History of Dakota Territory, volume III, Part 117

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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Yankton College won the seventh and last oratorical contest of the series and consequently the chalcedony slab in May, 1895. This slab was prepared by the Drake Polishing Company, of Sioux Falls. Yankton secured it by winning first prize three times in succession. A. Bart Rowell was the winner. At the com- mencement exercises of June, 1895. at Spearfish Normal School, there were seventeen graduates. Governor Sheldon was present and addressed the gradu- ating class. At the State University, Vermillion, in June, 1895, there were a total of 314 students enrolled. In July, 1895, 300 teachers attended the summer normal school at Aberdeen. The session was closed with an excursion to Big Stone Lake. In July, 1895, the newspapers of the state generally and several of the leading public speakers maintained that the trouble in the Agricultural Col- lege was caused almost wholly by politics. Accordingly there again arose a great demand throughout the state that the educational and other state institu- tions be retired wholly from politics. Dozens of newspapers declared that the regents and trustees were at all times entangled in the questionable nets of political wire pulling and promotion. Late in July, 1895, Governor Sheldon removed Mr. Shannon from his post as president of the State Board of Regents. He was removed in spite of a court injunction prohibiting such a step. The governor was thereupon cited to appear before the court to explain why he should not be fined for contempt. This act created a great sensation throughout the state. Governor Sheldon maintained that he was actuated by just motives, and that Shannon had been guilty of irregularities if not worse. Mr. Shannon

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announced that he would continue to act as president of the board in spite of the order of removal from Governor Sheldon.

The difficulties at the Agricultural College were settled in 1895. President McLouth was reelected. James H. Shepard, Albert H. Wheaton and E. C. Chil- cott were dismissed from the faculty and Robert L. Slagle, John M. Truman and John A. Craig were appointed in their places. It was declared by several news- papers that the new faculty did not wear the collar of Governor Sheldon. Ap- parently Mr. Shannon also did not wear Governor Sheldon's collar. The Agricultural College trustees won over the state authorities on the removal ques- tion. They thereupon notified Lieutenant Frost, of the United States Army, military instructor at the Agricultural College, to leave that institution. The lieutenant submitted the matter to the war department and asked for instruction.

In the nineties the Methodist College at Hot Springs was under the manage- ment of President Hancer. This institution was founded in 1885, the first build- ing costing $35,000. The campus was donated by the City of Hot Springs and was worth about $15,000. The institution did well until about 1892-3 when the panic caused the stoppage of funds, whereupon the institution became indebted to the amount of about forty-five thousand dollars, with a shortage in the teachers' fund of about three thousand dollars.

In December, 1895, there were eight educational institutions in South Dakota under the control of the board of regents, namely: State University, Agricul- tural College, School of Mines, Experiment Station at Brookings, State Geological Survey School and three state normal schools at Spearfish, Madison and Spring- field.

In December, 1895, the State Educational Association assembled at Aberdeen. At this time Miss Kate Taubman was president and Professor Shaffer was corresponding secretary. The session was held in the Methodist Church. The teachers were cordially welcomed by citizens and city officers, and response to the greetings was made by Dr. J. W. Mauck, president of the State University. Among the important papers read were the following: Kindergartens, by Mrs. F. H. Granger; Literature in the Grades, by Miss Jennie Rudolph; Brains in Teaching, Rev. H. K. Warren; Nature Study, F. A. Williams; Relative Value of Studies in Common Schools, J. Jones, Jr. Addresses were made by A. M. Rowe, Edwin Dukes and Prof. Joseph Carhart, of Minneapolis, the latter on the subject, "The Old and the New Education." H. H. Potter read a paper on "Our Educational System from a Citizen's Standpoint." Professor Hartranft read a paper and was followed by President Graham of Dakota College, and he by President Mauck of the State University. As a whole the session was one of great interest and importance. The attendance was large, the enthusiasm great and the reforms demanded were numerous. The association passed resolutions asking the Legislature to purchase the site of the first schoolhouse built in South Dakota in a ravine near Vermillion and restore as nearly as possible the original building in stone.

In 1895-6 the educational associations and teachers' normal institutes were active in all parts of the state. The former held two meetings, one in December. 1895, at Aberdeen and one in 1896 at Vermillion. Both meetings were largely attended by county superintendents and teachers. The papers read by the most prominent educators in the state were published generally by the newspapers.

