Pioneer Schools of Los Angeles County
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Up until 1872, when the public schools of the Los Angeles City were separated from the County, the county and city schools were one. "The first school in San Gabriel was taught under the spreading branches of a giant live oak. The sides of the school house were made of wild mustard stalks tied to a framework of rawhide thongs." (Guinn, J.M. Beginnings of the School System of Los Angeles, Hist. Soc. So. Cal., Vol. 8, 1909-11, p. 202) Guinn said, "In the early fifties, (1850's) there was no uniform course of study in the county schools and no certain time for opening them. Each teacher formed his own course of study and the schools began "any old time" and continued as long as the public funds lasted which was usually three months." (Ibid, p. 202) Thomas J. Scully was the first teacher to establish a uniform course of study in the county schools. He was a graduate of the Toronto Normal School and probably was the first Normal School graduate to teach in Southern California. At that time, 1854-55, there were four country districts in Los Angeles county. Scully would begin school about the first of the year, say in the northern district, and teach until the funds were exhausted. Then he would pack up his course of study and his ferule in his saddle bags and hop on his mustang and move on to the next district and the next. In this way he was able to give the schools a uniform course of study and no change of teachers. (Ibid, p. 202) In 1856-57, there were seven schools in the county, four of them were located in the city. (Wilson, J.A., History of Los Angeles County. Thompson and West, p.71) In 1866, there were twelve schools districts in the county and 2,504 children between the ages of 5 to 15 years. Mr. J.S. Hinton, County Superintendent of Schools, (1948) gives the following account of the public schools in the county: "The County includes 72 school districts, and every district has at least one school; some have more. There are in all 81 schools and with one or two exceptions each one is owned by the district in which each is located. Each district is managed by a Board of three school trustees, one of whom acts as clerk. (Wilson, J.A., History of Los Angeles County. p. 72)
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Shortages:Click here for a picture of a Home Economics Class
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Probably home economics was first taught in one of the country schools. It was even more difficult to obtain teachers for the country schools than for the city ones. The housing shortage was acute then too. Homes in the country districts were not even adequate for the large families, to say nothing of an extra boarder. Some of the school trustees solved the problems by providing temporary living quarters for the teacher at the school. These quarters were often called teacherages. With cooking facilities now at hand, the teacher and children frequently prepared the school lunch.
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Early Educational Trends
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During the early years, Colburn's Mental Arithmetic was a fad and for many years arithmetic was the leading branch of study to which more than half the school day was devoted. In some cases four out of the five hours were devoted to this.(Swett, John, History of the Public School System of California, pp. 81-82) Map drawing was fashionable from 1860 to 1871. From 1868 to 1870 education consisted mainly of "oral instruction." In early times, "exhibitions," "May festivals," and "dancing parties" were in fashion. "Calisthenics and gymnastics" prevailed from 1856 to 1860. A newspaper account of a May Day festival, which was held in a San Francisco school where John Swett was principal, is indicative of the exercises that were held at that time. "The queen was crowned and duly celebrated; after which she led off in the dance followed by her maids of honor, and her juvenile subjects and their friends. At intervals boys performed their exercises and astonished the spectators with their feats of strength and agility." (Hutchin's California Magazine, Vol. 3; pp. 543-544, June 1859.) "Written examinations" and "Percentages" were the rage from 1863 to 1875. "Phonography" (shorthand) was popular in the higher grades from 1872 to 1873. Mark's geometry for third and fourth elementary grades was an experiment in 1869 and 1870. It failed in 1871. Cosmopolitan Schools became the rage in 1872 and 1873. The twin trends with Boards of Education were annual examination of teachers and annual elections. " Annual elections " were in vogue until 1870. In 1870 annual elections were abolished, and teachers were then re-elected "during good behavior." (Swett, John, History of the Public School System of California, p.78) Investigations were the rage in 1872 and 1873, while the favorite trend of the Board of 1874 -75 was writing "rules and regulations." (Ibid, p.82)
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County Attendance Problems:
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In reading the annual reports of the Los Angeles Board of Education many items of interest may be found relating to the progress and problems of the early schools. A few of the most significant ones are listed: One superintendent, in his annual report, said, "I quote and concur in the following sentence from my predecessor, 'If large bells were placed upon the principal buildings and run at a suitable time, both morning and afternoon, I believe they would do much good.'"(Annual Report of the Board of Education, 1884-85 and 1890-91.) (A few of the schools have retained their bells by mounting them on the school grounds.. A bell may be found mounted on a stone platform in the grassy plot east of the cafeteria at 450 North Grand. The bell was cast in Boston in 1858. The inscription reads, "Old Los Angeles High School Bell.") |
