# Oregon Historical Quarterly/Volume 21/Educational Plans and Efforts by Methodists in Oregon to 1860

EDUCATIONAL PLANS AND EFFORTS BY METHODISTS IN OREGON TO 1860
By Read Bain
I. INTRODUCTION
Whatever may be the verdict of history on the final cultural effect of the evangelical religious denominations, it is quite evident all men will agree that they have made a very substantial contribution to the educational progress of every region in which they have established themselves. The fundamental idea, of course, always has been to save the souls of the heathen and raise up the sons and daughters of the faithful under the influence of educational advantages. In order to do this, the minimum requirement is ability to read the Bible. Hence, schools are necessary. So every church, we find, has now, or, at sometime in its history had, an educational program. Indeed, there is a very apparent ratio between the success of the denomination as such, and the extensiveness of its educational activities.
Practically all of the American religious bodies have given up their work in elementary and secondary education (Catholics excepted) and devote their energies to supporting some more or less struggling institutions of higher learning. Their objective is usually duofold; first, to foster their denominational program by training church and social workers; secondly, to provide a place where Christian young men and women of whatever denomination may obtain an education in which the moral and religious values of life are emphasized; and to furnish a favorable environment for the inculcation and development of these ideals.
Just how long these financially weak and all too often moribund schools will be able to stand out against the growing demand for a complete monopoly of education by the state, is a mooted question and one that time alone can settle. There ​is evidence, however, that most denominations ( Methodists and Catholics excepted) are coming to the conclusion that higher education may better be left to the care of the state as primary and secondary education have been,. The Methodists and Catholics may sooner or later come to the same conclusion. At least, there are some noticeable tendencies in this direction.
II. ANALYSIS AND SCOPE
However, our subject deals with a topic far removed from the general question of religious educational statesmanship. In the pioneer period, the church was the theorem and the school the most apparent corollary. Where the church went, there the schools went also. While the very first teaching in the Oregon country was not under the direct influence of any religious body, it is safe to say that fully nine-tenths of all the educational activities in the Oregon country before 1860 was either directly or indirectly the result of religious influence.
The period with which we are dealing divides itself into three logical phases: the period of Indian mission schools, from 1834 to 1844 approximately; the period of pioneer elementary term schools, 1844 to 1854, roughly; and the period of organized institutions, 1854 to 1860. Of course, it is understood that this is a rough approximation, that there is considerable overlapping in each division, but as a basis for discussion this analysis will do very well, as the later development will show.
The purpose of this paper is not to give a complete and final form to the educational history of this period, but to confine itself pretty strictly to Methodist education. Even this subject, limited as it is, cannot be treated exhaustively or with finality. It is hoped, however, to indicate the chief sources available for this work, and to sketch, at least, the principal landmarks along the way. Doubtless there are valuable documents in existence of which we know nothing, old pioneer letters, diaries, and perhaps even books which were used in these primitive schools, and samples of the work done by the pupils. It is certain there is a wealth of reminiscent material ​which must be collected within a few years, if it ever is to be preserved. Every loyal Oregonian and friend of education and history ought to feel it his duty to put in permanent form all of this precious and fast disappearing material of which he may become cognizant.
Some mention will be made of the educational activities of other churches than the Methodist, partly by way of comparison, and partly to supplement our knowledge of the Methodist activities. Although the Methodist Episcopal Church early took and held the lead in educational affairs, (and in all other affairs of the territory, as well, be it said in passing) it was by no means alone in educational and religious work. By 1850, the Catholics, Disciples in Christ, Congregationalists, Presbyterians and Baptists—even the Pedo-Baptists and United Brethren, were in evidence.
III. INDIAN MISSIONS, 1834-44
The first school in the Oregon country was taught by one John Ball at Fort Vancouver, Washington. Ball had come out with Wyeth's expedition in 1832. Dr. McLoughlin put him to work teaching the Indians and half-breeds at the Fort, Nov. 19, 1832. Bancroft says this school was continued till March 1? when Solomon Howard Smith, who also had come out with Wyeth, was put in charge. He taught till he became infatuated with the baker's wife. He ran away with her to French Prairie and opened a school in the house of Joseph Gervais. Then Cyrus Shepard, took charge of the school. Ball, himself, says he taught at Vancouver 18 months, so it is likely Bancroft is in error since the Methodists did not come till September, 1834.
["The author is misled by the authority accepted here. Ball's diary states that he was asked by Dr. McLoughlin to take the school on Nov. 17, 1832, and that he taught until March, 1833.—Editor Quarterly.]
Ball says his two dozen pupils talked in all languages—Klickitat, Nez Perce, Chinook, Cree, French,—and that only one in the whole school could understand him; that one took issue with him as to how the school should be run. Just then ​
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McLoughlin came in. Seeing at once how things stood, he had the young Indian taken outside and thrashed till he saw things from Ball's viewpoint. From then on the school flourished and discipline was easily maintained.
They all learned the English language ; some of them learned parts of "Murray's Grammar" by heart; some had gone clear thru the arithmetic and thereupon reviewed it thoroly. This "review" consisted of copying the book completely. These copies were used in subsequent instruction as texts. 4
So if John Ball really taught there 18 months, and accom- plished all he says he did, the work of Solomon Smith and Cyrus Shepard was greatly simplified. The latter copiously mingled his pedagogical labors with ecclesiastical efforts. These latter exercises were attended quite generally by all inmates of the Fort, Catholics, Indians, scoffers, rough moun- tain men, all ages, sexes, and conditions.
As nearly as I can reason out the order of the instructors at the Vancouver Post from the data in hand, it is this : John Ball started the school on November 19, 1832. If he continued it 18 months as he says he did, that would mean July 1, 1834. Bancroft implies that Solomon Smith took the school March 1, 1833, but assuming that it was March 1, 1834, even then Ball would fall short of his 18 months' service, particularly since Ball engaged in farming in the Willamette Valley from spring to autumn according to Bancroft.
Then Smith served from March first long enough to fall in love with the baker's wife and went to French Prairie and established a school there. This was the first school in what is now Oregon. So it must have been in the summer of 1834, particularly since Bancroft says Cyrus Shepard continued the school at Vancouver which Smith deserted when he absconded with the baker's wife. Certainly Shepard could not have taught this school till late in September, 1834, since the Missionaries did not reach Vancouver till the middle of that month.
Sometime in the fall of 1834 or winter of 1835, Shepard
4 "North Pacific History," vol. 1, p. 123. The "author" (Elwood Evans?) says this was written to him by Solomon Smith. Horner says John Ball wrote it. Evans (?) says Ball's school lasted only from January 1, 1833 till March 1, 1833, when Smith took charge, agreeing to teach six months. It is not reported whether Smith fulfilled his contract or not. Seems quite conclusive that Ball did not teach eighteen months. ​
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went to the Mission where he assisted P. L. Edwards in the mission school Lee had established there. Horner gives Ed- wards the honor of being the first Oregon school teacher, 5 but I think it is conclusive that Solomon Smith deserves that honor and the credit of long service thence forward as a representative citizen. Shepard was teaching at the mission school as early, at least, as was Edwards. 6 Geo. H. Hines is the authority for the statement that Smith also assisted in this mission school.
Shepard was a frail, studious man, while Edwards was a large, strong Kentucky frontiersman. It really is more rea- sonable to assume that Shepard did the teaching while Ed- wards cleared and cultivated land.
