Houston County, Minnesota - Chapter 10: Public Schools, 1919

The instruction of the young is one of the elementary factors of human existence. The child of the lowest savage is shown how to get its food. The child of the highest tjrpe of civilization is taught to develop its mind, its soul and its body to the highest ideal possible. Every nation has its system of public schools ; every nation has its institutions of higher learning. The people of Minnesota, from the earliest days, have devoted much care and attention to the question of education, and, as the years have passed, have evolved, by much sacrifice and through toil and devotion, a most admirable system. In the working out and amplification of this system Houston county has taken an important part.

The Indians ranging Houston county had no schools, but thorough and extensive instruction was given the young Indians in everything that they were likely to find useful in daily life. Instruction in the reUgion of the tribe was also given, and a few favored ones were initiated into psychic mysteries such as are little understood even by advanced philosophers of the present day.

The Dakota and Winnebago Indians held the wisdom of the aged in high esteem and paid respectful attention whenever an elder could be induced to speak of the traditions and knowledge of the past. Much effort was given to educating the youth in the hunter's craft, and both boys and girls had much to learn to fit them for their station in life.

No one could be long among the Dakota and Winnebago in the early days without hearing the elders giving to the children such instruction as would quaUfy them to take care of themselves. Whatever they did or made, it was their aim to do everything well and in a workmanlike manner, if nothing more than the making of a moccasin, a ramrod, or a paddle for a canoe. They did not Uke to be thought bunglars, or to see their children, either boys or girls, do anything awkwardly.

There were many things to be learned about the habits of wild animals and birds, the best manner of approaching them, handling weapons of the chase so as to avoid accidents, setting traps, skinning animals and birds, cutting up meat, running, leaping, swimming, climbing, and the like. The making of bows and arrows, and their skillful use, was no easy task to learn. The following of a trail, a noiseless walk, and skillful methods of warfare, were all in the curriculum. The building of a smokeless fire, the creating of the smudge of the signal fire, correct personal adornment in accordance with custom, the curing of skins, and the art of oratory must be mastered by the Dakota and Winnebago youth. As a child he must be docile, goodnatured, obedient, brave, and respectful; indifferent to his own pain. As he grew older he must be courageous and shrewd, a master hunter and a relentless fighter. He must be able to care for himself in the trackless woods away from his kind, or when matching his wits against a cunning enemy or a wily animal. He must face all dangers, even death, without flinching.

The control of the voice must be mastered. There were traditional songs to be learned and hereditary dances in which to acquire skill. They took much pains to learn to imitate the voices of birds and beasts, and this was a necessary part of the education of both the hunter and the warrior. When near an enemy they could communicate with each other by mimicking the voices of the birds, without giving alarm, and they sometimes imposed upon the beasts which they hunted by counterfeiting the voice of the mother or her young. In fact, they had discovered a great many ways of accomplishing their purposes, of which none but a race of practical hunters would ever have thought.

The girls had much to learn. They had to cook, string beads and embroider ; they had to build tepees and look after the wants of the braves. They must at times even defend themselves from the enemy. They must gather wild fruits and vegetables, and know the wild herbs. They must know something of the rudiments of medicine.

The Dakota and Winnebago took special pains to teach their children how to guard against being frozen, and the young people profited well by these instructions, as it was a rare thing for one of them to be seriously injured by the frost. Both sexes must also learn the rudiments of counting, and many were taught to draw crude pictures. The knowledge of the difference between the edible and poisonous nuts, fruits, berries, stalks, grains and roots must be carefully acquired. Thus while the Indian children were not confined to the school room, there were plenty of hard lessons to occupy their youthful years.

The schoolhouse came with the advent of the whites. In the story of American civilization the establishment of the school and the church has been coincident with the building of the home. However, at the formation of the Union, and later, when the Federal Government was established, there was no definite line of action as to public education, although at the same time the Federal Constitution was adopted the last session of the Continental Congress was being held in the City of New York, and the ordinance of 1787 was passed, regulating the affairs of the Northwest Territory, including that portion of Minnesota lying east of the Mississippi River. In this ordinance much attention was given to the question of providing a means of public education by giving one section in each congressional township for school purposes. Later it was provided that two sections in each township, numbers 16 and 36. The land grant gave impetus to the natural tendency toward educational matters, and in all the settlements one of the first efforts was to prepare to instruct the children. The church and the school building, when not one and the same, were practically always found side by side. The hardy pioneers of the great Northwest, of which Minnesota was a part, did not even wait for a territorial government, but set to work at once to establish schools.

The first school in Minnesota for the education of white children was organized by Dr. T. S. Williamson on the present site of St. Paul. At that time investigation demonstrated that there were about thirty-six children in the settlement of St. Paul who might attend a school. A log house, ten by twelve feet, covered with bark and chinked by mud, previously used as a blacksmith shop, was' secured and converted into a schoolhouse, the school being taught by Harriet E. Bishop. Here, then, while the United States troops were gaining such signal success in the war with Mexico, there was begun the system of education which has become one of the best in this great nation. In this same little schoolhouse, in November, 1849, was held a meeting for the purpose of establishing a system of public education, based upon the congressional act of March, 1849, establishing Minnesota Territory. Alexander Ramsey, of Pennsylvania, after being appointed territorial governor, proceeded at once to assume the duties of his office. In his first message to the territorial legislature in the fall of 1849 he emphasized the need of wise measures looking to the estabUshment of a system of public education. He said: "The subject of education, which has ever been esteemed of first importance in all new American communities, deserves, and I doubt not, will receive your earliest and most devoted care. From the pressure of other and more immediate wants it is not to be expected that your school system should be very ample, yet it is desirable that whatever is done will be of a character that will readily adapt itself to the growth and increase of the country, and not in future years require a violent change of system.**

In response to this appeal for legislation in school matters, a committee of education was appointed by the legislature, and a very able report was made by the chairman, Martin McLeod. This report was formulated into an act relating to pubUc schools in Minnesota, which act was passed on the last day of the session, Nov. 1, 1849. Tax levy was provided and a system of management was arranged. The county commissioners could form a school district in any community where there were five families. There were to be three trustees and a clerk in each district. These trustees had various powers, having entire charge of the erection, renting and maintenance of a school building, the hiring and examining of teachers, selection of courses and the like. The trustees and clerk were to serve for one year. Every voter in a district paying any tax other than road tax was allowed to vote on school matters. Thus school matters remained during territorial days.

The second State Legislature passed a new school act March 10, 1860, to take effect April 1, 1860. The chancellor of the University of Minnesota was to be State superintendent of instruction. Each town was to have a town superintendent whose powers were many. The superintendent, among other duties, was to divide the town into districts, and had the authority to define and alter the boundaries of all districts in his town. The formation of districts was to be reported to the county auditor, who would designate for each a number, all districts in the county being numbered consecutively. After the superintendent had created a district he was, within twenty days, to notify some legal voter of the district, who was compelled at once to give a five days' notice to every legal voter in the proposed district to attend a district election. When two of the three trustees elected at such meeting should consent to serve the district was considered duly organized; and after the district had exercised its privileges for a year it was to be considered legally organized. In changing the boundaries of a district, or districts, the superintendent was to hold a hearing to learn of objections. The trustees of districts affected by alterations could, if they so desired, appeal to a board consisting of the town, chairman, the town clerk, and the superintendent, and a majority of this board was necessary to make the change. Districts overlapping township boundaries could be created by the concurrent action of the chairman of the towns concerned ; while overlapping county boundaries were reported to the auditors concerned. The superintendent was to visit each school in his town twice each term. All examinations of teachers were to be conducted by him, and no one was to be allowed to teach who did not hold a certificate from him or from the State normal school. He was to be elected for one year at the annual town meeting. His compensation was fixed by the supervisors and was not to exceed the per diem rate paid to the other town ofiicers.