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The Black Hills Educational Association held two interesting sessions in 1895-6. Three well attended summer schools were conducted in 1896 at Aberdeen, Hot Springs and Watertown. The state superintendent reported that the State Teachers' Institute was no longer an experiment, and that each county in the state should be the "Normal" required by law. Superintendents and teachers were required by the new law to attend and maintain these institutions each of five days' session. Thus every county in the state, with the exception of one, held normal institutes varying in length from two to six weeks. In a large measure they supplemented what the state lacked in normal instruction for teach- ers. The large attendance and the enthusiasm proved the earnest design of the teachers to elevate the standard of education and perfect themselves in their chosen profession. The superintendent suggested that at least three institute examinations should be employed during the months of June, July and August, and that the state department should be given funds to employ a sufficient force to visit two institutes held in the state. At this time the course of study adopted by the educational association was being pursued in nearly all counties. Gradua- tions from the common schools had become the pride of the rural districts. The school law which became operative July 1, 1895, provided for uniform text-books in all counties, but failed to make provision for continuing the board of educa- tion which had power to adopt and contract for books. Thus the state was practically without a text-book law. Nearly all counties of the state still retained tlie books adopted five years before, and the books used in each county were uni- form, which obviated the necessity of pupils purchasing new books upon removal to another school district. County uniformity of text-books had therefore been tried and had proved satisfactory in South Dakota. On the other hand township and state uniformity had been abandoned, because the former was too small and the latter too large.

Under the law of 1895 the state superintendent had no supervision over the normal schools. Notwithstanding this fact close and friendly relations between the department and the normal schools were maintained. As fast as teachers graduated from the normal schools they were promptly and permanently employed at good wages. It was said that every dollar appropriated for the maintenance of a normal school was directly beneficial to the common schools of the state.

In 1896 Dr. Joseph W. Mauck, president of the university, stated that a con- siderable number of teachers had availed themselves of the advantages of the regular class at the university for reviews and advanced study and many had received instruction in the special class in didactics. They were given free in- struction in music, drawing, penmanship and bookkeeping at a nominal cost. They were also favored with an elective course in advanced pedagogy based upon prior or parallel study of psychology of the senior year which had been added to the academic courses and had been taken by a large percentage of the graduates of 1895-96. Professional instruction in the two grades prepared gradu- ates to take examinations required for certificates. This produced good results in spite of the fact that the state had practically discredited the diplomas of the university by a failure to recognize it as applying in any manner upon the require- ments for teachers' certificates. At this time the diploma of the university was evidence of the completion of the course of the normal study which was muclı longer than that of the state normal schools, the diploma from which entitled one

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to a state certificate. In other states diplomas of the graduates were regarded as sufficient to entitle the holder to a teacher's certificate. While the education given by the university contained all the elements required by teachers, the graduates were still unable to receive certificates entitling them to teach. Accord- ingly, South Dakota, which had borne the chief burden of their education, now lost them as citizens and teachers. President Mauck maintained that the uni- versity graduates were as competent to teach and instruct as were the graduates of the normal schools who had really received from three to six years less of general intellectual training. He said: "If successful experience in teaching and independent management of schools is not to be made a condition of state certificates in all cases, the proposition is submitted that the academic diploma of the university should be in itself a legal basis for the issuance of a state certifi- cate." He hoped that at no distant day the university would have a regular department in pedagogy, whereby its graduates could receive full and complete professional training for teaching, which was already given the classes in didactics and advanced pedagogy.

In 1886 the South Dakota Teachers' Reading Circle was organized and put in operation. For ten years, down to 1896, although the growth of the circle had been slow, yet it had been steady and upward. Every effort to find the best means of promoting the work and accomplishing the aims had been put forth. Many of the circles had advanced far beyond expectations. In other localities they had slowly faded and finally died. By 1896 the reading circles of the state would compare well with those of the older states even if they did not lead. All educa- tors regarded the circle as a permanent feature of the established system of pub- lic education. The authority of the circle was derived from the educational association, and the management and direction were committed to a board of direc- tors selected from the different departments of the association. The circles of the various counties were considered as always organized. No formal action was necessary for the commencement of work in any locality. The local circle was merely an aid or stimulus to education. The aimns of the organization were as follows: (I) Improvement of its members in professional as well as literary and scientific knowledge; (2) promotion of habits of culture; (3) encouragement of individual study on definite lines; (4) to furnish the best books at the lowest prices ; (5) to arouse a deeper and broader professional spirit ; (6) to make the schools of South Dakota second to none. It was admitted generally in 1896 that the circles were steadily approaching those higher aims and accomplishments. Almost every state in the union at this time had a similar organization. The plan in this state was to exempt from examination in didactics those applicants who held a diploma from a reading circle. During the first year the enrollment of the state circle was fifty-four, but only six counties were represented. In 1896 twenty-three counties were represented and the aggregate membership was 736. The circle had a four years' course, and by 1896 ninety-eight persons had re- ceived diplomas therefrom. Many of the most prominent teachers of the state held these diplomas. All educators took interest in this feature of educational advancement. In 1896 Miss Mary Wright of Gettysburg held the post of honor among the graduates. She held a diploma and six seals, having done the required work for each year.

