Tag Archives: Pioneer Teachers

Arizona’s Ruth Woolf Jordan: Rural schoolteacher and orchard owner

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Ruth Woolf Jordan

Arizona’s Ruth Woolf Jordan, rural schoolteacher and orchard owner.

There are many examples of  school teachers who became pioneers in the American Southwest. One of these was Ruth Woolf Jordan, a young teacher who taught in a one-room schoolhouse in Beaver Creek, Arizona.

Ruth Woolf was born in Crittendon County, Kentucky, on November 7, 1902. When she was ten years old, her family settled in Tempe, Arizona. As a young woman, Ruth attended Tempe Normal School, now known as Arizona State University, where she graduated in 1922.

Following her graduation, Ruth accepted a teaching position in a one-room schoolhouse in the Beaver Creek School, about 25 miles south of Sedona. As a rural school teacher, Ruth’s was responsible for firing up the wood stove on cold days, cutting her students’ hair, checking in on them when they were absent, ridding trails of rattlesnakes, and playing field games such as softball. To get back and forth to school every day, the young teacher rode her horse.

While teaching at Beaver Creek, Ruth was introduced to a young rancher named Walter Jordan. The pair fell in love, and were married in 1930. After their marriage, the couple settled into a one-room cabin on his land in nearby Sedona. Because local policy did not allow married women to teach school, Ruth gave up teaching and became a farmer’s wife. Eventually Ruth and Walter had three children.

During the 1930s and early 1940s, the Jordans expanded their farm to a total of 65 acres. There they planted an orchard of nearly 1,500 apple and peach trees. At the height of their orchard business, during the 1950s and 1960s, the couple was the largest private employers in Sedona. Ruth worked on the farm and marketed the produce in Phoenix, and in later years she returned to teaching school in Sedona and Red Rock when teachers were needed.

By the 1970s, Ruth and Walter were ready for retirement. They sold their last commercial crop in 1973. After Walter’s passing in 1987, Ruth negotiated with the City of Sedona and the Sedona Historical Society (SHS) to reach an agreement to donate a portion of her remaining property to the city, and to sell the remaining four acres and her home to the city. The agreement granted her a life estate and SHS access to operate a museum in the Jordan farm buildings. After Ruth passed away on January 7, 1996, the city developed the land into a public park, and in 1998 the SHS opened the Sedona Heritage Museum. The museum offers exhibits on local history, cowboys, movie-making, orcharding, and local pioneers, including early women settlers, and their contributions to the community of Sedona and Oak Creek Canyon. The historic Jordan buildings were the first in Sedona to be named to the National Register of Historic Places.

You can learn more about the Jordan Historic Park at the website for the Sedona Historical Society at Sedona Museum. Read more about chalkboard pioneer Ruth Woolf Jordan at the Arizona Memory Project.

Eulalia Bourne: The plucky Arizona teacher who was ahead of her time

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Eulalia Bourne

Eulalia Bourne, the plucky Arizona teacher who was ahead of her time.

I love to tell stories about plucky teachers, and in this blog post I’ll share a little bit about a really plucky teacher from the American Southwest: Eulalia Bourne. This daring educator, whose career spanned more than four decades, taught elementary school in rural areas, mining camps, and Indian reservations throughout Arizona during some of our country’s most challenging periods: World War I, the Depression, and World War II. This women’s libber was ahead of her time, becoming one of the very few women in her day to own and run her own cattle ranch.

Eulalia thought outside the box in many ways. Every year on the first day of school she would wear a new dress, usually blue to complement her eye color. Every school day after that, she wore jeans, Western-style shirts, cowboy boots, and Stetson hats to class. She was once fired for dancing the one-step, a new jazz dance, at a birthday party some of her students attended, because the clerk of the school board considered the dance indecent! She even learned to speak Spanish fluently and, when confronted with non-English-speaking students, taught her classes in Spanish, even though at the time it was against the law to do so.

Eulalia is probably best known for producing a little classroom newspaper entitled Little Cowpunchers which featured student writings, drawings, and news stories about classroom events. Today, these little newspapers are recognized as important historical documents of Southern Arizona ranching communities from 1932 to 1943.

Additionally, Eulalia published three critically-acclaimed books about her teaching and ranching experiences: Ranch Schoolteacher, Nine Months is a Year at Baboquivari School, and Woman in Levi’s. These volumes, although now out of print, can sometimes be purchased at used book stores and can sometimes be found at online sites featuring royalty-free works. These books are well-worth the search, particularly for those interested in Arizona history.

You can read more about about Eulalia’s intriguing life in a book entitled Skirting Traditions, published by  Arizona Press Women. You can also find a chapter about her in my first book about remarkable teachers, Chalkboard Champions.

Olive Mann Isbell: The California teacher who taught while war raged around her

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Olive Mann Isbell

Olive Mann Isbell, the California teacher who taught while war raged around her.

One relatively unknown figure in California history is educator Olive Mann Isbell. This outstanding lady taught while the Mexican American War raged on around her. She is credited with being the first teacher in a school in the state of California.

In 1846, when Olive was only 22 years old, she and her husband, Dr. Isaac Isbell, made the arduous journey west by wagon train. Western territories had recently severed their relationship with Mexico, and the Isbells arrived just as the Mexican army was poised to attack in an attempt to reclaim the land.

When fighting broke out, Olive and over two hundred American women and children barricaded themselves inside Mission Santa Clara de Asis, while the men were quickly drafted to defend the dilapidated fort. Inside the shelter, Olive sensed the anxiety of the children, so she decided to organize a school to occupy their attention. The newly-arrived pioneer was well-suited to this work, being the niece of the famous educator Horace Mann and an experienced teacher from her home state of Ohio.

