/XL 
 
 THE ELEMENTARY SCHOOLS 
 OF CALIFORNIA 
 
 A MONOGRAPH 
 
 BY JOHN SWETT 
 
 -V,\BRA 
 or TMI 
 
 { UNIVERSITY ) 
 
 or 
 
 PUBLISHED BY 
 
 DEPARTMENT OF EDUCATION 
 CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
 = COMMISSION 
 
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THE ELEMENTARY SCHOOLS 
 OF CALIFORNIA 
 
 BY JOHN SWETT 
 
 

 

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R A 
 or THE 
 
 UNIVERSITY 
 
 
 The Elementary Schools of California 
 
 By JOHN SWETT 
 
 California was admitted <as a State (1850) without the usual pre- 
 liminary stage of a territorial government. The State Constitution,' 
 framed and adopted by the people in 1849, provided for the election of a 
 State Superintendent of public instruction by direct popular vote, for a 
 term of three years; made it the duty of the legislature to "provide for 
 a system of common schools by which a school should be kept up in each 
 school district at least three months in every year"; and that the proceeds 
 of all land grants made by the general government in aid of schools 
 si ion Id be "inviolably appropriated to the support of common schools 
 throughput the State." Thus was laid the legal foundation of common 
 schools in California. From the record of proceedings it appears that 
 the opinion prevailed in the Constitutional Convention that these land 
 grants would prove to be of immense value; that the lands would be 
 located in mineral regions, and sold for fabulous sums; that the school 
 fund derived from such sales would be the most munificent in the world ; 
 that it would be more than sufficient to educate all the children in the 
 State and would eventually prove a source of corruption and speculation. 
 
 The hind grant section of the Constitution, adopted in committee of 
 the whole, was carried by a majority of only one vote. As a matter of. 
 plain fact the total amount of school money derived from the much 
 debated land grant of five hundred thousand (500,000) acres was only 
 about a quarter of a million dollars. 
 
 THE BEGINNINGS OF SCHOOLS. 
 
 But before the adoption of the Constitution, before the assembling of 
 a State legislature, the people of American descent took matters into 
 their own hands and began to establish schools of various kinds after ihe 
 manner of their forefathers in colonial times. Wherever a score of 
 
children could be gathered together, a private school was started by some 
 teacher who was paid by tuition fees. As soon as churches were organi/ed. 
 % denominational schools were opened in connection with them or under 
 their auspices, and oftentimes taught by clergymen. Parochial schools 
 sprang up in San Francisco, Sacramento and other small centers of 
 population. Then a few public schools, established under no authority 
 of law except that of local town officers, began to make their appearance. 
 In the town of San Francisco (1847) a school committee of the 
 "Town Council" built a small one-room school house on the town plaza, 
 and a number of townsmen held a meeting and elected the first "school 
 committee'' in California, who proceeded to appoint Thomas Douglass. 
 from Yale College, as teacher, and the school opened with six pupils in 
 April, 1848. This was a school under public control, but supported by 
 tuition fees. Before the school was fairly under headway, gold was 
 discovered at Coloma, schoolmaster Douglass joined in the general stam- 
 pede for "the diggings," and the school came to an end. In December. 
 1849. John C. Pelton opened a school supported by "voluntary sub- 
 scription" but free to "the children of the poor." This school was made 
 a public school by ordinance of the common council, April 8, 1850, and 
 Mr. Pelton was appointed teacher in which position he remained until 
 September, 1851, when common schools were established in accordance 
 with State law. 
 
 THE EVOLUTION OF STATE SCHOOL LAWS. 
 
 The first State legislature (1849-50) held after the adoption of the 
 State Constitution, enacted no law whatever to carry into effect the 
 constitutional provisions relating to education. At the second legislative 
 session (1850-51) a very primitive school law was enacted providing for 
 the subdivision of counties into school districts; for a district board of 
 school trustees, three in number, elected annually for the term of one 
 year, by direct popular vote of school district electors. These hoards 
 were given power to build school houses, but they had no power to levy 
 a tax for building purposes. They could examine teachers and iue 
 | certificates "valid for one year"; appoint teachers for the ''term of one 
 lyear/' and pay their salaries when the money should come in from the 
 mythical State school fund. These boards were required to report 
 directly to the State School Superintendent at the end of each school year. 
 Though as a matter of fact there was no "State school fund" in existence. 
 ! this nebulous school law provided for the distribution of the interest on 
 said fund to the counties according to the number of school census 
 children. Furthermore, this peculiar , school law provided that the 
 
5 
 
 interest 'on the "State School Fund" should be apportioned not to public 
 schools only, but also to "sectarian and denominational schools, orphan 
 ayslunis and almshouse schools." Over this latter provision there was a 
 running legislative warfare which was not ended until 1861. 
 
 This abortive school law made no provision whatever for district, 
 county or State school taxes, but left the schools dependent on rate bills, 
 tuition fees, and subscriptions, until the appearance of the dazzling 
 "State School Fund" to be derived from the future sales of congressional 
 land grants. 
 
 The succeeding legislature (1851-52) amended the school law by 
 authorizing counties to levy a school tax "not to exceed three cents on 
 a hundred dollars." It also made the county treasurers ex-officio county, 
 school superintendents for the purpose of apportioning the beggarly 
 pittance thus obtained. These legislators evidently considered the com- 
 mon schools to be "charity schools" for the education of the children of 
 the poor. 
 
 The legislature of 1852-53 amended the school law by providing 
 that cities should have power to raise by tax whatever amount of money 
 \vas necessary for school purposes; that counties could levy a school tax 
 not to exceed five cents on a hundred dollars; and that religious and 
 sectarian schools should receive a pro rata share of the "school fund." 
 In 1852 the total number of public schools in the State was twenty (20), 
 with an enrollment of 3,311 pupils. The number of school census 
 children was reported as 17,821. In 1853 there were 111 schools with 
 an average attendance of 2.020 pupils. In 1851 there were 168 schools 
 with an attendance of 4,635. 
 
 In 1854 there was no school legislation, but in 1855 the school law 
 was revised and materially improved. This law provided for the election 
 of County Superintendents by popular vote and defined their duties; 
 empowered incorporated cities to raise a school tax not exceeding twenty- 
 five cents on a hundred dollars; provided by election or by appointment 
 1'or City Boards of Education and City School Superintendents, and 
 authorized counties to levy a county school tax not to exceed ten cents 
 on a hundred dollars. 
 
 This revised school law was a material advance on all previous school 
 bills. It provided that no school should be entitled to receive public 
 school money unless it had been taught by teachers duly examined and \ 
 approved by legal authority; and that no sectarian books should be used 
 and no sectarian doctrines should be taught in any school under penalty 
 of forfeiting the public funds. 
 
 The legislatures of 1856 and 1857 made no school amendments worth 
 mentioning, ] )U t in 1858 an advance was made which enabled school 
 
 O * 
 
6 
 
 districts by ;i vote of the electors, to levy district taxes for the support of 
 
 schools or for building schoolhouses, under the restriction that the district 
 
 * should maintain a school four months in the year. A law was passed 
 
 I providing for the sale of the remainder of the five hundred thousand 
 
 (,")()<).()()()) acre land grant of the Congress, and of the seventy-two (72) 
 
 sections for a State University. 
 
 In 1860 the maximum rate for county school tax was raised from ten 
 cents to twenty-five cents on a hundred dollars; the State Superintendent 
 was authorized to 'hold annually a State Teachers 7 Institute, and an 
 appropriation was made to pay the expenses of such institutes, and to 
 \ appoint a State Board of Examination with power to grant State certifi- 
 cates valid for two years. County Superintendents were authorized to 
 I appoint county boards of examination, w r ith power to grant certificates 
 valid for one year. These advances in' school law were secured by Andrew 
 -I. Moulder, who was elected State Superintendent in 1856, and re-elected 
 for a second term in 1859. 
 
 Thus ended the evolution of school laws for the first decade of com- 
 mon school history in California. It is evident from the preceding brief 
 statement of school organization that the general plan resembled that of 
 the State of Xew York rather than that of New England. Indeed, the 
 great area and the sparse and scattered population rendered town or 
 township organization impracticable in California. From the beginning 
 there were two distinct lines of development: one was that of incorpo- 
 rated cities with their local schools provided for by charter, and inde- 
 pendent of the State; the other that of rural schools in which the county 
 was the unit of control under direct State school law. In this protozoic 
 period of development the people in the centers of population were in a 
 stage of school evolution far in advance of State legislation, while the 
 rural schools in remote districts were kept up in a rude way for three 
 or four months in the year by means of tuition fees or rate bills. 
 
 In 1860, at the end of the first decade of school history, California 
 reported a common school enrollment of 26,993 pupils, with an average 1 
 daily attendance of 14,750 pupils, in 593 public schools, taught by 831 
 teachers, and conducted at an expense of $474,000. The total amount 
 expended for common schools during this decade was in round numbers 
 $2,586,000. 
 
 THE MAKING OF CITY SCHOOLS. 
 
 From the beginning in California, as in the older States east of the 
 Rocky Mountains, the incorporated cities, by virtue of their special 
 charters, began and developed city schools independent, in some degree, 
 
of direct and particular State school law. San Francisco may be taken 
 as a type of all the larger cities of California, such as Sacramento, Marys- 
 vilie, Stockton, Oakland, San Jose, Lo.s Anodes and San Diego. The 
 first city school ordinance passed under the State law of 1851 was the 
 San Francisco ordinance of September, 1851, which provided for city 
 board of education and city school superintendent and appropriated 
 $35,000 for school purposes. The city board appointed as superintendent 
 Rev. Thomas J. Nevins, who came to California from New York City as 
 the agent of the New York Bible Society. The superintendent drew up a 
 code of rules resembling the regulations of the New York City schools 
 under the control of the "Public School Society." One of these rules 
 required the schools to be opened on each Monday morning with the read- 
 ing of the Bible and with prayer by the teacher. This rule led to much 
 trouble in the embryo school department, and began a long continued 
 political warfare. Teachers' certificates "were valid for one year only. \ 
 unless sooner revoked by the board," a rule handed down from New 
 England to New York and finally passed on to California. 
 
 One of the first teachers appointed under the school ordinance was 
 James Denman, of the New York State Normal School, at Albany, who 
 opened school on the 17th of December, 1851, and continued for six 
 years in the same school, now named the "Denman School." He was 
 subsequently three times elected City School Superintendent and in 
 1899 was appointed by the Mayor as one of the four members of a board 
 of education who were each paid a salary of $3.000 a year. 
 
 The average daily attendance in the city schools, in 1852, was 445 
 pupils, who were taught by 15 teachers. In 1853 the attendance rose 
 to 1,182 pupils taught by 16 teachers. In 1853 several additional 
 principals were elected, among whom were Ellis H. Holmes, Joseph C. 
 Morrill, and the writer of this monograph. Ellis H. Holmes subse- 
 quently became principal of the first high school in San Francisco, in 
 1856. Joseph C. Morrill, on the breaking out of the Civil War, became 
 a captain in the California volunteers and continued in service through 
 the war. The writer of this paragraph remained principal of the Rincon 
 Grammar School until 1862 when he was elected State Superintendent 
 of Public Instruction. 
 
 The period from 1853 to 1856 was a 'trying time for the public 
 schools. The city government fell into the hands of unscrupulous polij- ' 
 ticians, who retained their power by stuffing the ballot boxes. The school 
 appropriations were parsimonious. The common school spirit was as yet 
 undeveloped. The new city was full of parochial and other denomina<- 
 tional schools, and of small private schools. The public schools were 
 looked down upon as "charity schools" for the children of indigent 
 
parents. It required heroic efforts to organize and maintain public 
 schools in the midst of a cosmopolitan population, drawn from the four 
 quarters of the globe. In 1856 the city government had become so cor- 
 rupt that the better class of citizens rose in rebellion, organized the 
 "Vigilance Committee," hanged a few murderers, banished from the 
 State several score of criminals of various kinds, and regained possession 
 of the ballot boxes. Under a new municipal government by honest and 
 capable officials, the public schools multiplied and grew strong. 
 
 In 1860 the average daily attendance was 2,837; the number of 
 teachers, OS; the school revenue, $156,407. For the entire State in the 
 same year, the entire school revenue was $474,263; the average daily 
 attendance, 14,750; the number of teachers, 831. 
 
 THE SECOND SCHOOL DECADE, 1860-1870. 
 
 This second decade includes a period of general political upheaval 
 over our whole country, owing to the struggle against the extension of 
 slavery into the territories, followed by the Civil War and the period of 
 reconstruction. In California, it brought into the State legislatures and 
 official positions, men born in New England, New York, Ohio and the 
 States of the northwest, who came to this State deeply imbued with a 
 strong belief in American public schools. Men of this class constituted 
 a majority in three successive legislatures, and the result was a notable 
 advance in school legislation. Among the body of common school men 
 who gave staunch support to the school bills passed in this decade, may 
 be mentioned the following: John Conness, afterwards IT. S. Senator; 
 Governor Lel-and Stanford, Governor F. F. Low, B. B. Eedding, Secre- 
 tary of State; John P. Jones, afterwards U. S. Senator from Nevada; 
 William J.' Shaw, State Senator from San Francisco; State Senator 
 John S. Hagar of the same city; State Senator John E. Benton, of 
 Sacramento; State Senator C. B. Porter, of Contra Costra, J. J. Owen, 
 of Santa Clara and others too numerous to mention. 
 
 During the four years of his administration (1864-68) Governor F. F. 
 Low earnestly worked for the passage of needful school legislation; he 
 aided the funding of the State indebtedness to the common schools; 
 he was influential in securing the establishment of the State University, 
 and he encouraged the State school superintendent in organizing the 
 common schools. The name of John Conness headed the great petition 
 of ten thousand electors and tax payers from each and every school 
 district in California, asking the legislature of 1864 to levy a State tax 
 of half a mill on the dollar for the better support of common schools. 
 John P. Jones, State Senator from one of the mining counties, was an 
 
9 
 
 enthusiast in school legislation. In the State legislature of 1861, John 
 Comicss introduced a hill in the assembly of which he was a member. 
 which became a law, providing for the sale of the Kith and 36th sections 
 of school lands, the proceeds to be paid into the State School Fund. 
 Thus, after many years of impracticable legislation in tinkering on town- 
 ship land bills, a practicable law was enacted by which, in less than one 
 year, 200,000 acres were sold. Another attempt was made in this legis- 
 lature designed to secure a pro rata of school moneys for certain classes 
 of schools not under State control, but it was defeated by the determined 
 stand taken against it by Mr. Conness. 
 
 A professional teacher, born in New England, was nominated by the 
 newly-formed "Union Party," and was elected State Superintendent in 
 1862. He secured the passage by the legislature at the session of 1862-63 
 of several important amendments to the school law, among which were 
 the following: making the term of office for district school trustees three 
 years instead of one year; authorizing the State Board of Education to 
 issue State educational diplomas valid for six years; certificates of the 
 first grade valid for four years; second and third grades, valid for two 
 years; -a 11 certificates subject to renewal without examination; that county 
 boards of education should consist of professional teachers, exclusivclv, 
 and should be authorized to hold examinations in writing, and to issue 
 and renew county certificates. An appropriation not to exceed $ir>() 
 annually for the expenses of each county institute, payable out of the 
 county general fund ; a State school record book, printed by the State 
 Printer and furnished to each teacher in the State; a provision requiring 
 the State Superintendent to travel throughout the State at least three 
 months in e-ach year for the purpose of visiting schools and attending 
 teachers' institutes, his actual traveling expenses not to exceed $1,000 a 
 year to be paid by the State. 
 
 In his annual report (1863) to the legislature the State Superin- 
 tendent said: "The most important school measure that demands the 
 attention of legislators is that of a State school tax for the better main- 
 tenance of public schools. Our American system of free common schools 
 is based upon two fundamental principles or axioms; First That it is 
 the duty of a republican or representative government as an act of self 
 preservation to provide for the education of every child; Second That 
 the property of the State should be taxed to pay for that education. 7 ' 
 
 At the session of the legislature of 1863-64, a supplementary and 
 amendatory school bill, prepared by the superintendent, was passed by 
 the legislature .after a long and bitter fight against it. This bill provided 
 for the levy of an 'annual State tax of five cents on each hundred dollars ; 
 for the compulsory levy by county boards of a minimum county school 
 
10 
 
 tax equal to two dollars for each school census child; for a maximum 
 county tax of thirty cents on each hundred dollars; .for making it the 
 iluty of district school trustees to levy a direct property tax, sufficient to 
 maintain a public school five months in each year, whenever State ami 
 county school money should be insufficient for that 'purpose; and for tin- 
 annual subscription by county superintendents for a sufficient number of 
 copies of some State educational journal, io furnish cadi hoard of school 
 trustees with one copy at an expense not to exceed one dollar a year. 
 
 Important school legislation was again secured in lH(;r>-(>(i by the 
 passage of the "Revised School Law" a law draft art by the State 
 Superintendent and passed almost without amendment. This law con- 
 tained liberal provisions for State., county and district taxation, and 
 marked the beginning of free common schools in every rural district in 
 the State. It fixed the rate of State school tax at eight cents on the 
 hundred dollars; the county tax -at a minimum of three dollars for eacb 
 school census child, and the maximum rate of thirty-five cents on each 
 hundred dollars; authorized and required school trustees to levy a school 
 tax if necessary, to keep a free school for five months in each year. It 
 
 ( provided for a State board of education with power to grant life diplomas. 
 
 winder specified conditions, to experienced teachers; for district school 
 libraries; for county teachers' institutes; for the election of district 
 .lehool trustees for three years, one to be elected each year; for the pay- 
 Aient of county boards of education; for establishing district school 
 libraries; for city boards of examination; for recognizing the normal 
 school diplomas of other States, and for many other minor details of a 
 modern public school system. During the remainder of this decade there 
 were only slight amendments to the school law, relating to minor matter?. 
 In this decade the State University of California was established (18(59) 
 as a free institution of learning, open to young men and young women 
 without tuition fees. The opening of the State University led to the 
 rapid development of union high schools in all parts of the State. The 
 State University and secondary education will be treated of in special 
 monographs, and they need no further mention in this monograph which 
 is limited to elementary .education. 
 
 At the end of the second school decade (1870) the common school 
 reports show an enrollment of 85,808 pupils; an average daily attendance 
 of 54,271; 1,492 schools; 1,80.0 teachers; and an expenditure of $1,529,- 
 04(>. The total expenditures for tire whole decade amounted to $8,910,- 
 
 THE THIRD SCHOOL DECADE, 1870-1880. 
 In 1870 the original provision for State imiformifv of text books, 
 
11 
 
 which extended only to rural district schools, was amended so as to 
 compel San Francisco and all other incorporated cities to adopt the State 
 series of text books. 
 
 In 1874 the only school legislation of importance was the increase 
 of the State school tax from eight cents on a hundred dollars to an annual ', 
 tax which should amount to seven dollars per school census child, and a 
 law requiring the county superintendent to make a minimum apportion- 
 ment of $450 to each school district, regardless of size the balance to be 
 distributed on the basis of school census children. 
 
 In 1879 a convention was called to revise the State Constitution. Tho 
 new Constitution, adopted by popular vote, contained several articles 
 that required important amendments to the State school law. One section 
 established in each county a county board of five members, appointed I 
 by the county board of supervisors, with power to adopt text books for the j 
 schools of their respective counties; and to examine and certificate j 
 teachers under prescribed State law. The term of office of county 
 suprintendents was made four years instead of two years. An iron-- 
 bound section provided that no public school moneys should 'be appor- 
 tioned to sectarian or denominational schools of any kind whatever. 
 
 During the next .decade, in 1884-85, an amendment to the State 
 Constitution was adopted which provided that the State Board of Educa- 
 tion should edit, compile and prepare a State series of text-books, to be 
 printed by the State Printer, published by the State, and furnished to 
 the pupils at cost price. 
 
 LATER LKOTSLATION. 
 
 During the decade of 1890-1900, the chief amendments and additions 
 to the school law related to the organization of union high schools outside 
 of the larger cities, by the combination of rural school districts. 
 
 In 1901 elaborate amendments to the school law were passed which k 
 raised the standard for teachers' certificates in various ways, specified in\ 
 detail near the close of this monograph. Provision was made for 
 concentration of rural schools, and for the transportation of pupils 
 after the manner now coming into favor in States east of the 
 Rocky Mountains. Cities were authorized to establish truant schools. 
 This bill of amendments was drafted by a commission of one huudn-d 
 (100) citizens, teachers and educators appointed by the Governor, the 
 State Superintendent, and the President of the State University, who 
 acted through special committees. The work was well done and it re- 
 sulted in a great educational advance. 
 
 An amendment to the Constitution was adopted by popular vote, 
 
12 
 
 authorizing the legislature to levy a SI ale properly fax lo aid in the 
 support of high schools, and the legislature provided for an annual tax 
 levy of one and a half cents on each one hundred dollars. 
 
 The particulars of school legislation have been given in detail because 
 the historical treatment seemed to the writer the most ell'ective \vav of 
 illustrating the making of a State school system. While this historical 
 method may he of little interest to the general reader, it may prove of 
 some value to educational experts. 
 
 A STATKMKXT OF RXISTINCJ CONDITION!. 
 
 At the opening of the twentieth century the educational outlook of 
 California .is most promising. ANY have a free State I'niversitv, open io 
 both young men and young women; five State normal schools; one 
 hundred and forty high schools and underlying these institutions of 
 learning, an efficient system of elementary schools. 
 
 The common schools of the State are under the executive supervision 
 of a superintendent of public instruction, and of county superintendents, 
 elected at general elections by direct popular vote, for the term of four 
 years. City superintendents are, in general, appointed by city boards 
 of education. The State Board of Education is composed of ex-officio 
 members, including the (Jovernor, the State Superintendent, the Presi- 
 dent of the State University and the Professor of Pedagogy therein, and 
 the president of each of the five State normal schools nine members 
 .in all. Tins board has power to adopt rules and regulations, not incon- 
 sistent with State school law, for the government of the public schools 
 and the school district libraries; to prescribe by general rule the creden- 
 tials upon which persons may be granted certificates to teach in the high 
 schools of the State; to grant life diplomas of four grades valid through- 
 out the State, as follows: (a) High school, authorizing the holder to 
 teach in any primary, grammar or high school; (h) (Jrammar school, 
 good for primary or grammar schools: (c) Kindergarten-primary; (d) 
 Special, good for such grades as are specified. 
 
 The State board is further empowered to compile or cause to be 
 compiled a uniform series of school text-books for use in the common 
 schools of the State as required by the State Constitution, to contract 
 for or lease copyrights for the purpose of being used in compiling, print- 
 ing and publishing school books, the hooks to be printed in the State 
 printing office, and to be sold at cost price. 
 
