The Ward County independent. [volume] (Minot, Ward County, N.D.) 1902-1965, 1910-01-20

the rural school and solve 1t. we 40
not mean to say that these institu-
tons are not doing much to help IN
this great work. Our normal schools
are providing special courses for rural
school teachers. Our agricultural col
lege is pushing the teaching OF ele-
mentary agriculture in the rural
school, The university men are CIV
ing much time and thought to the con-
sideration of this problem. The COM
mittee Of seven is made up of men
taken largely from those who teach
in the higher institutions. These
things are good, but they 90 not reach
the seat of the difficulty The rural
school needs many specific things, we
shall not recount them here, but most
of all it needs stimulation. This slim
ulation can come only, in our judy
ment thru state aid. State aid for
the rural school means, first, standard
ization, second, closer supervision,
third, stimulation of interests in the
rural school, and as a result of these
three things will come all the other
improvements which are SO essential
ly and vitality necessary.
Ten years ago our high school sys-
tenn was scarcely worthy the name,
today as result of the stimulus OF
state aid, our high schools rank among
the very best in the northwest. We
have earnestly petitioned for little
aid for rural schools at the last three
sessions of the legislature. We have
met with bitter opposition always in
the upper house. The committee on
appropriations in the senate is COM
posed with few exceptions of men
who live in our towns and cities and
who represent then our special inter-
ests which is usually some state in
stitution. We readily recognize that
the demands for these institutions dur
ing the past few years have been
heavy but withal these demands have
GENERALLY been just. We have been
proud of our growth as a state. We
have been gratifed with the wonder
full development of our state educa-
ton institutions, yet we firmly believe
that the, most pressing demands, at
least for heavy appropriations for per-
manent improvements, have been met |
for the present, that there is not now
any valid reason why the state Educa- |
tional Institutions should absorb all |
the funds available for appropriation |
for educational purposes. A careful
study of appropriations made by the
legislatures of 1907 and 1909 shows
that s1,345,0OO was appropriated to
eight state educational institutions
the university, the agricultur- |
al college with its experimental sta
tions and work, the two normal
schools, the normal and Industrial
school, the school OF forestry, the
science school and the state high
schols. This vast amount was largely
for permanent improvements Add
to this practically 100000 more rails
ed by direct tax for maintenance for
the years 1907.0s-09 and 10 and you
have $2,265, 900 expended by the state
upon higher education in four years
This is proper. Not cent too much.
However, let us not forget that the
rural school is the foundation upon
which all this superstructure must
rest If the rural school is weak thai
whole educational system is weak.
The institutions of higher learning
can help solve the rural school prob |
lem by saying to the next legislature,
we Individually and collectively ask
that when the amount set aside for
education is determined upon, that |
first Of all not less than $4,000 shall |
be set aside AZ an annual appropria- |
ton to aid to stimulate the rural
school and thus solve the rural school
problem. We commend this to their |
earnest consideration.
w l. Stockwen