Christian County, Illinois - Chapter with an unread heading (no. 10 of those read), 1880

Chapter with an unread heading (no. 10 of those read)

N 18.35 the pi'esent system of free schouls may properly be said to have been inaugurated and entered upon. That date proved to be the turning point in the history of Illinois. It is a fact that every person is a factor in the State or society in which he or she lives. Our State, early recognizing this fact, sought to provide liberal means and facilities for the proper education of those into whose hands the affiurs of state would soon pass. The influences growing out of the system of public education inaugurated at that time, are worthy of the attention and critical study of the historian and philosopher. They have attected not the average intelligence alone, but the character of every calling, and have developcMl advantages jireviousl}' unrealized.

The work of 1855 was imt the beginning. The germ of the free school system had been jilajited long anterior to this date, and by proper cultivation it had grown to be a prolific system. The idea of making kno\vlcdge common reaches far beyond the existence of Illinois as a separate territory. Article third of the celebrated ordinance of 1787 declared that " knowledge is necessary to

Paper manife.-itocs are not often dreaded ; the edicts of potentates seldom survive the age in which they arc decreed, and proclamations rarely have existence longer than that of the paper on which they may be written. They lose their efficiency or become inoperative with the vicissitudes of time. This ordinance seems to be an exception It became the nucleus of the grand system of education, the benign influence of \vhich is felt and recognized in every home and sphere of business in our State; and in 1887 the people of Illinois who will not reap benefit from the influences of its declarations and injunctions, will be the exception - will be a blank in society, and but little above the serf.

Some of the encouragement referred to in this document came in a material form in 181S. The convention which framed the constitution under which the state was admitted, accepted in August of thut year a propjsition made by Congress in the "enabling act" for this State, and made April 18th, aj)propriating section 16 in each township to ihe State for the use of the inhabitants of said township for school purpjses; also three-sixths of five per cent, of the proceeds of public lands within the State sold by Congre-ss after January 1st, 1819, should be appropriated by the legislature for the encouragement of learning. Oae-sixtli of this amount was to be ap])lied to a college or university, and thirty-si.x sections, or one entire township, with one previously reserved for that purpose, should be reserved for the use of a seminary of learning. These funds may be thus classified; the State school fund from the sales of public lands, less one-sixth, which is the university fund ; the seminary fand, derived from the sale of seminary lands; the township fund resulting from the sale of the sixteenth section. The State school fund in 187G amounted to |G13,3G"2.06. Thesennnary fund in the .same year was 85^,838.72. The college fund in 187() Sl-i6,61.3.52. The proceeds of the three per cent, fund were blended in 1835, and were increased by the addition of the surplus county funds in the hands of county commissioners. In 183U was added to this, bj' act of Congress, the surplus revenue fund then in treasury, and the whole distributed among the states and loaned at si.x per cent, per annum intere.-t. This fund to the State alone amounted to .S335,592.32. The interest from these funds was to be distriljuted annually to the counties for school purposes. These funds under the control of the State, exclusive of the county fund, amount to .S1,U)5,407 52.

The most valuable donation from Congress for school purposes was the sixteenth section of every township. In fractional townships not having this section, lands equivalent to the amount were given for school purposes. This donation amounted to 998.- 449 acres. Propei'ly mamiged the revenues derived from these lands would have released forever the people from local taxation for school purposes. These lauds were nearly all sold when there was but little demand for land.

The proceeds of the .sale of the.se lands were placed under the control of a board of trustees elected for each township, and were to be loaned, and the interest derived from them wa-s to be u.sed for the support of schools. lu 187G this "township fund" in the State amounted to §5,081,029.91. In 1828 the legislature uuanimously authorized the .sale of these lands, and borrowed the money to defray the current expenses. But the returns from these magnificent gifts were too meager to support the schools, and taxes had to be added. In 1835 a county fund was created by an act of tlie legislature, which provided that the teachers should not receive from the public fund more than half the amount due them, and

In 187G the common school fund was Sl,-513,()no.27, yicMing an annual interest of SI30,8"21.Gl). The same year the township fund of the State was S5,0Sl,G2it.91, yielding an income on the amount loaned nf !?4'l, '24^.54. In 1S:1.") the inti'rest on school moneys borrowed liv the State was first (li.^triluitcd to tiie counties.

This distribution was based ui)on the nund)er under twenty-one years of age, and one lialf nf tliese funds was to he paid to teachers, and the remainder was to constitute a county fund f )rcver as given above. Tiie aggregate of these funds in 187G was over six and one-lialf millions of dollars.

