Vernon County, Wisconsin - Chapter 27: Poets and Poetry, 1884

Chapter 27: Poets and Poetry

In the domain of literature, there are not, nor have there been, any citizens of Vernon county who have been rewarded with a worldwide reputation; nevertlieless, the efforts of not a few have been creditable, and some have achieved a success that has attracted attention both at home and abroad. But this success has been, in a marked degree, confined to versification. No prose work has ever been printed in Vernon county. Efforts in that line have been confined to now and then an article published in some one of the county papers. Not so, however, in poetry. Ever since newspapers have been printed in the coiinty there have been frequent poetical contributions to them; - and an unusual number of these have been of a high order of merit. These effusions have, b\ no means, been confined to school girls and lovesick swains; but many of the older and most substantial citizens of the county have thought it not beneath them to court the muses; and they have done this sometimes over a nam de plume, but more frequently with their own signatures attached. Occasionally an anonymous piece of poetry has been given to the public, through the medium just mentioned, deserving of particular notice; but these are few.

A correspondent of the Northwestern Times contributed under the nom de plume of "Esmarelda," more than a score of years ago, some fugitive poems that were meritorious. We copy one, entitled

The Indian

Ill the following poetical contribution to tte Censor of Dec. 20, 1865, the cumulative measures are striking,and the poetic images decidedly above mediocrity. It is anonymous and is entitled

Sunshine In Winter

Who in Vernon county does not know Wni. F. Terhune, one of the oldest of its lawyer and citizens? Few would suspect from his matterof-fact way of talking that his thoughts ever ran in a poetic groove; yet, he has published a number of fugitive pieces, of which he may well be proud. We select from the Vernon county Censor of April 21, 1874,

A Wish

A WISH. When summer's sun pours down its ardent rays. And nature withers 'neath their scorching blaze, - See, 'mid the landscape, yonder crystal stream Glide on its way toward the deep ravine. Calm o'er their pebbled bed the waters go. No eddying ripples agitate their flow; While peaceful murmuring as they glide along. They blend with birds in sweet harmonious song: On each fair bank a fresher verdure blooms. There, sweetest flowers breathe their rich perfumes, Sunbeams, reflected from the surface gleam, And shimmering dance in gladness o'er the stream. Trace its bright course along the meadow's side. And breathe delicious coolness from its tide; Mark how the herds the crystal liquid lave. While verdure springs luxuriant near the wave; Gentle and calm, its life-diffusing flow Spreads soft enchantment through the vale below. So, do I wish with me would ever glide, 'Mid haunts of peace, life' fast descending tide, so, might it move in an unruffled stream. Where blessings linger and enchantments gleam; So, might its waves, with lustred virtues shine. Reflecting brightness from their source divine; So, on its banks perennial flowers fair, Of worth and goodness bloom forever there; So, might it flow, my fellow men to bless With light and joy and increased happiness.

By far the most prolific of Vernon county poets is the Rev. William Haughton. His contributions, at home and abroad, to various papers, have been numerous. He is, indeed, a true poet. He has an exhuberance of fancy, and his style is picturesque and attractive. He paints a pen-picture with a masterly hand. He has published a collection of his poems, entitled, "Sylvicola, or, Songs from the Backwoods." The book is a beautiful specimen of the printer's art. It was published in 1878 at Viroqua, by Henry Casson, Jr.

Preface

"I have been solicited to collect in book form the fugitive pieces already published in the local papers, and I have done so without taking time to correct faults. Many of these pieces were written in early boyhood and published in the Canadian papers under the nom de plume 'Sylvicola.' So sweet is the impression left on my heart of their reception, that I have given as the title of my little book a name still dear to me. May these songs - faulty as they are - bring to your heart a tithe of the joy they have given mine.

But alas for the gem with the delicate dye, 'Twas crushed by the foot of a passer-by; No more will it blusli to the tinted wave In its Siuded bed by the whispering cave.

And the night wind sang it to sleep. But alas for the gem with its violet dye! 'Twas plucked by the hand of a passer by; No more will it blush to the tinted tide In its grassy bed by the streamlet's side .

And strong was the love that it knew. But alas for its life! On a cruel day A shadow fell and it withered away: 'Twas a faithless love - 'twas a trust betrayed, And the broken heart of a lowly maid.

