EDUCATIONAL GROWTH OF WINNEBAGO COUNTY — COUNTY SUPERINTENDENTS — NORMAL INSTITUTES
WINNEBAGO COUNTY TEACHERS' ASSOCIATION

The State of Iowa has just cause to be proud of her public school system. According to the census of 1880 there was less illiteracy in Iowa than in any State in the Union. This is very gratifying, and it is of interest to note the causes that produced this result. The first settlers of Iowa were strongly infavor of universal education, and were determined to give every child within her limits the privileges at least of a common school education. Gov. Robert Lucas, in his message to the first Legislative Assembly of Iowa Territory, which convened at Burlington, Nov. 12, 1838, said, in reference to schools:

"The 12th section of the act of Congress establishing our territory, declares 'that the citizens of Iowa shall enjoy all the rights, privileges and immunities heretofore granted and secured to the Territory of Wisconsin and its inhabitants.' This extends to us all the rights, privileges and immunities specified in the ordinance of Congress of the 13th of July, 1787.

"The third article of this ordinance declares 'that religion, morality and knowledge being necessary to good goverment and the happiness of mankind, schools and all means of education shall be forever encouraged.'

"Congress, to carry out this declaration, has granted one section of land in each township to the inhabitants of such township for the purpose of schools therein.

"There is no object to which I wish to call your attention more emphatically than the subject of establishing, at the commencement of our political existence, a well digested system of common schools."

This Assembly addressed itself to the task of providing for a system of common schools, and enacted a law providing for the formation of districts, the establishing of schools, and authorized the votors of each district, when lawfully assembled, to levy and collect the necessary taxes, "either in cash or good, merchantable property, at cash prices, upon the inhabitants of their respective districts, not exceeding one-half per centum, nor amounting to more then $10 on any one person; to do all and everything necessary to the establishment and support of schools within the same."

The 2d Legislative Assembly enacted, Jan. 16, 1840, a much more comprehensive law to establish a system of common schools - a law containing many excellent features. Its provisions were, however, in advance of the existing public sentiment on the subject of educaiton, making ample provisions as it did for free public schools. Even the people of Iowa were scarcely ready for such a law.

In the United States census report of 1840 very few schools, either private or public, were reported. One academy in Scott county with twenty-five scholars, and in the State sixty-three primary and common schools, with 1,500 scholars, being the whole number reported.

The first section of the act of 1839, for the establishment of common schools, provided that "there shall be established a common school, or schools, in each of the counties of this territory, which shall be open and free to every class of white citizens between the ages of five and twenty-five years;" the second section providing that "the county board shall from time to time form such districts in their respective counties, whenever a petition may be presented for that purpose by a majority of the voters, resident within such contemplated district." These districts were governed by a board of three trustees, whose duties were to examine and employ teachers, superintend the schools, and collect and disburse the taxes voted by the electors for school purposes.

Among earlier enactments of the Territorial Legislature were those requiring that each district maintain at least three months of school each year, and that the expenses for the same be raised by taxes levied upon the property of said district. Among later enactments was that providing for a county school tax, to be levied to pay teachers, and that whatever additional sum should be required for this purpose should be assessed upon the parents of the scholars in proportion to the length of time sent. The rate-bill system was thus adopted near the close of the territorial period.

When Iowa was admitted into the Union as a State, Dec. 28, 1846, it had a population of 100,000, a school population of 20,000, and had about 400 organized school districts. From this time the number of districts rapidly increased, reaching 1,000 in 1849, and 1,200 in 1850. In 1857 the number of organized districts had increased to 3,265. The Hon. Maturin D. Fisher, who then so ably filled the office of superintendent of public instruction, in his report dated November, 1857, urged the revision of the school law, and the reduction in the number of school districts.

The 7th General Assembly again took up the subject of the revision of the school laws, and on the 12th of March, 1858, passed "An Act for the Public Instruction of Iowa," the first section of which provided that "each civil township in the several counties of the State, is hereby declared a school district for all the purposes of this act, the boundaries of said township being the boundaries of said school district, and every township hereafter laid out and organized, a school district; and each district, as at present organized, shall become a sub-district for the purpose hereinafter provided: Provided, that each incorporated city or town, including the territory annexed thereto for school purposes, and which contain not less than 1,000 inhabitants, shall be, and is hereby created a school district." This law took effect March 20, 1858, and reduced the number of districts from about 3,500 to less than 900.

In December, 1858, a law was enacted providing that any city or incorporated town, including the territory annexed thereto for school purposes, may constitute a school district by vote of the majority of electors residing in the territory of such contemplated district. In 1860, the provisions of this act were extended to unincorporated towns and villages containing not less than 300 inhabitants.

