county institutes made these reports a basis 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 geiuTal under- 
 standing reached as to what the term secondary education really im- 
 plied. This alone would have been a sufficient recom]iensc 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 
 
1") 
 
 educational ronai.-saiice. i;avc a new ini])etiis to the iniisciiu ni inauiiiir- 
 ated by the aecix'ditcd system and tlie university extension leetures. 
 
 Reference should he made to a clause in the new Constitution which 
 guaranteed the admission oJ' women to all the collegiate d('[)arlments 
 of the State University. Advantage was not taken of this provision 
 immediately, but when the full meaning of what it implied and the 
 nu-ans for pre])arafion were multijilit'd. it was eagerly accepted as both 
 a wise and just 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 sicondary education and 
 rendered the multiplication of high schools necessary. The reaction 
 of this movenu'ut u]ion the high schools themselves was particularly 
 beneficial, in that young wouieu. by t!u' assistance of a thorough peda- 
 gogical department in the univci'sity. becauH' (fjuipjicd to render valuable 
 service in the high schools. 
 
 The following table s^hows the iiu-i'ease iu public high schools from 
 1885 to 1903: 
 
 Xo. of No. Accredited. 
 
 Year. Schools. Public. Private. Total. 
 
 1885 le ;5 . . 3 
 
 1890 24 11 ■^ 13 
 
 1895 98 43 14 57 
 
 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 $1,007,046.30 
 had to he 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 twenty-two in 1902. But these fig- 
 ures only partially represent the renuirkable 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 hy home study, obtained a fair insight into their 
 respective subjects. 
 
 During all this period of prospesity there still lingered a feeling 
 among the friends of secondary education that the high school did not 
 occupy that position in the State systems of schools which its importance 
 
16 
 
 (IcJiiaiKled. It was not forgotten that State funds were used to support 
 eleim-ntary scliools and tlie university, Init tlie connecting link, the 
 high selinoL was left to he provided for hy local taxation, which was, 
 to say the least, an uncertain quantity. If there was a loud cry for re- 
 trenclmunt the high school fund was usually the one to be reduced to 
 the lowest ])0ssihic liuiit. It cnuhl uot l)e expected, under these cir- 
 cumstancis, that a persistent effort would uot l)e made to place the high 
 school where it could he a recij)ient of State ])0unty. After much dis- 
 cussion hy tlie sfliool piople oi' the State the Lcgi^slature of 1001 jjassed 
 a resolution hy which a proposed auiendment to the Constitution miglit 
 be suluuitted to the electors of the State for approval or rejection. This 
 proposed auuudnieut consisted of an atldition to Article IX. Section G, 
 and read as follows: 
 
 "But the Legislature may authorize and cause to l:e levied a sjjccial 
 State school tax for the support of higli schools and technical schools, 
 or either of such schools, included in the public school system, and all 
 revenue derived from such special tax shall be applied exclusively to the 
 su])])ui't of tlie schools f(n' which such special tax shall l)e levied." 
 
 Tliis amendment was approved by a vote of the people and thus be- 
 came a ])art of tlie Constitution. The long sought for condition thus 
 ])eean!e a possibility, and it only needed the pi'oper legislative action to 
 n)ake it a reality. The L<'gislature of 1903 amended the school la>y by 
 the passage of an act providing for State support of high schools, whose 
 salient features are, that until tOOG an ad valorem tax of one. and one- 
 half ])er eent of the taxable' j)ro])erty of the State shall be levied for the 
 6U[)])ort of regularly established high schools, and after 190G the State 
 Controller shall estimate the amount uecessary to support the high 
 schools of the State and shall allow $1.").00 ])er pupil in average daily 
 attc^ndance; one-third to go to high schools, irrespective of the number 
 of ])upils 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 
 coukl be devised. It has receivt'd considerable adverse criticism by de- 
 voted 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 constitutionallv receive State funds for its support. 
 
 The intimate relations which iiecessarily 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 
 ii^ California. Primary education closes with a fair knowledge of arith- 
 inetic, English grammar and the use of the English language, history 
 of the United -States, ^nd the elementary princi]des of physiology and 
 
M 
 
 :i: 
 
17 
 
 hyiiieiic. vocal music and fli-awiiii:-. Tlic liigh school takes up a new line 
 of studios, each of which is liniite(l by university entrance i'e(|uirenicnts. 
 Accor(lin<i- to a recent university register, subjects arc s|)ccitied i?i whicli 
 accrediting may he given. * ■'" - The smaller jiii-h 
 
 schools are not ahle to take uj) so varied and extensive a range of suh- 
 jeets as this. l)ut in order io raidc as high schools they must, at least, 
 prepare theii- pupils in all the suhji'cts necessary for entrance to one of 
 the eollegcs. The lai'ger high schools, hy virtue of their ninnlicr. both 
 of pupils and teachers, are enabled to olTer for accre liting the entire 
 list of subjects suhimitted hy the university, by a system of electivcs, 
 which would be imi)ract icable in a snuill school. 
 
