The daily morning Astorian. [volume] (Astoria, Oregon) 1883-1899, 1895-06-28
A WAY OUT.
The Presumed Dilema With False
Basis.

Some one, do not know whether a
brother Christian or not, Is burning with
indignation because he cannot run Jack
son. 1 simply want justice since this
matter has been agitated, hence do not
feel disposed to remain silent when such
an article q do not know its author) as
appeared in this mornings Astorian has
been scattered broadcast for people to
read
There was not a shad of fairness In the
whole article; 1t was venom from begin
ming to end and statements either abso-
lutely wrong or greatly exaggerated fol-
lowed one after the other throughout.
My only purpose is to correct these ven
-omous errors.
The very beginning was wrong In that
1t made the statement that the principals
met at my rooms at a time set by me, In
timating that / did 1t all what ever .in-
convenience the others may suffer. The
statement should have been that the
meeting was to have been in the evening
at 7;30 and the place was indefinite after
a change was made to suit r. N. Wright
because he did not think 10 mention at a
previous meeting that the H. s. would
give a reception on that same evening.
/ labored under the impression that the
meeting was to be at our school
building and so informed our teachers
also the s class in the presence Of the
B class. even had Miss Dealy vacate
her room for us as my boys and girls
were busy doing assigned work; hence to
meet there would be confusion. A few
of my papers were ungraded and l set
to work expecting the gentlemen to be
present at 2 o'clock. worked and waited
until 2:3O, when I thought surely there
must be something wrong. So sent Aus
tin Osburn to the Court st. school to
ask Mr.. Wright why he did not come
OF If I misunderstood the place. He
went as quickly as convenient but
learned at that building that Mr.. Wright
had gone to Mrs. Ruckers my place OF
abode. Austin went there and found the
other principals there then came and re-
ported same to me. / went soon arriving
perhaps an hour late. That Statement
was correct but said nothing about for
getting the place of meeting only re-
marked that / perhaps misunderstood
My papers were lugged back to my room
from where had carried them thinking
of the schoolhouse as the place OF meet
Ing My best papers were assorted and
laid on the table after the best grade had
been announced. Mr.. Williams took up
the Geography paper, scrutinized 1t very
closely--which was right-but said Gen
tlemen this Is wrong" as though a
whole question had been left out. The
question asked for the advantages OF the
Erie Canal. The answer was that COM
modities could be taken directly through
the State Of N. Y. without having to
20 up the st. Lawrence River. Well, l
do not know, and could not imagine how
he knew whether the pupil had in mind
a ship entering the mouth of the river or
from the lales-but since she stated up
she must have had that in mind which
was as correct as to have said It the
other way. However he pronounced 1t
wrong, and demanded an investigation
which was freely granted. Mr.. Wright
grabbed up my papers as though 1t were
a concocted scheme and Mr.. Clark, who
Is a fair marker and In sympathy with
grammar grade pupils, took the other
contested papers and the work proceeded.
Mr.. Wright began marking so unfairly
that / protested several times, remark
ing that he was unfair. He marked even
to the construction of sentences OF so
little Importance that none but those who
are versed in Rhetoric and Logic would
notice-What does a grammar school
pupil know about Retoric and Logic
What Is the difference as dong as a clear
cut answer Is given: This l claimed and
this defended. Mr.. Clark was fair with
the paper he had. II Mr.. Wright had
afterwards graded the other papers with
the same severity I would have said
nothing. But / was given to understand
that he (Wright) was grading those
papers and must abide by the conse-
quences 1t past on until he, this
Wright, graded off full percent for the
definition my pupil gave for a watershed
Tho papers will speak for themselves
they still contain his markings-any one
may see them. At this juncture I pro-
tested quite radically against the grading.
In fact became enraged at such bull
dosing as Mr.. Wright was trying to force
upon me. But as to grabbing my papers
and leaving the room, there was nothing
of the kind done. left when the slash
ing had apparently ended but took no
papers then.
/ had thirteen papers In the G class
and fourteen in the b class to keep ur
with the examinations which was all
could do. There were two misspelled
words overlooked in correcting the spell
ing list. The little girl is an excellent
speller, not having missed but few words
during the entire year, and / glanced
over the words rather hastily and failed
to notice these two words and the defini-
tion OF knowledge as called for. This OF
course took on per cent more than
had graded off on that subject leaving the
standing 81 per cent. put 1t In place OF
my first grade. AS to word device--A
synonym of the word was asked fol
and In her haste she misspelled the word
in mind-I knew her thought and after
ward satisfied myself. In general take
of for too many misused or misspelled
words.
The very slight and technical mistake
in grammar would have Of itself taken
OF only fraction OF per cent by actual
count. I took no particular notice of II
but to please this sage OF H2 allowe,
per cent to be deducted which stil left
the little girl one-eighth per cent ahead
Had 1t been just even ! would have said
take 1t and well. But instead Of one this
rI0 4 t.fe<of haH orra 6od ~ <4o.,r ~. AYE