 County boards of education must consist of the county superintendent 
 and four other members, a majority of whom shall be experienced 
 teachers holding not lower than grammar grade cert iticates. These boards 
 
13 
 
 arc empowered to hold one annual examination to examine applicants! 
 for grammar school certificates; to issue high school certificates upon! 
 credentials as prescribed by the State board, good for their own county; 
 grammar school certificates good for the county; kindergarten primary 
 certificates and special certificates as prescribed by the State board. 
 
 City boards of education in general are elected by popular vote, 
 except in the City and County of San Francisco, where the board at 
 present consists of four members appointed by the Mayor and paid a 
 salary of .$:>.()()() a year. The powers of city boards vary with 'the 
 different city charters, subject to a few general provisions in the' State 
 school law. 
 
 Each district board of school trustees consists of three members 
 (lee ted 1)\* popular vote at school district elections, for the term of three 
 years, one member being elected each year. These boards are empowered 
 to appoint and fix the salaries of teachers; to appoint census marshals; 
 to provide school supplies authorized by law; to keep the school houses 
 in repair and to enforce the general provisions of the State school law. 
 
 The elementary schools of the State are classified as grammar and 
 primary. All schools must be taught in the English language; in other 
 words, English must be the language spoken in school. The school 
 studies as prescribed by State law are as follows : Reading, writing, 
 orthography, arithmetic, geography, nature study, language and gram- 
 mar, with special reference to composition; history of the United States 
 and civil government, elements of physiology and hygiene with special 
 reference to the effect of alcohol and narcotics on the human system: 
 music, drawing, elementary bookkeeping and humane education; pro- 
 vided that instruction in bookkeeping, humane education, physiology and 
 hygiene, music-, drawing and nature studv may be oral, no text-book- on 
 these subjects being required to he purchased bv the pupils. 
 
 The school la\v provides that "No pupil under the age of fifteen 
 in any primary or grammar school shall be required to do any h'me 
 study." "In graded primary schools in which the average age of ihe 
 pupils is eight years, the daily session shall not exceed four hours a dav. 
 exclusive of the intermission at noon, and inclusive of the recesses. In 
 ungraded schools, all children under eight years of age shall be fit her 
 dismissed after a four-hours' session, or allowed recesses, for play, of 
 such length that the actual confinement in the school room shall not 
 exceed three hours and a half." 
 
 One of the most benelict nt of many good provisions in the California 
 school law is that relating to school libraries, incorporated into ihe 
 "revised school law" in lS(i(i. and retained with slight amendment, on the 
 -I at ute books, up to the present time. The school library law pro\ 
 
14 
 
 thai in rural districts "the library fund shall consist of not less than five 
 nor more than ten per cent, of the county school fund annually appor- 
 tioned to the district; provided that should ten per cent, exceed fifty 
 dollars, fifty dollars only shall be apportioned to the district." In cities 
 not divided into school districts, the library fund consists of fifty dollars 
 for every one thousand school census children or fraction thereof, the 
 superintendent to apportion the fund annually to the several schools in 
 proportion to the average number of children belonging to each school. 
 The number of volumes in -all the school libraries in California in 1902 
 was reported as 1,324,613 and most of these books were pecially selected 
 to suit the taste and the needs of young children. Thus, year by year, 
 new books are added to the library, and worn out books replaced by new 
 ones. Every school in California, however small or however remote, has 
 at least a few volumes of choice books used to cultivate in the pupils a 
 taste for reading. 
 
 SCHOOL REVENUE. The school moneys annually apportioned from 
 the State treasury for the partial support of common schools are derived 
 from various sources. The securities held in trust by the State Treasurer 
 for the support of common schools (July. 1902) consist of State bonds 
 aggregating $1,726.500, together with bonds of various counties of the 
 State amounting to $1,598,700, making a total of $3,5.-)*. 200, invested 
 in a permanent State School Fund, the annual interest of which is ap- 
 plied for the support of schools The amount derived from the State 
 proper! v tax of seven dollars per school census child, amounted in 1902 
 to $2,546,972.07. The amount derived from poll taxes, from tax on 
 railroads, from collateral inheritances, interest on bonds and school 
 bonds, combined with the State tax, makes a total of $3,588,626 of school 
 revenue derived from the State. 
 
 The second source of revenue is the county school tax. the minimum 
 rate of which is six dollars per school census child. In 1902 this tax 
 gave a school revenue of $2.538,000. Another source of revenue is tin- 
 city or district tax, which in 1902 amounted to $270.577. The grand 
 total of all receipts for school purposes in 1902 was $8,125,490. 
 
 COMPARATIVE RANK WITH OTHER STATES. 
 
 It is said that Californians are given to boasting about their climate 
 and their resources, but California teachers and educators make only 
 the modest claim that their schools compare favorably with those of older, 
 wealthier, and more populous States that have a common school history 
 running back for more than two hundred years, into the colonial period 
 of the thirteen original States in the Union. The city schools in Cali- 
 
15 
 
 fornia closely resemble the good city schools of other Slater The one 
 and two-room rural schools of California have some points of marked 
 superiority over the corresponding rural schools in the older States. 
 This is owing to the fact that the California school law provides that, to 
 districts having ten and less than twenty school census children, the 
 County Superintendent shall apportion outright $400 and further, that 
 $500 shall be apportioned to each district for every teacher assigned to it. 
 All remaining moneys are apportioned to districts in proportion to the 
 daily average school attendance. This direct appropriation of $400 
 a year to the small, weak, or newly-formed school districts to which may 
 be added from one hundred to three hundred dollars by pro rafca appor- 
 tionment, enables the smallest rural schools to secure competent teachers, 
 and continue school at least eight months in the year. The State, in turn, 
 by means of a heavy State school tax, lends a helping hand to the weaker 
 counties, by apportioning the State school fund on the basis of the 
 number of school census children, thus compelling the cities where wealth 
 and population are concentrated, to aid the rural counties which have a 
 sparse population and a relatively smaller amount, per capita, of taxable 
 property. This plan is regarded by Calif ornians as dictated by en- 
 lightened common sense. It has enabled the rural schools of the State 
 to challenge comparison with the best in the world. 
 
 The latest report -of the U. S. Commissioner of Education, Vol. I 
 (1902), states that the average number of days schooling given to each 
 child between five and eighteen years of age in California is 99.7 a 
 nu tuber exceeded only by Massachusetts (108.2) and Connecticut 
 (101.8). The amount of school money raised for each person between 
 live and seventeen years of .age in California is $21.75 an amount 
 exceeded only by Massachusetts ($22,37), Nevada $(25.17), Colorado 
 ($21.83), the District of Columbia/not properly a State, ($27.57). The 
 average number of days al tended by each pupil enrolled on school records 
 in California is 125.9 .a number exceeded only by Rhode Island (141.6), 
 Connecticut (138). Now York (133.2), and Illinois (131.5). Amount 
 expended per capita of total population, in California, $4.94 an amount 
 exceeded only by New York ($5.00 approximately), and Massachusetts 
 ($4.96 exactly). The average of teachers' wages in California runs 
 higher than in most of the older States. According to the latest report 
 of the State Superintendent, the average monthly wages paid teachers of 
 grammar schools in the State as a whole, was in 1902: men $73.21; 
 \\omen $66.12; paid teachers in primary schools: men $61.05; women 
 $62.9.2; in high schools: men $104.24; women $91.28. According to the 
 report of F. S. Commissioner Harris, 1902, the average monthly salaries 
 of teachers of all grades in California was for women $67.19 a rate 
 
16 
 
 exceeded only by Arizona; for men tbe average was $87.01 a rate 
 exceeded only by Massachusetts ($140.94); Khode Island $116.01); 
 NVvada ($100.84). 
 
 OTHER EDUCATIONAL STATISTICS. 
 
 According to the latest report of the State Superintendent of Cali- 
 fornia, the number of school census children (5-17) was :>7.">.!HH); attend- 
 ing public schools. 289,993; number of school districts. M.2SS; number 
 of teachers, 7,466; average number of school days ii* the year. .1U5.S ; 
 total of school receipts, $8,125,490; expenditures. $G.G06.0G1. 
 
 The average daily school attendance at the end of each school decade 
 runs as follows: 1860, 14,750; 1870, 54,271; 1880, 100,966; 1890, 146,- 
 589; 1900, 197,395. 
 
 The following table shows the total amount expended in each school 
 decade from 1850 to 1900: 
 
 First Decade. 1850-1860 $ 2,486,331 00 
 
 Second Decade, 1860-1870 8.919,568 00 
 
 Third Decade, ' 1870-1880 25.117,240 00 
 
 Fourth Decade. 1880-1890 38,245,904 00 
 
 Fifth Decade, 1890-1900 57,373,047 00 
 
 Part of Sixth Decade, 1900-1902 12,981.291 00 
 
 Total amount $145,123,381 00 
 
 The following table shows the increase, by decades, in the daily 
 average school attendance: 
 
 At the end of the First Decade. 1860 14.750 
 
 At the end of the Second Decade, 1870 54.271 
 
 At the end of the Third Decade, 1880 100,966 
 
 At the end of the Fourth Decade. 1890 146,589 
 
 At tbe end of the Fifth Decade, 1900 197,395 
 
JJ 
 
 =00= 
 
 SECONDARY EDUCATION 
 IN CALIFORNIA 
 
 30* 
 
 A MONOGRAPH 
 
 \r 
 
 PUBLISHED BY 
 
 DEPARTMENT OF EDUCATION 
 
 CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
 
 = COMMISSION = 
 
 SAN FRANCISCO, CAL., 19O4 
 
 \Xr =: 
 
30S-C 
 
 Secondary Education in California 
 
 By J. B. MCCHESNEY 
 
Mission High School Building, San Francisco 
 
Secondary Education in California 
 
 By J. B. MCCHESNEY 
 
 Secondary education received scant attention during the early his- 
 tory of California for two obvious reasons. First, the population \vas 
 composed almost entirely of men who came to the State for the purpose 
 of engaging in gold mining, intending as 'soon as their fortunes were 
 made to return to their homes and families. They had no immediate 
 use for schools of anv kind, and they gave little thought to provision* 
 for their organization and maintenance. Second!}',, the State was 
 sparsely populated except in the mining camps, where for several years 
 it was difficult 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 being, held in abeyance. 
 
 1 1'iowever. the makers of the first Constitution realized that an in-stru-i 
 ni'-nt of that kind would he incomplete without some provision being 
 made for ('duration, and consequently, we find Article IX, Section 3, j 
 reading as follows : 
 
 "The Legislature shall provide for a system of schools by which a 
 school shall he kept up and supported in each district at least three 
 months in each year, and any school district neglecting to keep up and 
 support such a school may be deprived of its proportion of the interest 
 of the public fund during such neglect." 
 
 The expression "system of schools" is somewhat indefinite. At any 
 rate, it rested with the Legislature to determine the grades of schools 
 which they might constitutionally provide for. In the proceedings of 
 the Legislature of 1851, Article II, Section 5, we find the following: 
 
 "Not less than GO per cent of the amount paid each district shall be 
 expended in teachers' salaries; the balance may, at the discretion of the 
 
district, bo expended in building or repairing school houses, purchasing 
 a library or apparatus or for I lie- xni>jn>rl <>f <i In'i/h school." Thus we 
 soo Hint as early as lSr>l legislative provision was inado for llio support 
 of a high school. 
 
 P>u1 as far as I have been able to learn, no high school was organized 
 as a result of this permission. In fact, there were no pupils of sullieieni 
 scholastic attainments to form a class, or if there were, live "diggings" 
 had such superior attractions that a school of any kind received litttle or 
 no consideration. 
 
 The next Legislature, that of 1852, enacted a new school law, making 
 no mention of high schools. Whether the members thought that tin- 
 nine was not yet ripe for such schools, or whether they considered that 
 the entire school fund should be devoted to elementary instruction, 1 
 am unable to state. 
 
 In 1855 the school law was enacted for a third time under the fol- 
 lowing title: "Act to establish, support and regulate common schooU 
 and to repeal former Acts concerning the same." Section 17 defined 
 I ho duties and powers of district trustees as -follows: 
 
 "'They may cause the common schools within their respective juris- 
 dictions to be divided into Primary, Grammar and High School Depart- 
 ments, and to employ competent teachers for the instruction of the dif- 
 ferent departments, whenever they may deem such division advisable. 
 provided, there be sufficient means for all such departments, and if not. 
 then in the order in which they are herein named, the primary school 
 having preference." 
 
 This Act remained undisturbed on the statute boooks for eight years, 
 and during this period the first permanent high schools of California 
 were established. The San Francisco High School was organi/ed in 
 January, 1858, being the first in California. It was attended by both 
 sexes, and deservedly enjoyed a high reputation. 
 
 The 'school records of this period are exceedingly meager, thus 
 making it difficult to collect accurate data concerning actual work done 
 in secondary education. Then, too, the term "high school'- was vaguely 
 used, there being no recognized authority to place a line of demarcation 
 between advanced grammar grades and high school grades proper. Pre- 
 vious to the formal organization of a high school in San Francisco in 
 January, 1858, a class of advanced grammar school pupils was main- 
 tained. The school authorities of San Francisco did not call this a 
 high school, although it is quite probable that distinctively high sch<>,>! 
 branches were taught. 
 
 About this time a high school was commenced in Sacramento and 
 another in Marysville, but in the annual report of the State Superintend- 
 

ent for 1860 but two high schools are recognized, one in San Francisco 
 and one in Sacramento. 
 
 During the decade commencing with 1860 an increased interest in 
 secondary education was manifested in California. In November, ISGv?. 
 a high school was organized in Nevada City, and at about the same time 
 another in Grass Valley, but four miles distant. These towns were at 
 that time the largest and most thriving mining towns in the State. 
 They were' the centers of trade for an extensive area occupied by valuable 
 quartz mines and deep placer diggings. The inhabitants were prosper- 
 ous and they were desirous that their growing families should enjoy 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. 
 
 The great valley extending from the Tehachapi Mountains on the 
 south to the town of Redding on the north afforded only a rich feeeding 
 ground for immense numbers of cattle and sheep. Californians had not 
 yet learned the wonderful possibilities of this vast area for the produc- 
 tion of grain and fruit. The State was a mining State; the new arrivals 
 looked to the mines for investment and as a field for operation. The 
 representatives of the so-called "cow counties'' were unwilling that the 
 more prosperous mining counties should dictate a system of common 
 schools which would give them an undue share of the school funds. II igh 
 schools could exist in thickly settled communities only, and these were 
 not found outside the cities except in the mining counties. This accounts 
 for the fact that until the close of this decade the high schools of Califor^" 
 nia were confined to the larger cities and towns. 
 
 But the dawning of the next decade witnessed a change. Tlie gold 
 mines, which required little or no capital for their operation, were most I v 
 worked out, and thus men of small means were compelled to turn their 
 attention to other pursuits. Vast areas which early Californians consid- 
 ered 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 planted, and California soon became noted for its broad fields 
 of grain and extensive vineyards. 
 
 Thriving villages sprang into existence all through the State; the 
 despised "cow counties" so increased in population that they soon con- 
 trolled State legislation. This meant among other matters that the 
 common school system must be acceptable to them, and as their centers 
 of population were only in the formative period they had no use for 
 high schools. The primary and grammar grades satisfied all their needs. 
 To keep these open the requisite 'number of months each year in order to 
 
i 
 
 draw their share of the public funds imposed a burden which they were 
 scarcely able to bear. 
 
 In a general way, it may be stated that the decade from is;o to jssu 
 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 schools. One was opened in Oakland in .ISO!), one in 
 Los Angeles in 1871; San Jose and Vallejo followed soon a Tier. 
 
 On the whole, it may be stated that California did hut little for the 
 cause of secondary education during the first thirty years of her history. 
 This can he said, however, although the high schools* were limited in 
 number, they were excellent in quality. The teachers employed in them 
 were men and women of superior ability and devoted to their profession. 
 Their schools took a deservedly high rank, and in their courses of study 
 and in their methods of teaching they were befitting models for the 
 high schools which were to follow. This is all the more remarkable be- 
 ( 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 methods which afterwards prevailed were not used. 
 
 It would be interesting at this point to give a careful analysis of the 
 social and political conditions which prevailed in California during the 
 decade above referred to because of the predominating influence these 
 conditions had upon the cause of secondary education. A complete dis- 
 cussion of this most interesting problem would lead me far as! ray. and 
 I must content myself by a few bald statements which I think a careful 
 discussion would confirm. 
 
 Many of the early Californians were men of broad views. Their 
 investments were in the mines, and from them they obtained their wealth. 
 Gold was an expensive commodity and not suitable for making exact 
 change; early Californians became indifferent to small coins and would 
 not use them in their business transactions; their views of affairs gener- 
 ally were expanded, and at may be said that they despised the day of 
 small things. All this had its influence upon the character of the in- 
 dividual, and thus upon the community as a whole. 
 
 This state of affairs might do if the mines held out and the poor 
 as well as the rich could avail themselves of their use. But a change 
 came; the crv was spread abroad that the mines were worked out; men 
 must adapt themselves to new conditions, must seek new fields of labor. 
 Many engaged in agricultural pursuits, where the labor was seven. 1 and 
 tlie 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- 
 fornians of this decade. But some learned it; others, however, did not. 
 
They became restless, fault-finding and envious of those more fortunate. 
 Labor and capital became antagonistic, and a general condition of unrest 
 prevailed throughout the State. Agitators harangued crowds gathered 
 on vacant lots in San Francisco; they were exhorted to down the aristo- 
 crats and demand a more equitable division of wealth. This agitation 
 spread throughout the State, and as a result of it all a constitutional 
 convent-ion was called, a new constitution drafted and finally adopted 
 l>v a popular vote of the people. 
 
 The new constitution was a child of the transitional period and con- 
 sequent 1\ some of its sections were unwise, if not unjust. Its provisions 
 \vere presented and discussed by men laboring under strong prejudices. 
 During the decade there had been a growing depression among working- 
 men throughout the State. The trouble was considerably augmented 
 by a large immigration of Chinese, who- by their industrious, plodding 
 ways and their readiness to work for small wages created a violent an- 
 tagonism toward them among white laborers. A new political party 
 was organized called the Workingmen's Party, with a platform which 
 appealed to class prejudice and which was particularly opposed to 
 Chinese laborers and those who employed them. It may readily bo un- 
 derstood that a constitutional convention, called at a time of unusual 
 industrial depression, would reflect in its discussions and conclusions the 
 general trend of public thought. Then, as ever before, it was thought 
 that constitutional provisions and legislative enactments would remedy 
 conditions which could only be reached by changing the thought and 
 purpose of the people. 
 
 Previous to the meeting of the Constitutional Convention, in October, 
 1S-7S. secondary education had received little encouragement from the 
 people of California. The legislative enactment of 1855 provided for 
 primary, grammar and high school departments, but the primary and 
 grammar schools must receive the first consideration; then, if funds 
 remained in the treasury, they might he appropriated to the support 
 of a high school. Hut. as we have already shown, this provision, although 
 remaining substantially unchanged until 1872, did not actively encourage 
 the cause of secondary education. On the contrary, the system of issuing 
 teachers' certificates at this time rendered it next to impossible to obtain 
 a high school certificate except from City Boards of Education; these 
 might be recognized by County Boards of Examination or not, as they 
 saw fit. 
 
 \Yhfii all these conditions are fully realized, one can readily under- 
 stand that the friends and active promoters of secondary education looked 
 forward to the action of the Constitutional Convention with intense 
 interest, and also with considerable anxiety. They had not met with 
 
8 
 
 disappointments and rebuffs time and again without a pretty intimate 
 knowledge o f the general trend of public sentiment toward the canst' 
 they held so dear, and so, while they hoped, they also feared. They had 
 experienced apathy, indifference and open hostility, but all this would be 
 forgotten if the new const it ut ion would recognize the high school and 
 make it an integral part of the State system of schools. 
 
 Space forbids my entering upon a detailed account of the labors of 
 this convention or of the discussions which took place concerning an 
 educational system for California. 
 
 The subject received careful attention by men of large experience in 
 statecraft men who had an unbounded faith in the future greatness 
 of California and were animated by a desire to formulate the best con- 
 stitution possible. 
 
 The final result of these discussions providing for high schools was 
 embodied in Article IX, Section 6, 'which reads as follows: 
 
 "The public -school system shall include primary and 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, authority; but the entire revenue derived from the State school 
 fund and the State school tax shall be applied exclusively to the support 
 of primary and grammar grades." 
 
 It will thus be seen that by the adoption of the new constitution by 
 the people of the State, high schools could not become a part of the State 
 system of schools. It is true, the Legislature might establish them, but 
 no one believed that any Legislature would pass an act so opposed to 
 our democratic principles as to require a community to support a high 
 schoool contrary to the wishes of its people. It would be putting the 
 ease very mildly to say that the friends of secondary education were 
 terribly disappointed. They believed that the public sentiment of the 
 State was prepared to make high schools an integral part of the school 
 system, and to bestow upon them a generous portion of the school funds 
 of the State. But the die was cast; high schools must get on in the 
 future, as in the past, by the sole support of municipal or local taxation. 
 
 As one reviews the history of education in California for the quarter 
 of a century that has elapsed since the adoption of the new constitution 
 lie is inclined to take a more moderate view than high school men enter- 
 tained at that time. That Section 6 of Article IX expressed the honest 
 and mature convictions of a majority of the framers of the constitution 
 no one has ever denied. Whether they were mistaken or not remained 
 for coming years of experience to determine. When the new Constitution 
 became operative nearly, if not quite, all the cities and larger towns 
 had organized high schools and were supporting them by local taxation, 
 
. 
 

 
and they continued to do so after tiny learned that tin; Slate funds could 
 not lie used to assist them. Sometimes a cause is benefited by simply 
 securing the attention of the public.- If it can only get itself squarely 
 before the public eye. can get the people to thinking about it and talking 
 about it. then, if the cause possess merit, the public will not only discern 
 it. hut espouse it by voice and action. The high schools of the State 
 occupied a position somewhat similar to this during the first years of the 
 new (Constitution. The attention of the public was early directed to the 
 situation and each community found that if it was to enjoy the advan- 
 tages of a high school if must support it. This led to an investigation 
 of the benefits which the community would gain, to making inquiries of 
 those who already enjoyed 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. Xo high school 
 \v;is discontinued: on the contrary, new ones were organized in many of 
 the growing districts of the State. And more than all this, as public 
 ailuition was dim-ted toward them, the grade of the high schools was 
 raised, an element of competition between different communities was 
 introduced and improved methods of teaching were employed. The 
 high school took a prominent place on the programs of the county insti- 
 tutes and at the meetings of the State Association of Teachers special 
 sections were devoted to secondary schools, in which discussions were 
 held on all matters pertaining to their condition and needs. University 
 professors and prominent educators from other States took a prominent 
 part in these meetings and imparted 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 manifest d toward them by the public, the con- 
 clusion is evident that the blow struck at the interests of secondary educa- 
 tion by the Constitutional Convention of 1S7S and 1879 was not as 
 serious as it \vas feared it would be. and that, on the contrary, it bad its 
 redeeming feaiures. 
 