In 1824 the balance of the overflowed and swani]) hinds, after paving for drainage and levees, was granted to the counties for educational purposes. In 1853 all fines and penalties imposed in courts of records, and criminal forfeitures on bails were added to school-resources, and school-property was exempt from taxation.

The first free school system was adopted in 1825. In that year Governor Coles, in his message to the legislature, advised tliat provision be made for the support of common schools. During the same session Senator Joseph Duncan, of Jackson county, introduced a bill to establish a system of free schools. The main points in this school-system were : 1. The schools were to be open to all classes of w'hite citizens between the ages of five and twenty-one. 2. Persons over twenty-one years of age might be admitted on consent of the trustees and upon agreed terms. 3. Districts of not less than fifteen fomilies were to be formed on petition of a majority of the voters. 4. Officers were to be elected and sworn in. 5. The legal voters at an annual meeting could levy a tax, in money or merchantable produce at cash value, not exceeding onedialf of one per cent., subjeit to a maximum limitation of ten dollars for one person. 6. The state appropriated aunually two dollars out of every one hundred received into the treasury. Five-sixths of this was added to the interest received from the school-fund, and tlie sum was apportioned to the counties according to the number of white children under twent3'-oue years of age. The counties distributed this among the districts; but no district was to receive any jiart of this fund unless it had sustained a school of three months for tiie year in which the distribution was made. This distribution was based on the report of the clerk of each county commissioners' court, which was made to the secretary of state, and contained an abstract of the reports made by the trustees of schools, giving the school-population, school-attendance, and expense attending this. This system of schools, designed as a means of aflbrding an education for all the children within tiie state, was truly in advance of the times. It met with violent opposition from its numerous enemies. Opposition to taxation was great, and the legality of the appropriation from the state treasury was denied. 8o violent was this opposition that it became inoperative, and was virtually annulled by an act approved February 17th, 1827, which repealed the fifteen-famil}' clause, ma<le taxation for the full or half support of district schools optional with the voters of the district, and forbade the taxati<jn of any one for the support of any free school without Ids or her written consent had first been obtained. But neither legislation nor pergonal opposition could impede the growth nor destroy the germ of the free-school system. It was deeply rooted in the fertile soil of the ]Md)lic mind, and was fostered by the true friends of education. Subsecpient legislation had but little effect on the scliouls for a decade, when an act providing for the incorporation of the townships bi'came a law. It provided for a board of trustees who shouhl have the superintendence of " tlie business and affiurs of the township in rehition to educati(Ui and schools generally." In this law appears the first requirement for a certificate of qualification from the township-trustees, before any teacher could be ])aid out of the school-funds. For a time it seemed tliat all the virtue of this system had departed, and so great was the educational darkness that prevailed that it might very properly be said that Egypt included almost the whole state. But some energy and educational enterprise remained among those old citizens, and their first object, after securing for themselves a home, was to provide educational facilities for their children.

In 1844 a "common-school convention" was held in Peoria. This assendily appointed John S. Wright, H. JI. Weed and Thomas Kilpatriek a committee to draft a memorial to the legislature on the sub'cct of Common Schools. The paper drawn up by them was an aide and exhaustive one, and pleaded fur a state superintendent with a salary of nine hundred dollars, and recommended local taxation for school-purposes. This movement among the teachers served to bring the matter before the legislature. In February, 1845, an act was approved making the secretarj' of state exofficio state superirtendent of common schools, and the countv school-commissioners ex-ojficio county-suporinlcndents, whose duty it should be to examine and license teachers. It also provided for local taxation on a favorable majority vote. All the district-tax for schools in 184G-47 did not reach one mill on the one hundred dollars. The auditor, by this bill, distributed the interest on the school-funds in proportion to the number of children under twenty years of age in the county.

This was then distributed to the districts by the county superintendent. This same act made the qualifications of teachers embrace a knowledge of reading, writing, arithmetic, geography, and history. But it required little more than an elementary knowdedgc of these branches. Because of the excessive apathy among the people on educational matters, very little was done. Though living on the borders of civilization, they failed to. recognise the fact that education is the distinguishing characteristic between civilized and savage societ}'. The relations between an intelligent ploughman and a school-room were unrecognized, and scholars were not wanted in frontier life. In 1847 the standard of qualification of teachers had to be lowered because of an insufiicieut number of teachers to supply the schools. A certificate could be obtained for a knowledge of any one of the above-named branches. Schools were by no means numerous even with this regulation.

