Charles Henry Skidmore

Charles Henry Skidmore was born July 23, 1875 in Richmond to William Lobark and Sarah Armina Knapp Skidmore. Charles was the Utah Superintendent of Public Instruction.

Early Life in Richmond

In his early education, Charles participated in many of Richmond's early schools, such as the Rock School, the First Ward School, and later the Red Brick School. He was very skilled in his abilities in spelling, grammar, math, and penmanship. Because of this, Charles would help lead the schools in working out all the problems ahead of the class in the teachers' teaching manuals.1

However, Charles also had to spend time as a farmer. His father was Bishop of the Richmond Ward for the Church of Jesus Christ of Latter-day Saints at the time of his birth, so Charles had some years he could not attend school to watch over the tithed livestock. He was also responsible for the family farm activities such as milking cows, feeding chickens and pigs, leading horses to water, cleaning stables, sawing and splitting wood, and hauling manure. At the age of nine, Charles started a journal on Jan 1, 1885 and relates:

"I fed the chickens and went down to the Tithing office and got some matches for the men who drove calves here from Logan to the tithing corral. Then I went to the Spring to my traps (set to catch Mallards), then I came home and ate my dinner. Then I went up town with the team and took some chickens to the POOR. Then I went up town and bought five cents of Mixed candy and then I went to the dance and then came home and did chores, then went to bed and went to sleep."1

Education

In 1890, Charles started attending college. After his first year, educator and Richmond citizen William Jasper Kerr offered Charles an opportunity to study mathematics at the University of Deseret (U of U) in Salt Lake City, Utah.1

"...he invited Charles to go with him to the University of [Deseret] and live with him and take care of his furnace in exchange for board. Charles could see that his father was a bit skeptical about his going to the University and so he returned a second year to bachelor's hall at the Brigham Young College. The next two summers Charles sold the Deseret News, LDS Church works and War books and made enough to put himself through college for three years. Charles completed a two year Normal Course May 26, 1893 at the age of 17. At the close of the teachers’ summer school he passed the examination for a teacher's certificate, which was issued to him just 10 days after he turned 18 year, the youngest age by law which teacher certificates were issued."1

Just after his graduation, Charles served a mission for the Church of Jesus Christ of Latter-day Saints. He served two years in the British Mission from 1895-1897. After his return, he started teaching school at the Red Brick School. Possibly during the summer, he was a door-to-door salesman selling books again.1

By 1900, Charles began teaching mathematics at Brigham Young College in Logan, Utah, and took notice of recent graduate Anna Louise Wangsgard. The two dated for some time, and after separation while Charles attended school at the University of Chicago in 1901-1902, they were married on June 3, 1903 in Logan, Utah.1

Superintednent of Utah Schools

Granit School District

In 1912, Charles began working at the Granite School District in Salt Lake City, Utah in Oct of 1912. According to reports, the school district had 20% of the total number of children in Utah, 1/4 of Salt Lake County, and covered 14 cities/unincorporated areas.2

"In his Superintendent’s Report for 1914, Skidmore classied 'old subjects' being taught as reading, writing, spelling, arithmetic, grammar, geography, history, civics, and hygiene. 'New subjects' included music, art, nature study, hand work, agriculture, home industrial work, manual training, sewing, and cooking. He said the new subjects 'appeal to every normal pupil and serve as an attractive force to hold the child in school long enough for it to acquire a taste for most of the subjects.'

"The report continued with the observation that not many teachers were capable of teaching the new subjects since some of them were not included in the normal course taken at the university. He pointed out that every subject should be taught properly, and added, 'It is surely a mistake to urge a teacher to teach vocal music who cannot strike a tone.' He believed this emphasized the desirability of departmental work and called for special supervisors."2

While Superintendent in 1912, he saw the formation of the first Seminary of the Church by Richmond citizen Joseph F. Merrill. 

Box Elder School District

From 1917 to 1933, Charles served as Superintendent of the Box Elder School District in Brigham City, Utah. He holds the record as the longest Box Elder Superintendent of 15.5 years. Charles' main work and contribution to the School District was closing schools, moving boundaries to help with congestion and overpopulation, and opening 14 new/updated schools.

"Brigham City Schools remained crowded and it was noted by Skidmore that congestion was much relieved in 1918-19 when seventh and eight grades were moved from Whittier to the new addition at Box Elder High School, so overflow from Central could be accommodated at the nearby Whittler School, located on the corner of Second West and Second South.