By an act passed April 3, 1866, this privilege was further extended to any city or sub-district containing not less than 200 inhabitants, and comprising territory contiguous thereto. It soon became evident that by this amendment a serious innovation would be made in the district township system, by the formation of independent districts in the more thickly populated and wealthier portions of the townships. The amendment was repealed in the session of the following General Assembly.

The township system met the approval of every State superintendent, while the sub-district system was strenuously opposed. Especially did Hon. A.S. Kissell oppose the latter system. He desired that each township be a school district governed by a board of directors elected at the annual district township meeting for the term of three years. In his report dated Jan. 1, 1872, he says:

"In this system every township becomes a school district, and all sub-district boundaries are abandoned; and if this plan were carried into effect in this State, allow no other school divisions than those of the independent and township districts.
"The most experienced educators of the county have advocated this system. Among these are such men as Horace Mann, United States Commissioner Barnard, ex-Governor Boutwell, Dr. Newton Bateman of Illinois, Dr. Gregory late superintendent of Michigan, and the county and State superintendents of one-third of the States in the Union. The arguments advanced by many of these experienced school men are unanswerable. Massachusetts and Pennsylvania have tested the system practically for several years; it is prounounced by these States as a success, and this successful experiment of three or four years should have greater weight with us in this young and growing commonwealth than any theoretical arguments that could be advanced."

Notwithstanding the efforts and array of argument in favor of the township system, and the conviction, on the part of those who had made a special study of this subject, that it would prove disastrous in its results, the General Assembly, which convened Jan. 8, 1872, enacted a law providing for the formation of independent districts, from the sub-districts of a district township. This law has ever been a plague to county superintendents, and several efforts have been made to effect its repeal, but without avail.

On the whole, however, the school system of the State of Iowa is fraught with the most gratifying results, and has met with the approval of every governor that the State has had.

Gov. James W. Grimes in his inaugural message, Dec. 9, 1854, displays broad statesmanship, advanced and liberal views and eminently sound philosophy in the following language:

"Government is established for the protection of the governed. But that protection does not consist merely in the enforcement of laws against injury to the person and property. Men do not make a voluntary abnegation of their natural rights, simply that those rights may be protected by the body politic. It reaches more vital interests than those of property. Its greatest object is to elevate and ennoble the citizen. It would fall far short of its design if it did not disseminate intelligence, and build up the moral energies of the people. It is organized to establish justice, promote the public welfare and secure the blessings of liberty. It is designed to foster the instincts of truth, justice and philanthropy, that are implanted in our very natures, and from which all constitutions and laws derive their validity and value. It should afford moral as well as physical protection by educating the rising generation; by encouraging industry and sobriety; by steadfastly adhering to the right; and by being ever true to the instincts of freedom and humanity.

"To accomplish these high aims of government, the first requisite is ample provision for the education of the youth of the State. The common school fund of the State should be scrupulously preserved, and amore efficient system of common schools than we now have should be adopted. The State should see to it that the elements of universal nature, are above, around and beneath all.

"It is agreed that the safety and perpetuity of our republican institutions depend upon the diffusion of intelligence among the masses of the people. The statistics of the penitentiaries and alms-houses throughout the country abundantly show that education is the best preventative of pauperism and crime. They show, also, that the prevention of those evils is much less expensive than the punishment of the one, and the relief of the other. Education, too, is the great equalizer of conditions. It places the poor on an equality with the rich. It subjects the appetites and passions of the rich to the restraints of reason and conscience, and thus prepares each for a career of usefulness and honor. Every consideration, therefore, of duty and policy impels us to sustain the schools of the State in the highest possible efficiency."

EDUCATIONAL GROWTH OF WINNEBAGO COUNTY.

In 1866 there were seven school houses in the county, their value reported as being $4,840. There were, however, eight schools in the county, employing nine teachers, who received an average weekly compensation of $9.75 for males, and $5.11 for females, aggregating, for the year, $1,151,75. The number of persons of school age was 328; the number of pupils enrolled in the schools was 170; average 99. The average cost of tuition, per week, for each pupil, was twenty-one cents in summer, and thirty-eight cents in the winter. The apparatus used by the schools was valued at $146.

In 1867 there were ten school houses in the county, valued at $9,808; there was $200 worth of apparatus; there were 318 persons of school age; 216 enrolled in the schools; average attendance, 155. There were thirteen teachers employed, who received an average compensation, per week, of $9.60 for males, and $5.94 for females, the total amount paid teachers for the year being $1,593. The average cost of tuition, per week, for each pupil was thirty-one cents in the summer and twenty-five cents in the winter.