 It will be readily gathered from the above that the State University 
 exercises a predominating influence o\-er the liigh schools, both in thi'ir 
 courses of s^tudy aiul largely in the method in whieh the several subjec(.s 
 ai'c presented. It is (juitt' natural that this eoiulition sliould cause a 
 cei-tain anu)unt of adverse criticism. We are told that tlu' high schools 
 should stand ])y themselve.?; .should l)e free to choose that course of study 
 and the tinu' to be devoted to each suhject which the patrons of eacli 
 school ])i'eferred ; that the industrial conditions of the State are so 
 varied that high school uniformity must work against tlu' Ix st iidercst.s 
 of nuiny localities; that the ])upils of high schools located in fruit grow- 
 ing districts should l)e taught how to ]jlant and care for trees, and how 
 to destroy fruit ]iests : in short, the school should he made practical. 
 Other critics affirm that ])reparation for college or university is not the 
 best |)reparation for the duties of life; that thei-e should I)c a differenti- 
 ation of isubjects into practical and culture studies. Discussions on tliosc 
 ami kindred topics have occupied the [)ul)lic press and have been fruit- 
 ful sources for ])apers read at teachers' conventions. Several of the 
 most prominent writers for our educational journals have presented 
 arguments both ])ro and con. so that high school men in California are 
 ([uite familiar with what has been said upon this important subject. 
 
 But in spite of all that has been said and written, the work of cenli'al- 
 ization moves steadily on. The university decides what the work of 
 the high school shall 1)0 and through the high school exerts an influence 
 upon primarv education. To enter upon a discussion as to whether this 
 is tlie wisest arrangement or not is not pertinent to the purpose of this 
 pa|H'r. I simply refer to this question as having had its influence ujion 
 lh(^ developnu'iit of secondary education in this State, and also as being 
 an unsettled ciucstion. 
 
 The dovelo})ment of secondary education in California was sul>stan- 
 tially along the same lines as those pursued in the older Slates. The 
 courses of study and the methods of teachijig did not dilfer materially 
 
IH 
 
 from those adopted by the high schools of Massachusetts or Michigan, 
 still it may he interesting to note ]inrtieuhirly tlie elianges which oc- 
 curred in tlie presiiitation of some of tlu' subjects. In tlii' earlier days 
 the courses of study embraced mathematics (algel)ra and geometry), the 
 aiiei( ut and modern languages, seiencr and p]nglish literatui'e. 
 
 Probably the fewest changes in methods of presentation by the 
 teacher have been made in the languages, both ancient and modern. 
 'rh( re l)as ])eeii a decided imj)i'ovement in text books. ))ut nothing ean 
 take the plaei' of that accurate memorialing so absolutely necessary in 
 gaining the rudiments of a foreign language. The teacher of nuithe- 
 matics. howt'yer. has materially im[)royed upon the methods pursued by 
 his pi'edecessors. The principal advantage to be gained by the ])roseeu- 
 tion of this study is the unfolding of the reasoning faculties, and if it 
 is made lai'gely a nuMnoritei' exercise, as it was in tlu' olden time, tlu' 
 greatest good is not realized. This remark applies particularly to the 
 study of theorems in geometry. Teachers of mathenuitics in California 
 high schools, at the ])resent tinu", give particular attention to origimil 
 (lenu)nstrati(uis. A single step in reasoning at first gives strength and 
 eiu'ouragenu'nt for others which follow, so that in time the pu[)il be- 
 eouu's able to give a eom])lete original deim)nstrati(Ui for a geometrical 
 theorem. By this training, as he meets with the <litheult prol)lems 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 th.e entirr range of the natural sciences. Vp to the 
 present time tlu're have been three stages of deyelopuu^nt. At first the 
 seience was learned exclusively from a book. It is true there were some 
 illustrations of experiments to aid the comprehension of the pupil, hut 
 the experinu'uts themselves were few and far lietween. AVhate\er knowl- 
 edge the ])U])il obtained was at the ex])ense of the jiower of the imagina- 
 tion, hence this may be called tlu' imagination-developing period. This, 
 however, gave way in time to a decided impro\'enu'nt in science teaching, 
 for the i)upil, instead of studying illustrations, was required to observe 
 carefully what the teacher did when he mixed the chemicals and manip- 
 ulated the air-pump and the electrical maehiiu'. This was the observa- 
 tion jHM'ioil. 1m-oui seeing the teacher j)erform the experinu'uts to the 
 next step, in which the ))upils 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-nudving jjcriod. 
 "^riiis change involved a comjdete revolution in the equipment for science 
 teaching in the high schools, for there must be a complete laboratof-y 
 sufficiently extensive to accommodate all the ])upils of the school. The 
 