The third State Legislature took its hand at school affairs, and passed a school act, approved March 7, 1861, to go into effect immediately. It placed the control of local school matters in the town board of supervisors and in a town superintendent to be appointed by them. Each town was to constitute one district. The three town supervisors were to be the trustees of the school district, the town clerk, the school clerk, and the town treasurer. Each district (town) was to be divided into sub-districts. These subdistricts in each district (town) were to be numbered consecutively ; thus, each town was to have a sub-district 1, a sub-district 2, and thus on to the limit to sub-districts. The new sub-districts were to conform as nearly as possible to the districts already in existence ; previously created districts overlapping the town boundaries being considered sub-districts of the town in which the schoolhouse or place of holding school sessions was located. The division into sub-districts was to be made by the school trustees (town supervisors) on the last Tuesday in March, 1861. The trustees also had charge of the alteration of school boundaries. Hearings were to be given to persons in any way aggrieved by acts of the trustees, and the right of appeal from these decisions to the State superintendent was allowed. The trustees also were to hire teachers. In each sub-district there was to be appointed a sub-clerk and three directors. These directors were to have charge of the schoolhouse, furniture, apparatus and the like, to appoint a librarian. The school trustees (town supervisors) were to appoint a town superintendent. He was to visit each school once each term, and was to receive the same per diem fee as the town officers. He was also to examine all teachers and to receive in pay therefor 50 cents in advance from each candidate.

The State normal school board was to select a list of text books to be used in the schools for the next five years. All the schools of the State were to be in general charge of the State superintendent, who was to be elected by both houses of the State Legislature every two years, the first term dating from March 15, 1861. The governor was to fill the vacancies

The fourth State Legislature adopted an entirely new school system. By an act passed March 6, 1862, to go into effect at once, the secretary of State was to be State superintendent of instruction ex-officio. Each subdistrict as existing at that time was to become a district, and all the districts in the county were to be numbered consecutively by the county auditor. The county commissioners had the power to create and alter districts, but were to avoid, so far as possible, having the districts overlap the town boundaries. Each school district was to have a director, a clerk and a treasurer. These three were to be called the trustees and were to have charge of the schoolhouse and the hiring of teachers. On ballot of the voters the trustees could rent, build, alter or move a schoolhouse. The trustees were to be elected the first Tuesday in May, 1862, and after that on the last Saturday in March. The town superintendents then serving were to hold office until September, 1862. Then there was to be an examiner in each commissioner district. The examiner was to receive $2 a day for giving general examinations and 50 cents for each examination given at other times. A county tax of one-fifth of one per cent was to be levied for the support of schools, and all fines for penal offenses not otherwise disposed of by law were also to be added to the school fund. The fund was to be apportioned among the different districts. The cities of St. Paul, Minneapolis and Winona were exempted from the provisions of this act of 1862.

The sixth State Legislature formulated practically the system still in use. It provided that the system of 1862 might be continued in counties where no change was desired, but that in counties desiring a more complete system, the county commissioners might appoint a county superintendent of schools^ who was to have general control of the schools of the county. The trustees were to have charge of all local affairs of their districts, but the county superintendent was to visit each school once a term, was to grant certificates on examination to the teachers, was to hold teachers' institutes, and generally to promote the welfare of the educational interests of the county. The salary of the superintendent was to be fixed by the county commissioners, and the term was to be one calendar year. This act was passed on March 4, 1864.

Beginning April 1, 1867, the State superintendents of public instruction have been appointed by the Governor. Since 1876 the office of county superintendent has been elective.

Since the evolving of the foundations of the present system in 1864 there have been many improvements and amplifications. The present system consists of rural schools of one, two and three and sometimes four rooms; consolidated rural schools; graded schools; high schools; normal schools ; the State University, and special schools for the deaf, blind and orphaned.

Rural schools are supervised in each county by the county superintendent of schools. Consolidated, graded and high schools are supervised by a principal or superintendent in charge of each. The county super- intendent has authority to exercise general supervision over all public schools in the county, receiving reports from all public schools in relation to attendance, cost of maintenance, teachers, buildings, text books, libraries and other general factors.

The schools are supervised and controlled on the part of the State by: a State department of education which is directed by the State superintendent of education and his assistants ; a State high school board which has immediate direction of State high and graded schools ; a normal school board having charge of the normal schools ; and a board of regents having charge of the State University.

The public schools are supported by: (a) A local tax upon the property of the school district including a one-mill tax required by law to be levied in each district ; (b) a State mill tax ; (c) income from the permanent State school fund ; (d) special annual State aid.

The State aid is granted to rural, consolidated, graded and high schools, and to special departments in high and graded schools, under specified conditions fixed either in the law or by administrative rule of the Department of Education or the high school board.

Annual grants by the State are made to public schools for the establishment and maintenance of school libraries. The annual grant is $10 for each teacher, with a limit of $25 to each school building, conditioned upon an equal sum being paid by the school.

The State University is supported by a State tax of twenty-three hundredths of a mill upon all taxable State property, by State appropriations, and by appropriations from the Federal Government. In addition to this, the University receives support through fees.

Teachers' certificates are issued by the superintendent of education upon examinations, or upon endorsement of diplomas or other credentials issued by accredited State normal schools, high school training departments, and by colleges and universities.

The first educational instruction among the whites in Houston county was given in the pioneer homes by the mothers, who, though they had come to a new country, did not desire their children to grow up in ignorance.

The early comers never lost sight of the idea upon which the possibility of founding and supporting a popular government rests - ^the education of the children - ^and as fast as the children arrived in the country, or became of school age, the best possible provision at the command of the people was made for their schooling. An account of the various expedients resorted to that would meet the requirements of the circumstances, would, while sometimes laughable, reveal the struggling efforts of a determination to bestow knowledge upon the ri;3ing generation in spite of all difficulties. Schools were often kept in a log dwelling, where the schoolroom would be partitioned off only by an imaginary line from the portion occupied by the family. Sometimes an oi>en shed, as an annex to a house, would serve the purpose in the summer.

The usual method was for the neighbors to get together and organize a district and select a lot for a building. Of course each one would want it near, but not too near, and sometimes there was a little difficulty in establishing a location which would prove to be the best accommodation of the greatest number. And then to build a schoolhouse, a "bee" was the easiest way, and so plans and estimates were improvised, and each one would subscribe one, two, three, or four logs so many feet long, so many shingles, so many slabs, so much plaster for chinking, so many rafters, a door, a window, or whatever might be needed for the particular kind of schoolhouse to be built, and at the appointed hour the men would assemble with the material, bringing their dinner pails, and by night, if there had not been too much hilarity during the day, the building would be covered and practically completed. The benches would be benches indeed, often without backs, and sitting on one of them was about as comfortable as sitting in the stocks, that now unfashionable mode of punishment.

The first official action in regard to education in Houston county was taken on June 8, 1854, at the second meeting of the county commissioners when school district No. 1 was created, embracing a tract on the bank of the Mississippi, and extending a mile and a half north and a mile and a half south of the village of Brownsville. School district No. 2 was set off July 5, 1854, embracing section 36, township 104, range 5 ; sections i and 12, township 103, range 6 ; sections 6, 7 and 8, township 103, range 5 ; and sections 31 and 32, township 104, range 5. This district, generally speaking, embraced the pioneers living eastward from Houston. School district No. 3 was set off the same day. It consisted of sections 1, 2, 3, 4, 5 and 6, township 103, range 6 ; and sections 31, 32, 33, 34 and 35, township 104, range 6 ; that is, the village of Houston and surrounding territory.

