History of Dakota Territory, volume III, Part 87

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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For the biennial period ending June 30, 1902, the reform school suffered for lack of finances, but was as a whole prosperous and successful. Up to this time county courts had exercised concurrent jurisdiction with the circuit courts in the power of commitment to the reform school, but at this time the question whether the county courts had such authority was raised. In the fourth judicial district it was held that county courts had no power to commit to the reform school, except in the counties of Minnehaha and Lawrence, where the county courts had been given such special powers by the statute. After this decision no further commitments were made by county courts except from those two coun- ties. The purposes of commitment were fully defined by the statutes. Reforma- tion and instruction were the primary objects, therefore the management of the children at the school was based upon these lines of improvement. Facts thus far showed that 50 per cent of the commitments were on the charges of disorder and incorrigibility, and that the cases mostly were of unfortunate boys without any homes or without homes that were helpful. The superintendent said: "In fact, it may be said of all the inmates, boys and girls, that they are unfortunates who need help." While restraint and rigid discipline were necessary, they alone were not sufficient. It was believed that children should be given the benefits and attractive pleasures of home life in order that their improper tendencies could be more effectively directed. This policy had been carried out by the superin-

THE EVANS HOTEL, HOT SPRINGS

VIEW OF MAIN STREET AND NATIONAL SANITARIUM, HOT SPRINGS

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tendent with good results. A system of credits for good behavior and improve- ment, together with a system of pages to mark the standing, was used with excel- lent results. Promotions under this system were eagerly sought and struggled for by the scholars. The girls were under the instruction of the lady overseer of the girls' cottage. The boys' schoolroom was in the main building. The work of the teacher was directed in ages, education and tendencies, All were given instruction in music, ordinary studies, painting, military drill, farming, stock raising, dairying, and were required to attend religious services. In 1902 the stock farm included sixty-five head of cows and young cattle, fourteen horses, two mules and forty-four hogs. The farm consisted of 640 acres in one body where the buildings were located, and a quarter section two miles to the south- ward. The use of this quarter section was exchanged for the use of a quarter section adjoining the school lands. Thus the institution had a farm of 800 acres to cultivate. They raised large crops of oats, barley, millet, corn, fodder, hay, etc. The garden embraced sixteen acres where, in 1902, they raised eight acres of onions. The farm had excellent pasture land, and much hay was cut from the meadow. A new sewerage and draining system, which had been planned previously and was greatly needed, had not yet been constructed. As a whole, the health of the inmates was good. Not a death had occurred during two years' period. Previous to the installation of the existing system of sewerage and drain- age, there had been numerous cases of sore throat and mild fevers, but these dis- appeared with the improvements. A semi-monthly paper was issued by the students and was called Reform School Item. The regular issue was 700 copies, sent out gratis mostly. At this time an effort to build up a library was being made, but this was a difficult task although a number of donations had been received. Several improvements were recommended at this time.

For the biennial period ending June 30, 1902, the school for the blind fully demonstrated the need of such an institution in this state. Persons deprived of sight were debarred from public schools, and it was necessary to provide special instruction for them. The course of study adopted was identical with public school work, touch taking the place of sight, thus giving the blind child equal opportunity with a seeing child to secure the advantage of education. The citi- zens of Gary had donated twenty acres of land, of which six were given by the Chicago & Northwestern Railway Company. With these grounds the citizens donated a frame building, formerly used as a courthouse, and erected a sub- stantial brick building two stories and basement high. The state of South Dakota provided a smaller building in 1900 and 1901. The institution was divided into three departments : literary, musical and household. The pupils were classified into two grades, corresponding with the courses, of the seven grades in the public schools. Text-books used in the public schools had been printed in the Braille system which enabled the students to read by touch. Writing was effected in the same way by means of Braille typewriters or Braille slates. Simple and practical devices were used in all mathematical work. Relief maps and relief globes were of valuable assistance in the study of geography. The rapid advance- ment of the students proved the efficiency of the system. The musical depart- ment was not only well attended, but was enthusiastic and joyous. To the blind music afforded supreme enjoyment, one of the greatest pleasures of their dark- ened lives. It introduced them to the world of sound and to all the subtleties

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and mysteries of harmony, melody and tone expression. It was found that mus- ical instruction immensely aided every other branch of improvement. All were given an opportunity to test their capacity to acquire and render music both vocal and instrumental. The household department constituted the home life of the students. Many who came here had thus far been neglected in this regard. Home life surroundings were thus fully appreciated by the boys and girls. All were now given an opportunity to share as far as possible in the pleasures of home influences and comforts. Public entertainments were given on holidays, and often public recitals by the students were attended by the people of the town and neigh- borhood. Several important improvements were needed and were requested from the Legislature. At this time there were twenty pupils from South Dakota and nine from North Dakota.

