Wright County, Minnesota - S Vil, 1915

County Schools

Indian Instruction - Minnesota Educational System - Pioneer Education in Wright County - Early School Districts - Growth and Progress Shown by Reports - Superintendents - Edited by James F. Lee - The Present Schools by Townships and Districts - By August A. Zech.

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 devotion, a most admirable system, In working out an amplification of this system, Wright county has taken an important part.

Indian Instruction. The Indians who ranged Wright county had no schools, but thorough 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 iD. 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 eare of themselves. Whatever they did or made, it was the aim of the Indian to do everything well ee in a workmanlike manner, if nothing more than the making of a moceasin 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.

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 skilful use, was no easy task to learn. The following of a trail, a noiseless walk, and skilful 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 respeetful; 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 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 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 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 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 acquired.

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 government 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 edueational 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. 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 wha 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 expeeted 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 te the growth and increase

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 MeLeod. This report was formulated into an act relating to public schools in Minnesota, which act was passed on the last day of the session, November 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,

The second state legislature passed a new school act, Mareh 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 the districts in the county being numbered consecutively. After the superintendent had ereated 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 distriet 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 the board was necessary to make the change. Districts overlapping township boundaries could be created by the concurrent action of the chairmen of the towns concerned; while districts overlapping county beundaries were reported to the auditors concerned. The superintendent was to visit each school in his town twice each term, All eXaminations of teachers were te be conducted by him, and no one was 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 officers.

The third state legislature took its hand at school affairs and passed a school aet, 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 elerk, and the town treasurer the school treasurer. Each district (town) was to be divided inte sub-districts, These sub-districts in each district (tewn) 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 of subdistricts, 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 subdistriets of the town in which the schoolhouse or place of holding school sessions was located. The division of town (districts) inte 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 ta the state superintendent was allowed. The trustees also were to hire teachers. In each sub-district there was to be appointed a subclerk and three directors. These directors were to have charge of the schoolhouse, furniture, apparatus and the like, and to appoint a librarian. The school trustees (town supervisors) were to appoint a town superintendent. He was to visit each sehool 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 list of text-books to be used in the schools 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 Mareh 15, 1861. The governor was to fill the vacancies by appointment. One of the duties of the state superintendent was to organize teachers' institutes,

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 instruetion, ex officio. Each sub-district 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 Mareh. 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, Winona and Minneapolis were exempted from the provisions of this act of 1862. In Wright eounty few of the examiners did active service, and the trustees for the most part became the judges of the qualification of the teachers they hired.

The sixth state legislature formulated practically the system still in force. 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 connty commissioners, and the

Pioneer Education in Wright County. The first educational instruction among the whites in Wright 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 supperting a popular government. rests - the eduneation of the children - and as fast as the children arrived in the county, or became of school age, the best possible

An aecount 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 schoolroom 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.

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 diffieulty 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 for the particular kind of schoolhouse te 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,

At least a half of the first schoolhouses in Wright county were erected and furnished by voluntary subscription and without waiting for the organization and tax levy, The subscriptions asked for were sometimes heavy, and the tax rate later levied was often high, but the result was that the early schools were well supported and the early teachers were fairly well paid. Many a4 man and woman since prominent in the affairs of the nation were trained in some of these early Wright county schools,

When the school land began te 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 was to be granted as a substitute, The proceeds from the sale of the land was te constitute a permanent fund and only the annual interest was to be used.

9, 1855, three election precincts were created. A description of the boundaries will be found elsewhere in this work. Three school districts were created whose boundaries coincided with the election precincts, No. 1 was Pleasant Grove district, with Dudley P. Chase as agent. No. 2 was Monticello district, with Nathan Fletcher as agent. No. 3 was Big Bend precinet with Selah Chamberlain as agent. No. 4 was Hanaford's district. It was created July 2, 1855, at the request of David Hanaford, Arthur B. Hanaford and others, and included the Hanaford, Ball, Slafter and other claims. No. 5, the Boyden district, was the first to be defined by the surveys. It was ereated October 3, 1855, in response to the petition of Philip Boyden and others, The boundaries were deseribed as follows: Commencing at a point where the division line between ranges 23 and 24, township 121, touches the Mississippi, thenee following the Mississippi river to the east line of Alvah Cooley's claim, thence south to Crow river, thence west two and a half miles, thence north to place of beginning. No. 6, the Barnard district, was ereated at the same time on the petition of William F. Barnard and others. Its boundaries were described as follows: Beginning on the Mississippi river on Alvah Cooley's east line, following the river as far east as the east line of the claim of Charles La Plante, thence to La Plante's southeast corner, thence west two miles, and thence north to the place of beginning.

Ten school districts had been created before the close of 1856, January 7, 1857, the commissioners made the following appropriations for schools: District 2, scholars, 22; appropriation, $30.58, District 4, scholars, 14; appropriation, $19.46. District 5, scholars, 51; appropriation, $70.89. District 6, scholars, 37; appropriation, $51.53. District 7, scholars, 73; appropriation, $101.47. District 8, scholars, 25: appropriation, $34.75. District 9, scholars, 22; appropriation, $30.58, District 10, seholars, 45; appropriation, $62.55.

Before the close of 1857, twenty-two districts had been created, January 6, 1858, the county commissioners received the following report of the number of scholars attending school in the various districts: District 3, scholars, 30; district 5, scholars, 30; district 6, scholars, 44; district 7, scholars, 112; district 8, scholars, 32; distriet 12, scholars, 5; district 13, scholars, 26; district 15, scholars, 17; district 16, scholars, 41; district 21, scholars, 20; district 22, scholars, 31.

February 21, 1859, it was reported that $58 of school taxes had been collected, but that with other money in the treasury, amounting in $105, it had been sent to the state treasurer to cover the amount of the county tax.

February 28, 1860, 39 districts had been created, ranging in number of scholars from seven to ninety-one. In the following districts no school was reported as being in session: 1, 2, 4, 9, 10, 12, 17, 18, 19, 20, 29, 33 and 36,

The following report shows the number of schools in the various school districts in 1860; Monticello. District 25, scholars, 14; district 8, scholars, 28; district 7, 86; district 4, 22; district 22, 29; 13, 42; 14, 33. Otsego. District 21, scholars, 25; district 5, 53; district 1, 47. Buffalo. District 15, scholars, 36; district 11, 38. Frankfort. District 3, scholars, 25. Roekford. District 1, scholars, 23; district 2, 16; district 3,27. Franklin. District 37, scholars, 34; district 39, 12; distriet 38, 29; district 30, 33. Woodland. District 1, scholars, 54. Clearwater. Distriet 1, scholars, 54; district 2,29. Silver Creek. District 24, scholars, 27; district 31, 20; district 34, 25. Delhi. District 1, scholars, 21. Jent district, 19 scholars.

School examiners were appointed by the county commissioners September 2, 1862. The whole county was divided into three districts. 1, Clearwater, Silver Creek, Delhi, Maple Lake and Albion - examiner, E. B, MeCord. 2, Monticello, Otsego and Frankfort - examiner, B. F. Miller. 3, Reekford, Buffalo, Franklin, Woodland, Middleville and Mooers' Prairie - C. C. Jenks.

The board appointed June 25, 1863, consisted of: 1, Rev. W. B. Dada; 2, B. F. Miller; 3, T. M. Catheart. The board appointed September 7, 1864, consisted of: 1, Rev. W. B. Dada; 2, H. K. Hill; 3, E, W, Spaulding. In 1865, Rev. Dada was retained, B. F, Miller came back on the board as the examiner for the second district, and C, C. Jenks came back on the board as examiner for the third district. On September 3, 1868, Dr. E. Balcombe was appointed examiner from the first district, and Messrs. Miller and Jenks were retained in their respective districts.