In 184'J the standard of ipialificatiou was again raised to the former grade. The directors could grant special privileges as to an}' branch. This was something like the provisional certificate of 1872-3, which authorized the directors to employ any one who it was thought might give general satisfaction, and absorb the public funds. Little did the average school ofiiccr then know of the necessary and judicious discrimination as to the local needs in the choice of a competent teacher. When we see employed first, in our public schools, the poorest teachers who are licensed by the county superintendent, wc are made to feel that the same weakness provails to some extent among them to-day.

In this year local taxes for school purposes were changed from fifteen to twenty-five cents on the hundred dollars, except in incorporated towns and cities, where fifty cents was the maximum.

The rate of taxes was raised in 1857, to one dollar on a hundred, by a majority vote. The taxable property of the state was at this time one hundred millions, which should have furnished a fund of one million of dollars for school purposes; but the amount actually raised did not exceed S51,900. This shows to what extent inactivity prevailed among the masses, and that the law was a dead letter.

The supervision of schools wns given to the district officers, who were often narrow-minded, and unfit fur directing school methods and school work. It soon became apparent that something more than this was needed, as the schools increased and the interest in them was growing.

The spirit of progress had been aroused. The press took hold of the matter, and strong leaders urged the necessity of better schools. From the east and south came a better class of citizens, to make this country their home. They brought with them advanced ideas of education, and urged its importance to the people here.

Convocations met and discussed the question. These influences stirred the people up in their own interests. In 1854 the legislature created the separate office of State Superintendent of Public Instruction, with a salary of $1,500 per annum. The first state superintendent was to be appointed by the governor, and should hold his office till his successor could be elected and qualified.

Hon. Ninian W. Edwards, appointed by the governor as the first state superintendent under this act, had the honor of framing the bill for a Free School System. It met with ready acceptance from the legislature, and took the form of law February 15th, 1855. - It forbade the employment of a teacher for a public school without a legal certificate of qualification. It prescribed a state tax of two mills on the dollar, to be added annually to the six per cent, revenue from the school funds, and required that schools should be kept in operation at least six months in each year.

The system thus inaugurated - the first of which really made schools free by providing for a sufficient state and local tax for their support - contiuuts substantially the state system to this day, with alterations in some details. While the new law promised more vigorous action among the people, the scarcity of competent teachers was a serious trouble. Whence were they to come ? What methods should be adopted to secure them? To meet this want of efficient teachers and supply the increased demand, the Northern Normal was established in 1857. From this time the change in the grade of teachers became apparent. This demand for competent teachers increased beyond the supply so much, that the Southern Normal was established in 1869, for the especial " training of teachers for the public schools of this State." County Normal Schools were in the same year authorized "fir the purpose of fitting teachers for the common schools."

]Many important changes in the school laws were made by the thirty-fii>t general assembly. The law as amended went into effect July 1st, 1879. It requires all school officers having the care of school funds to strictly account for the same. The county superintendent must annually examine the books and accounts of each township treasurer. The school month is made to correspond with the calendar month. To make legal contracts, teachers must have certificates at the time of making their contract.

Treasurers are elected for two years. Graded schools in cities are placed under the control of Boards of Education instead of the city council. Efficient means for refunding indebtedness are provided.

The corner-stone of our educational structure has been well laid, and firmly established in the appreciation of an intelligent people ; it advances gradually towards that perfection which will, no doubt, be attained by future generations. Older states, and European nations, view with admiration and study with delight our educational system, audnow many of its branches are ingrafted into theirs. Such is a rapid survey of the growth of the common schools in

The schools of Christian county have nobly jierf irmed their part toward the general advancement of the cause of education in the state. Laboring for many years under very great disadvantages, without properly organized districts, with very inferior school buildings, the early settlers of the county struggled manfully to educate their children with the limited means afforded them. It was a custom among the first settlers of the county, (who usually located along the lumber belts), when a few families became settled, to open a school somewhere in the neighborhood.

Sometimes tl\ese schools were held in a room in some farmer's house ; but usually they were held in rude log buildings, with a fire-place occupying the most of one end of the house, a log sawed out of one side to furnish light and ventilation, and in many cases the only furniture consisted of rougli puncheon benches, with a slab fastened to the wall for a writing-desk. The writer well remembers his first experience as a teacher in Christian county, in a schoolhouse very similar to the one described above, and located near the Ralston Bridge, in South Fork township.

