History of Dakota Territory, volume I, Part 83

Author: Kingsbury, George Washington, 1837-; Smith, George Martin, 1847-1920
Publication date: 1915
Publisher: Chicago, Ill. : S.J. Clarke Publishing Company
Number of Pages: 1198

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these facts and keep our districts sufficiently large to enable us to support a good school, even if pupils have to walk a little farther to get to school. Not unfrequently in some districts in the eastern states the schoolhouses are closed a great portion of the year for want of pupils to make up a school, and the consequence is that those who wish to attend school must go to the adjoining district, frequently two or three miles distant. It is hetter far to keep the districts sufficiently large so that there will be a likelihood of having pupils enough for a school and taxable property enough within the district to support it.

PUNCTUALITY OF ATTENDANCE .- It is a fact that will not be controverted that punc- tuality of attendance in pupils is essential to the prosperity of a school. It is a singular fact, too, that parents knowing that their children are habitually tardy in the morning tolerate this pernicious practice when they must know that it is destructive of much of the good that ought to be accomplished by their children attending school. It is a fact noticeable by all that those pupils who attend school regularly and are prompt in the morning generally succeed well in their studies and have an attachment for the schoolroom; while on the other hand those who do not attend regularly are generally backward in their studies and more generally apt to be dissatisfied with the school. Besides the loss of knowledge which might have been gained, a bad habit of carelessness is acquired by habitually tardy pupils which will be likely to last through a lifetime. There is still another class of citizens who will not avail themselves of the benefits of schools after they are provided for them by their generous neighbors. The time may come in our republican government when the question will be agitated whether it would not be just to compel the attendance of pupils for a certain length of time in the public schools. It is said to be good republican theory that intelligent citizens are the wealth and power of the state. If this be true, ought not every reasonable means to be used to bring all children everywhere under the influence of common schools in their earlier years, keeping them constantly in the common schools until they graduate honorably from them, with a good practical common school education, with which, if a habit of reading has been inculcated, all pupils may become well educated; thus increasing the wealth and power of the nation? It is also claimed, in republican governments, to be true, that the intelligence of the people is the best safeguard or security to life and property. If this be true, ought not then the property of the country be used to educate the children of that country? In any government, good and wholesome laws, in time of peace, give the best security to life and property, and just and equitable laws cannot be expected to be enacted by any people not intelligent and well informed, and among whom the benefits of education have not been diffused. And since general intelligence and popular education cannot obtain without the aid of the common schools, therefore we conclude that all persons, rich and poor, are interested in the spread of universal education and ought to contribute to its support since upon the intelligence of a community rests the security of life and property. We frequently find persons who object to paying a school tax and who seldom object to paying a county tax, a large portion of which is made up of fees of officers of the criminal courts, which, according to the criminal statistics of the country, would not probably have been created had good sound moral and intellectual instruction been given to these law breakers in their youthful days. According to the statistics in this country it is far better for a man to pay a school tax of two mills on the dollar for the support of common schools, where all the children of both rich and poor can be educated, than to pay a much larger tax for the payment of officers' and magistrates fees in the criminal courts, and for the support of prisons and alms houses. It is a notorious fact that the majority of the inmates of prisons and poorhouses have not had the advantages of an education. If, as has been stated, property is taxed for school pur- poses under the supposition that the intelligence of the people affords greater security for property, have not property holders and tax payers an undoubted right to demand that they shall receive the benefit of their taxation in this greater security of life and property which can only he secured by a general diffusion of intelligence? And how can this intelligence he spread among those who never attend the common schools or other institutes of learning ? in short, if people who have children will claim, as they do, and rightfully claim it, too, that those citizens who have no children but have property should help to educate their children, then have not the tax payers a right to demand in return that all children of school age shall attend some portion of the year at these schools which they are supporting?

