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Show PART EIGHT Education Bluff school. USHS Collections. 307 A Sense of Dedication: Schoolteachers of San Juan County Jessie L. Embry During the 1940s Zenos L. Black, the superintendent of schools in San Juan often found it difficult to hire teachers for the county schools. He recalls that one time he went to Cortez, Colorado, to try to talk a woman in returning to the classroom. She explained that her health would not permit her to teach again but she had a daughter who had just graduated from high school who would like to be a teacher. Black decided to hire the daughter and took her to an isolated community twelve miles from the highway. She taught the first part of the year and then returned home for the Christmas holidays. When she returned to open the school again, the road to the community was blocked with twelve or fourteen inches of snow. With the consent of her parents, the girl gathered all of her belongings together and hiked the twelve miles into the school. As a result of this hike, she developed pneumonia. When her parents found out about her illness, they took her to the hospital. While she was recovering, her mother taught at the school, Superintendent Black adds, "If you can beat that for dedication! I dare you to do it because you just can't."1 This story is not an isolated incident of the devotion that the teachers in San Juan County had to their profession before the uranium and oil booms. The men and women who came to the area to teach had to contend with isolated conditions, low salaries, few teaching materials, and inadequate 309 San Juan County schoolhouses. Despite these problems, they stayed and added a great deal to the communities in the county. Their history is an important part of the settlement of San Juan County and a good example of the development of education in the state of Utah. The first problem facing the school boards and administrators in San Juan County, as well as other rural areas of the state, during the early years was how to obtain qualified teachers. There were no educational facilities in the county to train the local residents to be teachers, and it was expensive to send them away to school. It was difficult to lure trained teachers away from the Wasatch Front. At the turn of the century, the school trustees hired most of the teachers by correspondence and gambled on what type of teacher would show up in town.2 As transportation improved, the superintendents traveled north to talk to the graduates of the normal schools and to advertise their openings with the teacher agencies.3 San Juan Cooperative Company building in Bluff. Photograph Copyright 1979 Steve Lacy Wild Bunch Photos. 310 Schoo I teachers Convincing the teachers to come south to teach was sometimes difficult, but the superintendents were usually able to find a few teachers, either directly at the normal schools or at the agencies, who were willing to make the move. Superintendent H. Lloyd Hansen interviewed Reta Bartell at the University of Utah.4 Elizabeth Price was also hired by Mr. Hansen, who often used agencies like the Yorgenson Teachers Agency and the Robinson Teachers Agency in Salt Lake City to find teachers. Elizabeth Price recalled her momentous visit to the latter: As I went in, there was a superintendent talking to Miss Robinson. He told her what he wanted for his teacher in Blanding. It was just exactly what I had. When he got to me, he said, "What do you teach?" I had been-listening to their conversation, so I told him everything I had. He said, "I will take her." Even though later he found out that she was married, and married women were not usually hired to teach at that time, Mr. Hansen gave her a job and offered her a blank contract if she would return the next year.5 The young women the superintendents hired to teach in San Juan County had a variety of qualifications. Most of them had been to normal schools either at the University of Utah or Brigham Young University. Until the 1920s they were only required to Have one year of schooling beyond high school. In 1926 the law was changed, and they were required to attend two years of normal school.6 Ada Palmer, who went to Grand County first to teach, said that she decided to be a teacher because "It only took one year to be certified, but at the end of the year, they raised the standards to two years. I had to go back and take the second year."7 In the 1920s it was difficult to get teachers to go to the outlying counties, so many times the superintendents hired women who had not met the state requirements. Mabel Redd started at BYU and then had to quit school for a time because she ran out of money. She taught at Wallsburg in Wasatch County for a year before returning to complete her schooling and then going to San Juan to teach.8 Josephine Roberts went 311 San Juan County to BYU and then the University of Utah but did not complete the requirements at either school. She said, "In those days it was hard to get teachers here in San Juan County. No one wanted to come down here and teach school. I was not very well qualified scholastically, but they were short of teachers. They were willing to take me." J. B. Harris