University of Minnesota then holding that office, ex officio. Wright county was one of the thirteen that complied with the law and rendered him a suitable report of school work.

This report showed that in 1859 Wright county levied a school tax of $1,186.87, and of this in the latter part of January, 1860, $978.60 had been collected. Of this amount 4387.08 had heen paid to schools, and at the time the report was made, $96.75 had been collected and not appropriated. These figures show a slight discrepancy. At that time, aceording to this report, there were 39 districts, and 719 children between the ages of 4 to 21,

Number of persons who attended school in the years 1859-60 in Wright county, 536; number of persons over 20 years of age who cannot read or write, 46.

Number of distriets reported, 9; number of sub-districts, 33; number of persons between 5 and 21 years of age, 833; number of schools, 23; number of male pupils in attendance, 213; number of female pupils in attendance, 222; total number of pupils in attendance, 435; average attendance, 146144; number of male teachers, 2; number of female teachers, 19; average monthly compensation of male teachers, $9 to $16; average monthly compensation of female teachers, $8 to $54; aggregate number of months school has been kept, 512-3; aggregate amount paid teachers during the year, $639; number of frame schoolhouses, 8; number of log schoolhouses, 7; valuation of schoolhouses, $4,250; money expended in building schoolhouses, $32; money expended in repairing and furnishing schoolhouses, $2; money paid for rent of schoolhouses, $76; money paid for fuel, $9; amount of Mareh apportionment of state school tax, $443.79: amount of October apportionment of state school tax, $491.95; additional money received by tax for teachers' wages, ete., $1,410.

Monticello. Number of sub-districts, 8: number of persons between 5 and 21 years of age, 237; number of schools, 4; number of male pupils in attendance, 75; number of female pupils in attendance, 77; total number of pupils in attendance, 152; average compensation per month of female teacher, $14; aggregate number of months school has been kept, 12; aggregate amount paid teachers during the year, $168: number of frame schoolhouses, 4; valuation of schoolhouses, $3,325; amount of March apportion. ment of state school tax, $173.75.

Buffalo, Number of sub-districts, 8; number of persons between 5 and 21 years, 120; number of schools, 3; number of male pupils in attendance, 26; number of female pupils in attendance, 34; total number of pupils in attendance, 60; average attendance, 40; number of male teachers, 1; number of female teachers, 2; average monthly compensation of male teachers, $12; average monthly compensation of female teachers, $12; aggregate number of months school had been kept, $; aggregate amount paid teachers during the year, $108; number of log houses, 2; valuation of schoolhouses, $55; money expended in building schoolhouses, $12; amount of March apportionment of state school tax, $34.16; amount of Oetober apportionment of state school tax, $87.97.

Clearwater. Number of sub-distriets, 2; number of persons between 5 and 21 years of age, 68; number of schools, 4; number of male pupils in attendance, 30; number of female pupils in attendance, 38; number of male teachers, 1; number of female teachers, 3; average monthly compensation for male teachers, $16; average monthly compensation for female teachers, $10; aggregate number of months school has been kept, 9; aggregate amount paid teachers during the year, $110; number of frame schoolhouses, 1; number of log schoolhouses, 1; valuation of schoolhouses, $750; money paid for fuel, $9; amount of March apportionment of state school tax, $41.08; amount of October apportionment of state school tax, $49.85.

Franklin. Number of sub-districts, 5; number of persons between 5 and 21 years of age, 105; number of schools, 2; number of female teachers, 2; average monthly compensation of female teachers, $8; aggregate number of months school has been kept, 2-3; aggregate amount paid teachers during the year, $16; number of log schoolhouses, 3; amount of March apportionment of state school tax, $53.40.

Rockford. Number of sub-districts, 3; number of persons between 5 and 21 years of age, 49; number of schools, 3; number of male pupils in attendance, 20; total number of female pupils in attendance, 40; average attendance, 34; number of female teachers, 3; average monthly compensation of male teachers, #15; aggregate number of months school has been kept, 9; average amount paid teachers during the year, $114; number of frame schoolhouses, 2; number of log schoolhouses, 1; valuation of schoolhouses, $100; amount of March apportionment of state school tax, $32.28; amount of October apportionment of state school tax, $35.92; additional money received by tax for teachers' wages, ete,, $35,

Otsego, Number of sub-districts, 3; number of schools, $1; number of schools, 2; number of female pupils in attendance, 22; number of male pupils in attendance. 30; total number of pupils in attendance, 52; average attendance, 41; number of female teachers, 2; average monthly compensation of female teachers, $54; average monthly compensation of male teachers, $9; amount of March apportionment of state school tax, $63.03,

Silver Creek. Number of sub-districts, 5; number of persons between 5 and 21 years of age, 86; number of schools, 3; number of male pupils in attendance, 27; number of female pupils in attendance, 18; total number of pupils in attendance, 45; average attendance, 3114; number of female teachers, 3; average compensation per month of female teachers, $11: aggregate number of months schoo! has been kept, 9; aggregate amount paid teachers during the year, $99; number of frame schoolhouses, 1; yaluation of schoolhouses, $20; money expended in building schoolhouses, $20; money expended in repairing and furnishing schoolhouses, $2; amount of March apportionment of state school tax, $35.69; amount of October apportionment of state school tax, $63.09.

Delhi. Number of persons between 5 and 21 years of age, 20; number of schools, 2; number of male pupils in attendance, 7; number of female pupils in attendance, 13; average monthly compensation of female teachers, $8; aggregate number of months school has been kept, 3; aggregate amount paid teachers during the year, $24; amount of March apportionment of state school tax, $10.25; amount of October apportionment of state school tax, $14.66; additional money received by tax for teachers' wages, ete., $1,375.

Franklin District. The superintendent reports two teachers licensed, four schools, two visited, four log schoolhouses, all lacking out-buildings, fences, shade trees, blackboards, etc. Schools properly classified, not opened with reading nor prayer. Means needed. Citizens interested.

Monticello District. E. W. Merrill, superintendent, reports six teachers licensed; four schools - frame sehoolhouses, two subdistricts without schoolhouses; two of the houses lacking outbuildings, ete., but one fenced; none shaded by trees, all have blackboards. As good order kept as can reasonably be expected ; schools properly classified, some opened with prayer and reading the Seriptures. Better buildings and more liberal wages needed to secure more competent teachers, ''The wages of teachers in this district the past summer have been from three to three and a half dollars per week, and the teachers board themselves.'' The schools have uniformly been taught twelve weeks. ''The citizens

Monticello Academy. B. F. Miller, A.B., is the principal and seems to be an energetic teacher. From his circular, sent to us, we learn that the commodious school buildings of Monticello, together with the apparatus, are used by the school. The studies of the academy are those usually taught in the best high schools, and the terms are quite low. Academies of this grade make an invaluable addition to the common sehools and should be encouraged,

Rockford District. ©. C. Jenks, superintendent, reports three teachers licensed; three schools, one log schoolhouse, two frame, all furnished with good out-buildings, none fenced, two furnished with good blackboards. The schools are properly classified, and in a most prosperous condition; the citizens of the entire district (mostly from New England) being highly interested in popular education,

Silver Creek District, M. Goodrich, superintendent, reports three teachers licensed; three schools (one visited), one log, two frame schoolhouses, all destitute of ont-buildings and fences, One shaded by trees; one with blackboards. Schools properly elassified, and opened by reading of the Seriptures.