COMPULSORY EDUCATION AND REGULAR ATTENDANCE .- It is not probably best now, if ever, to enact a law compelling attendance on some school, either public or private, by all children, although such enactments are in force, not only in the old world, but in our own country in some of the New England states. It is well, however, to contemplate the mischief that is wrought in our public schools from this unnecessary source. It is curious and even profitable for us to contemplate how closely the interests of the people of a republican government are connected and interwoven with each other. One man cannot improve his farm without in some measure increasing the value of the farms of all his neighbors. A man cannot engage in any worthy private enterprise without benefiting in some way nearly every citizen in his community. Every important act of our whole lives operates in some way upon our fellows, and affects them for good or for evil in a greater or less degree. So every private wrong, if we may be allowed the expression, for we much doubt if there be such a thing as a private wrong, operates upon the public and prejudices the minds of some people to some extent against the inhabitants of the place where the wrong was committed. Now this

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intimacy of relation exists nowhere to greater extent than in our public schools. No patron can withdraw from the school a pupil for any length of time without injuring the interests of his classmates and associates, especially if the pupil is to be returned again to the same school within a few days or during the term, and these temporary withdrawals from school are more injurious when they are the most frequent. Too much cannot be said upon this subject. It is all important to the success of our schools that patrons act in concert with school officers and teachers in securing prompt and punctual attendance at the public schools. THOROUGHINESS IN TEACHING .- "Not how much, but how well," has been a favorite motto of ours in the school room for several years. The want of thoroughness in studying on the part of the pupil and of illustration and examination on the part of the teacher is a serious evil in our schools. To insure thoroughness on the part of the pupil in all his studies will require the united effort of pupil, teacher and patron. It is almost useless for the teacher to try to secure a perfect understanding in the mind of the pupil, of all his studies, especially in mathematics, if his efforts are not heartily seconded by the patron. If parents will allow pupils to remain at home upon a frivolous excuse whenever they choose to do so, they will frequently avail themselves of this privilege and most generally when the class is passing over some difficult subject that requires extra labor and which the pupil is apprehensive he cannot master to his liking. If he stays away from school until the class has passed over that subject, he can join the class in the next rule, and so he manages to "keep up with the class," and finally gets through the book as soon as any of the class.

THE WORK OF EDUCATION IS PROGRESSIVE .-- It consists of a succession of processes, the latter process generally depending upon the former, and hence, if the former lesson was not thoroughly learned, it is almost impossible to comprehend the latter one. It is of the utmost importance that cach step should be well and thoroughly learned before passing to the next. A pupil cannot wait until the close of the term and then go back and learn the few lessons he skipped entirely, or passed over lightly, but he must commit them as he goes, for eachi succeeding step may be, and probably is, the foundation for the next. We have frequently observed the methods of classification practiced, and have found them to vary considerably. Some teachers arrange their classes according to the size of their pupils, others to accom- modate the different kinds of text books in use without regard to the former training or advancement of their pupils. We have been amused frequently to see pupils who have been out of school for two whole terms demand that they should be placed in classes with those who were their superiors in study when they were formerly pupils together, and who have not lost a single school day for a year, simply because they were classmates in a former term. And our amusement has culminated in a hearty laugh, when the parents of such pupils second the demands of their children. Such a course would be most certain of injuring a school and destroying the reputation of a teacher, if permitted. A judicious classi- fication is necessary to a system of thorough teaching, and indispensable, not only in arith- metic and grammar and the higher English branches, but in the fundamental branches of an education-reading and spelling. Thoroughness in teaching also depends upon the punctual and constant attendance of all the pupils of a school. Teachers are not as re- sponsible for the advancement of those pupils who are not punctual, as they are for those who are in constant attendance during the whole term.

Some parents are in the habit of requesting of the teacher permission for their children to come home as soon as they are done reciting. This is another fruitful source of annoy- ance in school. It disturbs the other pupils in his leaving, and creates a discontentedness in the minds of those remaining, while it takes the pupil who is excused from his proper studies, and the consequence is, he does not study as many hours as his schoolmates, and must therefore have less perfect lessons. If parents and patrons of schools would secure the greatest amount of good to their children, they will insist in being prompt in attendance every day of the school if possible, and will not relax their energies there, but watch faith- fully the progress their children make cach day in their studies.