hired her to teach at La Sal.9 During the 1930s, though, jobs were harder to find. Gladys Stephenson recalled that only four people from her normal class at BYU in 1931 received contracts to teach. She continued in school because she had a part-time job at the university. In 1936 she was hired to teach in the one-room schools east of Monticello.10 The trained schoolteachers accepted the offers to teach in San Juan County for a variety of reasons. Reta Bartell recalled, "I had always had an interest in rural life. City living didn't appeal to me. I had been interviewed by superintendents from around Salt Lake City, but I was familiar with those places. I guess partly I was looking for adventure."11 Helen Redd, however, was not sure where she was going. She said, "Since I had been raised within a block of the railroad all my life, I had refused a contract to go to Kamas, Utah, because it was off the railroad." She did not realize at the time that by accepting a contract in San Juan County she would be much farther from the railroad.12 Marie Redd came to San Juan County to escape an art position that she had been offered in American Fork which she did not feel qualified to accept. "Also," she said, "I wanted to get away and see a little more of Utah, so I applied down there at San Juan and I got the position. When I met Brother Albert R. Lyman and got better acquainted with him, he said, T don't diink you came down here by chance.'"13 Teachers who were hired in Salt Lake and Provo had a long way to travel before they arrived at their classrooms. Helen Redd recalled that first trip: "When we got to Thompson the conductor told us diat was where we were to get off the train to go to Moab and then Monticello. 1 was 312 Schoolteachers just about to turn around and go back." She had been on the train all day, and it was another three hours' drive to Moab. The next morning they got up early and set out for Monticello. She recalled: The roads were not surfaced and were just cut trails here and there. On the way to Monticello, the truck driver told us every disaster that had happened on the road. He told us what would happen if it was raining when we got to a certain point. We would have to stay there by this wash because even with a team we wouldn't be able to ford it. By the time I got to Monticello I was really homesick, blue and scared.14 Alverda Carson did not get a contract to teach until October, so she was willing to teach wherever she could find a job. When she got on the train with a friend, the conductor asked, "Did you girls bring your six-shooter?" and added that they were going to wild country. The train did not reach Thompson until midnight. The stationkeeper let them spend the night diere. The conductor had scared the women so badly that they carefully put their purses under their pillows and locked the door. When they woke up, however, their purses were on the floor. The next morning they met the bus drivers who were taking them to San Juan County, and the drivers greeted them with, "Good morning, schoolmarms." They told them that the teachers were the only young women that ever rode down with them. All the way to Monticello, the drivers told them how destitute the area was. They said that the people ate groundhogs, there were no bathrooms, and they would have to take baths in a tin tub with only a quilt around them for privacy. Mrs. Carson was not shocked; she had done all those things. But Norma Fall had lived only in Provo, and when she heard all these stories, she was ready to turn back.15 Marie Redd and Elizabeth Price had similar experiences the first time they came to southeastern Utah. Mrs. Redd recalled, "We got on the train in Provo and came to Thompson and got off the train late in the evening. We came to Blanding in a little Ford car and the roads were terrible. It seemed like we were going to the end of the earth."16 Mrs. Price, who 313 San Juan County came later, still found travel difficult. She recounted: When we got home there was a contract for me to teach in Blanding. My husband said, "You can't go down there . . . . I will just take you down there to show you what kind of a forsaken place it is." We started out and we got as far as Moab. The car heated and we had a lot of problems. He said, "I am glad I got that out of your head." I said, "You have not; I am going."17 The teachers were lucky if once they arrived in San Juan County they could stay in Monticello or Blanding, even though they were small towns compared to the cities that they had come from. Other teachers were sent out to teach in the one-room schools in areas that were very remote. Helen Redd explained, "Because we were a day late getting to Monticello, our superintendent, Lloyd Hansen, said, 'I'm sorry; I have filled the positions here, but we have two schools in the district and I'll have to put you girls out there.' That was almost the finish for me but I thought about it and decided I did have a little pride left and I couldn't go back to my family or friends and admit I was a failure." Since Helen had more baggage then her friend, she was taken to Ucola, seventeen miles out instead of the school thirty-five miles away. "On the way to Ucola he