THE SUOTAY OBEGOlfflANj' POKTLAM); '-MAHGH -29, '1903:
a
DO CREGON PUBLIC SCHOOLS TEACH TOO MUCH?
SENATOR M. A. MILLER IN .RESPONSE TO EDUCATORS OF THE STATE "WHO DEFEND THE COURSE OF STUDY
22
XiEBANON, Or.. March 25. To the Ed
itor.) I have read -with considerable in
terest reveiews by various prominent edu
cators of the state, as published in The
Oregonlan of March 22; also your editorial
of March 23, in -which you say the edu
cators have indorsed the course of study
end now it is up to me.
I beg: to differ in this respect with The
Oregonlan. for as I read' the 25 different
-comments I find only a very few who in
dorse the course of study, while several
find more or less fault with it, and others
devote considerable space to apologizing
for it
In this; communication. I propose to no
tice as briefly as I can the opinions sub
mitted by President P. L. Campbell, of the
State University; President Gatch, of the
Oregon Agricultural College; Professor
"Wl C. Hawley, idean of the Willamette
University; Dr. J. W. Hill, of Hill's Mili
tary Academy, Portland; Professor W. M.
Miller, of Eugene, County Superintendent
of Xrone County; Professor Toung, of
Grant's Pass; Professor Cameron, of Ash
land: Professor Clark, of Astoria, and
perhaps others, if time and space will per
mit The question of education and the man
ner in which it should be carried on is
one upon which men and women will dif
fer and have differed for lo! these many
years. It is being discussed from the plat
form, through the newspapers and around
tho fireside. It has been so discussed in
the past, is a burning question among
the masses of the people at present and
will doubtless never bo settled satisfac
torily to all of qur citizens. Yet if any
thing is wrong in our system, and that
there is something wrong is, I bellevij,
generally conceded, then we ought to be
able and are able to from time to time
Improve our system, make radical changes
when, the consensus of opinion, seems to
demand such changes, and if this demand
can be met we should not' hesitate to act
.promptly.
This Is a big question, and a broad
question. It Is riot a personal matter. It
is bigger than any individual; it is bigger
than all the people in the State of Oregon
yea, I might say than all the people in
the United States.
There are complaints about our course
of study for two reasons. First, that the
children cannot do Justice to or com
prehend tho textbooks prescribed by the
Educational Board for lack of time and on
account of the tender age of the pupils
when these textbooks are placed in their
hands; and, second, because it Is a finan
cial burden which is unnecessary, unjusti
fiable, from every standpoint.
The "resolution" which I recently had
the honor to Introduce in the Oregon Leg
islature set forth these facts, which I
verily believe to be true. I Introduced it
In good faith, anil hope it will bear fruit.
I believe in the education of the masses.
I believe In a system of education that
will reach the people, and, above all
things, I believe in the common school,
because 96 per cent of the youth of our
state receive all the book education they
ever receive In the public schools of our
land.
Now permit me to call your attention,
or, rather, the attentlpn of your readers,
to the opinions of some of the distin
guished and prominent educators of Ore
gon as set out In the Sunday Oregonlan
of the 22d lnst., and first I will notice what
P. L. Campbell, of the State University,
has to say:
"me University or Oregon lias grcnt ad
vantages, which are conceded, for the
young man or woman whose parents are
able to send them to that institution of
learning, which has always been a jrreat
burden to the taxpayers of Oregon, but
whose doors are virtually closed to more:
than 96 per cent of Oregon's boys and
girls. President Campbell contends for
the course of study, then apologises for it.
nnd winds up by laying the blame upon
tho teachers. President Campbell says
tho state had better provide more fully
for the training of teachers. Docs he mean
larger appropriations for Monmouth? As
to more additional schools for training
teachers, let us see: "We have now the
State University, of which he is president;
the Oregon Agricultural College. Presi
dent Gatch, well known to several of the
old grandfathers of Lebanon, who were
his students -when they were boys at
tending tho "Wilamette School in the an
cient days of long, long ago; we have
four Normal Schools, one of which Is the
taxeating Normal School at Monmouth,
in Polk County. The University, the Ag
ricultural College and the four Normal
Schools are extravagaiitly supported by
State Legislatures, very much to the dis
gust of the rural taxpayer. "What more
now does President Campbell wish the
State of Oregon to do in the way of train
ing teachers? What other scheme has he
cn hand to wring from the-hard hand of
toll their hardily-earned dollars?
It is not within the compass of my time
or The Oregonian's patience to take up in
detail the many fallacies of President
iCampbell. of the Oregon State University,
but let the teachers and parents of Ore
Eon note this one: He says that "In arith
metic the suggestion is made that the
written and mental arithmetic be taught
as one class, the two texts being used al.
ternately or practically on alternate days."