But one will say, "I have enough to do without watching my children. We hire the teacher to do that work." Now this may be true, but cannot the patrons of our schools do much to strengthen the power and influence the teacher may have over their children for good if they will manifest an interest in the studies of their children, inquire about their progress and proficiency, encourage them to be diligent in their studies and insist upon their children being at school in time, and upon their not remaining at home a single day unless it is absolutely necessary? If such a course is taken by patrons, but little trouble is experienced by competent teachers in getting up an interest in the school, and of making rapid progress in most of the branches taught. While on the other hand, if parents manifest an indifference cither by countenancing tardiness and absence from school, or by expressing their dis- approbation of the teacher before their children, they weaken, if they do not destroy, the usefulness of the school.

GYMNASTICS,-It is a common thing for pupils in a warm school room to get drowsy and tired, and consequently they wish to walk out into the fresh air and brighten up, pre- paratory to resuming their task at their desk. But teachers cannot be annoyed with too frequent requests for a "recess," neither can they allow their pupils much time to play at recess, hence the necessity of some exercises in the school room in which all can join, and which will not only relieve the mind from its constant application to study, but will also relieve the body by affording physical exercise. Most teachers in the larger castern schools

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introduce quite successfully a series of physical exercises, exercise of the muscles of the whole system as much as possible, during which exercises the room is well ventilated. These exercises may be introduced once or twice a day at the discretion of the teacher. But we do not wish to be understood as advocating those violent gymnastics practiced by some teachers. Gymnastics in school are good in their proper time and places, but generally in winter time our children who in coming to and going from school have to face the cold storms that sweep across our prairies practice all the gymnastics essential to their physical development. But in summertime when the younger pupils are apt to grow dull in school, some simple exercises requiring the pupils to exercise their hands and feet without their ieaving their seats, will, no doubt, prove beneficial.

SCHOOL BUILDINGS .- It is thought by some that any building will answer for a school- house, but with such persons we do not agree. We have before stated in this report, and we repeat the sentiment again, that neighborhoods should not wait until they are able to raise a tax without burden to erect a commodious schoolhouse before they organize and start a school. But this does not imply that we advise using old rotten cabins or some old cast-off dilapidated building, as is sometimes done, for a schoolhouse. Such buildings are altogether unfit for school purposes. An earnest advocate of good school buildings, with pleasant surroundings, says : "It is barely possible that an intellect disciplined and developed in one of our miserable rickety, uncouth school cabins may put on as fair and symmetrical propor- tions, with habits, tastes and aspirations as exact, critical and lofty as one raised amid healthful, inviting and inspiring surroundings of a model school building, but the probabilities are strongly in favor of dwarfing the intellect, distorting the disposition, and blunting the sensibilities." In these sentiments we heartily concur. The school sites should be suitably selected and pleasantly located, and even if the schoolhouse is to be made of logs, let it be well put up, having proper proportions and finished up in good style; not with costly, fancy trimmings which would make it nearly as expensive as a frame or brick building, but made of logs of even size and length, with a suitable roof and planed seats, with shade trees and a well dug, if possible, giving to the school grounds an air of comfort. Such a schoolhouse will not cost much but labor, and will answer well its designed purpose until a better one can be obtained.

