De Witt County, Illinois - Chapter 12: C 0 M M O A' Schools, 1882

Oeigix Of The School Sy'Stem

?||0 give a brief and concise history of the schools and school-interests of De Witt county, is the object of this chapter. But such a history would be incomplete without giving a synopsis, at least, of the rise and progress of the free school system in the State of Illinois. The State has encouraged and nurtured education since her admission into the union. The present school-system dates from January loth, 182-?. Illinois was admitted as a state in 1818, and the act of admission contains the following stipulations imposed by Congress : " Whereas the Congress of the LTnited States, in the act entitled ' An act to enable the people of the Illinois territory to form a constitution and state government, and for the admission of such state in the union on equal footing with the original states, passed the 13th of April, 1818,' have offered to this convention, for their free acceptance or rejection,the following propositions, which, if accepted by the convention, are to be obligatory upon the United States, viz : 1. The section numbered sixteen in every township, and when such se^ tion has been sold, or otherwise disposed of, other land equivalent thereto, and as contiguous as may be, shall be granted to the state for the use of the inhabitants of such township for the use of schools. 2. That all salt springs within such state shall be granted to the said state for the use of said state, the same to be used under such terms and conditions and regulations as the legislature of said state shall direct: Provided, the legislature shall never sell nor lease the same for a longer period than ten years at any one time. 3. That five per cent, of the net proceeds of the lands lying within such state, and which shall be sold by congress from and aft r the first day of January, 1819, after deducting all expenses incident to the same, shall be reserved for the purposes following, viz : Two-fifths to be disbursed under the direction of congress, in making roads leading to the state; the residue to be appropriated by the legislature of the state for the encouragement of learning, of which one-sixth part shall be exclusively bestowed on a college or university. 4. That thirty-six sections, or one entire township, which will be designated by the president of the United States, together with the one heretofore reserved for that purpose, shall be reserved for the use of a seminary, and vested in the legislature of the said state, to be appropriated solely to the use of such seminary by the said legislature. "

From the above, it will be seen with what care and jealousy the general government guarded the school interests of the newformed states. These grants and conditions were accepted by the convention which assembled at Kaskaskia in July, 1818, for the purpose of framing a constitution for the new state. Hon. Shadrach Bond, a man of marked ability, was elected first governor of Illinois. In his inaugural address to the general assembly, he called their special attention to the educational interests of the state in the following forcible language : "The subject of education, the means for which have been so amply provided by the bounty of the general government, cannot fivil to engross your serious attention. It would be well to provide for the appointment or election of trustees in each township sufficiently populated, and empower them to lease, for a limited period, the section of land reserved and granted for the use of schools within the same, requiring them to appropriate the rents arising therefrom to such use and in the manner to be prescribed by law. The townships of land which have been granted to the state for the use of a seminary of learning, cannot, it is to be believed, be so disposed of at present as to authorize the passage of a law to commence the undertaking; but at least a part of them may be leased, and the rents arising therefrom may be laid up or vested in some productive fund as a secure deposit to be hereafter appropriated to the object to which the grants were made ; such a course will render tho.se lauds productive, and when the period shall arrive at which it may be advisable to sell them, they will be extensively improved and of great value- These donations, together with the three per cent, upon the net proceeds arising from the sale of the public lands within the state, which have been appropriated for similar purposes, with proper arrangements, will create a fund sufficiently large to educate the children of the state to the remotest period of time. It is our imperious duty, for the faithful jierformance of which we are answerable to God and our country, to watch over this interesting subject. No employment can be more engaging than that of husbanding those resources which will spread through all classes of our fellowcitizens the means of wisdom and of knowledge, which in the freedom of our institutions will make the child of the poorest parent a useful member of society and an ornament to his country."

The first General Assembly was too much engrossed with other matters of state to give this portion of the governor's message the attention it deserved ; but at its second session, it took cognizance of the recommendations contained in his first message, and a bill was passed by both houses, and approved by the governor, March 2d, 1819. It provided for the appointment by the county commissioners in each and every county, of three trustees in each township, who were within six months after appointment authorized to employ a surveyor, who should lay out section sixteen in each township in lots, not containing less than forty, nor more than one hundred and sixty acres, and to lease the same for a term of ten years, for the purpose of creating a revenue for school-purposes. As this law was general in its tenor, it was sutficient to protect and throw around these school-lands a proper safeguard ; and had the recommendations of the governor and the provisions of the law been adhered to until the lands became valuable, the public fund in nearly every township in the .state w.uld be to-day sufiicient to maintain our public schools without special taxation. Unwise counsel prevailed somewhere, and the most of this munificent gift of the general government has been largely sacrificed.

