Page:Oregon Historical Quarterly volume 21.djvu/178



168 JOHN C. ALMACK 9

The mountains are rich in minerals, but these are almost wholly untouched. Within the vast areas of Oregon an area greater than Illinois and Indiana combined are valuable re- sources as yet practically undeveloped. The estimated popu- lation is one million over six times what it was when the first normals were established while there is over thirty times as much wealth.

The people are progressive, and thoroughly believe in public education. The broad valleys, the noble forests, the shining mountains, the rich resources are not Oregon, but, as Horace Mann said of Massachusetts, "her noble men, her pure and exalted women, the children in all her schools, whose daily lessons are the preludes and rehearsals of the great duties of life, and the prophecies of future eminence these are the State." The future destiny of the state and the nation rests with the public schools, which in turn depend upon the fidelity and efficiency of the teacher. To have good schools we must have trained and educated teachers, and for their training we must look to the normal schools. Oregon has the opportunity. Much has already been done. The great educational need of the state is properly qualified teachers. Certainly the people will provide agencies for their training. BIBLIOGRAPHY ORIGINAL SOURCES

1. Oregon School Laws, 1882, 1885, 1889, 1893, 1907, 1911, 1913-17.

2. Arguments on Initiative and Referendum Measures, 1905, 1909, 1913, 1915, 1917, 1919.

3. Reports of Boards of Regents, 1907-1918.

4. Reports of State Superintendent, 1872-1919.

5. Governors' Messages and Addresses, 1893, 1895, 1899, 1903, 1907.

6. Oregon Blue Book (statistics on elections, population and wealth) 1911-1919.

7. Catalogues, 1882-1919.