On July 1, 1902, the Northern Hospital for the Insane, which had recently been founded, was doing well, considering the difficulties it had to surmount. J. K. Kutnewsky, M. D., was superintendent. He succeeded H. P. Packard, on October 7, 1901. A barn, artesian well, electric light, plumbing and heating plants and sewerage system were being constructed. These improvements were nearly completed. An artesian well with a flow of 150 gallons per minute was struck at a depth of 956 feet. On February 1, 1902, the institution, with a capacity of forty-eight, was first opened for the admission of inmates. Forty-five were received up to June 30th. They came from more than twenty-five counties of the state. At this time there was still much confusion, because the institution was new and everything was being put in operating order. The school depart- ment was under Miss Winona Ashley. The state thus far had made no provi- sion for epileptics. However, they were entitled to favorable consideration, and steps to care for them according to the colony plan were taken. This plan required the separation of the epileptics from the other inmates, owing to the demoralizing effects produced on the latter by seeing persons having an epileptic fit. It was suggested at this time that near the institution, on a separate tract of school land, the epileptic colony should be located. It was about 11/2 miles east of the hospital. It was urged that such provisions should at once be made. At this time statistics showed that there were in the state about six hundred epileptics. Already numerous requests for their care had been received. It was thus considered imperative that the state should take immediate action. The superintendent suggested a change in the name of the institution from the North- ern Hospital for the Insane to the South Dakota School for Feeble Minded or South Dakota Institute for Feeble Minded. This would remove the objections which parents and friends had when sending their unfortunate family members to a hospital for the insane, when perhaps they were not really insane. Already the inmates were at work upon the farm. At this time the live stock on hand consisted of four horses, nine cows, six spring calves, two sows, ten shoats. The superintendent asked for at least thirty cows, and said that the land was better adapted to stock raising than farming and should be stocked to the limit. The milk and butter were needed by the inmates. The statistics at this time showed that in the state were 285 feeble minded children, exclusive of epileptics. This being true, the state board recommended the construction of buildings with a capacity of not less than sixty patients at the start for the "custodial persons," and another building, with a capacity of sixty, to be known as "epileptic build-

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ing." In addition there was wanted a heating, power and light plant, a barn and laundry addition, and an engine room. The original site of the institution em- braced only one hundred and sixty acres, which tract was donated to the state by the citizens of Redfield for the purposes for which it was then used. More land was needed. The board therefore recommended the purchase of additional tracts adjoining or nearby, so as to increase the farm to about two hundred and fifty acres.

For the biennial period ending June 30, 1902, South Dakota enjoyed such a degree of prosperity that all institutions of the state made wonderful advance- ment. Nowhere was the progress more marked than with the state educational institutions. The state superintendent showed an increased number of students, larger and better equipped facilities, and better organization for work. At this time all authorities determined that there should be no retrograde movement in education during this progressive era. The regents of education after due con- sideration with the heads of departments and authorities of all state institutions, laid a foundation that has served as a basis upon which the present splendid insti- tutions have been built. There had been no time since the organization of the state when so much interest was taken in higher education than at this date. This observation was applicable to agricultural instruction and to manual and industrial training. The board of regents noted particularly that throughout the state, all the students in the higher institutions of learning were brought in closer touch with the more practical and industrial lines of education. The board said, "Years ago in our Eastern States, there was a marked tendency to ridicule stu- dents taking such courses. Today, such a tendency no longer exists. Many of our brightest young men and women are taking these courses. A high standard of work and general excellence is maintained, both in our agricultural college and university, and though of necessity the requirements for admission are not as high in the former as in the latter, the work accomplished is entirely good. In fact all of our schools are maintaining the highest standard possible. The normal schools are rapidly finding themselves unable to supply the demand which is made upon them for competent teachers, not only from this state, but from all others in the Northwest. We would therefore earnestly call attention of the Legislature to the actual conditions that exist and urge the necessity of increased facilities."