John Brown Summer Song

The breathing balm, the soft perfume Of beauty bursting into bloom ; The dewy morn, the starry night, The blending waves of shadowy light ; The cloud of everchanging hue, The tranquU heavens so deeply blue, The blushing buds upon the spray - These are thy gifts, O, Summer day !

Sweet Spring, in all her glory dressed - Young Summer leaning on her breast. Crowned with a wreath of opening flowers, Fanned by the breath of southern bowers ; The birds' wild carol from the bough, The haze upon the mountain's brow, The peace, the joj', the flooding light Thrill the rapt heart and charm the sigkt.

What hand but thine, O, thou Supreme ! Could paint the sunbeam on that stream ? Could giTe the pearly dew its light, Or flood with gems the starry night ? Could wake the myriad joys that throng In breeze or bower, or wild bird's song, More rapturous than a seraph's dream ? What hand but thine, O thou Supreme ?

Thou comest in the rushing storm. When terrors robe thine awful form ; When quivering lightnings rouud thee meet And thunder crouches at thy feet ; When at thy beck wild tempests sweep And shriek along the howling deep, And the mad waves in terror rise, Their white lips pleading with the skiei.

Less glorious, but how fair, art thou. When robed and crowned as thou art now; Not the wild anthem of the storm. Nor pitchy darkness round thy form. But light and joy and peace serene, - The heavens so blue, the earth so green. What hand but thine, O thou Supreme ! Could paint that flower or gild that stream !

He loves not heaven who loves not thee, O wealth of Summer scenery ! From whose cold breast no echoes start Responsive to thine own full heart. To me, that land where angels throng Is rich wilh verdure and with song, And every dream of heaven is bright With earth's dear love, its life and light.

William Clawater, of the town of Franklin, a member of the 6th Wisconsin in the Iron Brigade of the late war, has written (and is still writing,) some creditable poetry. The following is especially to be commended :

Mount Reno

From the time of the earliest advent of the families of French traders into the region now known as Wisconsin, to the year 1818, when that region became part of Michigan territory, education was mostly confined to private instruction, or was sought by the children of the wealthier in the distant cities of Quebec, Montreal and Detroit. The early Jesuit missionaries, and - subsequently to 1816, when it came under the military control of the United States - representatives of various other religious denominations sought to teach the Indian tribes of this section. In 1823 Rev. Eleazar Williams, well known for his subsequent claim to be the Dauphin of France, and who was in the employ of the Episcopal Missionary Society, started a school of white and half-breed children on the west side of Fox river, opposite ''Shanty-Town." A Catholic mission school for Indians was organized by an Italian priest near Green Bay, in 1830. A clause of the treaty with the Winnebago Indians, in 1832, bound the United States to maintain a school for their children near Prairie du Chien for a period of twenty-seven years.

The Oeiginal School Code

From 1818 to 1836, Wisconsin formed a part of Michigan territory. In the year 183V Michigan was admitted into the Union as a State and Wisconsin, embracing what is now Minnesota, Iowa, and a considerable region still further westward, was, by act of Congress approved April 20th of the year previous, established as a separate territory. The act provided that the existing laws of the territory of Michigan should be extended over the new territory so far as compatible with the provisions of the act, subject to alteration or repeal by the new government created. Thus with the other statutes, the school code of Michigan became the original code of Wisconsin, and it was soon formally adopted, with almost no change, by the first territorial Legislature, which met at Belmont. Although modified in some of its provisions almost every year, this imperfect code continued in force until the adoption of the State constitution in 1848. The first material changes in the code were made by the territorial Legislature at its second session, in 1837, by the passage of a bill "to regulate the sale of school lands, and to provide for organizing, regulating and perfecting common schools."

It was provided in this act that as soon as twenty electors should reside in a surveyed township, they should elect a board of three commissioners, holding office three years, to lay off districts, to apply the proceeds of the leases of school lands to the payment of teachers' wages, and to call school meetings. It was also provided that each district should elect a board of three directors, holding office one year, to locate school houses, hire teachers for at least three months in the year, and levy taxes for the support of schools. It was further provided that a third board of five inspectors should be elected annually in each town to examine and license teachers and inspect the schools. Two years subsequently (1839) the law was revised and the family, instead of the electors, was made the basis of the town organization. Every town with not less than ten families, was made a school district and required to provide a competent teacher. More populous towns were divided into two or more districts. The office of town commissioner was abolished, its duties with certain others, being transferred to the inspectors. The rate-bill system of taxation, previously in existence, was repealed, and a tax on the whole county for building school houses and supporting schools, was provided for. One or two years later the office of town commissioners was restored, and the duties of the inspectors were assigned to the same. Other somewhat important amendments were made at the same time.