There were some wild Indians in the school, but their main reason for being there seems to have been a desire for food and shelter rather than any great spiritual or educational yearning. There were three Calapooia orphans received in the mission house in the winter of 1834-5. One of them, John, helped with the work, but as soon as the warm spring came, he answered the call of the wild, leaving his sickly, scrofulous sister, Lucy Hedding } (named after the Bishop) to the mis- sionary influences of the Methodists. Some of the Umpquas brought a boy to the Mission in the spring of 1835. Shortly thereafter, he died of consumption. Hines 7 says the Ump- quas came and menaced the lives of the Lees, as a result, but Daniel Lee denies this. A Tillamook Indian boy was brought to the mission and left there by his people. He would neither work nor study, but sat all day long, looking toward the coast, weeping. When his friends returned, he left with them.
A French-Indian, Louis Shangaratte, died and left three children and five Indian slaves. Dr. McLoughlin asked Lee to take them into the Mission. Lee agreed to this, but de- manded that the slaves be given their freedom. This was done. This crowded the small 18x32 building considerably but it was not long till three of them died of syphilis and two more ran away. During the first year, fourteen children were re-
5 Horner, "Oregon History," p. 70.
6 Hines, H. K., "Miss. Hist, of Pac. N. W '.," p. 99. Shepard taught at Van- couver in the winter of 1834; came to the Mission in March, 1835.
7 Hines, G., "Oregon History/' p. 14. ​
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ceived; five died before the winter was over; five ran away; two died within the next two years, leaving two of the original fourteen to have their souls saved and their lives civilized.
The missionaries themselves all had been sick. Daniel Lee nearly died. Dr. McLoughlin sent him to the Islands in the winter of 1835, where he remained till August, 1836. Poison oak, malaria or intermittent fever, a throat affection similar to diphtheria, syphilis, consumption and scrofula were some of the diseases with which they had to contend.
There is little wonder that the romantic ideas of the noble red man seeking the "White Man's Book of Life" which the missionaries had obtained back east in the fervor of the emo- tional revival meetings, began to fade away into a cold gray image of very unprepossessing reality. Jason Lee began to lose his hope of rapid evangelization of the Indians and to look toward the founding of an American state in Oregon. 8
The methods of instruction were very crude. There were no text books and in most cases the Indians did not understand any English. The first thing was to teach them the language. This was done by the usual method of pointing to objects and calling their names, by saying words and phrases and having the learners repeat. Later, more formal methods were em- ployed. The best account I could find of the difficulties en- countered, is in the work of the American Board Missions at Lapwai, Waiilatpu, and Chemekane.
Gushing Eells, writing in the "Missionary Herald," Feb. 25, 1840, says, "I cannot learn that they have any realizing sense of the odiousness of sin." This corresponds very well with Lee's general attitude. Eells goes on to say that "they do not lack ability to learn, but rather the inclination." He says the apparent interest and pleasure in the school work is due largely to the novelty of it. He thinks the reports of their anxious reception of the gospel largely exaggerated, thinks the Indians were just deceiving the missionaries.
Eells opened his school in Nov., 1839, with about 30 in
8 On July 1, 1844, testifying before the Missionary Board, Jason Lee spoke the following words: "And indeed, the Indians have no life or energy and are a melancholy doomed race. I think this is in part true: the Indians on the Wil- lamette will become, as a distinct race, extinct. But I think there will be more Indian blood, thru amalgamation, running in the veins of white men 100 years hence, than would have been running in the veins of the Indians if they had been left to themselves." A good commentary on the social conditions in the Wil- lamette valley in 1840! ​
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attendance. By Feb., 1849, he had about 80, but they were very irregular in attendance, many leaving for good as soon as their curiosity was satisfied. He taught them reading, writing, spelling, arithmetic and music. They were very fond of the latter subject.
In 1839, the Whitmans received a printing press from Hawaii, and the next year succeeded in translating and print- ing some of the Bible and school books into the Indian lan- guage. This was the first printing done in the Oregon country. These printed leaflets replaced the pen printing which had been used formerly. Spalding, in writing of this, says, "Every verb seems to be almost endless in its conjugations and com- binations. I have carried an active, transitive verb through several thousand forms."
So we may suppose this account is not greatly different from the similar work of the Methodists. That Lee was not misled by. the apparent eagerness of the Indians for formal education is shown by the quotation above given, and by the fact that he always emphasized the material arts of civiliza- tion. 9 He called his mission establishment the "Methodist Oregon Mission Indian Manual Labor School," and tried to teach the Indians to farm, build, cook, clothe themselves, culti- vate fruit and vegtables and worship God.
However, other viewpoints are not lacking. The Catholics 10 found the Indians to be remarkably teachable; Samuel Parker 11 , in 1835, speaking of the Indians on the lower Co- lumbia, said that the "character of unabused and uncontam- inated Indians would not suffer in comparison with any other nation that could be named, the only difference being that produced by the practices of the Christian religion."
But, however much the enthusiasm of the Lees was damp- ened by their first winter as missionaries, they continued the work.
9 Eells "Indian Missions," p. 20 "Capt. Slacum reported that the Indians were being taught the most useful of all arts agriculture and that without the slightest compulsion."
10 De Smet in the "Oregon Country," E. V. O'Hara, "Quarterly/' Sept., 1909. "He was astonished at the innocence of their lives and has left pages of writing in which he extols their virtues and their docility. It would be difficult to find a parallel in the history of Christian Missions for this rapid and permanent transformation of a savage tribe into a Christian community with morning and evening prayers in common." p. 224.
11 Parker's Journal, p. 155. Quoted by Bancroft, "Oregon History," Vol. I, p. 112. ​
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In March, 1838, Daniel Lee and H. Kl W. Perkins selected a site and established a Mission at The Dalles. Daniel Lee took fourteen head of cattle from the Willamette station over the Cascades, reaching The Dalles in October. He spent most the winter there, alone. The station prospered very badly but the next summer a combined church and home were added to the settlement. The Indians were very anxious to hear the gospel. They used to come in great numbers to the Sunday meeting. Soon the Mission school and Sabbath school wer'S in a flourishing condition. Doubtless the Indians had other reasons than a burning desire for knowledge as has been above intimated.
Bancroft (p. 168) analyzes Lee's motives at some length in regard to establishing these Mission posts ; makes him out a colonizer rather than a missionary; argues that Lee knew the Columbia river Indians, all of them west of the Cascades, were a hopelessly diseased, depraved and degenerated race, not worth saving if indeed that were possible. But he knew the missionary-mad people back east would never support a colonizing policy, nor would the Hudson's Bay Company per- mit it, so he went ahead, setting these stakes of empire in the name of God and the salvation of the souls of these scrofulous Indians. He had too much help for missionary work, and not enough for his plans to bring more Americans to Oregon.
In March, 1838, he had visited the Umpqua region, intending to establish a station, but the hostility of the Indians and the inaccessibility of the region caused him to forego it.
In April, he started his famous trip to the east, returning in 1840 on the "Lausanne" with the needed reinforcements. It was on this trip that he memorialized Congress to the effect that it should extend its laws over Oregon.
The station at The Dalles was reinforced. Daniel Lee and J. H. Frost established another at Clatsop Plains, near the mouth of the Columbia, in the summer of 1840. It soon be- came a flourishing settlement. Very little benefit came to the degenerate Clatsop Indians, however. ​
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In the summer of 1840, Dr. J. P. Richmond and family, Dr. William H. Wilson and Miss Chloe A. Clark were sent to Puget Sound to establish a mission near Fort Nisqually. The location chosen was in sight of the fort. Another station was established at Oregon City, with the man in charge there making regular visits to Tualatin Plains.
