History of Dakota Territory, volume III, Part 120

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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At the legislative session of 1901 a new school code was adopted. It created something of a revolution in school procedure, particularly in the primary grades, in fact in all grades up to the period of entrance into the freshman class of col- leges or the university. By this code the country schools were graded into eight courses which have been maintained to this day.

The Legislature enacted that the care and control of the Fort Sisseton Mili- tary School Section should be placed in charge of the state department of school and public lands. Under this law the land and buildings were leased for the sum of $200 per year, the lessee being required to give a bond in the sum of $5,000 for the care and protection of the buildings. He was paid an additional sum for making certain repairs. The second lease was a three-year term. There were fifteen buildings on the tract, grouped on the four sides of a square which contained about twenty acres, and most of the buildings were in a fair state of preservation.

Early in 1901 the state superintendent of public instruction reported the fol- lowing statistics: Children of school age in the state, 119,579; total seating capacity of ail schoolhouses, 119,743; number of schoolhouses, 3,646; cost of maintaining the schools, $1,130,914.38. In addition, $158,701.4I was paid for the redemption of bonds. The total indebtedness of the school districts of the state, including cities, was $1,231,561.57. Enrolled at the teachers' institutes during the year was 5,516 persons. The cost of conducting the institutes was $13,283.92.

The State Journal of Education early in 1901 said that in the case of a uni- forin course of study for high schools, uniformity and centralization meant prac- tically the same thing ; that it had been learned in recent years that each community was best served when it was allowed complete freedom of choice; that educa- tional doctrine was undergoing radical changes; and that it was reasonable to presume that before ten years should elapse the course of study from the first to the twelfth grade would be changed more than during the previous twenty-five years. The important changes that had been recently made were the result of an urgent demand on the part of progressive school papers. In a few instances the changes were forced upon the schools in spite of the conservatism of the teaching fraternity. It was generally admitted that the state university was the head of the school system of the state. What was meant by the term "head" was not specified. While it might be true it began to be recognized that the sys- tem of which the university was the recognized head was not only narrow but prejudicial to both the university itself and the school system generally. The Journal of Education took the position that the view which would make the whole system from the elementary school through the high school directly contributory to the university by means of legislation, had many objectionable features. It said: "The same objectionable features exists if the plan contemplates only the high schools. The influence of a state university does not depend wholly on the number of its students, and even if possible an attempt to legislate students into- the state university would be of doubtful propriety. The university is and should remain the head of the state school system, not because the courses of study in the lower schools have been made through legislation to point directly toward the university, but because it affords free, higher educational advantages to those who wish them. In this sense and in this alone should it be recorded as the "head" of the system.

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"In this relation to the rest of the system the university occupies a much broader position than it could ever occupy if it exercised control over education in the elementary and secondary schools. In the consideration of the various schemes to bring about greater uniformity in the state, the failure to include the necessities of the agricultural college and the normal schools has been conspic- uous. Any plan that fails to recognize the work these schools are doing is glaringly defective. In point of number and importance of work, they are worthy of first consideration, yet no attempt has been made up to the present to shape the courses of high schools so as to make them feeders for these state institutions. That they have suffered as has the university on account of lack of scholarship of those seeking admission, cannot be doubted. They have been obliged to take whatever came to their doors or suffer the lowering of reason- able standards. Any plan that recognizes the present trend of educational legis- lation must make uniformity possible without forcing it on any community. The reaction which has come against the attempt to enforce adherence to state uniformity in matters of courses of study, suggests that this is the only safe way. It can be accomplished by preparing courses of study for the 7th and 8th grades and the high school, which recognize the needs of the normal schools, the agricultural college and the state university. Let the question of the formal adoption of the courses be left optional with the preparatory schools, but let them know exactly what they must do in order that their pupils may have credit at the receiving school. If there is a considerable number in a town wishing to enter one of the higher schools, there is offered sufficient inducement in that place to shape the course of study accordingly, or at least as far as local condi- tions will permit. As a part of the plan the receiving schools should require those seeking admission to hold certificates of proficiency in all studies in which they seek credit. Each certificate should contain (1) name of the pupil; (2) name of the study; (3) description of the year's or half year's work covered; (4) general description of method employed in teaching the subject; (5) the number and length of the recitations; (6) the standing attained; (7) the name of the instructor of the particular branch signed by himself, and (8) the seal of the board of education." Thus, while the university might be considered the "head" of the educational system of the state, it was not the only "head," because many, no doubt, would aim to finish their education in the agricultural college or the normal schools; and their studies in the primary schools should correspond to the courses in these "heads."