In 18+0, a memorial to Congress from the Legislature, represented that the people were anxious to establish a common school system, with suitable resources for its support. From lack of sufficient funds many of the schools were poorly organized. The rate-bill tax or private subscription was often necessary to suppliment the scanty results of county taxation. Until a State government should be organized, the fund accruing from the sale of school lands could not be available. Congress had made to Wisconsin, as to other new States, for educational purposes, a donation of lands. These lands embraced the sixteenth section in every township in the State, tire 500,000 acres to which the State was entitled by the provisions of an act of Congress passed in 1841, and any grant of lands from the United States, the purposes of which were not specified. To obtain the benefits of this large fund was a leading object in forming the State constitution.

Agitation Foe Free Schools

Shortly before the admission of the State the subject of free schoolsbegan to be quite widely discussed. In February, 184.5, Col. M. Frank, of Kenosha, a member of the territorial Legislature, introduced a bill, which became a law, authorizing the legal voters of his own town to vote taxes on all the assessed property for the full support of its schools. A provision of the act required its submission to the people of the town before it could take effect. It met with strenuous opposition, but after many public meetings and lectures held in the interests of public enlightenment, the act was ratified by a small majority in the fall of 1845, and thus the first free school in the State was legally organized. Subsequently, in the Legislature, in the two constitutional conventions, and in educational assemblies, the question of a free school system for the new State soon to be organized provoked much interest and discussion. In the constitution framed by the convention of 1846, was provided the basis of a free school system similar to that in our present constitution.

The question of establishing the office of State superintendent, more than any other feature of the proposed school system, elicited discussion in that body. The necessity of this office, and the advantages of free schools supported by taxation, were ably presented to the convention by Hon. Henry Barnard, of Connecticut, in an evening address. He afterward prepared, by request, a draft of a free school system, with a State superintendent at its head, which was accepted and subsequently embodied in the constitution and the school law. In the second constitutional convention, in 1848, the same questions again received careful attention, and the article on education previously prepared, was, after a few changes, brought into the shape in which we now find it. Immediately after the ratification by the people, of the constitution prepared by the second convention, three commissioners were appointed to revise the statutes. To one of these. Col. Frank, the needed revision of the school laws was assigned. The work was acceptably performed, and the new school code of 1849, largely the same as the present one, went into operation May 1st, of that year.

Thb School System Under The State Government

four corner stones were: (1) The guaranteed freedom of the schools; (2) the school fund created; (3) the system of supervision; (4) a State University for higher instruction. The school fund has five distinct sources for its creation indicated in the constitution: (1) Proceeds from the sale of lands granted to the State by the United States for educational purposes; (2) all moneys accruing from forfeiture or escheat; (3) all fines collected in the several counties for breach of the penal laws; (4) all moneys paid for exemption from military duty; (5) five per cent, of the sale of government lands within the State. In addition to these constitutional sources of the school fund, another and sixth source was open from 1856 to 1S70.

By an act of the State Legislature in the former year, three-fourths of the net proceeds of the sales of the swamp and overflowed lands, granted to the State by Congress, Sept. 28, 1850, were added to the common school fund, the other fourth going into a fund for drainage, under certain circumstances; but if not paid over to any town for that purpose within two years, to become a part of the school fund. The following year one of these fourths was converted into the normal school fund, leaving onehalf for the common school fund. In 1858 another fourth was given to the drainage fund, tlius providing for the latter one half the income from the sales, and leaving for the school fund, until the year 1865, only the remaining one fourth. In the latter year this was transferred to the normal school fund, with the provision, however, that one-fourth of the income of this fund should be transferred to the common school fund until the annual income of the latter fund should reach 1200,000. In ] 870 this provision was repealed, and the whole income of the normal fund left applicable to the support of normal schools and teachers' institutes.