explained a two- or three-hundred foot wall there had been built by an escaped inmate from the state mental hospital and that he had escaped twice since then."18 Alverda Carson's first teaching position was at Cedar Point, and she recalls the trip out to that small community. Superintendent Hansen took her to the school and she remembers weaving back and forth between the trees until she was sure that they had lost all sense of direction. Getting to Cedar Point was not an easy trip since they had to go into Colorado and then backtrack into Utah to go around the canyons and arrive in town.19 Once the teachers arrived in the communities there were often new surprises. One time Superintendent Hansen took a teacher out to one of the schools to begin the term. He discovered when he arrived that the citizens did not want the teacher that he had selected for them. A number of them 314 Schoolteachers met him when he arrived in town "and gathered around the car when it stopped. A surly spokesman for the group warned Mr. Hansen that if he stepped from the car he would shoot him. Unruffled by this threat, Mr. Hansen calmly stepped out of the car and said, T don't believe that you will shoot.'" After talking with the people for awhile, Mr. Hansen left and the teacher stayed.20 One of the first surprises, especially in the rural areas, was the schoolhouse. Alverda Carson went with the superintendent to see the school immediately after arriving in Cedar Point. She recalled later, "Seeing it I thought, 'surely that can't be the schoolhouse where I am to teach. My eyes are playing tricks on me. Surely I am not back in the early 1800s.' It looked more like a barn than a house." Alverda found that the inside appearance was as discouraging as the outside. "It was very hard to push the door open. The rough lumber served for outside and inside. . . . There was not any ceiling to it, just rafters which let in the sun, rain and snow in some places. (There was) just a cook stove to heat up this large room."21 Helen Redd had similar problems at Ucola. "When the wind blew, it would just blow right through the building and all the papers would go too."22 The living arrangements were sometimes a surprise also. The schoolteachers who remained in Monticello and Blanding usually boarded with a family in the area or lived in a home with other women who were also teaching in the schools. Reta Bartell remembered that Superintendent Hansen had arranged for a place for her to stay with "Aunt Emma Wood" who was a widow in Monticello.23 There were three other schoolteachers who also lived at Aunt Emma's. Marie Redd lived in "what we called the little rock house" in Blanding with three schoolteachers. They rented the home from "Uncle Wayne Redd," who thought it was his duty to not only give the teachers a place to live but also to show them a good time. Mrs. Redd remembers that one time he took them on a sleigh ride during the noon hour. "He whirled the sleigh around as fast as it could. That little . . . sleigh flew into the 315 San Juan County air and onto the ground with us luckily on top just as the bell rang."24 The teachers who went out into the country to teach also usually boarded with a family. Sometimes the homes were very small and there was not any extra room for the teacher. Occasionally there was strain between the teachers and the family. Alverda Carson disliked the family and the house that she was to live in at Cedar Point and was delighted when someone offered her a dilapidated log cabin to live in; at least there she could be by herself.25 Living with a family could be delightful, however, if the family and the teacher got along, and most of the teachers enjoyed living with the families and being a part of the community by sharing the parents' homes. Sometimes the nearest families lived quite a distance from the school, and the teachers had to walk. Helen Redd walked a mile and a half to the school in Ucola.26 Clement Johnson recalled that when the teachers lived at his home, sometimes the snow was so deep that they had to drag a log behind a horse for the mile and a half to the school so the teacher would have a trail.27 The school board felt that the towns should provide a place near the school where the teachers could live.28 In the 1930s when Gladys Stephenson went to Cedar Point, the superintendent told her she could live with the Carters a mile and a half from the school or she could rent a small log cabin about a block away from the school. She decided to stay in the log cabin.29 By 1941, however, housing was not that close in Cedar Point, and the school board threatened to close the school unless the citizens provided a home near the school for the teacher.30 By 1946 the board minutes reported that there now was a dwelling for the teacher.31 whether the teacher was in the isolated community, though, or in the larger towns, those were lonely times for a young girl who had just graduated from normal school and who might have never been so far away from home for such a long time. Marie Redd in Blanding remembered, "I could 316 Schoolteachers see so far and I was lonesome. At Christmas and Thanksgiving we couldn't go home."32 Helen Redd added, "Life wasn't