From 1819 to 1S25 but few changes were made in the schoollaw. Although the changes were few and unimportant, there was a decided, growing sentiment favorable to the free-school system ; and in 182.5 the General Aserably passed an act providing for the establishment and maintenance of public schools. In the preamble to this act, the following patriotic sentiment was expressed: "To enjoy our rights and liberties we must understand them ; their security and protection ought to be the first object of free people ; and it is a well-established fact that no nation has ever continued long in the enjoyment of civil and political - freedom which was not both virtuous and enlightened ; and believing the advancement of literature always has been, and ever will be, the means of developing more fulh' the rights of man, that the mind of every citizen in a republic is the common property of societv, and constitutes the basis of its strength and happiness. It is therefore considered the peculiar duty of a free government like ours to encourage and extend the improvement and cultivation of the intellectual energies of the whole."

This act is unquestionably the foundation-stone of the present free-school system in the State of Illinois. The act was mandatory, as will be seen f om the language of the statute in the following passage: "There shall be established a common school or schools in each of the counties of this state, which shall be open to every class of white citizens between the ages of five and twenty-one years." It also provided for the election in each district of the following officers : Three trustees, one treasurer, one clerk, one assessor and one collector. The trustees were empowered to perform many of the functions now performed by the county superintendents, such as examining of teachers, visiting schools, reporting to the county commissioners, etc. Some of the provisions of the law of 1825 were repealed by the act of 1827, creating a general law of the state relating to the common schools ; but no material changes were made until 1^41, when the legislature made a complete revision of the school law, and approved February 26, 1841.

Each township could have as many schools as the inhabitants of such township desired ; the people of every organized district were required to meet and elect from their number three trustees, and to agree upon the plan and manner of conducting the school. These trustees or directors were vested with power to execute the plan adopted, and were required to visit and superintend the schools. This law was the first that required schedules to be kept by the teachers and returned to the township treasurers. It also required a teacher to pass an examination for a certificate to teach. The board of trustees was required to perform this duty, or appoiut a board of examiners for the purpose. The law did not mention the branches to be taught, nor did it specify the branches in which the teacher should be examined, but required that the certificate, when issued, should enumerate the branches in which he was qualified to teach.

In 1845 another revision of the school-law was made, and many new and important features were incorporated in it. The secretary of state was by virtue of his oflice created state superintendent of schools. Among the various duties the statute provided that he should counsel with experienced teachers, relating to the latest and most improved methods of conducting the common-schools ; he was required to advise the school commissioners as to the best manner of managing the schools ; of constructing school-houses, and procuring competent teachers ; to recommend the best text books, charts, maps, etc., and to bring about a uniformity of the same. Under this law, whose duties were those of secretary of state, the first state superintendent was the Hon. Thomas Campbell, who made a very eflicient and useful ofiicer. Many of the suggestions given by him in his report to the governor could be used with profit in our school system to-day.

The duties of the secretary of state confined him almost entirely to his office as the state developed, and the demands for a special officer to discharge the duties of this department became a necessity. Hence, in 1854, this legislature passed a law making the office of state superintendent of public instruction a separate one. The duties to be performed were similar to those under the act of 1845. It was provided to fill the office by appointment of the governor until after the election in 1855, with a salary of ?l,-"00 per annum.

The Hon. Xinian W. Eihvanls was appointed the first state superintendent under this law, and the first to have the honor of framing a bill for the unification of the school system of the state. Again, in 1872, there was another general revision of the school law, since which time there have been but few important changes made. Of the last revision, I should do this hi.story great injustice without the mention of the name of Hon. Newton Bateman, I who has no superior in this country as an educator or friend to the free-school system. Our legislators, in the above revision, which caused our school system to rank with the best in the land, gave the greatest heed to his judgment and counsel.

From the foregoing it will be seen that there have been five marked epochs in the school history of Illinois - 1825, 1840, 1845, 1854 and 1872. In the main we have a most excellent freeschool system in our state ; but there are changes in the law that should be made, and which would prove wholesome to all concerned. I have special reference to the want of clearness in the language of the statute. The school law, above all others, should be the plainest in all its det.iils, and so well arranged as to be intelligible to all who are able to read.

History 01 Be Witt County, Illinois

cepted ; 2d, the college fund, consisting of the above one-sixth part; 3d, the surplus revenue derived from the distribution in 1836, of the surplus revenue of the United States; -Ith, the seminary fund, derived from sales of lauds granted to the state by the general government ; 5th, county funds created by the legislature in lS3o; 6th, township funds arising from the sale of public lands granted by congress for common-school purposes.

Earlt Schools Ix The Couxtv

In these days of prosperity, surrounded as we are with the advantages of social and business life, we can form no adequate idea of the trials, hardships and privations endured by the pioneers of this county. To them and those who have aided us in securing the information necessary from which to write this article, we dedicate this imperfect history of her common schools. That it is very incomplete we know; having no records of the early schools, we were obliged to glean from the failing memories of the surviving few, the data from which to write.

