History of Dakota Territory, volume III, Part 118

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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mortgages in the several counties not exceeding in any case 50 per cent of the assessed valuation. It was further believed that the commissioner should be given authority to invest as much of the fund as possible in school bonds of the several counties. The commissioner thus far had favored investment in school bonds. He believed that investment of the fund was safer in state, county and school bonds than in farm mortgages. However, in order to reach this result, an amend- ment to the constitution would be necessary. The commissioner was of the opinion that as the school funds were recognized by the constitution and by all the people as a most valuable and sacred trust, too many safe-guards could scarcely be thrown around the method of their care and investment.

During the fiscal year 1895-96 no school lands were offered for sale by the department, for the reason that money for investment purposes was extremely scarce, and for the further reason that large tracts of other lands in the state could be purchased at lower prices than the school lands could be sold for under the constitution. During the year the department received many inquiries relative to the date when the school lands would be offered for sale and the terms thereon. There was quite a demand for this class of property, therefore the commissioner decided to advertise sales in March, 1896. On that occasion 2,860 acres were sold at an average price of about thirteen dollars per acre. While making these sales the commissioner learned that persons from other states who desired land had come here to examine the school tracts and had purchased cheaper lands elsewhere not far from the school lands.

There was another strong controversy in the state as to the advisability of selling any more of the school lands at this time. Many still believed that the educational progress of the state would be better subserved and promoted by

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leasing the lands rather than selling them. They based this view upon the belief that the land would greatly increase in value and that some time in the future the land could be sold at high figures. Others contended that this view was beautiful in theory but would not thus work out in practice. They held as many persons had from the start, that such a course removed the benefit of the fund from the people who had been and were still enduring the hardships of pioneer life. The commissioner at this time believed that it was no more than just to the present generation to sell a sufficient quantity of land so that the interest derived therefrom, together with the proceeds from the regular leasing of school lands, would be sufficient to pay a large part of the present expenses of the common schools and lift a considerable burden from the burdened tax payers of today. He believed that the interest derived from the proceeds of the sale of these lands would accumulate faster than the land would increase in value. The rights of future generations were well protected by the constitution that pro- hibited the sale of such lands for less than ten dollars per acre, and that further provided that not to exceed two-thirds of such lands should be sold within fifteen years after the admission of the state into the Union. He believed that Congress in making these grants for common school and endowment purposes took into consideration the rights of present citizens as well as their posterity by authorizing the sale of their lands whenever they would bring as much or more than the minimum price named, subject to the foregoing limitations.

In order to show the advantage of selling land in 1896 instead of leasing it, the commissioner cited the following instances: A section of land sold at the minimum price of $10 per acre would yield $6,400. The interest thereon at 6 per cent would amount to $384. The lands thus far sold had averaged nearly four dollars per acre in excess of the minimum price. In addition the land as soon as sold became liable to taxation for all purposes and the improvement of the lands enhanced the value of all other tracts in that vicinity. On the other hand the proceeds derived from leasing the lands up to 1896 had not averaged more than one-tenth of the amount which would be received as interest on the same quantity of land if sold.

Upon executions issued on a judgment secured by the state against W. W. Taylor and his bondsmen a large amount of farm lands and city property came under the control of the commissioner of school and public lands. This land had been duly appraised by the state board after a thorough investigation of the property in the different localities and a conservative estimate of the value was fixed. Among the tracts were improved farms, wild lands, town lots and city residence property, nearly all of which was good. As the Legislature failed to make any provision for leasing or selling this property, the commissioner leased the same on the best terms obtainable. He thereupon asked the Legislature for a law authorizing the sale or leasing of this property and fixing the terms.

In 1896 the commissioner of school and public lands said: "It will be a matter of surprise to most of the citizens of our state that in the very infancy of South Dakota, environed as we have been by many adverse circumstances and by the financial depression prevalent throughout the entire country, we have a permanent school fund consisting of $2,044.835.49, and that during the fiscal year ending June 30, 1896, we have collected and apportioned to the common schools of the state from the interest and income funds the sum of $140,439.15

NORMAL SCHOOL BUILDINGS, SPEARFISH

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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE

and the sum of $1,753.28 for endowment purposes, besides turning into the general fund of the state fees to the amount of $2,041.50."

A law of the state passed in 1895 provided that in case any school land, on which there had been loans of the state educational fund, should be in default, the land should be bid in in the name of the state. Before the passage of this law such lands were bid in in the name of counties. After this law took effect it was the duty of the board of county commissioners to pass upon the loans; in case of default the state took the land for the claim. The vicious phase of the matter was that some of the back or remote counties assessed their lands at three or four times what they would sell for.