On July 1, 1901, the permanent common school fund amounted to $3,945,- 109.36. The number of acres of common school land that had been sold aggre- gated 269,535. This land had been sold at an average price of about eighteen dollars per acre. There were yet to be sold in the state 1,880,875 acres. Of the endowment lands of the state institutions there had been sold by 1901, 718 acres, and there were yet to be sold 697,362 acres. Thus the condition of the school fund and school lands was excellent and it was clear that if the average price per acre could be maintained in the sales, the total amount realized would in the end exceed all former expectations.

In 1901 the total local taxation for public schools in South Dakota was $1,347,512. To this was added by the department of school and public lands $253,235, which sum was apportioned twice during the year. There was appro-

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priated this year by the Legislature for the various state educational institutions a total of $144,000 and to this was added $11,388 from the sale of endowment lands. This gave the grand total spent for education $1,756,135. Particular attention is called to the large amount raised for the schools by special taxation. The schools were far from being supported by the income from the school lands of the state. The constitution of South Dakota provided that all fines for viola- tions of the state laws after Dakota entered the Union in 1889, should be paid into the interest and income fund, but up to the year 1900, extraordinary as it may seem, no statute had ever been passed giving effect to this clause or pro- vision. Up to 1900 many thousands of dollars had been collected by the state and county courts for violations of the law, especially during prohibition times, but none had been paid into the state school fund as provided by the constitution. In 1901, however, the state authorities determined to make an effort to secure for the schools what was due from such fines, forfeitures, etc. An amendment to the school law of 1901 provided for the repeal of that part of the school clause in the constitution and permitted the several counties of the state to invest the school money over a much broader field. There was a general feeling that the fund could be invested with absolute safety and to the great advantage of the people, in the bonds of school corporations, municipalities, counties and even in first mortgages on real estate; but it was believed that no farm loan from the school fund should exceed $1,000 to any person, firm or corporation.

One of the first experiments in school centralization in South Dakota was made in Twin Lake Township, Sanborn County, in 1901. The movement was actively and earnestly supported by the school superintendent of that county. Two schoolhouses were planned to be moved to the center of the township and there built into one structure and the school was to be conducted in two depart- ments. Before this occurred there were four schools in the township. The new movement made an apparent saving of two teachers and the heating of two schoolhouses. The pupils of the township were transported to and from school at the expense of the tax payers of the township.

For the school year ending June 30, 1901, the wages of male teachers in the rural districts averaged $34.70 and of female teachers $31.17 per month, while during the year ending June, 1902, male teachers received $36.07 per month and female $32.31. This was a higher average than had ever before been paid in the state. In no other pursuit was unskilled labor so expensive as that of teaching. School boards and patrons now at last recognized this fact and demanded a higher grade of teachers. At this time the demand was backed by the willingness to pay even better wages than the above figures in order to secure better and more efficient teachers. Generally throughout the state there was a determination to advance the standard of instruction in all the schools and to require teachers better qualified even though it was necessary to pay much better wages.

For the biennial year ending June, 1902, there were then being built 129 modern country schoolhouses; there were at this time a total of 3,544 in the state. In the meantime many small schools had been closed, and the pupils had been transferred to neighboring schools. Generally in all parts of the state there was a slight advance in village and district school taxation, in order that more beautiful and more convenient schoolhouses could be erected. In 1901 the

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levy for school purposes in the rural districts averaged 6.1 mills, the lowest in the history of the state; and this, too, in spite of the fact that $1,791,153.55 had been paid out for school purposes, the largest sum thus far ever paid out in a single year. In many counties heavy bonds and numerous warrants burdened the school districts with debt, so much so in places as to interfere with educa- tional development. However, the rural districts of twenty-one counties had a surplus in their treasuries above all debts, and five others had less than one thousand dollars' deficit per county. The decrease of net indebtedness in the rural school districts during 1901-2 was marvelous. The net debt in 1901 amounted to nearly two hundred and sixty-eight thousand dollars, but a year later it was only a little over one hundred and fourteen thousand dollars. Another year of debt paying like that and the rural schools would have a large surplus of cash in the treasury above all debts. The cities and villages did not make as good a showing as the country districts toward the payment of school debts. However, there was a general decrease in school debts throughout the whole state.