The early settlers were a hard-working, intelligent, warmhearted people, who came from the older states to the wilderness of Illinois. Having had opportunity to note the value of learning in the work of life, they determined that their children should not grow to years of maturity in ignorance, so that we find them early turning their attention to the establishment of schools, into which in accordance with the spirit of those times, they introduced the severe discipline of which we shall speak further on. Many now complain of the backwardness of our schools. But comparing them with the schools of fifty years ago, and remembering with what crude material we have had to work, aud that like the Yankee, we not only had to make the thing itself, but the things to make it with, we will conclude that all things considered, we have not been slow to improve our opportunities, although with better management of the school affairs, we might have had better results.

The youth of that day never dreamed of the comforts and even luxuries enjoyed by the school children of the present. They were compelled to make long journeys over bramble and bush, through mud, snow, cold and heat, to reach the little log-hut, in -which the school was kept, as they termed it. The first schools were taught in cibius, somjtinijs previously occupied as dwellings, and were of the poorest sort, with greased paper for windows, no floor, and often no chimney; a hole iu the roof allowed the smoke to escape, which was prevented from returning by the use of what they called a wind-board, which had to be changed every time the wind changed. A fire-place in one or both ends of the room kept the children from freezing, and seats were made by splitting logs and putting iu wooden legs to support them, the flat side of the puncheon up ; another slab supported by pins put in the walls, formed the only desk for writing purposes. The older pupils, many of them men and women for size and age, sitting with their backs to the school ; their elbows resting on the desk in front of them, performed their allotted tasks, girls on one side of the room, and the boys on the other. The smaller children occupied lower seats, but so high from the floor that their feet dangled in the air, with no support whatever for their backs. Thus they were compelled to sit erect, holding thfeirbook.

or more often, a little thia board with letters printed on it, up before them in an attitude of study, ft-om six to eight hours each day, and if they dared to grow noisy or restless, they felt the keen tingle of the master's switch. In those days " licken and larnen " went together, and no teacher was considered capable who did not make a vigorous use of the pursuasive rod. Hence we find that every teacher of that day, who had an ambition to be abreast of the times, sought to be an expert wielder of the '' birch," or the ever memorable ferule.

The teachers, though severe in their discipline, were faithful in the discharge of duty, teaching to the extent of their ability. But few of them were well qualitied to teach beyond the rudiments of an education, yet. possessed of that hard common sense characteristic of the early settlers, they were enabled to accomplish much - they taught but little, and taught it well. In 1837 teachers were first required to hold certificates, for which they were seldom examined be3'oud the three R's, " Rithmetic, Reading and Ritiug " Arithmetic was considered the all-important branch, especially for boys to study, and it still holds a very significant place iu many of the rural districts to-day. It was thought that a girl needed little book preparation for her work in life, but usually in a later day, when grammar was more often taught in the schools, it was pursued by the girls, the boys thinking it was useless to waste time on such foolishness. The only common ground on which they could meet was the spelling. Here the boys were often compelled to acknowledge the girls their equals. Spelling schools, so common, and so enjoyable in those davs, were an outgrowth from which they derived much social and intellectual pleasure. These also were the days of " barring out " and "ducking'' for treats, and the older citizens who enjoyed these sports, would think the history incomplete without mention of them.

Sometimes it would happen that a man of good attainments was found at work in these cabins, and, when such was the case, the young men from the settlements around would attend the school, and so earnestly apply themselves that often they were better prepared for the practical duties of life tlian many of their more favored brothers of the present day, who have the privilege of a college course. The individual plan of recitation was in vogue in all the earliest schools The master went round from one to another, helping them ''do their sums" and pronouncing hard words in the spelling lesson, which confronted him at every turn he made. Between these exercises, he would make and mend pens, for which they used goose quills. They made their own ink out of nut galls, and other things known to them. Then there were the copies to " set " for those that wrote, and the little ones to hear from four to six times a day. From this daily programme we Icnow that the teacher who did his work faithfully and well, had little time to idle. They paid him a small salary, and expected him to earn his money. It was thought at that time, and many still cling to that old idea, that any one might without injury or loss to the commuuity, teach the schools, especially the smaller scholars, even though they knew very little themselves of the subjects they proposed to teach.

After a few years, the manner of recitation was somewhat changed from the individual plan. The older pupils were arranged in a straight line on the tloor, and required to " toe the mark," then " make their manners," after which they proceeded to recite, toeing the mark through the whole recitation. If it was reading, the one that read loudest and called the words most readily, was counted the best reader. This expressionless style of reciting was called the " school-tone." At the close of the exercise, more "manners" were required, and the class passed to their places, and swinging their feet oyer the long slab bench, were ready to study the next lesson, or write, perhaps.

