have increased in proportion to the increased cost of living and higher standards required.

TABLE 20.-Growth in expenditures since 18901

Burrus, L. D., Washington Education Journal, February 1932.

Teachers' salaries.-There is no index representative of the growth in importance of education in the State of Washington more graphic than the increase in the salaries of teachers. In 1872 the average yearly salary was $186.70, while in 1931 it had increased to $1,547. The contrast possibly is more striking when comparisons are made of sala ries paid at the beginning of statehood and the present. The salary schedules during the Territorial and State periods are shown in the accompanying tables for representative years.

TABLE 21.-Average monthly salaries during Territorial years'

1 Compiled from History of Education in Washington, Dewey, 1909; Report of Commissioner of Education, 1880; Ninth United States Census; and State Superintendent Rounds' Report, 1873. Report of 1873 did not segregate the salaries of men and women.

The growth in teachers' salaries has about kept pace with the economic advance of the State. It was possible to secure teachers for a small stipend when the scholastic standards were low and the school term was long enough only to occupy a minor portion of the teachers'

time and energies. They were at liberty to spend the greater part of their time at some other remunerative occupation, especially in a new country where there was a steady influx of population. This afforded a wide opportunity for economic betterment. In such a condition teaching was a side line as an adventure in a pioneer country. As the State grew, the school term became long enough to consume the entire time of the teachers; scholastic standards were raised, and the economic opportunities in other lines have been absorbed by a large population. Under these new conditions salaries have been adjusted in an attempt to afford teachers an adequate recompense for the service they are rendering to the State.74

"Tables 9-14, 19, 20, and 24 have been derived from data assembled by L. D. Burrus, statistician, State Department of Education, and published by the Washington Education Association, and supplemented through personal letters. Grateful acknowledgment is hereby expressed.

CHAPTER X

The Development of Secondary Education

I. Territorial Period

1. The First High Schools in Washington

It is impossible to state exactly when the first high-school work was given in Washington. Several private schools offered some highschool subjects nearly two decades before any public high schools were organized. Probably several public schools in the early years of their graded school organization offered some high-school subjects before they had a high school in name or in formal organization.

Private academies.-The earliest records of high-school subjects being offered were in private schools in Olympia. In 1856 George F. Whitworth advertised that tuition per quarter in the primary depart. ment of his private school in Olympia was $8; for more advanced scholars, $10 to $12. The same year Miss Babb advertised the following: 1

The Puget Sound Wesleyan Institute was opened the same year, 1856. The advertisement indicates some high-school work.

In 1857 there were three departments, primary, scientific, and classical. In 1861 a "select" school was started in Steilacoom by J. V. Weeks. The advertised subjects were: Reading, Penmanship,

1 Bibb, Thomas W. History of Early Common School Education in Washington, p. 85.

Arithmetic, English Grammar, Geography, History, Natural Philosophy, Algebra, Double-entry Bookkeeping, and the rudiments of vocal music.2

University preparatory department.-On November 4, 1861, the Territorial University of Washington opened its doors as a semiprivate endeavor under Asa Shinn Mercer. There were about 30 pupils, presumably mostly primary, but including some pursuing sec ondary school subjects. The advertisement in the Port Townsend Northwest on October 10, 1861, contained the following:

The distribution of the pupils is not known. Daniel Bagley was the commissioner who employed Asa S. Mercer as president and the sole teacher during that first term of 5 months. It is certain that some high-school or college branches were actually taught as Daniel Bagley stated in a report to the Territorial Council on December 4, 1861, that "The studies now include the higher mathematics and Latin." 3

During the second year, 1862-63, it was advertised that there" will be taught all the branches usually taught in the Primary department of the public schools of the Territory, and all the branches usually taught in the Grammar and High Schools of California and the Atlantic States." During that second year 51 pupils attended, 35 in the pri mary department; 13 in the grammar school; 7 in the preparatory department (high school); and 1 college student in the freshman class. The preparatory course included the following studies and texts: Orthography, McElligot; reading (fifth series, Parker and Watson; arithmetic (higher), Ray; grammar (analytical and practical), Bullion; geography (high school), Cornell; algebra (first part), Ray; Latin grammar and reader, Bullion; Greek, Bullion; Caesar (4 books), Anthon; English composition and declamation.*

High-school work was given at the university from 1861 to 1895 excepting during 1867-68 and 1874-75, when it was closed for lack

'Puget Sound Herald, Nov. 14, 1861.

Council Journal, 1860–61-62, p. 77.

House Journal, 1860-61-62, appendix. See ch. XI this book for the complete courses offered.

of funds. For several years the Seattle School Board maintained no school and paid the university for the instruction of all grades. During 1866 the board leased the university. Undoubtedly the formal organization of a high school was delayed several years because the univer sity was glad to have the pupils in its various elementary departments. The Dayton High School.-Probably the first high school in the Terri tory to be formally organized by a district board of directors was at Dayton, Columbia County. On April 24, 1880, the following item appeared in the Columbia Chronicle, a weekly published at Dayton: "Dayton's Future School-We understand that the directors of this school district intend establishing a thorough graded school next fall in Dayton." On January 3, 1880, bids had been advertised for the construction of a new school building costing $2,400. This was to be finished by August 15 of the same year. School opened on October 4 with F. M. McCully, principal, in charge of the "Higher Department."" The course of study adopted by the board of directors and published in the Columbia Chronicle on August 14, 1880, was as follows:

Spelling Advanced speller, oral and written.

Writing-Regular and thorough instruction.

Grammar Clark's normal completed to syntax.

Arithmetic-Davies complete finished; Robinson's progressive commenced; mental

arithmetic regularly.

Algebra Commenced.

History-Barnes' brief history of the United States.

Geography Physical, political, and civil. Monteith.

Senior class-Time, 1 year

Reading Sixth reader. Selected extracts.

Spelling and writing-Same as in junior class.

Grammar-Clark's normal completed. English analysis.

Mathematics Progressive arithmetic completed. Algebra finished. Geometry

throughout the year.

Physiology and Constitution of the United States, first half year.

Philosophy and bookkeeping, second half year.

General remarks

Rhetorical exercises, consisting of declamations and original essays, in the grammar and high departments.

Columbia Chronicle, Oct. 2, 1880.