Oct. 4, 1854, school district No. 4 was created, embracing the Hokah pioneers. It consisted of sections 5 and 6, township 103, range 4; section 1, township 103, range 5 ; and section 36, township 104, range 5. Jan. 3, 1855, school district No. 5 was created to accommodate the pioneers northeast of Houston. It consisted of sections 13, 14, 15, 22, 23, 24, 25, 26 and 27 township 104, range 6. School district No. 6 was created April 2, 1855, in the eastern part of what is now Winnebago township and the western part of what is now Jefferson township. On the same day, school district No. 7 was created consisting of the territory southwest of Brownsville Village. It embraced sections 27, 28, 29, 32 and 33 in township 103, range 4. Although these early districts were all subsequently renumbered, their original numbers and creation are important in fixing the beginnings of the system in this county.

The board continued to create and alter school districts upon petition, but as the years passed there was considerable confusion about boundaries, numbers and organization. Local officers, frontiersmen in a crude country, were often neglectful of their duties, the members of the county board had little opportunity to study conditions in the various parts of the county, and were willing to create new districts or change old ones at the request of almost anyone who came along. Sometimes changes were made which were known only to the one making the request.

To prevent some of the more flagrant of these abuses, the county board on Sept. 15, 1858, passed a resolution that the board in the future would not consider any division of a school district or township unless notice should have been posted in three public places in the territory affected at least ten days before the petition be presented to the county board.

March 10, 1859, the board had before it reports from various school districts as a basis for the school appropriations. There had been fifty-five districts created. Of these forty reported. There was a total of 1,733 children of school age in these forty districts, and $1 was appropriated for each one. The largest number in any district was 165, the smallest 21. The average number was a little over 43.

In 1860 school affairs were still in poor condition. A report rendered to the county board detailing the number of scholars in the different districts as a basis for the appropriation of funds, declared that there was no real evidence before the committee that any of the schools of the county were in session three months a year as required by law, and, in fact, stated that there was evidence that some districts were drawing school money from the county without holding any school at all. The districts^ of the county reported to the board at this time were as follows : No. 1, Brownsville, 85 of school age ; 3, 61 of school age ; 4, Hokah, 60 of school age ; 5, Houston, 36; 6, Winnebago, 41; 8, Spring Grove, 73; 9, Yucatan, 43; 10, Mound Prairie, 54; 11, Brownsville, 50; 12, Caledonia, 43; 13, Caledonia, 94; 14, Caledonia, 40; 15, La Crescent, 56; 17, Wilmington, 46; 18, Wilmington, 90; 20, La Crescent, 101; 22, Black Hammer, 72; 23, Hamilton, 79; 24, Spring Grove, 78; 26, 38; 28, Caledonia, 30; 29, Caledonia, 29; 32, Crooked Creek, 30; 34, 46; 35, 24; 36, 50; 37, Brownsville, 64; 38, Yucatan, 32; 39, Brownsville, 33 ; 40, Crooked Creek, 40 ; 41, Crooked Creek and Brownsville, 25 ; 42, Mound Prairie, 29 ; 43, Caledonia, 39 ; 44, Union, 44 ; 48, Houston, 35 ; 49, 18; 50, Jefferson, 25; 51, Sheldon, 34; 52, Wilmington, 13; 52 (duplication of numbers) , Wilmington, 26 ; 53, Hokah, 54 ; 54, 40 ; total enumeration, 2,000. In 1861 these numbers were obliterated when each town became a district with sub-districts. In 1862 all the districts were renumbered. These districts, with additionaUy created ones, remain as then numbered with the exception that a few of the old districts have been merged in others and their numbers given to newly created ones.

"There are now 96 districts, with 109 schoolhouses. But Hokah and Brownsville graded schools, with four departments each, hold session in but three of their schoolrooms, thus making 107 schoolrooms in which school is held. District No. 30, Brownsville, is a special district ; No. 12, Hokah, and 42, Caledonia, are independent. The latter two were created independent to secure immunity from the school book law. The villages of Hokah and Brownsville have schoolhouses containing four departments each. These are well furnished and are more than adequate for their pres-

"La Crescent, Houston, Spring Grove, Caledonia and Money Creek, have each a schoolhouse containing two rooms. The finest of these is the one at Money Creek. Caledonia has far outgrown her schoolhouse, and two departments are located in a rented building.

"Of the 96 schoolhouses, 68 are frame, three brick, five stone, and 20 log. The prairie towns, as a rule, contain the best schoolhouses, while the log houses are found in the valleys and upon the ridges. Four new and substantial frame houses were built last year. But seven of these districts are in debt, notwithstanding several failures of crops in some parts of the county.

"Thirty-one districts have wall maps, eleven reading-charts, twentytwo have globes, seventeen have dictionaries, and seven have bells. Caledonia has the largest enrollment ; two districts vie for the honor of the least. About forty districts hold no summer ischool. The enrollment is not as great as in former years ; the decrease is principally in the village schools.

"The total number enrolled in the schools for the year ending Aug. 31, 1881, was 4,025. The average length of schools was nearly five months. The value of schoolhouses is $572,329. Paid out for teachers' wages, $15,049. In addition to the above showing, 24 parochial schools were in session, with an enrollment of 360.

"One hundred and nineteen teachers were licensed during the year. Of these six hold first grade certificates, 85 second grade, and 28 third grade certificates. Eighteen of these teachers have attended a normal school, five have graduated. One certificate has been revoked.

"As a body a progressive spirit pervades the teachers, and they will compare favorably with any body of teachers in the State. Institutes are held each year, the instructors being furnished by the State. County institutes of one week are held at different times.

"During school months, each Saturday in some parts of the county a teachers' meeting is held, the exercises of which are conducted on institute plans. These are a powerful factor and have been the means of developing many young teachers and helping many older ones to a higher plane. The superintendent makes it a rule to be present at these meetings."

In 1890 there were 105 districts, 102 being common, two independent, and one si>ecial. These districts had 102 schoolhouses, of which five were brick, four stone, and seven log. An estimated value of the school property was $62,605 on schoolhouses and sites, $5,876 on seats and desks, and $3,043 on school apparatus. There were about 2,000 volumes in the school libraries. Not much attention was being paid to Arbor Day, only four districts planting trees that year. Fifty-five of the districts had no trees whatever on their school grounds. The county superintendent made 146 visits, only six districts being unvisited. Eleven county teachers' associations were held, with an average enrollment of 273. A state teachers' institution was held at Caledonia, April 7, 1890, with an enrollment of 109 teachers. There were ten teachers' examinations held, six in the fall and four in the spring. Twenty-two applications were rejected. The following teachers' certificates were issued : First grade, male 6, female 1, total 7 ; second grade, male 38, female 68, total 106 ; permanent hygiene, male 37, female 59, total 96; limited hygiene, male 3, female 14, total 17. For the fall term there were 5 male and 18 female teachers employed, for the winter 34 male and 82 female teachers, and for the spring, 18 male and 55 female teachers, making a total of 36 males and 96 females, for the year. Of these 27 had attended a High school, 22 a Normal school, 8 a college, and 132 one or more teachers' institutes. Seven were graduates of a High school and 12 of a Normal school. None were college graduates. Thirtyfour had taught in one district continuously for three years. 41 for two years and 43 for one year. Of the scholars attending the public schools, 2,981 were entitled to the apportionment of funds, and 941 not so. For the fall term of 1889 there were but 917 scholars enrolled ; for the winter term of 1889-90 there were 3,418 enrolled, and for the spring term of 1890 there were 2,014 enrolled. The average daily attendance was 1,628. The average length of school in each district was nearly six months. Of the scholars, between 8 and 16, who attended school three months or more during the year, there were 1,754. The total of scholars enrolled during the year was 3,922. Of these 855 were between 5 and 8 years, 2,649 were between 8 and 16, and 418 were between 16 and 21.