"Tt is quite probable that the schools of this county will not compare favorably in many respeets with those of many other counties. If that is true, I am confident that it is not owing to any lack of intelligence or enterprise on the part of our people. The reason is rather to be sought in the adverse circumstances with which they have been surrounded. Besides, the population is almost entirely rural. We have no cities nor large towns, whose well-paid teachers and fine buildings tell so favorably upon the general average. Twelve years ago the county was an almost pathless wilderness. During the time subsequent a land grant te an unbuilt railroad has shut ont more than one-third of our territory from settlement and from taxation. Twice have the people been driven from their homes by the savages. Twice have swarms of grasshoppers, eaten up every green thing. And what with floods and droughts, financial convulsions, innumerable tribes of pestiferous insects, and a 'Wright county war,' the people of this county have undergone trials and hardships searcely known since the days of the Pilgrims. Is it to be wondered at that our schoolhouses are not. palatial?

"Tt is believed that a better day is now dawning. The railroad is, at last, built. The Indian is remembered only as a figure in a troubled dream. The 'forest primeval' is yielding before the ax of the hardy settler. Better houses are building and larger tracts subduing. We may indulge the reasonable hope that the time is not far distant when our rich resources will be fully developed and our county stand abreast of any in this goodly state."'

May 3, 1869, a notable teachers' institute was held at Monticello. Thirty-two people were in attendance. Superintendent T. A. Perrine was in charge, and Sanford Niles and W. W, Payne were the instructors.

Monticello in 1870 ranked ninth in average of attendance among the graded schools of the state. Grammar, intermediate and primary grades were maintained, and out of 166 pupils registered, the average attendance was 144.

In 1870, according to the state report, there were eighty-five districts in the county, and of these only one failed to send a report to the county superintendent. Twenty-three had frame schoolhouses and forty-eight were still using log schoolhouses. These figures leave fourteen unaccounted for. There were 2,054 children in the county between 5 and 21 years of age, but 3,912 pupils are reported as being enrolled in the schools. The recapitulation, however, does not show half that enrollment, mention being made of only 1,020 males and 854 females, for the winter of 1869-70, and 622 males and 640 females for the summer of 1870, with an average attendance during the summer of 819 pupils. In the winter of 1869-70 there were 26 male teachers and 27 female teachers. The male teachers received an average of $24.31 a month, and the female teachers an average of $21.91 a month. In the summer of 1870, there were 8 male teachers and 31 female teachers, the males receiving an average wage of $26.63 and the females an average wage of $18.99. The building of seven new schoolhouses was mentioned in this report.

"Of the eighty-seven school districts in this county, three are joint, one of which is operating under the law providing for independent school districts, comprising what was formerly No. 27, in this county, and No, 33, or a part of it, in Stearns county, with a school in each county; one established under the same law but not joint, formerly No. 7, located at Monticello. Two have been established the past year, three since September 30, 1870; two old oues consolidated and one resuscitated. Nos. 30 and 34, on either side of Crow river, at Delano, were recently united under the title of No. 34. A number of these districts are without schoolhouses, some have mere apologies, while others occupy attics and bedrooms of dwellings, and granaries for their schools. Sixty per cent of the houses are log, several of which, as also a few of the frames, are unfit for winter use. Yet I can say with satisfaction that they are slowly giving place to substantial frame

In the first biennial report of the department of public instruetion, for the school year of 1880, it is shown that in Wright county there were 219 scholars not entitled to apportionment; 4,615 scholars entitled to apportionment ; $4,018 scholars enrolled during the winter and 2,541 enrolled during the summer. The average daily attendance during the winter was 2,453, while that of the summer was 1,565. There were 108 common school districts and three independent school districts; there being 70 frame buildings and 33 log buildings.

During the year there were 140 teachers employed, 62 male and 78 female, the average wages, including board, of male teachers being $36, that of female teachers $25.

In 1880 there were two graded schools in Wright county, one at Monticello and one at Delano. The cost of buildings at Monticello amounted to $7,000; the salary of principal teacher, $720; average monthly salary of all other teachers, $38; number of teachers, including principal, 3; months of school in the year, 9; number of different scholars enrolled, 168; average daily attendance, 97,

The buildings at Delano were valued at $2,600; cost of apparatus, $45; salary of prineipal teacher, $585; average monthly salary of all other teachers, $35; number of teachers, including principal, 2; months of school in the year, 9; number of different scholars enrolled, 129; average daily attendance, 43; enrollment in the highest school, 55.

As late as 1884 there was only one high school in Wright county under the supervision of the high school board. This was at Monticello, with W. J. Brown as principal and Samuel Wilder, elerk.

"The progress of the public schools of this county has been marked in the past two years. Two years ago district No. 38 resolved to have no school, but later reconsidered the matter, moved and repaired its schoolhouse, and is now conducting a prosperous school,

The schools of Howard Lake, Cokato, Buffalo, Anandale and Monticello have each added a new department to their respective schools, and are better prepared to give thorough instruction than heretofore. Monticello has the only high school regularly organized under the high school beard in this county ,and the same is justly the pride of the village wherein it is situated. The interest manifested in this school and the work there done exerts consid-

About one-half of our schools are well equipped with useful apparatus, and there is still a large number of schools that have absolutely no apparatus at all; however, at the rate with which school boards have been adding needful apparatus, in the course of a few years every school in this county will be well furnished,

Since 1887 the number of scholars entitled to apportionment has gradually decreased from 5,579 to 4,674 in 1890, while the number of scholars not entitled to apportionment has increased from 210 to 1,650. This adverse showing is partly due to the inereased attendance required by the state and probably by a éloser scrutiny of the reports of the teachers so that none who do not actually attend the forty days draw the public money. I believe Wright county has touched bottom in this matter and her record will henceforth commence to look more favorable. The remedy lies wholly in the hands of the people.

I have held teachers' association meetings at the chief points of the county and the attendance of the teachers has been good, and a general desire for a more thorough preparation for school work has been awakened. Most of our teachers take an educational journal and at the regular institute forty odd teachers proeured Page's Theory and Praetice, and that work will be discussed at our meetings during the ensuing year. Generally speaking, the outlook for educational work in Wright county for the ensuing year 1s good.

The report to the Superintendent of Public Instruction for Wright county for 1896 shows 4,674 scholars entitled to apportionment, 1,650 not entitled to apportionment. During the previous fall term 897 pupils were enrolled; during the winter, 2,919, and during the spring, 272, averaging a daily attendance of 1,209. During this year 3,210 scholars between 8 and 16 years of age attended school three months. During the fall 9 male and 28 female teachers were employed, during the winter 38 male and 89 female teachers were employed and during the spring 16 male and 89 female teachers were employed.

In 1890 there were 112 eommon school districts, and 5 independent school districts, making a total of 117 school districts. There were 2 frame buildings and 1 briek building erected during this year at a cost of $958, There were 120 schoolhouses in the eounty, 114 frame buildings, 3 brick buildings and 3 log buildings, the value of the schoolhouses and sites being $99,287; the value of all seats and desks, $11,612, and of school apparatus,

The report to the Superintendent of Public Instruction for Wright county for 1900 shows that in the independent and special districts 1,441 scholars were entitled to apportionment, 252 scholars were not entitled to apportionment; the average daily attendanee for the year being 123, and the average length of school in months being 9. In the common school districts 4,978 scholars were entitled to apportionment, 1,131 were not entitled to apportionment, the average number of days each pupil attended being 85 and the average length of school in months being 7.1.