Such a course has been tried, resulted in
complete failure and placing the arith
metic class In almost a pitiable degree of
idiocy owing to their lack of comprehend
ing the science of numbers which the
teacher was trying to instill into the poor
muddled, if not to say addled, brains .of
the overworked child, too sadly wearied to
comprehend or have an intelligent knowl
edge of either mental or written arith
metic. I desire to say in all kindness to
President Campbell that the idea of plac
ing in the hands of a child, say S to 10
years old, two text hooks on arithmetic,
one of them mental and the other written,
is, candidly speaking, absurd and entirely
out of reason. The child in tho first place
is called upon to study arithmetic at too
tender an age, and in the second place it
Is to my mind absolutely ridiculous to
place in this youngs child's hands and ex
pect him to study two text books, one
mental and one written, on alternate days,
as is now required in many of even our
rural schools.
The masses of the taxpayers are waking
up to the fact that somewhere, somehow
and by somebody greit grafts are being
worked to their detriment and in these
referendum days the people are inquiring
more closely than was their wont in the
early" days of Oregon. They are even dis
cussing, the actions of the Text Book
Commission in loading us down with a
great number of non-essential text books
at an enormous percentage over what the
citizens of other states are required to Ray
for the same class "of books, as can be
readily verified by letters now in. my pos
session, received from school boards of
various states, a compendium of which
I annex for the special benefit of Presi
dent Campbell, who, I think, was a mem
ber of-the State Text Book Commission
and who is hereby respectfully asked to
stato in his next letter to The Orgonlan
to the good people of the State of Ore
groh why the parents or guardians of the
school children of the state are compelled
to pay from 60 to 150 per cent more for
school, books than most of the states of
the Union. Here follows the comparison:
Comparative Cost of Text Boolcx.
Per
Indiana. Oregon, cent.
First Reader $0.10
50.2
150
Second Reader 15 .30
Third Reader 25 .40
Fourth Reader .30 .60
Fifth Reader 40 .60
Speller .10 .22
First Geography 0 .60
Second Geocranhv... .75 1.20
100
60
662-3
60
120
100
0
jnysioiogy. uniy one dook.
History of U. S. 50 Only one book.
Commencing with Texas and the way
through the first column is for each named
state, second column Oregon, last column
percentage Increased price. '
Per
Texas. Oregon, cent.
First Reader ..." J0.1S J0.25 40
Second Reader .24 .30 23
Third Reader SO .40 33 1-3
Speller .15 .22 47
First Geography 42 .60 43
Second Geography.. .SI 1.20 36
Per
Kansas. Oregon, cent.
Speller 50.10 $0.22 120
Fourth Reader. 30 .40 331-3
Fifth Reader 40 -50 25
First Geography,.... .20 .60 100
Second Geography... .75 . 1.20 60
Physiology 50 One book.
History : .'50 One bookv
Physlcal Geography. .80 1-10 37
Per
Missouri. Oregon, cent.
First Reader and
Primer comblned...J0.12 50.25 10S
Second Reader 17 .SO 77
Third Reader 23 .40 74
Fourth Reader 35 .50 43
Fifth Reader .45- .60 331-3.
First Geography'..;.. .42 .60 43
Second Geography... .81 1.20 48
First History.. . .51 . .60 17
Second History SG 1.00 16
North Per
Carolina. Oregon, cent.
First Reader .J0.13 J0.25 92
Second Reader. IS .30 66-3
Third Reader 24 .40 66 2-3
Fourth Reader. 35 -50 43
First Geography , .40 ' .60 50
Second Geography... -8S 1.20 36
First History 40 - .60 60
Second History 70 ' 1.00 u-43
Steele's Physiology;. -45 , 1.00 -144
Of tLe latter Oregon has three.
orth Per
Dakota. Oregon, cent.
TTJrst TiMdpr J0.15 J0.25 56
Second Reader 28 .30
Third Reader. 36 .40 11
Fourth Reader 4S .60 4
Fifth Reader 64 . .60 ......
Historv ,F0 1.00 2o
Mental Arithmetic... .24 -30 25
Professor Gatch.
President Thomas M. Gatch, of the Ore
gon Agricultural College, upholds ,the
course of study in our public schools,
and says it is "satisfactory." A very able
and learned professor of the Oregon
Agricultural College told me less than six
months ago that students from the public
schools entering the college were deficient
In many of the elementary branches, par
ticularly spelling, that many of them,
even of those who had graduated from tho
so-called tenth grade of the nubile school
did not average over 47 ner cent In spell
ing. If my memory Is correct I think this
same statement was published In a local
paper. The course of study says pupils
should spell once a day. Now does any
one believe they will become good spellers
under a method which gives but a few
minutes of each school day to this most
essential science, the studjj of orthog
raphy? Dr. J. W. Hill.