19 
 
 cheinienl liibornlorv iinist lie proviilci! willi rcn,f:Tiit-s. t;il)lcs. .•=inks. nin- 
 iiinii- Wilier, yas and niiiiihi rlcss hIIki' cnnvciiit net s wliicli would \)r r. - 
 (|iiii'cd I'di- in'i'l'di'iiiiiiL;- the ('.\|)i rinuiils in a (•oiir.-c in clicmist r\- .-uf- 
 lit-iciitly rnni[)r('lu nsivc Ww cntrane'c t(i the university. Aiinilicr lalior.i- 
 lorv e(|ually elaliorate, Imt eiilirely dilTerent in the apparatus uskI. inusl 
 he provided I'or stu(h'nls in physies and s'till anotlier with its niiernst-opes 
 for ehusses in hioloi^T. Tlie a(h)pti()n of the lahoratoi'y methods in Cal- 
 ifornia For teaeliiny the natui'al seit-nets was lar^elv ihu' to the inlluencc 
 of tlu' university. The elian<i-e involved a hiriic t'xpi'nse. l)ut the ad- 
 vantati'cs it ])ossesses over the ohi nuthoil^ ai'e so apparent that fairly 
 well e(|uip[)ed lahoratories are found in neai-I\- all the liiiih schools of 
 the State. 
 
 The fourth suhject enihraeed in the high seliool curriculum was 
 formerly denominatLHl Eliiiilish literature, hut in university and high 
 sf'hnol schedules of the present day it is known hy the comprehensive 
 term of English. It is within the memory of many who may read this 
 paper that during their ])reparatory course for college they studied 
 English literature, at least that was the name givm to the suhject. hut 
 in reality they gave little or no attention to literature per sc, hut to the 
 hiographies of authors, together with the titles of their works. In 1H7C) 
 the Oakland High School inaugurated a change wherehy the produc- 
 tions of. standard authors should he studied rather than their l)iogra- 
 phies. ''The Lady of the Ijake" and the "Merchant of X't-nice"' were 
 ohjects of discussion in.stead of the lives of Sir Walter Scott and 
 Shakesijcare. 'I'o the hest of my knowledge this was 'the heginning of 
 a movement which in a few years ])roduced a complete revolution in the 
 study of English literature, not only in California, hut throughout th."- 
 whole country. Henceforth the study was scheduled as English hy high 
 schools and universities. 
 
 Ahout this tinu' a new professor came to the I'nivt'rsity of Califor- 
 nia as head of the department of English Eiterature. who hy his lahor.s 
 with hi ■ own classes and hy calling together princi])als and teachers of 
 high schocols for discussion, the new movement was not only approved, 
 hut in a hrief time it was adopted In' most of the high schools of the 
 State. At the present tinu' English occupies a prominent position in 
 the course of study of all s; enndary schools. This change is also largely 
 responsihle for the elimination ^^i' formal rhetoric from secondary 
 schools. Attempting to understand the jjrinciples of the style of a given 
 literarv producti(Ui without a comprehensive view of several authors' 
 works is on a ])ar with gaining a knowledge of the currents of the ocean 
 hy studying a hucket of water. 
 
 In view of the changes effected in tlu' methods of teaching in the 
 
20 
 
 pccondarv school^; of tho Sliitc (lur!:i,ii' tlic Inst qiiiirtor of a contiiry and 
 ill the aiMit ioiial fact that tlic schools arc taui;ht l)y a bodv ol' tcaclicrs 
 iiiisiiri)assc(| for ititclli_iie'UCL' and for devotion to tlieir profession. Cal- 
 ifornia is i-cady to have her secondary schools compared with those of 
 any Stale ill the Union. Tlie discouraiiements and adversities of early 
 years did not dishearten the friends of secondary edncation in the cause 
 to which they were so thorouohly devoted, but, rather, they were fired 
 witli a I'ciiewed zi'al. •couJIdent tliat in time their effoi'ts would l)e rc- 
 \var(h'd. They fully realize also that constant change is both a condi- 
 tion and evidence of life; that without change there must come stagna- 
 lioii and death. They also ]-ecognize the fact that the solution of 
 past j)r()blems only reveals new ones for the future. Perfection is still 
 a dream unfulfilled. 
 