always easy here and lots of things I was used to were hard to get along without. I could hear the old engine whistle in my mind when I was out there teaching and that would make me feel so homesick."33 Dorothy Adams, who worked as a teacher supervisor, said that many of the teachers were so lonely that "the biggest service I did in my supervising was just listening to them. A teacher who is isolated has nothing - no social life, except her children." Since quite often she roomed with the families, she could not discuss her problems there or she "would have the whole community on her neck. So she would get bottled up with problems that were really not too important," and she just needed to express them to a willing listener.34 Sometimes when there was no one to listen, the loneliness was too much for the young teachers, and they left in the middle of the year. Mabel Redd explained that she taught all the grades in La Sal depending on what teachers came and how long they stayed. "Many, many times they would stay two or three months and they would get lonesome and quit. . . . I don't know how many times I finished the school year because the teachers were sometimes not qualified or because they were just lonely and didn't want to stay there."35 The teacher turnover was a concern around the turn of the century. The superintendents attempted to hire local people who usually remained in the area longer. Those who came from the outside often stayed only one or two years.36 The turnover was still a problem in the 1930s. The local people usually stayed in the classrooms for a number of years, but every year about twenty of the approximately thirty teachers were newcomers to the schools.37 Loneliness was not the only reason for the turnover; San Juan was a very poor county and the teachers' salaries were especially low. According to J. B. Harris, the first teachers in the area were paid in farm produce, and around the turn of 317 San Juan County the century, twenty-five years later, $50 a month was a good starting salary for a woman.38 In 1908 the salaries ranged from $45 to $100 a month.39 J. B. Harris recalled the year they were paying him $100 a month as the principal at the school in Bluff: "After we'd been going a week or two they decided to put in a third teacher. They talked a girl down and told her they could pay her only sixty dollars. The other girl was getting about seventy-five. I went to the treasurer of the school board and said, You give the new teacher ten dollars out of my check.'"40 Salaries remained low in San Juan County. Ada Palmer explained that she went to teach in Grand County in the 1920s for $105 a month: "The railroad went through Grand County so they had more funds than they had in San Juan County. A teacher who began teaching in San Juan was only paid sixty dollars a month at the time, and San Juan County really had a difficult time in making ends meet."41 In 1925 the school board established a salary schedule. Bluff schoolhouse, 1896. Photograph Copyright 1979 Steve Lacy Wild Bunch Photos. 318 Schoolteachers Those with one year of college after high school would receive $85 a month; two years of normal school, $95 a month; three years of college, $110 a month; and a bachelor's degree, $130 a month.42 Reta Bartell explained that widi those salaries it was difficult to get into trouble. "By the time you paid $40 for your board and room, $8.50 for tithing; and three dollars a pair for three pairs of silk stockings, you didn't have much pin money left to spend."43 Helen Redd explained that she paid $30 for board and room out of her $85 a month. Ada Palmer said that it cost no less than $25 for a woman's dress.44 During times of economic or other problems, these small salaries were reduced even further. During the flu epidemic of 1918, the school board decided that teachers would be paid in full for the first month of the quarantine and as much as possible after that for the time lost. A statement of this policy was given to the teachers, and if they could not accept it, they were asked to resign.45 During the depression of the 1930s, the school year was shortened and then the teachers were not given a raise. When the money was not available, they were required to wait for their pay. In 1933 the school board reported that the taxpayers had suggested that the teachers' salaries be cut and the board agreed. All those making $100 or less a month were cut $4 a month. Those making between $125 and $175 a month received 10 percent less, and the superintendent who made over $175 a month received a 15 percent cut.46 After those cuts, salaries continued to increase a little bit each year during the 1930s and 1940s.47 Even with the improved salaries, teachers' pay was still low in San Juan County. When Lars Anderson wrote a master's thesis on education in the county in 1952, he reported that while the beginning salary of $2,600 a year for a teacher holding a bachelor's degree compared well with the state average, the $3,350 maximum for those holding that degree was low. He added that the rapid turnover also kept most of the salaries in the lower brackets. 