"During the past year the schools have materially prospered. The average number of days' attendance measured 8 per cent over last year. Nearly 100 more pupils will draw apportionment. This is the first year no foreign language has been taught in the rural schools of the county. The average number of months taught in the common school districts is raised to a fraction over 6.5. The average monthly wages for males has gone up from $38 to $40, and for females from $27 to $28. The general work in the schoolroom has much improved. The appearance of the schoolrooms and yards has been improved. The young teachers entering the profession are stronger students and with experience will make better teachers. The summer school of 1890 was exceptionally successful, the attendance being very regular. The sectional teachers' meetings held in different parts of the county were quite successful. Reading circle work was carried on by the teachers. Two new graded school buildings and one rural school building were built on modern plans during the year."

"The schools are slowly progressing with a slight improvement from year to year. We have been especially handicapped in not obtaining teachers with the requisite education. A few were obtained from normal schools, and a few from neighboring high schools, especially from Rushf ord and La Crosse, but most from the grades in our village schools, and even a few are 'crammed' for the teachers' examinations in our county schools. We have to depend mainly on village schoote. Within the last year the attendance has increased from 72 to 78 per cent. Too many pupils attend too irregularly to be reached by the teacher. Two good school buildings were built during the past year and six districts have voted to build new schools this fall or next spring. Several furnaces were placed in old schoolhouses, and new schoolhouses are generally heated by furnaces. The summer schools have been very successful in the county during the past three years."

This superintendent favored the consolidation of districts, stating that the county was not too rugged if the schools were located in the right places; as the public highways lead to the smaller valleys and finally follow these to the main valley, which is a good place for a schoolhouse, as the children can easily be conveyed in all directions. No action had then been taken on this, as the patrons of the country districts were wary of letting their district go under the control of the village. This year the county had nearly all first and second grade teachers to fill the schools.

Georgia Lommen, in 1910, made this report: "Although the results in rural schools developed during the past two years are not all that the best friends would have them, the interest throughout the county has been splendid and some progress- has been made. Teachers are more appreciative of the necessity of better training for the work. Many of the rural school teachers attend the normal summer school and in this way raise the standard of their qualifications. In many districts the interest in industrial education is marked, especially along agricultural lines. The industrial contest work during the past two years has been a means of interesting teachers and pupils in the increasing demand for better rural schools and better social conditions surrounding home and school. The working material of the school room has been gradually improved, the libraries well selected and the reading material has never been better. The interiors of the school rooms are noticeably clean and well kept, every doubtful system of heating and ventilation having been condemned. The furnace is giving way to the patented one-room heater and ventilator. About one-half of the schoolrooms are supplied with a musical instrument. There is much interest in high school examinations. The first rural school examination was held during the past year. These examinations have been an incentive to better work on the part of both teachers and pupils. Reading circle work has been well and conscientiously done. While the compulsory law has not worked all the good hoped for, it has improved the attendance on the whole. A minimum of seven months of school during the year, and an increase of 40 to 100 days attendance as a requirement of apportionment would lead to better attendance."

High and graded school districts. Children of school age: Males, 306; females, 386; total, 692. Number of pupils entitled to apportionment, 705. Number not entitled to apportionment, 50. Total enroUment, 755. Number between 5 and 8 years of age, 126. Number between 8 and 16 years of age, 477. Number between 16 and 21 years of age, 152. Total between 5 and 21 years of age, 755. Number between 8 and 16 who have attended the entire year, 407. Total attendance in days by all pupils, 114,154. Total days of school, 720. Average days for each school, 180.

Average daily attendance for each school, 158. Average number of days each pupil has attended, 151. Number of books taken from libraries, 5,339. Number of teachers: Males, 8; females, 33; total, 41. Average monthly wages: For males, $128; for females, $64.90; total, $777. Teachers who attended High school but did not graduate, 2. Teachers who attended Normal school but did not graduate, 1. Teachers who attended college but did not graduate, 2. Teachers who graduated from High school, 35. Teachers who graduated from a High school training department, 0. Teachers who graduated from a Normal school, 17. Teachers who graduated from a college or university, 15. Teachers who have attended an institute or training school, 28. Teachers who have taught in their present school three years, 15. Teachers who have taught in their present school two years, 16. Teachers who have taught in their present school one year, 10. Number of districts loaning text books free, 4 (in the grades). Number of districts selling fext books at cost, 3 (in High schools). Average cost per pupil in districts loaning, $0.70. Average cost per pupil in districts selling, $2.50. Number of trees planted on Arbor day, 0. Number of seats for pupils, 928.

Rural and semi-graded. Children of school age : Males, 1,029 ; females, 941 ; total, 1,970. Number of pupils entitled to apportionment, 1,841. Number not entitled to apportionment, 194. Total enrollment, 2,036. Number between 5 and 8 years of age, 493. Number between 8 and 16 years of age, 1,506. Number between 16 and 21 years of age, 36. Total between 5 and 21 years of age, 2,035. Number between 8 and 16 who have attended the entire year, 1,230. Total attendance in days by all pupils, 203,467^/^. Total days of school, 14,240. Average days for each school, 147. Average daily attendance for each school, 14. Average number of days each pupil has attended, 100. Number of books taken from libraries, 8,143. Number of teachers: Males, 2; females, 101; total, 103. Average monthly wages: For males, $51 ; for females, $50.65 ; total, $50.66. Teachers who attended High school but did not graduate, 9. Teachers who attended Normal school but did not graduate, 75. Teachers who attended college but did not graduate, 5. Teachers who graduated from a High school, 62. Teachers who graduated from a High school training department, 20. Teachers who graduated from a Normal school, 4. Teachers who graduated from a college or university, 0. Teachers who have attended an institute or trammg school, 100. Teachers who have taught in their present school three years, 16. Teachers who have taught in their present school two years, 27. Teachers who have taught in their present school one year, 60. Number of districts loaning text books free, 94. Number of districts selling text books at cost 3. Average cost per pupil in districts loaning, $0.67. Average cost per pupil in districts selling, $0.86. Number of trees planted on Arbor day 15. Number of seats for pupils, 1,988. Number of districts where less' than ten pupils were enrolled, 13. Number of districts where more than ten but less than twenty were enrolled, 46.

Total. Children of school age: Males, 1,335; females, 1,327; total, 9 662 Number of pupils entitled to apportionment, 2,546. Number not entitled to apportionment, 244. Total enrolhnent, 2,790. Number between

6 and 8 years of age, 619. Number between 8 and 16 years of age, 1,986. Number between 16 and 21 years of age, 188. Total between 5 and 21 years of age, 2,790. Number between 8 and 16 who have attended the entire year, 1,637. Total attendance in days by all pupils, 317,611^. Total days of school, 14,960. Average days for each school, 148. Average daily attendance for each school, 21. Average number of days each pupil has attended, 114. Number of books taken from libraries, 13,482. Number of teachers: Males, 10; females, 134; total, 144. Average monthly wages: For males, $112.60; for females, $54.13; total, $58.19. Teachers who have attended High school but did not graduate, 11. Teachers who attended Normal school but did not graduate, 76. Teachers who attended college but did not graduate, 7. Teachers who graduated from a High school, 97. Teachers who graduated from a High school training department, 20. Teachers who graduated from a Normal school, 21. Teachers who graduated from a college or university, 15. Teachers who have attended an institute or training school, 128. Teachers who have taught in their present school three years, 31. Teachers who have taught in their present school two years, 43. Teachers who have taught in their present school one year, 70. Number of districts loaning text books free, 98. Number of districts selling text books at cost, 6. Average cost per pupil in districts loaning, $0.68. Average cost per pupil in districts selling, $1.68. Number of trees planted on Arbor Day, 15. Number of seats for pupils, 2,916.

