Alameda County

History

Past and Present of Alameda County, California - S. J. Clarke Pub. Co., 1914

CHAPTER XVI
EDUCATION

        The first schoolhouse in Oakland was built in July, 1853, on a lot deeded to the town by H. W. Carpentier at Fourth and Clay streets. It was subsequently moved to the corner of West and Seventh streets and was still later used by the colored people as a church. It was the only schoolhouse the town had for nine years. When erected it was referred to as "a substantial, elegant and commodious schoolhouse." In 1862 a large one-story schoolhouse was erected at the corner of Eleventh and Grove streets. Two years later a third building was erected at Fifth and Alice streets. Miss Hannah Jayne opened the first school in 1853 and continued to teach—was the only teacher—until January, 1855, when, two teachers being required, Franklin Warner became principal and Miss Jayne assistant. At first there was but one room and one teacher, but there were ninety pupils enrolled. They continued until February 21, 1856, in a building with two rooms at Fifth and Broadway. They received no pay until later, because Mr. Hogan, the city marshal, decamped with the school funds. In February, 1856, Mr. Warner secured a position in the Oakland College school and there remained until 1860. In 1856 R. A. Morse was employed as a teacher and held forth in the Carpentier schoolhouse. Mr. Goble taught both in 1856 and 1857. In 1860 the pupils became so numerous that a new and larger building was necessary, whereupon the high school block was bought for $900 and a two-room building was erected thereon and was called the Lafayette school. Afterward when the first high school building was erected the old building was called "Little Lafayette." Soon afterward came the Lincoln, Prescott, Cole, Durant, Tompkins and other schools. By 1867 Oakland schools had six teachers who were paid $510 a month. In 1868 school bonds to the amount of $62,000 were issued and much of the money was invested in school sites, a very wise measure. In 1868 there were 547 pupils and in 1873 there were 2,011. In 1878, 4,695 pupils attended the public schools; in 1883, 6,040; in 1888, 6,329; in 1891, 8,071.

        On November 8, 1858, the Oakland Seminary was commenced by Mrs. G. M. Blake in a private parlor on Broadway and Sixth streets, with a class of four young ladies. April 1, 1859, the school required a larger room and was removed to the corner of Broadway and Eighth streets. It remained there until March 1, 1860, when it changed its locality to the corner of Fifth and Jackson streets, where it remained four years. A new building known as the Blake House was commenced on Washington street between Eleventh and Twelfth streets, in June, 1863, and completed on the 24th of October, where the school was permanently established.

        As early as the year 1855 the attention of Alameda was called to the necessity of providing means of education for the children. In 1864 the school district,

which then comprised the whole peninsula, was divided, and the main structure of the Alameda schoolhouse was built by contract for the sum of $2,626, which was raised by a special tax. The furniture was purchased with the proceeds of a festival, given by the ladies of the town, among them being Mrs. Hastings, Mrs. J. N. Webster, Mrs. A. S. Barber, Mrs. Millington, Mrs. Palmer, Mrs. W. B. Clement and others. The old schoolhouse was sold at auction to H. S. Barlow and by him moved to Park street, where it constituted the original Loyal Oak hotel. Later it was occupied as a dwelling.

        In July, 1855, C. C. Breyfogle, the first county superintendent of public instruction, appointed James Millington, E. M. Taft and James T. Stratton, commissioners of Alameda school district. The board organized July 16th and made arrangements for the purchase of a building and lot from A. Schermerhorn, for the sum of $150. On the 27th of the same month Mrs. A. S. Page was engaged to teach the school at a monthly salary of $75 and board. This engagement continued until October 31, when the pay was fixed at $100, without board. On July 21, 1859, W. W. Brier, county superintendent, appointed as trustees C. L. Fitch, Jas. Millington and Dr. Henry Gibbons, who engaged as teacher W. W. Holder, who occupied the position until January 9, 1860, when he was removed and M. A. Lynde substituted. Funds being low, it was found necessary, in order to pay the teacher's salary, to establish rates of tuition, as follows: Children under ten years of age, $1 per month; under fourteen years, $1.50; over fourteen, $2.

        From the organization of the first public school in Oakland in July, 1853, to July, 1865, the census enumeration included children between the ages of four and eighteen. From July, 1865, to July, 1873, from five to fifteen, and from that date to the present, from five to seventeen. In 1883 the schools were as follows:  High, corner Twelfth and Market streets; Prescott, Campbell street, Seward and Taylor; Cole, Tenth street, Union and Poplar; Tompkins, Fifth street, Chestnut and Linden; Lincoln, Alice street, Tenth and Eleventh; Durant, Twenty-eighth street, Grove and West; Franklin, Tenth avenue, East Fifteenth and East Sixteenth streets; Lafayette, Jefferson street, Eleventh and Twelfth; Grove Street, Grove street, Fourth and Fifth; Harrison Street, corner Harrison and Sixth streets; Swett, East Twentieth street, Twelfth and Thirteenth avenues; Court House, corner East Fourteenth street and Twentieth avenue; Lynn, Lynn; Broadway and Twenty-fifth Street, corner Broadway and Twenty-fifth streets; Plymouth Avenue, corner Elm street and Plymouth avenue; Watts' Tract, corner Magnolia and Thirty-second streets; Evening, Ninth street, between Washington and Clay Corner; Carpenter Shop, East Fourteenth street, between Tenth and Eleventh avenues.

        They were erected as follows: High, 1870; Prescott, 1869; Cole, 1877; Tompkins, 1877; Lincoln, 1872; Durant, 1874; Franklin, 1875; Lafayette, 1862; Grove Street, 1869; Harrison Street, 1865.

        The Convent of Our Lady of the Sacred Heart was located in a picturesque position at the head of Lake Merritt, commanding a fine view of the city of Oakland and its environments, including the bay and Golden Gate. This convent was founded by the Sisters of the Holy Names of Jesus and Mary, in 1868, under the patronage of Rev. Father M. King, pastor of St. Mary's Catholic church in Oakland.

        Mills College was founded early in the history of the county and has ever maintained a high rank among the institutions of the United States devoted to the education and culture of women, standing in the same class as Vassar College. There is no higher institution of the kind on the Pacific coast.

        The Oakland high school was organized July 12, 1869, with twenty-nine pupils. The curriculum provided a course in natural science, mathematics, literature and language, requiring three years for its completion. For the first two years the classes were accommodated in the grammar schools, but at the commencement of the third year they were moved to the building at the corner of Central avenue and Market street. At first but one teacher was employed.

                        HIGH SCHOOL STATISTICS

        An evening school was opened in a rented building on Ninth street, between Washington and Clay, on November 8, 1880, with a class of twenty. It increased in numbers during the winter until the average number belonging reached sixty-five, when another class was formed. The attendance in the spring fell off, and the two classes were consolidated. During the school year ending June, 1880, the total number enrolled was 154. The subjects taught were arithmetic, spelling, writing, reading, bookkeeping and grammar. The classes were removed to the high school building May 1, 1881.