319 San Juan County Despite these problems, however, many people stayed in the area because of the congenial atmosphere and because the women teachers married and continued to teach.48 Even in the earlier days the friendly surroundings helped the teachers adjust to the county and helped them stay in the communities. Reta Bartell remembered that "the people were sincere and friendly. They welcomed us, gave us jobs in the community and helped us to 'fit in.'"49 Superintendent Zenos Black remembered hiring a teacher for Horsehead who just knocked on his door and announced that she had come to teach there. Later he asked a member of the school board what the people thought of Mrs. Reese and was told, "Oh, they think that she is just one of the most wonderful things that ever happened to our community."50 The teachers were usually respected by the students as well, although sometimes the students liked to play pranks on them. John Rogers remembered that when he was young in Bluff the boys tied the bell gong one Halloween so it would not ring. "The teacher was quite surprised when he went to ring the bell for school and it wouldn't ring. Some of the boys were watching about a block away to see what he did."51 Alfred Frost recalled that they gave the teacher a really hard time at La Sal. All eight grades were in one room, and "while she was teaching the other grades, we were supposed to study, but it seems like we did more throwing things around, talking and sneaking around than anything else. We were just raising hell. I will tell you that those teachers really earned their money in a place like that."52 Teachers usually had ways of dealing with these problems. Luella Rogers said that J. B. Harris threatened, 'You kids shut up or I will tie your hair together and hang you over these rafters."53 Hazel Loomis recalled that she kicked a "great big Mexican, as big as a man" and much bigger than she out of class in Monticello, and when he tried to return, she chased him with a broom. "I bet if I had caught him, I would have really hurt him," she recalled.54 When Zenos Black went to visit the school in Cedar Point, he discovered 320 Schoo I teachers the young teacher had a willow on her desk and jokingly told her, "I see you have the board of education here on your desk." She replied, 'Yes, and I use it too."55 Gladys Stephensen, who taught at that same Cedar Point school twenty years earlier, explained how she dealt with pranks. "The students loved to do little things like get little lizards and put them in your desk." When she knew the students had been out catching lizards, she told them to get the lizard out of her desk and they did it. "It is just a matter of being a friend with them as well as being their teacher."56 On the whole the teachers and their students had a good relationship, and many people looked back with fond memories of what their teachers taught them. Mary Lyman Reeve remembered that Louise Elliott Redd "made a real issue of getting to school on time" and taught the children how to draw spheres in arithmetic. She also convinced the children that they wanted to study. Mrs. Reeve said that no one dared go to a party without having their lessons done. During the week, the children would go home and do their chores and the"n come back and study together.57 Other students have fond memories of the things that they learned from their teachers. Many of the women who came as teachers stayed in San Juan County not as teachers but as wives and mothers. They fell in love with one of the local young men, married, and set up their homes. When the teachers arrived, the superintendent warned them about getting involved with the local cowboys and ranchers. Gladys Stephenson said that when she went to teach in Cedar Point in the 1930s she was told, "Just don't find some of these boys down there that can be really nice and get seriously involved." Mrs. Stephenson added that she had no problem and was just good friends with the young men in Cedar Point.58 Helen Redd said, however, that the warnings were worthwhile and added: We had been told all of these stories about the people that you mustn't go with I can see as I grow older those stories were a real favor to us girls. The girl that came with me married a 321 San Juan County fellow from Cedar Point before the school year was up. In our contracts it said if we married during the year we forfeited our last month of wages and would not be rehired. She fell for this boy, married him and lost her wages. She left him quite soon after.59 Mrs. Redd took this warning not as a sign that she should avoid all the young men of San Juan County. She should just be careful whom she dated. She met John Redd at a dance in the outlying communities and then again at the teachers' institute in October or November just after she arrived in southeastern Utah. They went together for about a year; she finished her year of teaching but did not sign a new contract, and they were married the following November.60 There were other young schoolteachers who also met their husbands while they were teaching. Marie Redd remembered that she had dated A. J. while they were both attending BYU, but she got better acquainted with him while she was teaching in Blanding.61 Josephine Roberts met her husband Blanding church and Relief Society hall which also served as a school. Photograph Copyright 1979 Steve Lacy Wild Bunch Photos. 