At the first session of the State Legislature in 1848, several acts were passed which carried out in some degree the educational provisions of the constitution. A law was enacted to provide for the election, and to define the duties of a State superintendent of public instruction. A district board was created, consisting of a moderator, director and treasurer; the office of town superintendent was established, and provision was made for the creation of town libraries, and for the distribution of the school fund. The present school code of Wisconsin is substantially that passed by the Legislature of 1848, and which went into operation May 1, 1849. The most important change since made was the abolition of the oflice of town superintendent, and the substitution therefor of the county superintendency. This change took effect Jan. 1, 1862. *-

From small beginnings indeed, education has developed in Vernon as in other counties, step by step, growth upon growth, ever widening and deepening to meet the wants of an increasing population, until to-day our schools stand abreast with the times, and are not far behind the foremost in Wisconsin.

Here and there some fifteen to twenty years ago the traveler might meet on some cross road or deep in the head of some cooley, the oldtime log cabin, poorly lighted, largely ventilated, wretchedly constructed and furnished, where grown boys and girls with little children were taught from old fashioned and various text books, and often indeed, without even these poor aids. Educated and trained teachers were hard to obtain. There was little attempt at classification or any uniformity of method. One teacher spent part of his term in pulling down the work which the former teacher had built up, or in carrying the pupil over the same ground traveled by his predecessor, leaving the boy or girl at compound numbers or at fractions, to begin again the same process on the re-opening of the school and arrival of the next teacher.

The "programme and curriculum of these palmy days were the time worn reading and arithmetic in the forenoon; geography, reading and spelling in the afternoon. Language lessons or grammar were seldom or never taught. Penmanship was a scarcity. The benches and desks were rude; the ceiling low; the floor rough and rickety. No outbuildings were visible and on the whole the aspect looked uninviting. Yet here and there some good, solid work was accomplished, owing, perhaps, rather to the determination and patience of the pupil than to the ability of the teacher and the aid of books, and out from even these poorscbools have gone earnest hearted youths and maidens equipped and harnessed fairly for the struggle* of life. So true is it that talent will finally manifest itself in spite of lack of aid from extensive sources.

By and by instead of die log cabin might be seen, along the public roads, here and there, the neat frame building; sometimes roomy and well lighted, with seats and desks in keeping, and occasionally a good blackboard and a map or two on the walls. Some system, too, was attempted in the examination of teachers, and also in thediscipline of the school room. Scholarship became a necessary factor in the teacher's fitness. The schools were more frequently visited; better order prevailed; the tests of successful work sought out both by superintendents and district boards, and the attention of the public now closely turned to the conditions of the schools.

One of the first, if not the first county superintendent was JVlr. Hartwell Allen, who held the office for some years. Mr. N. Wright, of Bloomingdale, carried on the work for two years, and Mr. O. B. Wyman, then of Hillsborough, continued it for six years longer. These gentlemen did earnest and successful work and helped to bring up the character of Vernon county schools to their present condition. At the close of Mr. Wyman's term of office Mr. William Haughton, a former principal of Viroqua High School and pastor of the Congregational Church at same place, was elected and again elected to the office in the last county election.

From a small beginning the schools now number 160. Many of the buildings are commodious and comfortable, respectably furnished and well ventilated. Quite a number are very pleasantly located, and some of the towns have entered so heartily into educational matters that they have spared no cost and no pains in buildings and surroundings.

School Houses

on the Viroqua & Sparta Railroad. The ladies of this village deserve much credit for the active part they took in helping forward this building, having gotten up entertainments to help therein. The building is neat and roomy and contains two departments, one in each story.

Coon has a very neat brick building in the striving village of Coon valley, standing near the beautiful brick church edifice of the Lutheran faith. Our Norwegian friends show great zeal in the cause of education. All these public school buildings are a credit to them. Of the six school houses in this town, every one is neat and well kept. The same can be said of Christiana.

Forest put up a building costing 1600. One cannot but be pleased with the character and condition of the school houses in this town, trim, neat, presenting an exterior that merits praise and an interior helpful to both teacher and student. The same may be said of other towns, but when we consider the rough nature of many parts of Forest and lack of wealth amongst its people, one is compelled to give large credit to its education loving residents which are chiefly American.

Ontario, a very beautiful village in Whitestown, on the waters of the Kickapoo ; if not the city of palms, is at least of evergreens, orderly, quiet and serene ; has a graded school of two departments, over which Prof. D. O. Mahoney has reigned for some years, doing good work. The people feel the need of a new building and a High School. We trust to see one there ere long.