Thus by the end of 1840, the missionary stage of Methodist education had practically come to an end in Oregon. Jason Lee had given up his original plan of converting, educating, and civilizing the Indians and had substituted a policy cal- culated to make Oregon, an American state. He had planted American colonies at the strategic points at Salem, Oregon City, The Dalles, Astoria, and Puget Sound ; he had memor- ialized Congress to put Oregon under the protection of its laws. He had truly foreseen the destiny of Oregon and laid the foundations for its accomplishment.
Early in 1844, after the provisional government had been organized. Lee resolved to return to the United States and again attempt to get Congress to assume sovereignty over the territory, confirm the title to all the property held by the Missions and furnish an endowment for Oregon Institute.
But the Methodist Board of Missions had not been kept in ignorance of the secularization of Lee's policy, and their vision was not great enough to see the value of his shift in plans. So when Lee reached Honolulu in 1844, he was informed that Rev. George Gary was on his way to Oregon as Lee's successor in the superintendency of the Oregon Missions, with instruc- tions to close them if he thought best.
This he proceeded to do, in a very high handed manner. The property of the Willamette Mission alone was sold for about $26,000, while its actual cost had been nearly $60,000. The only direct benefit to education that came from the Meth- odist Missionary schools was the transfer of the Oregon Mis- sion Indian Manual Labor School, valued at $10,000, to the Oregon Institute. The venture cost the Methodist church about ​
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a quarter of a million. The missionizing results were nil, but the indirect benefits to education and civilization, incalculable. 12
IV. PIONEER ELEMENTARY TERM SCHOOLS,
1844-54
The only reason for dealing with this subject here is to show the soil from which the Methodist institutions grew. This type of education cannot be ascribed to any particular denom- ination, but it is safe to say that the majority of the commun- ities where such schools were found up to 1850 were pre- dominantly Methodist.
The first school, in Oregon proper, as well as the first non- mission school, was that taught by Solomon Smith in the house of Joseph Gervais on French Prairie, near Wheatland (Cham- poeg) as above set forth.
But it was not a "term" school. This type of educational institution is one for which the teacher receives so much a head for every pupil attending, the term being usually about three months. Of course, when the first formal institutions were organized, they followed this same plan, but they were doing academic as well as elementary work, and furthermore, the fees were paid to the institution, not to the teacher. The term schools must be distinguished from the Mission schools, which were "free and without price," and also from the later public schools supported by public taxation. The teacher of a term school very often "boarded around" for part of his pay.
Sidney W. Moss provided a school at Oregon City in 1843, for which he himself paid. J. P. Brooks was the teacher.
The first regular term school so far as I can find was or- ganized by J. E. Lyle, and held in the log house of Colonel Nathaniel Ford, near Rickreall, Polk County, beginning April 13, 1846, and was known as Jefferson Institute, with Col. Ford, Jas. Howard and Wm. Beagle named as trustees. 13 This school served about twenty-five students, all white.
12 Bancroft, Vol. I, "Oregon History," p. 224.
13 Oregon Spectator, Mar. 1846. ​
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Dr. Ralph Wilcox conducted a school at the foot of Taylor or Morrison street in Portland in 1847; Aaron Hyde in 1848- 49. Miss Julia Carter, at Second and Stark, in 1848, was the first woman teacher in Portland.
After 1850, the term school was very common. The cost was $8.00 to $10.00 a term.
According to the territorial law of 1850, districts could be organized with power to levy taxes for school purposes. Such a school was organized in Portland in 1851. This was held in a frame building which Col. Wm. M. King had built in 1849 for "church, school and general purposes." This was the first free public school in Oregon. John T. Outhouse was the teacher, assisted by Miss Abigail M. Clark. They got $100.00 and $75.00 a month, respectively.
Finally, May 17, 1858, a school house was built and ready for use. This was the first school building erected by public taxation in Portland, and in Oregon, so far as I could find. L. L. Terwilliger was principal and Mrs. Mary Hensill as- sistant.
Rev. Geo. H. Atkinson, Congregational minister in Portland, wrote Gov. Lane's message in 1849 and framed the free public school law of 1850. The latter was bitterly opposed by the bachelors and the denominationalists.
The following is a description of one of these term schools attended by Geo. H. Himes near Olympia, Washington, from June to August, 1854. 14
"The school was in a log cabin, 16x18 feet. The floor was made of puncheons, i. e., logs smoothed on one side with a broad ax. Sticks and moss were crowded into the spaces be- tween the logs and held in place by mortar made of clay. Light was provided by two panes of glass 8x10 inches set lengthwise in a space where a log was cut out. These panes were held in place by wooden pegs. The door was made of split cedar smoothed with a drawing knife and hung upon wooden hinges. These would emit a most doleful sound whenever the door
14 Geo. H. Himes Unpublished article. ​
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was opened or shut. The proverbial latch-string was made of Indian-tanned buck skin, which, like the latch-strings of all pioneer cabins of that time, hung on the outside as a constant reminder for folks to enter and make themselves at home.
"Desks and seats were made of split stuff, rude in con- struction. They were without backs, unless the walls of the cabin, around which they were arranged, could be called backs.
"Twenty-five pupils attended this school, some of them walking three miles or more, the distance my sister and I had to go twice a day. The road, or rather trail, ran through the dense timber the whole way. Indians and wild beasts passed across and along it daily.
"The text books used were "Webster's Elementary Spelling Book," "McGuffey's Readers," "Smith's Arithmetic," and "Grammar." Those composing the first spelling class had to go through the book without missing a word, a feat not often equaled in these days of graded schools and 'improved' methods."
The following interview with Peter R. Burnett also con- tains a pertinent criticism of modern educational methods.
Mr. Burnett came to Oregon in 1846 when he was four years old. His father settled near Monmouth where young Burnett grew to manhood.
Two years after coming to Oregon, he started to school (1848) in the little rough board school house at Bethel, now called Spring Valley, about fifteen miles south of Monmouth. This school was conducted by T. R. Harrison, "a remark- able man ; he used to make every scholar stand up and read aloud : and it would be a good thing if everyone had to do it yet. I hear some most abominable readers these days. Of course, I may be an old fogey on this subject."
Along about 1854, the people of Bethel began to get am- bitious for "higher education." So G. O. Burnett and Amos Harvey each gave 100 acres of fertile land as an endowment for Bethel Academy. This institution opened its doors, or ​
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rather its door, in 1855. It was a large frame building, two and a half stories high, the best building in Polk county at that time. It may still be seen near McCoy.
T. R. Harrison was the faculty. He taught everything from writing to algebra, though he was no "classical scholar." "Davie's Algebra," "Thompson's Complete Arithmetic" and "Sanders' Readers," first, second, third and fourth, were the text-books. Later "Parker and Watson's" readers were used, in a series of five. "Smith's and Bullion's Grammars" were the foundation of the English course. There was no diagram- ing and very little composition. The instruction consisted mainly of the exercises for "correcting faulty syntax and getting the ideas of the grammar of the language into our heads, though we did not have to memorize it." There also was a course in practical surveying. The spelling match every Friday night was one of the big incidents in the school career of the Bethel student. This was very important, since it was the training ground of the spellers who took part in the spell- ing matches which formed an important part of the frequent meetings of the literary society.
