Press and daily Dakotaian. (Yankton, Dakota Territory [S.D.]) 1880-1889, 1884-06-16
FRONTIER EDUCATION.

NO pettcr PROOF could be given that
we are a nation than the fact that SO
much ID done for education, regardless of
geographical lines. Second. hand states.
men would have us believe that there is
bloody chasm dividing the north from
the south, or that New England is in
danger of being left out in the cold,
But the peabody Fund.-" the "Slater
Fund" Vanderbilt university, the work
OF the American Missionary association,
the New West Education commission,
the long line OF academies and colleges
on our frontiers, are q sufficient answer
to such vaporings. They are all unity.
ing our nation. and fast making its best
features permanent. They will live and
grow stronger long after "Mormons,"
Cowboys" and "Ku-Klux" are gone,
and studied only by students as excre.
sciences of the past.
Generously. even lavishly, the general
government seconds these private means
with gifts of lands, imperial for their
magnitude. For example: The land set
apart for the benefit of common schools,
not counting that for university and
normal schools, in the territory of Da-
kota is al area larger by five hundred
and elghty.tive square miles than the
whole state of Massachusetts. Formerly
1T was one thirty.siXth, now it is one
eighteenth, OF the public land thus ap.
propriated. That the older states might
not be neglected in tho distribution,
their proportion has been given to them
as college Scrip" In addition to the
land given for common schools, large
quantities are set apart for universities,
agricultural colleges, and normal schools.
But none OF these lands are available
until the territories become states; and
this is the weak point in the system.
immigration will not wait for state
hood. Railways are now built in advance
of the settlements. Every day, yes every
hour, is precious for the proper shaping
of society. In the general scramble for
selfish preferment, there is nothing to
make headway for the common good but
education and religion. Theoretically,
at least, the church is better prepared to
enter the breach than the school, for
there are the missionary organizations
of the different denominations, whose
business it is to see that churches are
established. 1t only the churches knew
the value of their opportunity, and their
great advantage in this work OF shaping
Kingdoms. they would pour out money,
and push forward men. no matter how
loudly and plausibly timid souls. theoriz.
ing at safe distance from the front,
called for a halt in the name OF
"Christian comfy"
But no one is empowered by either
public or private authority to step in at
the right time, and set in motion the
machinery of education. True, it is easy,
with such a people as are now making
these new states, to find men intelligent
enough, but they are all busy. Then it
takes time to organize school district,
elect officers, levy tax, build or hire a
house, and find teacher. These difficult
ties are greatly increased when, as is the
case now IN many instances, communities
are begun and towns built months before
they can be legally organized. Taxes
levied in such cases, while not actually
illegal, still lack the formal sanction Of
law, and can be collected only as the
citizen consents to pay them.
But suppose these objections all met.
The district is organized, schools are
established, but how are they to be
maintained? Wholly by direct taxation
there is no public money. At the game
time they are taxing themselves for
,oads, bridges, necessary public build
ings, the care of the poor, the care OF the
insane, and the administration OF justice.
The last two items are always proper.
tionately larger on the frontier than IN
older communities. They are also build
ing their own homes. Nearly all are
young people. Very few have accumu.
lated capital, but must borrow money at
high rate of interest to carry on their
business. But they are brave, hopeful,
willing to discount the future and pay
largely for the privilege.
Here is an opportunity for our govern.
ment to help in q legitimate way the
building of society. Let q small part,
say one tenth, of the proceeds of land
sales be set apart for the immediate use
of schools. This would give on average
of $4,000 to each township of six miles
square. Until population has increased
enough to warrant admission as state,
two schools to township will be saffi-
cient. The sum named would build and
seat twa sufficiently large houses, and
leave fund which, if judiciously in.
vested. would keep the house insured
and furnish all needed maps, charts, and
books of reference. The receiver of the
land Office in each United States land
district could hold this fund subject to
the order OF the superintendent of
schools in each county. The ordinary
safeguards applying to the expenditure
Of public money would be sufficient to
prevent misappropriation of the fund.
The receiver could also be empowered
to designate some person in each county
who should act Temporarily as disburs-
ing agent of this fund until the county
ai,onl1 ha fn1lv oYooni1od fhuo ,orovonf
ing any detriment to the interests OF
education that might come by delay.
This money should not be given out
right, but loaned. to be repaid from pro-
ceeds of the school lands when they are
sold by the state. Even o low rate of
interest might be demanded, not to
exceed two per cent, and this interest
should become eventually part of the
school fund.
The benefits of this plan are many and
obvious. Schools would begin earlier in
the history of towns and communities
than they do now as rule, and be for
that reason more efficient in shaping
society for good. They would be taught
more months in the year. Better teachers
would be secured; for, freed from the
burden Of building house, they could
pay larger wages, and so secure better
service.
New states would be saved from the
necessity, making temptation usually
too strong to be resisted, to sell their
school lands at the earliest possible
moment, aud as result getting but o
small part OF their true value. Could
each state wait at lest five years before
selling an acre of their school lands, the