        The following is an abstract of the annual report made by Rev. J. D. Strong, on November 23, 1861, to the state superintendent of instruction:

Children from four to eighteen years of age                    1,828

More boys than girls                                                        111

Increase during the year                                                   204

Children under four years                                              1,076

Under twenty-one years                                                2,997

Born in California                                                          1,765

Deaf and dumb                                                                    3

Blind                                                                                   1

Scholars enrolled in the public schools                              772

Average daily attendance                                                 437

Number of schools                                                            22

Teachers employed during the year                                    32

Average number of months the schools are open             7 2/3

Average salary per month                                        $    61.00

School fund received from state                                2,130.00

Received from county                                               5,417.00

Raised in the districts                                                2,324.00

Total expenditure during the year                              9,986.00

Average for each pupil enrolled                                     13.00

        The amount raised in the various districts by voluntary subscription was as follows: Alvarado, $182; Union, $287; Eureka, $228; Lockwood, $200; Centerville, $194; Ocean View, $144; Alviso, $107; Alameda, $106; Mission San Jose, San Lorenzo, Redwood and Temescal, raised less than $100 each, while Murray, Peralta, Edenvale, Oakland and Brooklyn, depended entirely upon the public fund. The amount thus raised by the districts this year was only one-half as large as that raised during the previous year, and the average expenditure per scholar was also less. The Union, Brooklyn, Oakland, Murray and Ocean View schools were maintained ten months or more; the Mission, nine months; the Alvarado, San Lorenzo, Alameda and Murray's Landing, eight months; the Lockwood and Eureka seven months; the Alviso five months, and the Redwood, Temescal and Peralta four months. There were three times as many male teachers as female in the county; the average length of schools was greater in 1861 than the year before, but the average salary paid for teaching was less, and the average attendance of the schools less. All except three or four of the teachers had had from three to twenty-one years' experience in teaching, and nine intended to devote themselves to the profession for life.

        The schoolhouses in the county generally were unfit for use. With three or four exceptions, a humane man would feel that they were scarcely fit to shelter his animals. Too small, badly constructed, worse furnished, and unpleasant in every way, they could not but have a depressing influence over the tastes, feelings and character of the children. Those in Oakland, Brooklyn and Alameda were especially inadequate to meet the wants of the scholars. Oakland and Brooklyn each needed a school building adapted to a graded school. Oakland especially with its 464 children drawing the public money, had not adequate school accommodations for more than thirty scholars. The remaining pupils were practically unprovided for. At the same time that district had more than $1,600 lying idle in the county treasury. The Peralta and bay districts also needed schoolhouses. In addition to the public schools there were nine private schools and colleges in the county with about one hundred and ninety pupils.

        On June 15, 1863, the corner stone of Blake House was laid by Live Oak Lodge of Masons, of which at that time Rev. Dr. Akerly was W. M. It was then the largest and best building in Oakland. It became the Oakland Seminary for Young Ladies. The school from which the seminary took its rise was commenced in Oakland on November 8, 1858, by Mrs. G. M. Blake. She began with a class of four young ladies in a building on the east side of Broadway between Sixth and Seventh streets. The scholars were Hannah Schander, Ida Schander, Susie Staples and Emma Reed. On April 1, 1859, the school was removed to Broadway and Seventh and on March 1, 1860, it was again removed to Fifth and Jackson streets. It there remained until removed to Blake House in 1863. In 1863 the school had sixty-nine pupils. In 1860 Miss Mary A. Shattuck became assistant teacher and in 1862 Mrs. D. G. Huggins also became assistant teacher. Other early instructors in the institution were Mademoiselle Beauchamp, Professor Klingermann, Mrs. S. Watkins and Miss Carrie Stevens.

        The Hopkins Academy was located on a commanding position between Broadway and Telegraph avenue, and was formerly known as the Golden Gate Academy. By a donation from Moses Hopkins, of San Francisco, the institution was placed on a firm financial basis, enabling it to enlarge its sphere of usefulness. The teaching, although unsectarian, was under the supervision of the Congregational denomination. The Rev. H. E. Jewett, of Amherst College was the principal and was aided by an efficient force of assistants.

        The Female College of the Pacific, owed its existence to the efforts of Rev. E. B. Walsworth. During the first years of the institution, Rev. S. S. Harmon and wife had immediate control, and its success and subsequent reputation was in no small degree due to their skill as teachers, and to the efficiency with which they performed the varied duties which devolved upon them. In April, 1864, the Pacific Female College was incorporated. An educational department was opened June 15, 1863, and the existence of the college properly dates from that time.

        The California Institution for the Deaf and Dumb and Blind was founded in San Francisco in 1860 and was then under the auspices of a board of lady managers, presided over by Mrs. P. B. Clark. It was moved to the Kearney farm in Berkeley four miles north of Oakland. The tract consisted of 130 acres.  Clear, pure water was found in the foothills. The ground for the buildings was broken July 29, 1867. The foundation-stone was laid on the 26th of September, with appropriate ceremony. The building was ready for occupation in the fall of 1869. The cost of the structure was $149,000, including the incidental expenses; the land cost $12,100. The San Francisco property put in the market realized $34,000. The school then opened with ninety-six pupils, and under most favorable auspices. The beautiful building was destroyed by fire on the evening of the 17th of January, 1875. Plans for new buildings were prepared and presented to the Legislature which voted $110,000 for the new structures. The following spring foundations were laid and in the fall of 1878 the buildings were occupied. In 1879 a central refectory was erected as part of the plan that looked to devoting separate buildings to separate purposes; cost $35,000.

                                                                            OAKLAND

        In 1874-75, at a time when there were many children in the city who did not have educational privileges, it was suggested and supported by more than one newspaper that the condition could be remedied by teaching part of the children in the forenoon and the other part in the afternoon, the teachers being required to work all day instead of from 9 to 4 o'clock. It was not realized at this time that even the hours from 9 to 4 were sufficient to break down the nervous systems of the hardiest women teachers in ten years. F. M. Campbell, city superintendent of schools, in a long document which was submitted to the board of education proposed (1) that each class in the city be divided into two equal divisions; (2) that one division should be taught from 9 to 12 o'clock, and the other from 1 to 4 o'clock, or from 2 to 5 o'clock; (3) that the divisions change about time of attendance so that all would receive the same treatment; (4) that the wages of the teachers be increased to correspond with the enlarged service. The advantages of this system were alleged to be as follows: (1) There would be twice as many grades and more frequent advancement without increasing the number of school-rooms or the number of teachers; (2) a portion of the time of the children could be devoted to work at home; (3) twice the number of children as at present could be accommodated.

        The system of dividing crowded classes and allowing one-half to attend in the forenoon and the other half in the afternoon, introduced by Superintendent Campbell, met with general favor and was put in successful operation early in 1875. Teachers and parents appeared to be pleased with the change. However, the school board decided not to introduce the change in any class unless it should be needed.           

        Alameda planned a new high school building in 1874. Oakland's debt was mostly due to the construction of many new school buildings called for by the rapid growth of the city. In 1873-74 the number of school children in the county between five and fifteen years was 6,751; enrolled, 4,715; not in any school, 1,505; state apportionment, $19,860; county apportionment, $37,352; city taxes, $35,087; paid teachers' salaries, $80,356; valuation of school property, $261,970; number of schools, 103; average monthly wages paid male teachers, $101; same paid female teachers, $60; average number of months of school, 9.6.

        In the spring of 1875 the Livermore public schools were graded with J. C. Gilson in charge of the upper department and Miss Ada Fulton in charge of the lower. In June, 1875, the county and city school examining boards examined applicants for teachers' certificates in the following. studies: Written grammar, orthography, written arithmetic, history of the United States, theory and practice of teaching, mental arithmetic, geography, physiology, algebra, natural philosophy, penmanship, natural history, reading, vocal music, defining, composition, drawing, Constitution of the United States and of California, school law of California, and oral grammar. A first grade certificate was granted for 85 per cent of these requirements.

        In 1875 W. F. B. Lynch was county superintendent of schools. The state school fund this year amounted to $57,046. There were in the county 7,820 children of school age. Alameda had 498; Oakland, 3,952; Laurel, 328; Livermore, 220; Alvarado, 132; Centerville, 120; Eureka, 141; Fruit Valley, 103; Mission San Jose, 123; Ocean View, 116; Peralta, 168; Pleasanton, 150; San Lorenzo, 391; Temescal, 157; Union, 432; Washington, 132. None of the others had over 100. In all there were 37 districts. Berkeley was yet unknown.