In the independent and special districts there were 7 male and 33 female teachers, the average monthly wages of the male teachers being $75.68 and that of the female teachers being $43.52. In the common school distriets there were 29 male and 109 female teachers, the average monthly wages of the male teachers being $40.40 and that of the female teachers being $30.46.

For the year ending July 31, 1910, the following report was made for Wright county: Number of pupils entitled to apportionment in high and graded school districts, 2,292, number of pupils entitled to apportionment in semi-graded and rural school districts, 4,090; number of pupils not entitled to apportionment in high and graded school districts, 276; number of pupils not entitled to apportionment in semi-graded and rural sehool distriets, 626; total enrollment in high and graded school districts, 2,668; total enrollment in semi-graded and rural school districts, 4,716; average number of days attended in high and graded school distriets, 138; average number of days attended in semigraded and rural school districts, 92; number of pupils from 5 to 8 years of age in high and graded school districts, 419; number of pupils from 5 to 8 years in semi-graded and rural school districts, 1,002; number from 8 to 18 years of age in high and graded school districts, 2,037; number of pupils from 8 to 18 years of age in semi-graded and rural districts, 3,688; number of pupils from 18 to 21 years of age in high and graded school districts, 196; number of pupils from 18 to 21 years of age in semi-graded and rural districts, 26; number of pupils from 8 to 18 years of age attending 12 weeks or more in high and graded school districts, 1,692; number of pupils from 8 to 18 years of age attending 12 weeks or more in semi-graded and rural districts, 2,874.

The report for the year ending July 31, 1910, shows that in the high and graded school districts of Wright county there were 15 men teachers; in the semi-graded and rural school distriets, 15 men teachers; in the high and graded school districts, 73 women teachers; in the semi-graded and rural school districts, 119 women teachers; the average monthly wages of men teachers in high and graded school districts, $103; in semi-graded and rural school districts, $52.40; average monthly wages of women teachers in high and graded school districts, $52; average monthly wages of women teachers in semi-graded and rural school districts, $41.47; number of teachers who are graduates of high schools, in high and graded school districts, 63; number of teachers who are graduates of high schools, in semi-graded and rural school districts, 57; number of teachers who are graduates of normal schools, in high and graded school districts, 39; number of teachers who are graduates of normal schools, in semi-graded and rural school districts, 7; number of teachers who are graduates of colleges, in high schools and graded school districts, 24; number of teachers who are graduates of colleges, in semi-graded and rural school districts, 4; number of teachers who are not graduates but who have attended high school, 25; normal school, 11; college, 11; number continuously teaching in the same district for three years or more, 30; number continuously teaching in the same district for two years, 53; number continuously in the same district for one year, 135.

Pupils. Number of pupils entitled to apportionment, 2,395; number of pupils not entitled to apportionment, 314; total enrollment, 2,709; average number of days each pupil has attended, 144; number of pupils from 5 to 8 years of age, 529; number of pupils from 8 to 18 years of age, 1,694; number of pupils from 18 to 21 years of age, 473; total number of pupils from 5 to 21 years of age, 2,696; number from 8 to 18 years of age attending school during the entire term, 1,513.

Teachers. Number of men teachers in the year, 23; number of women teachers in the year, 86; average monthly wages of men teachers, $110; average monthly wages of women teachers, $58; number of teachers graduates of a high school, 87; number of teachers graduates of a normal school, 49; number of teachers graduates of a college (not a business college), 35; number of teachers, not graduates, who have attended a high school, 11; number of teachers, not graduates, who have attended a normal school, 10; number of teachers. not graduates, who have attended a college, 16. Number of teachers teaching continuously in one district for three years, 15; for two years, 35; for one year, 53.

Text Books. Number of districts loaning text books free, 10; number of districts selling text books at cost, 4; average cost of text books in districts loaning, $0.71-++ ; average cost of text books in districts selling, $2.22.

Libraries and Arbor Day. Number of volumes for school library bought during the year, 998; total number of libraries, 13; total number of volumes in all Hbraries, 8,672; value of all libraries, $5,422; number of books taken from the libraries, 20,240. number of districts planting trees on Arbor day, 2; number of trees planted, 16; number of schoolhouses having no trees about them, 2; number of schoolhouses standing in natural groves, 10,

Average indebtedness of all districts, $98,300; 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, 3,760; number of pupils not entitled to apportionment, 497 ; total enrollment, 4,257; average number of days each pupil has attended, 103; number of pupils from 5 to 8 years of age, 976; number of pupils from 8 to 18 years of age, 3,193; number of pupils from 18 to 21 years of age, 88; total number of pupils from 5 to 21 years of age, 4,257; number from 8 to 18 years of age attending school during the entire term, 2,623.

Teachers. Number of men teachers in the year, 6; number of women teachers in the year, 138; average monthly wages of men teachers, $57+; average monthly wages of women teachers, $43-+-; number of teachers graduates of a high school, 92; number of teachers graduates of a normal school, 11, Number of teachers teaching continuously in one district for three years, 25; for two years, 28; for one year, 88.

Text Books. Number of districts loaning text books free, 112; number of districts selling text books at cost, 16; average cast of text books in districts loaning, $0.41-+; average cost of text books in districts selling, $0.60-L.

Libraries and Arbor Day. Number of volumes for school library bought during the year, 1,652; total number of libraries, 112; total number of volumes in all libraries, 18,810; value of all libraries, $10,502; number of books taken from the libraries, 37,145; number of districts planting trees on Arbor day, 20; number of trees planted, 53; number of schoolhouses having no trees about them, 10; number of schoolhouses standing in natural groves, 116.

Average indebtedness of all districts, $16,679; number of districts included, 21; average length of school in months, 7.7 4/5; average length of school in months voted for the coming year, 7.8 3/5; average number of voters present at annual town meeting, 10.

Pupils. Number of pupils entitled to apportionment, 6,155; number of pupils not entitled to apportionment, 811; total enrollment, 6,966; average number of days each pupil has attended, 123; number of pupils from 5 to 8 years of age, 1,505; number of pupils from 8 to 18 years of age, 4,887; number of pupils from 18 to 21 years of age, 561; total number of pupils from 5 to 21 years of age,

Teachers, Number of men teachers in the year, 29; number of women teachers in the year, 224; average monthly wages of men teachers, $83; average monthly wages of women teachers, $50; number of teachers graduates of a high school, 179; number of teachers graduates of a normal school, 60; number of teachers graduates of a college (not a business college), 35; number of teachers, not graduates, who have attended a high sehool, 11; number of teachers, not graduates, who have attended a normal school, 10; number of teachers, not graduates, who have -attended a college, 16. Number of teachers teaching continuously in one district for three years, 40; for two years, 63; for one year, 141.

Text Books. Number of districts loaning text books free, 1225; number of districts selling text books at cost, 20; average cost of text books in districts loaning, $0.56-+ ; average cost of text books in districts selling, $1.41-+.

Libraries and Arbor Day. Number of volumes for school library bought during the year, 2.652; total number of libraries, 125; total number of volumes in all libraries, 27,482; value of all libraries, $15,925; number of books taken from the libraries, 57,385; number of districts planting trees on Arbor day, 22; number of trees planted, 69; number of schoolhouses having no trees about them, 12; number of schoolhouses standing in natural groves, 126.