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In 1896 the Madison State Normal had a total enrollment of 353, of whom 208 were in the normal department and 145 in the model school. The course of study had been steadily improved and a number of innovations for the future were in readiness. Mr. Beadle conducted the school. A special course was pro- vided for graduates of colleges and universities who aimed to make teaching their profession. The board of regents were requested to authorize this course and provide that the degree of master of pedagogy be conferred upon all college and university graduates who completed the course. The school year was divided into two equal half year terms. The course was largely classical. The sciences however were well represented.

At the close of the fiscal year 1895-6 the amount of permanent school fund on hand from all sources was $2,044,835.49. The interest and income fund con- sisted of the moneys derived from the interest received on the permanent school fund invested in school bonds and first mortgage loans, from interest on deferred payments, and from leases of common school lands. This fund continued to be apportioned to organized counties in proportion to the number of children of school age residing therein. The grant of lands to the state for the use of common schools, which lands had already been located, aggregated 2,150,- 400 acres. By July, 1906, there had been sold of this land 145,685 acres. This did not include common school lands in any part of the state, which had not yet become a part of the public domain. On June 30, 1896, 379,000 acres of school land were under lease contract. The greater portion of the common school lands which had been leased were located in the settled portions of the state. The board of appraisal consisted of the commissioner of schools and public lands, the state auditor and the superintendent of schools of the county in which state school lands were situated. Up to this time parties in arrears had been required to pay interest upon deferred payments from the time they became due until paid. No other proceedings had thus far been instituted, although it was provided by law that the lessee of any tract, who should fail to pay the annual rental when due, should forfeit his lease. The commissioner of school lands believed that this law should be enforced. At this time the demand for school land was steadily increasing year by year. Particularly as the eastern part of the state became settled the demand grew stronger, because many wanted homes in settled com- munities where they could secure the advantage of education, where land could be bought, and where additional land could be rented at a comparatively low price. It was quite generally believed at this date that the time was not far dis- tant when the proceeds from the school lands would be so large that taxation for school purposes would be reduced to a comparatively small sum.

The endowment lands from Congress for the various educational and char- itable institutions, aggregated, when finally counted up, 698,080 acres. During the fiscal year of 1905-6, 61,708 acres of this endowment land was held under lease contract. These tracts of land were generally large bodies, remote from settlement, and admirably adapted to stock grazing purposes. Thus far only a small extent of these lands had been leased, and even when leased the rate was very low owing to their remoteness from settlement. The commissioner had used earnest endeavors to attract the attention of stockmen to the advantages derived from these lands for grazing purposes, and his efforts had resulted in increasing materially the number of tracts that were leased. Many inquiries from stock-

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men concerning these tracts came to the office. It was believed that in the near future the revenue derived from these lands would materially lessen the appro- priations necessary to be made for the state educational institutions.

About this time the commissioner of school and public lands, with the help of the delegation in Congress, secured the passage of an act authorizing the state to select from any Indian reservation thereafter to be opened, the lands which might then be due the state for educational purposes. Accordingly, when this act became a law, selections in the Yankton Indian Reservation were made to complete the grants made by Congress for the benefit of educational institutions and to indemnify the state for losses of common school lands arising from the numerous Indian allotments from squatter settlements thereon, and from other causes. The secretary of the interior rejected the selections made by the state on the ground that the act of Congress was a violation of the rights of the Indians under certain treaties which were named. This act embarrassed the operations of the commissioner and resulted in a considerable loss to the common school fund, as well as to the endowment fund of the state. He had great difficulty at this time in finding suitable indemnifying land.

The act of Congress gave the state the prior right of selecting and filing upon the Fort Randall military reservation within one year after the survey of the same should have been made by the department of the interior. The act pro- vided that if the state desired to secure any portion of the reservation, it must accept the whole, which consisted of about fifty-seven thousand acres. After a thorough investigation of the property, the commissioner concluded, as the tract consisted largely of barren bluffs and lands which would be of little value to the state schools, not to accept the proposition. The act of Congress giving the state the option of selecting the Fort Sully Military Reservation as a part of its school lands as soon as it should be restored to the public domain, was being considered at this time. This reservation consisted of about twenty-six thousand acres.

After the selections of land made on the Yankton Indian Reservation had been rejected by the interior department, the commissioner spent much time in determining the character and value of all public lands in the state still remaining open to selection for endowment and indemnity purposes, with the view of se- lecting such lands as would, at the earliest practical date, produce substantial revenue, either by sale or lease. Already the state schools had lost some of their best lands from Indian allotments, settlements before surveys, mining claims, etc. The object was to secure for the schools the best lands possible that were open for indemnity. Already the commissioner had chosen about thirty-five thousand acres on the old Winnebago Reservation.

