The high school is the result of a slow growth and its continued existence is due perhaps as much to indifference as to any very active sentiment in its favor. It started as an advanced grade of the public school when for financial reasons it was desired to keep as many pupils as possible in attendance. The presence of the large pupils and the quality of the work done gave the school a standing in outside districts and created a feeling of pride in the citizens of the town. The higher classes were disbanded in 1863 or 1864. The _Marine Gazette_ thus comments: "During the past week we have noticed considerable discussion in doors and out about the village district school. * * It was generally admitted that the school of eighteen months ago, I think it was--at any rate the one that contained all the larger boys and girls of the village with several others from Clatsop Plains, Oysterville, etc.,--was the best school we had had for three years or even a longer period. * * About the time named the teacher was restricted as to the amount or kind of instruction to be given in the school to the so-called advanced pupils. This restriction caused the disbanding or dismissal of several classes of the largest and oldest pupils. They quit the school, dispersed, went home, or to other schools distant to our town."[33] Advanced studies were restored later and became a recognized part of the course of study. The high school sentiment, stimulated no doubt by the record of the public for excellence in the past and to some extent by the desire to keep pace with the standard of scholarship set by the private schools, increased and resulted in the establishment of the present efficient high school in 1890 and 1891. The grammar schools are loyally supported in spite of the high rate of taxation[34] necessary to maintain them; but there is still a well defined sentiment against the maintenance of the high school at public expense, though this sentiment seems to be decreasing. WHAT THE SCHOOL HISTORY OF ASTORIA REVEALS. The earliest schools were semi-public, though supported entirely by private subscription. Public sentiment clearly favored the public school and secured its establishment so soon as conditions, including the necessary school laws, made it possible. The reason for the predominance of this sentiment in favor of the public schools can be found in the fact that many of the leaders in the development of the city came from the northern and middle western states, where the idea of public education had a firm hold. V. Boelling, S. T. McKean, W. W. Parker, Col. James Taylor, and later Capt. George Flavel, Mrs. H. B. Parker, John Hobson and many others were earnest advocates and liberal supporters of public schools. The public school has had an almost uninterrupted growth from the beginning, and to-day shows the result of half a century of effort. ALFRED A. CLEVELAND. FOOTNOTES: