Renville County, Minnesota - Chapter 31: Rural Schools, 1916

Chapter 31: Rural Schools

Indian Instruction - The Minnesota System - Pioneer Education in Renville County - First Districts - Growth of System in County - The Present Schools - Some Model School Districts - Prepared with the Assistance of Amalia M. Bengtson.

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 type 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

Indian Instruction. The Indians who ranged Renville county before the coming of the whites had no schools, but thorugh and extensive training was given the young Indians in everything that they were likely to find useful in daily life. Instruction in the religion 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 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 Indians of Minnesota in the early days without hearing the elders giving to the children such instructions as would qualify them to take care of themselves. Whatever they did or made, it was the aim of the Indian to do everything well and in a workman-like manner, if nothing more than the making of a moccasin or a paddle for a canoe. They did not like to be thought bunglers, 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 a 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 youth. As a child he must be docile, good-natured, obedient, brave, and respectful ; indifferent to his own pain. As he grew older he must be courageous, sagacious 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 ami 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 bA' mimicking the voices of the birds, without giving alarm, and they sometimes imposed upon the beasts which they were hunting 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 rook, 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 Indians 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 an Indian child 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 the poisonous nuts, fruits, berries, stalks, grains and roots must be carefully accpiired.

Thus while the Indian children were not, until the days of the missionaries and the reservations, confined to the school room, there were plenty of hard lessons to occupy their youthful years.

The Minnesota Educational System. 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 govei'nment was established, there was no definite line of action as to public education, although at the same time that the 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 pertaining to 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 educational purposes. Later, when the purchase of Louisiana had been effected, and after the due course of years, Minnesota sought admission to the Union, still further provision was made for education by giving two sections in each congressional township for school purposes. This 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. Tile 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 first territorial legislature in the fall of 1849 he emphasized the need of wise measures looking to the establishment 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, suitable action was taken. A study of the changes in the school system between that date and 1867 is interesting, but as no schools were established in what is now Renville county until 1867 a discussion of these changes is beyond the scope of this work.

Pioneer Education in Renville County. The first educational instruction among the whites in Renville 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 county, 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 rising generation in spite of all difficulties. Schools were often kept in a log dwelling, where the school room would be partitioned off only by an imaginary line from the portion occupied by the family. Sometimes an open shed as an annex to a house would serve the purpose in the summer. In other places a brush "lean-to" would separate the pupils from the elements. Deserted shacks were also often used for schoolhouses.

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 provide one, two, three or more 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 tor 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.

Some of the first schoolhouses in Renville county were erected and furnished by voluntary subscription and without waiting for the organization and tax levy. Often the teacher took turns living with the parents in the district, usually sleeping with the children. Many men and women since prominent in the affairs of the state were trained in some of these early Renville county schools.

When the school land began to be sold, a school fund was created. The act which authorized the creation of Minnesota as a state provided that every section numbered 16 and 36 should be set aside as school land. In case these sections or any part of them had been sold, lands equivalent thereto and as contiguous as possible were to be granted as a substitute. The proceeds from the sale of the land was to constitute a permanent fund and only the animal interest was to be used.

1. Sections 1, 12 and fractional part of section 13 in township 112, range 34; and sections 5, 6, 7. 8, 17. 18 and fractional parts of sections 19 and 20 in township 112, range 33, Camp and Birch Cooley.

4. Sections 1. 2, 3, east half of 4, east half of 9, section 10, 11. 12. north half of 13, northeast quarter of 14, north half of northwest quarter of 14, in township 113, range 35, and the west hall' of sections (i and 7 and the northwest quarter section 18, in township 113, range 34: and the southeast quarter section 33 and the south half of section 34, 35 and 36 in township 114, range 35, Beaver Palls and Henryville.

5. Sections 15, 16, 21, 22 and fractional parts of section 27 and 28 and the southwest quarter and south half of the northwest quarter of section 14 in township 113, range :!.~>, Heaver Falls.

(i. Half of section 13 and the southeast quarter of section 14 and sections 23, 24. 25, 26 and fractional parts of sections 35 and 36 in township 113, range 35, Beaver Falls.

Growth of System in Renville County. When the Chancellor of the University of Minnesota as State Superintendent of Public Instruction, ex-offieio, made the first annual state educational report, Jan. 14, 1861, Renville county was not one of the thirteen counties which had up to that time rendered to him the report required by law.

The second annual report of the state superintendent, Dec. 6, 1861, contains the following note from Renville county: "Yellow Medicine District. S. A. Riggs, superintendent, reports one teacher licensed; one school; one frame house shaded by trees, and furnished with blackboard. School properly classified, and opened with prayer and reading of the Scriptures. The superintendent further remarks: "There is also one missiou school and some government schools. The schools have before been all government and mission schools: but having to pay taxes, we thought proper to organize under the law." The same report further showed that twenty persons attended public schools in 1859-60. This was outside the present county, Renville county then embracing a strip twenty miles wide, ten miles ou each side of the Minnesota, extending westward from the Little Rock river.

Mrs. J. S. Greeley, at that time the only registered teacher in Renville county, taught in Beaver Falls in the fall of 1868, her salary being raised by voluntary subscription. The first county superintendent. M. S. Spicer, of Beaver Falls, drew the munificent salary of .$12, for the first year, and, as he expressed it himself, he wouldn't have taken anything for his services but for the fact that he needed the money. No report has been left of his first year's work, but it is presumable that he visited the one school over which he had supervision frequently, and it is safe to say that he is the only county superintendent who was never accused of showing partiality among the teachers.

No class of Renville county's citizens did more for the uplift of society or for the moral welfare of the public than did the teachers of early clays. Under their capable care and keeping were placed an army of untutored young savages whose inclination to mischief knew no bounds. It was no small part of the teacher's work to instill into the hearts of these youngsters the sense of respectability and a desire for knowledge. But these good, faithful, devoted women proved equal to the great task, and many of the foremost men in the country today gratefully attribute their success in life, in part at least, to the good influence and counsel of these noble women.

"There has not been the progress in school matters that had been hoped for, by those having the cause of education at heart. We have some first-class teachers in the county, who are willing to teach for such compensation as they could reasonably demand at other occupations, but parents and school officers are so much taken up with the extra toils of frontier life that they pass lightly over the duties they owe the cause of education, neglecting the building of schoolhouses and the employment of suitable persons as teachers. A large portion of the district officers are quite unlit to hold such offices, some on account of habitual neglect of the duties of the office, others on account of ignorance. I do not think over two-thirds of the children in the county have been reported. Several of the districts have material on hand for the purpose of building, but have not reported the same. One district employed a qualified teacher for three months, but as her wages was paid by personal contributions as each felt inclined, the school was not reported. The school where the teacher was employed at $8 per month was in connection with a select school."

This report showed that in 1868 there were 340 scholars, and in 1869 this had increased to 610. Two new schoolhouses were built during the year.

Win. Bmerick, county superintendent, made the following report of the condition of the public schools, for the year ending Sept. 30. 1870. "By comparison with last year's report a marked improvement may be observed in many particulars. The clerks of the several districts have been very prompt in sending their reports. The increase of the number of scholars over last year is 583; there being now 1,193 in the county reported. The increase of attendance over that of last year has been 246. The financial statements of the district clerks are anything but correct. A few reports, however, are prepared with care, and with a view to meet the requirements of law. To secure their proportion of the public money seems to be the whole aim of some of these school officers. Twelve new schoolhouses have been built the present year, showing an interest in the right direction. School District No. 29, at Cedar Mills, has built a very handsome frame building the present summer at a cost of $500.

The whole number of school terms this year is twenty-two, showing an increase of twelve over that of last year. These schools were taught by one male and twenty-four female teachers. Increase for the year, twelve teachers. Instead of thirty-four districts as my report shows, there are really but thirty-one. three of them have never been in running order, and have never drawn any public money. While my report shows five (5) districts as not reporting, there are really only two. Nine new districts have been organized the past year.

Since 1 entered upon the duties of my office (seven months) I have granted seventeen certificates to teachers, of which two are first grade, two second grade, and thirteen third grade.

We have had some good schools in the county during the summer term, especially when we take into consideration the disadvantages under which teachers and scholars have labored. Some schools have been taught in board shanties destitute of furniture, while others have been taught in private houses, and in the same room where the family lives. But two blackboards are used in the public schools of the county. We hope to see an improvement in this line the coming season. I have made a flying visit to most of the schools during the summer. Some schools were not in session when I was around. Border counties will not receive the attention from the county superintendents that they should unless the salaries are fixed by the Legislature."