The school was equipped with manufactured desks and blackboards. It was in session from daylight till dark; the attendance, 30 or 40. Each pupil paid six or eight dollars for a term of three months, usually in the summer. "Why nobody ever heard of supporting a school by taxation in those days," said Mr. Burnett.
When Christian College was founded at Monmouth in 1860, Bethel closed its doors. The remarkable T. R. Harrison got pretty overbearing and self-sufficient in the latter days of the Academy, so Mr. G. O. Burnett got John Henry Smith, a "brilliant young man" (and Burnett's nephew) to "assist" Harrison. This caused more or less friction and hastened the decline of the Academy.
"The Bethel Academy endowment still brings in money for the Spring Valley school district, which has always been noted for its good schools," concluded Mr. Burnett. ​
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Of course, there were many term-fee academies of this period, most of them organized by the Methodists and other religious denominations, but many of them were private ven- tures. Nine such institutions were advertised in the Oregon Statesman in 1852, if we include the "Dancing Academy of Prof. Alexander Coggshall, late of Boston/' who "bearded the lions of the Methodist faith in their own den" and advertised that "he was prepared to teach the fashionable art of dancing to those in Salem who may desire, for a very nominable sum," the amount of which he did not state.
Perhaps the most pretentious of these advertisements is worthy of quotation. 15 It is a good example of the "papal darkness" which Rev. Ezra Fisher so much feared. He finally succeeded in establishing a school at Oregon City, to combat the menace of the "Catholics and Methodists who were placing schools at every vantage point," and also to "vindicate the peculiarities of the Baptist faith." This Catholic institution was the "Young Ladies' Boarding and Day School of the Sisters of Notre Dame of Oregon City." It announced its particular brand of "papal darkness" and method of "uniting the influence of Romanism with heathenism to bring into disrespect the simplicity of the gospel," as Ezra Fisher wrote, 16 in the following terms:
"The heart must be formed as well as the mind and adorned with all those qualities which beautify the manners and render virtue attractive and amiable. The moral advancement of the pupil shall be the object of the most assiduous care.
"The academy is built on the banks of the Willamette river remote from the business part of the city. The buildings are spacious and airy ; the pleasure grounds dry and extensive.
"In case of sickness, they shall experience the most con- stant and affectionate attention, and every incentive proper to inspire a laudable emulation will be employed. At the end of the term a solemn distribution of premiums will take place, followed by specimens of drawing, sewing, etc."
15 Oregon Statesman, Sept. 1851.
16 This quotation is from a letter Jan. 4, 1847. He was referring not to this particular school but to the general activities of the Catholics. Ezra Fisher Correspondence has a great deal of valuable information in it, particularly, refer- ence to economic conditions at that time, as well as a lot of amusing material. ​
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There were accommodations for 185 boarders ; fees, $4.50 a term for infants, $6.50 for elementary, and $9.50 for higher students. "Extra charges were made for piano, singing, draw- ing, painting, which same could be had upon application, all letters to be addressed, postage paid, to the Lady Superior."
The Baptists, Congregationalists, Christians, Presbyterians, United Brethren and Methodists all had similar schools in Oregon before 1860.
V. PERIOD OF ORGANIZED INSTITUTIONS, 1854-60 There were five Methodist schools in Oregon when the Conference met in 1860, Willamette University, valued at $25,000.00; Portland Academy and Female Seminary, valued at $8,500.00; Oregon City Seminary, $5,000.00; Santiam Academy, $6,500.00; Umpqua Academy, $6,000.00. There was no detailed account of attendance till 1864, when Willamette had 264; 163 male, 101 female; Expenses, $4,387.40; Receipts, $4,017.98. Portland Academy, 241 ; 170 in academic depart- ment; 71 primary. Santiam, 105; 65 males, 40 females. Ex- pense $1,218.00, Receipts $1,218.00. Umpqua, 112. Building in good repair and clear of debt. 17
There were other Methodist institutions which had come into existence and died before 1860. I shall give the history of these schools in chronological order. Doubtless there, were some schools of which we have no record at all. Only those which were chartered before 1860 will be dealt with in these pages.
WILLAMETTE UNIVERSITY
Of course the first in order of time and importance is Willamette University. It has its origin in the Oregon Meth- odist Mission Indian Manual Labor Training School which Jason Lee started in the fall of 1834 with an enrollment of John, the lordly and lazy Calapooia boy, his scrofulous sister, Lucy Hedding, and another member of the tribe. In 1838, Jason Lee, somewhat disillusioned as to the destiny of the noble red man, returned to the United States for reinforce-
17 Taken from Minutes of Oregon Conference M. E. Church by John Parsons. ​
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merits. There is no doubt that he expressed to his missionaries on the "Lausanne" during the long trip around the Horn in 1839, the idea which was already taking root in his mind, viz., that the missionary period was to be merely a transition stage, that ultimately, Oregon was to be won for the United States that the Indians of the Willamette Valley were a "melancholy doomed race." At any event, somewhere on the east coast of South America, on board the good ship "Lausanne," October 25, 1839, the Methodist missionaries cele- brated the one hundredth anniversary of Methodism by taking up a collection to start a school for white children in the Willamette Valley. Gustavus Hines preached the sermon. The sum of six hundred and fifty dollars was collected and con- secrated to the task of starting education in the American state of Jason Lee's vision and Hall J. Kjelley's dream.
The next step in the genesis of Willamette has to do with the Mission school. In 1841, Lee had moved it from near pres- ent Wheatland to the present site of Salem. Here, he had under construction, a new building, three and a half stories high, which cost $10,000.00. Lee had moved his own house to Salem, or Chemeketa, as they called it, where a grist mill already had been built. It was this new Mission school at Salem which was to become the first home of that school for white children which had been proposed on board the "Lausanne" in 1839. This came about as follows :
On Jan. 17, 1842 ? there was a meeting at Lee's house in Salem to undertake the organization of the school. A com- mittee consisting of Dr. Ira L. Babcock, Gustavus Hines and David Leslie was selected. A meeting was held near the first of February at which a committee on location was selected. They decided to proceed at once. They chose "Oregon In- stitute" as a name and selected the first board of trustees : Jason Lee, chairman ; David Leslie, Gustavus Hines, J. L. Parrish, L. H. Judson, Alanson Beers, George Abernethy, Hamilton "Cow" Campbell, 18 and Dr. Ira L. Babcock. Webly Hauxhurst was added in a short time.
18 Hamilton Campbell was known by no other name than "Cow" Campbell thruout the whole Willamette Valley. When Gary sold the Mission property, Camp- bell bought the cattle. His herds prospered and he became the cow king of Oregon. He almost literally had "cattle on a thousand hills." Hence, the name. ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 79
They selected a location on French Prairie, then changed it to Wallace Prairie about three miles north of the mill at Chemeketa.
On March 9, they drew up a prospectus and on March 15, a constitution and by-laws. In order to get an idea of the purposes of these pioneer promoters of education, we shall examine the constitution and by-laws somewhat in detail.
In Article I, which is a preamble, we find, "Whereas the Oregon Institute is designed not only to promote science, but morality and piety, this Institution shall always be under the supervision of some evangelical branch of the Protestant Church, non-sectarian and liberal." This meant, of course, the Methodist Episcopal Church and no other. This body re- sponded to the call and took charge, or supervision, Oct. 26, 1842, before any school had been held in the building then being erected.