        In 1876 the university, Golden Gate Academy, McClure's Military Academy, Mills Seminary, St. Mary's Academy, Home School for Young Ladies, Mrs. Poston's Seminary, St. Mary's Free School; two kindergartens, Pacific Theological Seminary, Convent of Our Lady of the Sacred Heart were the principal private educational institutions of Oakland.

        The Altamont school was conducted by A. W. McArthur in March, 1877. The schools at Niles and Washington Corners were closed owing to the prevalence of diphtheria. Alvuzo Crawford taught in the Lockwood district. Mrs. L. Hinckly opened the Mowry Landing school in March. At the examination of teachers in March the following secured certificates: Mabel Brett, Mary B. Vose, Gertrude Campbell, Maggie Conners, Mrs. N. B. Kerr, Ninole Strong, E. Griffin, Bertha F. Vollmar, Emma Gracier, Mrs. J. N. Brower, Rhoda L. Tucker, Josephine Ring, Fannie Cullen, Nellie A. Dugan, Clara Thomas, Sarah B. Jenkins. Q. K. Tancy, Percilla L. DeForest, Abbie L. Hyde, Blanche L. Lalande, Harriet A. Buel, Adelaide J. Gracier, Minnie J. Wood, Bertha Kraus, Mrs. Hattie Gould, Lizzie Morris, Clara A. Blinn, M. M. McLean, Fred W. Stowell, Annie R. Wood, W. F. Lynch and Irene E. Anderson. Only three of them secured first grade certificates.

        The great growth of the eastern part of the county was shown by the fact that in 1883 six school districts there were obliged to levy additional taxes with which to enlarge school accommodations. Midway had just completed a new school edifice; Wilson built a little later; Livermore added two more rooms; Pleasanton built a large addition; two other districts in the valley made additions. This year the county board of education passed the following resolution: "That no permanent or temporary certificate be hereafter granted by this board upon a city or county certificate issued either in whole or in part upon a diploma of any normal school or class other than that of the California State Normal schools." The object was to shut out graduates of the alleged "normal class" of San Francisco which was not in reality a normal school and was flooding the country with inferior teachers. At this time Alameda had five institutions of learning with a capacity to accommodate 1,300 pupils, under twenty-six teachers. On the 30th of March, 1872, the board of supervisors ordered that the town election be held May 6, 1872, at which time the first corporate officers were elected, viz.: H. H. Haight, E. B. Mastick, Fritz Boehmer, Jabish Clement, Henry Robinson, board of trustees; Dr. W. P. Gibbons, William Holtz (for three years), Cyrus Wilson, Nathan Porter (for two years), Fred Hess, F. K. Krauth (one year), school directors; Thomas A. Smith, treasurer; E. Minor Smith, assessor. The board of trustees met for organization May 13, 1872. H. H. Haight was elected president.

        The county teachers' institute of October, 1883, was attended by 235 teachers the first day, the total number in the county being 253. County Superintendent Fisher presided. This was an important session. The practical nature of the exercises, their up-to-date character and their breadth and efficiency were immensely valuable. Superintendent Fisher showed by figures that this county was only holding its own in the ratio of census list to school enrollment; that the ratio of daily attendance was increasing; that the attendance at private schools was comparatively on the increase; that a large percentage of children did not attend school at all; that the public schools were being supplied with multiplied conveniences; that teachers were fitting themselves for higher grade work and were better paid; that the length of the terms in the rural districts was increasing.

        The committee appointed by the school board to investigate the subject of industrial education in the public schools, reported late in January, 1884, that while such courses were comparatively new in this country they were old and well known in Germany, France, Switzerland, Austria, Russia and other European countries; that such manual training schools as had been established in the United States were giving satisfaction; that in their opinion the city should start with a workshop at a cost of $800 or $900 for boys and a cooking school for girls at a cost of $850, and that industrial education of the character they had described should be taught in the public schools of Oakland. They recommended that the board employ Miss Ward, lately the assistant of Miss Corson, to give instruction in cooking in at least five of the public schools.

        A meeting of delegates from the boards of education of Oakland, Berkeley, Alameda and Alameda county was held March 15, 1884, in the city hall to consider the subject of text books. It was an executive meeting. All text books were considered seratim and a uniform list was adopted. In May, 1884, the county board of education adopted Bancroft's readers, White's arithmetics and the Eclectic geographies. The school census of June, 1885, gave the following number of children between the ages of seven and seventeen years.

Alameda         1,841           Livermore            597

Berkley             879           Oakland          10,115

Bay                   272           Pleasanton            246

Centerville        194            San Lorenzo         285

Fruitvale            234           Temescal              401

Laurel               535           Union                    679

        The mechanical school was taught as a branch of the Lincoln school under the principalship of T. O. Crawford late in 1884. Already this school was popular and attracted great attention. The work of the boys was not surpassed by that of any shop in the city. The boys themselves took great interest in the innovation. A lesson at hand was in the big Pacific nail factory where skilled labor had to be imported and then made its own terms, among others that apprentices should not be taken. It was concluded that if the trades unions would not let the boys learn and if the industrial owners would not teach them, the government must and should do so. If the government taught the professions, why not the trades, it was asked and not answered. The school was in a long low building with many large windows in the rear of the Lincoln school. It was in charge of J. W. McClymonds and J. Spear and was started in 1885. It gave a two-year term to boys who had passed the high third class. There were two classes each week which were instructed in practical carpenter work. The school was self sustaining from the sale of its products—shelves, step ladders, bookcases, cabinet tables, tool chests, cupboards, etc. Specimens of dovetailing, veneering, squaring, panelling, polishing, lettering, etc., were shown to visitors.

        A meeting of the prominent teachers of the state was held in the north hall of the university in April, 1885, to consider the subject of teaching English and of raising the standard of English scholarship in the future graduates of high schools and the university. Professor Cook presided. There was a large attendance of the best educators of the state, including J. B. McChesney of Oakland; Henry Vight of Berkeley; J. H. Eickhoff of Alameda; D. J. Sullivan of Alameda; J. H. Summer of Oakland; and many of the teachers of the county. The exercises were very thorough and interesting. The amendment to the county government law in 1885 increased the salary of the county superintendent from $2,400 to $3,000 a year. Before the passage of that law the salary was $1,800 but was increased by the law to $2,400 out of which he was required to pay the salary of his assistant.

        The annual county teachers' institute was held at Oakland in August, 1886, Superintendent Fisher presiding. There was a large attendance from all parts of the county. It was announced that during the school year of 1885-86 there had been great educational progress in every township and town. Numerous new school districts had been created and fine school buildings erected. Col. Francis W. Parker delivered a memorable address on "Reading" in which he declared that teaching was the greatest science in the world—one that planted and nurtured all science and knowledge. He said that reading was thinking by means of written or printed words. Mrs. Parker also addressed the institute on the subject of "Articulation." She was a graduate of the Boston School of Oratory. Colonel Parker was the originator of the Quincy method and was a distinguished educator. The institute adopted the following resolution: "That our schools would be more thoroughly and economically taught with less labor to both pupils and teachers, if in all grades above the seventh, subjects were assigned to teachers instead of teachers to subjects."