 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 unable to bear the financial burden which a fully 
 equipped high school would impose. The residents of these districts 
 saw the advantage which were derived from the establishment of high 
 schools, and very naturally they desired to participate, in them. They 
 conceived and carried into execution a plan whereby they might secure 
 partial if not the entire advantages which thev would gain from the 
 organization and support of a high school in their midst. This was 
 
10 
 
 the adoption of a course of studv supplementary to the well established 
 grammar grades and was called the "grammar school course." The 
 hranehes taught included a sufficient amount of mat hemat ics. science, 
 history and Knglish language to enahle the pupils taking il to cuter 
 one of the scientific colleges or the agricultural college of the ("Diversity 
 of California. This was claimed by its promoters to be not a high school. 
 hut simply an extension of the grammar grade, and consequently, could 
 receive its quota of the State school fund. Thus districts in which the 
 grammar school course was taught were enabled to enjoy partial ad- 
 vantages which a fully equipped high school would confer without the 
 necessary local taxation. I>\ an act of the State Lcgi.-lature in March. 
 1SST, the State Controller was authorized and directed to appropriate 
 three dollars from the State school fund for each pupil enrolled in the 
 grammar school course in the several districts of the State. This phase 
 of the general question of State support of high schools did not remain 
 in operation for any length of time. The question as to whether the 
 State school fund or any portion thereof could be legally used to support 
 the so-called grammar school course was frequently discussed by the 
 public press and in teachers' conventions. The general consensus of 
 opitt-km finally was that the payment of any portion of the State school 
 fund for its support was a violation of the State Constitution, and ihe 
 legislative act recognizing it was repealed in 1891. 
 
 This brief episode in the history of secondary education in California 
 ! 'raining beyond what the ordinary grammar school offered, and 
 emphasized the fact that the people were conscious of the value of a 
 it paved the way for an amendment to the Constitution. 
 
 The difficulties under which sparsely populated communities labored 
 in not being able to support a high school was quite satisfactorily over- 
 come by an act of the Legislature passed in 1S!)1, whereby contiguous 
 school districts could unite their efforts and establish a union high school, 
 As a preliminary to the organization of such a school a special election 
 must be held in the districts which proposed to join in the support of 
 a high school, and if it was shown by the result of said election that the 
 qualified voters of the districts interested desired the school and were 
 willing to be taxed for its support, then it became the duty of the Board 
 of Supervisors of the county in which the districts were located to levy a 
 tax upon the property thereof in sufficient amount to defray the expens< s 
 necissary for the support of the school. As a result of this law quite a 
 number of union high schools have been organi/ed and are in successful 
 operation. Their effect upon the general educational -rntiment of the 
 State cannot be o\vn>t imated. Their influence in favor of an educa- 
 tion beyond the simple rudiments is exerted in the rural districts wl 
 
11 
 
 it is particularly needed; besides it adds an attraction to the country 
 which heretofore was enjoyed exclusively by the cities and larger towns. 
 The union high school is destined to exert a far-reaching and favorable 
 influence upon the cause of secondary education in California. 
 
 Another fact must not be overlooked in this connection. The intro- 
 duction of the union high school system in California brought, in a 
 vital way, the question of State support of high schools to a large num- 
 ber of people who heretofore had given it but little attention. They 
 were led to see the incongruity of a State system of schools which fos- 
 tered tlie two extremes, but left them without a connecting link. It pro- 
 vided for the support of schools which prepared for admission to the 
 high school and then stopped, refusing to render assistance in making 
 preparation for admission to the State University, an institution which it 
 liberally supported. The union high school has passed the experimental 
 age; its adequacy to meet the wants of rural districts desiring to secure 
 the benefits which a high school would confer has been practically dem- 
 onstrated by a successful experience of twelve years. 
 
 In the early history of California the term high school was vague and 
 indefinite. Having no precise signification, it was frequently used when 
 the course of >tudv failed to warrant it. Thus it very naturally came 
 to pass that several -schools in which, in addition to the ordinary grain- 
 mar school studies, algebra and ancient history we're added, wen 1 called 
 by their patrons high schools. Neither custom nor decisions by com- 
 petent school authorities had fixed a limit for a grammar school except 
 in a very general way. It is true that in several legislative enactments 
 it is stated that instruction must be given in the common English 
 lira lie-lies, but prolonged discussions in the Constitutional Convention 
 of 1878-79 demonstrated conclusively that its members differed very 
 radically in their understanding of the term "grammar school." 
 
 The school law was repeatedlv re-enacted during the life of the tirsl 
 Constitution and the original definition of a grammar school was sub- 
 stantially modified. Subsequent legislative action providing for a State 
 Hoard 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 hook,- for the use of the different grades. Section 17 of an Act 
 |ias>ed by the Legislature in 1855 authorized district trustees to divide the 
 schools in their respective jurisdictions into primary, grammar and high 
 school departments. In 1863 County Boards of Education were estab- 
 lished, with authority to issue certificates of the first, second and third 
 grades, which would entitle lhe holders thereof to teach in schools of 
 the grammar, intermediate or unclassified and primarv grades, re- 
 <pertively. The Legislature of 18(55 provided thai "all. schools, unless 
 
provided for by special law, shall he divided into three grades, viz.: First, 
 second and third/' Cities having a Moanl of Education governed by 
 special laws could grant cert ificates for teaching high schools, in an 
 act passed l>v the Legislature of lsi;!l-7n the provisions of the preced- 
 ing act were substantially continued in force, and from this time on 
 to the monthly of the Constitutional Convention of ls<S-;i) the clari- 
 fication of the schools was directed by the State lioard nf Education. 
 
 During the entire life of the old Constitution no adequate provision 
 was made for the issuance of high school certificates. The entire num- 
 ber of high school teachers needed in the State wfis so limited ihat 
 methods for their certification occupied hut little attention hv boards 
 of education or State Legislatures. It was the custom in some of the 
 larger cities at first to select high school teachers from those in the 
 grammar schools who had been successful and eflieient. Then followed 
 a period during which the State Moan! of Kducation issued educational 
 diplomas and life diplomas to teachers for service in high schools. City 
 Boards of Education were also authorized to issue high school certificate- 
 upon a satisfactory examination. But the methods used for cert ideating 
 high school teachers were more or less desultory and lacking in uni- 
 formity until 1S!),">, when a committee from the State Teachers" Asso- 
 ciation recoiniiH nded -that no one should receive a high school cert ill. 'ate 
 who had not had an equivalent of a college education, and this recom- 
 mendation prevails at the present time. 
 
 A movement was inaugurated hv the Universitv of California in 
 1884,' which was destined to fix definitely and authoritatively the cur- 
 ricula for high schools. This was the adoption by the faculties of the 
 university of a plan by which those pupils who had maintained an ex- 
 cellent standard during their high school course might he admitted to 
 the State University without examination. This is known in California 
 a-s. the "accrediting system." and as it lias been an exceedingly important 
 factor in the history of secondary education in this State, it may be 
 well to give, in brief, its main provisions. 
 
 First, no high school could be placed on the accredited list au'ainsl 
 its consent; as a prerequisite it must request the favor. This condition 
 having been complied with the universitv faculties deputized some mem- 
 bers of its body to visit the school and determine by a careful ami thor- 
 ough examination whither its course of studv and its methods of in- 
 struction entitled it to be placed on the accredited list. The examiner- 
 embraced representatives of the departments of ancient languages, math- 
 ematics, history and science, or as many of these departments as the 
 school desired to be accredited in, for one feature of the system is. that 
 it admits of partial accrediting. The time at which these examiners 
 
13 
 
 made their visit might or might not be known hy the teachers of the 
 school; practical iy. it made no difference, as no amount of cramming 
 would sufficiently prepare the pupils for the examination. The exam- 
 iners then made a report of their findings to the faculties of the uni- 
 versity, who decided whether the school should he placed on the accredited 
 list. It' the decision was favorable the principal of the school was noti- 
 fied of the fact and for the next scholastic year those pupils of his. who 
 had completed its prescribed course of study and had received a diploma 
 certifying to that fact, were entitled to admission to the State University 
 on his recommendation; without this personal recommendation the pupil 
 must undergo an examination, whatever his standing in the high school 
 might have been. This feature of tire accrediting system has been crit- 
 icised because of the power it places in the hands of the high school 
 principal, but an experience of nearly twenty years has failed to pro- 
 duce a single instance, as far as my knowledge extends, wherein this 
 power has been abused. It is customary for the principal to act on the 
 recommendation of the heads of the different departments of his school, 
 as they are mo>t familiar with the attainments of the pupils. 
 
 In 1885 but three schools in the State requested an examination for 
 accrediting, but the number gradually increased year by year, but not 
 as rapidlv as might have been expected. One reason for this probably 
 arose from the fact that the aims and work of the university were not 
 <T( nerally understood by the people of California. But another move- 
 ment by the university authorities in the early nineties served to remove 
 largely this impediment and to bring their work directly before the 
 people. This was the inauguration of a system of university extension 
 lectures in the larger cities of the State. Lecture courses were given free, 
 or. in some cases, for a small consideration. (See Appendix A.) These 
 lecture courses were well attended by the more progressive people and 
 they served to create a desire for a broader culture. 
 
 As one reflects upon the general attitude of the people of California 
 toward secondary and 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 
 secondary school was the only door through which one could pass to 
 reach the university, it will readily be perceived that an awakened in- 
 terest in the higher education had a stimulating effect upon the pros- 
 perity of the high school. This new interest dates from 1885, although 
 for a few years a change was scarcely perceptible. The seed was sown 
 
14 
 
 by the adoption of the accrediting system and the inauguration of courses 
 of university extension lectures a few years later, rendered it fruitful. 
 ^Beneficial results were seen not only in the increased number and 
 efficiency of public high schools, hut of -,\ general awakening and im- 
 provement of private secondary schools and seminaries. Thev found 
 it necessary to fall into line in order to hold their pupils, and as they 
 did so they enjoyed a generous share of tin- prosperity which befell the 
 iniblic high schools. 
 
 At a meeiing 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 re<|iiiremeiits for col- 
 lege entrance and toward the possibilities of making them more uniform. 
 As a result of this resolution ten of the most prominent educators in the 
 United States were appointed a committee to make a careful study of 
 the question and report at a future meeting of the Association. 
 
 This committee entered upon the work with commendable zeal: sub- 
 committees were appointed to investigate and report to the general com- 
 mittee on particular subjects; in fact, the entire scheme of education 
 previous to entrance to college was reviewed and reported upon. The 
 friends of elementary education, became deeply interested in the labors 
 of the committees because they saw that their conclusions might have 
 an important bearing upon the scope of their work. 
 
 So deeply interested did the friends of education throughout the 
 whole country become that at a subsequent meeting of the National Ed- 
 ucational Association another committee, known as the committee of 
 fifteen, was appointed to continue the investigation already commenced. 
 This committee enlisted in its labors a large number of educational ex- 
 perts whose duty it was to make a careful and detailed study of those 
 subjects which pertained to their special lines of work. The different 
 reports were submitted and discussed and finally published in conven- 
 ient form for general "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 general under- 
 standing reached as to what the term secondary education really im- 
 plied. This alone would have been a sufficient recompense for the labors 
 of the committees, but practically it was a small portion only of the 
 good which followed. A new interest was taken in schools, particu- 
 larly in the subjects to be taught and the manner of their p 
 All this coming as it did, just when California was rejok : nir in an 
 
15 
 
 educational renaissance-, gave a new impetus to the movemenl inaugur- 
 ated Itv the accredited svstem and the university extension In-iiins. 
 
 Ueferince should ber made to a clause in the new Constitution which 
 guaranteed the admission of women to all the collegiate departments 
 of the State. University. Advantage was not taken of this provision 
 immediately, hut when the full meaning of what it implied and the 
 means for preparation were multiplied, 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 secondary education and 
 rendered the multiplication of high schools necessary. The reaction 
 of this movement upon the high schools themselves was particularly 
 beneficial, in that vmmg women, by the assistance of a thorough peda- 
 gogical department in the university, became ujuipped to render valuable 
 service in the high schools. 
 
 Tin- following table shows the increase in public high schools from 
 1885 to 1903: 
 
 No. of No. Accredited. 
 
 Year. Schools. Public. Private. Total. 
 
 1SS5 12 3 .. 3 
 
 1890 24: 11 2 13 
 
 1895 US 43 14 57 
 
 1900 10") 87 2."> 110 
 
 1902 .139 !>:! 22 115 
 
 1UU3 143 !)!) 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 $1,007,646.30 
 had to be raised by the several communities in which the high schools 
 were located. In addition to this remarkable increase in the number 
 of public high schools, private secondary schools and seminaries enjoyed 
 a corresponding share of the general prosperit}^. The number of those 
 accredited rose from one in 1888 to twenty-two in 1902. But these fig- 
 ures only partially represent the remarkable impetus given to the cause 
 of secondary education during this golden period. There were large 
 lumbers of students proper, some young, some in middle life and others 
 who had passed the fifty-mile stone, who were enrolled as members 
 'ie University Extension Lecture Courses, and by a regular attend- 
 . supplemented by home stud}', obtained a fair insight into their 
 
 live subjects. 
 
 During all this period of prosperity there still lingered a feeling 
 ig the friends of secondary education that the high school did not 
 py that position in the State systems of schools which its importance 
 
demanded. .It \vu.- not forgotten that State fund.- were used to support 
 elementary schools and the university, but the connecting link, the 
 high school, was left to be provided for by local taxation, which was, 
 to say the least, an uncertain quantity. If there was a loud erv for re- 
 trenehnu'iit the high school fund was usually the one to be reduced to 
 the lowest possible limit. It could not be expected, under thoe cir- 
 cumstances, that a persistent effort would not be made to place the high 
 school when 1 it could be a recipient of State bounty. After much dis- 
 cussion by the school people of the State the Legislature of 1JH1 passnl 
 a resolution by which a proposed amendment to the Con>tit utien might 
 be submitted to the electors of the State for approval or rejection. This 
 proposed amendment consisted of an addition to Article IX. Section \\, 
 and read as follows : 
 
 "But the Legislature may authorize and cause to ho levied a special 
 State school tax for the support of high schools and technical school-, 
 or either of such schools, included in the public school s\>tem. and all 
 revenue derived from such special tax shall be applied exclusively to the 
 support of the schools for which such special tax shall bo levied." 
 
 This amendment was approved by a vote of the people and tin 
 came a part of the Constitution. The long sought for condition thus 
 became a possibility, and it only needed the proper legislative action to 
 make it a reality. The Legislature of 190;> amended the school law by 
 the passage of an act providing for State support of high schools, whose 
 salient features are. that until 190i an ad valorem tax of one and one- 
 half per cent of the taxable property of the State shall he levied for the 
 support of regularly established high schools, and after 1900 the State 
 Controller shall estimate the amount necessary to support the high 
 schools of the State and shall allow $!.">. 00 per pupil in average daily 
 attendance: one-third to go to high schools, irrespective of the number 
 of pupils and two-thirds appropriated on average daily attendance. 
 
 Sufficient time has not elapsed since this legislative act became opera- 
 tive to determine whether the plan therein fixed upon is the best that 
 could he devised. It has received considerable adverse criticism by de- 
 voted friends of secondary education. All rejoice in the fact, how 
 that the high school is a recognized part of the State system of sclv 
 and can constitutionally receive State funds for its support. 
 
 The intimate' relations which iu'ee.arily existed bet woeen the 
 University and the high schools in consequence of the influences air 
 recounted, had the effect of definitely fixing the status of the high s 
 in California. Primarv education closes with a fair knowledge of ji 
 metic. English grammar and the use of the English language, hi- 
 of the United States and the elementary principles of physio'.-.. 
 
OFTHI 
 
 UNIVERSITY 
 
 or 
 
 
17 
 
 hygiene, vocal music and drawing. The high school takes up a new line 
 of studies, each of which is limited by university entrance requirements. 
 According to a recent university register, subjects are specified in which 
 accrediting may be given. (Sin 1 Appendix B.) The smaller high 
 schools are not able to take up so varied and extensive a range of sub- 
 jects as this, but in order to rank as high schools they must, at least, 
 prepare their pupils in all the subjects necessary for entrance to one of 
 the colleges. The larger high schools, by virtue of their number, both 
 of pupils and teachers, are enabled to offer for accrediting the entire 
 list of subjects submitted by the university, by a system of clectives, 
 which would be impracticable in a small school. 
 
 It will be readily gathered from the above that the State University 
 exercises a predominating influence over the high schools, both in their 
 courses of study and largely in the method in which the several subjects 
 are presented. It is quite natural that this condition should cause a 
 certain amount of adver.-e criticism. \Ve are told that the high schools 
 should stand bv themselves: should be free to choose that course of study 
 and the time to be devoted to each subject which the patrons of each 
 school preferred: that the industrial conditions of the State are so 
 varied that high school uniformity must work against the best interests 
 of many localities; that the pupils of high schools located in fruit grow- 
 ing districts should be taught how to plant and care for trees, and how 
 to destroy fruit pests: in short, the school should be made practical. 
 Other critics affirm tha<t preparation for college or university is not the 
 best preparation for the duties of life; that there should be a differenti- 
 ation of subjects into practical and culture studies. Discussions on these 
 and kindred topics have occupied the public press and have been fruit- 
 ful sources for papers read a-t teachers' conventions. Several of the 
 most prominent writers for our educational journals have presented 
 arguments both pro and con. so that high school men in California are 
 quite familiar with what has been said upon this important subject. 
 
 But in spite of all that has been said and written, the work of central- 
 ization moves steadily on. The' university decides what the work of 
 ihe high school shall be and through the high school exerts an influence 
 upon primary education. To enter upon a discussion as to whether this 
 is the wisest arrangement or not is not pertinent to the purpose of this 
 paper. I simply refer to this question as having bad its influence upon 
 the development of secondary education in this State, and also as being 
 an unsettled question. 
 
 The development of secondary education in California was substan- 
 tially along the same lines as those pursued in the older States. The 
 courses of study and the methods of teaching did not differ materially 
 
18 
 
 from those adopted by .(ho high schools of Massachusetts or Michigan, 
 still it may ho interesting t<> note particularly tho changes whioh oc- 
 ourrod in tlio presentation of some of the subjects. In the earlier days 
 the courses of study embraced mathematics (algebra and geometry), the 
 :meii nt and modern languages, science and Knglish literature. 
 
 Probably the fewest changes in methods of presentation by the 
 teacher have boon made in the languages, both ancient and modern. 
 Tli ore has boon a decided improvement in text books, but nothing can 
 take the place of that accurate memorizing so absolutely noeessarv in 
 gaining the rudiment- of a foreign language. The tocher of mathe- 
 matics, however, has materially improved upon the mothods pursu-'d by 
 his predecessors. The principal advantage to be gained by the prosecu- 
 tion of this study is the unfolding of the reasoning faculties, and if it 
 is made largely a memoriter exercise, as it was in the olden time, the 
 greatest good is not realized. This remark applies particularly to the 
 studv of theorems in geometry. Teachers of mathematics in California 
 high schools, at the present time, give particular attention to original 
 demonstrations. A single step in reasoning at first gives strength and 
 encouragement for others which follow, so that in time the pupil be- 
 comes able to give a complete original demonstration for a geometrical 
 theorem. Bv this training, as he meets with the difficult problems which 
 arise in his life work he is enabled to fortify his judgments by realizing 
 that they were reached by rational processes. 
 
 In none of the high school studies have greater changes, taken place 
 in methods than in the entire range of the natural sciences. I'p to the 
 present time 1 there have been three stages of development. At first the 
 science was learned exclusively from a book. It is true there were some 
 illustrations of experiments to aid the comprehension of the pupil, but 
 the experiments themselves were few and far between. Whatever knowl- 
 edge the pupil obtained was at the expense of the power of the imagina- 
 tion, hence this may be called the imagination-developing period. This, 
 however, gave wav in time to a decided improvement in science teaching, 
 for the pupil, instead of studying illustrations, was required to observe 1 
 carefullv what the teacher did when he mixed the chemicals and manip- 
 ulated the air-pump and the electrical machine. This \\as the observa- 
 tion period. From seeing the teacher perform the experiments to the 
 next step, in which the pupils themselves made the experiments and 
 took clown dn their note books whatever changes they observed, was a 
 natural transition, and it brings us to the experiment-making period. 
 This change involved a complete revolution in the equipment for science 
 teaching in the high schools, for there must be a complete laboratory 
 sufficiently extensive to accommodate all the pupils of the school. The 
 
19 
 
 chemical laboratory must be provided with reagent?, tables, sinks, run- 
 ning water, gas and numberless other conveniences which would he re- 
 quired for performing the experiments in a course 1 in chemist rv suf- 
 
 I <^ 1 
 
 ficienlly comprehensive for entrance to the university. Another labora- 
 tory equally elaborate, but entirely different in the apparatus used, nuis; 
 be provided for students in physics and still another with its microscopes 
 for classes in biology. The adoption of the 1 laboratory methods in Cal- 
 ifornia for teaching the natural sciences was largely due to the influence 
 of the university. The change involved a large expense, but the ad- 
 vantages it possesses over the old methods are so apparent that fairly 
 well equipped laboratories are 1 found in nearly all the high schools of 
 the State. 
 
 The fourth subject embraced in the high school curriculum was 
 formerly denominated English literature, but in university and high 
 school schedules of the present day it is known by the comprehensive 
 term of English. It is within the memory of many who may read this 
 paper that during their preparatory course for college they studied 
 English literature, at least that was the name given to the subject, hut 
 in reality they gave little or no attention to literature per *r, but to the 
 biographies of authors, together with the titles of their works. In lS?f> 
 the Oakland High School inaugurated a change whereby the produc- 
 tions of standard authors should be studied rather than' their biogra- 
 phies. "The Lady of the Lake" and the "Merchant of Venice'' wore 
 objects of discussion instead of the lives of Sir \Valter Scott and 
 Shakespeare. To the best of mv knowledge this was the beginning of 
 a movement which in a few years produced a complete revolution in the 
 study of English literature, not only in California, but throughout the 
 whole country. Henceforth the study was scheduled as English by high 
 schools and universities. 
 
 About this time a new professor came to the Lniversity of Califor- 
 nia r.s head of the department of English Literature, who by his labors 
 with hi.--- own classes and by calling together principals and teachers of 
 high scl-nt ols for discussion, the new movement was not only approved, 
 but in a brief time it was adopted by most of the high schools of the 
 State. At the present time English occupies a prominent position in 
 the course of study of all secondary schools. This change is also largely 
 responsible for the elimination of . formal rhetoric from secondary 
 schools. Attempting to understand the principles of the style of a given 
 literary production without a comprehensive view of several authors' 
 works is on a par with gaining a knowledge of the currents of the ocean 
 by studying a bucket of water. 
 
