Washington, from 1882 to 1885. He then became county superintend ent of Whitman County, remaining in that position until 1892, when he was elevated to the office of State superintendent. He remained in this position for one term of 4 years. He was later city superintendent at Pullman for a time.

Superintendent Bean's reports are a model of clearness and full of constructive discussion concerning the support of common schools, the apportionment of school funds, institutes, certification, supervision, the university, the State college, and the normal schools.

Frank J. Browne, 1897-1900.-The next incumbent, Mr. F. J. Browne, principal of Columbia City (later a part of Seattle) schools was elected State superintendent in November 1896, assuming office on January 1, 1897. He was born at Eaton, Ohio, in 1860. After graduating from the Huntington, Ind., high school in 1879 he taught school for a time, intermittently attending college. He received the bachelor's degree from Western College, now Leander Clark, Toledo, Iowa, in 1885.

He then became principal of public schools at Dysart, Iowa. He remained there until becoming teacher of languages and mathe matics in the Puget Sound Academy, Tacoma. Later he served as superintendent of schools at Port Townsend. Subsequent to that he was principal of the Columbia City schools, from which he was elected to the position of superintendent of public instruction. He was admitted to the bar in 1894. He occupied the position one term, being succeeded by Robert B. Bryan who was elected to his second term.

Mr. Browne was considered as a critical student of Shakespeare. He was awarded a prize by Houghton Mifflin Co. for the best essay on teaching English masterpieces in the public schools. His biennial reports are entirely compilations of reports of the State board of edu cation, reports from the heads of the higher educational institutions, State examination questions, general school statistics, and a new course of study for the common schools prepared by the State board of edu cation. No constructive policies are expressed.

Henry B. Dewey, 1908-12.-Henry Bingham Dewey was chosen as deputy superintendent of public instruction in 1905 and on the death. of Mr. Bryan, March 30, 1908, he was appointed superintendent by Governor Albert Edward Mead. He was reelected in November of the same year, and remained at the head of the public school system for 4 years more-until 1913, when he was succeeded by Mrs. Josephine Corliss Preston. Mr. Dewey was born in Niles, Mich., July 26, 1864.

He received the A.B. degree from the University of Michigan in 1890. During 1890-91 he was county superintendent of Shiawassee County, Mich. From 1898 to 1903 he was county superintendent of Pierce County, Wash. From 1905 to 1913 he was in the State office as indicated above. For a time, 1905-8, he was editor and publisher of the Northwest Journal of Education, now the Washington Education Journal. In 1912 Mr. Dewey was a candidate for Representative in Congress, but was not successful in the election. In 1912 he became a representative of Houghton Mifflin Co. He was sent to the Boston office in August 1916, becoming manager of the educational department in 1918. He died in Boston, October 30, 1931.

The following editorial appeared regarding Mr. Dewey when he was appointed to fill the unexpired term caused by the death of Superin tendent Bryan:

The Governor's appointment of Mr. Dewey to complete the unexpired term of Mr. Bryan meets the approval of every teacher in the State who is familiar with the needs of the State office. Mr. Dewey's record as principal, county superintendent, and assist ant State superintendent justifies his present position. He is one of the ablest executive officers in any branch of the State's public service, and has done more for the progress of the rural schools of Washington than any other man. Under his leadership the State office will take the rank it deserves.2

Superintendent Josephine C. Preston, 1913-28.-Mrs. Josephine Corliss Preston was first elected superintendent of public instruction in November 1912, taking office on January 1, 1913. Three times reelected, she served four terms of 4 years each; the longest period to date of any incumbent of the office. Dr. Preston was born in Minne sota, May 26, 1873. She was a student for a time at Carleton College, Northfield, Minn. She was awarded the honorary degrees of A.M. by Whitman College, Washington, in 1914 and L.H.D. by Carleton College, Minnesota, in 1925. After initial teaching in Minnesota she moved to Washington where she was superintendent of Walla Walla County schools for 9 years, 1903-12. She was exceptionally honored by being president of the National Education Association 1919-20. During Superintendent Preston's long official term great changes oc curred in education in Washington as everywhere else. Secondary schools and colleges in Washington increased nearly 400 percent. The number graduating from high school increased from 2,512 to 21,587, or 800 percent. School costs, likewise increased from a little over $10,000,000 to over $33,000,000. These stupendous increases occurred notwithstanding the fact that the great World War occurred in the midst of this period of educational progress.

'Northwest Journal of Education, V. 19: 5, May 1908.

