SUPERIOR INSTRUCTION.

COLLEGES FOR YOUNG MEN OR BOTH SEXES.

The University of Oregon, Eugene City, still has 2 departments, the collegiate and English preparatory. The collegiate has 3 courses, classical and scientific, each of 4 years, and normal of 3 years, the scientific differing from the classical only in omitting Greek and substituting German for it. For those not fully prepared to enter either the classical or scientific course, there is a preparatory course of 2 years. The English preparatory department, with a course of 2 years, supplies the want felt at present of a suitable preparatory school in the State, and therefore may not be a permanent feature of the university. The report for 1883-84 shows a faculty of 10 instructors, 213 students, and 25 collegiate graduates for 1883, including 9 normal students; also, a library of 1,200 volumes and property valued at $77,000. Women are admitted on equal terms with men.

The State superintendent says that the general aim of the school, as determined by the faculty and the regents, constitutes a fairly comprehensive view of the field of letters, the policy being to elevate and enlarge the field of work until the school shall afford to young men and women facilities for graduation in any of the learned professions.

Of the other 9 institutions, the Pacific and Willamette Universities and Philomath College have ladies' courses of 3 to 4 years; Ashland, Christian, and Philomath Colleges and Willamette University show commercial courses, in the last of 2 years; Corvallis College, a school of history and literature; Ashland, a music course of 3 years; Blue Mountain and Willamette Universities, and Christian and Philomath Colleges, drawing and painting. All are open to young women.

For statistics of the above institutions, see Table IX of the appendix; for summaries of same, corresponding tables in the report of the Commissioner preceding.

INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN.

Willamette University continues its well organized woman's college, with a lady dean. For statistics of St. Helen's Hall for Girls, Portland, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

The Agricultural College of Oregon is organized in the school of agriculture in Corvallis College, Corvallis, where instruction is given in analysis of soils, manures, modes of drainage, methods of preparing farm buildings, stock raising, fruit culture, and, prospectively, the special geology of the State. In the school of engineering instruction is also given in drawing, descriptive geometry, and the general principles of civil engineering.

This school, says the State superintendent, is rapidly becoming one of the important agencies of the educational system. The character of the instruction given is annually better adapted to the general purposes of an agricultural school, so that its students shall become intelligent and progressive farmers, thoroughly prepared for the farm, the school room, and the management of farmers' institutes. A new building is to be erected on the agricultural farm.

For statistics, see Table X of the appendix.

PROFESSIONAL.

Theological. The only information at hand in regard to theological instruction in the State is the announcement by Christian College that in 1883-84 a department of biblical literature and exegesis would be opened, of which opening no report has reached this Office.

Legal.-Willamette University, Salem, in 1883-84 presents, for the first time, a college of law, with a faculty of 5 professors, a 2-year course of study, and junior and senior classes, moot courts, &c. The studies are such as are common in good schools of law. The school year begins on the third Wednesday in September and ends on the third Wednesday in May, making but one term. No student is admitted for less than a year, and he must have studied law a year in some college or under a competent instructor. Students who have pursued the full course and passed final satisfactory examinations will receive the degree of LL. B. Arrangements will be made, it is hoped, for the admission of graduates to the bar of all the courts in the State without examination.

Medical. The medical department of Willamette University, located at Portland, remains the only medical school in the State reporting in 1883-84. The required course is 2 years of 20 weeks each. A 3-year graded course is recommended, but not required. Women are admitted on the same conditions as men. For admission, if

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the applicant is not a graduate of some approved college, academy, or high school, an examination as to fitness for the study of medicine is required; for graduation, 3 years of study, 2 full courses of lectures, a course of practical anatomy, a thesis, and a final satisfactory examination.

For statistics, see Table XIII of the appendix.

SPECIAL INSTRUCTION.

EDUCATION OF THE DEAF AND DUMB.

The Oregon School for Deaf-Mutes is under the direction of a board of 9 trustees, with 5 instructors. The sign system is used, though the lip reading system is to be gradually introduced, the experiment for the present being to unite the two. The ordinary English branches are taught in school. When organized, the industrial department will embrace shoemaking, carpentry, binding, printing, and sewing. The school property, including grounds, consists of a home building for the boys, one for the girls, and an educational building, the whole being valued at $5,000. For statistics, see Table XVIII of the appendix.