 In view of the changes effected in the methods of teaching in the 
 
20 
 
 schools of the Stale dur'::g I he last quarier of a century and 
 in the additional fact that the schools are taught !>v a hodv of teachers 
 unsurpassed for intelligence and for devotion to their profession, ('al- 
 ifornia is ready to have her secondary schools compared with these of 
 any Stale in the Tnion. The discouragements and advorsitits of early 
 vears did not dishearten the friends of secondary education in the cause 
 to which thev were so thoroughly devoted, hut. rather, thev were fired 
 with a renewed zeal, confident thai in time their efforts would he re- 
 warded. They fully realize also thai constant change is hoth a condi- 
 i tion and evidence of life; that without change there must come stagna- 
 tion and death. Thev also recognize the fact that the solution of 
 past problems only reveals new ones for the- future. Perfection is still 
 a dream unfulfilled. 
 
 In the genera] strife to make each of the divisions of the State sys- 
 tem of schools complete there is clanger in giving too much attention 
 to the perfection of the grade and too little to the interests of those for 
 whom the grades are organized. As atp resent j^jma^liiuted, the ele- 
 
 require eight vears^nun- ve-,ir-; I'm- the primary and four 
 years forthe grammar departm^nT. tin- hiuh_._schools^four years, the 
 
 fou__vears and the professional sclioool four_years^s thai. "if 
 a fui^u^ojnJjiTs the primary schooTat t h ea"^ojL>^\ . t'lu 1 ky^l >ehn^j_j\< y e 
 in^C-alifornia, and continues in regular course through the sueceejjng 
 d epartnients. he will 1 1 a v ( > r eac 1 u ( . r Tn7 r ~7r*n r ' < > f _J^2S\ t i .v- years 1 u44-m.L h t 
 isTi'ady to-^^oqmnence his professional work. This time may he reduced 
 one year for those who expect to engage jn "medical prac'ticc bv taking a 
 prescribed course .in the university. All will agree that there must he 
 
 f 1 1 : e 
 
 rs_of one's life to get ready. This problem is too important to 
 be thrust aside: it touches life"7m tort many sides; besides the educational 
 phase, there is the eommmercial, and, more than all others combined, the 
 social aspect; for any inrlucnee that has a tendency to locsen the bonds 
 which hold society together in organized families should receive the 
 strongest disapprobation. There must be an earlier differentiation of 
 ^t.udies. the work of the studenThuisthe "more intensive'. JjilLaimst^ sooner 
 ilecide his life worlc^^H^eTpeiiTiliis e{t\7r7rTtlTrt444^)ward that ,i:oal. It 
 may be said that such a course will make him narrow minded, but this 
 objection will have little weight at the present day. when one's general 
 reading covers broad grounds. President Harper say.-: "The high 
 school is no longer a school preparatory for college. In its most fully 
 developed form it covers at least one-half the ground of the college fifty 
 years ago. It is a real college: at all events, it provides the earlier part 
 of a college course." But will the college grant diplomas in two years 
 
21 
 
 to those students who have taken a full four-year course in the high 
 school? Or will the high school reduce its requirements so that one 
 or two years may In- saved? These are vital questions for both colleges 
 am! high schools. The character of the future high school as well as 
 the scope of secondary education are problems requiring a wider experi- 
 ence for their solution than we now possess. 
 
22 
 APPENDIX A, 
 
 Extension Courses* 
 
 J891-92, 
 
 With a view to the extension of the advantages of the University to 
 teachers and other persons whose engagements will not permit them to go to 
 Berkeley, courses of instruction will be offered during the year 1891-92 in 
 San Francisco. It may be expected that other Courses will be added in sub- 
 sequent 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 their,, upon their scholarship records, if they subse- 
 quently become students of the University. 
 
 Visitors may be admitted to Extension Courses at the discretion of the 
 professors in charge. 
 
 Persons desiring to enroll themselves for these Courses are requested to 
 communicate either with the professors in charge, or with the Recorder. 
 
 During 1891-92, Extension Courses will be offered in San Francisco as 
 follows : 
 
 PHILOSOPHY 
 
 The Essential Problems of Philosophy and the Course of its 
 History from Descartes through Kant. A Course of about twenty lec- 
 tures. Once or twice a week, at times to be determined. Professor HOWISON. 
 
 HISTORY AND POLITICAL SCIENCE 
 
 The Transition from the Renaissance to the Reformation. A 
 
 Course of lectures once a week during the first term. First Unitarian Church, 
 corner Franklin and Geary Streets, Monday evenings, at eight o'clock. Asso- 
 ciate Professor BACON. 
 
 Another Course on some suitable topic in history or political science may 
 be given during the second term by some other member of the- Department. 
 
 ENGLISH 
 
 A. Shakepeare's Tragedies : Julius C^sar, Richard III., Hamlet, 
 Othello, Macbeth, 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 qualified to perform the work of the Course. Visitors 
 are admitted. Professor GAYLEY. 
 
 B. History of the English Language. Two hours a week during 
 the second term. Assistant Professor LANGE. 
 
 Or Historieal and Comparative English Grammar. One hour a 
 week of lecture, followed by one hour of conference and discussion, during 
 the second term. Associate Professor BRADLEY. 
 
 MATHEMATICS 
 
 Propaedeutic to the Higher Analysis. A knowledge of elementary 
 geometry, trigonometry, and analytic geometry is prerequisite for the Course. 
 Girls' High School building. Golden Gate Avenue, Saturday mornings, at 
 10:30. The Course will continue through most of the school year. Professor 
 STRINGHAM. 
 
APPENDIX B. 
 
 State High School Fund. 
 
 <'ounty. 
 
 Name of School. 
 
 Ave'ge Daily 
 Attendance. 
 
 Apportion- 
 ment on y t 
 Basis. 
 
 Apportion- 
 ment on 
 Attendance. 
 
 _0 
 
 si- 
 
 S3* 
 
 ALAMEDA 
 
 BUTTE 
 COLUSA 
 
 \laineda "... 
 Berkeley 
 Oakland 
 
 325 
 508 
 836 
 263 
 44 
 56 
 64 
 
 46 
 14 
 
 48 
 
 47 
 
 36 
 
 $382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 
 ,$2,564 25 
 4,008 12 
 6,596 04 
 2,075 07 
 347 16 
 441 84 
 504 96 
 
 362 94 
 110 46 
 
 378 72 
 
 370 83 
 
 284 04 
 
 $2,946 75 
 4,390 62 
 6,978 54 
 2,457 57 
 729 65 
 824 34 
 887 46 
 
 Oakland Polytechnic- . 
 I 1 1 i < > n X < > 1 ... 
 
 Union No. 2 
 Union No. 3 
 
 Total 
 Chico 
 
 $19,214 94 
 
 745 44 
 402 96 
 771 22 
 
 Gridley 
 Oroville 
 
 Total 
 
 $1,999 62 
 
 753 33 
 
 666 54 
 
 Col usa 
 
 CONTRA COSTA . 
 
 DEI, XOKTE 
 FRESNO 
 
 Pierce Joint Union . . 
 Total 
 
 $1,419 87 
 
 611 31 
 737 55 
 611 31 
 
 556 08 
 
 $2,516 25 
 548 19 
 $548 19 
 
 524 52 
 
 587 64 
 674 43 
 2,481 24 
 713 88 
 1,084 71 
 800 67 
 
 Alhambra Union 
 Mount Diablo Union. . 
 Job n Swett Union. . . . 
 Liberty Union 
 
 Total 
 
 29 
 45 
 29 
 22 
 
 382 50 
 382 50 
 382 50 
 382 50 
 
 228 81 
 355 05 
 228 81 
 173 58 
 
 Del Xorte County .... 
 Total 
 
 21 
 
 382 50 
 
 165 69 
 
 Alta Joint. . 
 
 18 
 26 
 37 
 266 
 42 
 89 
 53 
 
 382 50 
 382 50 
 382 50 
 
 ?82 50 
 382 50 
 382 50 
 382 50 
 
 142 02 
 205 14 
 291 93 
 2,098 74 
 331 38 
 702 21 
 418 17 
 
 
 Clovis Union 
 
 Fowler Union 
 Fresno 
 Sanger Union 
 Selina Union 
 
 Washington Union . . 
 Total 
 
 $6,867 09 
 
 
 
 
 
k County. 
 
 Name of School. '5 
 || 
 
 B-" a 8 a 
 
 .2s .2 g 5 .2 
 
 GLENN 
 
 Glenn County. . 
 
 29 
 17 
 
 $382 50 
 382 50 
 
 $228 81 
 134 13 
 
 $611 31 
 516 63 
 
 HUMBOLDT 
 INYO 
 
 Orland Joint Union. . 
 
 Total 
 
 $1,127 94 
 
 619 20 
 1,092 60 
 
 Arcata Union 
 Eureka 
 
 30 
 90 
 
 382 50 
 
 382 50 
 
 236 70 
 710 10 
 
 Total 
 
 $1,711 80 
 563 97 
 
 Bishop 
 
 23 
 
 382 50 
 
 181 47 
 
 KERX 
 KINGS 
 
 L VKE 
 
 Total 
 
 $563 97 
 1,550 22 
 $1,550 22 
 
 1,281 96 
 540 30 
 
 Kern County 
 Total 
 
 148 
 
 114 
 20 
 
 47 
 
 382 50 
 
 382 50 
 382 50 
 
 1,167 72 
 
 899 46 
 
 157 80 
 
 Hanford Union 
 Lemoore 
 
 Total 
 
 $1,S22 26 
 753 33 
 $753 33 
 
 611 31 
 650 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 
 
 Clear Lake Union .... 
 
 382 50 
 
 370 83 
 
 LOS ANGELES. . . 
 M VDEKA 
 
 Total 
 
 Alhambra .... 
 Citrus Union 
 
 29 
 34 
 56 
 32 
 20 
 34 
 59 
 560 
 105 
 50 
 29 
 288 
 110 
 25 
 34 
 44 
 
 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 
 
 228 81 
 268 26 
 441 84 
 252 48 
 157 80 
 268 26 
 465 51 
 4,418 40 
 828 45 
 394 50 
 228 81 
 2,272 32 
 867 90 
 197 25 
 268 26 
 347 16 
 
 Compton Union 
 
 Covina . . 
 
 Kl 3Ionte Union 
 Glcndale Union 
 Long Beach 
 Los Angeles 
 Los Angeles (Commercial) 
 
 Los NietosValley Union 
 .Monrovia 
 
 Pasadena City 
 
 Pomona City 
 
 San Fernando Union . 
 Santa Monica City. . . . 
 Whitt ier 
 
 Total 
 
 $18,026 01 
 690 21 
 
 Mad era 
 
 39 
 
 382 50 
 
 307 71 
 
 
 Total . . 
 
 $690 21 
 
25 
 
 County. 
 
 Name of School. 
 
 J^ OJ | , <U 
 
 ~ O " rj w 
 
 3V Sai 
 
 . -o r o r. c ^ 
 
 CV * *-* y* ~ +j 
 
 '^ :Ss p 
 
 ^ .2s : <fl: 
 
 
 
 s . 
 
 *Q,B 
 
 00-2 
 
 H^ a 
 
 MARIN 
 MENDOCINO .... 
 
 MERCED 
 MONTEREY 
 NAP\ 
 
 San Rafael 
 Total 
 
 70 
 
 27 
 44 
 80 
 
 86 
 25 
 
 .|382 50 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 
 382 50 
 
 382 50 
 382 50 
 
 1552 30 
 
 213 03 
 347 16 
 631 20 
 
 678 54 
 197 25 
 
 $934 80 
 
 $934 80 
 
 559 53 
 729 66 
 1,013 70 
 
 Fort Bragg Union .... 
 Mendocino 
 
 Ukiah . 
 
 Total 
 
 Merced 
 West Side Union 
 
 Total 
 
 $2,338 89 
 
 1,061 04 
 579 75 
 
 $1,640 79 
 
 753 33 
 1,218 84 
 
 Pacific Grove 
 Sa linas 
 
 47 
 
 106 
 
 370 83 
 836 34 
 
 Total . . . 
 
 $1,972 17 
 
 974 25 
 
 658 65 
 
 Napa 
 
 75 
 35 
 
 382 50 
 
 382 50 
 
 591 75 
 276 15 
 
 NEVADA . .. 
 
 St. Helena Union 
 Total 
 
 $1,632 90 
 
 879 57 
 627 09 
 942 69 
 
 Grass Valley 
 
 63 
 31 
 71 
 
 382 50 
 382 50 
 382 50 
 
 497 07 
 244 59 
 560 19 
 
 ORANGE 
 
 Meadow Lake Union . . 
 Nevada City 
 
 Total 
 
 $2,449 35 
 
 871 68 
 863 79 
 2,552-25 
 
 \ iiaheim 
 
 62 
 61 
 
 275 
 
 68 
 
 27 
 34 
 13 
 26 
 14 
 252 
 20 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 
 382 50 
 382 50 
 3S2 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 489 18 
 481 29 
 
 2,161) 75 
 
 536 52 
 
 213 03 
 
 268 26 
 102 57 
 205 14 
 110 46 
 
 1,988 28 
 157 80 
 
 PLACER 
 
 Fullcrton Union 
 
 Sa nta A na Citv 
 
 Total 
 Placer County 
 Total . 
 
 $4,287 72 
 919 02 
 
 RIVERSIDE 
 
 $919 02 
 
 595 53 
 650 76 
 485 07 
 587 64 
 492 96 
 2,370 78 
 540 30 
 
 Banning 
 Corona . . 
 
 Elsinore 
 
 Hemet Union 
 Perris Union 
 
 Riverside 
 
 San .Tacinto 
 
 T/~.f ol 
 
 K 7OQ i\A 
 
26 
 
 County. 
 
 Name of School. 
 
 Ave'ge Daily 
 Attendance. 
 
 Apportion- 
 ment on ' .j 
 Basis. 
 
 Apportion- 
 ment on 
 Attendance. 
 
 Total 
 Apportion- 
 ment. 
 
 SACRAMKNTO .. . 
 
 SAN BENITO .... 
 SANBERNARDI'O 
 
 SAN DIEGO 
 
 SAN FRANCISCO. 
 
 SAX JOAQUIN... 
 SAX LUISOBISPO 
 
 SAX MATED 
 
 Elk Grove 
 
 22 
 303 
 
 41 
 
 $382 50 
 
 382 50 
 
 382 50 
 
 $173 58 
 2,390 67 
 
 323 49 
 
 .$556 08 
 2,773 17 
 
 Sacramento 
 
 Total 
 Hollister 
 
 $3,329 25 
 705 99 
 
 Total 
 
 $705 99 
 
 462 40 
 666 54 
 453 51 
 1,076 82 
 2,118 38 
 1,739 58 
 
 Chino . 
 
 10 
 
 36 
 9 
 
 88 
 220 
 172 
 
 14 
 
 20 
 74 
 27 
 26 
 13 
 300 
 
 282 50 
 382 50 
 382 50 
 352 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 78 90 
 284 04 
 71 01 
 694 32 
 1,735 80 
 1,357 08 
 
 110 46 
 157 80 
 583 86 
 213 03 
 205 14 
 94 68 
 2,367 00 
 
 Colton 
 
 Needles (first year) . . . 
 Ontario 
 Kedlands 
 San Bernardino . . . 
 
 Total 
 
 $6,516 15 
 
 402 96 
 540 30 
 966 36 
 595 53 
 
 587 64 
 477 18 
 2,749 50 
 
 Cuyarnaca 
 El Cajon Valley . . 
 Escondido 
 Fallbrook 
 
 National City . . . 
 Ramomi 
 San Diego ... 
 
 Total 
 
 $6,409 47 
 
 4,540 53 
 4,398 51 
 5,148 06 
 2,583 81 
 2,268 21 
 
 Girls 
 
 r>27 
 
 509 
 604 
 279 
 239 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 4,158 03 
 
 4,016 01 
 4,765 56 
 2,201 31 
 1,885 71 
 
 Hnmboldt 
 Lowell 
 Mission 
 
 Polytechnic 
 
 Total 
 
 $18,939 12 
 
 855 90 
 2,378 67 
 
 Lodi . 
 Stockton 
 
 Total 
 
 60 
 253 
 
 382 50 
 382 50 
 
 473 40 
 1,996 17 
 
 $3,234 57 
 
 540 30 
 
 808 56 
 808 56 
 
 Arroyo Grande ..... 
 Paso Robles 
 
 20 
 54 
 54 
 
 382 50 
 382 50 
 
 382 50 
 
 157 80 
 426 06 
 426 06 
 
 Sa.n Luis Obispo 
 
 Total 
 
 $2,157 42 
 
 571 86 
 1,068 93 
 
 $1,640 79 
 
 San Mateo Union . . 
 Sequoia Union 
 
 Total . 
 
 24 
 87 
 
 382 50 
 382 50 
 
 189 36 
 686 43 
 
27 
 
 County. 
 
 Name of School 
 
 Ave'ge Daily 
 Attendance. 
 
 Apportion- 
 ment on ' ., 
 Basis. 
 
 Apportion- 
 ment on 
 Attendance. 
 
 
 
 3&S 
 
 o2 
 H:a 
 
 SANT \ B ^RB V R V 
 
 Lompoc 
 
 51 
 
 $382 50 
 
 $402 39 
 
 $784 89 
 
 
 Santa Barbara 
 Santa Maria 
 
 153 
 71 
 
 382 50 
 382 50 
 
 1,207 17 
 560 19 
 
 1,589 67 
 942 69 
 
 
 Santa Ynez Valley . . 
 
 14 
 
 382 50 
 
 110 46 
 
 492 96 
 
 
 Total 
 
 
 
 
 $3810 21 
 
 SANTA CLARA . . 
 
 Campbell 
 Gilroy 
 Los Gatos 
 Mountian View 
 
 45 
 54 
 
 58; 
 
 99 
 
 382 50 
 382 50 
 382 50 
 382 50 
 
 355 05 
 426 06 
 457 62 
 
 173 58 
 
 737 55 
 808 56 
 840 12 
 556 08 
 
 8 A XT A CRUZ 
 
 Palo Atlo 
 San Jose 
 Santa Clara 
 
 Total 
 ^anta Cru/> 
 
 101 
 
 482 
 117 
 
 13* 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 
 796 89 
 3,802 98 
 923 13 
 
 1,088 82 
 
 1,179 39 
 4,185 48 
 1,305 63 
 
 $9,612 81 
 1.471 3-7 
 
 
 \Vatsonville 
 
 90 
 
 3S2 50 
 
 710 10 
 
 1,092 60 
 
 
 Total 
 
 
 
 
 $2,563 92 
 
 SI I VST\ 
 
 Sliasta County 
 
 85 
 
 782 50 
 
 670 (>5 
 
 1053 15 
 
 
 
 
 
 
 
 
 Total 
 
 
 
 
 $1,053 15 
 
 SISKIYOU 
 
 Etna Union 
 
 31 
 
 382 50 
 
 244 59 
 
 627 09 
 
 
 Siskivou County 
 
 51 
 
 382 50 
 
 402 39 
 
 784 89 
 
 
 
 
 
 
 
 
 Total 
 
 
 
 
 $1,411 98 
 
 SOLANO 
 
 Annijo Union . . 
 
 46 
 
 382 50 
 
 362 94 
 
 745 44 
 
 
 Benicia 
 
 :;T 
 
 382 50 
 
 291 93 
 
 674 43 
 
 
 Dixon Union 
 Vacaville ..... 
 Vallejo 
 
 29 
 86 
 59 
 
 382 50 
 382 50 
 382 50 
 
 228 81 
 678 54 
 465 51 
 
 611 31 
 1,061 04 
 848 01 
 
 
 
 
 
 
 
 
 Total 
 
 
 
 
 $3940 23 
 
 SONOMA . 
 
 Cloverdale 
 
 11 
 
 382 50 
 
 86 79 
 
 469 29 
 
 
 Healdsburg 
 
 63 
 
 382 50 
 
 497 07 
 
 879 57 
 
 
 Petaluma 
 
 7-? 
 
 382 50 
 
 568 08 
 
 950 58 
 
 
 Santa Rosa 
 Sonoma Valley 
 
 136 
 34 
 
 382 50 
 382 50 
 
 1,073 04 
 268 26 
 
 1,455 54 
 650 76 
 
 
 Total . . 
 
 
 
 
 $4,405 74 
 
 STANISLAUS 
 
 Modesto 
 
 6-7 
 
 382 50 
 
 489 18 
 
 871 68 
 
 
 Oakdale 
 
 Total . 
 
 37 
 
 382 50 
 
 291 93 
 
 674 43 
 $1,546 11 
 
28 
 
 County. 
 
 Name of School. 
 
 Avt-'ge Daily 
 Attendance. 
 
 a^ 
 
 O *- 'ft 
 
 &n 
 
 < s 
 
 Apportion- 
 ment on 
 Attendance. 
 
 o 
 
 3 .S 
 
 o =~v 
 
 < = 
 
 SUTTER 
 
 Butter City 
 
 30 
 
 $382 50 
 
 $236 70 
 
 $<>19 20 
 
 TEHAMA 
 TULARE 
 
 Total 
 
 $619 20 
 1142 69 
 $942 69 
 
 no:; 42 
 
 887 40 
 1,345 08 
 1,408 20 
 
 Red Bluff 
 
 71 
 
 382 50 
 
 560 19 
 
 Total . 
 
 Dinuba 
 Portervillc 
 
 28 
 64 
 12-? 
 130 
 
 382 50 
 382 50 
 382 50 
 382 50 
 
 220 92 
 504 96 
 962 58 
 1,025 70 
 
 VENTURA 
 YOLO . . 
 
 Tulare . . 
 
 Visalia 
 Total 
 
 ,$4,244 16 
 
 642 87 
 1,029 48 
 1,431 87 
 
 $3,104 22 
 
 469 29 
 516 63 
 974 25 
 
 Oxnard 
 
 33 
 
 82 
 133 
 
 382 50 
 382 50 
 382 50 
 
 260 37 
 646 98 
 1,049 37 
 
 Santa Paula 
 Ventnra 
 
 Total 
 
 Esparto . 
 Winters Joint 
 Woodland 
 
 11 
 17 
 75 
 
 382 50 
 382 50 
 382 50 
 
 86 79 
 134 13 
 91 75 
 
 YUBA 
 
 Total 
 
 $1,960 17 
 1,195 17 
 
 Marysville 
 
 103 
 
 382 50 
 
 812 67 
 
 Total . 
 