Many of the most substantial professional and business men of our count}' received their rudimentary education under these disadvantageous circumstances.

The first school in tiie ciunty of which we have any record, wag taught by Elijah Hanon in tiie winter of 1826-27. This school was taught two miles east of Taylorville, in a house that stood on the land now owned by W. W. Hall. It was a log school-house of the description given above. In order to convey an idea of the inconvenience under which the people at this early day labored, it may be stated that Daniel and Martin Miller attended this school, and resided with their father at what is known as the " Elgan Mill," on South Fork, a distance of about fourteen miles. They would walk to school on ilonday morning, and board until Fi-iday evening with a family near the school-house, and again walk home. Daniel Miller was afterwards elected school commissioner of the county.

In 18:!l-2, Archibald McCullough taught a school at the same place. He is said to have been a fine scholar. lioljert White taught a school at Campbell's point in 18.31-2. The school-house was built on land owned by Joseph Jlatthews. This is said to be the first house erected specially for a school-hou.se in the county.

In the same year Michael Archie taught a school in a house on his brother's farm, on Buckhart creek, near where the Springfield and Decatur road crosses.

In 1834-5, the Hon. H. M. VanJeveer taught the first sehool in the extreme mirth part uf the eounty. The liuiUling in which this seliou! was taught, was loeatcd on jMosquito ereek, on land then owned by old Mr. Fletcher, now a ]iart of tlic land owned by ]\[oses Staflbrd, on the Deeatnr and Springfield road.

In 1840 we find the first report of the schools of the county made by Daniel Miller to Campbell Thompson, secretary of state and e.\-ofiicio state sup't of schools. The report is as follows:

The above rate of increase in the number of schools is equalled by the quality and convenience of the present school buildings in the county. Comiuodious, well-ventilated and well-furnished schoolhouses may now bo seen on all sides on our prairies, as well as along the timber lines; while the magnificent two and three-story school buildings that adorn our cities and towns attest the progressive intelligence and refinement of the present generation. And it may safely be stated that the methods of teaching and the qualifications of teachers have kept fairly abreast of the nundier and (juality of the school buildings.

It will be proper here to give a I)rief history of tlio efforts that have been made in the county to assist and luicourage teachers iti a thorough preparation for their W(irk. I refer to Teachers' Associations and Normal Institutes.

I have been thus particular in describing the organization of this a.ssociation as it was the first teachers' organization over made in the coutity. The name adopted for the organization was the "Christian County Teachers' Association."

The second meeting of the association was held in Pana on the 18th of March, 1858, at which much good was accomplished. This meeting was addressed by Simon Wright, State Agent, and Mr. Jlerwin, of Chicago.

The a.ssociatidu held its third nu'cting at Taylorville, on the 20th of August, 1858. At this meeting the late Dr. Calvin Goudy t<iok quite an active part, as he always did in matters pertaining to the public welfare.

The fourth meeting of the association was held in Rosemond on the Ifith of October, 1858. At this meeting the work was more of the nature of Institute work tliau fcn'merly, and it was resolved to make the next meeting strictl)' Institute in its character.

On the 17th day of December in the same year, another meeting was held at Rosemond. On the evening of this day an able educational addre.ss was delivered by the Hon. S. W. Moulton. On the following day Richard Edwards, afterwards president of the State Noriual University, delivered a scholarly address.

There "was quite a large accession to the membership at this meetitig, and ijuite an interest manifested in the work. It adjourned to meet at the call of the executive comiuittee. This call never was issued. Thus closed the labors of the first teachers' organization in the county.

No further efforts were made in this direction until 1870. On the 10th of Jaiuiary, of this year, Mr. AV. F. Gorrell, then county superintendent of schools, organized the first regular normal institute ever held in the county. This was also held at Pana. In addition to other instructors, Mr. Piper, of Iowa, president Edwards, of state normal school, and other prominent educators, delivered lectures before the institute. This meeting lasted six days, and resulted in much good.

The second se.?sion of this institute was held in Taylorville, commencing August 7th, 1870, under the supervision of Superintendent Gorrell. This session lasted six weeks. The third meeting was held at Taylorville, commencing January 1st, 1871. It lasted six days, and was largely attended. The fuurth meeting commenced on August 1st, and lasted six week?. The fifth and last meeting, under the management of Superintendent Gorrell, was held in Taylorville, commencing on July 22d, 1872, and continued six weeks. Much good resulted to the cause of education in the county from these noriual institutes.