Newton, in the town of Harmony, owns a large two story building, a credit to its people, especially to Mr. Hartwell Allen, an ex-superintendent of Vernon county, whose zeal and spirit helped on the good work.

Newton has been noted for its special and select schools conducted by Mr. Allen, Mr. Haughton and one or two others. The former, especially, has done good work here, so good

De Soto, in town of Wheatland, owns a building which is a credit to the place. It was erected by I. W. Blake, of Viroqua. It is two story, commodious, airy, neat and well furnished. It is appraised at upwards of $3,000, but who can estimate the value of its work or rather the work done therein to the community. Formerly they ran three departments, at present owing to the exit of people to the far west, only two departments are open.

Victory, on the banks of the Mississippi, owns a good and commodious building. So of other places along or neaf the same shore between De Soto and the northwestern boundary of Vernon. Time we trust is near when this shore will be alive with activity and business enterprise and crowds of children shall seek the school house. In tiie common course of things and the nature of events that day is not far distant. Hillsborough, in the eastern part of the county has a beautiful building. In fact two buildings very nearly side by side. Three departments are kept open the greater part of the year, one of them a High School. The buildings are pleasantly located, apart from the village, yet commanding a view of it. There are here excellent and numerous accommodations, good airy rooms, and the general aspect of the place is delightful. The good citizens, many of whom are Germans, spare no cost in and for the well-being of their schools.

Rockton school has also a good history. The people have lately put the building under repairs and have neatly and commodiously furnished and seated it. To the Hon. Samuel S. Bennett much credit is due. His helpful hand and large influence have done much for education, as well as for other good things in this place and amongst this community.

Chaseburg, on the Coon river, owns a pretty school building. We are tempted again into calling attention to a name interwoven with the history of this place. The Hon. Mr. Swain, a true friend to every good work. His influence has been very helpful to education in this place.

Viroqua schools have prospered in the past few years, especially those in the village. A large stone building of four departments, costing some 114,000, was erected some years ago, but was found not ample enough foi- the rapidly increasing school population. Last year a very elegant and commodious brick building was erected. And yet they come. Before long another wing will have to be added to this edifice. The schools both high and graded have, for two years past been under the charge of Prof. I. C. Smith, a very able and zealous teacher, and a graduate of Platesville Normal School. Mr. Smith isdoing good work, as are also his staff of teachers. Emma Howett, Lena Washburn, Hatlie Ferrett, Eliza Haughton, Ida Coe and Hattie McKie. The attendance is large. The curriculum very respectable and the work done is really valuable. The schools have won the confidence of the general public, so much so that now resident pupils are seeking to avail themselves of its benefits in large numbers.

Examination Of Teachers

Two semi-annual public examinations for teachers are held, one in March and one in September of each year, at eight dift'erent points in the county, most available to teachers. About 250 to .300 applicants attend these examinations, some write only for their grading, others for certificates, 180 to 200 of which have been annually granted, chiefly of the third class grade. We have been gradually reducing the corps of teachers and raising the standard of qualification. During the past year fewer certificates have been granted than ever before, and the result is, naturally higher salaries and a better class of instructors. We seek everywhere and on all occasions to give encouragement and promise to do faithful and eflicient work. Teachers are requested to give reports to county superintendent as to their location and work, name of school board, order of exercises, progress and punctuality of pupils, average attendance at school, methods of instruction, visitations at homes of pupils and preparations for school room work after school hours.

County Supervision

The effect of this supervision and discipline is manifest in the better order of the schools and the progress of the pupils. Not only is it sought to have the intellect developed, but likewise the heart of kindness and courtesy, in the school room and on the play grounds. A constant visitation, when not engaged in office work, is kept up by the superintendent, when methods of instruction are examined, suggested or recommended, and faithful work encouraged.

Public lectures are frequently given ; talks to the children, also, on the beauty and nobility of education, self government and a pure life, self-giving and unselfish like the Great Master - for we all know that mere intellectual power without moral guidance and strength is a failure for this life and for the next. Teachers and pupils everywhere welcome the superintendent, and he has always a place in the hearts and homes of our generous people.

