History of Dakota Territory, volume III, Part 119

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


USA > South Dakota > History of Dakota Territory, volume III > Part 119


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Up to 1898 the fund for each of the state institutions was not sufficiently well classified, but was heaped together in the various departments without regard to specific uses. This created considerable confusion. Where an appropriation was made for a certain purpose the fund was maintained intact, but quite often it was diverted temporarily to other uses without loss and no complaint was made. This was pointed out as a defect that should be remedied by special legislation. At each of the three institutions, peniteniary, insane asylum and reform school, was a large farm which raised, not only the food consumed by the inmates, but much surplus product from which a profit was realized. The custom thus far was to sell the surplus and expend the proceeds for the uses of the institution, in addition to the sums appropriated by the state. The institutions were required to report to the board of charities and corrections only, and the board reported once in two years to the governor, but the report was seldom ever printed in time to be of service to the following legislative session or to the public. The reform school received several thousand dollars each year for taking care of inmates from North Dakota, and this money was expended in like manner. The appropriations of the state were made without reference to these incomes, consequently neither the Legislature nor the public knew accurately what it cost to run the institution, nor what was done with all of the receipts from these various sources. In any event the public, it was now insisted, should know the extent of this extra fund and how it was expended. It was also recommended by the state auditor that all state officers receiving special funds should be required to account for the same.


The State Educational Association assembled at Redfield late in 1898. There was a large attendance, larger in fact than ever before, except perhaps in 1897. The local attendance was also large, thus furnishing an audience of nearly eight hundred people at each general session. Many papers were read and all were


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


unusually strong and excellent. The department of supervision assembled one day earlier than the meeting of the general association. County superintendents were there from all parts of the state. Prof. G. M. Smith presided over the College and High School Department, and Professor Tschantz, over the Depart- ment of Graded and Common Schools. The afternoons and evenings were devoted to the general work of the association. The meetings were held at the opera house. A new constitution presented by the special committee previously appointed for that purpose, was strenuously opposed by the teachers. After much debate, parliamentary play and quibbles over technicalities, it was defeated. It contained many innovations and as a whole could not be improved, but the association was not ready for such radical changes. Prof. S. L. Brown of Center- ville was elected president for the coming year; Mrs. Cowan, secretary, and Mrs. I. Turney, treasurer. The Musical Department of Redfield College supplied the music for the session. On the first evening they delighted the audience with a brilliant concert, and rare musical numbers from the masters were furnished throughout the session. Professor Cook, of the Illinois State Normal School, was present and lectured. The faculty of Redfield College, assisted by the ladies of the city, gave a grand reception to all the teachers on the closing evening. Refreshments were served, and a pleasant informal social time was enjoyed. It was admitted that the social features of the session were among the most interesting. Prof. H. E. French was the presiding officer at 'the general meetings. This was the sixteenth annual session. It was regarded and published as a great success.


The character of the papers in strength and compass had probably never been excelled. The conspicuous ability of the teachers of the state was shown at this session as never before. The debates were usually brilliant and always spirited and eloquent. The storm center of the convention had two features; culture as opposed to bread and butter. Professor Young of the university espoused the cause of culture, while Doctor Heston of the Agricultural College, assumed the utilitarian or bread and butter side of the controversy. Both sides presented pungent, logical and powerful arguments in support of their theories. The debate on this question was the most momentous, far-reaching and elaborate ever conducted by the state association. It touched and involved the great problem of today-vocational education. Doctor Young's paper was one of great beauty and logic. Doctor Heston's was able and convincing. Many listened to this discussion. Miss Conrow later read an attractive paper before the convention. State Superintendent Collins was a prominent figure at this gathering. The next meeting of the association was fixed at Hot Springs. The committee of ten, unaccountable as it may seem, did not attract the attention this year that it did the year before, because, owing to the stupid and stringent criti- cism, they had greatly simplified, modified and benumbed their report. As a matter of fact, their previous report was true and excellent, highly commendable and attractive and requiring and compelling vast improvement, but possessed too many innovations and radical changes from the cultural view to the utilitarian view to be acceptable on short notice to the teachers of the state. When finally prepared their program met with little opposition, because it was restricted, neutral and lifeless. The courses recommended by the committee were as follows : Vol. III-54