COUNTY SUPERINTENDENTS

Perhaps there is not another person who can and ought to exercise so much influence over the schools of his county, as the person holding the responsible position of county superintendent. His good judgment is called into exercise in districting his county into proper districts, suitable in size and shape; his discretion in recommending and licensing proper persons to teach; his faithfulness by the number of times he visits and the length of time he attends at a school, and his patience when he comes to make his annual report. County superintendents should be "wise as serpents and harmless as doves," in order to accomplish the greatest possible good in visiting their schools. A county superintendent of schools, residing in one of the older states, complains that he cannot do any good by visiting the districts, and states that he saw one of the pupils on a seat without a book; he asked the lad if his father chewed tobacco and received the simple honest answer that he did. Where- upon the superintendent told the lad to tell his father for him to stop chewing for a month, or to chew less and save money enough to purchase him a book. The boy told his father as directed, and the father was justly offended at the superintendent's remark, and yet the superintendent complains that he cannot do good in his visits because people will not heed his advice. Now, in this case, the superintendent was at fault. It was his duty to say or do nothing calculated to give offense, but to encourage teachers, pupils and patrons in the good work, by kind words, if he saw anything to encourage, and to correct their errors by kind and gentlemanly remonstrance if he saw aught that was wrong.

NORMAL SCHOOL

In most of the states normal schools are established by law and supported from the public fund. Their object is the educating of a class of persons for the express purpose of teaching. The utility of these schools is conceded by all, and they are considered as indis- pensable to the progress of common schools. If these normal schools are so essential in the states where colleges, universities and academies are so numerous, how much more are they needed here at the West in new territories, where few such institutions exist. In New York and other large states, each county has a branch of the normal school, where teachers can receive gratis that peculiar instruction calculated to prepare them especially for the great work of teaching.

It is not so here. We must take teachers as they come from our common schools, and entrust to them the education of our children. How much better would it be for us who reside in the territories, for future generations to come and for the nation at large, if cach territory was provided with a normal school for the training of its teachers. Who could calculate the untold benefits that would result from such an institution? The general government, often liberal in expenditures for the benefit of the territories, has made a wide distinction betwen the states and territories in granting donations of public lands for school

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purposes. Large tracts of lands have been donated to every state that would accept them upon the conditions named by Congress, while the territories have been excluded from such benefits.

It would seem proper that the general government should appropriate a quantity of land in each territory for the purpose of supporting a normal school. If, as it is generally admitted, intelligent citizens increase the wealth and power of a nation, is it not the duty of Congress to assist in providing some suitable school for the education of teachers in the territories? As Congress will probably pass a law providing for a national bureau of educa- tion, it would doubtless be well to memorialize Congress on the subject, and ask that the territories may be included in its provisions, and also asking that a grant of land be made within each territory for the support of a normal school in each territory.

CONCLUSION

The language of the present school law is so indefinite that it does not appear distinctly whether county superintendents are to be elected for one or two years. Some of the counties have elected superintendents annually, while others contend the election is for two years. I would recommend the law be amended so as to require county superintendents of schools to be elected once in two years and at the same time and in the same manner as other county officers.

The per diem of the superintendent of public instruction is inadequate to furnish any reasonable compensation for the labor performed, as it requires a sum equal to his per diem to pay his traveling expenses. It is not to be presumed that officers will take any extra pains to perform well any duties required of them for which they receive no compen- sation. If the system of supervision and visiting is not to be abandoned, as of course it ought not to be, I would recommend that the law be changed so as to allow the superintendent of public instruction, in addition to his per diem, traveling expenses not to exceed two dollars per day for the time actually engaged in visiting schools.

I am happy to be able to say that there are gratifying evidences in our communities of an increased and growing interest in our common schools, and the time is near at hand when our public schools will be, if properly sustained, what they ought to be-the pride of our citizens. We are pleased to see an interest manifested by all classes in supporting good schools in every neighborhood. It is a mistaken notion that some business men seem to have that our schools are philanthropic institutions which should be given over into the charge of those who habitually labor for the good of the public. This feeling, I am glad to say, does not exist in our territory to any extent, but all classes are alike in earnest in support of our schools. If this sympathy for the cause of education shall continue, it will not be long before the character of our schools will be elevated to their proper sphere and become entitled to the respect and admiration of our people.

Allow me in concluding this report to express a hope that the coming year will be one of prosperity to our schools and that we may be more successful in obtaining a thorough and complete statistical report. Respectfully submitted,

JAMES S. FOSTER, Superintendent of Public Instruction.