On January 26, 1896, Redfield College was destroyed by fire. It was first opened September 21, 1887, and was built under a charter from the Midland Association of Congressional Churches. It was a four-story structure and was worth about thirty thousand dollars. Many valuable books were destroyed at this unfortunate fire.

Late in April, 1896, Doctor McLouth was removed from the presidency of the Agricultural College. This appeared to be the culmination of the troubles in that institution, which had been going on for about thirteen years. It began first in about 1883 in Yankton when Councilman Scobey sold out to the capital removal advocates in order to establish the Agricultural College at Brookings. The Scobey bill passed both houses, but Governor Ordway refused to sign it unless the capital removal bill should also be passed. Accordingly Mr. Scobey agreed to support the capital removal bill in consideration that the governor should sign the agricultural college bill. Scobey's partner was a member of the capital removal committee. In the end Mr. Scobey voted for the capital removal bill and the governor signed the Agricultural College bill.

The South Dakota Educational Association met at Vermillion late in Decem- ber, 1896, and occupied Assembly Hall at the university. Welcoming addresses were delivered by Gov .- elect A. E. Lee, President J. W. Mauck, City Superin- tendent Townsley and County Superintendent E. E. Collins. The association was warmly and cordially welcomed to Vermillion by these able speakers. Response equally appropriate and apt was made by City Superintendent E. J. Quigley of Mitchell. The annual address was then delivered by W. W. Girton. Among the interesting exercises on this important occasion were the following : "The Value of Literary Training," by C. E. Howard; "What Do the Problems of the Present Suggest to the Teacher?" by Gen. W. H. H. Beadle; "What Is Apperception, and How Applied?" by E. E. Granger; a discussion of the paper on Apperception by Prof. Geo. M. Smith ; "Ideas and Ideals of Education," by Prof. F. C. McClelland; "Organization of Higher Education in the Twentieth Century," by Prof. J. W. Heston. Many papers were read while the four departments of the association were in session. The proceedings in each of these departments were of great interest and reached every avenue of educa- tional progress. The question of "Science in Ungraded Schools" was ably analyzed by Superintendent McFall. Others participated in the discussion of this subject. The subject of "Musical Instruction" was well presented by S. E. Brown, and so great an interest was taken in the subject, construction and line of thought that the teachers asked for a second reading of this important paper. It showed the keen interest which all felt in the problem of musical instruction

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in the public schools. An extended and critical discussion and analysis of the South Dakota school law as it then existed, was participated in by many of the ablest state educators present. General Beadle read an able paper, as did Pro- fessor Holmes. The latter's essay was one of extreme polish and culture. A paper on the "Ideals of Education" was read by F. E. C. McClennon ; it was an able production and was well received. W. I. Graham read a meritorious paper. During the discussion at the business session, the problem of appointing a com- mittee to wait upon the Legislature to secure needed changes in the school law was considered. It was declared that the school laws were too complicated, prolix and difficult to understand and that great reforms were necessary. This committee were Messrs. Mauck, Rock, Webster, Meyers, Hind, Kingsbury, and Solem. On Thursday evening more than five hundred persons listened to Prof. H. E. Kratz's lecture on "Child Study." Professor Kratz did not live in Ver- million at this date, nor was he connected with the university. It was stated in the newspapers that his lecture was one of the chief events of this annual meeting.

This was the fourteenth annual convention of the association. It had the largest attendance and enrollment of any convention up to this time. All bills were paid and $150 was left in the treasury. While in Vermillion the teachers were cordially entertained by the citizens and university authorities. It should be borne in mind, however, that this convention like all others did little for the benefit of the rural schools. Almost every paper and nearly every discussion dealt with higher forms and ideals of education in the upper schools. The new officers elected were as follows: For the General Association, E. Dukes, presi- dent; Jenny H. Rudolph, recording secretary; A. R. Brown, corresponding secretary; Mrs. M. I. Turner, treasurer; for the Department of High Schools, H. E. French, president; for the Department of Public Schools and Colleges and of High School Supervision, I. D. Aldrich, president; for the Department of Graded and Common Schools, W. R. Davis, president. The committee on resolu- tions were Prof. George M. Smith, Miss Kate Taubman, Supt. O. P. Myers and Deputy State Superintendent M. A. Lange. They reported as follows: That in the future a time limit be fixed on papers and discussions; that certain amend- ments to the present school law should be secured, one changing the legal quali- fications of county superintendents ; that the high schools of the state should be induced to establish a training course for the better preparation of teachers for the common schools both in subject matter and methods of teaching; that the state school system should be so unified that there would be a uniform course of study from the primary schools to the colleges and university; and that a board of examiners composed of four persons should be organized to act with the state superintendent in issuing state certificates and diplomas.