Dr. J. TV". Hill, of Hill's Academy, Port
land, a very competent and thorough in
structor known to some of our Lebanon
citizens whose boys attended the Bishop
Scott Academy during a portion of the
time Dr. Hill was principal, says: "The
old system of conducting spelling, the
old-fashioned spelling school, and the time
given to students for the study of spelling.
Is far preferable, in my opinion, to the
course pursued today." We must, to a
very great extent, judge by results, and
it Is almost a universal complaint
throughout Oregon, that more poor spell
ers go out from our public schools today
than at any former period of our public
school history- "Why does this state of
facts exist" now? Are our children less
capable of acquiring intelligence now than
were the boys and girls of 10, 20, 30 or 40
years ago? It is not due4o the dullness
or stupidity of the child, but to the meth
od of teaching, the way in. which it is
taught and the time given to the study of
orthography, or, rather, the lack of time
given to this very essential study; in fact.
-REPLIES
. EUGENE, Or., March 2S. (To the Edi
tor.) I have read with interest Mr. Mar
shall's letter printed in your issue of
March 8, and ask you to kindly give me
space for a reply. To his personal at
tack upon me I shall devote but a very
few words. Every candid reader of my
two letters of January 19 and February
4, respectively (the printer dated the let
ter February 9), will, I think, see at once
that it was wholly uncalled for. In the
first place the slip with respect to the
number of Mr. Marshall's sources for the
emigration of 1S43, and Whitman's con
nection with it, was a purely technical
one. Had the caption "Emigration," with
him, covered the journey alone, and not
also the assembling of the emigrants (as
for the moment I supposed it did, recall
ing what he said about the Wilkes being
the only contemporary source for the
journey) there would have been no slip
even. Secondly, the matter in question
was purely incidental in fact (though
perhaps not in form) as witness the cap
tion under which tho editor printed my
letter. Thirdly, when I discovered the
technical error, wishing to leave no
shadow of a cause for complaint of ill
treatment, I Immediately sent The Orego
nlan a letter, carefully correcting the mis
take. This was done on February 4, four
days before Mr. Marshall's reply to Dr.
Eells appeared, nnd before I had received
the slightest intimation from any source
of Mr. Marshall's dissatisfaction with my
article. Members of our profession are
usually satisfied with such treatment.
It was certainly reasonable in me to
suppose that after what was said about
the unreliability of the Wilkes letters, Mr.
Marshall (and the other two gentlemen
who have made a mistaken use of it)
would compare this document with Bur
nett's letters in the Herald, and, being
thus convinced that my position was cor
rect, candidly admit the error and drop
the matter. It appears, however, that Mr.
Marshall proposes to attempt a rehabilita
tion of this discredited source, which im
poses upon me the necessity of elaborating
my proofs,
To restate my position: The Wilkes let
ters, while undoubtedly based upon a se
ries of letters written by Peter H. Bur
nett in the Winter of 1S43-44. and purport
ing to give an account of the emigration
of 1S13, -do not constitute a trustworthy
source for tho study of this emigration.
The reasons are two: First, Wilkes
dramatizes the story told in simple lan
guage by Burnett, in order to make it
more interesting to his readers; second,
he Is writing for the purpose of proving
the feasibility of a railroad to Oregon,
and since he can be shown to depart at
will from Burnett's text, as partly printed
In the Herald, we have no guarantee that
he gives us even the substance of Bur
nett's remarks on the difficulties -of the
latter part of the route. IriUeed. there is
reason to think that he perverts the text
to his own ends.
The first paragraph of Burnett's opening
letter to the Herald (see New York Dally
Herald. January 5. 1S45), Is as follows:
"Having arrived safely in this beautiful
country, and having seen at least its main
features, I propose to .give you some con
cise description of the same, as well as a
short history of our trip. I reached the
rendezvous, 20 miles from Independence,
on tho 17th of May. and found a large
body of emigrants there, waiting for the
company to start. On the ISth we held a
meeting and appointed & committee to see
Dr. Whitman for the purpose of obtaining
information lh regard" to the practicability
of the trip. Other committees were also
appointed, and the meeting adjourned to
meet again at the "Big Spring oh the 20th.
On the 20th all the emigrants, with few
exceptions, were there, as well as several
from the western part of Missouri. The
object of the meeting was to organize br
I have noticed on several dally pro
grammes of our teachers, ten minutes al
lowed for spelling, with from ten to 25
pupils in a class and with ten words for
a recitation. Even then, at times, the
teachers omitted the spelling lesson for
lack of time to hear the class spell at
the ten words, which, no doubt, neither
teacher nor pupil had studied for
lack of time, and sometimes ten minutes
of time was. devoted to spelling every
other day only.
Professor Rigler.