        The new California Baptist College at Highland Park was dedicated October 6th. It was located on a twelve-acre plot at Fourteenth and East Twenty seventh streets and the Vallecitos place. The building was called Mary Stuart Hall. The exercises were conducted by Dr. E. H. Gray of Oakland. Addresses were delivered by Dr. Gray, Rev. S. B. Morse, Rev. J. H. Garrett, B. C. Wright, Dr. A. B. Stuart, Rev. A. W. Runyan, Rev. F. S. Lawrence, Rev. B. Spencer, Judge Reynolds, Professor Jewett, Mrs. Dr. Kellogg, Miss Perry, principal of the school.

        In August, 1888, Oakland employed 159 teachers, Alameda 31, Berkeley 15, Union 11, Laurel 9, Livermore 9, Temescal 7, Bay 5, Pleasanton 4, San Lorenzo 4, Centerville 4, Fruitvale 4, Alvarado 3, Mission San Jose 3, Peralta 3, Washington Corners 3.

        The Alameda county teachers' institute met at Hamilton hall on March 27th and was called to order by County Superintendent P. M. Fisher. There was a very large attendance, nearly every teacher in the county (275) answering to the roll call. This was the first session for eighteen months. The resolutions adopted by the institute favored a reduction in the time allotted to arithmetic in the primary and grammar grades and an increase in the time given to mental arithmetic; advocated a broad and liberal education for all; declared the teachers who patronized saloons should be discharged; advised the teachers of the county to do all in their power to further the success of the National Educational Association which was to meet in San Francisco in July, 1888.

        The National Educational Association held its annual meeting in Mechanic's Pavilion, San Francisco, in July. Many teachers from all parts of the country were entertained in Oakland homes and were given a public reception at the board of trade rooms which were beautifully decorated for the purpose. Nearly 200 of the best singers of Oakland participated in the grand concert at Mechanic's Pavilion. The county teachers' Institute met in convention for the express purpose of entertaining the visitors. They gave a formal reception at Pioneer building on July 17th. The board of education and Superintendent Campbell had decided to make an exhibit of the work of the Oakland schools at the meeting of the National Educational Association in July. An exhibition of penmanship, drawing, written arithmetic, language, grammar, composition, collections of insects, plants, etc., was made.

        By school census the number of children of school age in Oakland in 1880 was 8,108 and in 1890 was 11,854. The enrollment was 5,692 in 1880 and 7,820 in 1890. In 1891 the same rooms were used twice each day in the Lafayette, Cole and Clawson schools—four rooms in each aggregating 810 pupils. Classes were held from 9 A. M. and then others from, 1 P. M. to 5 P. M. There was serious objection to this arrangement, but it was only temporary and was abandoned when other houses were erected.

        The corner-stone of the fine new schoolhouse in Pleasanton was laid in April, 1889. Five hundred people of the southern portion of the county witnessed the ceremonies. The house was two stories high and had eight rooms. The stone was donated by County Superintendent Fisher and came from the sandstone quarry of William Farwell in the Niles canyon. Mr. Fisher presented the stone to Masonic Lodge No. 218, A. F. & A. M., which conducted the ceremonies. The Murray township school union was designed to improve the conditions surrounding the country schools and render them more efficient. Visiting committees suggested improvements in teaching and management. They held annual picnics in May. In 1889 over 800 school children enjoyed this picnic at Tretzel's grove in Arroyo Valle a short distance south of Livermore. There were running races for boys and girls, putting weights, bars and sledges, jumping and ball playing. On the grounds were 2,500 people.

        At the election of city superintendent of schools of Oakland in April, 1889, there were three candidates—the incumbent, Fred M. Campbell, T. O. Crawford and Mrs. R. R. Johnston. At the first vote Campbell received five votes, Crawford five and Mrs. Johnston one. J. W. McClymonds was then placed in nomination.

The next vote stood Campbell five, McClymonds six. The latter who was principal of the Lincoln school was thus elected. For twenty-five years Mr. Campbell had been connected with the Oakland schools and had done more than any other person to make them the pride of the whole state. He was known over the whole country as a brilliant and advanced instructor and originator of better teaching methods and programs. Recently he had served as chairman of the session of the department of superintendence at Washington, D. C. He was president of the National Educational Association in 1888. As such he received glowing praise from eastern educational critics. It was politics that caused his dismissal. The county board of education in 1889 decided to have no examinations in entomology, geography, history and music in any grade during the year.

        Early in 1890 Superintendent Fisher notified the teachers throughout the county that they must give a short course on entomology in their schools. He told them to study "Cooke's Insects, Injurious and Beneficial" and to seek practical hints in the neighboring orchards. In town the different pests were to be taken up and studied—codling moth, tent caterpillar, San Jose scale, canker worm, aphides, weevil, phylloxera, bees, etc.

        In 1890 the trustees of Rosedale, San Lorenzo and Alviso school districts voted special school taxes in their respective school districts—Rosedale, $300; San Lorenzo, $1,000; Alviso, $900. The county board ordered these levies, together with sufficient amounts additional to pay the interest. Emery, Hays, Lorin, Peralta, Pleasanton, Sunol, Glen, Temescal and Warm Springs also called for special school tax at this date. Improved schoolhouses and facilities were being provided for in all districts of the county. The Oakland school board at this time found grievous fault with the city council for appropriating $11,500 for wharf improvements, $18,000 for the Fifteenth street engine house and $3,000 for the improvement of Independence square instead of appropriating a sufficient amount for increased high school rooms and facilities.

        In 1890 Alameda county had a total of 22,978 children of school age, of whom 5,114 did not attend any school, public or private. The average daily attendance was 11,964, not including private and parochial schools. The county had three high schools teaching 742 pupils—more than any other county except San Francisco. This county was woefully behind in the matter of school buildings. It did not have a single brick or stone school structure. Other counties had many. The average number of months per year that school was taught was 94. The average salary paid to male teachers was $104 per month and to female teachers, $72.

        In 1890-91 the Legislature passed an act for the establishment of union high schools in the state. No sooner had this act become operative then County Superintendent George Frick was besieged with applications from all parts of the county from both taxpayers and teachers who desired to establish high schools under the new law. The residents of East Murray township met and petitioned for such a school and an election to determine the matter was ordered. The law provided that any city or incorporated town having 1,500 or more population could secure such an institution.

        In January, 1891, about 130 resident pupils of Oakland applied for admission to the high school and could not be received owing to lack of room. It was proposed to obviate the difficulty by having their junior classes each to skip a day so that each would lose one day in three. The day thus gained was to be given to the new pupils. There was imperative demand late in 1891 that the school facilities of Oakland should be vastly improved without delay. Mayor Chapman stated publicly that the following needs should be at once supplied by the issuance of bonds:

        By the last of February, 1892, the crowded condition of the Oakland schools had become a veritable blockade. Children were turned away from every school. Superintendent McClymonds said that in January, 1892, the attendance at the schools was much reduced on account of measles, diphtheria and scarlet fever and that in February when they had in a measure recovered the overflow of the schools was as follows:

Lafayette           446            Cole           533

Grove                 30             Tompkins     50

Harrison           118              Prescott     220

Garfield            110              Lincoln       172

Franklin            128             Clawson     140

Durant              150

Total               2,097

        The total meant that there were that many pupils who were unable to get proper school accommodations, many in fact being prevented from attendance at all. At the Swett, High and Grant schools there was no overcrowding. This overflow was true, in spite of the fact that in 1891 additions had been built to the Garfield, Durant and Franklin schools. Five years before 1891 the Harrison schoolhouse was put in condition for one year's service, but was used for five years.