Truancy:
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(Annual Report of the Board of Education 1884-85 and 1890-91) "The number of cases of truancy reported for the year is not large. Indeed, considering the attractions of our climate and other temptations to boys to be out of doors and linger upon the streets, it is gratifiying that there is so little of it. This report, however, does not by any means represent the amount of unnecessary and unauthorized absence. There are many boys who are not enrolled at all, whose school is the street and whose teacher continually "finds mischief for their idle hands." All of these boys ought to be in school, and I believe many of them might be brought in and saved from the almost certain hoodlumism into which they are growing. If the municipal authorites could be induced to co-operate with the Board of Education in the appointment of a truant officer, I believe it would be the most direct and effective way of coming at this evil. It is also the duty of the truant officer, and a very important one, to observe boys of school age who frequent the streets, and not their conduct and occupation; if satisfied that they are habitual idlers, to seek out and remonstrate with their parents, using every effort to get them into school, or otherwise break up their idle habits. Such a plan is entirely feasible, and has been proved to be very effective. I recommend that a trial be made of it in our city at an early day."
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Examinations:
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(Annual Report of the Board of Education- 1883-84, p. 36) "One of the most material changes that has recently been made in the workings of the schools, is the substitution of one annual or final examination for three quarterly ones. For many years the tendency in the best schools of the country has been to lessen the frequency and length of written examinations, some cities going so far as to abolish them altogether. That written examinations have great value, not only as the most accurate means of testing the progress and determining the promotion of pupils, cannot be doubted; and I do not think that it is the part of wisdom to condemn their use in total. The chief objections to their more frequent use, are the strain upon nervous children and the additional and wearing work imposed upon the teachers. Aside from these considerations, I doubt if it be an economy of time to devote the whole of a week, three times a year, to this one object, which was practically the case under the system of quarterly examinations."
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The Teaching of Writing Skills
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Mr. L.B. Lawson, principal of writing, made a report on his subject to W.M. Freisner, Superintendent of Public Schools. This report was reproduced in the Annual Report of the Board of Education, 1883-84, pp. 23-34 "On assuming the duties of my special work, I found the writing of the pupils in a condition usual in the public schools--good, bad and indifferent; the disparity being due, in the measure to individual interest, but generally, to a lack of muscular drill, bad position and an improper method of holding the pen. My efforts from the first, through all grades, have been to correct these defects; believing that good position, proper pen-holding and a free and natural use of the muscles employed in writing are, if not the essence, at least the foundation of all excellence in meritorious penmanship. Excepting the Highland View, Pearl, San Pedro and Seventh Street Schools, which I have visited once in two weeks, I have taught in all other public schools in the city one every week, teaching in each room from fifteen to thirty minutes, according to grade. In addition to general instruction from the blackboard, I am in each lesson to inspect each pupil's work, illustrate the execution of copy by writing for each pupil and give suggestions as seem to be required. The plans of a specialist depend for success, however, on the efforts of the regular teacher, and I take this opportunity of expressing the obligations I am under to all the teachers for their hearty support and cooperation."
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First Grade Class- B Class
Blackwell Museum of Education; Interesting site that shows some of the early teaching tools.
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In the B-class, according to the Annual Report of the Board of Education, 1885-86 pp. 35-37, lessons were very structured. Reading-Oral Lessons from chart and blackboard. First Reader may be used at the discretion of the teacher. Word and phonic methods combined. Begin with simplest words, names of familiar objects. Use the "word frames," having pupils build all new words in the lesson each day, with as many in review as possible. Endeavor from the first to impress children that the words mean something. Arithmetic-All combinations of numbers to 6; use numeral frames and objects--beans, blocks, splints, shoe-pegs, etc., in developing the relation between numbers and the figures that represent them. Teach meaning and use signs. Count by 2's to 10, beginning with 0 and 1. Count, read and write numbers to 50. Simple exercises daily on slates and blackboards: Roman numerals as far as reading lessons go. Beebe's First Steps Among Figures for reference. Geography--Enlarge on all local work, whenever your time and the understanding of the pupils will permit. Develop the ideas of location and direction by means of the cardinal points of the compass.