Average indebtedness of all districts, $114,979; number of districts included, 30; average length of school in months, 8.3- average length of school in months voted for the coming year, 8.4; average number of voters present at annual school meeting, 28.

First Schools. As already stated, the first school district in the eounty was organized in Otsego township, and was called Pleasant Grove District, No. 1. Dudley P. Chase was the school agent. The first schoolhouse was built in October, 1855, and Margaret Cooley opened the first school the first Monday in November of that year, While this was the first regular schoolhouse erected in Wright county, there is some question as to whether school was not held in Monticello a few months before Miss Cooley opened the Monticello school.

The first school in Monticello, and probably the first in the county, was tanght by Maggie Brooks in 1855. A schoolhouse was built in 1856. In 1857 the ''Academy'' was built. It was a two-story building, 40 by 40 feet, and for several years was the largest schoolhouse west of the Mississippi in Minnesota, Minneapolis, even, having at that time no such school structure. Until 1868 this building was used as the courthouse. Not far from it stood the historic old county jail.

Superintendent of Schools. March 11, 1869, Thomas A. Perrine, of Buffalo, was appointed at a salary of $400 a year. But he resigned, and on December 1, 1869, B. F. Miller was appointed. In the spring of 1870, E. B. McCord was appointed, and in the spring of 1871, Charles Allen. Mr. Allen's appointment was rescinded, but he appears to have served for a while, though E. B. MeCord also seems to have served at least a part of the year. In the spring of 1872, Josiah F. Lewis was appointed and served until the close of 1877. In the fall of 1877, the office ceased to be an appointive one, and Oliver J. Stewart was elected by the people, taking office in 1878. Tle served until January 1, 1884, when Simon Muffley took the office. Since then the superintendents have been:

The Present Schools. The first schools in Wright county were established along the natural highways of travel - the Mississippi and Crow rivers - in Monticello, Otsego, Silver Creek, Clearwater, Frankfort and Franklin townships. As other parts of the county became settled more schools were established so that at present there are 138 schools in the county. Among these, there are seven high schools, five graded schools, nine semi-graded schools, and 117 rural schools.

The high schools are at Monticello, Buffalo, Delano, Cokato, Howard Lake, Annandale and Maple Lake. The graded schools are at Clearwater, Rockford, Montrose, Waverly and South Haven. The semi-graded schools are at Lily Point, Hasty, Silver Creel, German Settlement, Stockholm, Sugar Lake, Knapp, Hanover and Albertville.

While there is an oceasional suggestion that more rural school districts be organized, there is not now any urgent need of additional districts. Almost all rural children are near enough to a school to reach one easily. The next step of reorganization needed is to consolidate some of the smaller rural districts. This has been done in three instances in Wright county to the advantage of all concerned. The up-to-date rural school cannot be properly maintained by a small and financially weak district. It is true almost without exception, that the most successful schools are in the large and strong districts.

The school grounds in both rural and village distriets are, with few exceptions, too small. In most village districts, it is now impossible to secure more ground which is conveniently located but in almost all rural districts the proper ground can yet be bought. This should be done. The schoolhouses are generally in good condition but there are some in village districts and more in rural communities which should be displaced by new ones. Thirteen village schoolhouses and thirty-two rural schoolhouses haye been built in the county during recent years. Some of the latter are among the best in the state. The districts which have particularly good buildings are Districts 2, 25, 44, 68, 83, 88, 100, 138.

The equipment, particularly in the rural schools, has improved decidedly in the last two years. At present 97 such schools are fully equipped for special state aid. This means that each of them has a library, three or more sets of readers, ample blackboard, a complete set of maps, six or more dictionaries, a supply of primary materials, an approved ventilating system, ete. Most of the schools not now drawing special aid have a part of the equipment for such aid, and should be brought up to the required standard in the next few years.

It is desirable that the text books in use in the schools of the county should be uniform. An effort has been made to bring this about and to an extent the effort has been successful. Most of the rural schools and some of the grades in the village schools now use the same kind of books.

The teachers employed in rural schools are improving from year to year. For this year, 1914-15, there are 88 who hold firstgrade certificates in the rural schools. All the others hold secondgrade certificates. Teachers without at least a high school edueation and some special training will soon be a thing of the past in Wright county.

The training schools for teachers held every second summer at Buffalo have all been well attended and profitable. Evidences of this may be,seen daily in the rural schools--especially in the industrial work, i

The attendance in the rural schools has improved each year for ten or more years. In 1904 it was 79 days per pupil. In 1914 it was 104 days. This is not yet satisfactory, but it is very gratifying to those teachers and school officers who have so honestly labored for the improvement of school attendance. Some parents should give more attention to this matter.

The work of the rural schools has improved with better equipment, more regular attendance, and added strength in the teaching force. Many rural pupils each year complete the grade work and enter the various high schools. Not much special work has been attempted in the rural schools. Some work is done in agriculture, sewing and musie in a part of the schools with varying success.

For two years county examinations have been held in all rural schools having eighth grade pupils. The examinations have, in eertain cases, improved the work of teachers and pupils. State examinations are held twice each year in all the rural schools which ean legally be granted such examinations. For 1914 these twenty schools earned more than five hundred state high school board certificates. The law should be so changed that every rural school having eighth grade pupils may hold at least one state examination each year.

For a number of years, rural pupils who completed the work in these schools and who received state or county certificates in the common branches of study have been granted diplomas. Many of these rural pupils have entered high schools and often become the strongest students in such schools.

Schools By Districts

Albion. Dist. 62 - School situated on N. E. 14 of N. W. %4 of Sect. 11. Schoolhonse old and not in the best of condition. School fairly well equipped. Dist. 69 - -School on N. W. 4 of N. E. 4 of Sect. 17. A new schoolhouse needed. The school in need of certain supplies. The attendance a few years ago was too large for one teacher, but it has decreased until at present it is not above the average. Dist, 73 - School on S. W. 4 of N. E. 14 of Sect. 26. Schoolhouse, good. School properly equipped except as to ventilation system. Dist. 77 - School, 8. W. 4 of 5S. W. 4 of Sect. 29, A substantial schoolhouse and a completely equipped school, This was the first school in Albion to draw special state aid. It has drawn such aid every year since, except one when its teacher did not fulfill the requirements. The district is loyal to its school. The site is kept neat and clean. Dist. 107 - School on N. W. %4 of N. E. 14 of Sect. 33. The district built a fine new schoolhouse in 1918 and now has the best building in Albion. The school will be placed on the state aided list in the near future. Dist. 109 -

School on 8. W. 14 of N. W. 14 of Sect. 5. The district built a new schoolhouse in 1913, and advanced its school to the standard required for special state aid. The site is a little too small. Ut should be enlarged before the adjoining land increases in value. Dist. 114 - School on N. W. 14 of N. W. 34 of Sect. 22. The schoolhouse old but in fair condition. School in need of additional equipment, Site a good location, but much too small. Dist. 116 - School on S. E. 14 of N. E. 4 of Sect. 24. Many improvements made in 1913. Things in creditable condition. Dist. 122 - This district lost its schoolhouse by fire in 1912. A new building was placed on the same site. The new schoolhouse 1s a decided improvement. on the old one, but is rather small for the enrollment. The school properly supported by its patrons. Dist. 21 - School on S. W. 14 of N. W. 14 of Sect. 18. The building is old but in good repair. The school is well equipped and draws special aid each year. Dist. 22 - School on 8. E. yy of N. W. 14 of Sect. 18. The schoolhouse is very poor and should be displaced by a new one without delay. School much too large for capacity of the present building. Dist. 24 - School on N. EL. %4 of S. E. 4 of Sect. 28. Not now a state aided school, but in good condition, Dist. 26 - School on N. E. 4% of N. E. 4 of Sect. 35. The school is very small but growing. The board has recently provided much needed Spparatus. Dist. 88 - School on N. E. 14 of N. W. 14 of Sect. 26. This district has made excellent progress during the last six years. It now has a splendid cement block schoolhouse, heated by a furnace, well lighted and properly ventilated. The school is fully equipped with everything needed for its success. Dist. 127 - School on S. E. 4 of S. W. 4 of Sect. 3. A state aided school.