The number of children in the county given in this report of 1918 is based on the census of August, 1917. After that date several children moved into the county so the enrollment showed a larger number than the census.

The history of these various districts does not materially differ. In each community in the early days, the first schools were usually taught in private homes, afterward a log cabin was built, and still later a frame structure, or in some instances buildings of stone or brick. At the present time, a few each year, modem brick buildings are being built along the latest approved lines, with side lighting, good ventilation, excellent heating facilities, and other sanitary equipment.

A History of Houston County, published in 1882, gives much information concerning the starting of many of the districts, that is now not available elsewhere, and which is worthy of preservation and is therefore here presented. It is probably a fairly accurate account of the leading districts up to the time of the early eighties, and in future years will prove of interest as a story of worthy beginnings.

District No. 1, La Crescent Village. The first school in this district was held in the spring of 1856. The building was a small frame structure, erected by John A. Anderson as a territorial schoolhouse. The first term was one of three months, with Miss Nancy Ambler as the teacher. There were but six or eight scholars, and when towards the end of the term they were practically all seized with fever and ague, educational activities were temporarily suspended. In 1857 a one-story brick schoolhouse was erected, measuring 20 by 30 feet, and was in use until 1868, when a two-story stone building was constructed, at a cost of $2,800. It was divided into two departments and was kept well up to contemporaneous standards in equipment and scholarship requirements.

District 2, La Crescent Township. The earliest school in La Crescent Township, of which there is any record, was one established in section 6, in 1855. The first teacher was Jane Burton. The building was constructed of logs, and served its purpose until 1864, when a frame schoolhouse was erected, 16 by 24 feet, at a cost of $300, on the land of J. Tuininga in the same section. This latter building was in use until 1870 or 1871, when

District 84 was set off from District 2, at which time it was sold at auction for $15. A new house was built early in the seventies, in section 8.

District No. 3, Black Hammer Township. The early records of this district have not been preserved. The district was organized in an early day, and a schoolhouse built in 1865. The next year school was taught in the new house by the daughter of J. W. Comstock, a pioneer of Yucatan.

District No. 4, La Crescent Township. In 1860 a school was taught in Groff & Co.'s mill, for a single term, by Abby Taft. In the following year a school was started in a small frame house just east of the mill, on section 3. It was afterwards held for some time in a log house, and later a new building was erected at a cost of about $400.

District No. 5, Houston Township. The logs to construct the schoolhouse were hauled in the winter of 1857, and the following spring the building was erected on section 14, by Peter Brandt and Kelsey Curtis. The school was opened in the summer of 1858 by Mrs. J. Coon. In 1881 a building was erected in section 11.

District No. 6, Money Creek Township, was provided with a log schoolhouse in 1863. C. S. Fitch taught the first school. In the fall of 1876, a new house was built at a cost of $500.

School District No. 7, Money Creek Village. Up to the year 1862 or 1863 there was but one school in the whole township, and this was kept in a log building erected in 1856, opposite Sinclair's blacksmith shop. The first teacher here was Charles Tiffany. This schoolhouse was a general utilitarian affair, serving also as a meeting-house and town hall until the Methodist church was constructed. A schoolhouse was put up just northeast of the village, a few years after the one above mentioned, which served until the fall of 1881, when a new schoolhouse with modern improvements was erected. It was 22 by 48 feet, with two vestibules, 10 by 16 feet, one on either side. In it was taught a graded school of two departments. In 1862 or 1863 this mother of districts propagated two others by subdivision, retaining the old No. 7 for herself.

District No. 8, Money Creek Township. A schoolhouse was partially completed in the early part of the Civil War, but some of the people felt that with so many men at the war, and so many children needed for farm work, there would be little use for schoolhouses, so the building remained incomplete, and no school was kept there until one or two years after the war was over. The first teacher was Miss Mary Pierce, who resided on the south side of the river in Houston Township. After the war the house was completed.

District No. 9, Money Creek Township. In this district the first school was opened by Ellen Robinson, in a log building on the Todd farm, opposite the residence of her father, S. Robinson. The house had been erected as a residence by Thomas Shimmings, and was one of the early dwellings. It later became a part of Mr. Robinson's' dwelling. In the summer of 1866 or 1867, a frame schoolhouse was put on section 19, near S. Robinson's residence.

being put up in a single day, the logs and labor being furnished by the people of the neighborhood, who gathered, held a picnic and completed the schoolhouse, 14 by 20 feet. The only furniture was a crude seat for the teacher and four long, backless benches. The first teacher was Angelina Sperry. Later a brick schoolhouse was erected in section 23.

District No. 11, Mound Prairie Township. The first school was in a log structure put together by Mr. Van Sickle, on section 21. It was presided over by E. S. Lore, which must have been in 1856. In 1861 a schoolhouse was built of logs by subscription, the size being 16 by 20 feet. James Connor was the first teacher in the new building.

District No. 12, Hokah Village. In the winter of 1855-1856 a school was started in Masonic Hall, with Emily Pond as the first teacher. She was succeeded the next winter by Mrs. D. L. Clements. In 1857 a house and lot were purchased, the building being converted into a schoolhouse. It served the purpose up to 1867, when a new building was erected, which was subsequently enlarged.

District No. 13, Hokah Township. In 1857 or 1858 a small log schoolhouse was put up on what is called "The Ridge," in section 10, by the German Catholics who had settled in that vicinity. It was on the farm of V. Bierden and was a subscription school and was taught one season by a Catholic priest. Afterwards a log house was put up near by, as a public school building, the school being opened by Jacob Schonhard. This was on the land of John Ahrens, and was used up to the year 1876, when a frame building was erected on the same section, at a cost of about $400.

District No. 14, Mound Prairie Township. Andrew Orr taught the first term here, in 1858, in a building put up by Mr. Fairbanks. That same fall a frame building was erected opposite Dr. Sheldon's house. In 1872 the house was removed to the south side of the prairie, on section 9, where it now accommodates a larger number of pupils. Still later it was moved to section 4.

District No. 15, Houston Village. The first school was in an old shanty formerly used by Joel Marsh in the lower town near the bank of the river near the end of the present bridge, about 1855. Probably the first school was taught by George Tyler. When the village was moved to its present location, the school likewise was moved. Later a good schoolhouse was erected on the southern borders of the village, and a graded school established.

District No. 16, Houston Township. The original building in this district was erected in section 31. It was used as the community center, public and religious meetings of various kinds being held there. The railroad right of way passed over the very spot on which the building stood, and in 1878 a new schoolhouse was erected a short distance from the old site.

District No. 18, Yucatan Township. In 1867, a tax was levied for a new district, and a log schoolhouse, 18 by 24 feet, erected. Mrs. Gale was the first teacher.

District No. 19, Yucatan Township. A school was taught in a log structure near the Dedham mill, in 1857, by Mary McGowen. Eunice Comstock also taught there at an early day. The school was in the Mackintire house for some time, and at the residence of Charles Wilsey until the erection of the schoolhouse some time during the war.