        A large mass meeting of the citizens of Alameda met on March 31, 1891, to listen to the discussion concerning the discipline in the public schools, which had been publicly and severely attacked by A. J. Leonard. He charged crowded rooms, and disobedience, violent acts of pupils when at school and such a lack of discipline as to destroy in a large measure the efficiency of the schools. He was supported by C. W. Bronson, D. Tietemann and Mr. Cunningham. Superintendent Sullivan defended the teachers and schools. He declared that teachers should not be held responsible for the lack of home training; that if the children were bad the cause would be found in the homes, that the schools were not reformatory institutions, that he could say unpleasant things about certain children and that the crowded condition of the rooms partly caused the disorder complained of.

        The trustees of the Livermore high school (a township institution) in July, 1891, were F. R. Fassett, Fred Hartman, J. C. Martin, Al. Clark, J. L. Banggs, A. Fuchs and J. G. Young; the latter was chairman. They concluded to open the high school in the public school building at Livermore. The salary of the principal was fixed at $150 per month. E. H. Walker was elected principal of the high and grammar schools. Mr. Frick the new county superintendent in 1891, received a salary of $4,500, out of which he was required to pay his deputy. Principal Markham of Haywards schools was elected to the principalship of the Tompkins school in Oakland.

        The county teachers' institute assembled in Hamilton hall on September 16, 1891, and was called to order by County Superintendent George W. Frick. There was a large attendance of teachers from all parts of the county. David Starr Jordan lectured before the institute on the "Passion Play," which he had witnessed a short time before at Oberammergau. This was one of the most interesting and instructive sessions ever held. Mr. Frick reported to the county board on September 27, 1891, that the union high school proposal in the southern part of the county would need $1,800 for the balance of the school year. The proposed district embraced Alviso, Centerville, Decoto, Lincoln, Mission San Jose, Mowrys, Newark, Niles, Rosedale, Sheridan, Warm Springs and Washington.

        In 1895 the children of Oakland public schools were taught for the first time to make public recognition of the patriotism embodied in the name and memory of George Washington by parading through the streets under the flag which he established. In all the schools the significance of the February 22d anniversary was fully explained in a degree of prominence never before attempted here. Thousands of children were in the parade and listened to patriotic addresses and teachings.

        The high school alumni was organized in 1895 at Oakland. A committee of forty persons was appointed by Principal McChesney to carry the organization into effect. Fred L. Button was elected president of the Alumni Association. In September, 1896, the Union high school at Livermore opened with a total of forty-four students, which number was later increased to nearly sixty. Principal Connel was in charge of the school.

        In October the teachers' institute held an important session in the high school building, Oakland. There was a large attendance of teachers from all parts of the county. Professors Greggs of Stanford University and Bailey of the University of California delivered strong and instructive addresses.

        In January the California Teachers' Association met in the High School building, Oakland. Many women were present. The attendance was large and enthusiastic. Spirited discussions of instruction methods and important papers enlivened the order of exercise.

        In 1897 there was started a movement to pension J. C. Pelton, who was one of the fathers of the public school system in California. After many years of self-sacrificing devotion to the cause of education he had become poor and largely helpless, and depended upon the sale of his poetic production by his two little girls for a livelihood. They sold his books on the ferry boats that plied across the bay.

        In 1900 citizens of Berkeley provided for the construction of a new high school building, but the board of education did not feel able to provide the school with books. This fact caused the alumni of the school to give it the nucleus of a library. The sum of $500 was needed with which to accomplish this object. In order to raise this amount the Alumni Association presented two plays, "The First Time" and "The Spy."

        The county institute met at Oakland in October, 1900, with Mr. McClymonds presiding. The principal speaker on the first day was President D. S. Jordan of Stanford university, who addressed the teachers on the subject of "China." The session was devoted to the consideration of broad educational subjects.

        In 1901 the report of T. O. Crawford, county school superintendent, showed that the total receipts for the fiscal year were$681,475, and the total expenses $569,723. The state census showed 31,940 children of school age in the county, of which number 22,586 were enrolled. There were 302 teachers in the primary and grammar grades. There was a deficit of $17,104 in the Oakland high school. There were 1,731 pupils in private schools.

        The Associated Kindergartens of Oakland, during the holidays of 1902, gave a large benefit in Woodman hall and cleared several hundred dollars. The work of this organization was very important at this time. The Oakland Central kindergarten was the second here and was established in the Bible class of Mrs. P. D. Browne of the First Presbyterian church in 1880. Miss Houseman had charge of the school near the foot of Broadway. Miss Anita de Laguna was her assistant. F. M. Smith and wife gave free the use of their beautiful grounds for the annual fete. In 1902 Mrs. F. M. Smith was president of the Associated Kindergartens of Oakland.

        In 1906 it became manifest that the board of education, sooner or later would be compelled to furnish separate schools for the Orientals—Chinese, Japanese, Coreans, etc. In October the Harrison Street school in particular was filled with Oriental children, who were in a majority there. The Manual Training and Commercial high school was formerly known as the Polytechnic high.

        In August, 1906, the school bond proposition carried—but by a remarkably small vote―792 in the whole city. The amount of bonds was $280,000. The report of the Teachers' Annuity and Retirement Fund Association of this county made the following showing in July, 1905: Amount paid in by subscribers, $12,849.50; interest on deposits, $845.75; amount paid out, $5,505.11. Original number of subscribers was 228; present number 80.

        At the close of 1907 every hamlet and settled section in the county was provided with a good school, with capable teachers and all necessary apparatus and equipment. Over $1,500,000 was spent upon the county schools this year and the great increase in population was sufficient proof that still greater expense would be required in coming years. George W. Frick was county superintendent. Haywards had a splendid modern school building; so did San Leandro, Livermore, Centerville and others. There were eight high schools in the county at this time—one in Berkeley, one in Alameda, two in Oakland, one each at Livermore, Centerville, Haywards and Melrose. The attendance was 2,565. The average daily attendance in the grammar schools in 1906 was 20,386, and in 1907, 22,900; total number of teachers in 1906, 740; in 1907, 814. Total amount received from all sources for the support of public schools-1906, $1,697,195; 1907, $1,798,009. The Alameda county teachers' institute and retirement fund was sustained by voluntary assessment of its members and was intended for the support of retired teachers.

        There were few school systems in the country in 1907 that possessed playgrounds for children. Within three years thereafter the playground movement had swept the country and over four hundred cities owned such additions to educational advancement. Oakland and Alameda possessed them in 1910, but not yet Berkeley. Play supervision accomplished wonders by excluding undesirables and systematizing exercises. The first playground movements in Oakland were experiments at the Prescott and Tompkins schools in 1909. There was an enormous attendance and in October the city council appropriated $10,000 for the use of the playground commission. Soon another playground was established at Bushrod park and covered 300 square feet. In 1910 the DeFremery grounds at Sixteenth and Poplar streets were opened, and soon afterward another at the Garfield school. Outdoor games and dances were popular. At this time, 1910, the playground tracts were Bay View, Peralta, Bushrod, DeFremery and San Antonio.

        Among the most prominent private schools of the county in 1908 were the Horton School, Anderson's Academy at Irvington, Miss Head's School, Notre Dame Academy, St. Joseph's Academy, Miss Randolph's School, St. Mary's College and Berkeley Preparatory School. This year Berkeley had the university, Home of the Deaf, Dumb and Blind, seventeen primary and grammar schools, a high school and seven private schools. At the close of 1910 there were thirty-seven separate public school buildings in Oakland with many more planned for the immediate future. The total investment in these properties was $3,245,000. There were 518 instructors and nearly twenty thousand scholars.