 $1,195 17 
 
 Total number of High Schools entitled to receive State aid .June 
 
 30, 1903. 143 
 
 Total average daily attendance in such schools .... 13,860 
 
 Rate per school on the one-third basis $ 382 50 
 
 Rate per child on average daily attendance 7 89 
 
 Amount apportioned on one-third basis - . 54,697 50 
 
 Amount apportioned on average daily attendance 109,355 40 
 
 Amount remaining unapportioned 40 48 
 
:__ ~i \( 
 
 The California System of Training 
 Elementary Teachers 
 
 A MONOGRAPH 
 
 BY C. C. VAN LIEW 
 
 PRESIDENT OF STATE NORMAL SCHOOL, CHICO, CAL. 
 
 PUBLISHED BY 
 
 DEPARTMENT OF EDUCATION 
 
 CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
 = COMMISSION = 
 
 SAN FRANCISCO, CAL., 19O4 
 
 0(7=' = 
 
 \\ 
 

The California System of Training 
 Elementary Teachers 
 
 3,05 
 By C C VAN LIEW 
 

 
The California System of Training 
 Elementary Teachers 
 
 By C C VAN LIEW 
 
 California possesses five Normal Schools. Named in the order of 
 their establishment, they are the State Normal Schools at San Jose, 
 Los Angeles. ( 1 hico. San Diego, and San Francisco: These five schools 
 represent a system which presents at once two unique and, in the light 
 of: the State's educational needs, effective features,, unity and individu- 
 ality. It will he necessary, l here fore, to consider them both collectively 
 a ud individually. The local autonomy which the law has permitted and 
 the conservative standards which the law has required, combined with 
 the widely different local conditions which have surrounded each school, 
 made these schools jirst markedly individual. More recently they have 
 begun to represent a better unity, by becoming more cooperative and 
 more conscious of common issues and interests.' We turn first, therefore. 
 to their individual histories. 
 
 HISTORICAL RESUME. 
 
 T In point of fact the first normal school work undertaken in 
 the State was initiated by San Francisco and under the leader- 
 ship of such men as C.'mrge \V. Minns, principal; John Swett, Ellis H. 
 Holmes, and Thomas S. Myrick. They conducted a city normal school, 
 which met weekly; at first on Saturday, then Monday evenings. All 
 the city teachers were required to attend. The school was established 
 in is.") 7' and ran until 18*62. Another similar school was established in 
 is;-^ under the principalship of John Swett; it lasted two years. 
 
 It was undoubtedly these early efforts which contributed to the 
 agitation in behalf of a State normal school, resulting in its establish- 
 
ment in May, 1862, and in an appropriation of $3,000 for five months' 
 support. 
 
 The school first opened on Powell Street, in San Francisco, with 
 six pupils, this niimher being increased to thirty-one In-fore the end of 
 the first term. In order to keep the school in touch with ihe entire 
 State, the attendance, though limited to sixty, was distributed so as to 
 give every county the right to at least one representative. From the 
 first the pledge to teach in the State was exacted of all free students. 
 $5 per month heing charged all others. From the t first also the idea 
 of practical training was enforced by the establishment of a training 
 school in October, 1862, but three months after the opening of the 
 school in July of the same year. In the highest division, students were 
 required to conduct classes in the presence of an examining committee. 
 The first examining committee was made up of such educational notables 
 as S. I. C. Sweezey, John Swett and George Tait. Later, June 14, 1871, 
 the school was removed to San Jose. "The second period of growth 
 and expansion commenced with the principalship of Charles H. Allen." 
 who gathered about him a strong corps of teachers, men and women of 
 fine personality and thorough sympathy with normal school work. 
 Among those worthy of special mention here were: Mary J. Titus. 
 Cornelia Walker, Lucy M. Washburn, J. H. Braly, Helen S. Wright. Ira 
 More, Mary Wilson, Mary E 1 . B. Norton, Lizzie P. Sargent. C. YV. Childs, 
 George K. Kleeberger, A. H. Randall, and "the magnetic Henry B. 
 Norton.'' The course, in opening at San Francisco, was of one year. In 
 1870 it was changed to two years. 
 
 A new building soon made possible larger numbers of student? and 
 the abolishment of competitive examinations for entrance by County 
 Boards. In 1874-75 there were three hundred students. The training 
 school was made a tuition school and soon became self-sustaining. In 
 1870-77 the course was extended to three years, though after the com- 
 pletion of two year students were still granted an elementary 
 diploma, in force a second grade certificate. In 1880 this diploma 
 was discontinued. In 1896 the course for all State normal schools was 
 lengthened to e ur years. 
 
 On February 10, 1880, the San Jose building was destroyed by fire, 
 a part of the library and furniture only being saved. A new building 
 was at once erected at a cost of $149,000, and in 1891-92 the State 
 supplied a special training school building at a cost of $47,500. 
 
 This school first introduced manual training into its course. It was 
 at first elective; later it became a required subject and so remained 
 down to 1902, when it became elective again. In 1888 the school year 
 was divided into three terms and the three normal schools of the State 
 
(the schools at Los Angeles and Chico having been established) were 
 placed under a uniform curriculum; and some element of uniformity 
 lias remained in the system down to the present time. In 1894 this 
 school, with the two others, returned to the two semester plan of dividing 
 the year. At one time the attempt was made to institute a one year's 
 postgraduate course, but it failed of development owing to the fact that 
 no effective credential accompanied its completion. The idea, however, 
 may be regarded as the precursor of the four-year course which came 
 for all the schools in 1896. 
 
 This school, the pioneer in State normal school development on this 
 (/oast, lias been under the direction of 'the following principals: Ahira 
 Holmes, George W. Minns, George Tait William T. Lucky, H. P. Carl- 
 ton, Charles 11. Allen, C. W. Childs, A. H. Eandall, James McNaughton, 
 and Morris Elmer Daik\y, the present incumbent. 
 
 Under President Dailey the school has taken certain decisive steps 
 (which we shall discuss later in a general way), viz.: (1) In the face 
 of considerable local adverse criticism, the school not only advanced in 
 1901 to a high school basis, that is, admitted only those who have com- 
 pleted an accredited high school course or its equivalent, but it has also 
 demonstrated its ability to maintain its work on such a basis. This year 
 not less than four hundred students will have been enrolled who are 
 graduates of high schools or have equivalent training. (2) It has 
 instituted with marked success a summer vacation term for both teachers 
 of experience and students; the attendance at its first summer term was 
 17."). (3) Finally the entire faculty has been brought to a more or less 
 direct supervision of the training school, so that this work expresses 
 the training ideas of the entire body, and the amount of practice teach- 
 ing has been increased from one-half to one year. 
 
 In 1899-90 the total attendance for the year had reached 768, and 31 
 teachers were employed. Since that time there has been a gradual falling 
 of!', owing to the exclusive high school basis, the present course covering 
 but two years. 
 
 Los Much that has been said, historically, of the State normal 
 
 Angeles school at San Jose is also true of the four other normal 
 schools of the State. This holds especially for that at Los Angeles 
 which ranks second in order of institution. 
 
 For some years the question of an additional normal school had 
 been agitated before final provision was made by the Legislature in 
 issl. Fifty thousand dollars were appropriated for construction and 
 furnishings, and the school was at once located upon a hill commanding 
 a beautiful view of the city. The building was completed in the summer 
 of 1882, and the school was organized on August 29th of that year 
 
under the principalship of Charles H. Allen, who was also head of the 
 x San Jose school, the Los Angeles school being at first regarded as a 
 brand). There we're three members in the first faculty: C. J. Flatt, Miss 
 Emma L. H'awks, and J. AY. 1'edwav. As vice-principal. Mr. Flat! 
 bad immediate charge of administration the first year. The school 
 opened with sixty-one normal pupils. A training school was organi/ed 
 from the first and numbered 126 pupils before the end of the first term. 
 
 The second year opened with Ira More as principal. Mr. More was 
 a man of decisive character and high aims in life. JL's advent in the 
 State Normal School at Los Angeles was especially fortunate as lie had 
 been connected with normal school work for many years in Massachusetts, 
 Illinois, Minnesota and California. In the years immediately following 
 there was a decided increase in the number and strength of the faculty 
 and in the size of the student body. 
 
 In 1890 a new feature in normal school work in this State, if not in 
 the country, was introduced by the erection and furnishing of a gymna- 
 sium. From this time physical culture became a peculiarly strong 
 feature of this school. 
 
 In 1893 Edward T. Pierce was chosen to succeed Ira More as prin- 
 cipal, the latter having voluntarily retired. Mr. Pierce came to his work 
 with four years' service in the normal field, .as organizer and principal 
 of the State formal School at Chico, and several years 7 experience as a 
 practical school man. Among the closing official -efforts of Mr. More 
 as principal had been the appeal to the Legislature for additional build- 
 ing. Seventy-five thousand dollars had been appropriated for this pur- 
 pose and the labor of directing the expenditure fell, upon Mr. Pierce. 
 A year later the school moved into its new additional quarters. Good 
 \science laboratories and manual training equipment were among the 
 new features. Still more recently (1901-3) further appropriations have 
 rendered possible larger and superior quarters for the training school. 
 for manual training and domestic science and the beautifying and rela- 
 tively elaborate furnishings of both buildings and grounds, until the 
 school presents, interiorly, the most commodious, attractive and tasteful 
 quarters of any normal school in the State. 
 
 In 1894-5 the development of this school was marked by Jie estab- 
 lishment of a department of pedagogy and psychology, so organized 
 as to be one with the supervision and conduct of the training school. 
 The first incumbent in this coordinative position was F. ?>. Dresslar. 
 who had just received his doctor's degree at Clark University. The 
 second was Charles C. Van Liew, who was called from the State Normal 
 University, at Xortnal, Illinois. The former entered the Department 
 of Education at the University of California after three years' service; 
 

the latter became president of the State Normal School at Chico after 
 two years 7 service. 
 
 The State Xormal School at Los Angeles was the first to institute 
 liberally the State training of kindergarteners. The Department of 
 Kindergarten Training was inaugurated in 1897 under the direction of 
 Miss Florence Lawson of the Chicago Kindergarten College. Its 
 graduates have gone chiefly into the public school kindergarten work 
 of the State. 
 
 Men and women of strength and high training have been constantly 
 sought for leadership in the different departments of the school. Among 
 tlie many who might he mentioned are B. M. Davis, in biological science, 
 Isabel Pierce. Emma Breck, Agnes Crary and Josephine Seamans in 
 Knglish; Harriet Dunn and Agnes Eliot in history; Ada Laughlin in 
 art; James T. Chamberlain in geography; Sarah J. Jacobs, physical 
 culture;, and Charles Button and Mellville Dozier in mathematics. 
 These are but a few of a faculty which has always possessed an unusual 
 ji umber of strong and inspiring teachers. 
 
 The training school of this institution is nominally one of the city 
 schools of Los Angeles, its teachers being paid the regular city salaries. 
 I n addition to this they also receive a salary from the State. This arrange- 
 ment has, especial I v under the principalship of Mrs. Frances Byram, 
 proved a very successful one for many years. A sufficient amount of inner 
 freedom has been attainable, despite the nominal connection with the 
 larger citv system. The institution, as a whole, aims at close connection 
 with its training school work, either through occasional supervision 
 <>r regular conferences. 
 
 From a school of three teachers and sixty-one students at the opening 
 in .1882, it has become one of twenty-six teachers and four hundred and 
 si. \tv-t wo (total enrollment) students in 1902. For some years past the 
 enrollment of new students has been made up preponderantly of high 
 school graduates. 
 
 In brief, the policy of the present administration has been to main- 
 tain thoroughly trained and eiTective leadership in each department, to 
 incorporate into the life of the school as a whole all those phases of 
 modern education which unquestionably reflect the spirit of the times, 
 to maintain high standards of entra'nce, scholarship and graduation. 
 _< , Tlie State Normal School at Chico was established by act of 
 
 Legislature in 1887. Before the location was decided upon, 
 a committee was sent north to visit the various places competing for the 
 school. Marvsville. Red 1)1 u IT and Chico were regarded as the three 
 most desirable spots for its location. Chico was most centrally located 
 for the northern section of the State, and seemed to possess the most 
 
8 
 
 attractive and healthful surroundings. These advantages, combined 
 with the gifts of its citizens, secured the location of the school at Chieo. 
 
 General John Bid well, one of California's ablest and most sterling 
 pioneers, gave the State eight acres of his best land immediately adjoin- 
 ing the city of Chico for the site, and the citi/ens gave $10,000 to be 
 applied to the building fund. * 
 
 The first Board of Trustees was composed of Governor R. W. Water- 
 man, Superintendent of Public Instruction Ira G. Hoitt, John Bidwell, 
 F. C. Lusk (president), T. P. Hendricks, A. H. Qtew, and L. II. 
 Mclntosh. Two of these men have been identified with almost the entire 
 history of the school. The one is John Bidwell, whose interested support 
 of the school, combined with that of his wife, Annie K., endured long- 
 after he retired from the Board. F. C. Lusk has served on the Board 
 nearly thirteen years, and is at present chairman, and has brought to 
 its work stability anl legal sagacity. 
 
 Although the building had not been .completed, it was sufficiently 
 advanced by September, 1889, to permit the opening of the school. The. 
 Board had already selected as principal E. T. Pierce, at that time super- 
 intendent of schools at Pasadena, California. Other members of the 
 first faculty were M. L. Seymour, natural science; Carlton M. Bitter, 
 mathematics; Emily Rice, preceptress and instructor in English; and 
 E. A. Garlichs, music. Eighty students enrolled at the opening of the 
 school. The course required at that time but three years. Two classes 
 were organized, which began the work, respectively, of the junior and 
 middle years. Before the end of the first year 110 students had been 
 enrolled. 
 
 The second year the faculty was increased to nine members and 
 courses in drawing, physical geography and history were added. A 
 training school was also established and was for a time under the super- 
 vision of Washington Wilson. In 1889 the Legislature appropriated 
 $2.5,000 to finish the building (making a total, both by subscription and 
 appropriation, of $130,000 for original construction), and a liberal sum 
 was allowed for the equipment of a library, science department and 
 musuem. 
 
 The institution has grown steadily in size and efficiency and has had 
 a marked effect upon the educational tone of Northern California, where 
 its graduates are chiefly found in service. In 1898 was established its 
 department for the training of kindergarteners, under the management 
 of Mrs. (Mara M. McQuade. 
 
 At present the institution has in prospect an addition to its building 
 which will provide a modern gymnasium, new and superior laboratories 
 in physical science, and additional room in its assembly hall. 
 
9 
 
 Owing to tlio fact that the State Xormal School at Cliico is situated 
 in a section of the State not strongly nor liberally supplied with high 
 schools, it lias been forced to offer a curriculum particularly efficient 
 on the academic side. At present its work is organized in eight depart- 
 ments, as follows: 
 
 1. Psychology, pedagogy and history and philosophy of education, 
 including kindergarten. 2. English, including literature. 3. Mathe- 
 matics. 4. Physical science. 5. Biological science. G. History and 
 political science. 7. Art and handicraft. 8. Music. 
 
 During the fourteen years of its activity the size of the faculty has 
 increased from live to twenty-one, and the number of students (total 
 enrollment) from 110 to 377, the enrollment for 1899-1900. The insti- 
 tution has had four presidents: Edward T. Pierce, four years; Robert 
 F. Pennell, four years; Carlton M. Bitter, two years; Charles C. Van 
 Liew. ]> resent incumbent, five years. 
 
 The training school of this institution has always been a private 
 tuition school. Its present enrollment ranges from 250 to ,275. It is, 
 in fact, under the direction of the faculty, which prescribes the course 
 of study and the methods of instruction, and to some extent, supervises 
 tin- practice teaching. The immediate execution of the work is in the 
 hands of a supervisor of training and four assistant training teachers. 
 San r|1 ' H ' A(<t emit ing the State Normal School at San Diego and 
 Diego appropriating $50,000 for building and maintenance was ap- 
 proved March 1:5. 1897. The first Board of Trustees, W. B. Guy, chair- 
 man, accepted the oll'er of the College Hill Land Association, of San 
 Diego, of sixteen and one-half acres on what were known as University 
 Heights, overlooking the Bay of San Diego. The plans finally adopted 
 by this Board for the building, a part of which was erected at once (the 
 rest being at present in process of completion) were such as will render 
 this institution externally the most artistic and attractive in the State. 
 "The predominant principle in the architecture is Corinthian Greek, 
 modified by the Oriental dome," and the building as a whole with its 
 large central portion and east and west wings, is in imitation of the 
 Art Building of the World's Fair, Chicago. The building, since it is 
 most modern, is also the best in point of sanitation. 
 
 The first president of the school and the present incumbent is Samuel 
 T. Black, who at the time of his selection, was State Superintendent of 
 Public Instruction and a school man of wide practical experience. His 
 faculty was from the start a strong one, composed almost entirely of 
 Vniversitv graduates who were also people of experience, nine in number. 
 The school opened with an enrollment of ninety-one students, which 
 became a total enrollment of 135 before the end of the year. 
 
10 
 
 Tn many respects the school is one of the most fortunate in the State 
 in point ol location. Though San Diego is in the extreme southern 
 bonier of ihe State, its climate is the most equable, its people average 
 high in culture, and its proximity to the ocean and the beautiful I>av 
 of San Diego adds to its charm and beauty. One of the athletic feature.- 
 of the school for both men and women is boating in an eight-oared barge 
 on the hay. 
 
 The training school, consisting of the nine grades of the California 
 elementary school system, has enrolled on the average a little over one 
 hundred pupils. The practice teaching in the school* and its develop- 
 ment are significant, as they are indicative of the general trend in Ihe 
 State and of a general awakening to the prime significance of training 
 school work. The renaissance of this phase of normal school work lias 
 1 been felt since the establishment of this school, and was, therefore, earlv 
 reflected in its growth. During its first two years of development, the 
 school had no other means of practice for its candidates for gradual ion 
 other than could be furnished by the distant eitv schools. Its training 
 school was created in 1900-01. The time originally required in this 
 work was 250 hours; this has been increased to 300 hours for seniors, 
 plus 100 hours preliminary teaching in the second or third years. 
 San The State Normal School at San Francisco was established 
 
 Francisco by Act of Legislature, March 22, 1899. At the time of 
 the organization of this school there seemed to be a large supplv of 
 teachers in the State. This fact, together with the small appropriation 
 of $10.1)00 per year for support, helped to determine the policy of the 
 new school. The Board chose Dr. Frederic Burk for its president. Mr. 
 Burk had received his broad training at the University of California 
 and at Leland Stanford Jr. University, in newspaper service in San 
 Francisco, in public 'School work in the Stale, especially as superintend- 
 ent at Santa Eosa and Santa Barbara, and had, but one year previous to 
 his election to his present position, achieved the degree of Doctor of 
 Philosophy after two years* work at Clark Vniversitv. Mr. Burk at 
 once saw in the above conditions opportunity to emphasize the training 
 of teachers on higher standards of admission and Jo superior efficiency 
 A resolution of the Joint Board of California Normal Schools, July, 
 1899, immediately after the organization of the San Francisco Board. 
 made it possible for this school to organize upon a purely high school 
 basis, and to receive only graduates of accredited high schools. The 
 requirements of admission, therefore, were from the start the same as 
 the requirements for admission to ihe State rniversity. "'Thus the 
 San Francisco Xormal School stands for a sharp distinction between 
 general or academic scholarship and the technical or professional train- 
 
11 
 
 in - special to teaehers. Xo courses whatever arc given in purely academic 
 studies, and the school centers its energies exclusively upon the profes- 
 sional training, in which term are included studies in the grouping and 
 adaptation of the material of the various subjects to the special uses of 
 the class room." 
 
 One phase of the brief history of this school can best be had by 
 directly quoting jt.< President and Board as follows: 
 
 "In tlie matter of administration of the affairs of the school., the 
 appointment of its faculty, and its internal management,, the Board in 
 June. 1!M)1. after two years' experience, upon motion of Trustee F. A. 
 Hyde, reduced to written form its policy of management in resolutions 
 which were unanimously adopted, as follows: 
 
 "RESOLUTIONS DEFINING POLICY. 
 
 "\VI!KIM-:AS. State Xormal Schools are supported and should be con- 
 ducted for the sole purpose of supplying public schools with teachers of 
 the highest elliciency : 
 
 "A\D \VIIKKKAS, The Trustees of the San. Francisco State Xormal 
 School desire that the school shall be so conducted that a certificate of 
 graduation therefrom shall be esteemed an honorable distinction by the 
 holder thereof, as being a certain guarantee of thorough training and 
 proficiency as a teacher, and so recognized by sehool officials; 
 
 "\0\V TlIKKKFORi:. !!! IT H KSOLVKI). 
 
 "/'//x/ That it is the determined policy of this Board that the 
 faculty shall be selocUd. as heretofore, upon a basis of merit alone, 
 wholly uninfluenced by personal or political interference or considera- 
 tion, and the Trustees therefore require that all applications for posi- 
 tions in the faculty be lirst submitted to the President of the School, 
 who will nominate to the Board those whom he may deem most compe- 
 tent and meritorous. 
 
 "^('cuitd That the President shall continue to maintain the present 
 high standard of admission to the school, and his judgment and deci- 
 sion in individual cases shall be final: and where, after a fair trial, it 
 shall appear to him that a student shows an incapacity to become a 
 thoroughly ellicient teacher, it shall be his duty to discourage the student 
 from further attendance at the school. 
 
 ~TJiir<! That the President shall certify to the Trustees for gradu- 
 ation only those students who can be confidently and honestly recom- 
 iin nded to school trustees, superintendents, and Hoards of Education, 
 as teachers of undoubted capability. 
 
 "Under these conditions, the internal management of the school was 
 
12 
 
 intrusted to the faculty by the Trustees. A new school, free from ham- 
 pering traditions and conditions, whose Trustees are resolved to main- 
 tain it strictly upon an educational basis possesses by birthright certain 
 advantages." 
 
 The work of the school is built about the idea that efficiency in 
 teaching involves three essentials: (1) A teaching personality. (2) 
 (General culture and scholarship. (3) Ability in the teaching arts. As 
 already indicated this school looks to other general culture schools, i. e., 
 elementary and high schools, for the accomplishment (*f the work indi- 
 cated under 2. Teaching personality, a somewhat which cannot be 
 taught, is secured in this school, as a matter of prime duty, by riyid 
 sclrr/ioii. "Twenty per cent, of the students who enter the normal school 
 later drop out by reason of these judgments of unsuitable personality.^ 
 Vet this consummation has been brought about without formal dismissal 
 of any student, because such a measure has not yet proved necessary. 
 