District No. 20, Yucatan Township. The first school in Yucatan was managed by Emeline Howe, in a rough timber building situated near the residence of E. Bidwell. This was in 1856 or 1857. About 1860 the districts were divided, and this building was moved down the road and another constructed on section 27, 20 by 24 feet, of stone. A. L. Thompson was the earliest teacher.

District No. 21, Yucatan Township. In 1866 school was held in a log house on section 22. Margaret Murphy was the teacher. In 1868 school was kept in John Burns' house on section 23.

District No. 23, Sheldon Township. The first English school taught in the Badger Valley was by William H. Murphy in 1856 or 1857, and was held in private houses about the neighborhood. A Norwegian school had been previously taught for a few months by Gunder Jermondson. The history of the schools in Sheldon differs in no essential respects from that of the schools throughout the county.

District No. 27, Union Township, was organized July 28, 1858, there being 44 pupils awaiting instruction. John Hurley, Henry Snure, Sr., and John H. Hyke were the first trustees, and Edmund Null, clerk. In the same fall the schoolhouse was built at the comer of section 29. The first sessions of the district, however, were held in an old log shanty built by Marcus Sammons, the teacher being Sarah A. Lyon. In the autumn of 1859 a log schoolhouse was laid up with a hip roof, in section 29, and was the seat of learning for that part of the town for many years. The district was a large one, and some of the scholars were put to great inconvenience in reaching it, which made the attendance irregular.

District No. 29, Union Township. The first school taught in the valley was on section 12, in a house built by Hiram Griffin. Frances Pound was the first teacher. Afterwards a log building was erected, the materials for which were contributed by the neighboring settlers, among them David House, Edwin Butterfield and Levi West. In after years a good stone schoolhouse was built.

District No. 30, Brownsville Village. The first school was taught in the village of Brownsville in 1854 by James McCan. The next was held in the winter of 1854-55 by M. G. Thompson, who was followed by William Beeby. Both these were private schools. In July, 1856, the county commissioners established a district, containing the village, and a school meeting was held Aug. 9, the same, when Job Brown, Alex. McLaren and J. H. Smith became trustees. The first public school was held in the winter of 1857-58 ; and in 1858 a one-story frame schoolhouse was built, 24 by 40 feet, costing $400. On Jan. 1, 1869, there were 67 scholars in the district. Previous to the completion of the large building in 1874 there were for several years three separate schoolhouses in use, with one male and two female teachers. School was first opened in the new building at the time of its completion, in January, 1874, with one male and three female teachers, P. O. Phillips being principal.

District No. 31, Brownsville Township. The first school in this district was held at the home of Arthur Mullen, with Mary Murphy as first teacher.

District No. 32, Brownsville Township, came into existence in 1857, and the schoolhouse was built the next year. The first trustees were John Palmer, Isaac Maul and Jonathan Cox. The first teacher was Augustus McPherson.

District No. 33, Brownsville Township. In January, 1856, a district was organized at the home of Timothy Hackett. The first officers were Harvey Fassett, Emory Hackett and Silas Torrence. In the fall the men of the neighborhood put up a schoolhouse of logs. In 1880, a half acre was purchased from James Daily, and the next year the Christian Church was bought and moved on the lot.

District No. 34, Mayville, dates from the late fifties, but when District No. 90 was set off, in 1876, it took with it the schoolhouse in section 4, and the people left in District No. 34 erected one on section 11. The first teacher was Edward Crow, of La Crescent.

School Districts No. 35 and No. 36, Caledonia Township, were the outcome of a school started in 1856 or 1857, in a log house on section 11, where it was kept up until the winter of 1873, when two houses were put up. No. 35 on section 11, the other. No. 36, being built soon after on section 9.

District No. 37, Blackhammer Township, when first organized, embraced nearly all the township, but has gradually been curtailed. The first schoolhouse was built of logs, in 1857, at a public bee, the men oi the district each bringing an axe and a few logs, and giving their services free. The first teacher was Frank Brown.

District No. 39, Caledonia Township. The first school taught was in the log house of Nelson Haight, on section 28, in the fall of 1859. The teacher was Mrs. Mary Wheaton, who later became the wife of L. M. Brigham. The next school was in the house of G. N. Thompson, just west of Flynn's stone house, on section 33. In the summer of 1861 the teacher was Laura V. Haight. The next school was in Thompson's stone house. A schoolhouse was erected in 1863, on section 27. The first school within its walls was presided over by William Conniff, in the winter of 1863-64. About 1877 the German Catholics had a schoolhouse in this locality in which several terms were held.

District No. 40, Caledonia Township. The first school in this district was at the house of Reuben Rollins. The second was at the house of J. Pope. The district was established in 1859 and the schoolhouse built in 1863.

District No. 41, Caledonia Township, was organized about 1866, when school was held in a log house on section 22, with Margaret Murphy as teacher. In 1868, school was held in John Burns' house, on section 23. In 1869, C. Madrill taught in the Bugbee homestead on section 14. A schoolhouse was built in 1870.

District No. 43, Mayville Township, was organized in the late fifties. The first school was held at the home of Charles Murphy, under the instruction of Mary Murphy. The first schoolhouse was built in 1859. The first trustees were Henry Wiltgen, James Connolly and T. J. Murphy.

District No. 45, the village school of Freeburg in Crooked Creek Township, was started in 1857, when school was taught by Mrs. Charlotte Bayne, in the slab shanty of David Snyder. The first trustees were Phillip Schaller, George Powlesland and William Powlesland.

District No. 46, Crooked Creek Township. Mrs. Charlotte Bayne taught the first school in this district. A schoolhouse was erected in 1856, one of the earliest in the county.

District No. 47, Jefferson Township, was organized in 1863, the first teacher being Anna Johnson, who taught in the summer of 1864. The schoolhouse was a log structure, and was built about the time the first district was organized. In early days the school terms were usually from three to four months each year.

District No. 48, Jefferson Township, was organized about 1860, when a summer term was taught by Mary Donahue at the residence of John Cauley. Afterwards a school was taught in Mr. Collins' claim shanty. In 1864 a schoolhouse was constructed, and the following year B. Gertrude Hackett taught the first term in the new house. This schoolhouse, which was the first one erected in the district, was of moderate size, and was in use for many years.

District No. 49, Winnebago Township. The first school in this district was commenced in January, 1862, and was taught by Michael McNamara, for the not to be despised sum in those days of $14 a month. The first schoolhouse was of logs, and was built in 1864 on section 17, but it wds afterwards moved to section 7, where it stood and did good service until the winter of 1876-77, when it was consumed by fire, and a new frame structure replaced it in the fall of 1877. In accordance with the state law passed in 1861, providing that every township should be a school district, to be sub-divided in accordance with local requirements, Winnebago was made into four districts, and numbered accordingly. The next year, or the year foUowiniT, the law was changed, requiring the county to arrange the school districts, giving them consecutive numbers regardless of town lines. The new allotment gave No. 1 the number of 49 ; No. 4 became No. 50 ; No. 2 became No. 51, and No. 3 was transferred into No. 52. No. 81 was next formed.

District No. 50, Winnebago Township, was organized in 1857. On January 31, James Langmuir, Jacob Tippery, and T. E. Smith were elected trustees, and C. A. Coe clerk. The school was first taught for two years in a log house rented from C. A. Coe. Nine and a half months' school was taught in 1858, divided into three ter^is, the teachers being Sarah E. Mc- Najly, G. G. B. Boomer, and Miss Emily Pope, who later married E. E. Stewart. The schoolhouse was built in 1859-60 on section 23. When the question of building it arose trouble began as to the location. Every mem- ber of the district of course wanted it near, but not too near, and after a few special meetings the site was fixed in the northwest quarter of section 23. The building cost about $700.

