North Central High School - Tamarack Yearbook (Spokane, WA)

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Spokane citizens have always shown a sincere interest in the educational grow th of their schools. Because of the progress evidenced today in our public schools, we turn to early education in Spokane as the them e for the 1957 Tamarack. Strange as it may seem, the area ' s first school was for the Indians. Spokane Garry. la e - Diiel of the Spokanes. was sent to a Presbyterian school in Winnipeg, wher jggfeg fljfc out Christianity, languages and agriculture. Returning here in 1 830. nTltarteo ' school near Drumheller ' s spring, now Euclid and Maple streets. There m a 20x50 foot frame building, he tausrht his fellow tribesmen about Chris- tian ideals and the growing of wheat and vegetables. The first school for white children in Spokane came much later. During the sum- mer of 1874. the Reverend Mr. Cowley came to the infant town as a missionary for the Indians. It was in the Cowley home and mission that Kg n.rst school for white children opened. District No. 8 was organized, with foi Jap ls eagerlv pursuing their studies. Mr. Cowley. Cyrus F. Yeaton and a Mr. Poeiij ere the directors, and L. S. Swift, a lawyer, was clerk. Since no building was available, the students met at the home of Mr. Cowley. Until the summer of 1 878, it was not necessary to build a real public school house: besides, there was little money available for the purpose. Since Washington was not yet a state, the sections of land set aside as school property could not be sold. Then, many of the district ' s landowners were bachelors who didn ' t see why they should have to pay taxes to educate other people ' s children. Finally, a one-room building, the first public school in Spokane, was erected near the Northern Pacific Railroad just off Lincoln street. A very crude structure, it was about 20x30 feet, furnished with rough, hand-made desks, a wood stove and a rickety kitchen table for the instructor. When J. J. Browne became superin- tendent in 1879. an enrollment of 22 pupils was reported. By 1880-81. the Rev- erend W. H. Stratton and Professor A. }. Varre- werevtlre teachers, and the total number had jumped to 45. The ennjllnienf e d ifl the next two years to 200 scholars. Now. lour teachers were needed . ' ' ■t ' A 5f As the school prospered and grew, a newtmilding- ' becamc necessary. On the present site of Lewis and Clark high sc hool in 1 883. Spokane ' s second public school was built, and an enrollment ol 17 1 was recorded. W. W. Johnson was principal until 1886, when he was succeeded by Professor L. H. Prather, The lively little town of Spokane was growing rapidly now. Two new looms were added to the

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T t Contents t t t Administration Pages 10-25 Classes Pages 28-91 School Life Pages 94-131 Productions Pages 134-143 Sports Pages 146-185 Advertising Pages 186-202 Acknowledgements Page 20%

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school. The primary grades were taught in the Congregational church on Sprague and Bernard and in a frame building on Post street near Second avenue. The fall of 1886 saw an enrollment of 523 pupils and seven teachers. The rec- ords of April of the following year showed (548 students. Professor W. B. Turner, principal in 1886, felt a need for a monthly teachers ' meeting to help iron out the problems confronting the instructors. The first meeting, in November of 1887, re- corded 13 teachers for 715 children. By the close of the fall term in 1888, over 1000 scholars were counted. W V In those booming years of 1888-89, Spokane Jfe lfishness, poor politics and corruption nearly ruin her wonderful struggle igg m ati 011 for her children. The school ' s study system fell apart, the building wa fflrlfrly deserted, and violent quar- rels over public offices took place. Some of the region ' s best teachers packed up and left. Then, on August 6. 1889. wild, devastating flames consumed the entire business district of the pioneer town from Railroad avenue north to the river, and from Lin- coln street east to Washington street. Things started to look brighter for the schools when Professor D. Bemiss, a young man witkrneTjr and practical ideas, arrived in Spokane. Breathing life into the dying form of the earlier education. Professor Bemiss took over the schools and conquered seemingly insurmountable obstacles and difficulties. Working in har- mony with otheBb ' ne managed to increase the number of teachers needed for the 2000 pupils, to make the system of study more organized and thorough, and to persuade the people to look to the needs of their future leaders. The citizens voted to issue bonds to raise the $250,000 over the tax levy needed to provide accommodations for the students. Four large grade schools were con- structed, and another high school, named Spokane high school, was built. After faltering in her early steps toward education, Spokane picked up her skirts and trudged determinedly along, until in 1892 her schools were something of which to be justly proud. Now, entrance examinations into the best eastern and western colleges were not required of her graduates. The athletic program was greatly encouraged, and patriotism was given a boost as Old Glb ' ry was flown from every tower of every school house. Credit was given the teachers tor their magnifi- cent job in procuring higher enrollment, in harmonizing the3oas 3 n work with outside interests, and in the charming interest shown each of their students. 7