by Dee Beatty, May 19, 1939
Transcribed by Robyn Greenlund
The Oregon School System
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Mr. Linn and friends;
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On behalf of the class of 1939, I extend to you, parents and friends a most cordial welcome to these graduation exercises.
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This evening I have chosen to give a brief background of the Oregon school system and to discuss proposed improvements in our system in the light of this background.
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Luckily for use the early Oregon settlers believed that religion, morality, and knowledge, being necessary to the happiness of mankind, school and the means of education should ever be encouraged.
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The settlers not only believed in education but they translated thought into action and granted the sixteenth and thirty second section of every township for the purpose of building schools. Oregon was the first American commonwealth to give this liberal grant. In spite of it however the first schools were not public but privately financed schools which were open to all.
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The first school conducted west of the Rocky Mountains was sponsored by Dr. John McLaughlin and was taught by John Ball. The first school opened within the present limits of Oregon was taught by Solomn [Solomon] Howard Smith.
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The first schools had only a few dozen students and compared with the huge system of today such expansion hardly seems possible. In 1938, 210,219 students attended 2,044 elementary and secondary schools in Oregon.
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Education is a function of the state but the Federal government has maintained a bureau of education in the department of the Interior and has subsidized certain educational activities within the several states to show its interest in schools. In Myrtle Point both the Smith-Hughes agriculture and home economics departments are partially subsidized by the Federal government.
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To care for the organizing and maintaining of the schools the state has provided for specially created school districts, the state, however, has laid down a number of rules for the regulation of schools. It requires the school districts to employ teachers who have been certified by the state and specifies the preparation upon which the certificate is based. It has made the attendance of all children between the ages of 8 and 16 compulsory and it requires that all persons between the ages of 6 and 21 be admitted free to its schools. It determines the list of subjects to be taught, prepares the courses which must be followed by the schools, and sets standards for highschools.
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The state gives little financial support, most of it coming from county and local districts, but it does contribute a small amount which is derived from the investment of theirreducible school fund. Last year this fund amounted to $1.20 for each child.
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In the present system, of organization the central source of administrative authority is the state board of education, which shapes many of the general policies. The law also provides for a county superintendent of schools, elected by the voters of each county, except the five which are operated under the county school district plan.
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The fundimental unit of administration is the school district. Each county is divided into school districts and the affairs of the school districts lie in the hands of the school loard, which is elected by the voters of the district.
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In improving our present system we find two general lines of attack. Undoubtedly the school districts should be reorganized. The districts were organized in the horse and buggy days and they have not been changed along with the increased population, improved roads, and stream-lined automobiles. This change would eliminate many of the inefficient one teacher schools which exist today.
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Another improvement could be made in regard to the school fund. It has been pointed out that although education is a function of the state most of the financial support is received from the local districts. It is obvious that some districts will be able to support better schools and give the children more oppertunities than other districts. For the support of these schools the state should maintain a fund which would equalize the educational opportunities of children in poor districts with those of children in prosperous districts.
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Again I wish to extend the cordial greeting from the class of 1939.
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| I thank you. |
Class Motto--"Life is what you make it"
Class Colors--White and Gold
Class Flower--White Rosebuds
If you have information or pictures to
share regarding the Myrtle Point Class of 1939, please contact
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