 In the general strife to make each of tho divisions of the State sys- 
 tem of schools complete there is danger in giving too much attention 
 to tlu' ])erfection of the grade and too little to the interests of those for 
 whom the grades are organized. As at present constituted the ele- 
 mentary schools r(,-(juire eight years, foui' 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 pu[)il enters the prinun-y school at the age of six, the legal school age 
 in California, and continues in regular course through the succeeding 
 ilepartnunti^. he will have reached the age of twenty-six years before he 
 is ready to commence his professional work. This time may be reduced 
 one year for those who expect to engage in medical j)ractice by taking a 
 prescribed course in the uni\-ersity. All will agree tiiat there must be 
 somethiiig radically wrong in a system which re(juires so many of the 
 best years of one's life to get ready. This ])roblem is too important to 
 be thrust asidi'; it tmu-hes life on too many sides; besides the educational 
 |)hase, there is the comnunercial, and. moi'e than all others cond)ined, the 
 t^ocial aspect: for any influence tluit has a tendency to loosen the bonds 
 wbich hold society together in organized families should receive the 
 strongest disapprobation. There must be an earlier diJferentiation of 
 studies, the work of the student must be more intensive, he must sooner 
 deci<le his life work ami expend his elforts 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 grouiuls. President Harper says: "The high 
 school is no longer a school preparatory for college. In its most fuUv 
 developed form it covers at least one-half the ground of the college fiftv 
 years ago. It is a real eolU'ge; at all t'vents. it i)rovides the earlier part 
 of a college course.'" But will the college grant diplomas in two years 
 
21 
 
 to those student? who liavc taken a full four-vear course in the hiiih 
 seliool ? Or will the lii^h seliool I'cdiiei! its re(]uireinents so that one 
 or two years nuiv he saved? Tliesi' are vital questions for hoth eolle^TS 
 and hi^ih schools, '^^l^hc character of the t'litiwc hi^ih school as well as 
 the scope of secondary education are prohlcms n (|uiriiii;- 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 offei'ed during the year 1891-92 in 
 San Francisco. It may he expected that other Courses will be added in sub- 
 seciuent years. 
 
 Persons who offer to do systematic work in the Extension Courses, and to 
 take examinations in them will be enrolled as Attendants upon Extension 
 Courses. Attendants who pass satisfactory examinations will be entitled to 
 receive, from the University, Certificates of Record of the work done, which 
 may be accredited to theuj, upon their scholarship records, if tliey sul)se- 
 quently become students of the University. 
 
 Visitors may be admitted to Extension Coui'ses at the discretion of the 
 professors in charge. 
 
 Persons desiring to enroll themselves for these Courses are requested to 
 communicate eitlu'r with the professors in charge, or with the Recorder. 
 
 During 1891-92, Extension Courses will be offered in San Francisco as 
 follows : 
 
 PHILOSOPHY 
 
 The Essential Probleiii.s of Phiiosopliy ami the Course of its 
 History from Descartes throiijjii Kant. A Course of about twenty lec- 
 tures. Once or twice a week, at times to be determined. Professoi' lIowisoN. 
 
 HISTORY AND POLITICAL SCIENCE 
 
 The Tiiiii.sitioii fr<nn tlic Keuaissance to tlie Reformation. A 
 
 Course of lectures once a week during the first term. First Unitarian Church, 
 corner Franklin and (ieary 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 Tragedies : Julius Csesar, Eicliard III., Hamlet, 
 
 Othello, IVIaebeth, King Lear, and Coriolanus. Fifteen lectures, accom- 
 panied by class essays and discussions, during the first term. Academy of 
 Sciences, Friday afternoons, 3:45-5:45. 
 
 Open to all adults tiualitied to perfoim the work of the Course. Visitors 
 are admitted. Professor Gayley. 
 
 B. History of the English Langiiajie. Two hours a week during 
 the second term. Assistant Professor Lange. 
 
 Or Histori<al and Comparative Englisli Grammar. One hour a 
 week of lecture, followed by one hour of conference and discussion, during 
 the second term. Associate Professor Pkawley. 
 
 MATHEMATICS 
 
 Propfedeutic to tlie Higlier Analysis. A knowledge of elementary 
 geometry, trigonom(>try, and analytic geometry is prerequisite^ for the Course. 
 Ciirls' High School building. Golden tJate Avenue, Saturday mornings, at 
 10:30. The Course will continue through most of the school year. Professor 
 
 SxitlXUHAM. 
 