"Schools tried to keep up with modern technology, with home economics classes updating sewing machines and other appliances, typewriting classes offered, and “ladies shower baths” added at BEHS. Board minutes switched from flowing longhand to typewritten pages in 1918. The district offered ninth grade in Garland school in 1916-17. That was the beginning of Bear River High School, which added tenth grade the following year. In the summer of 1919, minutes call for architects to submit plans for a new Bear River High School at the first meeting of January 1920. Superintendent Skidmore noted in 1921 that the twelfth grade would be added when the school was completed in 1922-23"3

Utah Superintendent of Education

In 1932, Charles won the election for Superintendent of Public Instruction (Education) and was appointed in 1933. He relates:

"...from this time till January 1, 1945 I was Utah State Superintendent of Public Instruction, the last year of which time I was also honored by being chosen by the chief State School Officers (that is the State Superintendents of all the states) as their President. My friends in all the states and the people in my own state have been very kind to me for which I am inexpressibly thankful. I have held many of the highest positions that could be conferred upon me by my associates, such as President of the Alumni Association, President of Utah Society of School Superintendents, Director of the National Educational Association and more than a dozen times called east by the U.S. Board of Education as a consultant on matters of rural school and vocational school organizations. When a White House Conference was held in the interest of rural schools under President Roosevelt's administration, during my presidency of the Chief State School Officers organization, it fell to my lot to preside at a meeting in the White House and introduce the President of the United State to 300 delegates who had assembled there to hear him speak to this important school question: What can we do to improve our rural schools?

"Being thrown into the school problems involved in World War II, both preparing for defense and also for post was responsibilities, I was given in all about 45 assistants including clerks and special supervisors and would have as much as a million dollars per year go over my desk and require my ok before it could be given to the particular institutions which were receiving federal funds. I was the Chief Executive Officer designated by law to receive and transfer such funds.

"During World War II there was a tremendous impact upon the number of certified teachers in Utah. Many men went into the military. Industrial jobs were plentiful during the war which paid salaries substantially higher than teachers' salaries. Superintendent Skidmore made every effort to uphold the certification requirements of public school teachers. As World War II progressed, schools of the state attempted to make adjustments to meet the needs of war and to comply with Superintendent Skidmore's request in developing physical fitness and the victory corps program. The advent of war has focused attention on the need of physical vigor and organic soundness and the experience of men in the armed services and civilian life alike have revealed all too clearly the existing laxness in health and fitness among the American people. Action is needed to prevent and correct physical deficiencies. The schools have a responsibility to fulfill. School schedules were adjusted so that students could work on farms during the harvest season. It was recognized that the bumper crops of 1943 were saved at harvest time largely through the cooperative efforts of the schools. The schools also assisted in selling war bonds and collecting scrap metal. School supplies and equipment and became depleted during the war and new building construction came to a standstill. One of the challenges of Charles was to obtain adequate financing for the school districts throughout the state.

"I am a Life Member of the National Educational Association and have in my library a report of each year from 1911 to 1949. Since 1912 and up to 1945 I have attended one or more national conventions which have spread my travels to all the states but two and have included many major cities throughout the United States.

"My steps in education have been rather gradual from the time I was 18 till half century went by. I have sort of grown up with the introduction of grades and consolidated schools, having participated in the struggles to procure proper legislation for the advancement of education in Utah. I helped to write the Utah law for consolidation on an optional basis and later for a state wide consolidation. I wrote the first article in the Utah Educational Review advocating the introduction of junior colleges in this state. Previously, I had helped to introduce junior high schools in the Granite School District.

"Briefly stated, the subjects I have taken special interest in as an administrator, since leaving the class room as a teacher of mathematics and engineering are school organization, school finance, cost of crime, school-community relations, practical education, practice in evidence along with theory, consolidation, junior colleges (with terminal courses) and education for national defense and war workers.1

Charles did not run for reelection in 1944 and stepped down in 1945. The only reason Charles stepped down from his passion in education was due to retirement laws that require teachers to withdraw from public education when they become 70. Charles would have only been able to serve half his 4-year term before having to step down.1

Church Responsibilities

While in Richmond, Charles participated in the primary, the Richmond Primary Band, and Sunday School. When he was sent on his mission, he was set apart as a member of the Seventy. While in Logan, Utah, Charles was in the Stake Sunday School and High Council.

In 1913, Charles was called as the Bishop of the Miller Ward in the Granite Stake from 1913 to 1917, while Richmond citizen Joseph F. Merrill served as Stake President.

While in Brigham City, Charles was in the High Council, and while in Salt Lake City, he was a member of the Stake Sunday School, High Councilor, and member of the Salt Lake Boy Scout Council.1

Epilogue