EDUCATION OF THE BLIND.

This is but in its infancy in the State. At the biennial session of the legislature in 1882, an appropriation of $8,000 was granted for the education of the blind for a term of 2 years, to be expended in accordance with an act passed in 1872. Under this provision the Oregon School for the Blind, Salem, was organized, April, 1883, with a faculty of 4 instructors, since which time it has been in regular session, except the usual vacations. It has adopted the New York point system as best adapted to the wants of the school. In the school the branches ordinarily taught in schools for the blind are adopted. The industrial department, to be fully organized, only needs the required tools and material, and, when furnished, the boys will be taught chair bottoming, shoemaking, basket work, broom making, cooperage, tailoring, carpet weaving, and brush making. The girls are already taught sewing, knitting, crotchet work, and the use of the sewing machine.

For statistics, see Table XIX of the appendix.

REFORMATORY TRAINING.

Mr. W. S. Ladd, a banker in Portland, was reported in 1882 as having given to the State $20,000 for the erection of a reform school and offering to pay all expenses of maintaining it. No further information respecting his gift has reached this Bureau.

EDUCATIONAL CONVENTION.

OREGON STATE TEACHERS' ASSOCIATION.

This association held its annual session at Salem, June 30 to July 3, 1884, State Superintendent McElroy presiding. Besides the members present, of whom 180 were enrolled, there were lecturers and professors of colleges and universities in attendance. The session is said to have shown an increasing interest on the part of teachers and a fair progress in the educational forces of the State.

An address from Prof. F. A. E. Starr on "The teachers' ambition" opened the session. In this address it was urged that teachers must not doubt as to the ultimate results for which they are doing battle: they must be content to be patient toilers among the millions of mankind, animated by the consciousness of a noble calling. Rev. R. W. Hill followed with a paper on "The school in its relation to the future of the Republic." The common school, he said, is the creature of the State, and it is the imperative duty of the State to provide such education as will conduce to the welfare of the people and the perpetuity of its institutions; and the education given must be not in intelligence alone, but in intelligence allied to moral principle. Other topics discussed were "The relative value of discipline and instruction;" "Commercial education in public schools;" "Order and its relative importance in primary schools;" "Relation of the teacher to the moral training of his school." As to this last Rev. Mr. Spriggs said that there were difficulties connected with the teaching of morals in schools. When morality is mentioned many think of religion, and thus make trouble for the teacher. His idea was that moral training must be kept apart from any special system of religion. As mutual relations exist in the school, we cannot keep from teaching morality, but it must be taught as influencing these mutual relations and as a sweetener and purifier of the intercourse of life. President E. C. Anderson, of McMinnville College, read a lecture on "Home happiness, the prime aim in education," in which he said that a happy home is a Mecca to which all the weary travellers of earth must turn. The comparative merits of mixed and fully graded schools were discussed, with some difference of opinion. Mr. H. O. Hutchinson considered the graded system a saving of time and trouble. Examination in graded schools

OREGON.

means promotion it is an incentive to study, and is favorable to progress as pushing toward the higher grades. All common schools may have rules of gradation by laying off work regularly for every study. The discussion of the question "Are public examinations and exhibitions advisable?" developed a difference of opinion, the affirmative prevailing.

"Character the end of education" was next presented in an address by Prof. J. L. Gilbert, who said that thoughts are seed germs that produce action; that this action blooms into habit and ripens into character, either good or evil. Education Public schools and their relation to is the systematic process of training the growing mind toward the pleasure giving power of spontaneous, unselfish improvement. colleges" was presented in a lecture by Prof. Joseph Marsh, of the Pacific University, in which he said that the duty of the State to the citizen may be broadly expressed in one phrase, "the securing of opportunity for right action; " that the training of the mental and moral powers is of far greater value than the amusement of youth or the acquisition of wealth; and that position, influence, and honor, to be real and permanent, must have a foundation in grand and clear purposes, sound and well developed judgment, and well established views and principles.

Modern history from a geographical standpoint" was, considered; after which Elementary instruction in the principles of civil govcame the closing lecture, on ernment," by President J. F. Ellis, of the Pacific University, in which he said: "Let the common schools but drill our youth faithfully, and we can stand against the world." Popular government must have a basis of popular intelligence or it cannot stand.