In 1901-2, exclusive of village and city children, over four thousand pupils did eighth grade work. Of this number 740 passed final examinations in the eighth grade and received diplomas of graduation from their county superin- tendents. Annually the number of graduates from the rural schools was rapidly increasing. Said the state superintendent : "When we consolidate our schools each pupil may have a creditable high school in his own township. It will give opportunity to many young men and women who now must close their educa- tions with the country school, to take the advanced studies which are so depended upon to increase their usefulness in the world." The state superintendent in 1902 was greatly in earnest and determined and was enthusiastic in his efforts to consolidate the schools. He had previously reported what had been done during previous years. He recommended that the township be made the school unit and that each township maintain but one school. They could have as many departments as they desired and all united would have the following advantages : (1) Disappearance of small and consequently uninteresting schools; (2) rural pupils would have the advantages of graded schools, each department of which would be taught by one who had specialized for that particular grade; (3) the transportation feature of the plan would greatly increase the attendance and decrease the tardiness; (4) close supervision would be made possible, because principals would visit each department every day; (5) in the most thickly settled sections it would greatly reduce the cost of maintaining schools and thereby permit the lengthening of the school term, which was at this time too short. Notwithstanding the state superintendent made great efforts in a general way to effect this result, few localities took action toward the establishment of central graded township schools. It was too difficult, too expensive and too revolutionary a task for the ruralist alone to handle and make successful. He thought that evolution rather than revolution would eventually be necessary to effect the change.

A short time before 1902 new efforts to build up school libraries were made. It was planned that the treasury of each county should set apart annually from the apportionment of each district a sum equal to 10 cents per capita for each person of school age residing in the district, for the purchase of library books. etc. The Legislature finally passed such a bill which became a law early in 1901.

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Within one year thereafter, county superintendents, teachers, parents and pupils were unanimous in praise of their new school libraries just started. Reports from half of the counties in the state at this time showed that rapid development of the school libraries was being made under the law.

By 1902 it was claimed that politics was not allowed to dictate in school affairs. This was claimed not only in the matter of selecting teachers, but in the method of electing county superintendents. Quite often one party convention endorsed the nomination of the opposing party candidate for the office of county superintendent. It was also true recently that when one party's zeal placed an unfit candidate on the ticket the voter scratched his name in favor of the opposing party's candidate, providing the latter was better qualified. It was thus claimed that recently there had been great improvement far above the whims of politics. People seemed at last determined to have good schools regardless of political contentions and squabbles.

It was clear in 1902 that the state schools were efficient in direct proportion to the number of educated and progressive persons who were chosen to the membership of the school boards. It was declared by the state superintendent, "that a good school board makes a good school and a poor school board makes a poor school." Generally the school law of 1901 was excellent, although it was experimental in some features. One of the best features was the section which called all school boards of the county together once a year for consultation regarding school needs and plans. Much good resulted from these conferences. Progressive boards stirred up non-progressive and lethargic boards. Those that were non-progressive were shaken from the ruts and made to see the miserable and unwise economy which was contented with an unpainted schoolhouse, weed grown grounds, and utter lack of apparatus. In 1902 it was generally acknowl- edged in South Dakota that the normal training given teachers in Wisconsin and Minnesota was better adapted for the children of this state than any other .. Already the normal schools of South Dakota were imitating the excellencies of the normal schools of those states and were even improving many of their features. The state superintendent at this time said that the time had almost or quite arrived when some normal training should be required of every person licensed to teach in this state. While the four excellent state normal schools could train many for this work, they should be enlarged in order that every teacher in the state as soon as possible could be required to have had a normal training before being granted a certificate. At this time denominational colleges and academies throughout the state were giving normal training to teachers, and thus supplementing the state normal schools and the university. In 1902 the state superintendent recommended that a law be enacted requiring that after July 1, 1905, no certificate should be granted to any person to teach in the public schools of South Dakota who had not had at least one year's normal school training or its equivalent, and that after July 1, 1907, no certificate should be granted to any person to teach in the public schools in South Dakota who did not possess at least two years' normal school training or its equivalent.

· Generally throughout the state at this time there was a demand for free school text books. One of the principal authorities to earnestly advocate this measure was M. M. Ramer, superintendent of Grant County. He prepared and published an article showing the advantages derived from free text books. His six prin-

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cipal points were as follows: (1) The efficiency of the schools would be greatly increased; (2) at the opening of the school there would be no delay in getting organized and in operation; (3) it would do away with the old mischievous custom of studying together; (4) it would evade the mischief usually brewed when two boys or girls put their heads together behind some book pretending to study ; (5) when each child could have his own individual books the teacher could consistently insist on better prepared lessons; (6) by making the books free it would remove the habit of parents to think that there was no need for a certain study when they were required to pay for the books. The cost of these books amounted to very little or nothing comparatively. He urged the inaugura- tion of the system at the earliest possible moment. At this time E. E. Collins was state superintendent.