Chatham. Dist. 39 - Sehool on S. W. 4 of S. E. 4 of Sect. 32. This is a large school, much too large for the schoolhouse. The school otherwise in good condition. Dist. 27 - School on N. W. ¥% of N. W. 14 of Sect. 35. With a few more improvements, this school would draw special aid. These improvements should be made this year, Dist. 91 - School on S. W. 14 of 8S. W. 4 of Sect, 21. This school has always been quite well provided with the things needed for its success. Good teachers have usually been employed, hence a good school has been the result. Dist. 123 - School on N. W. 14 of 8, E. 4 of Sect. 23. The school has been improved very much in the last three years. It now has a good library and the apparatus and text books needed for its success.

Clearwater. Dist. 14 - School on 8. E. 4 of S. W. 14 of Sect. 7. The schoolhouse is new, hence in good condition. School well supplied. Good teachers usually employed. Numerous students from this school have gone to higher institutions. Dist. 18 - School on 8, W. 4 of N. W. % of Sect. 22. Schoolhouse is old but now in good repair. New single seats, supplementary readers, five abridged dictionaries and much blackboard have recently been put into this school. Dist. 115 - School on N. W. 14 of S. W. 4 of Sect. 24. A well supplied school. It has drawn state aid for about ten years. The board and people always give the school good support. Dist. 120 - School on S. E. 4 of S. E. 14 of Sect. 33. The building a little small for the number of pupils. School supplied with things needed for grade work. Dist. 137 - School on N. E, 4 of 8. E. 14 of Sect. 36. This is one of the new districts. The schoolhonse is good, located on a beautiful site overlooking Sugar Lake. This is the only school in Clearwater township not drawing special aid. If a proper ventilating system is provided, the school will be in line for such aid.

Cokato. Dist. 56- - -School on S. E. 4 of N. E. 4 of Sect. 26. A well supplied, well supported and usually a well taught school. Dist. 83 - Sehool on N. E. 4 of N. E. 14 of Sect. 20. The schoolhouse is new, well built, properly lighted and conveniently arranged. A successful school has been maintained for the last five years. If the enrollment increases much, the school will be too large for one teacher, Dist. 96 - Sehool on the N. E. 14 of N. E. 4 of Sect. 31. Many improvements made recently. A good school maintained. This school withdrew from the Cokato association after giving it a trial for two or three years. Dist. 102 - Sehool on N. E. 4 of N. W. 4 of Sect. 8. This is one of the nine semi-graded schools of the county. The school is well supported by board and people. Good teachers are employed. Work done, good, Dist. 117 - Sehool on S. E. 14 of 8. E. 4 of Sect. 5, One of the schools which has made good progress in the last four or five years. Dist. 128 - School on N. E. 14 of the N. W. 4 of Sect. 6. A good schoolhouse and a well supplied school, The board always ready to furnish whatever is useful for the school. Good teachers are sought. Result - success.

Corinna. Dist. 57 - School on N. W. 14 of N. E. 4 of Sect. 14. A semi-graded school in good condition. This district hag a fine site. It is large and has many beautiful shade trees on it, The district last year made some extensive improvements. Dist. 81 - School on N. E, 4 of N. W. 4 of Sect. 16. The schoolhouse old and rather small but in proper repair. School supplied with everything needed for its success. Dist. 98 - School on N. W. uy of N. W. 14 of Sect. 35. School well equipped. Suecessful teachers employed from year to year. Good salaries paid to teachers,

Frankfort. Dist. 19 - School on N. E. 4 of N, E. 14 of Seet. 9, Building old but in fair condition. School in need of equipment. Many young, inexperienced teachers have been employed to the loss of the school. Dist. 20- - -School in the village of St. Michael. School equipped properly. Strong teachers always employed. Dist. 44 - Sehool on S. W. 14 of S. W. 14 of Sect. 28. This district in 1913 built the finest rural schoolhouse in Wright county. The building is solid brick, with full basement, and a model in arrangement. The site is an excellent one - high and dry - with a beautiful grove on it. Much eredit for the present favorable conditions in the school of this district is due to the determination of the members of the board, Dist. 46 - School on S. W. 14 of N. W. 14 of Sect. 9. This is the only school in the eounty which has a term of five months. This term is too short and should be increased to seven or eight months. The school is also in need of better equipment. Dist, 49--School on N. W. 14 of 8. E. 14 of Sect. 26. A small school. Numerous improvements made in the last three years. Dist. 134 - The school in the village of Albertville. This is a three-room school. The eight grades of work done. The equipment new and in good condition. Teachers of extended experience employed. Dist. 139 - School on N. E. VY of N. E. 14 of Sect. 20. This is the newest district in Wright county. It was organized in 1913. A splendid schoolhouse, well equipped. The attendance small but increasing. Dist. 122 - Joint school in Hanover village. A two-room school, One of our beat equipped schools. Good teachers employed. As a result, excellent work has usually been dene. Many pupils from this school have graduated from high schools after completing at Hanover.

Franklin. Dist. 31 - School on 8S. W. 14 of N. EB, 14 of Seet. 8. A well equipped, well managed and a successful school, Dist. 32 - School on N. E. 4 of N. E. 44 of Sect. 30. A good schoolhouse and a well supported school. Dist. 33 - School on 8S. W. 14 of N. W. 14 of Seet. 26. Schoolhouse old and in rather poor condition. School small. Numerous improvements have been made in the last five years. Dist, 48 - School on N. W. 14 of N. W. 4 of Sect. 3. This is one of the largest and financially strongest rural districts in the county. The maintenance of the school is a trifle. The school was large a few years ago, but is decreasing from year to year. The board is liberal and ready to supply whatever is needed for the success of the school. Dist. 61 - School on N. E. 4 of N. E. 44 of Sect. 32. A needed addition to the schoolhouse was made in 1913, The same year, the school was equipped for state aid. Dist. 70 - School on N. W. 14 of S. W. 14 of Sect, 25. A small but good school.

French Lake. Dist. 47 - School on N, E. 14 of N. W. \% of Sect. 30. Many improvements made in the last two years, Now an up-to-date school. Dist. 64 - School on S. E. 14 of N. W. 14 of Sect. 10. Grounds and schoolhouse enlarged in 1913, School too large for the best work with one teacher, but not large enough to warrant the employment of two teachers. Dist. 68 - School in French Lake village. An excellent schoolhouse and a well equipped and well managed school. For several years two teachers have been employed in this school. A second room is needed, but district cannot afford same at present. French Lake is an ideal location for a consolidated school. Dist. 9$2 - School on S. W. 44 of N. W. 14 of Sect. 34. Schoolhouse old but in good repair. School well supplied, One of the Cokato associated districts which has given notice of withdrawal. Dist. 110 - School on N. E, 14 of N. W. 4% of Sect. 36. Until recently one of the short term schools, but now term extended to eight months. School well supported, Dist. 113 - School located on S. W, 14 of S. E. 44 of Seet. 6. The site a beautiful one on the shore of Lake Francis. Schoolhouse completely rebnilt in 1914. School supphed with many books and much apparatus this same year, It will draw special aid for the first time this year, 1915. Dist. 131 - Sehool on 8. E. 4 of S. E. 14 of Sect.17. A successful school maintained from year to year. Dist. 138 - -School located on N. E. 4 of S. W. 44 of Seet. 13. This is one of the new districts in the county. A good schoolhouse and a fully equipped school. The board is careful in the employment of its teachers, which goes far toward a satisfactory school.