There is held each year two normal institutes, under the management of a normal school conductor, assisted by the county superintendent and most able and prominent teachers. These institutes are of incalculable benefit. They present the best and standard methods of teaching ; experiences of the most successful in tlie profession ; the drill, the discipline and the elementary nature of the work, and are calculated to fit the teacher for abler methods of greater uniformity and of larger results in the school room.

School boards and school patrons are of late turning their attention to the providing of text books for their districts of greater uniformity, and of school furnishing in maps, globes, seats and desks. The outlay in this direction during the last school year has been large. The profession is becoming less and less an itineracy, good teachers being retained in the old places at an increased salary. An extract is here offered from State superintemlent Whitford's report for 1880-1 :

"The returns from Vernon county are peculiarly satisfactory. Here an earnest and general attention has been given to the compulsory law. The present county superintendent, William Haughton, as well as his immediate predecessor, has labored faithfully to enlist tlie interest of the teachers, school boards and other prominent citizens in the different districts, in securing a hearty compliance with the terms of the law.

'In my opinion, its power to influence parents and guardians in sending their children to school has been tested in this county as thoroughly as in any other section of the State. The increase in the attendance of children of school age the past year was 841, while the increase in school population was only 100. The percentage of attendance of these children upon public schools was eighty, and of the children between seven and fiiteen years of age it was ninety-one. These are excellent results ; and if the same could be readied in other localities the State would have no reason to complain of the "neglect of very many of the citizens to furnish their children the advantages of an elementary education."

"Doubtless, the compulsory law has much to do with this increase of attendance, and yet I find that Vernon county people are steadily awakening to the necessity of giving their children all the benefits of our common schools."

There is yet much to do. The battle has not yet been won. May the time soon come when the school houses will adorn the county, when the last log cabin will have disappeared and in its place will stand the neat edifice with pleasant surroundings, calculated to train and elevate the ideas of the beautiful in the hearts and minds of the children, and when every man and woman, every youth and maiden in this beautiful country will have risen to a larger conception of what America offers them and expects from them in return. A great people, a grand future, to be reached not so much by wealth or by victory on the battle field as through the agency and power of the common schools.

Prosperity Of The Schools

There are four towns in which there are public school libraries containing about 250 volumes, cash value of which is supposed to be $110 to $120.

One hundred and forty-three schools, in which are good blackboards, twenty having charts, \0i having good maps, forty-one having globes, and supplied with Webster's large dictionary. There have been employed 250 teachers, of both sexes, during the year, about seventy of whom were males.

Average number of months in which school kept, about seven and a half. There has been a very decided gain, both in length of school term and in teachers' wages, in the past few years.

Average scholarship on authorized standard about seventy-five per cent, on females and seventy-seven and a half on males. A few received only a six months license, but the greater part a year's certificate.

State superintendent. Others have in part tried it. The difficulties in the way are numerous, but persevering teachers are overcoming them. The list of studies as prescribed by the State is as follows :

Orthoepy, orthography, reading, penmanship, arithmetic, grammar, geography, United States history, civil government, and theory and art of teaching. In these, third grade applicants are examined. In addition, for second grade, candidates are examined in elementary algebra, higher grammar, physical geography and physiology. For first grade, in addition thereto, higher algebra, geometry and natural philosophy or physics.

But few of the teachers have obtained first grade certificates, and of these few the males ])reponderate. A larger number obtain second grade, and these certificates are held almost wliolly by females.

A teachers' association has been held at Ontario during the winter. The state of the roads and the distance to available points are such as to make such gatherings less frequent and more sparsely attended than they ought to be. It is to be hoped they will in time be more numerous and better attended than they are now.

county : yet of late, too, Appleton's series, especially the reader, is working its way into the schools. So, also, is Fish's arithmetic and Olney's algebra. Evan's little work on geometry is growing into favor in the high and graded schools.

One thousand dollars and twenty cents has been expended in private schools during the year, the whole for teachers' wages. There are nineteen of these schools.

The expenditure over any former year in amount of outlay for teachers' wages is upward of $6,000 while that of amount total for school purposes is 110,000 to ^10,500. The extra cost of school buildings the past year, excluding any other year, is some $6,000 to $7,000. The county having spent $11,322 for building during the last year.

General Statistics Fob 1882 To 1883

Number of visits paid by the county superintendent. . 133 Number of addresses and lectures given on education 25 Nu mber of distt lets which have adopted list text books 8.5