History of Dakota Territory, volume III, Part 112

Author: Kingsbury, George Washington, 1837-; Smith, George Martin, 1847-1920
Publication date: 1915
Publisher: Chicago, Ill. : S.J. Clarke Publishing Company
Number of Pages: 1146

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In April, 1888, Territorial Superintendent of Schools Dye ordered held in each county spring sessions of county teachers' institutes. This movement was opposed by many of the teachers, whereupon the local educational managers declared that to hold the sessions at that time of the year was a great incon- venience. In Brown and other counties the opposition to the institutes was defiant until after the first of May. In the end, however, the meetings were held.

Upon the admission of South Dakota to the Union, these two important ques- tions concerning the public schools at once became paramount : Whether the dis- trict system which had gained a wide foothold should be extended over the whole state, or whether the township system should supersede the district system. Again the subject was thoroughly discussed by the Legislature and by all school meet- ings throughout the state. Prof. H. E. Kratz, of the State University, was the author of an article published in the newspapers describing the nature of the two systems and showing their comparative merits and demerits. It was shown by him that the district system originated with the colonies in Massachusetts. As soon as communities or settlements were formed schools were established, and as a consequence they were located at centers of population. In this way the dis- trict system was established before the townships were created. Gradually as the counties back from the sea coast settled and as townships were formed, the

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schools were made to conform thereto, for convenience, the same as with other local public affairs. This was one of the inevitable results of the organization of the civil townships. At once there arose a conflict here and there between the independent districts of the village system and the sub-districts of the township system. The independent districts were introduced into Connecticut in 1701, and about fifty years later, into Rhode Island. Horace Mann said that the inde- pendent district system was disastrous to education in Massachusetts. By 1800 this system had become the educational unit practically throughout all of New England. Township sub-districts soon made some invasion upon the independ- ent district system by establishing schools in conformity with the township boundaries. It was learned with the progress of time that the independent dis- trict system did much to injure the schools established under the township sys- tem. It created a select class of town or city schools which really usurped to a large extent the funds and functions of schools in the township regions. Per- haps this distinction did more than anything else to draw the unfortunate and unyielding line between the city and the rural schools and population. Horace Mann stated that if education was intended for the benefit of the state as a whole, the district system was wrong, because it discriminated against the township system which had become widely extended throughout all of the western states.

In 1889, when South Dakota became a member of the Union, twelve states possessed the district system and eighteen states the township system. In South Dakota, as in several others, both systems were in vogue. Pres. H. P. Gross, of the State University, said early in 1890, "Unity of system pleads that the state schools should form a single organic whole with the best possible overlapping and no gaps. Thus the common school should take the child at seven and carry him through the fundamentals of knowledge in a course averaging eight years ; this course would fit him for the freshman class of the university or the normal school. All the grades and courses from the beginning in the primary school to the graduate class in the university would form a regular stairway of ascent." Unfortunately President Gross, like nearly all other educators of that day, assumed that the rural children from the start should be trained as if they intended to become college graduates. It was not generally considered then that the occu- pation of each child in the future should be the controlling element in the selection of his studies. It remained for a later day to differentiate between the rural children who wanted a college education and the rural children who were con- tent to educate and prepare for farm life only. President Gross declared that there was no unity of education in this state in 1890, although there were a few high schools which fitted students for the freshman class in colleges. As it was, children had to be separately prepared for college in special preparatory depart- ments. He further said: "The common schools likewise need standard grades instead of the present chaotic condition. To secure a competent teaching force, the normal schools must raise their standards, and higher requirements for cer- tificates must be insisted upon. False economy is the curse of the common schools. The demand for cheap teachers gets them, but it is dear for education. To raise the common schools there must be competent teachers and fair com- pensation for as laborious and sacred a work as one can engage in."

The Territorial Legislature of 1883 adopted a new and revolutionary school law which somewhat arbitrarily installed the township system in place of the dis-

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trict system throughout the state. Concerning this law General Beadle said at the time: "It is the most valuable legislation ever enacted in Dakota for the benefit of schools." At this date several counties had been in existence for a number of years and their school systems based upon independent rules were already well established. They asked to be exempt from the operations of the township system, were granted the privilege and after a few years about fifteen of the older counties had secured what seemed to be permanent permission to continue as independent districts. However, in nearly all such counties, the district and township systems were already more or less in vogue. In the new counties, those which had not yet been organized under school systems, the school law of 1883 went into effect at once without serious opposition. Such counties were divided into school townships each of which was co-extensive with its cor- responding civil township. Under the law of 1883 the permanent school authori- ties fixed the boundaries of the school townships, directed the election of school officers by ballot, located schoolhouses one mile from the boundary and two miles apart, and set in operation the township school system.