Maple Lake. Dist. 28 - School on 8. E. 14 of N. W. 14 of Sect. 17. A state aided school. This school sends many students to the Maple Lake high school. The district voted on association in 1914 but the vote was against the proposition. Dist. 29- - School located on N. W, 14 of 8. W. 14 of Sect. 11. This school is being equipped for special aid this year. Dist. 50- - School on N. BE. 4 of N. E. %4 of Sect. 22. One of the best two-room schools in the county. The best teachers are sought and employed. Board liberal but not extravagant in its support of the school, Dist, 84 - School on N. W. 14 of 8S. W. 4 of Seet. 35, This school has been raised to the standard of state aided schools in the last year. Dist. 119 - School loeated on S. E. 4 of N. W. 14 of Seet. 19, One of the large rural schools of the county. Board and people generally show good interest in their school.

Marysville, Dist. 22 - School on S. E. 14 of S. E. 14 of Sect. 3, The schoolhouse, built in 1914, is an excellent one. The school equipped for special aid this year and will hereafter draw such aid, Dist. 36 - School on N. W. 14 of N. W. 44 of Seet. 80. Schoolhouse old and poorly arranged. School well equipped. None but first-grade teachers have been employed for years. Dist, 58 - School, N. E. 44 of N. E. 14 of Seet. 25. Schoolhouse old but in good repair. School properly equipped and drawing special aid. Site too small and should be enlarged at once. Dist. 76 - School on N. E. 4 of N. E. 14 of Sect. 8. Schoolhouse old and poor. Site much too small, School liberally supplied. Dist. 101 - -School on S. E. 4 of S. EB. 4 of Sect. 20. Schoolhouse not new but in proper repair. School well equipped. Grounds rather small; should be added to. Dist. 103 - School on N. E. 14 of S. E. 14 of Sect. 16, This is one of the smallest districts in the county. Taxes for the support of the school have been too high at times but the school is well supplied and successful. More grounds should be bought along the south side of present site. Dist. 126 - School on 8S. W. 14 of N. E. 14 of Sect. 12. Schoolhouse enlarged and otherwise improved in 1913. The next year, 1914, the school was supplied with many new books and some additional apparatus. The school now ranks well with other good schools. Dist. 132 - School on S. W. 14 of S. W. 4 of Sect, 7. This school properly equipped in 1914. Dist. 135 - School on S. W. Y% of S. W. 14 of Sect. 23. District small. School too small for the best work. This is the only school in Marysville not drawing special state aid.

Middleville, Dist. 45 - School situated on 8. W. 14 of 8. E. of Sect. 27. A large school. One of the first districts to be organized in this part of Wright county. At one time the district. included the greater part of Middleville and a part of Victor, The original schoolhouse was small, built of round logs, and was situated in the woods, away from the present highways. Numerous students from this school have completed higher institutions and are now prominent in educational affairs. Dist. 51 - School on 8S. W. 14 of S. W. % of Sect. 5. This is the ''Maple Grove'' school] and it is appropriately named on aecount of this beautiful grove of maple trees about the schoolhouse. A good schoolhouse and a well supplied school, Dist. 53 - School on N. W. \% of N. W. 14 of Sect. 10. The Riverside school. The school well managed and properly equipped. It has at times been rather large for one teacher. Dist. 75 - The Highland Sehool. Situated on S. W. 14 of N. W. 14 of Sect. 12. Schoolhouse old but recently thoroughly repaired; large and roomy. School equipped for special state aid. Dist. 87 - The Smith Lake school. This at one time was a strong two-room school, but as the town has become smaller the school has decreased in size until at present it is a rather small one-room school. Generally, strong teachers have been employed and the school kept up to standard. Dist. 100 - School on S. E. 4 of §. E. 4 of Sect. 17. A new building constructed of cement blocks, well arranged and properly lighted. A full basement. School well equipped. None but first-grade teachers have been employed for years. Dist. 129- - -Schooi, 5, W. 4 of 8. W. 14 of Sect. 18. A comparatively new schoolhouse and a properly equipped school.

Monticello. Dist. 1 - The oldest district in the county, Schoolhouse on 8S. W, 14 of S. E. 4 of Sect, 17. The school a large one but in good condition, owing to the good management of the board. None but experienced teachers are employed, which to an extent accounts for the school's success. Dist. 2- - -School on S. E. 14 of S. W. % of Seet. 27. An excellent schoolhouse built in 1914. Solid brick with full basement; modern in arrangement; heated by furnace. The district supports its school well. The board always ready to furnish needed supplies. Dist. 3 - Schoal on S. E. 14 of S. E, 14 of Seet. 23. Sehool-house old and in poor condition. It has been condemned, hence can not be used for school purposes after the present year. School board liberal in its support of the school. The needed improvements will in all probability be made during the coming summer. Dist. 4 - School on 8. E. 14 of S. W. 14 of Sect. 32. A small school but properly supported and managed. Dist. 5 - School on N. W. of S. W. 14 of Seet. 21. Schoolhouse old and in need of improvements. School small but well equipped. Dist. 6 - School on N. W. 14 of N. E. 14 of Seet. 8. School large but in good condition. At one time it was thought necessary to enlarge the schoolhouse, but this does not seem to be necessary at present, as the school is getting smaller from year to year. This is one of the original state aided schools of the county. The board of trustees has always taken a proper interest in the advancement of the school, Dist. 8 - School on N, W. 14 of N. E. \% of Sect. 31. Building enlarged and completely repaired a few years ago. The district not strong financially but the school properly supplied. Dist. 94 - School on N. W. 14 of N. W. % of Sect. 32. The schoolhouse rebuilt in 1913. During the following year, the school was equipped for state aid. Dist, 124 - School located on 5, W. 14 of S. W. 44 of Sect. 18. A good building and a well supported school.

Otsego. Dist. 9 - School on N. E. 14 of N. W, \% of Sect, 22. A small district and a very small school. The schoolhouse old and in need of improvement. Dist. 10 - School in the village of Otsego. A large and well managed school. The board careful in the selection of its teachers. Many students from this school have attended higher institutions. Otsego is an ideal location for a consolidated school. Dist. 11 - School on 8. E. 14 of N. E. 4 of Sect. 15. A fine two-room schoolhouse built in 1913. The building is large, well constructed, conveniently arranged and properly lighted. The school has for years offered the work of the eight grades and often some of the higher work. Each year some of its students have completed the work of this school and have enrolied in Monticello for more advanced work. Dist. 12 - School on 8. E. 44 of 5S. W. 14 of Sect. 28. School well equipped. More ground should be provided. Dist, 30. School on N. W. & of N. E. 44 of Seet. 31. A small school. Some supplies needed, Dist. 112 - School on §. BE. \% of 8S. E. 4 of Sect. 24. District small. Schoo] also small. Recently improvements have been made which have benefited the school.