        During the year 1913 fourteen new school houses were commenced in Oakland —all on fireproof and earthquake-proof lines. Every modern accessory was involved in the plans, which embraced modern systems of ventilation, sanitation and convenience, assembly halls, moving picture rooms, clubrooms, libraries, kindergartens, hospital rooms, pith baths, principal's suite, teachers' lunch and rest rooms, toilet rooms, children's lunch rooms, manual training rooms, domestic art and science rooms and kitchens, conservatories, etc. The schoolhouses under way were named Allendale, Cole, Cleveland, Claremont, Dewey, Durant, Emerson, Lakeview, Lazear, Lockwood, Longfellow, McChesney, Santa Fe, Washington, Fremont High and Manual Training and Commercial High.

        This county has ever been one of the most liberal in the state in promoting the highest efficiency of its schools. There are in Alameda county forty-three separate school districts exclusive of those in the cities. All have modern buildings and equipment, competent teachers and patrons who have education and culture and are willing to pay the price for efficient schools. The so-called country schools are governed by boards of trustees and all are under the supervision of the county superintendent. The sum of $1,562,804 was spent on the county schools in 1913. There were employed 1,159 teachers, of whom 210 occupied positions in the high schools and seven in the kindergartens. The enrollment in the high schools was 5,323 and in the grammar schools 35,999.

        The convention of the Bay section of the California Teachers' Association assembled in Oakland early in January, 1914. The county teachers' institute was in session at the same time and the two bodies joined in the discussion of educational problems. All agreed to unite in an effort to secure for 1915 the annual convention of the National Teachers' Association or an International Congress of Education.

UNIVERSITY OF CALIFORNIA

        Three separate movements combined for the establishment of the University of California: (1) Private initiative; (2) State legislation, and (3) Federal action. In 1853 Rev. Henry Durant, a native of Massachusetts and a graduate of Yale College, came west with the purpose of founding a university fully formed in his mind. In that year, under the auspices of the Presbytery of San Francisco and of the Congregational Association of California, Mr. Durant opened the "Contra Costa Academy" in Oakland. The name was shortly afterwards changed to "College School," in order to signify that the undertaking was only preparatory to the projected college. That institution was incorporated in 1855 under the name of the "College of California." A suitable site had already been secured in Oakland. Rev. Samuel H. Willey, a graduate of Dartmouth College, who had come to California in 1849, and had constantly agitated the subject of founding a college, was appointed vice president. No president was selected for some time. In 1859 three professors, Henry Durant, Martin Kellogg, and I. H. Brayton, together with three instructors, were chosen as the faculty of the college, and in 1860 instruction was formally begun with a freshman class of eight students. Classes were graduated from 1864 to 1869, inclusive.

        In 1856 a tract of 160 acres, five miles north of Oakland, was selected as the permanent home of the college. In 1860 this spot was formally dedicated to the purposes of education; and in 1866, on the suggestion of a member of the board of trustees, Frederick Billings, the name of Berkeley was given to the townsite.

The Constitution of 1849 placed at the disposal of the Legislature: (1) the 500,000 acres of land, which had been granted by Congress for the purposes of internal improvement, and devoted by the Constitution of California to the cause of common school education; (2) all escheated estates; (3) the sixteenth and thirty-sixth sections of land, granted by Congress, and constituting one-eighteenth portion of all the soil of the state. The Constitution required that these benefactions should remain a perpetual fund to be "inviolably appropriated to the support of common schools throughout the state." It furthermore provided (4) that "the Legislature should take measures for the protection, improvement or other disposition" of lands already given, or thereafter to be given, by the United States or by individuals for the use of the university, that the proceeds of such lands, as of all other sources of revenue, should "remain a permanent fund," the income thereof to be "applied to the support of the university, for the promotion of literature, the arts and sciences;" and that it should be "the duty of the Legislature, as soon as may be, to provide effectual means for the improvement and permanent security of the funds of the university." Previous to 1868 the matter of establishing the University of California in one form or another was constantly agitated. In 1853 Congress gave to the state 46,080 acres of land for a "seminary of learning." In 1862 the Morrill Act granted to the several states a quantity of public land, the interest on the proceeds of which should be "inviolably appropriated, by each state which may take and claim the benefit of this act, to the endowment support and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the several states may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life." The apportionment of this grant for California was 150,000 acres. In order to secure the endowment, an act was passed by the Legislature in 1866 to establish an agricultural, mining and mechanical arts college, and to provide a board of directors therefor. The directors provisionally selected a site of 160 acres a little to the north of the Berkeley grounds of the College of California.

        During the year 1867 a group of men, deeply interested in the intellectual advancement of California, including Rev. Dr. Horatio Stebbins, Prof. Henry Durant, Gov. F. F. Low, John W. Dwinelle and John B. Felton, sought to secure the establishment of an institution of broader scope than the projected State College of Agriculture, Mining and Mechanical Arts. Their efforts resulted in the generous offer to the state on the part of the College of California of its property in Oakland and its grounds in Berkeley on condition that the state should "forthwith organize and put into operation upon the site at Berkeley a University of California, which shall include a college of mines, a college of civil engineering, a college of mechanics, a college of agriculture, an academical college, all of the same grade and with courses of instruction at least equal to those of eastern colleges and universities." The directors of the state college agreed to this proposal and recommended to the Legislature its acceptance. The Legislature accordingly passed an act organizing the University of California, which was signed by Gov. H. H. Haight on March 23, 1868.

        The organic act, or charter, declared that the university was "created pursuant to the requirements of the constitution, and in order to devote to the largest purpose of education the benefaction" of the Congressional land grant of 1862. It "shall be called the University of California and shall be located on the grounds donated to the state by the College of California." It "shall have for its design to provide instruction and complete education in all the departments of science, literature, art, industrial 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, medicine and commerce."

        In reference to the Congressional grant, the charter said: "The board of regents shall always bear in mind that the college of agriculture and the college of mechanic arts are an especial object of their care and superintendence, and that they shall be considered and treated as entitled primarily to the use of the funds donated for their establishment and maintenance by the act of Congress.'' In reference to the conveyance by the College of California, it said: "The board of regents, having in regard the donation already made to the state by the president and board of trustees of the College of California, and their proposition to surrender all their property to the state for the benefit of the state university, and to become disincorporated and go out of existence as soon as the state shall organize the university by adding a classical course to the college of arts, shall, as soon as they deem it practicable, establish a college of letters. The college of letters shall be coexistent with the college of arts, and shall embrace a liberal course of instruction in languages, literature, and philosophy, together with such courses or parts of courses in the college of arts as the authorities of the university shall prescribe." The past graduates of the College of California were to rank in all respects as graduates of the university.

        In 1869 the College of California discontinued its work of instruction and gave place to the new university, which opened its doors on September 23d. During the construction of buildings at Berkeley the university occupied the college halls in Oakland. On July 16, 1873, the commencement exercises were held at Berkeley and the university took formal possession of its new home.

        The first appointees to the faculty included Prof. Martin Kellogg, John Le Conte, and Joseph Le Conte. The first appointee to the presidency was Prof. Henry Durant. When in 1872, he resigned, owing to failing health, he was succeeded by President Daniel Coit Gilman. In 1869 the Legislature directed that no admission or tuition fees should be charged, and in 1870 that the university should be opened to women on terms of equality with men.

        This latter legislative provision was re-enforced in 1879 by the express Constitution declaration that "no person shall be debarred admission to any of the collegiate departments of the university on account of sex."

        President Gilman resigned in 1875 to accept the presidency of the new Johns Hopkins University in Baltimore. He was followed by John Le Conte, who served until 1881, when William T. Reid was elected to the position and served until 1885. Edward S. Holden was then elected, with the understanding that he was to fill the presidency only until the completion of the Lick Observatory, when he was to assume the position of its director. Accordingly he retired in 1888 and was succeeded by Horace Davis, who served for two years. Thereafter Martin Kellogg was acting president until, in 1893, he was formally appointed to the office. Upon his resignation in 1899 he was succeeded by President Benjamin Ide Wheeler.