District No. 51, Winnebago Township, (Merged in District No. 52). In 1857 or 1858 a private school was opened at the house of L. Houghton, near the south line of section 21, and was taught by Mrs. Houghton. This was a two months term. Later a school was opened in the house of S. Graves, which was taught by Annie Johnson. This school held several terms, and in 1865 a schoolhouse was put up on the southwest quarter of section 35, where school was kept until 1873, when the district was merged into No. 52.

District No. 52, Eitzen Village. School was first opened in the old Lafiin log house, and was taught by Lizzie Williams, who later became Mrs. Eugene Marshall, of Caledonia. In 1866 a stone schoolhouse was erected in the center of section 32, near Eitzen. The first school in that building was taught by Miss J. C. Jones, at $18 a month, and began Aug. 12, 1867. This house was subsequently burned, but was rebuilt in 1875.

District No. 53, Wilmington Township, was one of the original districts. The first school was taught in a building owned by A. Gilbertson in 1857. In a year or two a stone schoolhouse was put on section 6, which served for school purposes until 1872, when a frame building went up.

District No. 54 is the village school of Spring Grove. In the early days, Norwegian school was held in the homes of the pioneers. In 1857 a frame schoolhouse was erected about 18 by 24 feet. This building was used also as a church and public hall and was afterward converted into a town hall. In 1872 a two story frame building was erected.

District No. 55, Spring Grove Township. A Norwegian school was commenced in a very primitive way at a very early period of the history of the colony. Cornelius Narveson was the first teacher. For a while sessions were held in the house of Ole Amundson Berg on section 16, and afterward a room was rented from John Myhro on section 8. The school was held in various places, until a small frame building was constructed on section 8. This must have been about 1867, although there is a wide difference in the recollection of the citizens as to the exact time. Afterwards the original structure was doubled in size.

District No. 56, Spring Grove Township. The first school was held on section 30, in an old log house of Abner Aiken, which had been his residence. It continued there for some time, but was not very popular. In 1866 a comfortable house was put up, on the west line of section 29, at a cost of about $800.

District No. 57. This was organized in the spring of 1857, and the first officers were : Andrew Hanson, clerk ; Hans P. Rosendahl, treasurer, and Teman Gilbertson, director. The first funds were raised by subscription, and Ole Ulen and Andrew P. Kroshus cut and had sawed the timber for the erection of the first schoolhouse, which was ready for occupancy m the fall of 1857. This building was 14 by 18 feet, and was constructed by Embrick Olson and Gilbert N. Myrha. Mahala E. Rowe taught the first school in this house in the summer of 1858, and as an interesting fact, it may be mentioned that the last school was taught in the building in the winter of 1880 by her son. It was then superceded by a new schoolhouse erected half a mile east, near the southeast corner of section 26.

District No. 58, Wilmington Township, was the first district in the township in which a school was held, and it was in a private house before a schoolhouse was erected. It was Norwegian in its attendance and teaching and was sustained by subscription. It was migratory, being held at the houses of Thomas Anderson, A. Swanson and others, until 1857, when the Norwegian schoolhouse was built, each settler having been put under contribution for two logs. All turned out to assist in putting it up, and it continued as a schoolhouse, church, and public hall until 1878, when a building was constructed on section 27.

District No. 59, Wilmington Township. This is on Portland Prairie. The first school was in the house of T. Aldrich, on section 25, in 1857, and was taught by Mary Ann Cook, who subsequently became Mrs. Amos Glanville. The first schoolhouse was erected not unlike the one above described, on the community principle. This was in 1858, and on the farm of T. Aldrich on section 25. Schools were kept and religious services held there. In 1868 the old schoolhouse was replaced by a frame structure.

District No. 61, Brownsville Township, was organized in 1857. The first teacher was Mary Ruddy. The first trustees James Ruddy, John Deiuch and John Flannery.

District No. 62, Mound Prairie Township, was organized in 1866, and a log house put up in the same year, 20 by 16 feet, and paid for by voluntary subscriptions. It is located on section 26. Miss Ella Looney taught the first term, and the officers were : Director, George Senn ; treasurer, C. Lehman, and clerk, John Smith.

District No. 64, Brownsville Township, was organized in 1857, and a schoolhouse built that year. The first teacher was John Duggan. The first trustees were John Hall, John Sullivan and Patrick Long.

District No. 66, Wilmington Township. This was in 1866 set off from District No. 59,lEt schoolhouse was soon erected on section 24, and was first taught by Ellen H. Cass.

District No. 67, Wilmington Township. The first school was held in a shed attached to the house of Mathew McGinnis, in 1865, and was taught by Miss Dora Quinland, who later became Mrs. William Murphy, of Caledonia. The school was also held in Mike McGinnis' house. In 1867, a schoolhouse was built on section 30, and in 1880 it was moved to the south line of the same section.

District No. 68, Brownsville Township, was organized in 1867, and the first school was held in the pioneer home of Patrick Sweeney. The first trustees were Patrick Sweeney, James Daily and Jacob Sharrard. A schoolhouse was erected in 1867.

District No. 69, Black Hammer Township, was set off from District No. 37, May 18, 1865. The first officers were: Julius Billings (clerk), Joseph Haninan (director), and Tolef Hogensen (treasurer). The first term was caught by Maria O'Connor at the residence of Julius Billings in

District No. 70, Wilmington Township. In 1867 this district was set off from No. 59, and the next year a house was built on section 31. Ellen Healy was the first district teacher here, although a private school had previously been taught in settlers' houses by Norwegians in their own tongue, by the use of their own text books.

District No. 72, Crooked Creek Township, was organized in the spring of 1868. The first school was taught by Ellen Conley in the home of L. Yohe. The first trustees were Jacob Walter, Joseph Bigley and Patrick McCarthy.

District No. 73, Hokah Township came into existence in about 1866, the initial school being in an old log structure belonging to Ira Butterfield, and was presided over by Helen Butterfield. About the same time a schoolhouse was built, at a total cost of $100. The settlers turned out, bringing the material, and put up the building, which is on section eight.

District No. 74, Black Hammer Township. Sept. 9, 1868, this district was organized at the home of E. H. Solberg, the officers elected being EUing Anderson (director), H. B. Allen (treasurer), H. E. Solberg (clerk). The following year a schoolhouse 16 by 24 feet was completed on section 35, on land of Helge Olsen. School was taught in the winter of 1870 by Lena J. Heaul.

District No. 75, La Crescent Township, was organized about 1870, and was first taught by Ella Richardson. For some time school was held only during the winter, but later a summer term was introduced and maintained. The first building was of hewn logs.

District No. 76, Spring Grove Township. On April 24, 1869, a regular meeting was, held for the purpose of organizing a school district from territory taken from No. 57. The meeting was at the house of John Erickson^ and the following year the house now there was erected at a cost of about $700, and in 1870 the exercises of the school began, under the rule of Ella M. Dibble.

District No. 78, Jefferson Township, had originally been in a district connected with a southern part of Crooked Creek Township. The earliest teacher was Theresa Manix, of Caledonia; the second was B. Gertrude Hackett. Anna Kelliker had previously taught in the house of P. McCauley, on the Crooked Creek side of the line.

District No. 79, Yucatan Township. Originally this was a part of No. 17, but a division was finally made and a house put up at a cost of $350. It was built in 1871 by Donald Chishobn. Agnes Mclnnis was the first teacher.