It is somewhat surprising and withal a
little humiliating to read the utterances
of. City Superintendent Rigler. "When a
man occupying the high position of City
Superintendent of Schools of the City of
Portland, who poses as an educator of
the children of Oregonlans, and yet who
cannot discuss the great question of edu
cation without referring to political cam
paigns and indulging in personalities. It is,
I repeat, surprising and also humiliating.
Superintendent Rigler says that he is i
reminded of the campaign of 1902, and i
says I heard several speeches of Profess
or "Wann's. Mr. Ackerman's opponent,
and as Mr. Wann was a strong opponent
of the cramming process, I, in conse
quence, became a convert to "Wann's Idea,
and In proof of that fact, as alleged by
Rigler, was the resolution Introduced by
me in the Senate now at this time under
discussion by the educators of the state.
I am pleased to inform the sapient Su
perintendent, this disciple and expounder
of the cramming process in our schools,
that I had the pleasure of hearing Mr.
Wann deliver one speech only in the cam
paign of 1902, and for the further edifi
cation and enlightenment of Superinten
dent Rigler, beg to inform him that for
more than four years last past I opposed
the course of study now pursued both
through the public press and while deliv
ering addresses at teachers' Institutes, to
which I had the honor of a personal invi
tation. I have read editorials In The Oregonlan
criticising the public school authorities of
Portland for compelling the pupils to pro
vide each one of them a slate of certain
dimensions, cut on the bias possibly, be
sides three or four tablets with different
colored paper. This Is a small matter to
refer to, you will say; true, it is but an
Item or two In the many very foolish ex
actions the schools patrons of the public
schools of Portland have to submit to, as
many of my friends and relatives of
Portland tell me with considerable em
phasis, and I venture the assertion that
if the patrons of the public schools of
Portland could vote upon the proposition
as to whether or no there were too many
studies, and whether those nonessential
studies, coupled with the fool fads of the
City , Superintendent, were a grievous,
financial burden on the taxpayer, the prop
osition would carry by a very large ma
jority,. Professor Reynolds.
Professor Reynolds, principal Dallas
public schools, says: "One of the main
causes of the failure, in this state, or the !
public schools to accomplish fully that
which they are designed to do Is the i
very low wages paid to teachers." If a
teacher were .paid J1000 per month he.
could not successfully carry out the
course of study Increase the pay of the
teacher as much as you please, and it
will not remedy the evil. I fully agree
with Professor Reynolds that teachers In
our public schools are poorly paid and
overworked. If you apply my remedy,
the desired end will be accomplished: Re
duce the number of studies, stop appro
priating so much money for the higher
institutions of 16arnlng; by equalizing
the pay of the professors in some degree
with the pay of the principals" in our
public schools- such a saving of the
public money could be effected, while the
efficiency would not be impaired.
I know of splendid young men and
young women, of far more than average
ability, who are teaching in the public
TO MARSHALL
adopting some rules for our govern
ment. . . . . "
Thus Burnett The first page of Wilkes
.opens as follows:
"It Is not necessary to the object in view
that the writer of this Journal should fur
nish the reason which Induced him to turn
his face toward the wilderness. Let it
suffice that on the morning of the 17th of
May, 1S43, I (to drop the third person)
mounted my horse in Independence, Mis
souri, and set out for the general rendez
vous. This was situated in a little spot
about 20 miles distant, in a southeast di
rection. I did not start alone. A family
of the name of Robblns, from the northern
part of Pennsylvania, were my compan
ions. This party consisted of a husband
and wife, two chubby boys, one 6 and the
other 8 yeans of age, and a bouncing baby
of IS months or thereabouts.
"After having examined for the twen
tieth time if all the necessaries required
for the Journey were properly stowed In
the wagon, and after having for the last
time jerked at a trace, settled this and
that portion of the harness, looked under
the horses, passed his hand over the near
one's flank, and walked completely around
the whole concern, John Robins mounted
his eeat, gave a sonorous ahem! In evi
dence of his complete satisfaction, and
describing a' preparatory circle with his
lash, was about bringing It down on the
backs of his team, when a little circum
stance in the body of the wagon Inter
rupted his purpose, and softened the
threatening sweep of the gad into an ob
lique flourish that spent its elegance in a
faint snap near the ground. .