        Prior to 1887 the university depended for its revenue upon the income from its invested funds and upon biennial appropriations by the Legislature. Its invested capital consisted of money derived from the sale of seventy-two sections of land for a seminary of learning and ten sections for public buildings, both granted by Congress in 1853; from the sale of 150,000 acres granted under the Morrill Act of 1862; from the sale of salt and marsh lands granted by the Legislature; and from the sale of the College of California property in Oakland. In 1887 the state Legislature rendered the income of the university more secure and permanent by providing for the annual levy of an ad valorem tax of one cent on each $100 of the taxable property of the state. In 1897 the resources were further enlarged by a second act of the Legislature, providing for the levy of an additional one cent on each $100, and in 1909, a "three cent tax" was established by the Legislature. In 1911, as an incident of an amendment to the Constitution, which reorganized the tax system of the state, the Legislature substituted for the "three cent tax" a bill appropriating for university support the sum of $760,770 for the year ending June 30, 1912, with provision for a regular increase of 7 per cent, per annum in this appropriation for three years thereafter, or until June 30, 1915.

        In the early years of its history many attempts were made to segregate the departments of the university, especially to set the college of agriculture off by itself, and many efforts were made to change the character of the governing body. In 1879 this agitation was put to rest by the Constitutional convention, which inserted in the fundamental law of the state the declaration that "the University of California shall constitute a public trust, and its organization and government shall be perpetually continued in the form and character prescribed in the organic act creating the same, passed March 23, 1868, and the several acts amendatory thereof, subject only to such legislative control as may be necessary to insure compliance with the terms of its endowments and the proper investment of its funds."

        In 1896 a proposition looking to a general building scheme was made by B. R. Maybeck, instructor in architectural drawing, and was introduced in the board of regents and fostered there by Regent J. B. Reinstein. The board voted to have prepared a program "for a permanent and comprehensive plan to be open to general competition for a system of buildings to be erected on the grounds of the University of California at Berkeley." Before this resolve had been put into effective operation it came to the notice of Mrs. Phoebe A. Hearst, who was then considering the erection of a building at the university in memory of her husband, the late Senator George Hearst. Accordingly, Mrs. Hearst at once wrote to the board expressing her desire to promote the proposed competition and to defray all the expenses thereof. This offer was gratefully accepted.

        Two competitions were held, a preliminary one at Antwerp, and a final one at San Francisco. The preliminary competition opened January 15th and closed July 1, 1898. Of 105 plans presented eleven were selected by the jury for the final contest. The second contest, in San Francisco, resulted in the award of first prize to M. Emile Benard of Paris; second prize, Messrs. Howells, Stokes and Hornbostel of New York; third prize, Messrs. D. Despradelle and Stephen Codman of Boston; fourth prize, Messrs. Howard and Cauldwell of New York; fifth prize, Messrs. Lord, Hewlett and Hull of New York.

        To adapt and carry out the Benard plan the board of regents appointed John Galen Howard supervising architect of the university. The first structure completed in execution of this plan was the Greek theater, the gift of Mr. William Randolph Hearst. The Greek theater is an open-air auditorium of unique beauty, lying in the hollow of the hills and surrounded by trees. It is used for great university occasions, and for musical and dramatic representations. The second building to be completed in accordance with the Hearst plans was California hall, a solid granite structure, erected through appropriations made by the State Legislature. The third building in this scheme is the Hearst Memorial Mining building, the cornerstone of which was laid on November 19, 1902, and the formal opening celebrated on August 25, 1907. A fourth building, the University Library, provision for which was made in the will of the late Charles Franklin Doe of San Francisco, was first occupied in June, 1911. The Boalt Memorial Hall of Law, the fifth building of the series was formally opened on April 28, 1911. This building is the gift of Mrs. Elizabeth Boalt, in memory of her husband, the late John H. Boalt of San Francisco. The Hall of Agriculture, the sixth building of the series, was dedicated in November, 1912. The Sather gate and bridge at the Telegraph avenue entrance to the campus, provided by the generosity of Mrs. Jane K. Sather, as a memorial to her husband, Peder Sather, was completed in 1910. As a memorial to Mrs. Sather, herself, the Jane K. Sather Campanile, a bell tower of white granite and marble, 300 feet in height, is being erected. The cost, $200,000, together with $25,000 for "the Sather bells," was provided for by Mrs. Sather. A president's house and central heating station have likewise been erected.

        Beginning in 1891 the university has constantly aimed to extend the benefits of its instruction in agriculture farther and farther beyond its own confines. In the year named the custom of holding farmers' institutes throughout the state was begun. So important had this work become that, in 1897, a new department was created, a department of university extension in agriculture. Through these institutes, through bulletins, and through professional visits to farm, garden, orchard, and vineyard, the university constantly stands ready to render aid, advice and instruction to relieve agricultural emergencies and solve agricultural problems in the state. The acquisition of the farm of 779 acres at Davis, Yolo county, has greatly enlarged the scope of the university's work in agriculture.

        The project of accrediting high schools to the university was put into operation in 1884. The main purpose of this movement was, from the first, to aid in unifying the whole system of secondary and higher education throughout the state. Success has in large measure been achieved in this direction, and the work of more thorough coordination has penetrated into the elementary schools. From the small number of three accredited high schools in 1884 the list has grown until in 1912 the number was 203, including 172 public and 31 private schools.

        Connected with this accrediting system is the university's work as a training school for prospective teachers. By a law of the state, boards of education and examination have authority to issue teachers' certificates of high school grade to graduates of the university who are recommended by the faculty. Within the past few years the standard of preparation of graduate instruction, partly of classroom work and partly of practice teaching, is exacted before a certificate is issued.

        University extension lectures were begun in 1891 and continued through succeeding years with increasing encouragement until 1902, when a department of university extension was expressly organized. This department has established centers of extension work in various parts of the state. A corps of instructors has been appointed, whose duties are entirely or mainly devoted to the extension field. Summer schools in several departments were annually held for a number of years up to 1899, when the work was systematically organized and a summer school of general scope was for the first time held. It has met a great public demand and has been largely attended, not only by teachers of California, but by special students from all parts of the country. A marked feature of the summer sessions at Berkeley, and an important element of the university's policy in that regard, is the presence as lecturers of leading men from the eastern and European universities.

        The University of California is an integral part of the public educational system of the state. As such it completes the work begun in the public schools. Through aid from the state and the United States, and by private gifts, it furnishes facilities for instruction in literature and in science, and in the professions of art, law, medicine, dentistry and pharmacy. In the colleges of letters, social sciences, natural sciences, commerce, agriculture, mechanics, mining, civil engineering and chemistry, these privileges are offered without charge for tuition, to all residents of California who are qualified for admission. Non-residents of California are charged a tuition fee of $10 each half year. In the professional colleges, except that of law, tuition fees are charged. The constitution of the state provides for the perpetuation of the university, with all its departments. The government of the University of California is intrusted to a corporation styled The Regents of the University of California, consisting of the Governor, the Lieutenant-Governor, the Speaker of the Assembly, the State Superintendent of Public Instruction, the president of the State Board of Agriculture, the president of the Mechanics' Institute of San Francisco, and the president of the university, as members ex-officio, and sixteen other regents appointed by the Governor and approved by the Senate. To this corporation the state has committed the administration of the university, including management of the finances, care of property, appointment of teachers, and determination of the internal organization in all particulars not fixed by law.

