10 R. A. BOOTH was assigned to Umpqua work. His family was large and the most of them were educated at the Academy. He was there^ fore not only a patron of many years by his children's attend- ance but a part of all that made the school, its life eventful and its character and work noble and; continued. His children have been and are not only prominent citizens of the North- west but are worthy beneficiaries of their splendid heritage. His grandchildren are numerous, active and favorably known in every section of the state and his great grandchildren are now taking their place among the state's forces for advance- ment. His last child to be educated at the Academy was Celestia. She was a bright girl, a splendid woman and a fine mother. She has just left us and enrolled with the great ma- jority of students in the unknown beyond. Her husband, General Abner Pickering, is now actively training the U. S. Forces for service abroad. She was the mother of four chil- dren, two sons, John and Wood, commissioned officers in the U. S. Army, and two girls, Marie and Yeteve, wives of com- missioned officers now in France. The inclination to connect those who were early associated with the school, to the present, through their children and to extend personal mention, seems impelling to one whose life was so bound up in personal relationship with many of the people who were the principal actors of the times covered by this sketch, and it appears difficult to discriminate between personal interest and historical value. But the history of in- stitutions cannot be written separately from the history of peoples and Oregon is yet far from the outer boundary of the influence that grew out of the educational effort at Umpqua Academy. The essential features of the charter do not differ materially from those of other educational institutions of later date. The corporation was given the right to "acquire, receive and possess, by donation, gift or purchase, and to retain and hold property, real, personal and mixed." The entire use of the property was limited entirely to educational purposes, and the annual income was limited to $10,000. This probably was meant to limit the burdens of the patronizing community that might be solicited for aid and was indicative of the sentiment that belonged to the simple life of the time.