In 1870 the county made a much better showing, as will be seen by examination of the following statistics, compiled from the superintendent's reports for that year:

As to the examination of teachers, the total number examined in 1870 was:

The educational interests of the county continued to improve, new schools were formed and teachers became better qualified for their work. In 1877 we find a marked increase in the number of schools and of enrolled scholars. In the report of schools for 1877, W.A. Chapman, county superintendent, referred to educational matters as follows:

"The schools of this county are steadily improving, both as to numbers and efficiency. The teachers are becoming convinced of the necessity of making some special preparation for the work in which they are engaged. I find the Normal Institute to be one of the most efficient means for the elevation of the standard of education among our common school teachers. The Institutes held in this county have been a decided success. I have taken pains to employ ony such conductors and teachers as were fully up to the requirements of the times. The Institute programme coming to hand early, gave our teachers a better chance to prepare for the work of the normal and most of them did make some use of it. Something ought to be done to secure a better attendance at our schools. I have made it a point to visit each school, and advise, counsel and encourage the teachers as occasion might indicate."

From the report of the superintendent, for 1881, the following is taken:

In the same report, A.N. Brones, superintendent, speaks of educational matters as follows:

"We are pleased to report general progress in educational matters. The resources of our county are being developed very rapidly, and our school interests are not being neglected in the general advancement. Many new school houses have been rebuilt and a marked improvement is notices in the better qualifications of our teachers.

"It is fair to presume that this county will continue to advance, and take high rank among the counties of our State in educational matters."

COUNTY SUPERINTENDENTS.

In the spring of 1858 this office was created and the first election was held in April. The names of those who held the office are given below and opposite each name is given the year in which the person was elected. These gentlemen are noticed at length in the chapter on representation.

NORMAL INSTITUTES.

The 15th General Assembly enacted a law March 19, 1874, to establish Normal Institutes, which reads as follows:

"Sec. 1769. The county superintendent shall hold annually a Normal Institute for the instruction of teachers, and those who may desire to teach, and with the concurrence of the superintendent of public instruction, procure such assistance as may be necessary to conduct the same, at such time as the schools in the county are generally closed. To defray the expenses of said Institute, he shall require the payment of a fee of $1 for every certificate issued; also the payment of $1 registration fee for each person attending the Normal Institute. He shall, monthly, and at the close of each Institute, transmit to the county treasurer all moneys so received, including the State appropriation for Institutes, to be designated the 'Institute fund,' together with a report of the name of each person so contributing, and the amount. The board of supervisors may appropriate such additional sum as may by them be deemed necessary for the furthur support of such Institute. All disbursements of the Institute fund shall be upon the order of the county superintendent; and no order shall be drawn except for bills presented to the county superintendent, and approved by him, for services rendered or expenses incurred in connection with the Normal Institute."

The first institute ever held in the county, convened at the court house in Forest City, in the fall of 1869, about five years before the above law was enacted. There was no appropriation of money in that early day to assist in meeting the expenses of such a gathering, and upon each person there devolved a share of the work and cost. In many instances teachers were too poor to attend, and it not being obligatory upon them, they did not go unless very desirous of increasing their store of knowledge and experience. Martin Cooper, county superintendent at the time, deserves much credit for holding the first Institute in 1869. Such a thing had never before been attempted. People were poor, accommodations for teachers were hard to find, many of the teachers were apathetic and little cared to spend the time and money necessary to attend the Institute, there were no railroads in the county, and failure seemed to be the inevitable result. But regardless of all these discouragements the Institute was called. A programme was carefully prepared and when the Institute convened, it was found that about half of the teachers in the county were in attendance, besides a number of teachers, in prospective. Ideas in relation to school government were exchanged, the teachers were each given a branch of study to explain and teach, and all entered with zest into the exercises of the day. No foreign teachers or instructors were present and the entire management of the Institute devolved upon Mr. Cooper. Under his control everything passed off pleasantly and the teachers who had attended felt that they were better prepared to enter upon their school duties for the coming year. Thus it was that the Normal Institutes were established in the county.

The last Normal Institute was held in Forest City Sept. 17, 1883, and lasted for two weeks. The following named were present to participate in the exercises: O.G. Belsheim, C.M. Halvorsen, M.A. Nelson, Hans Jacobs, Amelia Jensen, Minnie Welch, Carrie S. Knudson, Katie Halvorsen, Helen Halvorsen, Nettie Ambrose, Maggie Duffy, C.M. Flugum, Emma Rolands, Emma Brattrud, Tena Anderson, Hattie Lukens, J.S. Howard, A.M. Wing, Marcia Jones, Mary Cole, Bertha Anderson, Walter Irwin, J. Dunbar, John Sogard, Petra Joice, Mina Watsold, L.T. Thompson, Mary S. Grasley, Mary L. Eiel, Nettie Connor, Helen Nelson, Lena Christianson, Emma T. Halvorsen, Rachel Bakken, Katie Fallen, Mina Christopherson, Kittie Gardner, Adda Hawkes, Arna Sogard, Sadie Sanborn, H.N. Palin, C.H. Ragan, H.H. Holton, Johanna Johnson and Maggie McGrevey.