Then the smaller pupils came to the master's knee, one at a time, with their little board or book, if they were so fortunate as to have one, which the teacher takes, and resting it upon his knee, points out the letters in regular order with his knife, the child repeating them after the teacher, till he knows them.

Often the little urchin fails to recognize a letter, perhaps T. After many fearful contortions of the face and nervous movements of the limbs, he gives it up, and fixes a blank stare on the face of the teacher, who by way of reminder, asks, " What did you drink for supper last night?" Quick as thought, the little fellow has it, and answers in a loud voice, " buttermilk," and the teacher, an adept at turning things to account, repressing a smile, uses the blunder to fix the letter in the mind of the child.

But the old log school-house, with all its discomforts, has pa=sed entirely out of use, and the teacher, ruling with the ironheel, has become a creature of the past. The state has provided a better class of accommodation, and prepared the way for teachers to fit themselves for their work ; and we are now beginning to enjoy in a fuller measure the rich results of all the long line of laborers, from the first parents who built the first cabin for school purposes and the first teacher who wielded the birch and taught the "young idea how to shoot," to the grand army of educational workers of to-day.

The first school of which we can get any account was kept on Jacob Coppenbarger's farm, which is now on section eight of Tunbridge township, in 18i!9. A young man by the name of Edom iShugart, who is said to have been possessed of a good education for the time, taught this school. The second school we find was taught in 1831, on the site of the town of Waynesville, by William S. Dunham. This was the first school taught in what is now Waynesville township, and the second in the county. Again, in the winter of 1832, we find Edom Shugart teaching in the first house built in the county for school purposes, as we found him in 1829 in Tunbridge township, teaching the first school in the county.

This school-house was located in what is now Wapella township, about a mile and a half north of the town of Wapella. It was a little, rqugh log cabin, and was used but one year, when a larger and better house was erected nearer the centre of the present district and on the same hill where Liberty school-house now stands. This was the first school-house to have a floor and a glass window. For several years subsequent to this, however, the school-rooms were lighted by removing a log the full length of the house, and sometimes greased paper was pasted over to keep out the wind and storms ; this with the light admitted through the open doors and chimneys, was thought sufiicient. In this new house John B. Swearingen taught the first school, in the winter of 183J. This year we find two other schools taught, one in Tunbridge township, by Edom Shugart, just north of Kenney, and one in what is now Waynesville township, by J. J. McGraw. The next winter (1834) we find several schools, taught by the following teachers : Edom Shugart, William Lowry, Daniel Newcomb, Wm. S. Dunham, J. J. McGraw, J. B. Swearingen and AValter Roben, all teaching schools located in the townships now organized as Tunbridge, Barnett, Waynesville and Wapella. In this year, 183-1:, the Howard school-house was built, which was the first frame school-house erected. The same winter, what was known for years as the Hall school-house was built on the farm of Mahlon Hall, the first built west of the present city of Clinton, the third in the county, and for many years the only school-house in the present limits of Barnett township, which now has eight schools, all furnished with good, comfi)rtable houses, - that at Midland City being a graded school of two departments. Some of the teachers who have done excellent service may here be mentioned : Reuben Howard, Alfred Hyde and J. I. Barnett. The last named has taught at Hallsville for several years ; he is a graduate of Eureka College, and in his own school does excellent work, as his long stay in the same place will attest. Some of the first teachers in this township were: Lnwry, Newcomb, Mcintosh, Pollock and Derby.

Tunbridge township has ten schools, all in good condition ; that in the village of Kenney a graded school of three departments, under the care of Henry E. Sisson at present. Some of the men who were prominent and who aided and encouraged the school-work in the townships of Barnett and Tunbridge, were : Andrew Wallace, Judge Lowry, John Barnett and Mr. Randolph. Later, were their descendants, and others, among whom many will remember those genial men. Judge J. R. Hall, Robert Barnett and John Kenney, all of whom held a high place in the hearts of those who knew them. Others, still living, who were pupils in these early schools, and could tell the story of those good old times better than I cat* write it, are the Howards, Randolphs, Thornleys, Brelefords, Fruits, Butlers, Halls and Humphreys.