In 1870 there were :i4 districts in the county; number of districts reporting, 29; number of districts not reporting. 5. There were 7 frame and 6 log schoolhouses. their total value amounting to $2,130. There were 642 male and 551 female scholars between 5 and 21 years of age in the county. During the winter term there were 21 male and 17 female scholars in attendance with an average of 26 in daily attendance, the average length of winter schools being three months. There were two female teachers during the winter months with an average wage of $22.50 per month. During the summer there were 250 male and 215 female scholars in attendance with an average daily attendance of 263, the average length of the summer schools being 3.15 months. There were 111 female and one male teacher employed during the summer with an average monthly wage of $16.00 for the male teacher and $19.50 for the female teachers.

In his report of the county schools, Superintendent J. S. Geral, mentions the following: "My report shows a gratifying increase in the number of schools, in the number of scholars enrolled, and in the average length of schools. The financial condition of the majority of districts is greatly improved. Seventeen new districts have been organized within the year, and ten have been reported entitled to the fall apportionment of 1880. Twenty-sis new school houses have been erected during the two last yeai-s; the most of them are good, substantial frame buildings and well furnished. The condition of the schools has, during the past year, been better than in preceding years, although in many districts the summer term has been taught by young, inexperienced teachers, and in consequence the methods used have not always been the best. Irregular attendance impedes greatly the progress of our schools. The state text-books are used in all districts and seem to give fair satisfaction. The books should not, however, be sold by district clerks. In nearly all districts books are sold on credit, and some clerks have not yet settled for books received more than two years ago. Only twenty-five districts ordered books last spring and the books were received so late that they were of no use for the summer term.

The state institute held at Bird Island last fall was highly appreciated by the teachers in attendance, and the many practical suggestions made by the instructors were well received. I have tried to raise the standard of teachers as much as possible, and have rejected during the past year nearly twice as many applicants as during any previous year."

The report of tin' superintendent shows that there were 155 scholars not entitled to apportionment and 2,518 who were entitled to apportionment. During the winter term. 1,435 scholars were enrolled : during the summer. 1.906, with an average daily attendance of 690 during the winter and 87-1 during the summer. There were S7 common school districts, having 49 frame schoolhouses and 9 log buildings, with a total valuation of $21, 997.93. The total number of mouths taught by all teachers during the winter term was 123 ; during the summer, 169, the average number of months for the year taught by all teachers being 4.

The biennial report of the state superintendent of public instruction for the year 1890 shows that in Renville county there were 3,249 scholars entitled to apportionment and 1,556 not entitled to apportionment. During the fall term there were 2,617 scholars enrolled ; during the winter, 2.260, and during the spring, 3,124, the average daily attendance for the year being 1,536. During the fall term, 16 male and 55 female teachers were employed ; during the winter term, 19 male and 41 female teachers, and during the spring term, 12 male and 76 female teachers. In regard to the academic and professional training of the teachers the report states that 36 teachers have attended high school, 14 have attended normal school, 5 have attended college and 92 have attended teachers' institutes. Of this number, 6 are graduates of a high school, and 6 have graduated from a normal school.

Pour teachers have have taught continuously in the district for two years, and 10 have taught there one year. There were 107 common school districts and one special district, making a total of 108, having in all 107 frame schoolhouses, valued at $3,175, including 7 new school houses built during the year.

The Present Schools. Renville county is one of the large counties of the state as regards its number of schools. There are eight high schools, two graded, two semi-graded and 129 oneroom rural schools. It also makes for the first time in its history, the boast of a consolidated school.

The high schools are located at Fairfax, Franklin, Morton, Sacred Heart, Renville, Olivia, Bird Island and Hector. The graded schools are at Buffalo Lake and Danube; the semi-graded in District 49, township of Brookfield. and District 71, township of Martinburg, while the consolidated school is the Morton high school, to which have been joined in consolidation parts of Districts 2 and 3. This plan has just been put into operation and all interested parties are expecting much good to come from it. Two vans are conveying the children to Morton, which school has, during this summer and fall, made ready for this new increase in its enrollment by an addition to their building, some special rooms for their new agricultural department, the installation of a new fan ventilating system, as well as some increase in their regular equipment and their teaching force.

District l."i. Sacred Heart, and Si'. Kingman, are unique in that each of these districts maintains two separate schools at opposite ends of the districts in order to better accommodate the children. This involves a double expenditure of money, since each school is a separate unit as to teacher, building, library and all necessary equipment.