FOUNDING A CONGREGATIONAL CHURCH

Rev. E. W. Cook, of Ripon, Wisconsin, a clergyman of the Congregational Church, came to Yankton in March, 1868, and took charge of the affairs of that denomination, organizing a church association. His first sermon was delivered at the Episcopal Church building, which had not yet been dedicated, on Sunday, March 29th. Mr. Cook was an elderly gentleman of prepossessing appearance and manners, and an earnest worker, but owing to his advanced years he was not fitted for the arduous task imposed upon the pioneer clergyman. In the fall Mr. Cook, who had resigned, returned East, and his place was filled by a young man, Rev. Joseph Ward, of Providence, Rhode Island, who reached Yankton November 17. 1868. This young minister, as will be learned from his subsequent career in Dakota and Yankton, proved to be the right man for the place.

The first practical and organized effort toward erecting a Congregational Church building in Yankton was the forming of the "Ladies' Sociable" on Jan- mary 13, 1869, at the home of Mrs. A. G. Fuller, when that lady was elected president of the society : Mrs. Joseph Ward and Miss Etta Faulk, vice presi- dents; Mrs. James S. Foster, secretary, and Mrs. I. N. Higbee, treasurer. The society was to hold weekly meetings, furnish refreshments and mtisical entertain- ment; and also hold festivals and fairs, for the purpose of raising a church

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building fund. Preceding this organization the ladies of this denomination had held a concert and festival at the hall in Fuller's block, December 18, 1868, dur- ing the session of the Legislature, from which was realized the sum of $190 net. Encouraged by this success, the society was soon formed, and on the evening of December 21, 1869, the society gave a fair and festival at the St. Charles Hotel, from which they realized the sum of $300. These moneys were also applied to the building fund.

It may be well here to state that prior to anything above related, and some time before the organization of the Ladies' Aid Society or "Ladies' Sociable," it was claimed that Mrs. C. N. Wheeler, a sister of W. W. Brookings, and a lady missionary in Turkey at that time, wrote to her brother, Mr. Brookings, in Yankton, urging the formation of a church society here and the building of a church edifice. Mr. Brookings then wrote to the church dignitaries of New York, and the result was that Reverend Mr. Cook was sent out to gather the Congregational children into one fold, they having strayed into the Episcopal fold in large numbers. Mr. Cook organized a church society at once and led it on until November, when he relinquished it to the Rev. Joseph Ward, of Andover.

The new Congregational Church, with Rev. Joseph Ward, pastor, though not fully completed, was sufficiently advanced to permit its occupation for divine service on Sunday, January 9, 1870. Some statements were made at this first service showing the efforts that had been required to secure the funds to erect this first Congregational Church edifice, among the most important, that the ladies of the Congregational Society had, by three entertainments, called "fairs," or "festivals," raised over $1,000 and paid it over to the building committee during the year 1869. The pastor, who had worked zealously to secure the erection of the structure, stated that all the credit for success was due to the "noble band of ladies." On the 12th of January this noble band of ladies held their annual meeting at the residence of Mrs. M. M. Matthiesen, and elected the following officers: Mrs. A. G. Fuller, president ; Mrs. Ephraim Miner and Mrs. J. B. S. Todd, vice presidents ; Mrs. James S. Foster, secretary ; Mrs. M. M. Matthiesen, treasurer. and Mrs. Joseph Ward, Mrs. William Tripp, Mrs. G. P. Waldron, Mrs. F. J. DeWitt, Miss Etta Faulk, Mrs. C. H. McIntyre and Mrs. I. N. Higbee, directors.

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History of Dakota Territory, volume I, Part 83

Author: Kingsbury, George Washington, 1837-; Smith, George Martin, 1847-1920 Publication date: 1915 Publisher: Chicago, Ill. : S.J. Clarke Publishing Company Number of Pages: 1198

Author: Kingsbury, George Washington, 1837-; Smith, George Martin, 1847-1920
Publication date: 1915
Publisher: Chicago, Ill. : S.J. Clarke Publishing Company
Number of Pages: 1198