322 Schoo Iteachers while she was teaching at La Sal and he was working as principal of the same school.62 Reta Bartell also met Kenneth Bailey at one of the dances. When she did not see him for a month, she wondered what had happened. Later she learned that he had been out on the range. When he returned he came to see her. He took all the teachers who were living at one house to a show, but one of them said when they got back that she knew Ken liked Reta the best because he put her boots on for her first.63 Mabel Redd also met her husband while she was teaching. She recalled: Joe wasn't in town when I first went there, and his Uncle Parley picked me out for Joe. He kept telling me, "Now don't get going with any of these boys because Joe's coming home pretty soon." I was all ready not to like Joe before we began. One day after school we went to Uncle Parley's store where Joe was working. Uncle Parley called out, "Here's the girl I've been telling you about, Joe." Joe and I was both so embarrassed that neither one of us said hardly anything. The first time I went with him at all was when we were walking up to the Post Office after dinner to mail some letters and we met Joe as he was riding on a black horse called Satan. He stopped to talk with us, and pretty soon he lifted me on to his horse, and we went for a ride. That was the beginning of our courtship.64 As Helen Redd explained, the teachers' contracts stated that once they married they would have to quit teaching. Although some married women such as Elizabeth Price were hired to teach and some like Josephine Roberts continued to teach after they were married, most of the time only single women were teachers. Many of these former teachers, however, were "drafted" back to the schoolroom in one way or another during World War II. During the war there was an extreme shortage of teachers because many of the women teachers had left to work in war-related industry and the young men teachers had been drafted into the armed services. It was even harder to convince young women to come to rural Utah to teach when there was such a great demand for them in cities.65 According to Reta Bartell, "Women teachers considered this as 'the falling off place at the end of 323 San Juan County the world.'"66 Dorothy Adams added, "Teachers were almost impossible to get at that time; everyone was working for the war effort. . . ,"67 Mrs. Adams, who had married during the 1930s and quit teaching, returned to the classroom. She explained, "All during the war years, I taught wherever they needed me."68 Reta Bartell did some substitute teaching, and "then in 1945 Superintendent Zenos L. Black drafted me back into the schoolroom where I taught the third grade."69 Ada Palmer, who had taught in Grand County, also returned to the classroom. 70 Although Helen Redd did not formally teach in the classroom, she helped the students at the high school with music.71 Superintendent Black complimented these women when he said: The salvation of our schools in San Juan County wese these good women who had trained to be teachers, getting what we call a two-year normal certificate and who had married, settled down in our community and were raising families. We immediately went after them to come in and teach. Many of them were reluctant, but in order to help out the community and the school situation, they would get up early in the morning, take care of their families, and then come and teach school. Then they would go back and do the work that they would supposedly do all day long, in just a few hours . . . They sacrificed and loaned themselves to the school effort. I just take my hat off to those people.72 When the war ended some of these teachers, such as Ada Palmer, quit teaching once again. She said the return to the classroom was "only temporary because I didn't have my degree and I couldn't go back to school at that time."73 Others, like Reta Bartell, continued to teach and attended summer school for recertification. She eventually received her B.S. degree so that she met the state requirement for teachers.74 According to Gary L. Shumway, these women were the best teachers in the county when he was going to school.75 Whether these women who came to San Juan County to teach and then got married returned to the classroom during 324 Schoo I teachers World War II or not, they added a great deal to the cultural development of San Juan County. They became involved in community activities and helped improve the towns where they lived. They also raised families where they stressed the value of education. They had a lasting and a continuing effect on the area. Even those who stayed only one or two years, like Elizabeth Price, helped expand the horizons of the young people in San Juan County. Similarly, local teachers who were already committed to the community included the classroom as part of their sphere of influence. All these teachers dedicated much of their lives to education in San Juan County. NOTES 'Zenos Black Oral History, interview by Gary L. Shumway, 1981, p. 24, LDS Family Oral History Project, Charles Redd Center for Western Studies, Oral History Program, Manuscript Division, Harold B. Lee Library, Brigham Young University, Provo, Utah. 2Lars Anderson, "A History of Education in San Juan School District" (Master's diesis, University of Utah, 1952), p. 27. 