Renville county is beginning to realize that the solution of the rural school problem lies in consolidation. Several of its districts are now seriously considering such a project for the near future, since their present buildings have been condemned for school use. The average school building in the county is far from what it ought to lie. although a number of new buildings have been put up which meet the state requirements as to lighting, heating ami ventilating.

Sixty-nine of the rural schools are of the so-called "A" class. meaning that they employ a teacher holding a state firsi-grade common school certificate or something better, are in session at least eight months yearly, and in other ways fulfill the requirements of the State Department of Education. In all, one hundred five of the rural schools receive special state aid. One hundred nineteen of the county schools loan the text-books free to the pupils attending. About 80 per cent of the l-ural schools are equipped with combined heating and ventilating plants; most of the schools are supplied with bubbler-fountains for drinking pur- poses or with covered jars containing a faucet, in which ease the individual drinking cup is used; good wells are found on a number of school grounds.

The average length of term for next school year is nine months in the graded and high scchools, while in the rural schools it is 7.8 months (seven and eight-tenths) distributed as follows : five districts 9 months, ninety 8 months, twenty-four 7 months, nine 6 months, and, unfortunately, one district 5 months.

For several years the question of associating rural schools with some nearby central high or graded school has been of interest in this county. Hector high school was the first to take up this work with the result that it now has eight associated districts and teacher of sewing and cooking who devotes all her time to the teaching of these branches in the eight rural schools. In addition to this Hector has a commercial department housed in a new building just completed. The state is encouraging these commercial courses by allowing special state aid for one such course in each county and Hector drew the one for Renville county.

Fairfax also has eight districts, more recently acquired: the fact that one of these is located in Nicollet county speaks for tinenergy of the Fairfax high school. Renville has five, Olivia foiir and Bird Island three associated districts. Each central school supervises the teaching of the industrial subjects in the districts associated with it; besides which the instructors of agriculture and domestic science and art do a great amount of extension work among the rural patrons in the form of lectures, demonstrations and general advice. The agriculture instructors spend the entire year in the school locality and stand ready to help the farmers survey, spray orchards, lay tile, and various other things. For purposes of this extension work various conveyances are provided by the central school, to carry the instructors into the rural communities. Here Fairfax has taken the lead in the purchase of a Ford runabout, and it is rumored that Bird Island also is soon to buy an automobile. Bird Island leads in another particular, namely, in owning a moving picture machine, by means of which good motion productions can be brought to the school patrons at short intervals during the school year.

A number of the high schools are offering short winter courses in the academic subjects, in agriculture, blacksmithing, sewing, clinking, commercial, and other industrial subjects. These courses are especially designed to meet the needs of the country boy and girl who can attend only a short time during the winter months ami who could not. to any advantage, pursue regular high school work.

schools. These cadet teachers are not only given the pedagogical theory of teaching, but they do real practice teaching, under the supervision of their normal instructor and the regular grade teachers. They are also taken out to visit rural schools and occasionally are railed upon to do substitute teaching in such schools. This class of instruction is meant to meet a long-felt need, namely. The provide especially trained rural school teachers. Owing to the increased stringency in the state requirements there are only three high schools offering such a course this year, namely. Olivia, Renville and Hector, with a total of about forty-five students enrolled for these three departments.

All these activities point to the fact that the people of Ken ville county realize that in school matters they cannot rightly be separated into a rural and an urban population, hut that they must work together for the good of all, the villages contributing organization, superior equipment, a large and selected teaching force while tin- rural communities swell the enrollment, help share the financial burden, and in every way utilize the good things that the village stands ready to offer. It ought to be a concentrated effort on the part of all to make the schools of Renville county, whether in village or township, second to none in the state.

Pupils: Number of pupils entitled to apportionment, 2-,135; number of pupils not entitled to apportionment, 26.~> : total enrollment. 2,400; average number of days each pupil has attended, 150.95; number of pupils from 5 to 8 years of age, 367: number of pupils from 8 to 16 years of age, 1.622; number of pupils from l(i to 21 years of age, 405; total number of pupils from 5 to 21 years of age, 2,394; number from S to Hi years of age attending school during the entire term, 1,549.

Teachers: Number of men teachers in the year, 20; number of women teachers in the year, 83 ; average monthly wages of men teachers. $113.66; average monthly wages of women teachers, $71.08; number of teachers graduates of a high school, 88; number of teachers graduates of normal school, 52 ; number of teachers graduates of a college (not a business college), 37; number of teachers, not graduates, who have attended a normal school, 5; number of teachers, not graduates, who have attended a college, 5; number of teachers teaching continuously in one district for three years, 26 ; for two years, 31 ; for one year, 46.

