McLeod County, Minnesota - Chapter 22: The Public Schools, 1917

The social and economic life of a community is most admirably reflected in its schools. The first school was in a log cabin 1m Glencoe in 1856, The early schools were held in the same kind of Structures ag those in which their pupils lived. Some were m 8ranaries, some in log cabins, some in sod houses, and one or two in a brush or straw lean-to, The furniture in the Ploneer schools was of a nondescript variety. Some schools had a bench running around three sides of the room, some had a few rough boards for tables. In the first school taught in

© Stockade, household furniture from the various cabins was used. In some early schools the children brought their chairs to school in the morning and took them back home at night. Some of the schools had fire places, some had a crude stove.

he first text books were usually of a miscellaneous variety which the families had brought with them from older communities. The county was new, the pioneers were for the most part poor, they were compelled to make the best of cir- "umstances ag they found them, and the children likewise, in heir Schooling, were provided with such make-shifts as were available.

As the people prospered, the schoolhouses were improved, though it must be admitted, that the school facilities did not in all instances keep pace with the developments along other lines, for in some neighborhoods the school house was the last building to be improved, and remained a crude, box-like structure, a blot on the landscape, long after the farms were provided with Magnificent barns and comfortable homes.

It has been the settled policy of the United States since the Republic was formed, to assist new territories and states by grants of land for common schools, a university, public buildings and other purposes. The manner of disposing of the lands was left with the people of the several states. The act of Congress, authorizing a territorial government for Minnesota, was approved March 3, 1849. Among other things, it provided that, when the lands in the territory should be surveyed, sections 16 and 36 in each township were to be reserved for the purpose of schools in the territory or state which would follow.

The first legislative assembly of Minnesota enacted in 1849 a law for the support of common schools. A partial organization of the system was effected the following year, and in 1851 Rev. E. D, Neill was appointed territorial superintendent of common schools.

But the early settlement of Minnesota was slow, so that in 1854 there were only five or six school districts in the territory, and not more than a half dozen log school houses, of very little value, with no organized public school system. There was at that time no public school fund.

In 1861 Governor Alexander Ramsey delivered a remarkable address to the legislature, in which he stated that he believed in fifty years from that time the three million acres of school land, when sold, would yield an annual revenue which would raise the Minnesota educational system above the level of that of any state in the Union. He spoke with almost prophetic foresight for the half century period has just passed and the state school fund alone, in actual, interest-bearing securities, amounts to $21,500,000, and there are more than a million acres of school land still unsold.

The first school house in MeLeod county was erected of logs in Glencoe, in the summer of 1856. The seats were constructed of slabs with the flat side turned up, and supported by wooden legs. This school house was occupied for the various purposes of school room, church, court room and hall for political and other public meetings. The first term of school was taught in the late summer and early fall of 1856, by Kate Gibbs (also rendered as Gibbons and Gibson), The Glencoe school district had been created by the county commissioners at their first meeting, March 1, 1856.

The second school in the county was at Hutchinson, in the fall of 1856, when William Todd taught a class of eleven pupils for a few months. The Hutchinson district was created by the commissioners July 25, 1857,

The schools at Glencoe and Hutchinson soon became flourishing institutions. The well known Glencoe school, and the Hutchinson Academy, are spoken of elsewhere in this work. Gradually, as the pioneers began to settle in the townships, the number of districts increased.

Im 1865 education in Minnesota took on a new aspect. The Indian menace was gone, The soldiers had returned or were returning from the Civil War. New settlers were constantly bouring into MeLeod county. The report made that year to the State Superintendent of Public Instruction was meagre and incomplete. It contains, however, many interesting facts. There were 18 school districts at that time. Nine rendered reports, six rendered partial reports and three failed to report at all. There were then in the county, 569 persons between the ages of 5 and 21, 300 being boys and 269 being girls. Of these only 216 attended school, of whom 110 were boys and 106 girls. The average daily attendance was 118. There were 10 teachers, 2 men and 8 women. The teachers received an average salary of $897 a year. There were but Six school houses owned by the districts, one frame building and five log buildings.