The Institute was called to order by the county superintendent, A.N. Brones, who, after a few words of greeting, introduced the instructor, Prof. E.R. Eldridge, of the Eastern Iowa Normal School. Prof. Saunders, of Algona, acted as assistant instructor and under the efficient management of these two gentlemen the Institute was made both instructive and pleasant. An elaborate programme was carefully prepared and the session was probably the best ever held in the county. All entered heartily into the exercises, and the desire for obtaining and retaining everything that would tend to elevate the standard of teachers was manifest in the faces and actions of all present. The Institute was a thorough success. Besides several able lectures delivered by Professors Eldridge and Saunders, the institute was indebted to Hon. John W. Akers, susperintendent of public instruction, for a very interesting and instructive lecture entitled "The Relation of Education to Industry."

WINNEBAGO COUNTY TEACHERS' ASSOCIATION

The first to introduce the organization of a county teachers' association to the teachers of the county was Martin Cooper, county superintendent, in 1870. At an Institute held in the fall of that year, it was determined to meet for the purpose of organizing a teachers' association in the spring of the following year. This meeting, however, was never held, and ten years slipped rapidly by before a permanent organization was effected. In the fall of 1881, at an Institute held in Forest City, the teachers resolved to hold a meeting in the spring of 1882, to effect the organization of a teachers' association. This meeting was held at Forest City, Superintendent A.N. Brones, chairman. Mr. Brones was elected permanent chairman, and the association proceeded to the discussion of different school methods. Various ideas on school tactics were presented and discussed at length and the association adjourned to meet at Forest City, March 30, 1883.

The second teachers' association convened at Forest City, March 30, 1883, and was well attended by the teachers of the county. The meeting was presided over by county superintendent, A.N. Brones. Papers on various educational topics were read and discussed by the members of the association and others. At the evening session Kittie Gardner delivered a select reading, after which W.A. Chapman delivered a lecture on "Public Schools and Public Opinion." The members dispersed feeling that the association was a success and both pleasant and profitable.

The third meeting was held at Lake Mills, June 29, 1883. A goodly number of teachers and friends of education were present, and all entered into the spirit of the exercises of the day, which resulted with great benefit to all, and especially the teachers. The topics of the day were: 'Principles Pertaining to Education and Teaching,' by Henry Ernest; 'Practical Hygiene,' by Mrs. M.A. Wing; 'School Tactics,' by Daniel Ragen; 'School Government,' by Simon Sogard; and 'Object Lessons,' by E.F. Thompson. The association then adjourned to meet at Lake Mills during the winter holidays.

The following review of educational matters in Winnebago county is furnished by A.N. Brones, county superintendent of schools.

"The general aspect of educational interests in this county is certainly gratifying, and we note a steady increase in interest and efficiency among our local educatiors. The advancement made in the condition of our schools is justly due to the voluntary efforts of our teachers and school officers, and not to an appeal, on the part of the patrons, for better schools and better teachers.

"The Normals have done much to elevate our educational standard, and have been considered by our leading teachers as important factors, relative to the fundamental principles pertaining to education and teaching. The Normal Institute this year (1883), was more hightly appreciated by those in attendance than ever before, and was participated in by an earnest, intelligent, and energetic class of teachers, who took much pride in exhibiting their part of the work in a skillful and creditable manner. Experience has taught us that this is one of the best and most beneficial elements in the work of professional instruction. It adds more to the essential qualification of teachers, and general advancement of education in this county than any other agency. Most of the teachers in this county are now taking educational journals and have also procured works on methods of teaching, and by a continual and successful effort to keep foremost in their profession, they are enabled to steadily move onward with the march of progress. The standard of qualification of teachers has recently been raised some over that of previous years, and the school boards of most of the townships have assisted me by grading the salaries of teachers according to the grade of certificate. This plan is encouraging to teachers, as it provides them with an incentive to improvement, and produces a very beneficial effect upon our schools. By the aid of our school officers and teachers, I have just been able to complete the adoption of a uniform series of text-books for use in the public schools of our country. The change is apparently giving general satisfaction, and undoubtedly will prove in the highest degree efficient in advancing our educational work.

"This being my second term in office, the experience of my position has by this time enabled me to better plan and direct the educational supervision of schools. To provide the public schools of our county wit the most approved educational instrumentalities is an important duty relative to this office, and is the highest privilege, as well as the sacred duty of parents, school officers and teachers.

"We may justly be proud of our free school system, and although it has its shortcomings and defects, yet, taken as a whole, it is the broadest and best ever organized. Our schools are the surety and defence of our national life, and the agents of our national prosperity."

¹History of Kossuth, Hancock and Winnebago Counties, Iowa. Springfield, Illinois: Union Publishing Company, 1884. 822-30.