In May, 1897, Miss McVay won the first prize at the state oratorical contest. Her subject was "Civilization and the Profit." She received $40 and a gold medal. She was a student at Mitchell College. At this contest Yankton College was second, Brookings, third, Redfield, fourth and Sioux Falls, fifth.

On August 31; 1897, School Land Commissioner Lockhart announced that the school fund amounted to $2,140,000 and that the income therefrom amounted to $128,000. In addition the leasing of the school lands brought in a sum closely estimated at thirty-five thousand annually.

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The State Educational Association met at Sioux Falls late in December, 1897. This was the fifteenth annual session and it was looked forward to with much interest by members. The teachers were called to order in Germania Hall by President Edwin Dukes of Huron College. Rev. W. H. Jordan was introduced and in an eloquent and cordial address welcomed the teachers to the city. E. Fitch of Aberdeen responded in fitting terms to the address of welcome. President Dukes delivered the annual address which was listened to with great interest. He was followed by State Superintendent Frank Crane, who addressed the teachers generally on the subject of education in the state. Interesting papers were thereupon read among which were: "Tendencies of Modern Education," by Supt. R. F. Kerr; "Practical Value of the Education of Boys," by J. E. Tsechantz; "Functions of a State Normal," by W. W. Girton; "Superior Attain- ments, Their Value to the Teacher," by Emily W. Peakes; "What Should Be the Professional Requirements for Entering Upon the Work of Teaching," by Prof. E. J. Vert; "Music as an Educational Factor," by Margaret Smith. Other important papers were read at the meeting of the four different departments of the association. The tendency of all papers, addresses and discussions was along higher educational lines. Few, if any, references were made to the rural school; and hence to the great mass of pupils and schools throughout the state.

President Mauch was authorized to name a committee of ten to investigate the "question involved in securing a better articulation between the secondary schools and the higher education." This committee called to their aid leading teachers from all parts of the state for conferences on Language, Science, Mathematics, History, and Civics. The meetings were held and the reports were made in writing and laid before the committee of ten, who thereupon sought to harmonize the various conference reports. The finding was referred to the Department of High Schools and Colleges of the Association at this convention and was succeeded by pungent criticism, though in the end the report of the committee of ten was adopted without a dissenting vote. This was one of the first times in the history of the state when the teachers looked at the educa- tional situation from the point of view of the common schools. The committee said, "First of all, our claim has been to set forth the courses best adapted to fit the student for the duties of life, believing the best fitting for life is the best preparation for college." They further said that they believed if the higher institutions had been setting up a theoretic standard for education the time had come for them to look to the actual conditions and requirements of the state and to meet the secondary schools at least half way in an attempt to secure greater harmony in the courses of study. Thus they took the position that higher educa- tion should adapt and adjust itself to the needs of secondary education when the latter should have succeeded in establishing itself. The report of the committee completely answered the current objection that they had prepared courses merely for the purpose of fitting students for college. The committee reported the advisability of adopting three courses as follows: Classical, Scientific and Literary. In the Classical course were the usual studies. In the Scientific course were the Sciences, Mathematics, Modern Languages, English and History. In the Literary course were English History, Mathematics, Science, Elementary Psychology, and Language.

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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE

At the annual convention of the State Educational Association at Sioux Falls late in December, 1898, there were enrolled from three hundred to three hundred and fifty teachers from all parts of the state, but only about half that number were present. On the first day was held the county superintendents' meeting, on which occasion the annual address of President Aldrich was the chief event. On Tuesday the question of School Supervision was duly and thoroughly considered. Doctor Jordan delivered the address of welcome, to which reply was made by Professor Filch. President Dukes delivered an elaborate address denouncing many of the present educational tendencies and innovations and demanding more utilitarian and vocational studies in all schools of the state. His remarks were fully appreciated, and generally all teachers present agreed to his conclusions. Thus the movement for the common schools was still advancing. The next day the subject "Common and Graded Schools" was considered in all detail, with the result that numerous changes and improvements in regard to the upbuilding of education in the rural districts were suggested. This meeting was held in Germania Hall and called out the best talent, ripest experience and soundest judgment of the teachers present. Previous sessions of the association for several days had considered "Literary Training," "Manual Training," "Language vs. Science," etc., but much of the time, energy and ability of this convention was devoted to an attempt to unite all schools of the state in a single concrete system and in a measure to make the high schools accept and harmonize the instruction established and dispensed in the primary and rural schools.