of school Supervision, a law was passed in 1864, authorizing he county commissioners of the various counties to appoint county superintendents. Acting under this law, the com- Missioners of McLeod county, on September 4, 1867, appointed Liberty Hall, of Glencoe, as the first county superintendent of Schools,

In the years that followed, modern industry and comforts took the place of pioneer endeavor and early hardships. In Some ways, however, the progress of the schools did not keep Pace with the progress of the community,

Even in 1890, there was still much to be desired, Teachers were constantly shifting, there was no uniformity of courses or methods, attendance was irregular, school laws were but loosely enforced. L, P, Harrington, county superintendent, M his annual report for 1890 made note of the fact that the number of schools entitled to apportionment had increased Slightly over the previous year, but said that there were still 1370 children of school age enrolled in the common schools who did not attend 40 days during the entire year, and asked why these children were not kept in school more regularly. On the assumption that they were kept out to do some kind of work, might bring out many of these children and "give them a chance to get at least a little knowledge of the three R's." He also strongly advocated free text books as a means of increasing school attendance. In speaking of the teachers he deplored the fact that almost every year found an almost entire new class of teachers in the field 'ready not to do experienced work, but to learn how to teach school by teaching." Many of the teachers left their positions to find places in other vocations more lucrative and generally more pleasant. "The state normal schools" said Mr. Harrington, "are felt; but little in our country districts." For a year previously second grade certificates had not been granted to persons who had not taught a term of school with reasonable success. In addition to scholarship, other qualities were demanded - experience, ability to instruct, to control and to manage a school. A large number of applicants for certificates had been rejected, but there were many third grade teachers, and the number of first grade teachers was not increasing, since they went from the highest grades to take other positions or to teach in the city schools. At this time the teachers' institutes were held but one week in the year, a length of time "too short," said Mr, Harrington, "for anything like satisfactory work," though the instructors had been persons of ability. The vote of special tax for the year averaged 5.22 mills, which did not include assessments made by the county auditor to pay interest on the state loan. The highest special tax in any district was 17 mills and several districts voted no tax, having on hand quite a sum of money for school purposes. It seemed that the law relative to the distribution of the state school fund was not generally understood. The report goes on to say: "Many new school houses have been built during the past two years and many of them are models in every particular. More attention is being paid to ventilation, heating and to architectural appearance. To build a small school building is no longer considered economy." At this time only about one-third of the schools of the county had taken advantage of the state school library law, but other districts were intending to select books soon, and they were expected to be in the pupils' hands by January 1, 1891.

The statistics accompanying the report were interesting: For the fall term there were 4 male teachers and 22 female. For the winter term there were 38 male teachers and 58 female. For the spring there were 12 male teachers and 67 female. During the year 38 male teachers and 81 female

The number of teachers who had attended a high school was 50; the number who had attended a normal school was 17; college 6; institute 130. The number of teachers who were graduates of a high school was 13; of normal school, 10; of college 8. Teachers who had taught in one district continuously for 3 years, 15; for 2 years, 28; for 1 year, 43.

The number of districts was as follows: Common, 73; independent, 2; total, 75. There were no special districts. During the year five school houses were built, all frame, their value being estimated at $3,519. The number of school houses in the county was 78, of which 75 were frame, 1 brick and 2 log. Value of all school houses and sites, $79,055. Value of all seats and desks, $7,166. Value of school apparatus, $4,634. School libraries - The number of volumes purchased during the year was 290; the number of volumes in all the School libraries in the county was 1,250; the total value $1,500.

ere were 3,334 pupils in McLeod county entitled to ap- Portionment, The number not entitled to the apportionment was 1,370. For the fall term there were 1,688 pupils enrolled; for the winter term, 3,485; and for the spring term, 2,920.

Brownton - total enrollment, 158; average daily attendance, 90; number of months of school, 9; number of school houses, 1; value of school house and site, $1,200; capacity of school house, 150.

87; number of months of school, 9; number of school houses, 25 value of best school house and site, $10,000; cash value of all school houses and sites, $14,000; number of pupils all School houses will accommodate, 450.

uses, 3; valuation of best school house and site $16,000; cash value of all school houses and sites, $22,500. Number of Pupils all school houses will accommodate, 550.

