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OREGON NORMAL SCHOOLS 119

life. In his message to the assembly in 1899, Governor Lord said:

"Our normals are a useful and indispensable adjunct to our common school system. Let them be held strictly to the true object of their work, and aloof from educating in other branches: there their success is assured, and their expense will probably be greatly reduced."

There were other signs of opposition. When the legisla- ture convened in special session in 1898, the authority of the schools to grant certificates to teach was abrogated, and the only privilege left the normals was that of issuing statements of attendance to graduates, these statements being accepted in lieu of thirty months' experience, admitting the holders to the state examinations for life diplomas. This was the celebrated Daly 25 bill.

The criticisms were various. It was said the admission re- quirements were too low, that they were not invariably fol- lowed, that commercial, college preparatory, and college courses were offered rather than normal courses; that the graduates did not teach ; that the schools were of local service only ; that they meddled in politics ; that buildings and equipment were inadequate ; that they did not have training school facilities ; that they were not in strategic geographical locations; there were occasional discussions in reference to the qualifications of instructors ; bad management ; extravagance ; and sectarian relationships ; Governor Theodore T. Geer in his inaugural address in 1889 hinted at some of these criticisms in a delight- fully indefinite way that would do credit to any one skilled in the art of successful politics :

"It is a source of much regret that so much turmoil exists in many of the institutions located away from the state capital, and governed by boards of trustees and regents. There are reasons for believing that much of this is caused by the preva- lent idea that the institution should be used as a means of

25 The Daly bill was passed to take away the certificating power from the denominational schools, but so strong were they that it was necessary to include the state institutions "in order that there should be no sign of favoritism," the plan being to return the privilege to the state schools in a few years. The students at Monmouth threatened to walk out in a body if the bill passed, but better counsel prevailed." In 1902, President P. L. Campbell of Monmouth recommends that the normal diploma constitute a legal license to teach.