The agricultural college, in 1902, under John W. Heston, president, had already acquired distinction throughout the Northwest for the efficiency of its methods of instruction and for the ability and teaching capacity of its faculty. The activities of the institution were of two varieties: (1) instructional; (2) agricultural investigation. Connected with the first were highly educated men and women, and connected with the latter were scientific experts busily engaged in agricultural investigations and advancement. The instructional work covered the wide field of abstract and applied science, and was conducted under twenty different departments, all supervised by the president, who in turn, was responsible only to the regents of education. The following four-year courses were being pursued : Scientific agriculture, scientific horticulture, domestic science, mechan- ical engineering, civil and agricultural engineering, electric engineering and pharmacy. The completion of either of these courses gave the student the bache- lor's degree, according to one of three general study schemes called groups A,

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B and C. Through these groups the work of the college was adapted not only to this class of students, but to individual students themselves, owing to the demand for term or short courses. Under each group certain subjects called "required courses" were taken by students who desired definite instruction. The remaining courses were called electives, and could be chosen to suit the students themselves. The college offered two degrees: Bachelor of Agriculture and Master of Science. To secure one of these degrees the student was required to complete in a satisfactory manner the work of one of the study schemes, each of which included not less than forty-three studies above the sub-freshman vear. The degree of Master of Science was conferred upon the students who already held the Bachelor's degree, and who had completed an additional amount of work equal to fourteen courses to be chosen from two departments, in each of which credit for six collegiate courses had already been obtained, the advanced work being done as prescribed by the faculty. There were other requirements necessary before this degree could be conferred. The nine electives of groups A and B were to be chosen according to definite general rules. Some of the courses were called majors and some minors. A certain proficiency was required and a certain number of merit marks secured to entitle the student to a degree under the electives. Majors were chosen from the departments of agriculture, horticulture, botany, chemistry, zoology, veterinary medicine, pharmacy, English, history, economics, mathematics, physics, mechanical, civil and electrical engi- neering, and domestic science. Minors could be chosen in the same departments as majors and also in foreign languages, art and music. General electives could be chosen from those courses which were offered as major and minor subjects, such as the following : two years' work in pharmacy, one year's work in business branches ; one year's work in amanuensis branches; one year's work in steam engineering ; one year's work in agriculture; one year's work in horticulture; one year's work in dairy science; one term's work in domestic science; special work in vocal and instrumental music; special work in art.

The requirements of admission to the college fixed the minimum age of the student entering at fourteen years and stated that he must be of good moral character. Students were admitted to the collegiate department as follows: (1) Those who had satisfactorily completed the work of the preparatory and sub- freshman years as resident students; (2) those who had passed examination in this work in the college; (3) those who had properly completed this work in any other reputable institution. Students who applied for entrance to the prepara- tory department were requested to present evidence that they had completed the work of the public schools as far as the ninth grade. Before entering upon any college work students were required to give evidence that they had com- pleted the pre-requisites to such college work. The requirements were liberal. The student upon entering was simply expected to be ready for the studies of the department he intended to enter.

At this time the experiment work of the institution was well advanced. Al- ready numerous discoveries in scientific agriculture and in progressive farming had resulted from the efforts of the experiment station. Experiments in soil analysis, crop rotation, testing grain, propagation and distribution of new and superior varieties, and the growing of winter and the new macaroni wheats had been conducted. In the horticulture department experiments with vegetables and

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other garden plants and certain experiments requiring several years to complete were being conducted. To the latter class was extended the work of plant breed- ing. At this time there were standing on the place the following seedlings : Sand cherry trees, 8,400; plum trees, 4,000; grape vines, 5,000; wild strawberry plants, crossed with tame, 5,000; pure native strawberry plants, 1,000; pin buffalo berry plants, 25; gooseberry plants, 425; wild raspberry plants, crossed with tame, 200; and 40 pure nature raspberry plants. In addition there were on hand 650 seedlings from choice varieties of apples, and 500 seedlings from com- bined hedge and fruit plants imported from Siberia.

During the year 1900-1901 there were in attendance in all classes and courses a total of 506 resident students; and during the year 1901-2 there were in at- tendance 580 resident students. These figures showed a steady growth in the institution. Proportionately it was growing faster than any other educational institution of the state, owing no doubt to the rapidly increasing demand for instruction in scientific agriculture. During the previous year the college had done little or nothing with farmers' institute work. There had come to the authorities many inquiries and requests, but all were rejected because the last Legislature had made no provision for the payment of expenses. The college was developing a plan of home reading clubs, so that after the farmers of a community had read sufficiently, they would be sent a lecturer who would bring instruction of all kinds directly to their homes.