 For the rest the San Francisco Normal School limits itself to 
 thorough preparation in the details of class teaching. This work is 
 undertaken with the ideas that skill in teaching is a matter of habit 
 and the product of practice, that .time is needful to this end, that the 
 entire course of two years should be this time, that theory as to methods 
 and aims is quite distinct from habit and practice and that the two are 
 not interchangeable. Accordingly the . force of the entire school is 
 thrown on the work in the training school, which is organized under a 
 principal and "a corps of supervisors who constitute the body of the 
 faculty. The work is rendered purposeful and increasingly effective by 
 a conference system. Technical and theoretical knowledge along the 
 lines of psychology, pedagogy, and history of education is reduced to 
 from three to five hours per week for two years, and is made to bear as 
 directly as possible upon practical school problems. The special method 
 work is carried on in the system of supervisor conferences already 
 alluded to. 
 
 The school is located at present in an old and condemned building, 
 belonging to San Francisco's school buildings, on Powell Street, near 
 (May. Xo legislative appropriation has as yet provided for permanent 
 quarters. This school is, therefore, in comparison with the others, very 
 poorly housed and furnished. On the other hand the recognition of its 
 work has been worthy and substantial. Not the least satisfactory of its 
 results is the series of Bulletins (at present six) which have been pre- 
 pared by dilTerent members of the faculty, and arc published and sold 
 lal price to cover cost and mailing. Those set forth the re- 
 better still, experiences of the school in special method 
 
13 
 
 Such is, in brief, the history of the individual schools. There remains 
 to the present task some discussion of the schools collectively as regards 
 (a) the work accomplished, (b) phases of organization and adminis- 
 tration under the present laws, including the present course of study, 
 (c) pending issues and problems. 
 
 THE WORK DONE. 
 
 Taken together the work of the five State Normal Schools of Cali- 
 fornia represents a sum total, at present writing (February 1, 1904), of 
 ninety-two and one-half years devoted by the State to the work of train- 
 ing its teachers. In the forty-two and a half years since the opening of 
 the work of the San Jose institution there have been graduated: San 
 Jose, 3271; Los Angeles, 1506; Chieo. :>: ;;.'>; San Diego, 127; San Fran- 
 cisco, 95; total. 5532. 
 
 This total has of course been decreased at the usual rate by death, 
 marriage or change of profession. Yet a very large percent of the 
 number still remains in service. They represent unquestionably a sterl- 
 ing body of teachers, and constitute, together with the teachers trained 
 at the rniversities. a highly effective educational force produced by the 
 State itself. 
 
 The following statistics will perhaps give some further idea of the 
 work being accomplished from the viewpoint of attendance and expendi- 
 ture. They are based on the report of the Superintendent of Public 
 Instruction for 1902, the latest year for which full returns are available. 
 In 1902 these five schools were employing 107 teachers. They enrolled 
 a total for that year of 1783 students, about 200 less than the preceding 
 year, owing, chiefly, to the establishment of higher entrance requirements 
 in two of them. The average daily attendance in 1902 was 1471. Their 
 training schools enrolled a total for the year of 1406 children and main- 
 tained an average daily attendance of 960. The total expenditures for 
 the maintenance of these schools in 1902 was $209,140.46, distributed 
 as follows: San Jose. $55,999.10; Los Angeles, $75,696.73; Chico. 
 $:'>2,657.8S; San Diego, $29,201.02; San Francisco, $17,585.93. Tin- 
 total appropriations for these schools for 1903-4 and 1904-5 wen- 
 $197,400, including $106,500 for buildings and special improvements. 
 The total valuation of normal school property for 1902 was $756,102.07. 
 The libraries of these schools contained about 33,616 volumes. 
 
 It should not be understood, however, that the establishment, develop- 
 ment and maintenance of these five normal schools constitute Cali- 
 fornia's only provision for her supply of trained teachers. As will be 
 shown hereafter, her laws also provide for the accrediting by the State 
 Board of Education of the normal schools of other States which arc of 
 
14 
 
 equal rank. This opens California to (rained Eastern teachers without 
 examination. By this means the Stale has a^ain added to the number 
 of trained teachers now in service. 
 
 This emphasis which it has heen the policy of the State to place on a 
 t mined teaching service lias wrought a rapid revolution in educational 
 < Hicioney in the State. Counties which once supplied their teachers 
 almost wholly by recruiting through examination from their own gram- 
 mar school graduates are now seek! no- trained teachers from ahroad and 
 are sending their quotas of representatives to the normal schools. The 
 old frontier system of educational breeding- in had manv baneful ell'ecls. 
 was liard to hreak. and in some localities is not yet wholly hroken. Hut 
 it would he difficult to overestimate the influence California's normal 
 schools have* had in liberalizing the educational ideas of the State, es- 
 pecially in frontier mountain districts, and in paving the way for t In- 
 still greater I'liiversity liberalization. In 1!MU it was possihle for the 
 State Legislature to pass a law still further restricting certification bv 
 examination, ruder this law all ^rantin^ of certificates except of hi^li. 
 i. e.. first or grammar <Tade, has heen abolished and examinations have 
 been reduced in numher to one a year. But few applicants have applitd 
 for examinations in any county, and in some counties not one has 
 appeared at the appointed time. The law mav justly he regarded as a 
 decisive concession to the average superiority of the trained over the un- 
 trained teachers, other things bein^ equal. 
 
 In conclusion, the idea and practice of a Inihu'if teaching service 
 were early injected into the educational system of California. Their 
 influence has continued in force and development until it can he fairly 
 claimed to he the dominant element in shaping public school practice 
 in the State. Whenever a youn- State provides as liberally as Cali- 
 fornia has done for the training of its own elementary teachers, sup- 
 ported its own work by ^ivin^ such teachers the prefernece under its 
 laws and made its Held more readily accessible to trained teachers from 
 other States than to others, it is ^oin^ to do just what California has 
 done, advance its educational interests to keep pace with the best in the 
 country at larize. 
 
 I-'KA'ITKKS OF OI{<} AN I/ATIOX AND ADMINISTRATION. 
 
 As has been already noted the organization of the California normal 
 schools presents two distinct idea.-, local autonomy for each school and 
 a limited joint administration. 
 
 The <rovernin<: hoard of each school is composed of the Governor of 
 the State, the State Superintendent of Public- Instruction, and five mem- 
 bers, appointed by the Governor and confirmed by the State Senate. 
 
15 
 
 Those five appointee- hold office for four vears. Their terms overlap in 
 that not more than two members retire or receive appointment each 
 year. The secretary of the Hoard has usually been the president of the 
 school, though sinv member of the Board or anyone not a member of the 
 Board may hold this otlico. 
 
 It lies within the power of the local Board to prescribe rules For the 
 government of the school, for the reports of its ollieers and teachers, and 
 for the visiting of other institutions; to provide for the purchase of 
 necissarv supplies and to control all expenditures in behalf of the school ; 
 to grant diplomas to students completing the course upon recommenda- 
 tion of the faculty; to revoke diplomas for cause (drunkenness im- 
 morality, dishonesty) and to elect a president of the school. (.Formerly 
 the latter was elected by the Joint Board.) The faculty is elected by the 
 Board upon nomination by the President, in whose hands solely lie 
 the power and right of selection. After two years' honorable service 
 members of the faculty may be elected for four years. 
 
 Tlie Board is required to report its transactions to the (Governor of 
 the State annually, including the annual report of the president of the 
 school; to keep open records of all transactions; to meet regularly at 
 least twice a year. Jn attending meetings members are allowed mileage 
 and hotel expenses. 
 
 Thnv features commend themselves particularly in the above cita- 
 tions. First, the presence of the (Governor and State Superintendent of 
 Public Instruction on every local Board insures some cognizance on the 
 part of the central authorities of the State of the affairs and conduct 
 of each institution. Second, it is possible for the local- Boards, made 
 up as they are of men of business and alTairs. to enter into the life, 
 interest and needs of their several widely separated institutions far more 
 intimate! v and intelligently than could a single Board of Regents in a 
 Slate of so vast territo/ial extent. Experience is showing that intelligent 
 direction of such institutions can be secured wherever the governing 
 board is given opportunity to study at !ir>t hand the school it seeks to 
 administer. It has been the policy of (Jovernor Pardee to secure on the 
 part of these Boards some more intimate touch with the real issues 
 which confront the schools which thev operate. The local board feature. 
 is peculiarly adaptable to California which still often presents in its 
 dilTercnt sections widely varying cultural, as well as industrial condi- 
 tions and ideals. 
 
 Vniformity in the system is secured through the Joint Board. This 
 Board is made up of the ({overnor and Superintendent of Public In- 
 struction of the State, the presidents of the normal schools, the chair- 
 men of each local Board and two other members, selected bv the local 
 
16 
 
 Boards to represent them. It meets annually at ono of tho normal 
 schools, the Governor being ex olfieio eliainnan. 
 
 r riiis Hoard must prescribe and enforce a uniform series of text- 
 books, a uniform course of study, a time and standard for graduation, a 
 uniform standard of admission and of transfer of pupils. It may sit as 
 a hoard of arhit rat inn in the adjusment of matters pertaining to any 
 State normal school, pass regulations affecting the wellibeing of all such 
 schools. They receive mileage while in attendance at meetings. Tin; 
 State Superintendent is secretary of the Joint Board. 
 
 It will appear at once that it is the function of thes Hoard to offer 
 the needful balance to the various local Boards. Whatever the needs 
 and interests of the schools, locally, or of the sections, may he, there are 
 still certain fundamental ideas which must characterize the system as 
 a whole. Were it not so, no definite or uniform policy relative to the 
 training of teachers or the standards of its teaching force could he pur- 
 sued by the State at large. The problem of this Joint Board, therefore. 
 is so to regulate the system as to secure uniformity of aim and result 
 without unwisely infringing upon the needful local autonomy of each 
 school. That this has been successfully accomplished will appear below 
 in the statement of the wav each school shapes its own work. In no 
 regard has the freedom been left to the individual schools more fittingly 
 than in preserving to each its educational touch with its sections of the 
 State. The life and influence of such a school are vitally dependent upon 
 the character of the schools from which it draws its students. The 
 preservation of any vital contact already attained between the other 
 schools of the State and its normals, has, therefore, been a wise policy. 
 
 One difficulty with the Joint Board has been its inability at time- 
 to find serious occupation, when once its general policy was established. 
 It is not altogether advisable to maintain a large Board which has no 
 more vital purpose in convening than the formal establishment of a few 
 regulations, the adoption of a- few texts, and the enjoyment of a gratui- 
 tous trip. The present Governor of the State, George ('. Pan lee. realized 
 this difficulty. At the last meeting in April he brought about a decisive 
 renewal of the official conscience of the Board, secured a general interest 
 in the most vjtal modern problems of training teachers, and set a number 
 of committees about the preparation of reports upon the new issue.-. 
 This movement, kept up, must react beneficially upon both the adminis- 
 tration and instruction of the schools. 
 
 Another difficulty for which nothing has been done because it has not 
 vet received sufficient recognition lies in the fact that the personnel of 
 the Board may change greatly from year to year. This status will 
 
or THE 
 UNIVERSITY 
 
 OF 
 

 
 
 
 
 
 a 
 
17 
 
 rival lv impede good committee work, at least in the line of investigation 
 and reports. 
 
 Xo acts of the Joint Board prior to July 12, 1899, now seriously 
 all'ect the normal school policy of the State. We shall, therefore, con- 
 sider organization only as it has been shaped in the last five years. At 
 that time the State normal school at San Francisco had just been 
 created, and $10,000 per year appropriated for its support. This 
 meaner appropriation for support was the incident which set on foot 
 the present movement for advance in normal school standards. The 
 San Francisco contigvnt came to the special meeting of the Joint Board, 
 July 12, 1899. determined to secure a ruling which should enable them 
 to operate their school on a safe yet high standard. A compromise was 
 necessary. It was effected in the following requirements (of sufficient 
 interest to be quoted in full) which became at once a basis for the work 
 of all schools and which are still in effect, having been reaffirmed on 
 April 10, 190:i: 
 
 1. The course of study shall cover a period of four years; provided, 
 that the State normal schools shall accept as equivalent of the first and 
 second years of this course, (a) graduation from any of the schools ac- 
 credited by the "University of California on the same basis as would 
 govern admission to the University, or (1)) a proficiency shown by exami- 
 nation to be the equivalent of the courses pursued in these accredited 
 schools; and. provided further, that State normal schools which may have 
 suitable and sufficient accommodations for no pupils, other than those 
 who offer the equivalents above stated, may omit the instruction of the 
 first and second years of this course of study until such accommodations 
 are provided. 
 
 2. The requirements for admission shall be: 
 
 (a) Those who furnish satisfactory evidence of having received a 
 thorough gram mar school education. 
 
 (b) A proficiency shown by examination to be equivalent to that 
 represented by the diploma of graduation from the ninth year, or 
 
 (c) A diploma of graduation from any school accredited by the 
 I 'Diversity of California on the same basis as would govern admission 
 to the University, or 
 
 (d) A proficiency shown by examination to be the equivalent of the 
 courses pursued in accredited schools, or 
 
 (e) A valid teacher's certificate from any county or citv and county 
 in the State of California; provided, that in the admission of students 
 to. any of the State normal schools the classes of applicants described 
 by the clauses lettered "c," "d," and "e" shall have precedence in en- 
 
18 
 
 rollment, and only after these arc fully provided with accommodations 
 shall classes be organized in the lirst and second years of the course for 
 the classes of applicants represented by the clauses "a v and "b." 
 
 3. Tbe course of study, ilie uiininnun number of recitation periods 
 in each topic of study being stated, shall be as follows: 
 
 1. For the first and second years English, 350 periods, including 
 grammar, composition, word analysis, literature, reading, and rhetoric; 
 science, 400 periods, including biology, physics, geogaaphy, chemistry, 
 physiology (geology and astromony elective in place of chemistry), 
 domestic science; mathematics, 400 periods, including arithmetic, 
 algebra, geometry, and bookkeeping; miscellaneous, 400 periods, includ- 
 ing drawing, manual training, penmanship, music, physical culture, 
 history, and civics; provided that there shall be accepted as the equiva- 
 lent of this course for the first and second years, (a) graduation from 
 any school accredited by the University of California, when diploma is 
 accompanied by a recommendation from the principal of the school, or 
 (b) proficiency shown by examination to be the equivalent of the courses 
 pursued in these accredited schools. 
 
 2. For the third and fourth years of the course, general psychology, 
 IfiO periods; general pedagogy, 150 periods; practice teaching, 250 
 periods; pedagogy of reading. English and literature, 250 periods; 
 pedagogy of history, 80 periods; pedagogy of science, 400 periods; peda- 
 gogy of mathematics, 100 periods; pedagogy of manual training. 2 in 
 periods; pedagogy of music, 160 periods; pedagogy of physical training, 
 IW) periods. 
 
 Although the prescribed course of study, it will be observed, creates 
 two distinct divisions of work of two years each, the one so-called acade- 
 mic, and the other strictly professional, each individual school is allowed 
 to work out and arrange its curriculum in its own way. and local initia- 
 tive and originality in work are preserved. This is an advantage for 
 two chief reasons: it brings a greater variety of experience and 
 originality into the normal school work of the State, by which in the 
 end all profit, and it permits each school to adapt itself freely to the 
 prevailing needs of its own locality and students. 
 
 How variously these courses of study work out can be seen by a 
 comparison of the course of study issued by each school for the year 
 1JMK5-4. Such a comparison will show that Chico and San Diego still 
 deem it necessary and expedient to offer graduates of the ninth grade 
 four-year courses, covering a relatively large 1 amount of academic work 
 and at the same time maintaining a high grade of professional work. 
 
19 
 
 Both of these schools also offer the two-year course of chiefly profes- 
 sional work for graduates of high schools. Their grounds, in hrief, for 
 their present position, are the relatively few strong high schools which 
 can at present feed them, and the beneficent touch which they are 
 maintaining under the present plan with rural and isolated communi- 
 ties. Yet they have felt and responded to the demand of the past five 
 years for higher standards. San Francisco and San Jose, it will appear, 
 rest solely on the two-year course for graduates of high schools. Their 
 \vork mav justly he regarded, therefore, as exclusively professional. Los 
 Angeles still maintains the four-year course for a few. The great 
 majority of her entering students for the past few years, however, 
 have been graduates of good high schools. The high school basis for these 
 three schools is easily possible, since they are located in those sections 
 of the State where high school development has been best and strongest. 
 In justice it should be noted, also, that although all these schools 
 have to oeeupv themselves in a measure with the academic fitness of the 
 student for teaching, such work, even when devoted liberally to positive 
 general culture as at Chico and San Diego, is still made to rest directly 
 upon fitness for teaching. The study of any subject of general interest 
 from the teacher's point of view can no longer be the same, in a live 
 normal school, as the pursuit, of the same subject for merely cultural 
 purposes. Arithmetic, literature, English, science, e. g., may all be 
 made specially significant to the one who is to become a teacher of them. 
 "Thou that teaches! another, toaehest thou not thyself ? v Nor is the 
 teacher's point of view, so far as she goes, any narrower than the purely 
 cultural. Indeed, it comprehends the latter, and adds to it the teacher's 
 interests in the child as affected by culture, as growing under its in- 
 fluence, and in educational and cultural aims in the broadest sense. In 
 a true sense, therefore, all of the work of the California normal schools 
 is making directly for the professional efficiency and breadth of their 
 graduates. In a true sense, no line of work is either conceived or 
 executed from a cultural point of view alone. 
 
 PENDING ISSUES AND PROBLEMS. 
 
 . The work of the past five years, covering also the period of the 
 activity of the two new schools at San Diego and San Francisco, gives the 
 key to the current problems in normal school work. Without a doubt the 
 great issue to-day is the standard of admission. Should they all advance 
 so: n to the requirement that all candidates for admission be graduates 
 of accredited high schools on a basis which would admit to the Univer- 
 sity, or have equivalent preparation as is the case at present with San 
 Francisco, San Jose and practically also Los Angeles ? In addition to their 
 
two-year courses for such candidates, Chico and San Diego si ill main- 
 tain four-year courses for graduates of the ninth grade. IJut 1hc question 
 before the State at present is: How is our normal school work being 
 atl'eeted by the new standard which lias heen coining in? The old culture 
 courses of the normal schools kept in view the practical as well as liberal 
 cultural demands of the teacher. The high schools cannot do this, for 
 they are dominated still by the classic element as a necessary propa- 
 deutics to University work. Latin may he very essential to this end. 
 but it is hard to justify its dominance of a work whicl^ should serve the 
 general cultural interests of a people more than the high schools arc 1 
 doing at the present time. The equipment of many pupils in our high 
 schools with meagre *Latin which they will never have a chance to study 
 in the University, is cutting them olT from many things ihev have a 
 clear right to, and unfitting them for entrance into anything hut the 
 University. The relative value of certain culture for elementary ,-chool 
 teachers,, is a, problem in the training of teachers which cannot be over- 
 looked. 
 
 The present writer undertook some investigation a year ago of this 
 question among the normal schools of the United States, the results of 
 which may be summed up as follows: The high school graduate does 
 not in all respects represent that general culture and training which 
 many years of normal school experience have shown to be prerequisite 
 for the teacher. It appears that a normal school, by virtue of its pro- 
 fessional aspect, is a good place in which to discover how much one 
 knows and how effectively he knows it. These schools find the high 
 school graduates deficient in most of those lines of general information 
 which are to-day the common stock in trade, in the power readily and 
 effectively to use the English language and the principles of arithmetic, 
 in scientific knowledge, in power of independent thought and interpre- 
 tation. They are stronger on the side of higher mathematics, the formal 
 side of classical studies, and in the power to memorize and get assigned 
 lessons from texts. The comprehensive defect is absence of culture so 
 far a.s it relates to the realities of life. It is being felt more and more 
 in the State that the high school should not aim primarily to prepare 
 for entrance to the University; that is its incidental function. It should 
 rather make for the many-sided development of the adolescent in the 
 direction of more effective and worthy manhood or womanhood along 
 lines of general culture, with some specialization along the line of special 
 bent. When the high schools are permitted to give greater prominence 
 to real literary and Ivnglish training, to the social and natural sciences, 
 to arithmetic, music and art. and by methods thai shall more generally 
 provoke real thought as well as exercise memory, their graduates will 
 
21 
 
 bo in much better condition to undertake normal school work proper. 
 Normal schools must not be understood to be in tbe position of making 
 anv demands upon the const it ut ion of the high schools; for the latter 
 have alreadv been too much hampered by such purely external considera- 
 tions as that of preparation for the universities. But the truth remains 
 that \vhen the high school graduates stand closer to the demands of 
 present day citizenship, character and mental equipment, it will be 
 possible for tbe normal school to undertake their professional training 
 far more effectively. Most of the remaining defects in culture will be 
 those arising from the new or more perfect viewpoint which a teacher 
 must always bring to the subject 'matter, and from lack of skill in 
 execution; and these defects can best be met in connection with, and 
 under the stimulus of the teacher's professional problems. Moreover, 
 wherever secondary training in such lines as social and natural science, 
 English composition, literature and mathematics, has dealt with the 
 function of thought as well as that of memory, the student's grasp of 
 method should enable him readily to do what every teacher in practice 
 should be able to do to supply his own lack of information and to do 
 so accurately. 
 
 Another issue now before our normal schools may be said to grow out 
 of the above. The emphasis of professional work, which in some cases 
 has monopolized the time of the two-year course, has entailed also a 
 very great emphasis, especially at San Francisco, of practice work. The 
 relative merits of theoretical pedagogics and practice teaching are not 
 viewed alike by these normal schools. The experience of the future 
 may be expected to have something of practical value in store, for some of 
 these schools place great emphasis on theoretical professional training, 
 e. g.. Los Angeles and Chico; others reduce it to a minimum and rely 
 almost solely on the formation of teaching habits in practice work, e. g., 
 San I 4 ' ran cisco. 
 
 At the last Joint Board meeting, San Diego, April 12-13, 1903, 
 (iovernor (Jeorge ( . Pardee. chairman, succeeded in bringing new life 
 and interest into its work, by raising a number of issues and securing a 
 new attack upon normal problems peculiar to this State. 
 
 It appears that male attendance in the California normal schools 
 is rapidly falling off. Yet it is eminently desirable that men receive 
 this training and infuse the spirit and life of men into elementary school 
 work. The falling- off is due to two chief causes : the revival of industry 
 on this Coast which oll'ers a superior financial field for young men of 
 intelligence, and the preference of men for University training, which 
 leads them to seek the {/diversity more readily and directly by way of 
 the High Schools. It is. therefore, a matter of concern as to how to 
 
22 
 
 stimulate male attendance at the Normal Schools, in order that those 
 v voung jnen who ultimately enter the University with a" view to more 
 advanced educational work, shall have first received the practical train- 
 ing for elementary teachers, the hest possible fore-school for supervisory 
 work. 
 