23 
 
 APPENDIX B. 
 
 State High School Fund. 
 
 ALAMP^DA 
 
 BUTTE 
 
 COLUSA 
 
 CONTKA COSTA 
 
 DEL NORTE 
 
 FRESNO 
 
 Alameda 
 
 Berkeley 
 
 Oakland 
 
 Oakland Polytechnie 
 
 Union No. 1 
 
 Union No. 2 
 
 Union No. 3 
 
 508 
 
 836 
 
 2(53 
 
 44 
 
 5() 
 
 64 
 
 Total 
 
 Chico . . 
 Grid ley 
 Oroville 
 
 Total 
 
 Colusa 
 
 Pierce Joint Union 
 
 Total 
 
 Alliamhra Union ... 
 Mount ])iab]o l^nion 
 Jolin Swett Union . . 
 Liberty Union 
 
 Total 
 
 Del Xprte County . 
 
 Total 
 
 Alta Joint 
 
 Clevis Union 
 
 Fowler Union 
 
 Fresno 
 
 Sanger Union 
 
 Sehna Union .... 
 Washington Union 
 
 Total 
 
 21 
 
 18 
 26 
 37 
 266 
 42 
 89 
 53 
 
 ^(382 50. 12,5(54 25 
 382 50 4,008 12 
 
 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 
 382 50 
 382 50 
 382 50 
 
 (5,59(5 04 
 
 2.075 07 
 
 347 16 
 
 441 84 
 
 504 96 
 
 362 94 
 110 46 
 378 72 
 
 370 83 
 
 284 04 
 
 228 81 
 355 05 
 228 81 
 173 58 
 
 165 69 
 
 142 
 
 205 
 291 
 2,098 
 331 
 702 
 418 
 
 !|i2.94fi 75 
 
 4,390 (52 
 
 (5,978 54 
 
 2,457 57 
 
 729 (55 
 
 824 34 
 
 887 46 
 
 ^19,214 94 
 
 745 44 
 402 96 
 
 771 22 
 
 .151,999 62 
 
 753 
 
 33 
 
 (5(56 
 
 54 
 
 •151.419 87 
 
 611 
 
 31 
 
 737 
 
 55 
 
 611 
 
 31 
 
 556 08 
 
 •152,516 25 
 
 548 
 
 19 
 
 •1!548 
 
 19 
 
 524 52 
 
 587 
 
 64 
 
 674 43 
 
 2.481 
 
 24 
 
 713 
 
 SS 
 
 1,084 71 
 
 800 (57 
 
 $6,867 09 
 
24 
 
 County. 
 
 Name of School. 
 
 !=g 
 
 fl J^ 
 
 oi 8 
 
 
 Q * 
 
 
 ^-s 
 
 
 
 
 
 
 << 
 
 ■<Spq 
 
 O ■- (3 
 
 o o<^ 
 
 GLENN 
 
 HUMBOLDT 
 
 INYO 
 
 KERN 
 
 KINGS 
 
 LAKE. 
 
 LOS ANGELES. 
 
 MADERA 
 
 Glenn County 
 
 Orland Joint Union 
 
 Areata Union 
 Eureka 
 
 Total 
 
 Total. . . . 
 Bishop 
 
 Total . . . . 
 Kern Countv. 
 
 Total 
 
 Han ford I'nion . 
 Lenioore 
 
 Total 
 
 Clear Lake Union 
 
 Total 
 
 Alhambra 
 
 C'itrns Union 
 
 Compton Union .... 
 
 Covina . 
 
 El Monte I^nion .... 
 Glendale Union .... 
 
 Long Beach 
 
 Los Angeles 
 
 Los Angeles (Commercinl) 
 Los Nietos Valley Union 
 
 Monrovia 
 
 Pasadena City 
 
 Pomona City 
 
 San Fernando Union 
 Santa Monica City. . 
 Whittier '. . . 
 
 Total . 
 Madera . . 
 
 Total . 
 