Waynesville. - The first settlers of what is now Waynesville township, took special care in educating their children. They early began preparations for schools, the result of which is, her citizens have long been prominent in the county's history. J. J. McGra » is worthy of especial mention from the fact of his long service as a teacher and school oflncer, having been elected to the office of' School Commissioner at the very first election of officers at the county organization in 1839, to which place he was continuously elected for eighteen years. The building of the first school house in that township dates back to 183.5. It was constructed after the style of the times and rudely furnished, and located three miles east of Waynesville on the farm of John S. Strange. J. J. Mc- Graw also taught this school, which was attended by pupils from all parts of the township, and was a kind of High School in its time. We are told that at one time there were but three spelling books in the school from which thirty pupils learned their lessons; other books were equally scarce. As the population increased other schools were organized and other houses built for school purposes, all the people of the neighborhood assisting, some furnishing the material, others converting it into a house. When the 16th section of land was sold, which was about 1840, the township was divideil info districts and the proceeds of the sale distributed among them. In 1S48 there were in operation in the township five schools, most of which had good buildings, furnished in the approved style of the times. The schools of the town of Waynesville deserve more than a general mention. In 1836, after various buildings, that happened to be vacant had been occupied, school was opened in the M. E. Church, which was used for two years. In 1840 the number of children was so large that it became nec^ssarv to divide the school. So in 1842 both the M. E. and Presbyterian Churches were pressed into service, until 1S.>8 when they built their present two story frame house.

Besides the public schools just noted. Wavnesville at various intervals until recently, has supported a select school. The Mioses Leeper in 1852 and 18.i.'), assisted bv Miss Linzey, conducted the private school. In 18,50!, H. Harris was principle of the school. Another who will long be remembered for his abilily as an in.structor and also as a gentleman, was Frank Longbrake. In 1866, J. G. Turner took charge of the school' which he conducted till 1870. This gentleman although peculiar in his make up, was possessed of such unbounded enthusiasm and indomitable energy that the school reached a high plane of usefulne.s.s. Since that time there seems to have been little interest on behalf of select schools. The interest in home education in and around the village appears to be less now than it was twenty years ago. Waynesville township now h.is six school districts with a school property valued at (877,000.) The number of pupils in the township is 288. The amount of expenses incurred hv these schools during the year ending June 30, 1881, was (SI 883.29.) Paid their teachers (SI 300.02.) Their present school fund is (S108.'i.38.) Their prf-sont trustee is Wm. Gambrel, Sr , and their present treasurer, William Cantrell, who has served in that capacity about sixteen years

Wapella. - The earliest school history of what is now Wapella township has been referred to above. In 1848 the first frame f chool house was built in the township, and Trustum Hull taught the first school in it. He continued to teach very succe.s.sfully in the schools of different townships for several years. Since his retirement from the school room, he has almost continuously acted as the township Treasurer. Among the citizens who have been interested in the educational work of the township may be named the Swearingen's, Brown's. Harrold's, Homer Buck, Walter Karr and Peter Crura Wapella Township h,as four school dis tricts all having good, well furnished houses, and no bonded debt.

Santa Anna - The first school-house was built of hewed-logs, on the highe.st blufi!' in the township overlooking Salt Creek, one mile south-west of where Farmer City now stands, in 1835, by the following pioneers : Dennis Hurley, Eichard Webb, John Donner, Nathan Clearwaters and Richard Kirby. The first teacher was John Heath, the second was Celia Lowry ; others fidlowed. These were subscription schools, and many of the older citizens, who were pupils in this rural academy, still retain vivid impressions made upon their backs by the hickory sprouts and ironwood twigs. The old school-house has long since been removed and there is not a relic left to mark the spot, save the beatiful hard-maple grove, near which it stood. Other schools were established in the township of a like character, but they have all given way to better ones, and the present schools, -six in number, are as good as any elsewhere in the county, each having a comfortable, well-furnished house. There is but one graded school, that at Farmer City. It has a good, two-story brick building, finished in 1873, at a cost of about §1600, with bonds all paid off but one, which is due and will be paid in 1882. There are eight rooms in the building, accommodating about 8.30 pupils. The ground upon which the house stands is a beautiful plat, occupying a block of ten lots, hand.somely laid off with walks, and set with shade trees, and is reached by good walks from every part of the city. This building is a palace when compared with the old school-house, which did, indeed, seem like an old corn-crib infested by rats before its use was discontinued, as the writer can testify, having spent one unfortunate year of school life within its smoking walls.

The first school taught in the new building, was in charge of Prof M. Jess, a very efficient teacher, who remained about five years in the school, raiding it to a high standard, when he retired from the place to take charge of the Leroy School, where he still remains. Among the pupils of Prof. Jess, are to be found many occupying honored positions as lawyers, physicians, ministers and teacheis. Mr. Garrell succeeded Prof Jess, but could not sustain himself, and Prof William Smith, of Normal, was called to finish the unexpired term. Mr. Smith was re-elected the next year, but was elected County Superintendent of Schools, of McLean County and resigned to assume the duties of his office. Prof. W. D. Hall was then engaged to take charge of the school, but owing to various circumstances was unsuccessful in its management, notwithstanding, he is regarded by many competent judges as the best educator ever in the county, and is ranked among the most excellent and thorough in the state. He was eccentric, but needed only to be known to be loved. J C. Scullin, of Logan County, succeeded him, and held his position one year. Mr. Gay next served a year or two, when L P. Brigham, of Areola, a graduate of Normal, and a good teacher, assumed the charge, which he held for three years. He left to go into the practice of medicine, and Allen J. Stults, the present incumbent, was elected to take charge of the school, which opened September 21st, 1881. Mr. Stults is endeavoring to bring about a better system of gradation, and being a very practical teacher, the prospect seems fair that the school will be prosperous and active under his management. A number of the principals and assistants who have taught in this school were graduates of the Normal University. Farmer City is alive to her educational interests, and has usually a very efficient Board of Directors. Its present board, J. B. Lewis, Wni. T. Bean and S. C. Copen are careful in the management and hopeful for the future. The standard of the school has alternately advanced and retrograded during the past eight years, which cannot be avoided when there is so frequent a change of teachers.