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


SCIENTIFIC COURSE


First Year


Third Year


Physiology and Botany 4


Physics 4


Algebra 4


Geometry 4


History 4


Physical Geography


}4


English 4


Civics


Latin, German or French 4


Second Year


Fourth Year


Zoology 2


Chemistry 4


Geology


Trigonometry


Algebra


Higher Arithmetic


Geometry }4


Political Economy


History 4


4 Elementary Psychology


English 4


Latin, German or French 4


CLASSICAL COURSE


First Year


Third Year


Latin 4


Latin 4


Physiology 4


Geometry 4


Algebra 4


Physics 4


History 4


Greek or English 4


Second Year


Fourth Year


Latin 4


English 4


Algebra


History 4


Geometry $4


Political Economy


4


English 4


Elementary Psychology


History


Higher Arithmetic 1


Civics 4


Book-keeping


ENGLISH COURSE


First Year


Third Year


English 4


English 4


History 4


History 4


Physiology or Botany 4


Physics 4


Algebra 4


Geometry 4


Second Year


Fourth Year


English 4


English 4


History 4


History 4


Civics


Political Economy


Physical Geography


Elementary Physchology


Algebra


Higher Arithmetic 2 4


Book-keeping


4


Geometry


President Garret Droppers still further amplified the condition of the univer- sity as shown by the report of the board of regents. He noted that the university was now in its eighteenth or nineteenth year; that the first assembly of students was begun in 1882-3 in the courthouse at Vermillion; that the first class was graduated in 1888 and consisted of but three students; that Dr. Edward Olson had taken control in 1887-8 and had immediately raised the standard of the insti- tution. He continued in charge with excellent results until 1889 when he acci-


}4


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


dentally lost his life. Then came a period of confusion which resulted in a serious split, in a diminished number of students and a new faculty, and in 1891 in a fresh start for the university. Another serious handicap followed in 1893, when University Hall was destroyed by fire, though this loss was in a measure restored by the energy and liberality of the citizens of Vermillion. Since 1893, the presi- dent said, the progress of the university had been regular and sure. The regis- tration in 1893 was 232; in 1895, 325; 1897, 345; 1899, 386. He noted that there was a large body of alumni which possessed a warm attachment for their alma mater and usually on commencement day attended the proceedings. All were anxious for the advancement of the institution. Not only had the number of students steadily increased but the courses of study had been as steadily en- larged every year. In January, 1901, there was a faculty of eleven full profes- sors and eleven regular instructors, besides several assistants in certain depart- ments. He insisted that the general curriculum of studies would compare favor- ably with the high standard of those of other universities. He noted the great demand for university education both East and West and the fact that such institutions were then growing at a stupendous and unexpected rate. In the university at this time were courses in Latin, Greek, Sanscrit and Hebrew; in French, German and Scandinavian; in mathematics; in the national sciences such as chemistry, physics, biology, zoology, physiology, geology and mineralogy; in history both ancient and modern; in political economy, finance, sociology, litera- ture, philosophy, and pedagogy. These studies formed the backbone of all collegiate courses. In addition instruction was given in art, drawing, music and business methods. Provision was also made for the physical education of young men and young women. The military department had been extremely successful and had received the special commendation of United States Inspector Phillip Reade of St. Paul. The president called attention to the moral elevation of the whole body of students. All were loyal and enthusiastic supporters of the uni- versity. Social institutions had already been organized on the side and con- tributed in a marked degree to the improved conduct of the students. He called particular attention to the fact that the university had now reached the point of departure from primary and preparatory conditions to the higher outlook and broader field of university education. At present there were three buildings, two dormitories and the main structure. The main edifice was substantial, contained the library, class rooms, laboratories and the business, music and art departments. The number of students had now become so large that on every hand incon- veniences ruled and hampered the effective operations of the faculty. The halls were crowded to such a degree that the students passed with great difficulty from room to room. In the various laboratories, chemical, physical, biological, and geological, the crowding was so extreme that no department could carry on work to the satisfaction either of the students or the professor in charge. The presi- dent suggested that a new Science Hall should be constructed at once. He described somewhat in detail how the interior of a structure should be arranged. He pointed out the importance of removing the laboratories with their chemicals, poisons and perfumes from the main building to a separate hall. He likewise asked for an appropriation for the establishment of a department of law. Such a department, he insisted, would be an impossibility without the construction of a suitable hall. The law school, he said, was a natural adjunct of all state uni-