In the years that passed from 1890 to the school year of 1915-16, many changes were wrought. The report for 1915- 16 shows eighty-four school districts, seven high and graded Schools being maintained, and seventy-seven rural and graded schools. The statistics for all schools in the county were: Enrollment, 4,122; number entitled to apportionment, 3,823: not entitled to apportionment, 399; persons between 5 and 8 years of age, 908; persons between 8 and 16 years of age, 2,927; persons between 16 and 21 years of age, 385; average daily attendance for each pupil, 130.5; number of teachers, 154; average monthly wages, $70.61. Rural and semi-graded schools - Enrollment, 1,958; number entitled to apportionment, 1,817; not entitled to apportionment, 258; persons between 5 and 8 years, 327; persons between 8 and 16 years, 1,279; persons between 16 and 21 years of age, 33; average daily attendance of each pupil, 113.4; number of teachers, 80; average monthly wages, $52.38. High and graded schools - Enrollment, 2,164; number entitled to apportionment, 2,006; not entitled to apportionment, 141; persons between 5 and 8 years, 581; persons between 8 and 16 years, 1,648; persons between 16 and 21 years of age, 352; average daily attendance of each pupil, 147.7; number of teachers, 74; average monthly wages, $88.84.

The independent districts in the county are Glencoe (No. 1), Hutchinson (No. 2), Stewart (No. 33), Silver Lake (No. 38), and Lester Prairie (No. 70). In the following list the president is given first under each district, the treasurer next, and the secretary last: Dist. No. 1 - Frank Kadlec, L. W. Gilbert, F. D, Stocking; 2 - O. W. Lundsten, S. J. Boelter, Henry Braun; 33 - T. C. Mahoney, E. M. Hanson, Fred Rehse; 38 - Frank Hakel, A. J. Totusek, Thos. J. Trutna; 70 - Emil Sehmailz, Geo. A. Rogers, F. W. Ehlen.

The other districts are as follows, the number of the district being given first, the name of the president next, the name of the treasurer next, and the name of secretary last: Dist. No. 3 - Henry Kuehl, Wm. Schmeling, Henry Baseman: 4 - F. H. Schmalz, H. B. Hagen, C. H. Peters; 5 - Gerhard Fruetel, Fred Schweikert, Henry Fruetel; 6 - Wm. Vacek, James Miska, Frank W. Cacka; 7 - Fred Albrecht, Ed. Albrecht, Albert Gruenwald; 8 - Fritz Stradtman, Otto Mesenbring, George Zierke; 9 - Robert Zander, John S. West, A. G. Zimmermann; 10 - Stephen Bebo, Wm. Machemehl, Adolf Jesse; 11 - Wencel Pessek, James Zavoral, John Marvan, Jy.; 12 - John Zeik - H., Frank V. Zeik - H., George Kasper; 13 - Jos. J. Kappel, Andrew A. Fasching, Mike Fasching; 14 - REd. Pessina, Wm. MeNellis, Mrs. M. Meyers; 15 - Herman Boldt, A. H. Mills, J. E. Stone; 16 - August Henke, Leo Podratz - Winthrop, Albert Muchow; 17 - A. C. Bluhm, Henry Ulrich, E,

When the state of Minnesota was organized, sections 16 and 36 of every township in the state were set aside as school property. This land has gradually been sold and the money put into a permanent state school fund. Valuable mineral has been found on much of this land, which makes the school fund limitless and inexhaustible. The interest only from this fund is used, out of which the apportionment money for each pupil attending school a certain number of days each year is paid. This amounts to about $6, on the average, for every pupil each year, The state aid money to schools is paid out of the annual fund which is appropriated by the legislature at each session. This money is derived from taxes on all taxable property. The larger percentage of this fund is paid by the three largest cities and the large corporations of the state. There is also a one mill local tax which is collected from and paid back each individual district. Any other tax paid is the amount that is voted by the patrons at the annual school meeting for the running expenses of their school.