Seattle Preparatory School - Echo Yearbook (Seattle, WA)

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pa The year 1907 proved to be a red-letter one in the history of the school. On May first a major Hre gutted the interior of the whole college building. It is also in the year 1907 that the immortal Mr. Edward J. Coen first arrived to teach classes at the school. In the forty years of faithful service that followed, he gave his full quota of ability and energy to the institution. The following decade was one spent in quiet consolidation of pre- vious gains, but by 1918, due to rapid growth made during the first World War, the need was again felt for more ground. At this time, with unprecedented generosity, Mr. and Mrs. Thomas C. McHugh donated to the school the six and a half acres of grounds and buildings adjacent to Interlaken Boulevard which compose the present campus. Shortly afterwards, the College and High School moved to this new site. Inaguration of the greatest competitive rivalry ever to hit Prep was seen in 1923, when, at Broadway Playfield, the PanthersD and the Fighting Irishv of O'Dea met for the first time on the gridiron. In that encounter, the Blue and White emerged victorious by a score of 7 to O. In 1929, the High School was separated from Seattle College, and soon the college department returned to the original grounds at Broad- way and Madison. That same summer, its entrance into the basketball world was made by the erection of Garrigan Gymnasium, in tribute to a former teacher, Father William A. Garrigan, SJ., who was Prefect of Discipline from 1922 to 1925. Two years after the separation of the College and High School, in 1931, the name of the school was officially changed from Seattle College High School to Seattle Preparatory. The advent of Father Christopher McDonnell, SJ., in 1937, marked the beginning of the present era at Prep. During this period came the famous Wonder Teamn of 1940, admission into the Cross- State league, strong debate teams, and now, new attendance marks are being set every year. To some, however, the advancements made since that day in 1891 may seem a little short of tremendous, but they are not, nor were they intended to be, the type of progress that can be measured by an archi- tectural yardstick, but the kind that can be marked by improvements in competence, tradition, and learning.

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