Text-Books. Number of districts loaning text-books free. 10; number of districts selling text-books at cost, 1 and 1 high school; average department cost per pupil of text-books in districts loaning, $1.03; average cost per pupil of text-books in districts selling, $0.40.

Libraries and Arbor Day. Money expended by libraries, $845.14. Number of books taken from libraries, 8,418; number of districts planting trees on Arbor day, 21 ; number of trees planted, 14.

Aggregate indebtedness of all districts, $122,000; number of districts included, 9 ; average length of school in months, 9 ; average length of school in months voted for the coming year, 9 ; average number of voters present at annual school meeting, 47.

Pupils: Number of pupils entitled to apportionment, 3,036; number of pupils not entitled to apportionment, 390 ; total enrollment, 3,426; average number of days each pupil has attended, 97.81 ; number of pupils from 5 to 8 years of age, 787 ; number of pupils from 8 to 16 years of age, 2,540; number of pupils from 5 to 21 years of age, 3,422 ; number from 8 to 16 years of age attending school during the entire term, 1,424.

Teachers : Number of men teachers in the year, 7 ; number of women teachers in the year, 126 ; average monthly wages of men teachers, $55.57; average monthly wages of women teachers, $50.19 ; number of teachers graduates of a high school, 56 ; number of teachers graduates of a normal school, 5 ; number of teachers teaching continuously in one district for three years, 12 ; for two year, 27 ; for one year, 94 ; teachers, not graduates, attended high school, 44 ; teachers, not graduates, attended normal, 26 ; teachers, not graduates, attended college, 4; teachers, graduates of a high school training department, 65.

Text-Books : Number of districts loaning text-books free, 109 ; number of districts selling text-books at cost, 20; average cost per pupil of text-books in districts loaning, $1.32 ; average cost per pupil of text-books in districts selling, $0.85.

Libraries and Arbor Day : Money expended for books. $1,- 519.02; number of books taken from the libraries. 12,023; number of districts planting trees on Arbor day, 29 ; number of trees planted, 298.

Aggregate indebtedness of all districts, $8,229.29 ; number of districts included, 18; average length of school in months, 7.7; average length of school in months voted for the coming year, 7.8 ; average number of voters present at annual school meeting, 9.

Pupils: Number of pupils entitled to apportionment, 5,171; number of pupils not entitled to apportionment, 655; total enrollment, 5,826; average number of days each pupil has attended, 124.38; number of pupils from 5 to 8 years of age, 1,154; number of pupils from 8 to 16 years of age, 4,162; number of pupils from 16 to 21 years of age, 500; total number of pupils from 5 to 21 years of age, 5,816; number from 8 to 16 years of age attending school during the entire term, 297.3.

Teachers: Number of men teachers in the year, 27: number of women teachers in the year. 209; average monthly wages of men teachers, $98.60; average monthly wages of women teachers, $54.40 : number of teachers graduates of a high school. 144 ; number of teachers graduates of a normal school, 57 ; number of teachers graduates of a college (not a business college), 37; number of teachers not graduates who have attended a high school, 54; number of teachers, not graduates, who have attended a normal school, 31 ; number of teachers, not graduates, who have attended a college, 9. Number of teachers teaching continuously in one district for three years, 38; for two years, 58; for one year, 140.

Text-Books: Number of districts loaning text-books free, 119; number of districts selling text-books at cost, 22; average cost of text-books in districts loaning. $1.18; average cost of text-books in districts selling, $0.68.

Libraries and Arbor Day: Number of books taken from the libraries, 20.441 ; number of districts planting trees on Arbor day, 31 ; number of trees planted, 312.

Some Model School Districts

District No. 1. The present schoolhouse is a building 20 by 30 feet with a small addition on the south for an entry and cloak room. It has six windows, three on each of two sides. The first school was held in John Kleisner's claim shanty which was near Franklin. The first teacher was Clements Tretbar. Among the first pupils were Anne Anderson (Mrs. I. Thompson) ; Julia Anderson (Mrs. E. S. Johnson), Andrew Anderson, A. J. Anderson, Loiiisa Haack (Mrs. J. B. Johnson), Otto Haaek, Amelia Haack (Mrs. A. J. Anderson), Mary Johnson (Mrs. Bloom), John Johnson, Peter Peterson, Jacob Peterson. The first school board were : Halleek Peterson, John Anderson and Henry Graff. The next school was held in -the valley. A log schoolhouse was built later a little southwest of the present site and the old state road passed it on the north. School was held during the winter and when the log building was too cold they met at the home of Mrs. Haack.