Rockford, Dist. 40 - School located on N. W. 14 of 8. W. %4 of Seet. 8. Schoolhouse old but in good condition. The board of trustees did a thorough job of repairing a few years ago. The site a pretty one. None but first-grade teachers have been em- ployed for the last six years. Dist. 41 - School, N. E. 14 of N. EB. ¥ of Sect. 21. A comparatively new schoolhouse and a properly equipped school. Dist. 42 - School located on N, E. 14 of S. BE. 4 of Sect. 2. Many improvements made in this school in the last four or five years. The school now up to standard. The attendance of pupils of this school has usually been exceptionally regular. Dist. 54 - School on 8. E. 4 of S. W. 14 of Sect. 3. Enrollment in this school is small. Terms have been rather short. This is the only school in Rockford township not drawing special state aid. Dist. 60 - -School located on N. W. 4 of N. W. 14 of Sect. 8. Some improvement has been made in this school almost each year for a number of years. The school now is well equipped and in good condition in other respects. The school has supplied many strong students for the Buffalo high school. Dist. 85 - School on N. E. 4 of N. E. 14 of Sect. 19. A good schoolhouse kept in first-class repair. A large and beautiful site. School properly equipped. Dist. 89 - School on N. E. 14 of N. W. \4 of Sect. 24. Schoolhouse small and somewhat crowded each session. School supplied with all needed apparatus for its suecess. Dist. 118 - School located on S. E. 14 of S. E. 14 of Sect. 4. The schoolhouse not well located on account of its being so near the railroad. Board of trustees and people give good support to the school. For the last four years this school has been especially successful. In 1914 the school had the honor of furnishing the valedictorian of the rural school graduates of the county.

Silver Creek. Dist. 13 - Schoolhouse situated on S, E. 4 of 8S. W. % of Sect. 16. This is one of our two-room schools. The building is new and in splendid condition. Well qualified teachers are employed; school well equipped; strong work has been done for some years. Consolidation should be effected, including Dist, 13 and several adjoining districts, Dist. 15 - School on S. W. %4 of N. W. \% of Sect. 33. This was one of the first schools in the county to qualify for special state aid. It has always been one of the strongest rural schools. Dist. 16 - School on 8S. W. 4 of N, W. 44 of Sect. 8. This is another two-room school. An addition was built to the original one-room building a few years ago. This addition is in good condition but the old part of the building is in poor shape. Extended repairs should be made soon. The full eight grades of work done for some years. Good teachers are employed. The board always ready to furnish needed supplies. Dist. 95 - School on 8. E. 14 of N. E. 4 of Sect. 34. The school recently properly equipped for special aid. For years the term of school in this district. was too short, but for the last three years the term has been of proper length. The best teachers are sought and employed. The future for this school is very encouraging. Dist. 121 - School on N. E. 4 of N. E. 14 of Seat. 23. A good school, properly supported by the board and patrons,

Southside. Dist. 43 - School on N. W. 4 of N. W. 14 of Sect. 14. The school equipped with everything required for special aid in 1913. A substantial schoolhouse; a large and well situated ground. The grades in the schoo] elementary because the larger pupils of the district attend the near-by village schools. Dist. 93 - School on S. BE, 4 of N. E. 4 of Sect. 29. The schoolhouse old. School newly equipped in 1913. The attendance rather small but increasing. With the improvements recently made, this school has made a decided advance, The next year or two will bring other improvements. Dist. 105 - School on 8. E. 4 of N. E. 14 of Sect. 35. A large and well equipped school. In 1914 this district was associated with Annandale. Dist. 106 - School on N. E. 4 of S. E. 14 of Sect. 22. This district made extensive improvements in 1912. Since that time a good school has been maintained. The board and patrons interested and give proper support.

Stockholm, Dist. 52 - School situated on N. E. 4 of N. EB. %4 of Sect. 17. This is perhaps the best equipped and best supported two-room school. The district is one of the largest and financially strongest rural districts in the county. At one time considerable high school work was done in this school but during the last five years the work has been confined to that of the eight grades. Many students from this school have continued their studies in higher institutions. Dist. 66 - School on 8. E. %4 of 8. E. % of Sect. 12. A good schoolhouse and a well managed school. The board pays liberal salaries and employs strong teachers. Dist. 80 - - This district has two schoolhouses, situated, respectively, on S. E. 4 of N. E. 14 of Sect. 22 and §, E. 4 of S. E.% of Sect, 26. The schools are both properly equipped. The north building has for some years been overcrowded. This building should also have a new entry. The teachers employed are as a rule well qualified, hence the work has generally been strong. Dist. 90 - School on S. E. 14 of S.-W. 14 of Sect. 29. One of our most substantial districts. School large. None but first-grade teachers have been employed for years. The board always ready to make improvements in the school. The site, one of the best in the county. Dist, 97 - School on 8S. E. 4 of 8. W. %4 of Sect. 3. A good schoolhouse. A small school but well supported and generally in charge of good teachers. A ventilation system should be installed. Dist. 133 - School on N. E. 4 of N. W, 4 of Sect, 1. This school is properly equipped for special aid. For about five years well qualified teachers have been employed and good work has been done. The site is too small. It should be enlarged before land values rise much higher.

Victor, Dist, 59 - School situated on N. W. 14 of S. E. 4 of Sect. 26. This district is now large, owing to the fact that Dist. 86 was united with it six years ago. Many pupils from the dis- trict attended the Catholic school at Winsted. The schoolhouse of this district is old but has recently been thoroughly repaired. A strong school is maintained. Dist. 63 - Sehool on 8S. W. 14 of N. W. 14 of Seet. 11. A large district but a very small school. The school in need of better equipment. Dist, 65 - School on the S. W. 14 of S. W. 14 of Sect. 28. This school at one time had an enrollment of seventy pupils, but it is now one of our small schools. During the last four years many improvements have been made. The present County Superintendent of Wright county received most of his early training in the school of this district. Dist. 78 - School on S. E. % of 8. E. 4 of Sect. 5. This school is now one of the smallest in the county. For the last three years the attendance has been too small for the best work. Dist. 108 - School situated on 8. W, %4 of S. W. 14 of Sect. 16. A good school. One of the prettiest sites in the county. The credit for the beautiful trees on this site is due a former teacher in this school.

Woodland. Dist. 37 - School on N, E. 4 of 8. W. 4 of Sect. 20. An excellent schoolhouse, built four years ago. The school well supplied with everything needed for its success. Good teachers employed. Dist. 38 - School on 8. E. 4 of 8. W. 4 of Sect. 26. A state aided school. The schoolhouse not old but in need of some repairs. The school much smaller than it was five years ago. The work has generally been suecessful from year to year. Dist. 67 - School on N, W. 14 of 8S. W. 4 of Sect. 8. One of the few schools in this part of the county not properly equipped for special state aid. Certain improvements needed. The attendance small and quite irregular. Dist. 74 - School on 8S. E. 4 of S. E. 14 of Seet. 15. The school poorly supported. Schoolhouse in need of improvements. Dist. 82 - School on S. W. 14 of N, W. t%4 of Sect. 32. Schoolhouse new, well built and properly arranged. School well supported by its patrons. Good teachers. Site on the shore of a pretty lake. Dist. 111 - School on N. E. 4% of N. E. 4 of Sect. 33. Schoolhouse old. A new one should be built in the next three or four years. Some supplies needed.