This law anticipated the establishment of consolidated schools. It arranged for graded schools, and further provided that a township or two could unite and establish a high school or a more advanced graded school at some central point. It provided for concentration on an advanced scale for more advanced pupils, where there could be furnished several rooms each graded and supplied with teachers fitted for the change. Even at this time the DeSmet graded school was pointed to as an example of progressive rural school work. It was really used for some time by the more advanced students of the entire school township. Another similar district equally as striking was established in Brown County. Notwithstanding the formation of independent districts and the exemption upon request from the operation of the school law by counties, many of the new pro- visions were put in force.

In 1885 Governor Pierce became an avowed and active opponent of the town- ship school system and of the school law of 1883. He held that the township school system was an evil that should no longer be tolerated. In order to meet the views of the governor probably, State Superintendent Jones tried to change and succeeded in changing the township system back to the old independent or district system. After discussion he finally drew up a bill for an act calling for the establishment of rural school districts or corporations and providing for fixed . lines of sub-division between the schools of each township. This measure gave the territory many full township district units and many full independent district units each separate and apart from the others. Thus in a short time there were in operation in the territory full township districts under one board, independent sub-districts in townships and single independent districts. E. A. Dye upon suc- ceeding Mr. Jones as territorial superintendent refused to participate in the move- ment to abolish the township system. He and George A. McFarland and Frank A. Wilson constituted the territorial board of education about 1886 and later. In their report they said: "We believe in the township system of schools," and they accordingly opposed any change. However, opposition to the township sys- tem continued to be strong in the district or independent counties. The board said in their report of 1888: "We find ourselves possessed of two systems. One

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should be abandoned at once. Seventy-six counties are under one system and fifteen under the other. It is not just to ask the seventy-six to yield to the fifteen. We believe the time has come for the Legislature to extend the township system over the other fifteen counties and if the Legislature can pass but one act affect- ing education, we hope it will be this one. It is our duty to education and to those who shall come after us, to have a uniform school system. * *

* The wise thing to do is to secure one system, then let all the people, no matter under what system now, bend their energies to develop a school system for Dakota. * * We most earnestly urge the Legislature to extend the township sys- tem over the entire territory and to authorize a school law commission whose duty it shall be to consider the amendments needed to the law as it now exists and to report the same within one year."

In 1888-90 many residents of the state urged the Government to protect the school lands of South Dakota. General Beadle was particularly active in this movement. Through his efforts and those of others all persons were publicly warned not to invade the school sections in every township. A circular to this effect was sent out and in a large measure it aided in saving the school sections from the squatters; not only that the circular and the warning caused many who had already settled on the school sections to depart and thus avoid trouble but all trespassers were warned to leave every school section alone. They were told that the land in the end would be sold to the highest bidder or be leased. Gen. H. J. Campbell, as attorney-general, and Judge P. C. Shannon, chief justice of the Supreme Coutr, aided much in the movement to prevent settlers from locat- ing upon school lands and from cutting timber thereon or doing other damage to prospective school property.

At this time Judge Shannon presided over the Second Judicial District which constituted all of South Dakota east of the Missouri River. Under court rules the district attorney supplied the names of the grand jurors to the United States marshal and sheriff. The grand jurors were usually warm friends of the schools and were chosen because of that fact. Petit jurors were selected in the same way. It was stated by the newspapers at this time that there was a concerted movement throughout the territory by friends of education to select jurors both grand and petit to protect the school lands; that it was an organized movement with officers, committees of correspondence and local clubs of citizens formed to protect the school lands. However, before this action occurred, considerable school land in what is now South Dakota, mainly in the southeastern part, was already occupied by settlers. Far to the North in what is now North Dakota, the Northern Pacific had taken up much of the prospective school lands and had located many settlers thereon.

In July, 1889, the South Dakota Teachers' Association met at Mitchell. The first object was to secure the school lands and settle school measures under the state government. At this meeting Professor Young of Tyndall, Professor Davis of Sioux Falls, Professor Kratz of Vermillion, and Superintendents Bras of Mitchell, and McClarren of Miner, were appointed the Committee on Supervision. The Committee on Teaching were as follows: Professor Stout of Mitchell, Professor Rowe of Huron, Superintendents Rugg of Union, Isham of Lincoln, Free of Deadwood, Miss., Edmunds of Sanborn, Moyer of Bon Vol. III-51

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Homme. The Committee on Text Books were as follows: Superintendents Lange of Kanistota, Wood of Charles Mix, Robinson of Aurora, and Petrie of Hansen. The Committee on School Lands were Superintendent Mathews of Spink, Whipple of Minnehaha, Ward of Hamlin and Patterson of Pierce. The Committee on Institutes were as follows: Superintendent McLeod of Brown, Hamilton of Brule, Savage of Chamberlain, and Enos of Scotland.