At the legislative session of 1895 there was passed an act appropriating 40,000 acres of the endowment lands for the support and maintenance of the State Normal School at Springfield. The state authorities were required to make the selections within one year after the act became a law. Accordingly, on January 9, 1894, 24,610 acres of such lands were marked and set apart for the purposes of the act. On June 29th the remainder of the land so appropriated was like- wise selected. The same act appropriated 40,000 acres of the endowment lands for the Northern Hospital for the Insane. These lands were duly selected on March 3, 1896.

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The amount of endowment funds included in the defalcation of W. W. Tay- lor was not embraced in the bonds sold by the state to make good the deficiency and up to June, 1896, the amount was still due the funds. The state commis- sioner asked for a transfer from the funds received by the state, from Taylor and his bondsmen, of an amount sufficient to restore this sum to the proper funds. The Legislature ordered issued sufficient bonds to make good the losses to the school fund on account of such defalcation. These proceeds were applied as fol- lows: Permanent school fund, $45,519.54; interest and income fund, $52,480.46. Thus with the exception as above stated, provision for the entire loss was made.

About this time there was much annoyance and loss over trespasses on school and public lands. Many people seemed to think that as the immediate owner of these tracts was somewhat remote and indefinite, they could therefore do about as they pleased with the land. Accordingly, they made no scruple about taking therefrom wood, timber, stone, hay and anything else of value present and de- sired. The law was strict enough, but it was difficult to secure the evidence to convict. It was made the duty of the state's attorney in each county to bring suit in the name of the state to recover such damages to school and public lands within the county. However, it was not made his duty to prosecute for such violations excepting for damages. Other complaints, where the rights of the state were somewhat in doubt, were not considered by the state's attorney. The commissioner asked that this official be empowered to prosecute all violations of the act at the request of the state commissioner and that a penalty be provided for neglect to do his duty. The penalty for trespass on private land was ex- tremely severe, and this fact added much to the difficulty of enforcing the law, because neighbors were not only unwilling to make complaint, but were unwill- ing to tell the truth on the witness stand, and local state's attorneys were hard to find who would prosecute the cases, and juries were still more difficult to obtain who would convict. Therefore, the Legislature was asked to make more effective the laws in regard to punishment for trespass on these lands. Many who had allowed their stock to range at large over the school lands, had been required by the state commissioner to pay the regular leasing price for such privileges. He secured a conviction in Lyman County for trespass on timber lands belonging to the state, and one in Brule County for trespass on common school lands. The commissioner commended the efforts of officers in these counties to thus enforce the law.

It was figured in 1896 that if all the common school lands that had been granted to the state should be then sold at the minimum price named in the constitution the total obtained would be $31,504,000. In addition the 5 per cent of sales of public lands allowed the state for school purposes by the Government, the proceeds of which could not be told exactly, would probably increase the total to about thirty-three million dollars. In addition there were the 698,080 acres of endowment land granted to the state for charitable and educational purposes to be sold or disposed of in the same manner as the common school lands. If this endowment land should be sold at the minimum price named in the constitu- tion it would yield $6,980,800. Thus it was figured now that in the end the school fund of South Dakota would aggregate about forty million dollars. Thus far the land that had been sold had brought considerable more than the minimum price of ten dollars fixed by the constitution.

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Under the law the permanent school fund was invested throughout the several counties of the state. The counties were held responsible for both principal and interest. Up to the summer of 1896 several counties had been compelled to pay interest on the permanent school fund which had been invested by them in farm loans, on account of the default of borrowers. This worked a considerable hard- ship upon the counties. The state commissioner regarded the method of investing the fund a very dangerous one, and as the fund was certain to increase it would become more hazardous and very burdensome to the counties. The law provided that not more than 50 per cent of the assessed valuation of any farm lands should be used as the basis of loans, and not more than five hundred dollars should be loaned to any one person. The commissioner believed at this time that it was unsafe to loan 50 per cent of the assessed valuation of many tracts of land. Here and there land was decreasing in value. It was not improbable that here and there tracts were assessed at more than half their value. There was no provision of law giving the commissioner authority to prevent such loans from being made. The requirement was that the apportionment should be made to each county in proportion to its population according to the last census. Thus legislation to remedy this condition of affairs was needed in 1896. It was believed proper to permit the commissioner to determine the amount of funds which would be invested in the various class of securities mentioned in the constitution, and to give him power to decide in which counties safe investments of the permanent school fund could be made and the amount of money that should be apportioned as well as the per cent of the assessed valuation that might be loaned upon farm

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History of Dakota Territory, volume III, Part 117

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