"He had turned his head for the twenty-first
time to see that all was right in
the canvas, domicile behind, when he dis-
I covered that Mrs. Robins was yielding to
the weakness of her bosom at the separa
tion of the last link that bound her to the
associations of early youth and to the ties
of friends and home. The husband kissed
away the tears that were tumbling over
her full and rosy cheek, spoke a word of
encouragement In her ear. and then with a
moistened eye himself, turned hastily to
his place, brought the whip sharply down,
set his features as rigid as a decemvir's,
and rattled off at a pace that soon jolted
off every vestige of sadness or depression,
amid the cheers of a large -circle of friends
and well wishers who had gathered to see j throughout The Herald letters leave
us off, and whose benizons floated after us j s on the Platte. Wilkes takes us through
upon the air. as if they were unwilling J the mountains. He tells us (82) "The ve
to resign this living evidence of their j BIon "we had passed through from the 30th
continual gnuardltnsnlp," etc I of Jul up tc tne 29th of August, com-
By and by Mr. Wilkes Introduces two Prised all the passes through the Rocky
interesting characters, Dumberton. the fat Mountains, and was by far the most ardu
man from "Big Pldgeon," and McFarley, 0Us and difficult portion of the whole
another fat man, who are made to play the Journey." This was the route from tho
ridiculous role of rivals for leadership I Upper Sweet water to the Portneuf, Just
of the company. Neither of these names . east of Fort' Hall. Is this true7 Could
appears 1n Nesmith's list, though the Big
Pldgeon man is mentioned by Burnett
under th name of Dulany. There were
Delanys in the company. Then he makes
the writer meet Peter H. Burnett.' pic
tures an evening drinking scene In one of
the tents: introduces Jim Wayne, the wit
of the company, whose name does not ap
pear in the list; and finally, after giving
us four pages (fine print) of this matter,
closes what he designated as chapter L
Any one can see that this is pure fiction,
so far as all the details are concerned,
and is put in for the purpose of livening
up the story.
The remaining chapters, so far as they
correspond to the account given in the
Herald, keep, generally, much nearer to
the .text of Burnett, but the editor shows
r.ot the slightest compunction about taking
up the thread himself whenever It suits
him to do so. For example, this is Bur
nett's account of an incident of the organ
isation (Herald, January 5. '45): "A red
faced old gentleman from East Tennessee
state, high up on Big Pldgeon, near Kit
Ballard's mill, whose same was Dulany,
generally styled 'Captain. most seriously
proposed that th sneering should adopt
schools of this count- for less than $40
per month. These' teachers work hard
all day In their schools, and often until
a late hour- at night, looking over so
called examination papers Another fad
connected with the "course of study" of
the worst kind, not to put too fine a point
on' it, a fad which is in fact a nuisance.
Increase the pay of these teachers, which
it is eminently right and proper to do;
but you cannot increase the amount of
their, work. They are worked to the
limit now.
I have had' some experience as a school
teacher, and have given educational mat
ters considerable thought for many years,
and believe that I know something- of Its
conditions. I talk with teachers almost
daily who say they cannot carry out the
present course- of study with any degree
of satisfaction to themselves, or with
but little ff any benefit to the pupil.
Professor Reynolds further says "that
another trouble with our schools is the
early age at which many pupils com
plete tho p.ubllc school work." This also
lias been my contention. For example,
take a child at the tender age of 10 years.
In whose hands are placed two text
books on arithmetic, one written or ele
mentaryt and one mental arithmetic, un
der this magnificent (?) course of -study
that wo now have in Oregon, when there
is not a particle of doubt that many if
not most of these young children would
be better taught and obtain more insight
Into the science of numbers if they had
no text-book at all, but simply given
number work and oral drills.
Professor Cameron.
Professor Cameron, of Ashland, makes
some pleasant suggestions. He says:
"Let us have more of the practical." This
is the universal expression heard every
where. The professor further says "that
music as a study is wearing out; much
of our physiology Is so diluted that it
could be excluded with profit." He also
says: "We hold the child to a mathemati
cal grindstone from the day of his en
trance until he is ready to leave the High
School. Some of the present grade work
in arithmetic mighf be omitted and sent
on to the High School course. It is far
beyond the mental grasp of the grade
pupil, and degenerates Into most super
ficial and mechanical work." By all
means let us have more of the practical.
Our pupils, will need it. Not every boy
and girl can go to college. Not every
one shoufd go. This Is after all a good
deal of a bread-and-butter world, with
something of a struggle necessary for
existence, and we should have a course
of study that will train the masses for
that struggle."
Professor Cameron Is on the right
track. May success be with him.
Professor Miller. . 4
I am glad that Professor Landers, of
The Dalles, fully agrees with me in many
things. I note with considerable interest
what County School Superintendent TV.
M. Miller, of Eugene, has to say. I quote
him as follows:
"The reasonable objections I have heard
are that the, course is too heavy in the
lower grades, especially the fourth, where
many children 8 and 9 years, of age are
carrying reading, writing, physiology,
geography, language. arithmetic and
mental arithmetic, the texts used being
quite difficult and utterly beyond the ca
pacity of such tender ages. The num
ber of subjects' should here be cut down.
The matter In arithmetic and geography
is too difficult. No text-book In arith
metic need be used before the middle of
the fourth grade. If physiology is given
in the grammar school at all, it should
not be earlier than In the sixth grade,
and from one text-book Instead of two."