In a review of the proceedings of the convention, Prof. G. M. Smith said, "This report of the committee of ten was needed for several reasons. The high school courses in this and many other states have been too largely affected by the personnel of those in charge. A change of principal and superintendent has in numberless cases been followed by a complete change in the course of study. A strong teacher with a bias in a given direction has generally been able to turn the educational current of the town or village in the direction of his own personal preference. So too it has often made a difference whether the lawyer, the doctor, or the minister was the ruling spirit on the school board; and the election of any one of them has often marked an entire change in the subjects emphasized in the high school course. Courses subject to such changes and fickle influences could have little uniformity and were not likely to be organized on a sound pedagogic basis. To remedy this and render the passage from the high school to the higher institutions of learning easier was the purpose of the committee. . The college has been gradually pushed upward until it is becoming harder and harder for the children of parents in moderate circumstances to attend the institutions of higher learning. It is time to call a halt in this respect. The college is today too select and aristocratic an institution, and if it is to be sup- ported at public expense it should be kept in touch with the common people." It may be said that these remarks of Professor Smith embodied the spirit which ruled this session of the association. The object was to improve the rural schools and to make the colleges and other institutions of higher learning carry out the wishes of the rural communities to a considerable extent.

Prof. H. E. French, of Elk Point, was elected president of the General Association ; Prof. G. M. Smith, of Vermillion, president of the High School

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and College Department ; Prof. H. C. Davis, president of the Common School Department, and Superintendent Kerr, president of the Department of School · Supervision. There were present at this session nearly five hundred teachers from all parts of the state. This was one of the largest assemblages ever held thus far. S. L. Brown of Centerville became the new president. It was voted to hold the session of 1899 at Redfield.

In June, 1899, the amount of public school money apportioned was $155,108, the largest amount thus far ever dispensed in any June. It was estimated at this time that the school population numbered 112,118.

The state oratorical contests from 1889-1898 inclusive were won by the following cities: 1889, Yankton; 1890, Mitchell; 1891, Mitchell; 1892, Redfield ; 1893, Yankton; 1894, Yankton; 1895, Yankton (at which time that city won the chalcedony slab) ; 1896, Yankton; 1897, Mitchell; 1898, Mitchell. While it is true that the influence of normal school training permeated in an indirect way the common school work of the whole state by contact of teachers in institute work, yet the direct effects were not seen beyond those schools which were taught by teachers who had taken normal training. By 1898 the superiority of teachers who had secured normal training over those who had not, was shown by the persistent and unanswered demand for their services. Generally the school boards of cities and towns refused to employ teachers who had not received this training. The country schools yet were taught almost wholly by teachers who had received no normal training and were employed because they were cheap and could pass the examination. The directors in the country school districts realized the value of normal training, but because such teachers were not available they were forced to be content in employing others who seemed competent. The cities and town schools, however, insisted on hiring teachers with normal training, and generally by 1908 all towns and city schools were supplied with such instructors at higher wages. In 1898 there were employed in the state 4,775 teachers, one- fourth of whom had no previous experience in teaching and about one-fourth were employed each year as new teachers. During the previous ten years there had been graduated from the state normal schools and the university 445 students, many of whom had engaged in teaching. Also trained teachers from other states were here and were employed in the work. Notwithstanding all this, a large majority of the teachers of the state had received no special normal training.

In 1898 the people of South Dakota generally were anxious to have and to support better schools. The common schools were still maintained almost wholly by direct taxation. The average school tax levied in each district was a little over fifteen mills annually. The regents suggested that an additional levy be added to help support the institutions of higher learning. They thus took the position that the children of the common schools would eventually reach the higher institutions of learning or that a way should be provided by which they could do so.

In 1898 the rapid accumulation of the state schools fund demanded that the restrictions upon the manner and range of investment were too inflexible, and as a consequence the purposes of the constitution and the wishes of the people could not be carried into effect. It had been provided that the fund could be invested in state and national securities and in bonds of school corporations, yet

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it was manifest that farm loans were favored more than any other. The limita- tion of $500 to one person, no matter what security he could give nor how much he desired, prevented the making of many desirable loans and therefore to a considerable extent, restricted the loaning of the funds. By 1898 the farms in the eastern part of the state had become so valuable that a loan of $500 was com- paratively small and undesirable. Consequently the farm loans had begun to decrease in number and much of the money that should have been loaned out remained idle in the treasury. This was bound to continue and augment as time passed and the lands of the state became more valuable. The fund was rapidly increasing from sales of land, from deferred payments and from leases. On July 1, 1898, there was on hand of the school fund $947,152, of which amount $144,329 was cash lying idle in the treasury. In addition lands had been sold upon which deferred payments amounting to $1,302,373 were due. The unsold lands were worth over twenty million dollars if sold at the minimum price of $10 per acre. Thus already the school funds were so large as to demand a wider field for investment. Many people who desired the funds could not use them to advantage owing to the limitations. Thus farm loans were decreasing. It was therefore recommended by the state authorities that the Legislature should take steps to greatly widen the field of investment while maintaining the security of the fund.

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History of Dakota Territory, volume III, Part 118

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