At the regular annual meeting of the Educational Association held in Yankton late in December, 1889, there was an unusually large attendance owing no doubt to the changes in school measures likely to result from the recent formation of the state government. The session lasted three days and not a minute was wasted. Thus far the Educational Association had in a large measure shaped the educational policy and plans of all the public schools. The association had been organized about eight years and at first General Beadle served as its presi- dent. In December, 1889, Prof. H. E. Kratz, of the State University, was filling his second term as president of the association and at this date General Beadle was corresponding secretary. The advent of statehood made this session memor- able and important because many changes that were deemed vital were neces- sary. The great question at this time with all educators was, "What shall be the general and uniform system of our public schools?" The school authorities realized that the educational interests demanded the abandonment of all mixed scholastic systems and haphazard methods and curriculums, and that for certain and proper advancement there should be wise and consistent uniformity and con- certed thought and action. The preponderating question at this time was not concerning the graded schools in cities, which were in prosperous condition generally, but was concerning country schools. Should they have a uniform system, uniform text books, improvement in methods of instruction and a grad- uated course of study so that they could give the pupils an education that would enable them upon leaving the home schools to enter without further preparation, the high schools in the towns and cities. At this time the association noted that ten of the old counties still retained the district system, while all the other counties of the state had adopted the township system, though in an unsatisfactory and inefficient form.

At this session also the immense value of the school lands to the school sys- tem of the state was recognized. All realized that the school fund was sure to become a great responsibility and that every measure for its safety and perma- nent investment should be adopted. It was believed to be a difficult thing to sell the school lands for their actual value. Some states under the same circum- stances had done well, but others had not. Loans were often misplaced and sometimes lost. At this session several of the teachers maintained that the constitutional provision concerning the school fund was inadequate. It provided that the lands should be sold at not less than $10 per acre, but there was a rapidly growing belief that the school land should be leased instead of sold. Thus the association was called upon at once to discuss and settle (1) what school system should be adopted in the country districts, (2) what should be done with the school lands and the school funds, (3) what methods of instruction should be adopted.

Prof. H. E. Kratz, president, called the association to order and in a formal address welcomed the teachers present. The main address was delivered by

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State Supt. Gilbert L. Pinkham. The latter stated that educational development in this western country had been marvelous, that the common schools here would compare well with those in the older states, that the high schools were excellent, that the State University, normal schools and denominational schools could scarcely be surpassed; but he maintained that now the educational authorities must direct their efforts to the upbuilding of the common schools which thus far had been neglected. He maintained that the common schools should be made preparatory for the high schools, that the latter should be made prepara- tory for the colleges and university, and that teaching methods should be made uniform and must be greatly improved. He expressed the belief that many of the county superintendents had done remarkably well, but had been handicapped by a mixed school system, poor laws, lack of uniformity and lack of all con- certed action, County teachers' institutes had been held and the schools no doubt had been benefited. He insisted that these institutes should be held regu- larly and should be made still more valuable and attractive. He asked, "Can we get a public school library system?" He believed that public libraries stimu- lated scholars to advance and seek higher education, that university studies were needed for broad scholarship, that the State University must be helped not only with funds but with students, and that high schools should be made in part at least preparatory departments for colleges and universities. What the state needed he believed, was an educational newspaper, one devoted to the cause of education. Already the Dakota Educator had been established and was doing well but its work should be extended, it should be given a wider cir- culation and should be made more valuable and useful. On the second day the subject, "What is the best state school system?" was discussed generally by the association. On the same day General Beadle read a paper prepared by Superin- tendent Barker, of Webster, which favored the township system of schools. Supt. C. B. Isham, of Canton, came out strongly in favor of the district system. Supt. Charles Robinson, of Brookings, favored the township system. Supt. Cortez Salmon, of Centerville, favored the district system. Present was Hon. J. H. Smart, president of Purdue University, Indiana, who described the public school system of that state. Prof. H. L. Bras, of Mitchell, delivered an address on "Free Text Books." Other papers of great value were read and other discussions of great interest occurred. The officers of the association elected for 1890 were as follows: President H. E. Kratz, of Vermillion; cor- responding secretary, Professor Davis, of Sioux Falls; recording secretary, Miss Esther A. Clark, of Yankton; treasurer, R. C. Enos, of Scotland. On the even- ing of the second day there was a discussion on the topic of "Segregation in Schools." Professor Kratz read a paper on "Licensing Teachers," to which Miss Hattie Whalen, of the Madison Normal School, made response.