District No. 4. The schoolhouse is located in the northwest quarter of section 10 and has a bell tower and heating plant. The school yard is fenced and contains a few trees. It also has a barn and fuel shed. The present building was erected in 1901. The first school was opened in 1868 in the west quarter of section 2 with Irena Swift, now Mrs. Marsh of Redwood Falls, as teacher. Henry Ahrens and L. E. Morse were members of the first board. Some of the early teachers were Maggie Garritty, Nathaniel Swift, Lizzie Garritty, Maggie Powers, L. D. Barnard, Win. Kelly and Kate Rourke. During the term of 1915 there were 32 children enrolled. It was a first-grade school this last year, having been a third grade in other years. It has a library of 155 books. The present school board are Chas. Ahrens, director ; Wm. Zumwinkle, treasurer, and Adolph Breitkreutz, clerk.

District No. 10. The present schoolhonse is located in the southeast corner of section 10, township 112, range 33. It is a building 22 by 32 feet with a bell tower and bell and was built in the summer of 1905 to replace the one which had burned. The school district was organized March 28, 1870, the meeting being held in the house of Andrew Nelson, who was chosen moderator of the meeting. The following were elected as officers: Hans Pederson, director; John Zahn, clerk, and Henry Knot', treasurer. It was voted that a tax be levied for school purposes during the coming year as follows: teacher's wages, $20.00; for building sehoolhouse, $25.00. The sehoolhouse was erected in the spring of 1870. made of logs. 16 by IS feet and 8 feet high, and school was opened June 13, 1870, for a term of three months witli Sara Galahara as teacher. She was to receive $16.00 per month. Other early teachers have been as follows: 1871, Sara Galahara, at $16.00 per month ; 1872, Eva Griffen, at $20.00 per month ; 1873, Eva Griffen, $22.00 per month; 1874, Eva Griffen. $25.00 per month ; 1875, Marito Sands ; 1876-78, Clara Phelps ; 1879, Edward K. Pillet; 1880, Mary E. Abbott. In 1881 the old sehoolhouse was sold and a new house built on the same place; in 1902 the sehoolhouse was rebuilt and made larger. In 1905 the schoolhouse burned and the district suffered a loss of $1,400.00. The present sehoolhouse was built in 1905. The present directors are as follows : Director, Andrew E. Larson ; treasurer, John O. Hagestad, and clerk, J. H. Elstad, who had been clerk for the last thirty years.

District No. 19. The sehoolhouse is located on the southwest coiner of the northwest quarter of section 9, and is a frame building with a furnace and bell tower. It was erected in 1900. The first school was opened in this district in 1872 with Kate Mc- Laughlin as teacher. Jim Carr was one of the first officers. The first building was on section 16 in the northwest corner of the northwest quarter. A building was erected on the present site about 1882.

District No. 30. The sehoolhouse is located on the southeast corner of section 12 and is equipped with a Waterbury furnace. The present frame building was erected in 1888 and is on the same site as the old building. The first school was opened in 1873 with Aila L. Phelps as teacher. The first school board were Thomas Horan, clerk; John Gammon and James Maxwell. The building was made of logs and built by Wm. Carson. Some of the early teachers were A. L. Phelps, A. F. Chase and Johanna A. Brice. In 1912 the district put in all the necessary requirements for a

District No. 36. The schoolhouse is pleasantly situated on the northwest corner of section 16 in Norfolk township. The present building was erected in 1885 and is equipped with a heating plant. Before the present schoolhouse was built a few terms of school were held in Mr. Frank Ederer's dwelling house, Mary O'Neill being the teacher. The first board were: Frank Ederer, Mike Maloney and Jas. McNealey. The first teacher was Kate Kirwau. Some of the early teachers were Alice Kirwan, Lizzie McHean, Sarah Heaney and Mamie Carr. The present school board are Frank Weyer, director; Joseph Ziller, clerk, and D. G. Avery, treasurer; the latter having been clerk for the past twenty years. The present teacher is Johanna E. Moran.

