Tag Archives: Pioneer Teachers

Comfort Baker overcame adversity to become a respected teacher

Posted on by

Comfort Baker over came family tragedy and adversity to become an educator in Omaha, Nebraska and elsewhere. Photo Credit: North Omaha History

I always enjoy shining a spotlight on outstanding educators. Educators such as Comfort Baker, an African American orphan from North Carolina who became a teacher in Arkansas, Texas, and Arizona. Her story is one of commitment, resilience, and perseverance.

Comfort was born in New Bern, North Carolina, on Feb. 15, 1870. Sadly, she became an orphan at the age of 13, and so she was sent to Omaha, Nebraska, to live with an aunt and uncle. She did well in school there, even earning recognition for her outstanding attendance.

When she was 15, Comfort enrolled at Omaha High School. Unfortunately, that same year her uncle also passed away, and her aunt became confined to a mental hospital.

Faced with the necessity of supporting herself, Comfort secured a job as a domestic in the household of Colonel Watson B. Smith and his wife, Fanny. In 1889, after three years of hard work, Comfort finally graduated from high school. She was the first female African American student to graduate from high school in Omaha, Nebraska. In a graduating class of 50 students, Comfort earned her diploma with honors.

Following her high school graduation, Comfort determined to enter the profession of teaching. She enrolled in Fisk University, a historically Black university located in Nashville, Tennessee. She was able to attend college with the financial assistance of Belle H. Lewis, a high school mathematics teacher in Omaha. Comfort earned her diploma, with honors, from Fisk in 1893. During her years in Omaha, Comfort also became a published author. She wrote numerous articles that were published by the Omaha newspaper, The Enterprise.

Comfort accepted her first teaching position when she became a summer school teacher for African American students in Newport, Jackson County, Arkansas, but by 1896 she was teaching in the town of Corsicana in Texas, and by 1905, she was teaching in Gainesville, Texas. A decade later she was teaching seventh and eighth grade at Frederick Douglas Grammar and High School in El Paso, where she was employed from 1914 to 1917.

In 1917, Comfort married, and with her husband she relocated to Phoenix, Arizona. There she instructed courses in history, algebra, geometry, Latin, civics, and penmanship. She was the first African American teacher in the Phoenix Union High School District, where she taught for 21 years, serving several years as the principal of the school. During these years, Comfort continued to improve her professional techniques by completing courses at the University of Southern California and the University of Arizona in Tucson.

Comfort Blazer retired in 1940. In all, her career as an educator spanned 52 years. This highly-respected and distinguished trailblazer passed away on June 5, 1946, in Phoenix.

The intrepid Susie King Taylor: Civil War teacher, nurse, and author

Posted on by

Susie King Taylor was an intrepid teacher, nurse, and author who practiced during the Civil War period. Photo Credit: National Park Service

Every once in a while I come across the story of an intrepid teacher who has made a signifiant contribution to our nation’s history. One of these is Susie King Taylor, a teacher, nurse, and author who practiced during the Civil War Period.

Susie King Taylor, whose birth name was Susan Ann Baker, was born into slavery on August 6, 1848. Her place of birth was a plantation owned by Valentine Grest located in Liberty County, Georgia. Susie was the oldest of nine children born to her parents.

When she was a child, her grandmother, Dolly Reed, made sure that Susie received an education, despite the fact that in that day, it was illegal to teach enslaved persons to read and write. Susie attended secret “underground” schools and her teachers were free women of color. Even at a young age, Susie demonstrated an unquenchable thirst for knowledge.

When the Civil War erupted, Susie and her family were led to freedom by her uncle. The family escaped to the South Carolina Sea Islands, an area under the control of Union forces. She was only 14 years old at the time. The Army officers Susie met there were impressed by her education and kindness, and so they asked her to teach newly-freed African American children in an emancipation school sponsored by the government, even though the war was still raging. She became the first African American teacher in the area. In 1862, Susie married Sergeant Edward King, and she joined her husband’s regiment. During this time, she taught illiterate soldiers to read and write, and at the same time, she nursed injured soldiers back to health. In fact, she became the first African American Army nurse to serve during the Civil War. She was well-known for the dedication she demonstrated while caring for sick and injured.

Once the war was won, Susie and her husband relocated to Savannah, Georgia, where she hoped to continue her career as an educator in a private school of her own. Unfortunately, the death of her husband left her without the financial means to realize this dream. In 1872, she moved to Boston where she met her second husband, Russell Taylor. She married him in 1879. In her later years, she devoted her time and attention to working with the Woman’s Relief Corps, a national organization that provided services for female Civil War veterans.

In 1902, Susie penned and self-published her memoir, Reminiscences of My Life in Camp with the 33rd United States Colored Troops, Late 1st S.C. Volunteers. The volume became a valuable historical account of her Civil War experiences.

This amazing woman passed away on October 6, 1912, in Boston, Massachusetts. She is interred in Mount Hope Cemetery. Today, Susie King Taylor is celebrated for her significant accomplishments as a teacher, nurse, and author.

Intrepid teacher and pioneer Olive Mann Isbell taught in the middle of a war

Posted on by

Intrepid teacher and pioneer Olive Mann Isbell was a California teacher who taught while war raged around her. Photo Credit: Braun Research Center

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.

Eulalia Bourne: The plucky teacher who was fired for dancing

Posted on by
Eulalia Bourne

Eulalia Bourne, the plucky Arizona teacher who was ahead of her time. Photo Credit: University of Arizona

I love to share stories about plucky teachers, and here’s one 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 or 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.

What strategies did “miracle-worker” Annie Sullivan use to teach Helen Keller?

Posted on by

Helen Keller, left, with her teacher, Annie Sullivan Macy, right. 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.