 1382 50 1228 81 |6I1 81 
 382 50; 134 13; 516 63 
 
 23 
 
 148 
 
 114 
 20 
 
 47 
 
 382 50 
 382 50 
 
 382 50 
 
 382 50 
 
 382 50 
 382 50 
 
 382 50 
 
 2i) 
 
 34 
 
 5() 
 
 32 
 
 20 
 
 34 
 
 59 
 
 560 
 
 105 
 
 50 
 
 29 
 
 288 
 
 110 
 
 25 
 
 I 34 
 
 I 44 
 
 39 
 
 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 
 
 382 50 
 
 11,127 94 
 
 236 to! 619 20 
 710 10 1.092 60 
 
 $1,711 80 
 563 97 
 
 181 47 
 
 $563 97 
 1,167 72 1,550 22 
 $1,550 22 
 
 899 46 
 157 80 
 
 370 83 
 
 228 81 
 268 26 
 441 84 
 252 48 
 157 80 
 268 2() 
 465 51 
 
 4,418 40 
 828 45 
 394 50 
 228 81 
 
 2.272 32 
 867 90 
 197 25 
 268 26 
 347 16 
 
 1.281 96 
 540 30 
 
 $I,»^22 26 
 
 753 33 
 
 $753 33 
 
 611 31 
 
 ()50 76 
 
 824 34. 
 
 634 98 
 
 540 30 
 
 650 76 
 
 848 01 
 
 4,800 90 
 
 1,210 95 
 
 777 00 
 
 611 31 
 
 2.654 82 
 
 1.250 40 
 
 579 75 
 
 650 76 
 
 729 66 
 
 j$18,026 01 
 
 307 71 690 21 
 
 $690 21 
 
25 
 
 County. 
 
 Namo of Scliool. 
 
 — o 
 
 « n 
 
 Apportion- 
 ment on '., 
 Basis. 
 
 ■ 4) 
 -J 
 
 — as 
 
 ill 
 
 < B< 
 
 Total 
 
 Apportion- 
 ment. 
 
 MARIN 
 
 San Rafael 
 
 70 
 
 $382 50 
 
 ii!552 30 
 
 $934 SO 
 
 !|;934 80 
 
 559 53 
 
 
 Total 
 
 
 MENDOCINO .... 
 
 Foit Bragg Union .... 
 
 27 
 
 382 50 
 
 
 
 213 03 
 
 
 Mendocino 
 
 44 
 
 382 50 
 
 347 16 
 
 729 m 
 
 
 Ukiah 
 
 80 
 
 382 50 
 
 631 20 
 
 1,013 70 
 
 
 Total 
 
 
 $2,338 89 
 1 061 04 
 
 MERCED 
 
 Merced 
 
 86 
 25 
 
 382 50 
 382 50 
 
 678 54 
 197 25 
 
 
 West Side Union .... 
 Total 
 
 579 75 
 
 
 $1,640 79 
 753 33 
 
 MONTEREY 
 
 Pacific Grove 
 
 47 
 
 382 50 
 
 370 83 
 
 
 Salinas 
 
 Total 
 
 106 
 
 382 50 
 
 836 34 
 
 1,218 84 
 
 
 $1,972 17 
 
 NAPA 
 
 Napa 
 
 75 
 
 382 50 
 
 591 75 
 
 974 25 
 
 
 St. Helena Union 
 
 Total 
 
 35 
 
 382 50 
 
 276 15 
 
 658 65 
 
 
 
 H; 1.632 90 
 
 NEVADA 
 
 Grass Valley 
 
 63 
 
 382 50 
 
 497 07 i 87". t 57 
 
 
 Meadow Lake Union . . 
 
 31 
 
 382 50 
 
 244 59| 627 0'.> 
 
 
 Nevada City 
 
 Total 
 
 71 
 
 382 50 
 
 560 19 
 
 942 69 
 
 
 $2,449 35 
 
 OBANGE 
 
 Anaheim 
 
 62 
 
 382 50 
 
 489 18! 871 68 
 
 
 Fullerton Union 
 
 61 
 
 382 50 
 
 481 29, 863 79 
 
 
 Santa Ana City 
 
 Total 
 
 275 
 
 382 50 
 
 2,169 75 
 
 2,552 25 
 
 
 $4,287 72 
 919 02 
 
 PLACER 
 
 Placer County 
 
 Total 
 
 68 
 
 382 50 
 
 536 52 
 
 
 $919 02 
 
 RIVERSIDE 
 
 Banning 
 
 27 
 
 382 50 
 
 213 03 
 
 595 53 
 
 
 Corona 
 
 34 
 13 
 26 
 
 382 50 
 382 50 
 382 50 
 
 268 26 650 76 
 
 
 Elsinore 
 
 102 57| 485 07 
 
 
 Hemet Union 
 
 205 14 587 64 
 
 
 Perris Union 
 
 14 
 
 382 50 
 
 110 46 492 96 
 
 
 Riverside 
 
 252 
 20 
 
 382 50 
 382 50 
 
 1,988 28 2,370 78 
 
 
 San Jacinto 
 
 157 80| 540 30 
 
 - 
 
 Total 
 
 
 
 ■ 
 
 $5,723 04 
 
26 
 
 County. 
 