District No. 39. The schoolhouse is located on section 12 on the west line near the center of the section of Cairo township and has one-half acre of land. It was erected in 1882 and the district was organized several years before this. However this building was the first one erected. School was opened March, 1882. the first teacher being Anne Clark. The first officers were: - Thane, clerk ; Charles Dieter, treasurer, and James Drake, director. The early teachers include the following: Mrs. Jane Hanna Maxwell, Zoella Bird, Elizabeth O'Hara. The present teacher is Winnie Nelson. The present officers are Otto Dahlgren, clerk; Alfred Dickmeyer, treasurer, and Theodore Reinke, director.

District No. 41. Hawk Creek is one of the old school districts of the county. The first meeting was held at the home of Haaken 0. Agre, Oct. 7, 1871, and it was voted to have school three months commencing .May 16, 1872. The following officers were elected: Director, Ole Hendrikson; clerk, Haaken 0. Agre: treasurer, Ole 0. Fugleskjel.

District No. 47. District No. 47 is located in section 26, southwest quarter, township 114, range 34. The first schoolhouse was eight rods west of the present building and was a small wooden building erected in the year, 1873. The first teacher was Catherine McLaughlin. Other early teachers included Margaret A. McCoffrey. The present schoolhouse was built in the year 1877. James Brown, Sr., hauled the lumber for the present building. It is a wooden building of medium size with three windows on the east and west sides. The building faces the south. It has no bell tower but has a heating plant. The first school officers were Mac McLaughlin, Patrick Williams and Paul Revier, Sr.

District No. 54. The school is located on section 10 in Wellington township and is a frame building 20 by 30 feet with a lean-to on the north for the cloak rooms and entrance. The lighting of the school is from the south and east sides. A large bell tower is built up above the entrance. The grounds contain

acre of land, the building being near the north, and eontain a few trees. The present schoolhouse was built about ten years ago and is built about fifteen rods north of the site of the old one. The first school opened in the district in 1881 with Lucy Mackenzie as teacher. The first directors were Julius Kiecker, William Schoenfelden and Carl Hillmann. Other early teachers were Paulina Greene and Agnes Trainer. The school is a oneroom building facing east and is said to be the largest rural schoolhouse in the county. The present teacher is Anna Echerman.

District No. 56. The schoolhouse is on the southeast side of Wellington and was erected in 1S82 by William Carson across the road from the old site. The first directors were William Borth, Charles Bleidk and William ("arson. The first teachers were Ella McKenzie, Saul Demming and -I. K. Demming. The school will receive state aid for the first time this year, it now being a firstgrade school.

District No. 66. The schoolhouse is located on the southwest corner of the northwest quarter of section 25, range 33. It has a bell tower and a. verj large school ground witli many boxelder trees. The schoolhouse was built in the 1895. School opened in the fall of 1895 with Henrietta Lunde, now Mrs. Holt of Crookston, Minn., as teacher. The first directors were: John Nestande, director; Ole Anderson, clerk, and John Mundahl, treasurer. Some of the early teachers were Ole Mundahl, Torval Pederson, Lillian Faust and Ole Kjeldergaord.

District No. 84. The school building is located on the southeast corner of section 3, township 114, Norfolk, on the state road about five miles south of Bird Island. The school building is equipped with a heating plant and has a well on the grounds. The present building was erected about 1880 and prior to that a school was held in one room of Anthony Tiller's home. The first building stood in the middle of the section but later was moved to the present location on account of the numerous storms. Once a teacher and several of the pupils were kept prisoners in the school house for three days while a terrible blizzard was raging. Among the early teachers were Matilda Meguyre and Mary Smith.

District No. 124. The schoolhouse is located on the southeast quarter of section 28 and is a frame building. It was erected in the spring of 1895. The first director was Tollof Pederson and the first teacher was Henrietta Lunde who taught four months. Other early teachers were Blanche Ericson and Anna Volen. The present clerk is Christ Sather,

District No. 135. The schoolhouse is located on the northeast corner of the southeast quarter of section 12, Beaver Falls township. The grounds slope to the south with no improvements beyond schoolhouse and outbuildings. The building was erected in

1901 when the district was organized and school was opened in 1901 with Kate 0 'Toole as teacher. The first school board were Louis Zinnie, clerk ; G. A. Robertson, treasurer, and Julius Scheffler, director. Some of the early teachers were Kate Ryan, Annie Keaveny, Julia Reineke and Kate 0 'Toole. There were twentyfive pupils when school opened, now there are thirteen. Agnes Peterson is the present teacher.