234 Charles Abner Howard Throughout the period covered by this paper, the laws of Oregon were particularly weak as to the standards of preparation required of high school teachers. Previous to 1901, high schools were not distinctly defined and cer- tification requirements for high school teachers were not clearly set forth. The District and County High School Law of that year included a requirement that all teachers employed in high schools should be graduates of the state normal schools of Oregon, graduates of some institution of collegiate or university grade, or should hold state certificates or state diplomas. This very modest law with its easy interpretations remained on the statute books until 1911 when the excellent certification code now in force was adopted. This low standard of prepar- ation for teachers was an element of weakness in the high schools of the period, but the higher institutions of learn- ing in the state were not strong or well attended nor were their departments of education well developed. If the standards had been placed high at the beginning of the period of high school development, it would have been difficult to secure enough teachers to fill the high school places. There is also the consideration that, until high school sentiment had developed considerable strength, the higher salaries necessary to secure well prepared teachers could not have been secured and high school expansion would have been slowed down. Standardization had to wait upon organization. Conclusion At the close of Superintendent Ackerman's adminis- tration on December 31, 1910, we find the state with fairly adequate laws for the organization and administra- tion of district, county and union high schools, and with a county high school fund law that is acceptable as a step in the direction of county aid in the support of secondary education. We find 126 high schools in the state with an enrollment of 8,914 as compared with 30 high schools and