In Article III we find: "The primary object of this institu- tion is to educate the children of white men, but no person shall be excluded on account of color if he has good moral character, and can read, write and speak the English language intelligibly."
In Article VII : "In the literary department there shall be a male and female branch subject to the control of the male and female teachers, conducted as best to promote science, morality and piety."
There was a provision that the business should be conducted by those who had subscribed $50.00 or more until such time as some religious society should pledge itself to sustain the institute.
Section 5 of the by-laws states that any subscription or dona- tion of $500.00 or more entitles the donor and his heirs to free tuition forever. Anyone giving $100 might raise it to $500 to gain this privilege. Section 10 says "no person shall be eligible to the office of trustee or steward or visiting com- mittee, or receive employment as a teacher who denies the authenticity of the Sacred Scriptures." ​
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W. H. Gray was employed to construct the building. About $4,000.00 was pledged and before the year 1843 was over, Gray had spent about $3000 on the construction of the building.
Lee was very busy organizing the Provisional government and laying his plans to get the United States to confirm the titles of the several mission properties on which he had built stations, including the valuable Oregon City claim to which it seems McLoughlin had prior rights, moral, if not technical. So in pursuit of this object. Lee left for the States in Feb. 1844. In June of the same year George Gary arrived at Oregon City as the new Superintendent of Missions, with power to close them all if he thought that were best. This he proceeded to do, while Lee was laboring with Congress to get title to the lands on which he had built his missions. He succeeded in getting these confirmed, but in the meantime, Gary had sold them all 19 for a song, and the Methodist Missions in Oregon were no more.
The Salem Mission Manual Labor School was sold to the Trustees of the Oregon Institute for $4,000.00, although the Catholics were in the market and offered $8,000.00 for the property. Later, the building on Wallace Prairie was sold for just about what it cost. So the Trustees of the Oregon Institute made a pretty good investment, even for those days, when real estate was very cheap, a $10,000.00 building and 640 acres of fine fertile land, all for $4,000.00. This old mis- sion land claim, of course passed to the Institute. At present, the State Capitol grounds, the campus of Willamette Uni- versity, and the best part of the business and residence section of Salem are on this old mission claim. The broad, regular, tree-lined streets and spacious lawns of Salem speak well for the city-planning foresight of these missionary pioneers.
So it was in this new building, 78x45 feet, three and a half stories high, that the Oregon Institute, the first organized school for white children west of the Mississippi, began its
19 The Dalles Station was kept in the hope of getting a clear title to the prop- erty. This was accomplished by J. Lee in 1844-5 before his death. The Dalles claim was sold to Dr. Whitman in 1847. The actual confirmation of the titles is found in the Enabling Act (1848) for the Oregon Territory. Ores. Ter. Laws, 1849 (U. of O. vault.) This is also called the "Organic Law." ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 81
sessions, in the fall of 1844. Mrs. Chloe A. Clark Willson was the teacher.
The following advertisement appeared in the "Spectator"
August 10, 1846. " And as one ostensible object of
the Oregon Institute is to promote piety and morality as an essential in the forming of the character of the young for eminence and usefulness, every possible attention will be bestowed upon the manners, morals, and habits of all con- nected with the school. David Leslie, Chairman of Board of Trustees." It went on to say that this could be done for $24 a year.
Mrs. Willson continued to teach (except that Jas. H. Wilbur had charge 1847-48) the school till 1850 when Rev. F. S. Hoyt took control and remained principal and president till 1860. Nehemiah Doane taught the school in 1850 till the arrival of Hoyt. The Donation Land Law of Sept. 27, 1850 had a bad effect on the school attendance. 20 . Any married man could get 320 additional acres of land for his wife. The result was that there were numerous cases of love at first sight and few "young ladies" over 15 were left in school.
On Jan. 12, 1853, the Territorial Legislature passed an act incorporating Willamette University. This was not the first educational institution incorporated in Oregon, but it was the first one designed for higher education. Tualatin Academy and two Catholic schools were chartered before this. The preamble of the act is as follows :
"Whereas the happiness and prosperity of every community (under the direction and government of Divine Providence) depend in an eminent degree on the right education of the youth who must succeed the aged in the important offices of society; and the principles of virtue and elements of liberal knowledge fostered and imparted in the higher institutions of learning tend to develop a people in those qualifications most
20 There is more or less confusion in all the secondary sources as to the date of this law. There was provision for survey made in the Organic Law of 1848, and a Donation land law was discussed in Congress, but was not passed till 1850, according to the Territorial Laws of Oregon printed by Ashel Bush, Salem (now in U. of O. vaults). Of course, the tales of such a law in 1848, and the expected passage of it, had the same effect as if the law had actually passed, because the squatter" had priority rights on the claimj of his choice. So the schools were deserted and many short notice marriages occurred. ​
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essential to their present welfare and future advancement, and whereas, it appears that the establishment of a University in the town of Salem in the county of Marion, with a suitable preparatory department for the instruction of the youth in the arts and sciences is likely to subserve the intellectual develop- ment and enlightening of the youth of this Territory, there- fore" etc.
The new university was put under the control of a self- perpetuating board of trustees composed of twenty-six mem- bers, and a visiting board of seven, selected by and responsible to the Methodist Episcopal Conference of Oregon. These visitors were to meet and confer with the Trustees. The faculty had power to suspend and expel, with the consent of the Trustees ; to grant degrees and honorary degrees. A report had to be made to the secretary of the Territory every year, giving the names and officers of the faculty, names of teachers and subjects taught, number of pupils and names and degrees of graduates. 21
F. S. Hoyt was president of the new University and principal of the academic department. He was an optimistic, energetic, resourceful man, eminently fitted for his work. By the time he retired in 1860, he had raised a permanent endowment of $20,000, bearing interest at 10%. 22 His wife was a great help to him it is said.
The first graduate, and only one before 1860 was Miss Emily I. York, who finished 1859 with the degree of B. S. The next graduate was Mrs. A'ddie B. (Locey) Reasoner, 1862. In 1863 there were twelve.
The income of the University was limited by the Act to $25,000 yearly. The board of trustees made the following rule at their first meeting:
Until the wants of the institution shall require further provisions the following shall be the faculty of the collegiate department :
1. A President whose title shall be the "President of Wil- lamette University," who shall act as Professor of Mathe- matics and Moral Philosophy. Salary $1,000.
21 Oreg. Ter. Special Laws, 1853.
22 Mines, H. K. "Miss. Hist, of N. W '.," p. 439. Gives A. F. Waller credit for this, also gives list of the teachers. ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 83
2. A Professor of Ancient and Modern Languages. Salary, $900.
3. A Professor of Exact and Natural Sciences. Salary, $900.
4. The President shall be responsible for the discipline.
CLACKAMAS COUNTY FEMALE SEMINARY
This school grew out of a venture of the part of Mrs. J. Quinn Thornton who had established a "Female School for the Instruction of Young Ladies and Misses" at Oregon City in 1847. 23 This instruction comprised "all branches of a thor- ough English education, including plain and fancy needlework, drawing and painting in water colors and mezzotint." Doubtless the good lady was doing her best to counteract the influence of the Baptists and Catholics who were founding schools in Oregon City at the same time.
In any event, the first Territorial Legislature gave a charter to the "Clackamas County Female Seminary" in Sept. 1849. 24 This school was to be undenominational, the charter specifically stating that no one religious sect was ever to be in complete control, but, the Methodists and Congregationalists were back of it. Dr. McLoughlin gave three blocks of land, (the act of 1849 limited the real estate to ten acres and the total resources to $100,000.00). A $10,000.00 building was constructed and Mr. Harvey Clark installed as teacher. He was followed by Mrs. Thornton and Mr. and Mrs. H. K. Hines.