Harp Township. - Some of the earlier teachers were Jefferson Cross, Ab-alom Hamilton, Susan McCuddy, Elizabeth Thompson and Harvey Blount. Tbe latter was looked upon at that time as an expert in his profession. He has taught about forty winters, most of them in De Witt County, and probably the oldest teacher now teaching in it. There are eight districts in this township, all having very good houses, and an enrollment of 264 pupils. The school-property is estimated at 83,6.jO, and no bonded debt.

Te.i;as Township. - The first school-house, one of the log-cabin kind, was built in 183.5, on or near the site of the present Texas school-house. This school has been the leading one in the township, having had in the past, as at the present, some very efficient teachers. Many remember the late F. M. Van Cue as among the leading teachers of a late day ; also Stephen Adams and G. C. Kelly, who now has charge of the schools, and others, will be remembered as successful teachers in the years to cotue

Texas has nine districts, all having neat and well furnished houses, some of them comparatively new. The school fund amounts to S107S.58. Edwin Weld, the present treasurer, has served a number of years very efficiently in that capacity-

De Witt Township. - The earliest school in this township was taught in an old kitchen belonging to Benj. Day, and fitted up after the style extant. The school was taught in the winter of 1856 and '57 by F. S. Eobbins ; it was entirely a private enterprise. In June of 1837, this sixteenth section of land was sold for 85.00 per acre. The same year organization of the townships into school districts took place, and five trustees were elected, namely : Hiram Chapiu, Benj. Day, R. J Duseubury, -fames McCord, and Orin Wakefield. The latter was appointed Treasurer. The township was at first divided into three districts, each district soon provided itself with a log cabin and whatever furniture was needed. The interest and state fund paid a large part of the teachers salaries, which were very low. In a few years District No. one, after using the old log cabin near the grove for some seven years, built a brick building in Marion, (De Witt,) which they still occupy. Mrs Nellie S. Richards, an experienced and thoughtful teacher, presides over the school at present- In a few years after the first organization, District No's 1 and 2 were divided and District No. 4 was formed. This district in 184fi, built the first frame school house in the township, which was finished and furnished in the most approved style. De Witt has likewise been favored with good teachers, and she has among them some of the most substantial and honored men of the county. We take great pleasure in recording the names of our old and well tried friends Col J. J- Kelly, and the Hon. Wm. H. North, upon the pages of the county's history Botn of these gentlemen served a term of four years each as county Superintendent of schools, under whose supervision we had the honor and pleasure of holding certificates and teaching. Another name that will long be remembered especially by the young men and women, to whom he taught the higher branches and gave a lift in life that enabled them to succeed as practical and definite workers in their chosen calling, is P. V. C. Pool, who taught a private school for a number of ygars near De Witt. Other teachers were Mr. Tavener, Betsy Weaver, Cynthia Vincent, and J. D. Chapin.

liutledge Tonmship. - The first school in this township was taught by Robert H. Pool, about 1838. He was a man of more than average ability and an earnest worker in the school room. The school house was located in the timber about a quarter of a mile west of where the Fuller school house now stands. It also was a log house like the others of that day. The teacher and large boys gathered wood at playtime to burn during school hours. Daniel Craig was the second teacher, and John E. Dougherty, a young man of good ability as a teacher, was the third. These were subscription schools, the teacher receiving S2.25 a quarter for each pupil, the schools averaging from 15 to 20 scholars- Thus the teacher received from 12 to 25 dollars per month and board among the scholars. The log school house was used till about 1845, when a frame was built, known as the Rutledge school house There are now six school houses, one brick and five frame. The Fuller school house is the finest country school house in the county, and in contrast with the old log house fir,«t built marks well the advancement of thirty years. The prominent men who labored hard to push forward the cause of education in the early settlements were John E. Dougherty, Peter Brickey, John JNIcCord, Wm. Lafferty, and Thos. Vandeventer, the last named being the only one now living. The prominent early teachers were R. H- Pool, Peter Brickey, J. E. Dougherty and Mr. Tavener. Of the successful teachers of a later dav we have space to name but one. Dr. Wesley Anderson, the finest scholar that ever taught in the township, and a superior mathematican. He claimed to have been the first to figure out and publish the total eclipse of the sun in 1869. He introduced the higher branches in his school at Fuller school house and aroused an interest in the cause of education in both old and young, giving bountifully from his storehouse of knowledge by night schools and lectures to all that would attend.