On the 31st day of August, 1874, another normal institute was organized in Taylorville, under the management of R. W. Orr, then county superintendent of schools. This meeting lasted six davs. These institutes have been held annually, with one exception, since that time.

It hits been the object of the supcritifendent to have the instruction in these institutes largely perforiued by home teachers. In this he has been ably secondeil by the leading teachers of the county. Proiuiuent among these I wish to mention J. R. Edmonds, ju'incipal east ward, Pana; L. S. Hatn, principal east side school, Taylorville; S. W Culp, princi|ial Jlorri-sonville school; W. C. Griffith, formerly principal (if the cast side school, Taylorville, and T. R. Lakin, of Buekey prairie.

In addition to these, many of the teachers in the country selnjols have ci.ime forward and ably performed the work assigned them in the way of class drill, essays, etc. In this ciinncction I wish also to

Prominent educators from diflerent parts of the state have also been employed to deliver lectures at each of these meetings. Of these I will mention ex-state superintendent, S. M. Etter; state superintendent, James P. Slade ; Eobert Allyn, pi-esident of the Southern Illinois Normal, at Carbondale, and president Radford of Eureka college.

As an adjunct to the county institutes, local or township organizations have been kept up in most parts of the county during each school year. The result of these efforts has been a marked improvement in the standard of the qualification of our teachers.

Christian county has also been fairly represented in the " State Normal University," at Bloomington, showing that our people appreciate the advantages of a normal training.

In the following list I show the names of jiarties who have attended from the county, together with the date of their enrollment at the university, so far as I have been able to obtain them. If any are omitted it is on account of my inability to obtain their names.

The following are the names of teachers who attended the State Normal from other counties but who have since taught in this county: W. C. Griffith, D. M. Gibbs, Julia Gibbs, H. C Beans, C. H Andrews, and Miss Alpha Watts.

In a few of the above townships, where they are situated in two counties, the treasurers reside in that part of the township lying outside of Christian county.

Thus I have briefly sketched the history of the schools of Christian county. Supplied as the county now is with excellent and well furnished school-buildings, thoroughly trained and efficient teachers, an intelligent and liberal class of citizens, the future educational prospects of the county are bright and encouraging.

The improvement in school furniture has kept pace with the change in the kind of school houses. Foremost among the manufacturers of school, office and church furniture of the United States is the firm of A. H. Andrews et Co., 19.3 and 111? Wabash Avenue, Chicago.

For the benefit of patrons of this work, cuts are inserted exhibiting more clearly than words can express, the beauty, convenitnce md dm ibilit\ of the m dein -f-sk-. of ~cho d furnituie

Only Fifteen Ixcues From The Eye To The Book

Simply as an iudustrial establishment, the manufttctory of A. H. Andrews & Co. is one of the most successful and enterprising in the entire west. Their names have literally become a household Word, not only (hroughout the length ar.d brcadtii of this country,

The)' have done much for the cause of education by beautifying aud renderiug attractive the school-rooms of the country, and in providing for tiie physical comfort and bodily rest of the pupils.

In this special field, Mr. A. II. Andrews, the senior member of the firm, has always been an enthusiast, and to-day hundreds of pupils are reaping the full benefit of this enthusiasm ; while hundreds of thousands, who have finished their school course, look back upon the school-rooms furnished with luxuriously easy seats, convenient and comfortable desks, as the ploasant accompaniments of their sehool-life, that it will always be a joy to remember. Aud the house of A. H. Andrews & Co. were the pioneers in this elaborate and beautiful style of school-house furniture. That they have imitators and copyists is not strange - business success in anv Hue will always attract competition and attempted imitation.

The patent dovetailed " Triumph " desk is the most perfect in its proportions, and much the strongest and most endurable school-desk made. The seat and back are so curveil as to enable the pupil to maintain an erect and healthful posture, and to perform his work with ease and comfort unknown in the use of chair-desks, or even in the most of the folding-seat desks. By the improved method of construction, the " dovetail " process, and the use of steel wire rods inserted into the slatlike continuous dowels (see cut of desk in process of setting up), a degree of foi dld took I(i\ locIvED firmness, strength and durability is obtained that is not equalled or approached by any other method, and which more than doubles its value.

The following cut illustrates another style much used. The seat and back is the same as described above. Tlie end of the desk is open instead of having a lid as the "Triumph."

Boards of directors or persons wishing >eliool or otrici' furniture may be sure of finding what tliey need, at fair prices, at the great establishment of this firm in Chicauo.