East Oregonian : E.O. (Pendleton, OR) 1888-current, 1906-10-16

First History, 40 cents, in oregon so
cents, an increase of so per cent.
"In Missouri the First Reader and
Primer combined sells for IL cents,
in oregon the First Reader sells for
% cents. an increase of 10S per cent;
Second Reader II cents, in Oregon 80
cents, an increase of II per cent;
Geography, AZ cents, in Oregon 60
cents, an increase of 43 per cent;
History, 81 cents, in Oregon 60 cents.
an increase of liz per cent.
"The comparison with Indiana is
striking. There the First Grader costs
II cents, in Oregon 25 cents, an in
crease of $50 per cent; Second Reader
15 cents, in Oregon 80 cents, an in
crease of 100 per cent; Speller, 10
cents. in Oregon 22 cents, an increase
of 100 per cent; First Geography 80
of 100 per cent
"In North Dakota First Readers cost
16 cents, in Oregon 25 cents, an in
crease Of &c per cent; Second Read.
ers 2S cents, in Oregon 80 cents, an
increase of per cent; Histories, 80
cents, in Oregon 81, an increase of 25
per cent; Mental Arithmetic, "a cents
in Oregon 80 cents, an increase of 25
per cent.
"Kansas is another good illustration
of the excessive charges for textbooks
in Oregon. There the Fourth Reader
costs 80 cents, in Oregon 40 cents, an
increase of 33 Ia per cent; Spcller, 10
cents, In oregon 22 cents, an increase
of 100 per cent; Geography. 80 cents,
In Oregon 60 cents, an increase of 100
per cent.
Oregon Needs Relief.
All of these comparisons go to
show that some steps should be taken
to reduce the cost of textbooks in
Oregon-that people of other states
are treated better by the book COM
ranies than are the people of Ore
Ron. Just what measures should be
Haken is serious question. In 1898
| | introduced in the Oregon legislature
a bill providing for the state TO pub
liEh its own textbooks for use in the
public schools and sell them to the
people for cost. This bill was defeat
ed. l believe that would have, in a
large measure, solved the problem of
excessive charges for textbooks for
our public school children
Resolutions I'm 1gO3.
studies in our public schools was DEM
Senator Miller's advocacy of fewer
lonstratcd in 1893, when he was a
member Of the state senate. At that
session he introduced senate concur.
rent resolution No. "a, ~ hich read al
fellows:
Whereas, The public school is ths
only institution actually employed in
the education OF the masses, and
whereas, A Tery large per cent o;
I the children receive all the educatipy
they ever acquire ia said publ,
schools, and
Whereas, The course of study nov
employed in the public schools OF ,thi,
STATE requires 40 much work on the
part of the child, that the exseutia
branches are rot, anu cannot be wei
learned, and
Whereas. The number of book,
now in use in said course of instruc
ton In said public schools is excessiv,
and a financial burden upon The Jeo.
pie of the state;
, therefore, be II resolved by rh,
senate, the house concurring, that tn,
state hoard of education be, ard /.
hereby earnestly requested 10 so re.
wise the course of instruction now ir
use in the puhlic schools of this sta te
as to reduce the amount of work and
give special attention to the branches
that Will oe Of most value to the chill.
d""" :" nursUinE The different voca-
idions of life.
T. !. IS thu sense OF 1heQeg.
islatue that the public schools OF the
state should be encouraged and fos.
| tered hy every means in orr mower :