The sub-station at Highmore was well advanced and at this time could make an excellent exhibit of results. Several hundred annuals had been tested there. Efforts to develop plants suitable for this portion of the state were made by this sub-station. Millet, corn and the sorghums suitable to this locality were being developed. Special forage plants and cereals were under investigation. In many other departments of farming experiments were being made, and useful results were being reached. Several hundred perennial plants had been tested and a few had proven of great value to that region. Several hundred annuals were tested there. Experiments in range renewals were in progress; the feeding value of the annuals and perennials and the caring power of an acre of each were being investigated; feeding experiments with native grasses were in prog- ress. The chemist here had analyzed many of the soils in this portion of the state. He had also analyzed many samples of products sent in by farmers and others. This station had also installed an experiment milling plant to determine the value of new grains in producing flour and feed. Particularly was the value of shrunken grain investigated. The chemist learned that shrunken wheat as compared with normal grain carried an unusually high per cent of protein. The veterinarian department was investigating the parasitic disease of sheep and ren- dering aid to farmers whose herds had been attacked. As all these experiments and investigations were extremely valuable and important, the attention of the state authorities was called to the fact that their continuance and advancement required considerable appropriations.

At this time there was a wide misconception of the purpose and domain of the agricultural college. It was emphasized that the leading object was to teach such branches of learning as were related to agriculture and the mechanic arts in order to promote the liberal and practical education of the industrial classes in their respective pursuits. This view was much different from the popular one

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concerning agricultural colleges. It contemplated the institution of broad edu- cational opportunities. A chief feature was to emphasize those studies and sciences which favored the advancement and development of the agriculturist and the artisan, but did not include classical studies nor military tactics. Its object was so to attract the intellect and heart of the students to the matchless attractions of rural and industrial life that they would devote themselves to its labors and consecrate their future to the information and skill thus acquired. It was planned that the education secured at the agricultural college should create in the minds of students, the love of home, of farm life, and of agricultural or mechanical pursuits. President Heston said in regard to the appropriations for running expenses which he placed at a total of $45,000 per year: "I itemize these ex- penses only because such has been the custom of the Legislature. I am satisfied it will be better to put all of this fund in one item, namely that of state support, to be used for such maintenance purposes as the regents may deem best. Better than all this, would it be to have a permanent tax levy for the support of all state educational institutions to be used at the discretion of the institutions. I trust such a law may be enacted by the Legislature." President Heston at this time pointed out what was needed to make the institution meet the requirements of the state and the times. They needed a heating plant; an agricultural building to cost $50,000; enlargement of the old mechanical laboratory making thereof a science hall; enlargement of the creamery; enlargement of the veterinarian build- ing; additional farm buildings such as barns, sheds, etc .; additional land for experiment purposes, all aggregating $121,000. They likewise needed a new chapel or auditorium and girls' dormitory, furniture for the engineering and physics building, and a special appropriation for the equipment and furniture of such building.

Important experiment work was reported in progress at the Brookings Ex- periment Station in 1902. Crop rotation had been in progress for five years. There were twenty-two different rotation schemes being carried out and two more were added in 1902 made twenty-four rotation schemes being developed. Rotations ranged from continuous croppings to six-year rotations. The plats used for the experiments contained one-tenth of an acre and were permanently marked with iron stakes driven in at the corners. As niany plats were used for each rotation as there were years in the rotation scheme so that each crop in the rotation was presented every year. There were eighty-one of these one-tenth acre plats used for the twenty-four rotation programs. At this time the rotation work was in progress so that no report had yet been made. To be thoroughly reliable, a valuable rotation scheme required many years for development.

Other experiments in the conservation of soil moisture by means of tillage were in progress and had been for six years. A preliminary bulletin with early results was published in 1898. Since that time a large amount of data had been collected and was being analyzed and made ready for publication.

During the winter of 1901-2 important experiments in sheep feeding were conducted. The original object was to test the relative value of barley and speltz for feeding sheep. Eight lots of sheep each containing eight or sixty-four head in all, were used in the experiment. Interesting results were obtained, but were not wholly conclusive or satisfactory and so publication was postponed until

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further experiment could be made. The object was to supply the farmers of the state with correct information concerning the feeding of these animals.

Other experiments were being made with cereal adaptation. The object was to ascertain what cereals were best adapted to the soil and climate of South Dakota. Important co-operation work was being carried on. In addition there were on the way a large number of different varieties of wheat, several grades of corn, several kinds of grasses, three varieties or strains of Turkestan alfalfa, all of which had been experimented with for several years. Much work was being done in crossing, selecting and breeding individual plants, all under the general supervision of Prof. D. A. Saunders, botanist of the station. This work included numerous experiments which macaroni and bread wheats, both spring and winter; barleys, oats, emmer, winter ryes, speltz, millets and others. First a preliminary trial of the plant was made, the object being to obtain first class seed and secure plants adapted to the soil and climate. The next step was to learn what varieties warranted further trial at the station. The third, or field test, included all those which could be used in large quantity by almost any farmer.

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History of Dakota Territory, volume III, Part 87

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