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First Grade Class- A Class
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Reading-- McGuffey's Revised Reader to page 30. Drill in elementary sounds at each lesson. Cancel silent letters on slates and blackboard. Teach all diacritical marks found in reading lessons. Pronounce words at head of lesson and in lesson several times before allowing pupils to study or read. Read yourself and have pupils follow, paying special attention to tones, inflection and expression. Have pupils make very short and simple sentences containing the words in their lessons. See that they read the script as well as the print. Review frequently and have each lesson well read before passing it. Have one or more read the entire lesson at each recitation, sometimes coming forward and facing the class. Arithmetic--All combinations of numbers to 10; no remainders in division. Count by 2's and 3's to 25, beginning with 0,1,2 and 3. Count, read and write numbers to 100. Train to recognize the sum of any two figures at sight, as two letters are recognized in a word. Continue all other work of the B class. Geography--Locate school house and pupils' residences--the name of the street and number of the house to be given. Have the general direction between the two given, by the semi-cardinal points if necessary, and the distances reckoned by blocks. Teach name of the city and draw a map of the school room.
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First Grade- Combined Classes
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Spelling--Spell all words in the lessons, both by sound and by letter, giving special attention to articulation, pronounciation and marks. Have children begin to write words on slates or ruled paper as soon as they are able to do so. Writing--Begin as soon as possible; have pupils copy words from charts or blackboard. Make lines on slates one-eighth of an inch apart for all writing. Write on paper ruled the same, using lead pencils. Begin with very short, simple words that the children can make into sentences. Carefully write each pupil's name and paste it in front of his book, for constant reference. Language--Talk with the pupils about familiar objects in the school room. Read and tell simple stories, and have them reproduced by the children. Require them to answer questions and speak in complete sentences. Encourage them to give the meaning of reading lessons in their own language, and tell what they see in the pictures. Correct all faulty expressions. Teach pupils to recognize capital letters, the period and the question mark. Have them construct short sentences containing words from charts and readers. Drawing--Bartholomew's Tracing Book, No. 1, and Cards No. 1. Dictation exercises. Drawing on blackboards. Oral Instruction--Object lessons, with a view chiefly to the cultivation of perception and expression. Talk about simple and familiar objects of dress, food and furniture, developing facts as to name, production and use. Encourage children to tell what they have learned about such things, leading them into habits of observation and attention. Distinquish the primary colors, and the kinds of lines as to shape. Reference books: Calkins' Primary Object Lessons and Mrs. Mayo's Object lessons. Morals and Manners-- Enforce habits of cleanliness, neatness and obedience to parents. Tell simple stories to illustrate honesty, truthfulness and kindness. Tell what is, and what is not, proper behavior on playground, the street and at home. Teach a few short maxims, have pupils repeat them in concert, and as soon as they are able, print and write them. Use Chowdery's Moral Lessons, and Gow's Morals and Manners, for reference. In this and in all higher grades, it should be constantly borne in mind that true education is character building. Give lessons throughout the entire course of study on the effects of alcohol and narcotics, and cruelty to children and animals. Physical Exercise--Three time daily, or whenever the children are weary or inattentive. Open windows during the exercise; close them immediately afterwards. For illustrations, see Mason's Physical Exercises. Endeavor to infuse animation, to make the children enjoy it. Secure good time in movements. Do not permit noisiness Music--Practice the scale. Teach half a dozen easy and suitable songs. Motion songs recommended. Try to secure correct time and good tone from the first. Fifteen minutes daily. Use Mason's First Music Reader, for reference.
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"Our Schools"
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In an article entitled, "Our Schools" which appeared in Land of Sunshine magazine in 1895 the Los Angeles schools received a very favorable review: "The Los Angeles City course of study is similar to that of the best Eastern Schools. It begins with kindergarten and fits for the university. The City High School is on accredited lists of Berkely and Stanford. Special teachers for physical culture, music, writing, and drawing are employed in public schools. Spanish, French, and German as well as Greek and Latin are taught in High School." (Galpin, Kate Tupper, Land of Sunshine.", Vol. 3: p. 180)
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