CHIEF STATE SCHOOL OFFICER.

Hon. E. B. MCELROY, State superintendent of public instruction, Salem.

[Term, September 11, 1882, to January 1, 1887.]1

The regular term is 4 years, but in 1882 the terms of governor and other State officers were so changed by the legislature as to make them begin January 1 instead of September 11. Hence the present incumbents have a little longer term.

a United States Census of 1880, Pennsylvania taking no census of school children.
These include academic as well as lower grade schools.

e Not including Philadelphia.

(From reports of Hon. E. E. Higbee, State superintendent of public instruction, for the two years indicated.)

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STATE SCHOOL SYSTEM.

GENERAL CONDITION.

The figures in the statistical table show progress in almost every particular. As the State takes no census of its school youth, there is nothing to show the increase of such youth since the United States Census of 1880. There is, however, an increase 2,359 in enrolment over 1882-'83, with a more significant increase of 9,410 in average daily attendance. There is further indication of progress in the increase of 14 new school districts, of 377 free schools, of 157 free school-houses, of 450 teachers, of $210,278 in expenditure for public schools, and of $1,686,462 in value of school property. The improvement in the character of the schools is seen in more graded schools, more that teach drawing, vocal music, and the higher branches, and more with uniform text books, while improved accommodations are shown by more school-houses rated as first class, and better instruction by more teachers who were graduates of normal schools and more who have been employed beyond 5 years. The superintendent says that every reasonable effort has been made to increase the interest of the people in education, to bring before directors the responsibility of their office, and to induce teachers to seek a higher standard of preparation for their profession. But much, he thinks, remains to be done, as there are houses in the State used for school purposes into which no law should require a well mannered youth to go, and all such ought to be removed and better ones substituted for them. More and larger normal schools are also needed to supply qualified teachers, while those that exist should be so identified with the public school system as to share in the common school fund. An extension of the school term is also urged, as in many sections of the State it is now only 5 or 6 months of the year, with change of teacher nearly every term. An enlargement of county supervision is another want. Many counties have become so populous as to have outgrown the old system of inspection. While accomplishing all it can, it is still insufficient to make itself properly felt over a range of districts where 300 or 400 teachers are employed. The number of children out of school, as in nearly all the States, presents a serious and difficult question. In the matter of school books a uniformity established by law would seem to afford the only solution of the question.

ADMINISTRATION.

The public schools of the State are under the supervision of a State superintendent of public instruction appointed for 4-year terms by the governor with the consent of the senate. The superintendent may appoint a deputy. Local supervision is through a county superintendent for each county, elected by the school directors of the county, and through school directors in independent school districts in the county, 6 for each district, elected for 3 years by the qualified voters. Women are eligible to all school offices. In consolidated districts (cities or boroughs) there are directors in each ward to look after school property and buildings and the collection and disbursement of taxes in that ward, with a board of controllers, composed of all these directors, for other school matters of the city or borough. Directors and controllers must provide a sufficient number of schools for the free education of all youth 6-21 years of age, without regard to race or color. The State also provides for the free instruction of the deaf, dumb, blind, and feeble-minded. The sessions of schools must cover at least 5 months annually to entitle districts to their share of the appropriation. It is the duty of directors to establish night schools in cities and towns where there are sufficient youth needing instruction in them to warrant such schools. Half time schools are also permitted in cases where children cannot attend the whole time. Teachers must have certificates of qualification from the proper school officer, for which, see Preparation and Qualifications of Teachers, further on. They must also report monthly to the directors under whom they serve; these directors, annually to their county superintendent; he, to the State superintendent, and he, in turn, to the legislature. The school month is 22 days, 2 of which days may be devoted to institutes for improvement of the teachers.

SCHOOL FINANCES.

To support the school system the State appropriates annually $1,000,000 and author. izes in each school district the levy of an annual tax not to exceed 13 mills on the dollar for instruction and as much more for buildings. Fines and forfeitures are applied to school purposes. The amount of State appropriation due each district is based upon the number of taxpayers, as certified by the county commissioners at each triennial assessment.

SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS.

ADMINISTRATION.

Philadelphia and Pittsburgh, under special laws, have boards of education which do not include the ward boards.