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


versities. All that was needed was the building, a law library and a professor of law. He also requested the establishment of a separate scientific laboratory, perhaps in the same building with the law school. At this time the gymnasium for the young men was an old building down town, which was not suitable for the purpose, besides the department had few gymnastic appliances. The young women of the university used the basement of the main building for their gym- nastic exercises. An armory or general purpose building would be advisable, he thought. Concerning the functions of the university he said, "The state uni- versity should be recognized as the chief center of learning by all citizens of the state, one absolutely indispensable to its growth and prosperity. In the State of South Dakota, where local interests are powerful, there is no recognized rallying point for all the interests of the state; it is difficult to get a proper recognition that should obtain for a state university. It is generally agreed at present by all educators in America, that many high schools aim at too expensive a course of study. Sometimes their program of studies almost overlaps that of the univer -. sity or colleges, with the result that students are bewildered both by the variety and intensity of the studies laid upon them." He suggested that there should be greater co-operation between high school principals and the university faculty in order to prevent any overlapping of the systems. The president further said, "At the last session of the Legislature, in 1899, an attempt was made to pass a law making the finances of the state institutions largely independent of the State Legislature and the exigencies of political changes. This bill provided that a tax of eight-tenths of a mill should be assessed for the support of all the higher educational state institutions and that the money should be apportioned accord- ing to a certain percentage; the percent of the State University being 34 of the total income under the law. Unfortunately this bill was amended so that the total sum that could be spent should not exceed $100,000, and this limitation upon the funds caused the bill, after passing the Senate and the House, to be vetoed by the governor. It is agreed, however, that this was an excellent bill in its inception and should have become a law as originally framed without the amendment. I strongly urge the board of regents to secure, if possible, the passage of a similar bill so that the state institutions may be as far as possible taken out of the whirlpool of political strife."


At the oratorical contest held at Mitchell in May, 1899, the following institu- tions were represented : Huron College, Redfield College, Yankton College, State University, Agricultural College and Dakota University of Mitchell. The latter won the prize, its orator being H. A. Rodee, who spoke on the subject "Our Social Crisis." W. R. Hubbard of Huron College, took second prize and S. A. Munneke of Yankton, third prize.


At the session of the Legislature in 1899 State Superintendent of Schools Collins figured prominently as an advocate of rural high schools, having for sev- eral years written and spoken frequently in favor of this proposition. He sup- ported with all his power the bill to that effect, which was introduced by Mr. Kingsley. The bill provided that the question should be submitted to the voters at any township meeting upon the petition of ten free holders, and if it prevailed a board of three high school directors should be chosen to serve for three years. If this board should find that there were in the township eighteen scholars having the qualifications of high school pupils, they should at once proceed to establish


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


a free high school near the center of the township. All pupils who had completed the eight-year course of the common schools were made eligible. The bill pro- vided that the course of study should embrace the ordinary English academic studies, particularly the application of the natural sciences to practical agriculture, also manufacturing mechanics, bookkeeping, constructive drawing and political economy, but ancient and foreign languages were excluded from the course. Teachers therein were required to possess state certificates. Superintendent Col- lins was thus the leader and principal advocate of rural high schools in South Dakota. He made a special study of the proposition and worked out in detail how it could be put in successful operation.