In 1852 according to an advertisement in the "Statesman," the president of the Clackamas County Female Seminary was G. H. Atkinson, but it was under the "direction of Mr. E. D. Shattuck, lady and competent assistants." These teachers were obtained by Atkinson from Vermont. There were three departments, primary, preparatory and regular course. The tuition was $8, $10, and $12 respectively for a term of eleven weeks. The "regular course" paraded the following curricu- lum : Geometry, Logic, Intellectual Philosophy, Moral Science,
23 Oregon Spectator. Feb. 1, 1847.
24 I mention this school for several reasons, although it was not, strictly speaking, a Methodist school. The Methodists were very influential in its affairs, however. Eva Emery Dye says the Clackamas County Female Seminary and the Oregon City Seminary were the same thing. I am inclined to doubt this. There is no question about the acts of incorporation being different. It may be the Oregon City Seminary was incorporated after the Female Seminary died out. Have been unable to determine this point. ​
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Chemistry, Drawing, Painting, Monochromatic Drawing, Music, French.
In 1851, we learn the school has several important advant- ages, viz. : "deserved celebrity for healthfulness, being free of intermittent fevers, being convenient to steam boats. The cost for the respective grades was then only 6 } 8, and 10 dollars. Courses: Languages, Music and the "ornamental branches." Harvey Clark was secretary.
The Prof. Shattuck mentioned above had come out to teach in Ezra Fisher's "Oregon City College," later Oregon City University, later moved to McMinnville as the Baptist College. In 1852, then, Oregon City had this Baptist College, the "un- denominational" Methodo-Congregational Clackamas County Female Seminary and two Catholic schools.
I am unable to get any information as to the work of the Clackamas County Female Seminary from 1852 to 1860.
PORTLAND ACADEMY AND FEMALE SEMINARY
In 1849, Jas. H. Wilbur left the Oregon Institute and went to Portland with the idea of founding a Methodist school. He prevailed upon the real estate firm of Chapman, Coffin and Lownsdale to donate a site. The deed stated that the three blocks therein conveyed were to be "held in trust to build a male and female seminary thereon and therewith." They were located at West Park and Jefferson streets. All three were covered with heavy fir timber.
Wilbur went to work clearing the land and seeking sub- scriptions. He was not very successful at the latter, so he borrowed $5,000 on his personal note and spent it on the build- ings. He begged money and material from door to door; was ox-driver, axe-wielder, architect, painter, blacksmith, preacher and financial agent. By November 17, 1851, it was ready for occupancy and Calvin S. Kingsley was installed as teacher, assisted by Nehemiah Doane.
It was incorporated June 25 1854, 25 with Wilbur as presi-
25 Oreg. Ter. Special Laws, 1854, p. 49. ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 85
dent of the Board of Trustees; T. J. Dryer, vice-president; Calvin S. Kingsley, secretary ; and W. S. Ladd, treasurer.
The school flourished as Portland developed. By 1864, it had 241 pupils in attendance as above noted, only 13 less than Willamette University itself. Up to the time of its extinction in 1878, Portland Academy was one of the most important educational institutions in Oregon.
SANTIAM ACADEMY
Jan. 18, 1854, the legislature passed an act making John McKinney, Aaron Hyde, Thomas H. Pearne, Wm. C. Gallager, Andrew Kees, Alvan F. Waller, Morgan Kees, Jeremiah Ral- ston, Luther T. Woodward, Delazon Smith, Luther Elkins, John Settle, and David Ballard, trustees of Santiam Academy at Lebanon. The yearly income was limited to $10,000; the trustees were to meet and divide themselves into three classes to retire in rotation. 26
Later, on Jan. 25, 1856, the Euphronean Society was given a charter to exist in connection with the Academy. The Philo- mathean Society of Willamette University was incorporated Jan. 29 of the same year.
The M. E. Church was to have power to fill vacancies in the Board of Trustees and to visit the institution and confer with the Trustees.
Santiam Academy grew out of a term school conducted in a log cabin in 1852. Jeremiah Ralston and Morgan Kees each donated five acres, money was raised by subscription, and a two-story building containing four large school rooms was built, 1854-55. A smaller frame building had been constructed the year before. It was moved over to the new Academy building and served as the dwelling of the "professor" until the space was required for school purposes. Santiam Academy was never anything other than a primary and secondary school. It was co-educational, had no boarding school facilities, although it drew students from as far away as Jacksonville
26 Or eg, Ter. Special Laws, 1854, p. 37. ​
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and Corvallis. The average attendance was forty or fifty, although in 1864, one hundred and five were reported to the Methodist Conference. Rev. Luther T. Woodward and wife were the first teachers. They were followed by Rev. D. E Blain and wife and a Miss Farrell.
After the establishment of a public school in 1870, the Academy declined rapidly. It finally came into the hands of the school district (cf. Bethel Institute) and the buildings are now used for laboratories. The real title is still in the M. E. Church, a 99-year lease having been given the district in 1910. So there is a figure-head board of directors appointed by the M. E. Church. Present value is about $10.000. 27
CORVALLIS SEMINARY
This institution was chartered' Jan. 28, 1854. 28 Its yearly income was limited to $15,000. Three visitors were appointed by the M. E. Church. Complete records of state of finances, names of teachers and branches taught, number of pupils, male and female, and the number in each class were required. These records had to be open for inspection at all times and a yearly report had to be made to the secretary of the Territory. First Board of Trustees: John Stewart, Silas M. Stout, Wm. F. Dixon, John W. York, Robt. W. Biddle, Wesley Graves, Perry G. Earle, A. L. Humphrey, Silas Belknap, Samuel F. Starr, Thomas H. Pearne, Alvan F. Waller, Hiram Bond, B. F. Chapman, James Gingle.
There was another denominational institution in Corvallis before 1860. This was Corvallis College, a Baptist institution. The territorial legislature had appointed a committee to ex- amine into the advisability of establishing a state school at Marysville. Nothing was done. Finally, however, Corvallis College was taken over by the state and became the Agricul- tural College. I mention this, because the Methodist school, Corvallis Seminary, is sometimes given as the "ancestor" of O. A. C. The Methodist school evidently was extinct before 1860, since it is not mentioned in the Conference minutes.
27 I am indebted to Mr. Thos. D. Yarncs, M. E. Pastor at Lebanon, for these facts. The history of Santiam after 1860 is also being put in shape by him. Mr. Robt. H. Down of Portland has also written an article on Santiam Academy.
28 Oregon Ter. Laws, 1854, Special Laws, pp. 52-54. ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 87
RAINIER SEMINARY
This school was located at Rainier, in Columbia County. It was chartered Jan. 30, 1855, 29 with the following Board of Trustees: Alexander Abernethy, John S. Hawkins, James Dobbins, Geo. C. Roe, Ezekiel Harper, A. P. Minear, Chas. E. Fox, Wesley Jeans, Wm. Hutchins, John Campbell, Nelson Hoyt, F. M. Warren, A. F. Waller, Enoch Chapman, Seth Catlin. Other provisions are the same as usual except it took seven for a quorum of the board, and both sexes were desig- nated as having the privileges of the school.