The logic of my friend Miller Is sound
and his conclusions are unanswerable.
The work In these grades is entirely too
heavy- Elementary geography is intro
duced in the third grade, when a major
ity of the pupils in this grade are un
able to read the text-book. In physiology
the criminal .laws of Missouri or Ten
nessee, for the government of the com
pany. This proposition he supported by
an able speech, and. several speeches were
made in reply. Some one privately sug
gested that we should also take along a
penitentiary. If Captain Dulanys propo
sition should pass."
Of this Incident Wilkes makes the fol
lowing Interesting story:
(p. 70.) 'ln the middle of the uproar of
the first hour, Dumberton, who had given
his hair an extra Intellectual rush from
the front, and arranged the snuff-colored
garments in a style of superlative finish.
' managed to obtain the ear of the ossem-
hlcrp Affpr hnvlni irawd trt rrnrcd
into profound silence, he commenced a
euloglum on the character, of Washington;
made patriotic allusions to the Revolution
and the late war, touched upon the bat
tle of New Orleans, apostrophized the
American eagle, and then wound up his
Introduction with a very meaning senti
ment leveled with great force and earnest
ness at the 'iron arm of despotism.' Imag
ining that he had fairly taken captive the
admiration of his audience, Mr. Dumber
ton, of Big Pldgeon, came to the point of
his address, and gravely proposed that the
emigration should adopt the criminal laws
of Missouri or Tennessee for Its future
government.
"No sooner had the speaker delivered
himself of his proposition than McFarley.
who had been chafing like a stung bull
for the last half hour, sprang up and re
marked that since the gentleman from
Big Pldgeon had found out we had robbers
and thieves among us, he would move that
a penitentiary be engaged to travel in
company If his proposition should pass.
"Mr. Dumberton replied with a savage
Irony Intended to annihilate his opponent,
that 'the gentleman who had suggested
the last resolution, would doubtless find
himself taken In if it did.' Mr. McFarley
denounced Dumberton as a demagogue,
whereupon Mr. Dumberton appealed to
the genius of liberty in a most beautiful
apostrophe."
It seems superfluous to continue these
quotations. Thus far, as it happens,
Wilkes has kept pretty close to the sub
stance of Burnett's letters,, while rewrit
ing them in his own way. But how can
we be at all certain that he does this
MurnpTT nv sw jn iuutm xk k
he describes the route from Fort Hall to
tho Walla Walla, and makes a very ob
vious effort to minimize the difficulties of
that portion of the trip the part which
all accredited witnesses agree in repre
senting as the most difficult and toilsome
portion.
It is therefore at best dangerous to make
t ant of Wilkes at all. whli nn nn.
ls justified In using It on any question per-
taining to the difficulties of the route, the
services of particular pioneers en route,
the customs of the campers, etc Indeed,
so long as there is any other genuine
source for the study of this journey and
there are several It Is strange that a
historian should even go to the trouble
of trying to defend Its .general accuracy In
any particular. This can be done by com-
narlng i with Burnett s accredited letters
in the Herald, which cover a small portion
of the route. For the rest we must rely
on Burnett's Recollections to determine
how far Wilkes is reliable.
But "why not use the Recollections at
first hand? A, careful comparison of era
cUl passages from the Herald letters with
we have now three text-books; in my
opinion we should have but one. We
also have three text-books in grammar;
I believe as good or better work could be
accomplished If two of these text-books
were eliminated from the course.
I wish to thank my old schoolmate
friend from Eugene for his splendid letter.
Professor F. E. Young, of Grant's Pass:
God bless him I He believes that It i3
impossible at present to put the course
as it now stands into the hands of thor
ough tly competent teachers in I every
school In the state; "It is far better to
sacrifice quantity to quality a sentiment
in which I most heartily coincide.
Professor A. L. Clark, of Astoria, vir
tually admits my contentions when he
says the . time is not sufficient to carry
out the present course of study. He says:
"Instead of eight years for a pupil to pass
to the eighth grade nine or even ten years
should be taken." All the studies laid
down in the course are perhaps merito
rious, but my contention is that they
cannot be well learned or thoroughly mas
tered in the time allotted. Perhaps, as
Professor Clark says, they might be In
two additional years, but it Is impossible
under the present management of our
school system in Oregon.
General Criticism.
Under the system or course of study Im
posed upon the educators' In the public
schools of Oregon the teacher has not a
moment of time outside -the dally routine
of work. He has no time to call the pu
plls attention to the great events that
may be transpiring in the world, perhaps
in the child's native land, or it may be in
some foreign country. The child becomes
a mere machine. His Individuality is not
developed, his reasoning and thinking
powers are not appealed to, from five to
fifteen minutes are allowed for a recita
tion, very possibly there are more pupils
in the class than minutes of time in
which to hear the recitation. In such
cases comment Is unnecessary. There are
too many fads in our public schools which
ought to be. wiped out. Even so-called
teachers' Institutes are afflicted with this
disease. In those "institutes" usually one
or two persons will deliver a kind of a
Lord Dundreary lecture or two. Teachers
present, under compulsion, have to un
dergo the fearful penalty of sitting still
during the delivery of those ponderous old
platitudes we've been listening to all our
lives. God help the poor teacher!