'San Juan County School District Board Meetings, July 9, 1942, p. 385, San Juan County School District Office, Monticello, Utah; Utah State Annual School Report, 1936, p. 81. ^Reta Bartell Oral History, interview by Jessie L. Embry, 1973, p.5, Southeastern Utah Oral History Project, Charles Redd Center for Western Studies. Hereinafter referred to as Southeastern Utah Oral History Project. 'Elizabeth Price Oral History, interview by Jessie L. Embry, 1973, p. 18, Southeastern Utah Oral History Project. 6Utah State Annual School Report, 1926, pp. 19-20. 7Ada Palmer Oral History, interview by Jessie L. Embry, 1973, p. 2, Southeastern Utah Oral History Project. 8Mabel Redd Oral History, interview by Gregory Maynard, 1973, p. 1, Charles Redd Oral History Project, Charles Redd Center for Western Studies. Hereinafter referred to as Charles Redd Oral History Project. 'Josephine Redd Roberts Oral History, interview by Gregory Maynard, 1973, p. 2, Charles Redd Oral History Project. 1 "Gladys Hook Stephenson Oral History, interview by Jessie L. Embry, 1980, tape in process, County School Legacy Oral History Project, Utah State Historical Society, Salt Lake City, Utah. Hereinafter referred to as County School Legacy Oral History Project. "Bartell, p. 6. 12Helen Redd Oral History, interview by Jessie L. Embry, 1973, pp. 2-3, Southeastern Utah Oral History Project. l3Marie Ekins Redd Oral History, interview by Jessie L. Embry, 1973, p. 7, Southeastern Utah Oral History Project. 14HeIen Redd, pp. 2-3. [5Alverda Carson Oral History, interview by Jessie L. Embry, 1973, tape in process, 325 San Juan County County School Legacy Oral History Project. 16Marie Ekins Redd, p. 7. ,7Price, p. 18. l8HeIen Redd, p. 3 l9Carson, tape in process. 20Anderson, p. 6. 2'Alverda Carson, personal history, copy in possession of author and the Utah State Historical Society. 22Helen Redd, p. 6. "Bartell, p. 5. 24Marie Ekins Redd, p. 5. "Carson, tape in process. 26Helen Redd, p. 4. 27Clement Johnson Oral History, interview by Richardson Swanson, 1973, p. 3, Southeastern Utah Oral History Project. 28San Juan County School District Minutes, September 4, 1941, p. 312. 29Stephenson, tape in process. 30San Juan County School District Minutes, September 4, 1941, p. 312. 3,Ibid., September 3, 1946, p. 344. 32Marie Ekins Redd, p. 8. "Helen Redd, p. 6. 34Dorothy Adams Oral History, interview by Richard Swanson, 1973, pp. 19-20, Southeastern Utah Oral History Project. 35MabeI Redd, p. 12. 36Anderson, 29, 34. 37See lists of school teachers in San Juan County District Minutes, January 21, 1933, p. 214; March 30, 1934, p. 219; April 27, 1935, p. 225; April 24, 1936, p. 241; April 27, 1937, p. 252; April 22, 1938, p. 272; April 4, 1939, pp. 294-295; April 2, 1946, p. 341. 38Anderson, p. 15. 39Utah State Annual School Reports, 1908, p. 359 40Anderson, p. 38. 4lPalmer, p. 4. *2Anderson, p. 59 43Jessie L. Embry "Schoolmarms of San Juan County," p. 6 (copy in possession of author and at the Utah State Historical Society). 44Helen Redd, p. 4; Palmer, p. 11. 45Anderson, p. 58. 4sSan Juan School District Minutes, March 28, 1932, p. 211; Anderson p. 57. 47See salary schedules in San Juan County School District Minutes, January 21, 1933, p. 214; March 30, 1934, p. 219; April 27, 1935, p. 225; April 24, 1936, p. 241; April 27, 1937, p. 252; April 22, 1938, p. 272; April 4, 1939, pp. 294-295; April 2, 1946, p. 341. The high, low, and average salaries for these years were as follows: 1933 high 8120 per month 1937 high $1620 per year low $ 60 per month low $ 800 per year average S 81 per month average S 970 per year 1934 high S135 per month 1938 high SI680 per year low I 75 per month low $ 804 per year average $ 93 per month average S 983 per year 1935 high S150 per month 1939 high S1700 per year low S 85 per month low S 840 per year average I 95 per month average $ 964 per year 326 Schoolteachers 1936 high low SI530 per year S 765 per year S 869 per year 116-117. 1946 high low average S2600 SI 300 average SI 595 48Anderson, pp. 49Bartell, p. 6. 50Black, p. 25. 51John Rogers Oral History, interview by Jessie L. Embry, 1973, p. 38, em Utah Oral History Project. 52C. Alfred Frost Oral History, interview by John F. Bluth, 1973, p. 12, ern Utah Oral History Project. 53Luella Rogers Oral History, interview by Gary L. Shumway, 1973, p. eastern Utah Oral History Project. 54Hazel Loomis Oral History, interview by Richard Swanson, 1973, p. 7, ern Utah Oral History Project. "Black, pp. 23-24. 56Stephenson, tape in process. 57Anderson, pp. 17-18. 58Stephenson, tape in process. 59Helen Redd, p. 13. 60Ibid., p. 19. 61 Marie Ekins Redd, p. 8. "Roberts, p. 2. 53Embry, pp. 7-8. S4Mabel Redd, p. 2. 65Black, pp. 21, 75. "^Bartell, pp. 10-11. 67Adams, p. 8. 58Ibid. 59Bartell, pp. 10-11 70Palmer, p. 4. 71 Helen Redd, pp. 20-21. 72Black, pp. 75-76. 73Palmer, p. 4. 74Bartell, pp. 10-11. "Black, pp. 75-76. per year per year per year Southeast- Southeast- 51, South- Southeast- 327 |