District No. 80, Black Hammer Township, was set off from District 37 by the County Board at the March session in 1870. The schoolhouse was completed that fall. The first term was held in the spring of 1871 by Ella Dibble. The first officers were Alex. Simpson (clerk), John Soutu (treasurer) and John Cunningham (director).

District No. 81, Winnebago Township, was organized from a part of No. 49, on Aug. 16, 1870. The first officers were: WiUiam Gallagher, director; John Connell, treasurer, and G. M. Holliday, clerk. The schoolhouse was a frame structure, built in 1871. Sylvia Johnson took the initiative as a teacher.

District No. 82, Jefferson Township, in the old village, in section 35, was organized in 1870. The first school was taught by Ella Haines, of Dorchester, Iowa.

District No. 83, Houston Township, was a part of District 15 for many years. It was set off about 1871. The first school was held in the Swedish Baptist Church with Miss Sheldon, of Mound Prairie, as the teacher.

District No. 84, La Crescent Township, was set off from District 2, in 1871, and a frame schoolhouse put up on section 6. M. Emery was the first teacher.

District No. 86, Winnebago Township. About 1874 this district was set off from No. 52, and a schoolhouse put up the same year by a man who received $100 for laying the stone work, the district furnishing the material. Annie Anderson was the first teacher.

District No. 88, Spring Grove Township. This district was taken out of No. 57, in 1878. The first school was held at the residence of Knud Gilbertson, on section 23, in the winter or late fall of 1878. In the summer of 1879, a pretty schoolhouse now used was erected on section 24, on the farm of Knud Gilbertson.

School District No. 90, Mayville^Township, was set off from District No. 34, in 1876, and took the site of the original schoolhouse. The original district had been organized in the late fifties, and school held in various available houses until 1865, when a schoolhouse was erected on section 4.

District No. 91, Hokah Township. A German subscription school was first taught here by Miss Hafner, at her brother's house on section 29, about 1861. A few years later, probably about 1865, the Rev. Father F. X. Neubrandt had a school a single winter. The district itself was organized in the latter seventies, and a frame house was erected for school purposes at a cost of about $400.

District No. 92, Crooked Creek Township, was taken from District 46 in 1876, and the schoolhouse built the foUowing year. The first school was taught in the Hurdelbrink home by Mary J. Finney, of Lansing. The first trustees were Carl Baeske, Frank Hurdelbrink and John Brown.

District No. 93, Mound Prairie Township, is the Lorette District. The first meetinjr was held at the Lorette House, for organization, Sept. 7, 1876. Bfrs. Anna M. Carpenter donated one-half acre of land, the northeast of the southeast of section 8. There was at once erected a neat white frame house, 18 by 30 feet, with grreen blinds, and is furnished with plain desks, a fine teacher's desk and chair, a portable blackboard, full set of the largest size Camp's outline maps and Holbrook's 12.inch globe. The cost of the house, including the furniture, was $578. The first enrolhnent of scholars was 59, the first term being taught by J. W. Gleason. The opening session was held Dec. 18, 1876. Anna M. Carpenter was clerk, John Frey, director, and August Trenske, treasurer. Mary Keup, of La Crescent, was the first lady teacher. Three weeks from the time the first nail was driven, 38 scholars were seated in this flourishing schoolhouse.

District No. 96, Money Creek Township. A school was first taught in this district in 1879, in an old log house belonging to Ole R. Berland. During the summer of 1881 the schoolhouse was erected, a building 16 by 24 feet. The first teacher was Jennie Winslow, who was later succeeded by her sister.

Houston County has been fortunate in its supervision of schools. In the early days, each of the five districts had a school examiner. The first ones were appointed by the county board on Sept. 5, 1862, and were as follows: 1, William H. Lapham; 2, John Ewing; 3, Rev. James Frothingham ; 4, L3rman Loomis ; 5, David Temple. The first county superintendent was the Rev. James Frothingham, appointed by the county board May 2, 1864. At the beginning of the fall term of that year, Mr. Frothingham resigned, and W. J. Parrott was appointed. He was followed the next year by David P. Temple, who in turn was succeeded by W. H. Harries. Then came J. B. Le Blond. In 1876, W. D. Belden was appointed. But the legislature had passed a new law making the oflice elective and providing that the then incumbent should continue to serve until a successor was elected. The matter went into the courts. In the fall, however, D. C. Cameron was elected. He served for many years. Following him the superintendents have been: 1887, James Brady; 1889, F. W. Noyes; 1891, Fannie Lapham; 1897, George H. Kuster; 1901, S. N. Ristey; 1905, Georgia LommiBn; 1913, Marie Ottemess ; 1919, Mary C. Weida.

At the present time the schools of the county are in a most flourishing condition. There are in all 105 districts. Houston, Spring Grove and Caledonia have high schools, a special feature of the first named being a Teachers' Training Department which grants to its graduates a first grade teacher's certificate, and is doing some excellent work in furnishing the country schools with competent teachers. Hokah has a graded school. La Crescent with four departments, Brownsville with three departments and Eitzen with two departments are semi-graded schools. In addition to the three semi-graded schools the districts that were rated as Class A in 1918 were : 5, Houston township ; 8, Money Creek township ; 9, Money Creek township; 10, Houston township; 11, Mound Prairie township; 19, Yucatan township ; 26, Sheldon township ; 27, Union township (not in session this year) ; 35, Caledonia township ; 36, Caledonia township ; 43, Mayville township; 49, Winnebago township; 59, Wilmington township; 62, Mound Prairie township; 64, Brownsville township; 66, Wilmington township; 73, Hokah township (children transported to district 12 this year) ; 85, Wil' mington township ; 87, Money Creek township ; 89, Money Creek township ; 90, Mayville township; 94, Mound Prairie township; 103, Yucatan township; 107, Mayville township.

The Class B districts are as follows: 2, La Crescent township; 13, Hokah township; 17, Yucatan township; 18, Yucatan township; 20, Yucatan township ; 25, Sheldon township ; 29, Union township ; 32, Brownsville township ; 37, Black Hammer township ; 39, Caledonia township ; 40, Caledonia township; 45, Freeburg; 48, Jefferson township; 50, Winnebago township ; 53, Wilmington township ; 55, Spring Grove township ; 56, Spring Grove township ; 60, Ricef ord ; 61, Brownsville township ; 65, Black Hammer township; 67, Wilmington township; 69, Black Hammer township; 74, Black Hammer township; 79, Yucatan township; 81, Winnebago township; 84, La Crescent township; 95, Jefferson township; 96, Money Creek township; 98, Sheldon township; 99, Spring Grove township; 105, Caledonia township. To this list 67, Wilmington township, and 98, Sheldon township, are added this year.

The three high schools and one graded school are of brick as are thirteen of the rural and semi-graded schools. Eighty-three of the rural and semi-graded schools are of frame and five of stone. No log schoolhouses remain. The average length of the school year in the high and graded schools is nine months, in the rural and semi-graded districts a little over seven months. The average number of voters attending the annual school meeting in 1918 in the high and graded school districts was 62, in the rural and semi-graded districts it was a little over eight. The average rate of special tax in 1918 in the high and graded school districts was 18.2 mills and in the semi-graded and rural schools, 5.17 mills.

Considerable community work is being done in the various schools, and the teachers are co-operating with the agricultural agent in his work. A Public Health Association has been organized to provide the school system with a visiting and examining nurse. County teachers' meetings and several sectional teachers' meetings are held each year, as are school officers' meetings. An annual teachers' meeting and an annual teachers' institute are held. An annual graduation for those completing the course in the rural schools is held with appropriate exercises at Caledonia.