Fads.
In discussing the question of appropriat
ing money for higher Institutions of learri-
ing. The Oregonlan of February 3, 1901,
said:
"It is partial and vicious and should be
rejected. This whole business runs to ex
cess. The state cannot possibly give the
whole body of Its youth an academic and
collegiate education, and would educate
multitudes to a point of helplessness If it
should; but It can give all its children a
common school education and in reality
should attempt no more; for since only
a small proportion, after all effort, can.'
receive the higher education. It Is wrong
to tax all for the benefit of less than all."
In a certain sense the state is putting
up her money to weaken or tear down
private Institutions of learning. Take, for
-Instance, the " Willamette University, at
Salem, which receives no financial aid
from the state, yet has educated very
many of the young men and.young women
of Oregon, some of whom have filled the
highest, positions in, the gift of the people
of this state, reflecting credit upon Ore
gon and upon their Alma Mater, the Wil
lamette University.
Pacific University, at Forest Grove, in
Washington County, has never to my
knowledge been a beneficiary of the state,
yet her graduates are recognized every
where as being thoroughly educated in the
very best sense of that often very much
misapplied word.
Albany College, Albany, Linn County,
another thoroughly equipped institution of
learning, receives no aid from the State of
PROFESSOR S CHAFFER RESUMES
"WHITMAN CONTROVERSY
corresponding passages from this book
shows that Burnett must have had before
him, In writing Recollections, either cop
ies of the Herald letters, or, what is more
likely, the rough drafts of these letters.
Any one can convince himself of the truth
of this observation by making compari
son of the two accounts so far as they
parallel one another. I conclude, therefore.
that the best Burnett source for the en
tire trip of the emigrants of 1S43, is Bur
nett's Recollections, published In 18S0.
- Adverting to Mr. Marshall's query why
I did not publish the results of my inves
tigations on this point prior to January
20, I may say that It was my intention
to publish them In connection with a pa
per of some length which is not yet ready
for the press. When I saw that Mr. Eells
was in a good way to forestall me, I de
cided naturally enough to print a brief
statement at once. I trust this may satls
fy him. JOSEPH S CHAFER.
The Land Beyond the Sea.
Frederick William Faber.
(Frederick William Faber was born oa Juno
28. 1814, at tho vicarage of Calverley, York
shire. Ensland. From his. earliest years he
save promise of remarkable power of mind.
After studying at Harrow School he entered
Balllol College, Oxford, la 1S32, and In 1837 re
ceived deacon's orders In the Church ot Eng
land. In 1645 he left the Church of England
and united with the Roman Catholic Church.
In which communion he died September 28,
1863. He wrote several books of hymns. "The
Land Beyond the Sea" was a great favorite of
the late Mrs. Julia D. Grant, and It was read
at her funeral In New York on- December 21
last by Bishop Mackay-Smlth.)
The Land beyond the Sea!
When will life's task be o'er?
When shall we reach that soft blue shore.
O'er the dark strait whose billows foam and
roar?
When shall we come to thee.
Calm Land' beyond the Sea?
The Land beyond the Sea!
How close It often seems.
When flushed with evening's peaceful gleams;
And the wistful heart looks o'er the strait,
and dreams!
It longs to fly to thee.
Calm Land beyond the Seat
The Land beyond the Sea!
Sometimes distinct and near
It giows upon the eye and ear.
And the gulf narrows to a threadlike mere;
We seem half way to thee.
Calm Land beyond the Sea!
The Land beyond the Sea!
Sometimes across the strait.
Like a drawbridge to a castle gate.
The slanting- sunbeams lie, and seem to wait
For us to pass to thee.
Calm Land beyond the Sea!
The Land beyond the Sea!
Oh. how the lapsing years,
Mid our not unsubmissive tears.
Have borne, now singly, now In fleets, the
biers
Of those we love to thee,
Calm Land beyond the Sea!
The Land beyond the Sea!
How dark our present home!
By the dull beach and sullen foam -How
wearily, how drearily we roam, "
With arms outstretched to thee, -.V
Calm Land beyond the Sea!
The Land beyond the Sea!
When will our toll be done?
Slow-footed years! more swiftly run
Into the gold of that unsettlng sun!
Homesick we are for thee.
Calm Land beyond the Sea!
The Land beyond the Sea!
Why fadest thou m light? ,
Why art thou better seen toward night?