Wihon Township. - Among the names that are prominent in the educational aflfairs of the present day are the Wilsons, Wald, Hurd, Hubbell, and Cains. There are six school districts with good houses and an enrollment of 230 pupils. The present School Fund is S1333.20. The present Treasurer John T. Hubbell.

Nixon Township - The sale of the school land of this township was made in 1852, but the first record of a school is 1856. This school, a summer term, was taught by John A. Helmand, at the Twist school house. The old school house is still occupied by the district for school purposes. The present teacher is Miss Alice Branson. The meeting of the first Board of Trustees was in Dec- 1855. In Feb- 1856, the school fund amounting to (§4442.011,) was paid by Lawrence Weldon, School Cjmmissioner, to the Treasurer of the township. This town-hip has always been favored with excellent teachers, many of whom have since filled honorable positions. Some of those who merit mention are Joseph Anderson, A. E. Hilton, Henry -S. Green, now one of the leading lawyers of the state, Rufus Crocker, Edmund Deverse W. B. Caldwell.

Creeh Towjiship. - The first house built in what is now Creek township, was after the prevailing style of logs with roof of clapboards held to their place by weight poles. It was situated in the timber and about one mile from Lane station. It is probable that the first teacher was a crippled man by the name of Jefl'erson Cross. Another of the early teachers whose work has been of great value was Walter Roben, who is still an honorable resident of the township. John P. Mitchell and Mr. Pool were also at one time teachers in this township.

C/int'jnia Township. - Probably the first school opened within its boundaries was in 1834, by Mr- Lowry in the old court house. At all events we learn that he taught the first school in the town- The schools were taught, either in the court house or in rented rooms, by Mr. Lowry, (who was the first probatejudge elected in this county). Dr. Gardner, now of Farmer City, and others until 1841, when the first school house was erected. It was a rough frame building, constructed we understand, entirely of oak, even the siding and shingles were of black oak, and the effect of a year or two's sunshine and storm, caused such a shrinking and warping of the parts that in a few years it was unfit for use. In winter it was too wet when it rained and too cold when dry. There was no lot purchased on whicli to erect it, but it was placed near the center of the street running south from the court house, (which was situated on the site of the present temple of justice) and there it stood for many years.

That school houses in general, and this house in particular was not the pet of the people then living in Clinton, as its treatment will fully show. In 1846 the prospect of war with Mexico loomed up in the near future, and Clinton not to be behind her neighbors, sent to Bloomington and procured a nicely mounted six pounder, and we venture to say that more hats were passed around for the purpose of raising money to pay for amunition to be used in firing that canon, than for any other purpose. If the gun was fired in the evening or at night, it was considered a loud call for every adult, male and female, and all the small boys «^ithin hearing, to appear in Clinton the next morning to hear the news. As the prospect for war increased, the desire to shoot somebody or something increased, and a contribution was taken up in order to get the necessary amount of lead with which to make balls for the canon. This ball took more lead than was to be obtained in Clinton, and a messenger was soon started for Blooraington or Decatur to get the necessary number of bars of lead, which was soon melted and beaten into a very respectable ball, a little larger than a man's fist. And now the inquiry, " what shall we shoot at? " " what can we hit? " and it proved a staggering question - no stumps, no trees, big enough for any gunner to risk his reputation by using either as a mark. In the houses there were families and there were no barns. In this extremity, some one suggested the school house as the fortress, to be demolished. This idea '' took well," and the man in that crowd who would raise his voice or say one word to save that house from such an indignity, would have been looked upon as a public enemy, advised to keep silent if he knew what was for his own good, and ranked with Tom Corwin who had just made the most brilliant speech of his life, upon the Mexican question. The canon was located on the square to the ea.st of its center, the school house being a little west of south and in full view. It was a rich target, and so arranged that if the bullet passed through or over the house and went on to Salt Creek, there was no danger of hilling any building, and every person within carrying distance of the gun was supposed to be at its side or safely standing in the rear. The first shot we are informed missed the house, passed on over it and on into the timber, and the cry of " lost ball " was emphatic and sorrowful. Another subscription stared them in the face, but a contest between their patriotism and their already depleted pockets, was avoided by the cry " let us find the ball." A range was obtained from the muzzle of the gun to the first shrub or limb cut off by the bullet, and by a rude system of flagging it was soon found and brought back in great glee. A shot or two more and one could see the shingles fly, and in a short time the house was ruined, but the patriotism of the people was exhibited in a remarkably expressive manner. The school house stood there unrepaired for several years. Finally it was purchased by a clergyman named Collins, who removed it and converted it into a dwelling. Whatever schools there were after that, for some years were taught in rented rooms and in the Disciple and M. E. Churches, until about the year 185(3, when a new school house was built which Mrs. Savage now occupies as a dwelling, one block south of the present school building. This second house in its day was considered too expensive for the district, and yet it only had four good school rooms. A vote for the tax to build it was only carried on the third election, and then, we are informed, by a manoeuvre of this kind. John J. JMcGraw, C. H. Moore and another man were directors. They had put up notices calling the election in the district to vote for or against the tax. At this - the third election C. H. Moore refused to sign the notices, but took great pains to see every known opponent of the tax before the day for voting, telling them it was a great outrage to call a third election - the tax had been beaten twice and that was enough - now he was with them against the tax. He thought if they would all come out and vote once more against it, that would end the matter, otherwise, he was fearful the tax would carry and the house be built. Mr. Moore's changing to their side paralized the opponents of the tax, struck them dumb with astonishment, and either from a dislike to have him succeed in anything he undertook, or in the belief that he would or could beat the tax unaided by them, most of the opponents of the tax stayed away from the polls or refrained from voting and "for the tax" carried easily, and the house was built the sime fall. This we believe was the last organized opposition to school houses in Clinton. The house then built answered well for some years, but proved too small in time, and the present house was built, and while it is almost the only ornament in the town, we think it an expensive luxury unless run with all the economy consistent with good teaching and good management.