 NiiniL- of School. 
 
 ■35 
 
 Apportion- 
 ment on ';) 
 
 IJasis. 
 
 .2 eg 
 
 c 
 
 SACRAMENTO . . . 
 
 Elk Grove 
 
 22 
 
 $382 50 
 
 WS 58 
 
 $556 08 
 
 
 Sacramento 
 
 Total. 
 
 303 
 
 382 50 
 
 2,390 67 
 
 2,773 17 
 
 
 $3,329 25 
 705 99 
 
 SAN BENITO .... 
 
 H(jllister 
 
 Total 
 
 41 
 
 382 50 
 
 323 49 
 
 
 $705 99 
 
 SANBERNARDI'O 
 
 Chino 
 
 10 
 
 282 50 
 
 78 90 
 
 462 40 
 
 
 Colton 
 
 36 
 
 382 50 
 
 284 04 
 
 666 54 
 
 ^ 
 
 Needles (first year) . . . 
 
 9 
 
 3S2 50 
 
 71 01 
 
 453 51 
 
 
 Ontario 
 
 88 
 
 352 50 
 
 694 32 
 
 1,076 82 
 
 
 Redlands 
 
 220 
 
 382 50 
 
 1,735 80 
 
 2,118 38 
 
 
 San Bernardino ... . 
 Total 
 
 172 382 50 
 
 1,357 08 
 
 1,739 58 
 
 
 $6,516 15 
 402 96 
 
 SAN DIEGO 
 
 Cuyaniaea 
 
 14 382 50 
 
 no 46 
 
 
 F:1 Cajon Valley . . . . 
 
 20' 382 50 
 
 157 80 
 
 540 30 
 
 
 Escoiidido ... .... 
 
 74 382 50 
 
 583 86 
 
 966 36 
 
 
 Fall brook 
 
 27 382 50 
 
 213 03 
 
 595 53 
 
 
 National (^itv 
 
 26 382 50 
 
 205 14 
 
 587 64 
 
 
 Raniona 
 
 13; 382 50 
 
 94 68 
 
 477 18 
 
 
 San Diego 
 
 Total 
 
 300 382 50 
 
 ■ ■ "j 
 
 2,367 00 
 
 2,749 50 
 
 
 $6,409 47 
 
 SAN FRANCISCO. 
 
 (iirls 
 
 527; 382 50 
 
 4,158 03 
 
 4,540 53 
 
 
 Huniholdt 
 
 509 
 
 382 50 
 
 4,016 01 
 
 4,398 51 
 
 
 Lowell 
 
 604 
 
 382 50 
 
 4,765 56 
 
 5,148 06 
 
 
 Mission .... 
 
 971) 
 
 382 50 
 382 50 
 
 2,201 31 
 1,885 71 
 
 2,583 81 
 
 
 Polytechnic 
 
 Total 
 
 239 
 
 2,268 21 
 
 
 $18,939 12 
 
 SAN JO.VQUIN... 
 
 Lodi 
 
 60 
 
 382 50 
 
 473 40 
 
 855 90 
 
 
 Stockton .... 
 
 Total 
 
 253 
 
 382 50 
 
 1,996 17 
 
 2,378 67 
 
 
 $3,234 57 
 
 SAN LUIS OBISPO 
 
 Arroyo Grande 
 
 20 
 
 382 50 
 
 157 80 
 
 540 30 
 
 
 Paso Robles 
 
 54 
 
 382 50 
 
 426 06 
 
 808 56 
 
 
 San Luis Obispo 
 
 Total 
 
 54 
 
 382 50 
 
 426 06 
 
 808 56 
 
 
 $2,157 42 
 
 SAX M.VTEO ... . 
 
 San Mateo Union 
 
 24 
 
 382 50 
 
 189 36 
 
 571 86 
 
 
 Se(iuoia Union 
 
 Total 
 
 87 
 
 382 50 
 
 686 43 
 
 1,068 93 
 
 
 $1,640 79 
 
27 
 
 County. 
 
 Ntunc (if ScliDol 
 
 SANTA BARBARA 
 
 SANTA CLARA .. 
 
 SANTA CRUZ 
 
 SHASTA . 
 
 SISKIYOU 
 
 SOLANO 
 
 SONOMA ... 
 
 STANISLAUS .. 
 
