OUR PUBLIC LAND SYSTEM and ITS RELATION To EDUCATION IN THE UNITED STATES.
Local historians seem inclined to overlook some of the most interesting subjects included under the general term of history. One of these is the origin of land titles. I do not propose in this article, limited as to space, to do more than indicate by slight touches the growth of land titles on the earth, and the steps by which we as a nation became endowed with the ownership of land in parcels large or small. Further, the object of this brief review is to fix in the mind of the student of history, and especially of Oregon history, the connection between land and educational privileges in his state.
By way of introduction I would put forth the proposition, by no means original, that God-made things are eternal, and belong to the children of men equally and forever. Such is man himself. There can be no human ownership of men except that of brotherhood. The dominion of man over all other life is for his use only. He cannot claim collective ownership of any particular genus or species, but only individual ownership by conquest. Of the great divisions of inanimate nature, earth, air, and water, individual man cannot own more than he uses, because they belong equally to all men, and to all living things. For the needs of these they were created, without preference for races or single representatives of races.
Men in their primordial condition blindly recognized this principle as to the earth, and for thousands of years133
