Bismarck daily tribune. [volume] (Bismarck, Dakota [N.D.]) 1881-1916, 1914-05-14

Yours very truly,
A. l.. MAXWELL,
URGENT NEEDS.
Editors neutrality-suspicious. in this
column are not necessarily the con-
victions of the Tribune f
Dickinson, N. d., May 10, 1914. 1.
TO Editor Tribune,
Bismarck, N. d.
Dear Sir:
That the general school laws OF
this state need to be considerably
modified is admitted by prominent
North Dakota educators. Indeed, the
subject is of such Importance that it
will probably be freely discussed at
the next convention of the National
Education Association, which assem-
bles at St. Paul, MINI, July 4th
Hence, as Montana possesses an un-
usually fine educational code and pub
lie school system, it may be we'll
worth while inquiring as to what may
be protitably learned from the expe-
rience of that state.
Remarkable States.
North Dakota and Montana are both
remarkable states. each of which, in
hardly more than quarter of cen
fury, has made astonishing progress,
and especially in education. In; each
state, the restless, resourceful and
energetic white race of America and
northern Europe has conquered the
wilderness, made the land yield mar
velcus agricultural and mineral prod
ucts, built fine cities, and put into
sccessful operation public school sys-
tens, that compare most favorably
with those of the older settled states.
Extremely Wealthy. -
Collectively the people of both
states are extremely wealthy, and
this fact has an important bearing on
the progress of education in each
state. North Dakota excels in her i'm
mense wheat and other cereal crops.
Left to Courts.
The school laws of North Dakota
and Montana are, in many important
respects, very different. In the school
legislation of North Dakota very
much discretion is left, as to the
proper Interpretation of doubtful!
matters, to the courts, the state de-
partment of education, the county Sill.
perintendents, the school boards and
even the teachers. In Montana, the
law is laid down very specifically,
clearly, and in thorough detail so
that the rights and duties of all par
ties concerned are easily understood
and enforced. ST
The following examples will illus
trate this difference. The laws of
North Dakota are silent as to cor
poral punishment for pupils. The
state superintendent of public instruc-
ton has ruled that teacher may,
when such action is necessary to en-
force good order, use the rod to a
reasonable extent. Many school
boards and patrons expect liberal
use of the stick, and the teacher has
a hard row to hoe who does not, at
least, make show that corporal
punishment, when needed, will be in
tlicted at any moment.
Against Punishment.
The Montana law declares that no
corporal punishment shall be imposed
except in the presence of the teacher
and principal, if there be one and
then only after due notice to the par
ent or guardian, except that no such
notice need be given in cases of open
and fragrant defiance of the teacher
of the authority of the school. 6
Measures against truancy in North
Dakota are wholly inadequate. Boards
Of education in incorporated cities
may employ truant officer, and any
district school board in district OF
over 90 inhabitants may also have
such an officer
Montana. on the other hand, deals
very effectively with truancy. Dis.
tricss CT the first and second classes
must appoint truant officers, who are
required to attend faithfully to their
duties. In districts o fthe third class,
the county superintendent acts as a
truant officer, if the school trustees
fail to appoint a special official to at
tend to this duty IT,,
Wise Legislation.
The wise legislation of Montana
provides that principals and teachers
shall report in detail, as soon as prac-
ticab!e, all cases of truancy and in.
corrigi5ility. The truant officers are
invested with the most extensive no.
lice powers, and really pernicious pu.
pills are quickly placed where they
belong.
Textbooks.
Tagging far behind her sister state,
North Dakota is wrestling with the
hopelessly confused textbook PROB
lem. Some up to date communities
have adopted the free textbook sys.
tenn, but each school board furnishes
whatever books, ancient or modern
that it sees fit. Still worse off are
the rural districts in which the par
ents themselves are supposed to pro-
cure the books, paper and other nee.
essary material. Too frequently the
teacher finds himself or herself con.
fronted with the fact that most of
the pupils utterly lack books and are
even destitute of paper, ink and pen
ellis; and thus an excellent excuse is
afforded TO the indolent to be lazy.
Montana vigorously enforces a
sweeping, comprehensive, statewide,
uniform system of textbooks. Thus,
the remotest, isolated rural commun-
lty enjoys Just as fine text books and