 Campbell . . . 
 Gilroy . - 
 Los Gatos . . 
 Mount ian View 
 Palo Atlo .... 
 San Jose . . . 
 Santa Clara . . 
 
 Total . . . 
 
 <<\ 
 
 O - X 
 ftC-7 
 
 ass 
 
 ir'< 3 
 
 Lompoc 5rif382 50 
 
 Santa Barbara 153 382 50 
 
 Santa Maria i 71 382 50 
 
 Santa Ynez Vallev . . I 14 382 50 
 
 Total 
 
 45 
 54 
 
 58, 
 
 22' 
 
 101 
 
 482 
 
 117 
 
 2 50 
 2 50 
 2 50 
 2 50 
 2 50 
 2 50 
 2 50 
 
 Santa Cru/ '13,S 382 50 
 
 Watson vi lie 1 UO 382 50 
 
 Total .. . 
 Shasta County 
 Total . . . 
 
 85 782 50 
 
 Etna Union . . . 
 Siskiyou County 
 
 Total 
 
 31 
 51 
 
 382 50 
 382 50 
 
 Arniijo Union 
 Benicia 
 Dixon Union. 
 Vacaville .... 
 Vallejo 
 
 Total 
 
 Clo\"erdale . . . . 
 Healdsburg . . . 
 
 Petalunia 
 
 Santa Rosa. . . . 
 Sonoma Valley 
 
 Total 
 
 Modesto 
 Oakdale . 
 
 Total 
 
 46 382 50 
 37 1 382 50 
 29! 382 50 
 
 86 
 
 382 50 
 
 59 j 382 50 
 
 11 
 63 
 72 
 136 
 34 
 
 382 50 
 382 50 
 38'2 50 
 382 50 
 382 50 
 
 $402 39 
 
 1,207 17 
 
 560 19 
 
 110 46 
 
 355 05 
 426 06 
 457 62 
 173 58 
 796 89 
 3,802 98 
 923 13 
 
 1,088 82 
 710 10 
 
 670 ()5 
 
 244 59 
 402 39 
 
 362 94 
 291 93 
 228 81 
 678 54 
 465 51 
 
 86 79 
 
 497 07 
 
 568 OR 
 
 1,073 04 
 
 268 26 
 
 $784 89 
 
 1,589 67 
 
 942 69 
 
 492 96 
 
 $3,810 21 
 
 737 55 
 
 808 56 
 
 840 12 
 
 556 08 
 
 Jl,179 39 
 
 4,185 48 
 
 1,305 63 
 
 $9,612 81 
 
 1.4'7l 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 
 
 $4,405 74 
 
 871 68 
 674 43 
 
 $1,546 11 
 
28 
 
 County. 
 
 Name of School. 
 
 •r-c U 
 
 <6 a 
 Q us 
 
 1^ 
 
 ■<ap> 
 
 Apportion- 
 ment on 
 Attendance. 
 
 Total 
 
 Ai>portion- 
 
 nient. 
 
 RUTTKK 
 
 Sutter City ■ • 
 
 30 
 
 1382 50 
 
 $236 70 
 
 $619 20 
 
 
 Total 
 
 $619 20 
 
 TEHAMA 
 
 Red Bluff 
 
 Total 
 
 71 
 
 382 50 
 
 560 19 
 
 942 69 
 
 
 $942 69 
 
 TULARE 
 
 Dinuba 
 
 Porterville 
 
 Tulare 
 
 Visalia 
 
 Total 
 
 Oxnard 
 
 8anta Paula 
 Ventura 
 
 Total 
 
 Esparto . . 
 Winters Joint . . 
 Woodland 
 
 Total 
 
 28 
 
 64 
 
 12 •> 
 
 130 
 
 33 
 
 82 
 
 133 
 
 11 
 17 
 
 75 
 
 382 50 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 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 
 ;;91 75 
 
 603 42 
 
 
 887 46 
 1,345 08 
 1,408 20 
 
 VENTURA 
 
 $4,24-1 16 
 
 642 87 
 1,029 48 
 1,431 87 
 
 YOLO 
 
 $3,104 22 
 469 29 
 
 
 516 63 
 974 25 
 
 
 $1,960 17 
 
 YUBA 
 
 Marysvillc 
 
 Total ... 
 
 103 
 
 382 50 
 
 812 67 
 
 1,195 17 
 $1,195 17 
 
 
 Total number of Hij;h Scbools entitled to receive State aid June 
 
 30, 1903 . " 143 
 
 Total average daily attiMidance in such schools .... 13,860 
 
 Rate per school on the one-third basis $ 382 50 
 
 Rate i)er 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 
 
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