  An act organizing a territory simply creates a government for its inhabitants, limiting and regulating its powers, executive, legislative and judicial, and in our country they generally resemble each other in all essential features. But the organic act of Minnesota contained one provision never before found in any that preceded it. It had been customary to donate to the territory and future state, one section of land in each surveyed township for school purposes, and section 16 had been selected as the one, but in the Minnesota act, the donation was doubled, and sections 16 and 36 in each township were reserved for the schools, which amounted to one-eighteenth of all the lands in the territory; and when it is understood that the state as now constituted contains 84,287 square miles, or about 53,943,379 acres of land, it will be seen that the grant was princely in extent and incalculable in value. No other state in the Union has been endowed with such a magnificent educational foundation. I may except Texas, which came into the Union, not as a It affords every citizen of Minnesota great pride to know that, under all phases and conditions of our territory and state, whether in prosperity or adversity, the school fund has always been held sacred, and neither extravagance, neglect nor peculation has ever assailed it, but it has been husbanded with jealous care from time to time since the first dollar was realized from it until the present, and has accumulated until the principal is estimated at $20,000,000. The state auditor, in his last report of it, says: "The extent of the school land grant should ultimately be about three million acres, and as the average price of this land heretofore sold is $5.96 per acre, the amount of principal alone should yield the school fund not less than $17,000,000. To this must be added the amount received from sales of timber, and for lease and royalty of mineral lands, which will not be less than $3,000,000 more. It is not probable that the average sale price of this land will be reduced in the future, but it may increase, especially in view of the improved method of sale inaugurated by the new land law." The general method of administering the school fund is to invest the proceeds arising from the sale of the lands, and distribute the interest among the counties of the state according to the number of children attending school; the principal always to remain untouched and inviolate. The state has also been endowed with five hundred thousand acres of land for internal improvements, and all its lands falling within the designation of swamp lands. An act of congress, of Feb. 26, 1857, also gave it ten sections of land for the purpose of completing public buildings at the seat of government, and all the salt springs, not to exceed twelve, in the state, with six sections of land to each spring, in all seventy-two sections. The twelve salt springs have all been discovered and located, and the lands selected. The salt spring lands have been transferred to the regents of the university, to be held in trust to pay the cost of a geological and natural history survey of the state. It is estimated that the salt spring lands will produce, on the same valuation as the school lands, the sum of $300,000. Large sums will also be gained by the state from the sale of timber stumpage, and the products of its mineral lands. Some idea of the magnitude of the fund to be derived from the mineral lands of the state may be learned from the report of the state auditor for the year 1896, in which he says that during the years 1895-96 there was received from and under all mineral leases, contracts and royalties, $170,128.83. It will be seen from this statement that the educational interests of Minnesota are largely provided for without resort to direct taxation, although up to the present time that means of revenue has to some extent been utilized to meet the expenses of the grand system prevailing throughout the state. |
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