 This introduces a new problem, that of the relation of the Normal 
 Schools to the University in the State system. What recognition should 
 the Latin-less Normals receive, if their best graduates ultimately desire 
 to enter the University? This is a laudable ambition in elementary 
 teachers. Yet at present there is no way by which they can enter upon 
 such work and receive a just equivalent standing for past experience 
 and training, or specialize^-freely and without reference to certain pre- 
 liminary but unrelated work they may never have had. 
 
 Continuous sessions of the Normal Schools, especially for the pur- 
 pose of placing them at the service of teachers in practice, is another 
 problem which the San Jose School has already taken steps to meet. 
 
 Three of California's Normals have undertaken to train Kinder- 
 gartners; but recent discussion has called this work in question, owing 
 to the fact that Kindergartens, maintained at public expense, have not 
 yet become popular, .ex ept in a few localities. 
 
 Finally there is evidence that the further protection of the standard 
 of the State for the training of its teachers will be agitated along the 
 line of the German "Probejahr." or year of probation. At present the 
 Normal diploma is in effect a life certificate to teach, and there is no 
 effective means of protecting it after the graduation of the candidate. 
 The probation year would be a step in this direction. 
 
 Such then are the issues now before the Normal Schools of our 
 State: Whence and under what conditions shall we draw our candi- 
 dates for the teaching profession? What is the real value of theoretical 
 pedagogical training and what relation does it bear to practice training 
 in teaching habits? In what should the theoretical training consist 
 to be most effective? By what means can male attendance be increased ''. 
 What should be the standing of the Normal-trained teacher on entering 
 the University? Shall continuous, especially summer, sessions be insti- 
 tuted? Shall the Normal Schools train Kindergartners at State ex- 
 pense? Shall the Normal diploma lie made a permanent basis for cer- 
 tification only after satisfactory evidence has been furnished, under 
 special supervision, of practical success in the teaching service? 
 
 CHARLES C. VAN LIK\\. 
 February, 1904. 
 
 *I am indebted to the presidents and faculties of the State normal 
 
23 
 
 schools, of California for much, raluable and helpful information. I 
 have also ma<li i -use of I lie reports and catalogues of the various institu- 
 tions, of the reports of the State Superintendent of Public Instruction, 
 of the Joint Board minutes, the bulletins of the San Francisco Normal 
 School and the Los Angeles Normal Exponent. Vol. XI, No. 5. 
 
 C. C. V. L, 
 
 K!) 
 
THE UNIVERSITY OF 
 CALIFORNIA 
 
 A MONOGRAPH 
 
 BY HARRY ALLEN OVERSTREET 
 
 U PUBLISHED BY I 1 
 
 DEPARTMENT OF EDUCATION 
 CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
 = COMMISSION 
 
The University of California 
 
 By HARRY ALLEN OVERSTREET 
 

The University of California 
 
 By HARRY ALLEN OVERSTREET 
 
 Tt is significant of the place which the University of California 
 holds in the political organization of which it is a part, that its date of 
 birth, in organic idea, is one with the birth-date of the State. The very 
 first Constitution of the incipient commonwealth prescrihed measures 
 for the protection and proper disposition of lands granted for the sup- 
 port of a university of the State and made it a duty of the Legislature 
 to "provide effectual means for the improvement and permanent security 
 of the funds of said university.*'" 
 
 But although a university of the State was thus called for by the 
 Constitution of 1S1!), it was not until 1868 that the University of Cal- 
 ifornia was founded. The intervening years were years of preparation, 
 with their many uncertainties as to the character of the new institution, 
 their tentative suggestions and rejected plans, and often their periods 
 of gloomy doubt as to the whole affair. Throughout them all. however, 
 are found .the traces of steadfast effort on the part of a small body of 
 earnest men toward the accomplishment of the wished-for end. These 
 men in public and private utterances mad* 1 the voters of California alive 
 to the vital need of an adequate university, and by 'the educative influence 
 of their arguments kept the public pressure on the Legislature suf- 
 ficiently firm. 
 
 The Constitution of 1849 had not been able to make definite pro- 
 vision for the support of the proposed university, but the Constitutional 
 Convention had prayed Congress to adopt such measures that "seventy- 
 two sections of the unappropriated lands within the State should be set 
 apart and reserved for the use and support of the university, which, 
 together with such ^ further quantities as might be agreed upon by Con- 
 gress, should be conveyed to the State and appropriated solely to the use 
 
and support of the university/' Congress responded affirmatively in 
 *isr>:5 with a granl of forty-six thousand and eight v acres for a "seminary 
 of lea rni ng. 
 
 AVith the income from these lands assured, the support of some kind 
 of an institution appeared a certainty, and resolutions were passed in 
 successive Legislat u res looking to the organization of a State university. 
 One of the plans proposed at this time is remarkable as an indication 
 of what higher education in California did not suffer from its friend.-. 
 As recounted by Professor William Carey Jones, in his "///V/or// o/ thi- 
 I' nirrrxili/ of C<{Hfnrn'm" "]Jev. Sam. B. Bell, representing Alameda 
 am! Santa C.Mara counties, had meanwhile introduced an extraordinary 
 bill into the Senate 'for organizing the University of the State of Cali- 
 fornia under ihe name of the Regents of the University of the State 
 of California.' . . . The bill was introduced on March 23. ISoS. 
 went through the usual course, was at one time laid on the table, was 
 then called up through the urgency of Mr. Bell, and on April 10 passed 
 the Senate. It was then sent to the Assembly, where it w r as referred 
 to the Committee on Education. The report of this committee. 1 was one 
 of crushing destruction to the project. The proposition of the bill was to 
 establish a body of regents, with various salaried officers appointed by 
 them, including a chancellor, vice-chancellor, treasurer and secretary: 
 to unite under this board all the colleges then established and thereafter 
 to be established in the State, with whatsoever faculties they might have, 
 and wheresoever situated; and to distribute among thes-e scattered in- 
 stitutions the funds that were designed for the university. The com- 
 mittee declared that 'such a heterogeneous combination for a university* 
 would be 'impolitic, impracticable, and not the institution contemplated 
 by the Act of Congress/ " 
 
 In 1858 the Legislature ordered the sale of the public lands and 
 directed that the proceeds lie held by the Treasurer of the State as a 
 special fund to be devoted to the uses of the "seminary/' But not with- 
 standing (he official urgings of Superintendents of Public Instruction, 
 and of legislators, plans and resolutions in these years still came to 
 nothing. 
 
 Clearly, the great difficulty in the way of establishing a university 
 was the inadequacy of the funds at hand. With the income assured, a 
 very small college might have been maintained, or perhaps a polytechnic 
 school : hut the men who were earnest for the university looked for some- 
 thing better than this. Hence the great stimulus to effort that came with 
 the passage of the Morrill Act in 1862. In pursuance of this Act. the 
 Tnited States granted to California one hundred and fifty thousand 
 acres for the endowment of a college which should have for its main 
 
OF THE 
 
 ( UNIVERSITY ) 
 
object the teaching of agriculture and mechanics. Here at last seemed 
 an adequate provision for the technical branch of a university. With 
 this assured, the State might now devote its original funds to the mainte- 
 nance of other faculties. And thus the question., so anxiously debated in 
 former years, whether the State should divert its small funds to aca- 
 demic education or to technical training seemed answered even beyond 
 the hopes of those years, by the possibility of combining both functions 
 in one university. 
 
 Consequently, in 1863, a commission was appointed to report a plan 
 for the founding of a "seminary of learning." 'The commission's report 
 was decisive in favor of a single institution, but to the chagrin of the 
 advocates of academic education, it recommended that the proposed 
 institution should, for the time being, be simply a polytechnic school. 
 
 Lar.ivlv pursuant of this report, the Legislature of 1866 passed an 
 Act to establish an Agricultural. Mining and Mechanical Arts College. 
 A Hoard of Directors was appointed, to serve for two years, which was 
 to eU'ect plans for the new institution. Fortunately for the State, how- 
 ever, before active operations were begun. Governor Low. in n consid- 
 ering the whole 'matter, detected the unwisdom of diverting all the 
 State moneys for higher learning to a purely technical training, and 
 in his address of December 2, 1867, urged a more far-sighted policy. 
 
 lint it is difficult to say what would have been the fate of the higher 
 institution had there not occurred at this time an art remarkable for 
 its generosity and its fine public spirit. At a inciting of the Board of 
 Trustees of the College of California, of Oakland, on October !, isi;;, 
 it was resolved that all'the lands and buildings of the college he offered 
 as a gift to the State, on the sole condition that the State permanently 
 maintain in its proposed university a college of letter.-. It was further 
 resolved, in pursuance of this, that the College of California should 
 disincorporate so soon as the State should accept its oii'er ;l nd make pro- 
 vision for the continuance of a college of classical learning. Here was 
 the third great good fortune of the Slate, greater and more touching 
 than the others, in that it represented the deliberate sacrifice of. a bodv 
 of public-spirited men. For the College of California was no weakling 
 product, glad to make itself over into something stronger and richer. 
 Founded in 1853 b}' a high-minded minister of Xrw Fngland. Henrv 
 Durant, it had grown from a struggling private school into a college of 
 recognized worth and academic dignity. It was- religious in its char- 
 acter, but non-sectarian; in fact, its inceptii n. had been in the ideal 
 of Henry Durant to establish on the new western coast a college that 
 should be Christian in a more fundamental sense than the ordinary 
 sectarian seminaries. Under the efficient administration of its founder, 
 
6 
 
 it had come to hold in California a place of leading influence among 
 Protestant institutions. Hence it was a matter of no small sacrifice 1 
 when it magnanimously withdrew from its field of earned success in 
 order that the State might have no rival in its high effort. 
 
 This gi nerous action of the College of California solved the prob- 
 lem that was being so anxiously debated. Through the co-operative 
 effort, now, of the Board of Directors of the proposed College of Agri- 
 culture, Mines and Mechanical Arts, and the Board of Trustees of Cal- 
 ifornia College, a system of university organization thai^made provision 
 both for the technical education required by the Morrill Act. and the 
 classical training called for by the conditions of the gift of California 
 College was devised. Governor Haight, in his inaugural address, recom- 
 mended the passage of a law establishing the university. A bill to 
 "create and organize the University of California" was introduced on 
 March T>, lS(iS, by Hon. John W. Dwindle. On March 21 it passed 
 both houses of the Legislature, and on March 23 was signed by Gov- 
 ernor Haight. Thus was the period of tentative planning at an end. 
 The university was now virtually an accomplished fact. 
 
 "A State university is hereby created." reads the first section of the 
 Charter, "pursuant to the requirements of Section 4, Article IX, of the 
 Constitution of the State of California; and in order to devote to the 
 largest purpose of education the benefaction made to the State of Cal- 
 ifornia." by the Morrill Act of 1862. "The said university shall be 
 called the University of California, and shall be located on the grounds 
 heretofore donated to the State" by the College' of California. . . . 
 "The university shall have for its design to provide instruction and 
 complete education in all the departments of science, literature, art. in- 
 dustrial and professional pursuits, and general education, and also 
 special courses of instruction for the professions of agriculture, the 
 mechanic arts, mining, military science, civil engineering, law, med- 
 icine and commerce." Thus did the State assure its youth not only an 
 adequate training in preparation for material activities, but also a real 
 cultivation of character. 
 
 In accordance with its Charter, drawn up almost entirely by Hon. 
 John W. Dwindle, the government of the university was vested in a 
 board of regents, an academic senate, and the separate faculties. The 
 board of regents was to consist of ex oflirio members, viz., the Governor 
 of the State, the Lieutenant-Governor, the Speaker of the Assembly, 
 the State Superintendent of Public Instruction, the President of the 
 State Agricultural Society, the President of the Mechanics' Institute of 
 San Francisco, and the President of the university; eight members ap- 
 pointed^ by the Governor, and eight honorary members, elected by the 
 
appointed and 'ex officio members. By a later provision, all the posi- 
 tions on the board, with the exception of illy held, became 
 
 appointive. The following provision was e. :n;i le in the Charter: 
 
 "No sectarian, political or partisan test shall >ver b< allowed or exer- 
 cised in the appointment of regents, or in the election of pro fetors, 
 teachers, or other officers of the university, or in the admission of 
 students thereto, or for any purpose whatsoever. Nor at any time shall 
 the majority of the board of regents be of any one religious sect, or of 
 no religious sect; and persons of every religious denomination, or of no 
 religious denomination, shall be equally eligible to all offices, appoint- 
 ments and scholarships." . Regents were to hold their, office for a term 
 of sixteen years. The members first appointed were to he classified by 
 lot, so that one member should go out of office at the end of every suc- 
 cessive two years. By this important plan, whereby the board changed 
 its membership gradually, and whereby each term of office covered a 
 number of gubernatorial administrations, as well as by the special pro- 
 vision already noted with regard to sectarian influence, the hoard of 
 regi-nt.s was secured against the pressure both of political and theological 
 considerations. Unlike many provisions of this kind, this one has been 
 eminently successful in its operation, for it is a recogni/ed fact that tin- 
 board of regents, as it has gradually changed its complexion with the 
 years, has never in any sense been subjected to illegitimate pressure. 
 
 The original constitution of the University provided for four classes 
 of colleges: (1) College of Arts, including agriculture, mechanics, 
 mines and civil engineering; (2) a College of Letters, or classical 
 course; (3) professional colleges, including medicine and law; (1) other 
 colleges incorporated into or affiliated with the university. 
 
 On September 23, 1869. the new university opened its doors. They 
 were the doors, to be sure, of the College of California, in Oakland, for 
 there had not yet been time to plan and bring to completion the build- 
 ings of the new institution; but those doors were opened now, not under 
 private endowment, but under the auspices of the State. 'The university 
 began its work humbly, indeed, with a class of forty students and a 
 teaching force of ten members. Yet there was power in this simple 
 beginning, for the university had in three of its teachers, at least, men 
 who were to prove of inestimable worth to its future life Henry 
 Din-ant, the first president of the university; John LeConte, professor 
 of physics and later president of the -university, and. Martin Kellogg, 
 professor in the College of California, professor in the University of 
 California, many times chairman of its faculties, and later president 
 of the university. The last of these has only just passed awav, in ripe 
 old age and the honor of approved scholarship. 
 
8 
 
 The instruction begun in the College of California buildings in 1869 
 w,as continued there until the summer of 1873. On July 16, 1873. the 
 commencement exercises of the iirst class to graduate a class of twelve 
 wore held in Berkeley, and the university then made formal entrance 
 upon ils new home. 
 
 The university was from 1870 to 1872 under the presidency of 
 Henry Durani. I'pon his resignation, Professor Daniel Coil Oilman 
 accepted t'he call to the position. President Oilman remained with the 
 imiversitv until 1875. when the fascinating offer extended to him by 
 I he incipient John- Hopkins University successfully tempted him from 
 the western coast. The executive office was then filled by Professor 
 John LeConte. 
 
 In the first two years of the university's existence, two important 
 steps were taki n that have not since been retraced. In 1869 all ad- 
 mission and tuition fees were abolished, and in 1870 the university was 
 opened to women on terms of complete equality with men. The latter 
 provision was made part of the State Constitution of 1879, where it 
 was expressly stated that no person should "be debarred admission to 
 any of the collegiate departments of the university on account of sex." 
 
 President LeConte resigned his office in 1881 and was succeeded 
 by William T. LYid. The latter held -ollice until 18S5. when he was 
 succeeded by Professor Edward S. Holden. The new president was to 
 till tin 1 vacancy only until the completion of the Lick Observatory, when 
 he was to assume the position of its director. Upon the completion of 
 the observatory in .1SSS. Hon. Horace Davis was elected to the presi- 
 dency, remaining in office until 1890. Upon his resignation, the office 
 was for some years unfilled. Professor Martin Kellogg meanwhile per- 
 forming its duties as chairman of the faculties. On January 24, IS!):;. 
 1'rofessor Kellogg was elected to the presidency, administering his otlice 
 with efficiency until 1S<)9. With the resignation of President Kellogg 
 .and tin- election of his honored successor, President Benjamin Ide 
 Wheeler, we are brought to the present, and mav now retrace our steps 
 for a consideration of some of the determining events in the life of the 
 university during the years recounted. 
 
 Between 18G9 and 190;}. the growth of the university has been noth- 
 ing less than marvelous. Beginning with a total registration of 24. and 
 graduating a first class of 12, the university has grown in numbers, until 
 in 1903 the ollieial registration showed a total of 2669 students enrolled 
 in the academic colleges alone; while in the university, inclusive of the 
 Alliliated Colleges of Law. Medicine, Pharmaev and Art. and the Lick 
 Observatory, there was a total of 3275. The instructing force lias in- 
 creased from 10 in 1S(J9 to a total in the academic colleges, of 2it> 
 
I 
 
in 1903, and in the whole university of 434. From a first graduating 
 class of 12. the university has grown until, in 1902, it graduated a senior 
 class of 280 in the academic colleges, and in the whole university a class 
 of 417. 
 
 But this remarkable growth would hardly have been possible had not 
 the State in 1887 generously placed at, the disposal of the university a 
 permanent income from the State moneys. In 1887, the Vrooman Act, 
 introduced into the State Senate by the Hon. Henry Vrooman, and 
 into the Assembly by the Hon. C. A. Alexander, provided that the uni- 
 versity should receive annually the proceeds of a tax of one cent upon 
 every one hundred dollars of taxable property in the State. Hardly 
 could a la\v more vital to the university have been enacted, for by plac- 
 ing the university's support upon a constitutional and not a legislative 
 basis, il permanently freed the institution from the dangers of political 
 variation. 
 
 Thus with an assured income, and with the pledge given by the 
 State in its Constitution of 1879, that the maintenance of the university 
 should be perpetual, the I'niversity of California .was able, for a time 
 at least, to free itself of the more distressing material anxieties and to 
 address itself to its essential business of providing a culture and a 
 training that should he adequate. 
 
 But a great difficulty lay in its pathway in the early years, a diffi- 
 culty that for some time threatened to bring all its efforts to naught. To 
 educate, it must have students, and to be a university, it must have 
 students trained up to matriculation standards of a university. The 
 success of the university, then, was one with the success of the high 
 schools of the State. It may be imagined, therefore, how severe was the 
 blow to the university when, by the Constitution of 1879, all State aid 
 was withdrawn from the high schools and all the State's moneys for 
 common schools were diverted to the schools of elementary grade. For 
 I'itime it seemed as though the university must go under for lack of 
 proper material. But after a period of dark uncertainty, the communi- 
 ties throughout the State bestirred themselves to a manful local support 
 of high schools. Thus was this really grave clanger averted. 
 
 But a second danger lay in the complete separation of high schools 
 and university. The high schools pursued their work as best they knew 
 how. with no indication as to the university's standards; the university 
 pursued its work irrespective of the kind of training given in the high 
 schools. The result was inevitable friction and loss of energy on both 
 sides. It was soon realized by the university that if it was to be suc- 
 cessful, iheiv must be a unified high school system in the State that 
 should join properly with the system of higher training. Hence the 
 
10 
 
 university set to work to evolve a plan whereby secondary and higher 
 education might be brought into more harmonious conjunction. 
 
 The result was the system, since then become permanent, of accredit- 
 ing high schools. Before this plan was adopted students were admitted 
 to the university only upon examination. It was now agreed that 
 students who should graduate from high schools approved bv the uni- 
 versit} r , and who should have, in addition to their diploma, a recom- 
 mendation of their principal, showing their work to have been of supe- 
 rior character, might enter' the university without examination. The 
 effect of the accrediting system upon the education of* the State lias 
 been of the very best. In order to determine the character of the various 
 high schools, the university found it necessary to send men of its facul- 
 ties to examine the work done. This at once brought about intercourse 
 between the two systems of education; the high schools learned the re- 
 quirements of- the university; the university became aware of the needs 
 and the obstacles of the high schools. The result was an increasingly 
 greater unifying of the whole system of secondary and higher educa- 
 tion throughout the State. And the effect has at the present penetrated 
 even to the grammar schools, so that the next years bid fair to see the 
 triple system of education in California, with all its past waste and 
 friction, rationally and uniformly organized. That the accrediting 
 work has met with real success may be seen from the fact that from 
 three accredited high schools in 1884, the list has grown until, accord- 
 ing to the last report (1903), the accredited schools of the State now 
 number 118. 
 
 The years that we have recorded witnessed many important acqui- 
 sitions by the university. The Colleges of Law, Pharmacy, Dentistry and 
 Medicine were established in San Francisco and affiliated with the State 
 institution. The munificent bequest of $700,000 made by James Lick, 
 in 1876, for the founding and equipment of an astronomical observatory 
 gave the first great impetus to the adequate support of scientific work 
 in California. In 1872, Mr. Edw. Tompkins, by a grant of land in 
 Oakland, established the first endowed chair in the university, the 
 Agassiz professorship of Oriental Languages and Literature. In 1878, 
 Mr. J. K. P. Harmon responded to a much felt want by building and 
 equipping a students' gymnasium on the campus. The nucleus of one 
 of the most important of all the university's funds, the library fund, 
 was established by Michael Eeese; while the founding of an art gallery 
 was due to the generous gift of Henry D. Bacon. In 1881, Mr. D. 0. 
 Mills, by a gift of $75,000, established the second endowed chair in 
 the university, the Mills Professorship of Intellectual and Moral Philos- 
 ophy and Civil Polity. This endowment has proved of inestimable worth 
 
LIBRWW SQUARE 
 
 -*' 
 
 
 OF 
 
 CALIFORNIA 
 
 -2 S 
 
 M 
 
11 
 
 to the higher life of the university. In 1893. Mr. Edw. Searles trans- 
 ferred to the university the land and buildings in San Francisco now 
 known as the Mark Hopkins Institute of Art "for the exclusive uses and 
 purposes of instruction and illustration of the fine arts, music and 
 literature.' 7 In 1898, Miss Cora Jane Flood made over to the board of 
 regents the Flood mansion, near Menlo Park, together with certain 
 lands and shares. 
 
 In 1891, Mrs. Phoebe A. Hearst laid the foundations of a scholar- 
 ship system in the university. In a letter to the board of regents, of 
 the date September 28, 1891, she expressed her aims as follows: "It 
 is my intention to contribute annually to the funds of the University 
 of California a sum sufficient to support eight three hundred dollar 
 scholarships for worthy young women. . . . I bind myself to pay 
 this sum during my life time, and I have provided for a perpetual fund 
 after my death. The qualifications entitling students to the scholar- 
 ships shall be noble character and high aims, it being understood that 
 without the assistance here given, the university course would in each 
 case be impossible. . . . The award shall be made by a vote of the 
 faculty, but I do not wish any scholarship to be given as a prize for 
 honors in entrance examinations." 
 