        The instruction and government of the students are intrusted to the faculties of the several colleges and to the academic senate. The faculty of each college consists of the president of the university and those professors and instructors, and only those, whose departments are represented in it by required or elective studies. The academic senate consists of the members of the faculties and the instructors of the university, the president and professors alone having the right to vote in its transactions. It has created certain standing committees, among which are: (1) the academic council, composed of the president and the professors, lecturers and instructors in the academic colleges ; (2) the university council, composed of the president of the university, five members of the joint faculties of letters, social sciences and natural sciences, one member from each of the faculties of commerce, agriculture, chemistry, mining, civil engineering, mechanics, one member of the Lick astronomical department, two members of each of the faculties of law, medicine, dentistry, pharmacy and art, the dean of the faculties, and the dean of the graduate school.

        The endowments on which the academic colleges and the Lick Observatory have been founded and maintained are the following: 1. The seminary fund and public building fund, granted to the state by Congress. 2. The property received from the College of California, including the site at Berkeley. 3. The fund derived from the Congressional land grant of July 2, 1862. 4. The tideland fund, appropriated by the state. 5. Various appropriations by the state legislature for specified purposes. 6. The state university fund, which is a temporary substitute for a tax of three cents on each $100 of assessed valuation, to yield $760,770 for the year ending June 30, 1912, with provision for an increase of 7 per cent each year until the year ending June 30, 1915, for which year the income will be $931,974. 7. The endowment fund of the Lick astronomical department. 8. The United States experiment station (Hatch) fund of $15,000 a year. 9. The United States experiment station (Adams) fund of $15,000 a year. 10. The Morrill College aid fund of $50,000 a year. 11. The gifts of individuals. The total endowment of the University of California at June 30, 1912, was $4,353,574.43, the income earned by this endowment for the year 1911-12, $237,975.71. The San Francisco Institute of Art and the California College of Pharmacy are supported by fees from students. The Hastings College of the Law has a separate endowment.

        There are established at Berkeley nine colleges, in each of which there is an undergraduate curriculum of four years, leading directly to a corresponding degree, namely: The college of letters ; the college of social sciences; the college of natural sciences; the college of commerce; the college of agriculture; the college of mechanics—(1) in mechanical engineering, or (2) in electrical engineering; the college of mining; the college of civil engineering—(1) in railroad engineering, or (2) in sanitary engineering, or (3) in irrigation engineering; the college of chemistry. In the colleges of mechanics, mining, civil engineering and chemistry there are also courses of five years, leading, as do the four-year courses, to the degree of Bachelor of Science, but providing a broader cultural and professional training than is possible in the four-year courses.

        In the five-year course in mining, provision is made for specialization, either in (1) mining engineering, or (2) metallurgy, or (3) geology.

        At Berkeley are the schools of architecture, education and jurisprudence. The work of the first two years of the college of medicine is given at Berkeley; the work of the last two years is given at the San Francisco department of the college of medicine, in San Francisco, or at the Los Angeles department in Los Angeles. There are permitted, in addition, courses at large and practical courses, not leading directly to any degree, but through each of which, by compliance with the conditions upon which it is conferred, a degree is possibly obtainable.

        Higher instruction, leading to the degree of Master of Arts (with the corresponding degrees in letters, sciences and engineering, doctor of philosophy, juris doctor, mechanical engineer, civil engineer, mining engineer, etc.) is offered by the University of California to graduates of any recognized college or university. If the preliminary training of such students has not been sufficient to qualify them for strictly graduate work, they will be admitted to such under­graduate courses, in the department in which they expect to study, as may be suited to their needs. The university library contains about two hundred and sixty-five thousand volumes, not including the material contained in the Bancroft collection. The library is admirably adapted, so far as its extent allows, for purposes of advanced study and research. The laboratories are extensive and well-equipped, and every facility is afforded for work in the higher lines of pure and applied science. Professional training for students who desire to teach is offered by the university through the department of education and other departments that offer special teachers' courses.

        The department of university extension was organized during the year 1902-03 to carry on, as the work of a separate department of the university, extension courses in different parts of the State of California. Courses of university extension lectures with classes for study in connection with the lectures, were given wherever university extension centers were organized, and the control and selection of such courses were left entirely to the committees of the various local centers. Each course consisted of twelve lectures delivered at fortnightly intervals on days and in places chosen by the local committees, and university credit was given for regular examinations for work done in the university extension classes. University extension traveling libraries, containing several copies of the books needed for study in connection with the lectures and classes, were sent to the local centers, and for courses in which they were needed lantern slides and other illustrative material were supplied. Under this plan several university extension centers were organized and successfully maintained.

        In 1913 the department of university extension was reorganized under the name of the university extension division, which includes a department of instruction and a department of public service. In the department of instruction university extension lectures are delivered upon the same plan as that previously followed, with the exception that lecture courses are also formed for regular class instruction. Special attention is devoted to correspondence instruction.

        The general library, housed in the newly completed building made possible by the bequest of the late Charles F. Doe, now contains about two hundred and sixty-five thousand volumes. It is constantly augmented by donations and exchange, and by large purchases of books with the income from the Michael Reese, Jane K. Sather, E. A. Denicke and other funds. The extensive Bancroft collection of manuscripts and books relating to Pacific Coast history is in process of arrangement for use by historical students. The major portion of the manuscripts has been calendared. The resources of the library are supplemented by borrowings from other libraries; and, similarly, the library lends its books, under proper regulations, to other institutions. The various departments of instruction have separately kept collections of books, useful for ready reference and classroom work. The library and reading room of the department of agriculture, situated in Agriculture hall, receives the publications of the experiment stations of the United States and other countries, as well as pamphlets on agricultural subjects published by various governments and commissions. About one hundred and forty dailies, weeklies and monthlies are regularly received.

        In the growth of the university during recent years, the space requirements of the various departments have made it impossible to keep in one building the collections which were originally designed to serve as the basis for a university museum. Excepting the museum of anthropology and the California museum of vertebrate zoology, the collections of the various departments have been distributed among the buildings in which these departments are now situated. The museum of anthropology and the California museum of vertebrate zoology are segregated in buildings which, though of temporary character, are specially constructed for museum purposes.

        The gymnasium, presented to the university by A. K. P. Harmon, is well equipped, and provides all the students with opportunities for physical culture. Besides the main hall, rowing room, and athletic quarters, there are 165 shower baths, and 2,000 lockers. Hearst Hall was presented to the university by Mrs. Phoebe A. Hearst for a women's gymnasium. It contains the very best of modern equipment. In a separate building, and connected with the gymnasium, are shower baths, with hot and cold water. There are 200 dressing rooms and 900 lockers. The lower hall is used as a general gathering place for the women of the university.  Connected with the gymnasium is an enclosed court, 150 feet long and 80 feet wide, with a seating capacity of 1,000, also the gift of Mrs. Hearst. It is used as an outdoor gymnasium, as well as for basketball and other games suitable for women. The recent construction of an open-air swimming pool in Strawberry canyon has furnished an opportunity for water sports.

        This pool is 232 feet long, 76 feet wide and 10 feet in the deepest parts, holds a half million gallons of water, and by a constant flow of filtered water is kept in admirable condition. In return for the infirmary fee, each student is entitled to consultation and medical and hospital care at the infirmary, on the campus. The daily average of dispensary consultations and treatments exceeds a hundred. Full hospital care is given in care of serious illness. There is no charge, beyond the infirmary fee, for ordinary medical or hospital service. If an operation becomes necessary, a moderate charge is made, the funds received from such operations being used for the benefit of the infirmary. The total number of students in the university in 1912-13 was