I could find out nothing of the subsequent history of this school, but it evidently had gone out of existence by 1860, since it is not mentioned in the reports. Doubtless some rem- iniscent material could be collected from the pioneer residents in the vicinity of Rainier.
OREGON CITY SEMINARY
This institution was chartered Jan. 10, 1856, with the follow- ing list of trustees : 30 Charles Pope. Jr., Thomas Pope, A. E. Wait, Jas. E. Kelley, W.P. Burns, Gustavus Hines, H.K. Hines, Geo. Abernethy, A. Holbrook, P. H. Hatch, C. F. Beattie, Wm. Roberts, Chas. Adams. Other provisions were the same as for the other Academies except no limit was set on income and only five members were required for a quorum.
No further facts up to 1860 are available. The property was valued at $5,000 in that year, but no attendance reports were made. The discussion of the Clackamas County Female Sem- inary above gives an outline of the educational situation at Oregon City.
UMPQUA ACADEMY
Umpqua Academy, like so many of the other schools dis- cussed, grew directly out of religious education, first a Sunday School at the house of Benjamin J. Grubbe at Bunton's Gap, afterward called Wilbur. The first school was taught by a Mr. Eason. This was conducted in a shed which had been made
29 Oreg. Ter. Special Laws, 1855, p. 156.
30 Oreg. Ter. Special Laws, 1856, pp. 62-3. ​
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by leaning long planks against a pole which was supported by pegs driven in two oak trees. 31
Bishop E. R. Ames appointed Jas. H. Wilbur to go into the Umpqua Valley and organize a mission in March, 1853. Wilbur's general idea was that schools of the academic type should be established all over the conference as "feeders" for Willamette University. It was this idea which had governed him in the establishment of Portland Academy in 1851. Now his first plan in carrying out his work in the Umpqua Valley was to found a school.
When he arrived at Bunton's Gap, he immediately took up a land claim. This was in the fall of 1853. Sometime in the year 1854, the Umpqua Academy was a reality. It was on Wilbur's claim in a small log building built by his own hands, a repetition of the creation of Portland Academy. Rev. Jas. H. B. Royal and his sister were the teachers, the prin- cipal and preceptress Royals served two years. They were fol- lowed by Addison R. Flint.
Immediately, Wilbur set about the erection of a permanent building in a suitable location. This was accomplished by 1857. At this time the school was moved into the large white two-story building upon the side of Lincoln mountain over- looking the village of Wilbur. The town of Bunton's Gap had been renamed in honor of the preacher. In fact he was popularly known as "Father Wilbur," here as well as else- where in the state.
In the same year, the territorial legislature passed an act 32 incorporating the Academy. The following men were named as Trustees: Jas. H. Wilbur, Jas. O. Raynor, Hon. M. P. Deady, Addison R. Flint, Benjamin J. Grubbe, Willis Jenkins, Fleming R. Hill, John Kuy Kendall (Kuykendall) and William Royal. The yearly income was limited to $10,000 and the in- stitution placed under the supervision of the Methodist Church. Five members were a legal quorum.
In the second annual catalogue or bulletin, we find that
31 "History of Umpqua Academy" R. A. Booth. Oregon Historical Quar- terly, March, 1918, pp. 1-25. Same number contains articles by Geo. B. Kuyken- dall, Austin Mires and J. H. Booth on the Academy.
32 In archives of Oregon Historical Society, Portland. ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 89
the course of study was somewhat extensive. This was in 1856-9, during the principalship of Rev. Thomas Fletcher Royal. The preceptress was Mrs. Mary A. Royal, the pri- mary department was in charge of Miss Mary E. F. Royal. In 1864, the first class graduated. It was composed of Anina Tenna Royal, Stanley Olin Royal, Miller Gould Royal and one un-Royal member. But to return to the course of study. "Physiology, Drawing, Needlework, English Grammar, Geography, Arithmetic, Reading, Natural Philosophy, Algebra, Geometry, Mensuration, Navigation, Surveying, Composition, Declamation, Paley's "Evidences of Christianity," Moral Science, Mental Philosophy, Natural Philosophy, weekly exer- cises in Composition and Declamation through the entire course. Persons wishing to pursue a preparatory college course may take in connection with the above any or all of the following: McClintock's and Crook's "Latin and Greek Lessons;" Bul- lion's "Greek Reader ;" Fisk's "Classical Geography and Chron- ology ;" Davis' "Legendary Geometry." Fees $6, $7, and $8 for primary, preparatory and Academic courses respectively. Tuition in sketching, painting, Latin and Greek and Vocal music, each two dollars extra with contingent expenses of fifty cents. Payment of all bills is to be punctual."
From the same interesting document we gain the following information concerning the government of the institution. I quote it in full :
GOVERNMENT
"The laws of the Institution are few and simple, but are sufficient to secure quiet and order. 33 The object of instruc- tion will be to form correct mental and moral habits, and to cultivate a taste for intellectual pursuits. Punctuality in at- titude at all exercises of the Institution, a careful observance of study hours, and a genteel deportment are required of every student. Visits of pleasure, gathering in groups, taking amuse- ments on the Sabbath Day, absence from rooms at improper hours, writing upon or defacing the furniture or rooms of
33 Compare this with the statements made by old students Mires, Kuykn- dall, etc., in March, 1918, Oregon Historical Quarterly. ​
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the Institution, wearing firearms or other weapons, drinking intoxicating liquors, or keeping them, except by prescription of a physician, playing with cards, dice and all other chance games, such as are used for gambling purposes, contracting debts without the knowledge or consent of parents or guar- dians, using of profane language, refusing compliance with any requirements of the Board of Teachers, and all other breaches of morals and good order, or violations of gentlemanly de- meanor, are strictly forbidden. No student who occasions trouble in any of these particulars shall be suffered to remain and exert on others his corrupting influence."
On pages 14, 15, and 16 of Mr. Booth's article more of the "rules of 1858" are given. They are interesting reading for any one who enjoys that particular form of literature. I think it is safe to say that every rule they made was successfully broken before the week was out, and that they were broken without incurring the dire penalties threatened.
Professor Ebenezer Arnold was principal in 1858-9. He had five assistants. Some of them taught only one subject. There were forty-six students. The building was not yet en- tirely finished. The noise attendant upon this work caused a good deal of disturbance during the year. Rev. Isaac Dillon completed the year as principal. Mr. Arnold was compelled to resign on account of ill health.
The year 1859-60 was under the direction of Rev. T. F. Royal. The forty weeks was divided into three terms, fall and spring 12 weeks each; winter, 16. There were 93 stu- dents, 41 of which were female and 52 male. During the year the total receipts were $805.50. There were eight different teachers employed as assistants during Royal's principalship which lasted till 1867.
So this ends the sketch of Methodist education in Oregon up to 1860. From the tragic days of the Mission fiasco to state- hood in 1859, the educational work of the Methodist Church continued to develop. Some of the institutions flourished or ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 91
languished for a few years, and disappeared, but there were five of them in a sound and prosperous condition in 1860, Willamette, Portland Academy, Santiam Academy, Oregon City Seminary and Umpqua Academy. Many more were to come into existence and die out before the Methodist Church finally reached its educational angle of repose.
Short sighted and mistaken as its educational policy often has been, no one can deny that the Methodist Church has been one of the very greatest contributing forces in the educational development of Oregon; no one ever will be able accurately to appraise or measure what that influence has been, but all fair minded people must recognize it as very great and en- during.