"The plan of centralization is this, it may be changed of course to suit various conditions : To invite into one school at a central location, all the schools of a township, making of the school a graded one, of two or more departments as the needs demand, and hiring the scholars of the district transported from their homes to the school. * This plan gives the pupils of the subdistricts the same advantage for obtaining an education as the village pupils, and paid for at public expense as it should be. The design is to combine all sub-district schools of a township into one school. The argument for it is that it reduces the expense by reducing the number of buildings it is necessary to heat and keep in repair, and by reducing the number of teachers needed. It improves the country schools by giving them better teachers, better accommodations, more regular and larger attendance, and helps the community socially by bringing the whole township into closer relationship. It is argued and is admitted that a teacher can do better work with forty or even fifty pupils than with ten, and there are hundreds of country schools in this state where the average attendance is less than ten. By consolidation it becomes possible to pay a larger salary to a teacher and thus to get a more competent one. The importance of this can hardly be overestimated, because in every school and more especially in every country school where close supervision is practically impossible the education, capacity, and refinement of the teacher is of the utmost concern. The benefit to a pupil of attending a school of forty or fifty pupils, instead of one having from eight to ten is also not to be lost sight of, while the economy of the arrangement is not without its importance, even in a state having in ultimate view a school fund of nearly forty millions of dollars. Thus such schools will solve these problems: (1) Makes it possible to systematize the work; (2) grades the schools; (3) does away with tardiness ; (4) reduces irregular attendance; (5) gives better schools at less expense; (6) gives all country children the advantages of a graded school; (7) does away with the agitation of removing schoolhouses; (8) stops the paying of tuition in other districts; (9) equalizes teachers' salaries; (10) socially and morally it elevates the schools." -- P. D. Kribs, Columbia, South Dakota, July, 1899.


In 1899 teachers' county institutes were held in the counties by the following educators: Aurora, S. L. Brown; Bon Homme, J. S. Frazee; Beadle, C. E. Holmes; Brookings, A. H. Avery; Brown, E. T. Fitch; Brule, E. M. Stevens; Buffalo, E. M. Stevens ; Clark, A. A. Farley, Charles Mix, J. A. Ross ; Campbell, L. J. Walters; Custer, R. H. Lord; Codington, E. T. Fitch; Davison, L. A. Stout; Day, E. A. Miller; Deuel, E. A. Miller; Douglas, G. W. Rephart; Ed- munds, J. F. Armstrong; Faulk, F. A. Panburn; Fall River, Pennington, Law- rence, Butte and Meade combined, R. F. Kerr; Grant, I. D. Aldrich; Gregory,


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


D. F. Small; Hanson, M. A. Lange ; Hutchinson, C. H. Ley ; Hughes and Stanley consolidated, J. Jones, Jr .; Hand, G. W. Kephart; Hyde, W. R. Davis ; Hamlin, A. H. Avery ; Jerauid, A. H. Avery ; Kingsbury, S. L. Brown; Lake, R. B. Mc- Clenon; Lincoln, G. W. Nash; Lyman, J. B. Emery ; Miner, J. H. Davenport ; McCook, C. H. French; Minnehaha, F. McClelland; Marshall, G. W. Kephart; McPherson, J. F. Armstrong ; Moody, L. A. Stout; Potter, E. Dukes; Roberts, M. A. Lange; Sanborn, A. H. Avery ; Spink, H. E. French; Sully, M. A. Lange; Turner, S. L. Brown; Union, H. E. French ; Walforth, J. F. Armstrong ; Yankton, E. Dukes; Clay, C. M. Young.


In 1899 the commissioner of school and public lands relinquished in the Huron District, 19,744 acres taken for the Agricultural College; 27,605 acres taken for education and charity; 18,935 acres taken for indemnity school lands, and quit-claimed 18,655 acres of indemnity lands taken in the Pierre District. These lands were in the old Winnebago Reservation and the filings were not acceptable to the Government. The lands could be taken as homesteads only. The commissioner filed on other lands to make up the loss.


"Here are four state institutions-the university at Vermillion, the Agri- cultural College at Brookings, and the normal schools at Madison and Spearfish- located in different parts of the state, under the expense of separate buildings and separate organizations, and each at every succeeding session of the Legisla- ture is clamoring for increased appropriations. No manager of any private busi- ness would conduct it in the manner in which the State of South Dakota conducts its educational institutions. The first thing he would do would be to consolidate the four institutions into one, thereby saving the cost of four separate organiza- tions. The same work which is now done by four institution's could be done by one-half the present number of instructors and employes and at a third of the cost which is now incurred, if the four institutions were combined into one. Instead of four weak institutions there would be one which would be a credit to the state, and the cost of the educational system of the state would be reduced certainly one-half and probably two-thirds. Instead, however, of acting as would a prudent man of economy, the Legislature, influenced by the selfish interests of the localities in which the institutions are located, continues to make increasing appropriations for the four separate institutions. It may also be questioned whether, in a new state like South Dakota, it is just to the tax payers that insti- tutions like the normal schools be maintained at state expense, when practically they serve only as high schools for the localities in which they are situated.