Dear Land! look always plain, look always
bright.
That we may gaxe on thee.
Calm Land beyond the Seal
The Land beyond the Sea!
Sweet ls thine endless rest.
But sweeter far that Father's breast
Upon thy shores eternally posaest;
For Jesus reigns o'er thee.
Calm Land beyond the Sea!
Dr
J. Henri Kessler
WHO HAS CURED SO MANY
PRIVATE
DISEASES OF MEN
IN THE LAST 30 YEARS
In the treatment of ALL DISEASES OF MEN AND WOM
EN, to vhich his practice is limited and to which his exclusive
thought and experience has been devoted for more than 25 years,
HE GIVES A LEGAL WRITTEN GUARANTEE TO CURE
PERFECTLY AND PERMANENTLY or refund every cent paid.
If troubled with VARICOCELE, IMPOTENCY, BLOOD POI
SON, DESPONDENCY, or REFLEX DISORDERS, it will pay
you to consult him at office or by letter. Consultation free, and if
you take treatment charges will be entirely satisfactory to you.
EVERYTHING STRICTLY PRIVATE AND CONFIDENTIAL.
We tell no tales, and all our letters are sent in plain envelopes;
no ad. or card on our envelopes.
We manufacture much of our medicine, so we know its purity
and strength. Dr. Kessler only lately made a trip to the East Ten
nessee mountains to get a vegetable medicine which has never
been used by any doctor on this Coast. Ijle gets all the latest
medicines from all parts of the world. He treats as many at home
as at the office.
Address him and enclose ten 2-cent stamps.
DR. J. HENRI
Cor. Second and Yamhill
Oregon, and although for years struggling
under a heavy load of debt, which has
been paid off within a short time, has
heen doing splendid work, and her grad
uates rank high as any and will make
their mark in the future history of Oregon.
There are many of the higher Institutions
of learning scattered throughout Oregon,
asking no aid from the state and yet are
doing good work in fitting many of the
young men and young women of Oregon
for the struggles incident to humanity's
battles.
If hlgh'er .InstituUons of learning must
be supported by state appropriations, In
my opinion the State University at Eu
gene, the Oregon Agricultural College and
one Normal School, these three and no
more, to "receive such aid, ought to be
sufficient in the way of higher Institutions
of learning. If the state must do normal
school work: for the sake of good work and
economy, concentrate the effort and make
one good school, "where diamonds will be
polished and drones banished." Quality,
not quantity, should be the end in view.
(Mr. Miller Quotes at considerable length
from various newspapers against the
"cramming process." These extracts are
omitted for lack of room.)
Governor Chamberlain.
Our splendid and intelligent Governor,
George E. Chamberlain, of whom we are
all proud, said in his inaugural address,
in speaking of the common schools, thq
following:
"Oregon has Just cause to be proud of
the record she has achieved with reference
to her public school system. She stands
near the front rank in efficiency and in at
tendance proportioned to population. No
tax is so cheerfully paid by our people as
that which goes to support the public
schools, for it is in them the minds and
characters of the great majority .of our
children must of necessity be formed, and
It ls to them that the state must look
mainly for useful and responsible citizen
ship. To maintain their efficiency is our
solemn duty. Education there attained
should be extremely practical, having for
Its object preparation of the pupil for the
everyday affairs of life. To this end, non
essentials should be eliminated, and essen
tials only Installed. It ls to be feared,
however, that the modern tendency ls to
reverse this wholesome rule, and reading,
writing and arithmetic are giving way to
music, drawing and other embellishments.
Too many are the books and too many the
studies for thoroughness m those things
which go to fit our hoys and girls for use
ful men and women, and embellishments
are being added to the courses of study
each year which had better be left to
schools of art and to colleges and unlver-
Gentlemen. I am enjoying this contro
versy, and have not exhausted my ammu
nition. My address is Lebanon, Or., on
the classic banks of the Santlam. I re
spectfully submit this, my first contribu
tion, to the intelligent people of Oregon
and their much-afflicted children now at
tending the public schools. Very respect
fully, MILTON A. MILLER.
kidney and
arupsicsu
bloody urine,
potency,
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IuTTN-o -rK troubled with night
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TO5lgSgEi? MEN.'whProna excesses and strains have lost their JlJ
BLOOD AVD SKIN DISEASES, Syphilis. Gonorrhoea, painful, bloody urj
GleelS?rD4r
and Liver TrouDies, cureu ".xr""
DBS?Swmntho
or redy-made preparations, but cures
5r.5xr?. TJ,t,.:,t nioo
SoubleT PATIENTS cured at home.
K??i1iz,.fir ?nrf,Hnnrr fr-e and
DR. WALKER, 181 First Street Corner YamhiH, Portland,
c
KESSLER, M. D. I
PORTLAND, OR. t
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