The bullets were flying all around the mission, but Olive steadfastly conducted her lessons. Without slates or chalk, without pencils or paper, and with only a few books, the intrepid teacher skillfully conducted her lessons with little more than her experience and her wits. She used a long pointed stick to draw diagrams on the dirt floor. She used charcoal from an extinguished fire to write the letters of the alphabet on the palms of the children’s hands. And she kept a long rifle by her side, just in case.

When  Mexico finally laid down their arms and signed a truce with the United States on January 3, 1847, Olive’s Santa Clara Mission School became recognized as the first American school on California soil.

You can read more about this amazing chalkboard champion in my book, Chalkboard Heroes, available on amazon.com.

The instructional strategies Miracle Worker Anne Sullivan Macy used to teach Helen Keller

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Anne Sullivan Macy with Helen Keller Photo Credit: Public Domain

Anne Sullivan: this teacher’s name is synonymous with Miracle Worker. Anne is the remarkable teacher who worked with Helen Keller, an extremely intelligent blind and deaf child from Tuscumbia, Alabama. The relationship between the teacher and the student is explored in the play The Miracle Worker by William Gibson, an iconic piece of American literature that is frequently taught in public schools. This award-winning play depicts the exact moment at which, due to Anne’s expert instructional efforts, Helen was able to grasp the concept of language. This knowledge unlocked a world of isolation for the little girl, allowing her to connect with her fellow human beings, and making it possible for her to earn a university degree at a time when educating women was rare. The scene is sweet. But what strategies, exactly, did the miracle-working teacher use in order to achieve this breakthrough? After extensive reading on the subject, I think I may be able to identify a few of them.

First of all, Anne read every bit of published material available in her day about the education of handicapped students. Knowledge of pedagogy is the first step to effective practice. In addition to this, Anne had the “advantage” of personal experience, as she herself had wrestled with severe vision impairment as a result of trachoma. I’m sure at one time or another, we’ve all met an educator who is particularly effective at working with students who are facing the same challenges the teacher himself faced as a youngster.

Second, Anne was a keen observer, and she made it a point to watch the normal processes of language acquisition. She then replicated those processes as best she could to fit the particular circumstances and needs of her student. Today, we would probably call this strategy recognizing brain-based learning, and coordinating teaching strategies to fit the way the brain naturally learns.

Also, experts generally agree that much of Anne’s success in teaching Helen language was attributed to the fact that the teacher always communicated to her student with complete sentences. Concrete nouns such as water or spoon, verbs such was pump or run, or adjectives such as hot or smooth,  may be easy to convey. But abstract ideas such as beauty or truth, or certain parts of speech such as pronouns and some prepositions are much more difficult to impart to an individual unable to see or hear. Yet Annie always used these words in her everyday communication with Helen anyway.

Fourth, Anne was especially adept at incorporating experiential learning into her lesson plans. The effectiveness of “learning by doing” has been well documented, but in a day and age when most instruction consisted of rote memorization without necessarily comprehending, Anne’s insistence on teaching through constructed experience was truly innovative. Wading through the creek water, climbing the tree, holding the chick as it hatched from the egg—experiences like these were the staples of Anne’s instructional program.

To learn more about Anne Sullivan Macy, I have included an abbreviated but concise biography of this amazing teacher in my book, Chalkboard Champions: Twelve Teachers who Educated America’s Disenfranchised Students, which can also be found at amazon.com at the following link: Chalkboard Champions.

Teacher Lorene Harrison: Alaska’s Cultural Pioneer

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I love to share stories of courageous teachers who have earned a name for themselves as intrepid pioneers. One such teacher is Lorene Cuthberton Harrison, a music teacher and singer who ventured to Alaska while it was still a territory.

Lorene Cuthberton was born in March 7, 1905, in Sterling, Kansas. After her high school graduation in 1922, she enrolled in Sterling College in Kansas, where she majored in home economics. She earned her bachelor’s degree and her teaching certificate in 1928. She was 23 years old.

The same year she graduated, this pioneering lady traveled to Alaska Territory, where she became the first music teacher in Anchorage schools. She also taught courses in home economics, general science, and geography. When she arrived, Anchorage had only 2,500 residents and the high school had only six teachers. Her salary was $180 a month, compared to the $60 per month that her friends were paid as teachers in Kansas.

Two years after her arrival, the pioneer educator married Jack Harrison, a local railroad engineer. The couple had two daughters. While raising her children, Lorene continued to teach music and theater. She also continued to sing for others, performing at private and public events such as weddings and funerals. When World War II erupted, Lorene worked for the United Service Organizations (USO).

After her beloved husband passed away in 1968, Lorene opened her own boutique which she called Hat Box. The store sold clothing and hats that she personally designed. The former teacher ran her store for 30 years. She also launched herself into various cultural activities in Anchorage. She organized the United Choir of All Faiths, which was the forerunner of the Anchorage Community Chorus; she served as the first president of the Anchorage Concert Association; she was on the founding boards of the Anchorage Arts Council, the Anchorage Civic Opera, and the Anchorage Little Theatre, and she served as the director of the First Presbyterian Church Choir for 29 years.

This amazing chalkboard champion passed away at the age of 100 in 2005 in Anchorage, Alaska, and was interred in the pioneer tract of the Anchorage Memorial Park. In 2009, Lorene Harrison was inducted into the Alaska Women’s Hall of Fame. You can read more about this intrepid lady at the link AlaskaHistory.org. You can also purchase Mostly Music: The Biography of Alaskan Cultural Pioneer Lorene Harrison, which can be found on amazon.com.