If a complete appreciation were to be attempted, the roll would be too long to call, but the names of four men stand out pre-eminently above all others in the Methodist educational history of Oregon, James H. Wilbur, Alvan F. Waller, Francis S. Hoyt, and greatest of all, that farseeing statesman, colonizer, missionary, and champion of education, Jason Lee.
BIBLIOGRAPHY
The following bibliography does not purport to be a com- plete list of all the material which has a direct or indirect bearing on the subject under discussion in the article below. It comprises only such sources as were actually consulted in the preparation of this paper. It should be noted that there is thus far no satisfactory history of education in Oregon. There is not even a history of the educational activities of any single religious denomination. The purpose of this paper is a modest attempt to set forth the facts of the early educational efforts of the Methodist Episcopal Church in Oregon. There has been some effort to interpret the motives of the church and the leaders of its program, together with a little reference to the work of other denominations. However, the principal emphasis has been placed upon the facts as they actually oc​
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curred insofar as it has been possible to ascertain them.
Every religious denomination, particularly the Methodists and Catholics, ought to feel a great pride and a real duty in preserving the history of its early activities in the Oregon Country. Every local pastor might be instructed by his Con- ference to see that all the reminiscent material in his com- munity is reduced to writing, preserved, and placed in all of the larger public libraries where it will be available for research. This reminiscent material should not be collected in a hap- hazard way, but by a definitely worked-out schedule so as to get all the facts available on the educational, political, economic, religious, social and cultural history of the community. Rever- end Thomas D. Yarnes of Lebanon has made a start in this direction. It ought to be done thoroly and systematically before it is everlastingly too late.
ORIGINAL SOURCES CONSULTED
Burnett, Peter R. Reminiscent; interview by R. Bain, 4/6/20, Eugene, Oreg.
Somewhat rambling account of Bethel Institute; valuable material on text-books, methods of instruction and support of schools.
Fisher, Ezra. Correspondence of, pp. 492. Edited by Henderson- Latourette. Also published serially in Oregon Hist. Quar. Also in book form.
Fine account of early Baptist aspirations and achievements, particularly educational. (Oregon City College.) Also has vast amount of valuable economic data.
Himes, Geo. H. Reminiscent; interview by Bain. Also a paper on "Early Education in Oregon," not yet published.
Very interesting. Accurate in most cases. Great fund of facts.
Minutes of the Methodist Episcopal Church of Oregon about 1840- 1870.
In possession of John Parsons, Portland, Oregon. Some- what jealously guarded. Facts as to valuation of Methodist schools in 1864; also attendance. First class original source; ought to be in some library.
Missionary Herald, 1840-54. Publication of American Board of Foreign Missions, New York. In Portland Public Library.
Some articles on progress and needs of missionary work in the northwest. Letters from missionaries.
Oregon Spectator, 1846-48. Newspaper published at Oregon City. In Portland Public Library.
Few advertisements of schools is all; no news of them. Full of politics. ​
METHODIST EDUCATIONAL EFFORT IN OREGON TO 1860 93
Oregon Statesman, 1851-60. Newspaper, Salem, Oregon. Early files in Portland Public Library.
Advertisements and politics.
Oregon Territorial Laws, 1849-59. Asahel Bush, Publisher, Salem, Oregon.
Legislative acts chartering institutions cited.
Umpqua Academy Bulletin, 1859, Second Annual. In files of Ore- gon Historical Society, Portland, Oregon.
Rare document; very valuable for curriculum and rules of government of this academy.
U. S. Census Schedules, 1850-60. Seventh and Eighth Census Schedules. The Original Copies are in the Oregon State Library.
Not much good for Methodist Education as such, but they are very valuable for general educational statistics of this period; gives number of schools, pupils, teachers, valuations, etc.
Yarnes, Thomas D. M. E. Pastor, Lebanon, Oregon. Reminiscent. Material collected around Lebanon on Santiam Academy.
SECONDARY SOURCES CONSULTED
Bancroft, Hubert Howe. History of Oregon, 2 vol., 789 and 843. The History Publishing Co., San Francisco, Calif., 1886.
By far the most exhaustive work and the most satisfactory. Contains most of the facts in order of occurrence. There are some errors of detail. There is no connected educational history and not even any attempt at any educational history after the missionary period. The missionary education is not stressed any.
Booth, R. A. History of Umpqua Academy. Oregon Hist. Quar- terly, March, 1918. pp. 1 to 25.
Very full account, giving names of many students and teach- ers connected with the academy. Fine appreciation of char- acter and influence of Wilbur. Is almost an original source, since Mr. Booth was a student there during much of the time of which he writes. Same issue of the Quarterly contains other reminiscent material on the academy, mostly after 1860, however.
Eells, Gushing. Indian Missions, pp. 270. Union Press, Phila- delphia, Pa., 1882.
First four chapters deal very fully with Indian Missions in general. Chapter five has a good account of founding of Willamette University. Eells had an active part in the events he relates.
Fenton, W. D. Father Wilbur and His Work. Oreg. Hist. Quar., June, 1909.
Best account of founding of Portland Academy.
Ferrin, W. N. Fifty Years of the College. Address at the Semi- Centennial Celebration Exercises at Forest Grove, 1898. 86 pp. Pam. in Oreg. Col. U. of O. Library. Account of founding of Pacific University.
Gaston, Joseph. History of Portland. S. J. Clarke Publishing Co., ​
94 READ BAIN
Portland-Chicago, 1911. 3 vol. 681, 796, 830 pp. respectively.
Mostly biography. Doubt its accuracy.
Hines, Gustavus. Oregon and its Institutions. Comprising a Com- plete History of Willamette University.
Most complete story of Willamette University. Is accurate as to facts. Not so sure about motives. Hines had an active part in the story he is telling. He and Waller were too closely connected with the Oregon City Land Claim deal to speak frankly on it.
Hines, H. K. Missionary History of the Pacific Northwest. Pri- vately printed. Marsh Printing Co., Portland, Oregon, 1899. 510 pp.
Best story of Jason Lee and his work.
History of the Pacific Northwest. North Pacific History Co., Port- land, Oregon, 1889. 2 vol., 653 and 723 pp. respectively.
Chiefly biographical. Inaccurate. Elwood Evans, Editor (?). Homer, John B., Oregon. Gazette-Times Pub. Co., Corvallis, Ore- gon, 1919. 408 pp.
Outlines history of education briefly but concisely. A mod- est attempt, and a fairly successful, as a culture history. Not very accurate.
Leonard, E. A. History of the Baptists in Oregon. Baptist Min- isterial Conference, Portland, Oregon, Nov. 27, 1917. U. of O. Library, Oreg. Col.
Very little comparative value.
Odell, Mrs. Gen. William H. History of the University. Wil- lamette University catalogue, 1884.
Good brief account, chiefly taken from Gus. Hines' "Oregon Institutions" and "Ten Years in Oregon" by Lee (Daniel) and Frost.
O'Hara, Rev. Father Edwin V. DeSmet in the Oregon Country. Oregon Historical Quarterly, Sept., 1909. p. 244 et seq. Good account of early Catholic missionary work.
* ↑ Prepared for Seminar in Educational Historical Research conducted by Dean Henry D. Sheldon of School of Education, University of Oregon.
* ↑ Ezra Fisher Correspondence. Edited by Henderson-Latourette, p. 210. Oct. 20, 1847.
* ↑ Bancroft. Oreg. Hist. vol. I, p. 75
* ↑ Quoted by Horner. "Oregon History," p. 67.