Mrs. Preston devoted much attention to the problems of consolidation of schools and the transportation of pupils. She was in favor of community districts determined by community interests rather than county units regardless of geographical and social needs.

She recognized the inequality of ability of districts to support education. She advocated a revolving equalizing fund to be apportioned by the State superintendent to the poorer districts needing assistance. She was not in favor of the "30-10" plan, whereby the State would furnish $30 for each census child and the county $10 to all districts regardless of need. She thought that the State had gone far enough in centralizing school funds.

One of her cherished wishes was to provide better living accommodations for rural teachers. She advocated the construction by the districts of teachers' cottages and was instrumental in having hundreds of them provided. Boys' and girls' clubs, educational exhibits at county fairs, and vocational education all received stimulation and encouragement through her office. For many years each of the eighth-grade pupils on receiving his certificate of promotion to the high school received also a personal letter of congratulation and good wishes from Mrs. Preston. It was a great experience for the pupils and their parents to receive a personal letter from the highest edu cational official in the State. The letters were signed personally in Mrs. Preston's own handwriting and not merely multigraphed. She was very influential with the school board members and citizens generally in the rural communities.

Noah D. Showalter, 1928--In 1928 Noah David Showalter, former president of the Cheney Normal School, was elected to succeed Mrs. Preston. A biographical account is given in connection with the Cheney Normal School and will not be recounted here.

Superintendent Showalter's long experience in various capacities in connection with rural education problems afforded him an understanding of the needs in rural education.

During his term of office he has urged the establishment by law of the county as the unit of school administration. He sponsored a bill in the legislature of 1931 providing for a county board of edu cation made up of lay members elected by the people. The office of county superintendent was to be abolished as an elective office. Provision was made for the appointment of a county superintendent by the county board of education. All teachers in third-class districts were to be nominated by the county superintendent.

In his plan the State was to provide funds for the common schools of 25 cents for each day's attendance. The county was to provide 10 cents for each day's attendance in the common schools, 15 cents in the junior high school, and 20 cents in the senior high school. The districts were to continue to furnish such additional revenues as they deemed necessary. The bill was passed by the legislature but vetoed by the Governor. In connection with the veto, the Governor made the following explanation:

Provisions of this bill make drastic changes in the administration of our public-school system and open the way for enlarged expenditures which will necessitate increased tax levies running into millions. Equalization of the cost of necessary education in the several school districts, as well as between counties, has been urged for a number of years and I would heartily approve of legislation to provide for reasonable equalization under adequate control to assure economies in the expenditure of moneys raised. This bill sets up machinery for raising more taxes, but with no proper control over expenditures. Experience shows taxing units always levy up to the limit permitted and spend every dollar collected.

From official compilations, school taxes levied for the year 1930 totaled $35,172,429.33, an increase of $19,917,196.40 in thirteen years or a percentage increase of 130.7%. Retrenchment in educational expenditures is absolutely essential. Failure to do so may well threaten the very existence of the present school system in the State. There is a limit to taxation, beyond which our people cannot go. In my judgment that limit has been reached. Our best efforts should be turned to relieving the already over. loaded taxpayers, instead of opening the way to increase their burdens. For these reasons, Senate Bill No. 62 is vetoed.

Respectfully yours,

ROLAND H. HARtley,

Governor.

In 1933 Superintendent Showalter, supported by the Washington Education Association, was able to secure the enactment of a law providing an even more equitable distribution of the school tax burden than was planned in the 1931 measure. The 1933 law is discussed in chapter IX.

3. General Development, 1890-1932

Public school costs then and now.-Right now, during the depression, there is much discussion concerning school costs. The tax-burdened people are saying that the schools are costing too much-far more than they used to cost. Many school administrators reply, "Yes, but the school year is longer and there are so many more to educate." Both of these statements of the school administrators are true. There are six times as many pupils in school in Washington as in 1890. Then onesixth of the population was in school, now about one-fourth.

House Journal, 1931. p. 699

But the aggregate annual cost of public-school education then was a million dollars and in 1931 it was $33,500,000 a year. It is still three times as much as in 1910. In 1899 it cost only about 15 cents a day, or $25 a year, to keep a boy or girl in school. In 1931 it cost 66 cents a day, or $118.34 a year, for what many taxpayers erroneously regard as the same service. This is not the place for an analysis of the controversy. But the facts are very striking. They are exhibited in detail in table 9.

TABLE 9.-Comparative public-school costs, 1890-1933