On the third day the principal question considered was "School Lands and Funds, shall the lands be sold or leased?" Nearly all the leading educators of the state present expressed themselves on this important question. All favored leasing the major part of the land. Several favored leasing it all. A few favored some sales but mostly leases. On this date Judge Isaac Howe, of Redfield, and Gen. W. H. H. Beadle, addressed the association at length.

Judge Howe said that from the admission of Ohio in 1803 to the admission of South Dakota in 1889, the question of how to conserve and handle the school

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and public lands, had been the most important problem in all the states carved out of the Northwest. He said that methods adopted were a part of the history of the country and that the unfortunate and ruinous management of the school funds of the states served as an enduring monument to the folly and venality of the men who were entrusted with their management. He declared that all the states had tried to change the ruinous methods, but had failed. He declared that if the school lands originally given to Ohio, Illinois, Indiana, Wisconsin and other states, had been rented or leased instead of sold, the school funds of those states would now be so large that the interest alone thereon would be sufficient to maintain in splendid style their educational institutions and systems. However he did not show how the pioneers of all these new states could have secured enough money by renting their school lands in pioneer times to educate their children. He did not show that perhaps the preservation of the school lands of South Dakota in early years may have meant depriving the children of the pioneers of their rights to an education and that the present result of such a system may have been the cause of the peculiar conduct of many of the legis- latures ever since and the subsequent high percentage of illiteracy throughout the state. The question was then, whether it was best to save all of this fund for future generations and let the children of the pioneers and even of later dates grow up in ignorance and thus retard the proper and adequate mental development of the young state. On the other hand he pointed to the fact that in 1838 the City of Chicago divided its school section into 142 blocks and sold 138 of them for $38,600 and that fifty years later one block retained by the city paid into the school treasury an annual income of $162,000. It can be stated in 1915 that if Chicago had thus rented its school lands instead of having sold them, it would now have a school fund so immense that the interest alone would pay all its school expenses. While this is true it does not explain how the early children of Chicago could have been educated as well as they were nor how that education has influenced the growth and morals of that wonderful city. He noted that Watertown, Huron and Redfield had school sections near their limits and might in the end occupy the same position relatively as Chicago then occupied.

General Beadle said the important question was, "Should the state act as landlord and lease its school land which amounted to about one twenty-fifth of the whole state?" He referred to the tremendous sacrifices that had been made of the school lands of many of the western states, and declared that while the leasing system might contain some hardships and faults, yet as a whole it un- doubtedly was the wiser course for South Dakota. He did not deny that it might be well to sell a limited quantity of school land in order that the children of pioneers might be suitably educated and in order that the schools of the state might at the start receive the right direction and momentum. He dwelt particu- larly on the importance of not permitting the price to fall below $10 per acre, and showed that if necessary enough state school land east of the Missouri River could be sold for over ten dollars per acre to educate all pioneer children. He said that in Iowa and Illinois the total fund from the sale of school lands did not exceed about five million dollars, and that after the land was gone other methods such as taxation, fines, etc., were necessary to maintain the schools. The leasing system had been tried in Ohio and Indiana, but did not have good

JE SAVED

STATUE OF GEN. WILLIAM H. H. BEADLE Erected by the school children of the state at Pierre

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management. Much of the fund there was lost through imperfect and inade- quate leasing methods. He believed that school lands should be appraised every five years at least so that the proper leasing figure could be thus ascertained. He believed that the lessee should be required to pay one year in advance. He thought at this time that not less than fifteen million dollars could be secured for the state school lands if they were properly handled. He called attention to the fact that, under the constitution, there would be about thirty thousand lessees of 500 acres each if all the school lands were leased. Was it practical to secure that number of borrowers? Would not the leasing system have to be changed? His remarks set all educators to thinking. He believed that rent- ing would bring in money as fast as the population increased and the schools developed. He stated that it was easier to lease the land and collect the rent than to sell the land, invest the money and collect the interest ; besides there was far greater danger in the latter course. He said, "When the Sioux Falls con- stitution was written I liked the sections on this subject (school lands and funds) and had much to do with formulating them, except those relating to investment. We did not then fully entertain the lease idea that has come into clear view since. Studying this whole subject with extraordinary anxiety for ten years, I labored to perfect the old plan of sale as it was directed in the constitution, but that very study and labor have convinced me entirely that we ought never to sell one square foot of the school lands."

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History of Dakota Territory, volume III, Part 112

Author: Kingsbury, George Washington, 1837-; Smith, George Martin, 1847-1920 Publication date: 1915 Publisher: Chicago, Ill. : S.J. Clarke Publishing Company Number of Pages: 1146

Author: Kingsbury, George Washington, 1837-; Smith, George Martin, 1847-1920
Publication date: 1915
Publisher: Chicago, Ill. : S.J. Clarke Publishing Company
Number of Pages: 1146