The State University by 1901 had passed through fire and drought, had encountered and mastered spite and jealousy and now at last was a state uni- versity in fact as well as in name. During these years it was the important work of the university authorities to assemble a strong student body, establish tradi- tions, collect and prove a competent faculty and become a fixture as the university of the state. The early work was well and brilliantly done by Dr. Edward Olson. After his death, Dr. Joseph W. Mauck took up and completed the difficult problems well started by Doctor Olson. He greatly enlarged the scope of work and multiplied the efforts of the institution. Under Doctor Droppers great advance was made in attendance and in the usefulness and magnitude of all departments. The number of students of collegiate grade more than doubled, owing to the reputed stability of the institution and to the exceptional scope of its curriculum. Far more students than ever before were taking the full college courses prescribed by the faculty. It was to be deplored, however, that still too many were taking low grade or preparatory studies. This fact showed that there was abundant room for assistance from the primary schools. The insti- tution was crowded with students, the class rooms were full to overflowing. The apparatus, the books and the equipment generally were only a fraction of what was actually needed to accommodate the students that were flocking here for instruction. Advances in elementary and advanced chemistry and in chemical analysis and new classes in organic and medical chemistry were duly planned and considered. There was a rising and pressing demand for instruction in mechanical and electrical engineering. In these particulars the university was far behind, could not give the instruction demanded; and accordingly many young men went elsewhere to secure instruction in these branches, thus draining the state of its best brain and blood, a condition that has had a deleterious effect upon the state ever since.

Already the university was talking of permanent postgraduate work. Up until this time no instruction of that kind was possible, and students who required such additional instruction were compelled to go to Madison, Wis .; Chicago; Ann Arbor, Mich., or the educational institutions farther east. Thus many of the brightest minds of the state were compelled to leave to secure the instruction they required. All of this was due to the fact that the Legislature did not, would not, provide proper facilities of the State University. It was realized that young men who thus left the state would probably remain away permanently. They were driven out because they sought further intellectual light and were

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certain to form new life associations outside. The minds that were sure to become leaders here were thus driven away leaving mediocre talent to become permanent leaders in state affairs. These results were not duly weighed and measured at the time. The masses could not realize the effect of this drainage from the intellectual resources of the state. Nothing short of the university could meet the requirements; and yet the Legislature, with its masses elected from the bulk of the people, were unequal to the duty of shaping the possibilities and problems of legislation to meet the advanced instruction demanded by the young men and women of the state. Up to this date no young man or woman could obtain a legal or medical education in South Dakota. They likewise were compelled to go outside. This drain upon the intellectual material of the state was greatly deplored by the better educated class of citizens. The effect upon the state schools was more or less disastrous. When the best minds left the second and third rate minds became the best, but did not measure up to the standard of the best in outside states. These facts were repeatedly called to the attention of the Legislature and the citizens by the educators of the state, but the Legislature could not be brought to the emergency of promptly and effectively improving this unfortunate and deplorable condition. They did not do any better, because they did not know any better. Many of the faculty here in 1901 had labored with the institution for ten years with salaries fully $400 less than those paid for the same services in other universities, and had shoul- dered all burdens and steadily raised the college to permanence, prominence and a fair degree of success. All departments were cramped for books and crowded into small quarters, but all members of the faculty had worked on with the hope that the state sooner or later would rise to the occasion, the opportunity, and the necessity and make the institution what it should be.

The State University furnished for the war with Spain eleven officers. Two of its noblest representatives, Morrison, who was killed at Marilao, and Neary, the instructor in military tactics, who was mortally wounded on the field of El Caney, were but two of the distinguished soldiers sent out by this institution. Every department lacked numerous facilities and requirements to make it fit for the many students that were now flocking here for instruction.

At this time the educators of the state dwelt with much emphasis on the importance of starting the higher educational institutions along the most advanced lines. It was noted that the citizens generally were natives of every country in Europe, were already rapidly amalgamating and thus forming a new, vigorous and auspicious civilization, that would make itself conspicuous in the future history of the state and the nation. It was thus argued that the state, situated as it was in the Middle West and in the center of great possibilities, would make wonderful strides in intellectual uplift with the proper surroundings and facilities.

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History of Dakota Territory, volume III, Part 120

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