"In addition to the educational institutions, our state supports the penal in- stitutions, the School of Mines, the Blind Asylum, the Deaf and Dumb Asylum and the Soldiers' Home. All these are luxuries which cost the people large sums of money each year and which, for the present at least, the state could fairly well get along without, Were it advisable to carry on the course of instruction pro- vided for the School of Mines it would be consolidated with the State University and a course on mining subjects be added to the curriculum of the university. The Deaf and Dumb School and the Blind Asylum are undoubtedly institutions which appeal most strongly to the charitable instinct, but all of the deaf and dumb and blind children who are in need of instruction could be provided for in the schools of neighboring states at an annual expense of less than one-half of what it costs to maintain the institutions in South Dakota. The Soldiers' Home


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SOUTH DAKOTA: ITS HISTORY AND ITS PEOPLE


is an admirable institution from a sentimental standpoint, but outside of this sentiment for the old soldiers there exists no reason why the people of South Dakota should be taxed for the support of its inmates, any more than they should be taxed for the support of all the people of the state who are of advanced age and are not in prosperous financial condition.


"There exists undoubtedly a feeling of state pride that South Dakota should have public institutions on a par with older and richer states, but the fact remains that our state cannot have such institutions without imposing upon the people an excessive burden of taxation, and that in order to raise the moneys which are required to support these institutions the rate of taxation must be raised to a point where it amounts to confiscation and where the only recourse of the property owner is in perjury as to his personal property and in bribery of the assessing officers as to his real property."-C. O. Bailey, Sioux Falls, before the State Bar Association, December, 1899.


CHAPTER XXII


EDUCATION FROM 1901 TO 1915


There was much criticism throughout the state in 1901 not only from school authorities, but from the state press as well, concerning the action of the Legis- lature which passed an act providing that graduates of the denominational schools of the state should be entitled to first grade certificates good in the state for five years. The criticism was that the bill did not provide for like privileges for graduates of state educational institutions. The Sioux Falls Press said: "This law is the result of as smooth a piece of lobbying as was ever witnessed at Pierre. The railroads, Standard Oil Company and American School-Book Trust com- bined could not hatch a more harmful job than was put through by a few minis- ters who spent the winter at the state capitol. They were wise as serpents, if not exactly as harmless as doves. The law is an outrage on the state and should be condemned by all people, regardless of party or church affiliation. It was done for the purpose of drawing students to denominational schools who otherwise would go to the state institutions. The Press has no prejudice against schools conducted under the auspices of the great religious denominations. Such schools when well sustained financially and carefully guarded as to requirements before diplomas are granted, are usually preferable to schools maintained by the state; but that state certificates good for five years or for five months for that matter should be granted to graduates of these schools without further examination as to their mental and moral equipment for teaching is not only absurd, but is fraught with all kinds of danger. The courses of study as laid down in the cata- logues of denominational schools are always pretentious in appearance, but ap- pearances count for little. The main object for some schools is to add a list of alumni. The graduate may have skimmed over higher mathematics without even knowing arithmetic, and have superficial knowledge of Latin and a glance at Greek, frequently covering up a ridiculously inadequate knowledge of how to write and speak English. There are schools in this state with power to grant diplomas entitling holders to first grade teachers' certificates good in the state for five years, whose courses as pursued are not nearly as good as that of the Sioux Falls High School. No school, state or denominational, should be allowed to usurp the power of the state and county superintendents. Certificates should be granted only after examination as to the fitness of the candidate. Too much care cannot be exercised in that respect. This state has an excellent educational system. It has a great school fund now and that fund is growing year by year. Nothing that may cripple our public schools should be permitted and the work of the "preacher lobby" should be among the laws referred to the people for their approval or disapproval before it is allowed to become effective."




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