 Six years later, when the doubling of the university's income was 
 assured by the State Legislature, the university appropriated three 
 thousand and five hundred dollars "to be distributed equally among the 
 eight Congressional districts of the State, for the purpose of aiding poor 
 and deserving students to attend the State University/ 7 These scholar- 
 ships were to be known as the "State of California Scholarships ;" they 
 were not to exceed twenty-eight in number and were to yield to each 
 holder one hundred and twenty-five dollars per annum. Immediately 
 this appropriation was made, Mr. Levi Strauss of San Francisco gen- 
 erously offered to duplicate it, the scholarships to be of exactly the same 
 character with regard to income and award as those provided by the 
 State. 
 
 In addition to these sixty-two scholarships, single scholarships have 
 been established by various persons and institutions. In 1899, Mrs. 
 Cornelius B. Houghton, in memory of her husband, made provision for 
 an annual scholarship. The San Francisco Girls' High School, the 
 Haywards, the San Jose and the Los Angeles High Schools have main- 
 tained scholarship funds which they apportion to the meriting members 
 of their schools. Besides these, scholarships are awarded out of the 
 William ,and Alice Hinckley fund and the Joseph Bonnheim memorial 
 fund. For the encouragement of graduate work, the university awards 
 the LeConte Memorial Fellowship, established by the Alumni Association, 
 
12 
 
 in memory of Professors John and Joseph LeContc. three University 
 Fellowships at the Lick Observatory, two Whiting Traveling Fellow- 
 snips, maintained out of a bequest of $20,000 made by the will of Harold 
 Whiting, formerly associate professor of physics in the university, two 
 Emanu-El Fellowships in Semitic languages, established by the Congre- 
 gation Emanu-El of San Francisco; tbe Harvard Club scholarship, and 
 the Yale Alumni Fellowship, founded and maintained by graduates 
 of these universities. In addition, the university has two loan funds, the 
 Frank J. Walton Memorial Loan Fund, established by the Class of 1883, 
 and the loan fund of the Class of 1886. 
 
 We have already mentioned the State's grant to the university in 
 1887 of an income of one cent on. every one hundred dollars of taxable 
 property. For a few }*ears the funds thus accruing were, economically 
 administered, adequate to the needs of the university. But then came 
 a period of unprecedented growth. Within five years from 1891 to 
 189C the enrollment of the university increased by a full three-fold, 
 while the funds at its disposal remained practically unaltered. The in- 
 stitution was in direst straits, not only because it had no means to aug- 
 ment its teaching force sufficiently to meet the larger needs, but also 
 because it was unable even to provide room for the ever-increasing 
 numbers. 
 
 Determined action was necessary. In a report to the board of 
 regents in May, 1896, the Ways and Means Committee, consisting of 
 Regents Reinstein, Black, and Rodgers, made a statement of the uni- 
 versity's distress that became a basis for an appeal to the State Legis- 
 lature. 
 
 "The provision made by the State of California for the constantly increas- 
 ing wants of the State University is embodied in 1lic Act of the Legislature 
 of 1887, and consists of a tax of one-tenth of a mill on the dollar. 
 
 "At that time the number of students in the University was 288, while 
 now r it is 1336 (at Berkeley). The provision then made by the Legislature 
 was considered just soifficient for the then needs of the University, and it was 
 anticipated that the taxable wealth of 1lie Stale would increase in just about 
 the proportion that the University would grow, and thus meet and provide for 
 the constantly increasing demands of the University through the enlargement 
 of the number of its students. This expectation -eenivd then to be well founded, 
 and was justified by the growth of the University for the succeeding four years, 
 but since the year 1891, the number of students at the University, which was 
 then 450, has increased to a degree as remarkable as it is gratifying. 
 
 "Within the last four years the number of students at the State University 
 has. trebled, and is at the present writing 1336, while in the entire University, 
 including its affiliated colleges, the number is 2047. while the indications are 
 that the next Freshman class will outnumber all before it. The income of the 
 University from this Act, however, so far from doubling, lias increased only 
 
O 
 
 H 
 
 I 
 
 !r 
 
 
13 
 
 an insignificant amount within the last five years,, and is actually less in 1895 
 than in 1894 or 1893. 
 
 "Under these circumstances alone, it is but reasonable to believe .that the 
 next Legislature will take such steps as will be commensurate with the power, 
 the pride, and the dignity of a sovereign State, when it realizes that the pro- 
 vision for the support of the University made by the Legislature in 1887 is 
 entirely inadequate to the present quadrupled demands of the University, and 
 still less adequate to maintain that constantly increasing prosperity of the 
 State's highest institution of learning, which is a just source of State pride 
 and an essential condition of State dignity and prosperity." 
 
 In response to this statement of needs a bill was, in 1897. introduced 
 bv Hon. F. S. S'tratton into the Senate, and into the Assembly by II on. 
 Howard E. Wright, which provided that the university's income should 
 be increased to two cents on every hundred dollars of taxable property. 
 To the great relief of all friends of the university, the bill passed both 
 Houses without opposition and was signed by Governor Budd on Feb- 
 ruary 27. 1897. Thus' did the State a second time prove her deep and 
 abiding interest in the welfare of her university. 
 
 To one who has visited the university, nothing can be more strikingly 
 obvious than the painful contrast between the character of its site arid 
 its buildings. Situated on the foothills of the Contra Costa range, and 
 looking westward out through the (J olden (late, its natural placing is al- 
 most unmatched. Yet with this remarkable beauty of location is 
 coupled an equally remarkable ugliness of makeshift buildings. The 
 pressing difficulty that the university faced in the years of its rapid 
 growth was that of finding, not the best room, but any kind of room for 
 its students; and in attempting to solve this difficulty with an inade- 
 quate income, the only resort was in hastily constructed temporary 
 buildings. The sole virtue of these was their cheapness and their capac- 
 ity. As a result, the succeeding years saw the beautiful campus crowded 
 more and more with homely buildings, scattered about with hardly a 
 {bought of present or future plan. That this haphazard construction 
 was unwise and ruinous to the beauties of the university's site was 
 felt, by many, but two men especially put their convictions into serious 
 and concerted effort. Mr. B. E. Maybeck, instructor in architectural 
 drawing in the university, had long felt the need of a permanent plan 
 for the placing and style of the university buildings, and he was active 
 in making known his views. They were heartily seconded by Mr. J. B. 
 KYinstein. a regent of the university, so heartily that as a result of a 
 communication addressed to the board of regents on April v!!), ISlMi, 
 the board voted that there should be prepared a programme "for a per- 
 manent and comprehensive plan, to be open to general competition, for 
 a system of buildings to be erected upon the grounds of the University 
 
14 
 
 of California in Berkeley." Before the resolve of the board had been 
 rnit into effective opera! ion. however, it came to the notice of. Mrs. 
 Phot-he A. Hearst, who had herself Ion*;- been deeply concerned in the 
 architectural beautifying of the university. Mrs. .Hearst, with a gen- 
 erosity, spontaneous and admirable, wrote at once to the board of re- 
 gents, expressing her great interest in the project and her desire to con- 
 tribute wholly the expenses of the proposed competition. Needless to say 
 that the ofl'er so totally unsolicited and so magnificent beyond expecta- 
 tions was gratefully accepted by the board. 
 
 It is impossible in this cursory history of the university to give more 
 than the barest outline of the course of the "Phoebe A. Hearst Archi- 
 tectural Competition." That contest of the world's known artists has 
 become so internationally famous that it hardly needs more than men- 
 tion to have its whole story recalled. In preparing for the competition, 
 the two men who had been most xealous in the cause were commissioned 
 to canvass the leading architects of the world to the end of enlisting 
 adequate interest and of preparing a just plan of contest. After careful 
 consideration a programme was drawn up. providing for two competi- 
 tions, a preliminary one, to be held in Antwerp, and a final one. to he 
 held in San Francisco. The committee of award was to consist of 
 Messrs. R. Norman Shaw, J. L. Pascal, Paul Wollot. Walter Cook and 
 J! B. Reinstein. Owing to the illness of Mr. Shaw. Mr. John Belcher 
 was substituted in his place. The preliminary competition opened on 
 January 15, 1898, and closed July 1, 1898. Of the 1.05 plans received, 
 eleven were selected by the jury to stand for the final contest. As a 
 help toward the further preparation of their plans, the winners in the 
 first award were invited, at the expense of Mrs. Hearst, to visit the uni- 
 versity town. The second contest, in San Francisco, on September 7, 
 1899., resulted in the following award: first prize, Mons. E. Benard. 
 Paris; second pri/e. Messrs. Howells, Stokes and Hornhostcl. New York; 
 third prize, Messrs. I). Despradelle and Stephen Codman. Boston; fourth 
 prize, Messrs. Howard and Cauldwell. New York: fifth prize. Messrs. 
 Lord, Hewlett and Hull, New York. 
 
 This is but a bare statement of the essential facts of the contest. 
 But if one would know the reality of the Phoebe A. Hearst architectural 
 competition one must read into the skeletal bones of these facts, all the 
 loyal, enthusiasm, the ardor of hope, the fire of great purpose awakened 
 hv the project. If the plan had meant merely an embellishing of the 
 ou.ter life of the university, it would have signified little indeed; but 
 ostensibly a remedy for the outward, it called forth in the State and in 
 the university the firm determination that the inner life should not be 
 unworthv. 
 
o 
 
15 
 
 Yet it must not be thought that it was ever in the intent of the 
 donor that the plan should serve merely as a means to outer embellish- 
 ment. Mrs. Hearst lias long felt that beauty serves an essential need of 
 the soul, that in placing beautiful objects before the maturing student 
 one helps to develop pure, strong character as surely as with the spoken 
 truth. Mrs. Hearst has for some years been proving the strength of 
 her conviction by providing the students of the university with best 
 examples of the fine arts. With art collections and concerts of a superior 
 kind, she has opened the eyes and the ears of the student to beauty. The 
 work has been none the less great that the refining and purifying in- 
 fluence has been all unconscious. 
 
 In tli is recital of the university's growth, we have made no reference 
 to its attempts to fulfill one 1 of the main purposes of its establishment. 
 The grant of the Mori-ill Act of 18G2 was made, as we have seen, on 
 condition that an institution be founded that should have primarily 
 in view a training in agriculture. The university has attempted to 
 meet this requirement to the full; and there can be no doubt that as the 
 years have passed its efforts have been successful. Up to 1891, work in 
 agriculture was entirely within the university confines. In that year, 
 however, was inaugurated the -custom of holding "Farmers' Instifuhs 
 throughout the State. By this means the university came into touch 
 with the farmers of California, with a success that is indicated bv the 
 yearly increase in the number of institutes held. In 1897, so important 
 had this work beyond the university's doors become, that a new depart- 
 ment was created, a Department of University Extension in Agriculture- 
 By means of the information disseminated at these institutes, as well as 
 through its frequent bulletins, the agricultural department of the uni- 
 versity has enabled the State not only to increase in very large degree 
 its present agricultural earnings, but also to make sure the permanent 
 fertility of its soils. 
 
 On July 18. 1899, the university entered upon a new stage of its 
 development in the election to its presidency of Professor Benjamin Ide 
 Wheeler, of Cornell University. The four years and a half of President 
 Wheeler's administration have witnessed a remarkable growth in the 
 university's prosperity, both in the inner life that is more properly its 
 concern and in the material resources that must ever be indispensable. 
 Those years have proved most especially the deep love of California us. 
 rich and poor alike, for their university. In 1900-1902. the gifts to the 
 university, from private sources alone, amounted to about $900,000. 
 As we are writing this, word has just been received of a bequest of some 
 $500,060 to $(;<)<).<)<)() by one of San Francisco's leading business men, 
 Mr. Charles F. Doe, for the building of a new university library. But 
 
16 
 
 it is not in the public-spirited wealthy alone that the university is be- 
 gi lining 'to iind licr strength. In count Irss ways donation- arc being 
 made by those of more modest income, from the live dollars that comes 
 as an annual gift from an anonymous alumnus, or the scholarship money 
 returned by another graduate, to the more substantial gifts for library 
 or departments. It is of deepest significance that California's Alumni 
 feel the impulse to give of their own. for in this abiding love for their 
 university lies the real promise of her permanent and increasing great- 
 ness. 
 
 It will be fitting at this point to mention some of tne leading bene- 
 factions to the university in the years of President Wheeler's adminis- 
 tration. Only a bare handful may be recounted in this brief history. 
 Significant of his concern for the higher life of the university was the 
 gift, in 1902, by Mr. D. 0. Mills, of $50,000 for the furtherance of the 
 work of the Department of Philosophy. This was in addition to Mr. 
 Mills' original gift of $75,000 for the establishment of a chair of philos- 
 ophy. The endowment of another important chair in classics is due 
 to the generositv of Mrs. J. K. Salber. who has given $75,000 for that 
 purpose. Mrs. Sather has also made over to the university real prop- 
 erly of great value for the establishment and support of a law library, 
 and has, in addition, made important gifts of books. The construction 
 of a Physiology building, at an expense of $25.000. has been made pos- 
 sible by the generosity of Mr. Eudolph Spreckels, and its thorough 
 equipment by Dr. Max Herzstein's gift of $8000. A most important 
 addition to the library of political science, finance, and history has been 
 made by Mr. Glaus Spreckels' gift of $11,675.82. Mr. H. Weinstock 
 has presented the university with $5000 as a foundation fund for the 
 "Barbara Weinstock Lecture on the Morals of Trade." One of the sorest 
 needs of the university has been met in the construction of a great open- 
 air theater, built on the model of the Greek Theater, and seating some 
 :<MH) people. Mr. W. E, Hearst contributed the $40,000 necessary for 
 the building of this unique structure. An assemblage place, not only 
 capacious but singularly beautiful, it will prove a source of stimulation 
 in ways that have heretofore been beyond the university's power to 
 realize. 
 
 When we attempt to recount Mrs. Hearst's gifts to the university 
 the pen fails. They are numerous beyond any possible listing, because 
 many of them are known only to Mrs. Hearst herself. We have already 
 recounted Mrs. Hearst's assumption of the expenses of the architectural 
 competition. Mrs. Hearst is now erecting, in accordance with the ac- 
 cepted plans, a mining building as a memorial to her husband. Senator 
 Hearst. The minimum cost of this building will be half a million of 
 
17 
 
 dollar,*. She is maintaining the department of anthropology, expend- 
 in^ $10.01(0 a vcar For five years for excavations and research in Kgypt. 
 $:!:>00 a vear for five years for ilie like work in South America. $10,000 
 a vcar for two years for research in (Jreece. and $(5000 a year for anthro- 
 pological work in California, Mexico and New Mexico. The mainte- 
 nance of this department alone for 1DOO-1 '.)<)> was at a cost of $10:5.0 1C,. 
 She has contributed over $(>(W<) for a museuin building, has presented 
 the university witli Hearst Hall, valued at $50. (MX), has supported the 
 Hearst Domestic Industries at an annual cost of over $15,000, has pro- 
 vided over $>;.()<)<> for the equipment of the medical department. 
 $1 o.OMO for a milling laboratory. -$8400 for the equipment of gym- 
 nasiums. The president's hicnnial report of 1898-1900 gives the fol- 
 lo\vin- figures for the two years recorded : "The total of sifts for which 
 
 r* ^ 
 
 figures, have hecn given in the foregoing list (exclusive of the support 
 of archaeological expeditions of about $:>o.OOO a year) is $271,566.65. 
 This amount is. however, far less than what Mrs. Hearst has actually 
 expended for the hem-fit, direct or indirect, of the university." 
 
 But to write a list of Mrs. Hearst's gifts to the university is all un- 
 satisfactory, for the real significance of them lies not so much in their 
 magnificence, if one may use the word, hut rather in the fine insight of 
 the giver, the sympathetic touch with younger lives, the personal de- 
 light in discovering the deepest and the most real needs. And though 
 great beyond reckoning has been the tale of her free-will offerings/ 
 greater, after all. and more lasting in worth for the university has 
 been the fine idealism of her character, her -unswerving faith in ihe 
 beautiful and the true and the good, and her high efforts toward their 
 realization in her chosen children. 
 
 And yet. even v/ith this generosity of her friends, the university has 
 not been Avholly free of embarrassment. Almost, it might he said, it 
 has suffered from too much good-will, in 1S98-9!). the total registra- 
 tion of students, including those in the professional colleges, was 2i;>9; 
 in 1^02-03 it had leaped to 3275. fn 1S9S-9!) the total registration in 
 the aerdemir colleges ah Me was 1717; in 1902-0o it had increased by 
 more than one-half, being in that year vMiii!*. Meanwhile the two-cent 
 tax. which, in IS!)!) had bei n just sufficient to meet the university's 
 needs, yielded an income that increased only verv slightly from year to 
 year. Between 1899-1900 and 1901-1902 it grew by but 4.4 per cent. 
 Had it not been for the grnermis aid of its private friends, writes Presi- 
 dent Wheeler in his report of 1900-02, "the university would have been 
 crippled and well-nigh helpless.'-' But though there may be temporary 
 t mbarrassnieiiis. the historv of the past and the interest of the present 
 have taught the university to fear no permanent distress. The last State 
 
18- 
 
 Legislature proved itself alive !<> the universii v's needs by granting, 
 in addition to other lesser appropriations, $350,000 for the erection of 
 an administrative building. 
 
 Although numbers are hardly a criterion of a university's worth, it 
 will he interesting, nevertheless, to refer to the table of comparative 
 sixes of American universities, prepared by Professor Albert Bushnell 
 Hart for the Harvard Graduates* Magazine in 1900. "The. list shows 
 that in the number of undergraduates the Vniversity of California is 
 exceeded only by Harvard; in the grand total of students, including 
 undergraduates, professional students and summer school students, it 
 is exceeded only by Harvard, Columbia, Michigan and Minnesota, in the 
 order named." 
 
 During President Wheeler's administration, important changes have 
 been made in the internal structure of the University. In 1899, a sum- 
 mer school was systematically organized, with an attendance of 101 
 students. In 1900, the records showed 4IW students registered; in 1901. 
 I'M*; in 190:>, 830, and in 1903, sr>9. The success of the work lias hern 
 so marked, especially in the intercourse which it establishes with the 
 leading men of Kastern and European I'niversities. that the summer 
 school promises to be permanent. 
 
 As in its examination of schools and its Farmers' Institutes, the Vni- 
 versity aimed to come into closer touch with the people of -the State, so. 
 in' 1!H.)<J. it prepared to meet the more popular needs for instruction and 
 stimulus by , the organization of- a Department of Vniversity Kxtension. 
 This Department, planned largely on the lines of the English system, 
 has established centers of extension work throughout the State, which 
 are visited by a corps of lecturers whose duties lie entirely or mainlv in 
 the extension field. The success in this work. too. promise.- permanence. 
 
 Important for the professional teaching of the Vniversity has been 
 the wise reorganization of the Medical Department. In the past years, 
 the Medical College was perforce compelled to resort almost entirely 
 to practicing physicians of San Francisco for its instructing body. 
 While the etl'orts of the men who, in the midst of their medical labors, 
 gave of their time and strength to the College, may not be too highly 
 praised, it is nevertheless obvious that, excellent as these efforts were, 
 they could not be made adequate for a medical school of highest scholarly 
 rank. President Wheeler, in his first report to the Board of Regents, 
 called attention to the need for better organization of the Medical Depart- 
 ment, and it is due to his efforts that the succeeding years have witnessed 
 an increasingly better equipment and disposition of the medical work. 
 
 Graduate work in the Vniversity has in the last few years been or- 
 ganized with growing success. Xot only has the number of graduate 
 
19 
 
 students increased with great rapidity, as indicated by an enrollment of 
 244 students in 1903 as against 64 in 1893, but the work has come to be 
 of a more distinctly advanced kind than in the years of its inception. 
 The departments now recognize a radical di (Terence in aim and methods 
 between undergraduate and advanced work, so that the higher degrees 
 now signify not a mere prolonging of the period of residence, but the 
 successful completion of work of a thoroughly graduate nature. 
 
 A factor of great importance in the University's life is its function 
 as a training school for prospective teachers of the State. Bv a law 
 of the State, Boards of Education and Examination have authoritv to 
 issue certificates of high school grade, without examination, to graduates 
 of the University who are recommended by the Faculty. The operation 
 of this law has been of utmost benefit to California, in that it has en- 
 couraged the University to send forth trained students into the high 
 school field. The result has been not only a bettering of the tone and 
 scholarly character of secondary teaching, but also a securer and more 
 sympathetic drawing together of the University and high school forces. 
 The coming years bid fair to witness the long-desired establishment of 
 a Teachers' College. 
 
 The University has established a regular series of publications in 
 each of the following departments: Botany, Geology, Education, 
 /oology, Grseco-Roman Archeology, Egyptian Archaeology. American 
 Archaeology and Ethnology, Anthropology, Physiology, Pathology. 
 Astronomy, and Agriculture. It also issues, every quarter, the I'lit- 
 rursify Chronicle, which is an official record of University life. 
 
 The University now comprises the following Colleges and Depart- 
 ments : 
 
 College of Letters. College of Social Sciences. College of Natural 
 Sciences, College of Commerce, College of Agriculture. College of 
 Mechanics. College of Alining. College of Civil Engineering. College of 
 Chemistry. Lick Astronomical Department, Mark Hopkins Institute 1 of 
 Art, Hastings College of the Law, Medical Department. Post-Craduate 
 Medical Department. Dental Department. California College of Phar- 
 macy. 
 
 In this very brief account of the University's life, it has clearly been 
 impossible to trace out. with the explicit detail that their importance 
 warrants, the factors and forces that have made the institution what it 
 is. But bare as the outlines are, they may. if nothing more, serve to 
 suggest the peculiar conditions amid which a State I'niversity is placed. 
 the difficulties of its development, the boundless scope of its oppor- 
 tunities. The University of California has not made its way without 
 struggles peculiar to an institution that finds its support in the suffrage 
 
20 
 
 of the people. It is of the deepest import to the cause of public higher 
 education that it lias won its support without truckling, that it has never 
 lowered its ideal.- to temporary puhlie wishes, hut has held hi^h the 
 standard of pure scholarship. The I'niversity of California is to-dav 
 without %oubt a permanent factor in the life of the State, and 
 as such, the out^oin^ of its influence may not he measured. With its 
 sister V Diversity, it stands for the development of the very highest in 
 the character of California. It may he extravagant to predict, as some 
 are pleased to do. that in California a new note in world thought and 
 feeling is to be sounded a new literature, art. philosophy. ' Yet it is 
 hardly extravagant to feel convinced that California is immense in 
 possibilities of culture, that her. birth to a richer life is even now but 
 just accomplished, while the greatness of her days may scarcely be 
 foretold. In the midst of this youthful promise, the two vigorous 
 C diversities stand as nurturers of the best. If the life of the pa>t is 
 promise of the future, California is assuredly secure in the hi^h 
 character of her University guides. 
 
 The LeConte Oak 
 Courtesy of Needham Bros., Berkeley 
 
 
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