To resume the history of the teachers, Mr. Wm. Bates is the first teacher who remained for any considerable length of time, teaching mostly in the old court house and in his own private house. His pupils were from the families Argo, Newcomb, Crura, Gideon, McKlhanie, Woodward, Long, &c. His first school was in 1847- In his later schools were the children of De- J. Warner, Dr. Adams and Elder Burger. Mr. Bates is remembered as having introduced and practiced other modes of rewards and punishment than the use of the rod, so familiar in all the early schools. The ticket system of governing will be remembered by many who attended and procured prizes with the price of their carefully hoardeil treasures, on the last day of school, when an auction sale was held and the articles sold were to be paid for in the little diamond-shaped tickets held by the pupils as a reward for good lessons and good behavior. One of the largest boys acted as auctioneer, in which capacity, if we are correctly informed, Lee McGraw would especially distinguisced himself. After the sale was over and good byes said, home the childrtn went to show their treasures and boast or bewail their bargains as the case might be. In view of the success of these primeval methods of controlling as chool, I doubt whether we moderns have so very much improved on them after all. Mr. Bates' school seems to have been the dawn of a better day for the schools of Clinton. Following him was Mrs. Acres. Then came Mr. and Mrs. John Heldman, who probably made the first attempt at teaching a graded school in this county. Among her teachers and school officers Clinton can boast of many good men and women, some of them have since won for themselves rank among the leading educators of the state and others have distinguished themselves in other walks of life.

Among those deserving mention we will name James M. Ewing, now a member of the honorable law firm of Stephenson & Ewiug, Blooraington, 111., also Miss Lizzie Smith and Miss Sophia Granger, both graduates of a seminary in Cincinnati, and excellent teachers. Mrs. Granger, who labored long in the schools of the town, foreseeing the need of preparation for her chosen profession, had taken a regular course of instruction before entering upon her work as a teacher, and having this special training together with her superior qualities of mind and heart and the irreproachable example of her every day life, she was an inspiration for good to her pupils and an ornament to society, and the resignation of her position in the schools was a matter of regret to the community. Another was D. W. Russell, who will be remembered as having taught a school of high order in the Christian church, in 18.56. He was a model teacher in our opinion, and, we understand, has since become an eminent and wealthy physician. Another was Prof. J. M. Powell, who for some time after acted as curator for the State Museum at Xormal, and gave to the world glowing accounts of the western wilds in his able articles on the Canyons of the Colorado."

McCorkle, a young man who had previously taught a term or two in the old M. E. Church, very successfully was employed to take charge of the first school opened in this building, which position he held for seven years. Being a good teacher and good disciplinarian, he placed the school on a permanently high basis. Mr. McCorkle has reason to be proud of his work in Clinton, for from among his pupils, Clinton and other places have derived many of their substantial citizens, by whom we feel that we should not be forgiven if we fail to pay this just tribute. He is ever held by them in grateful remembrance for his untiring efforts in their behalf, and for the wisdom of his counsels and his ever ready sympathy with their individual aspirations to fit themselves for positions of usefulness in life. Mr. McCorkle was followed in the same school house by Messrs. Armstrong and !Marchant, who retained their places a year each. W. D. Hall was next elected to take charge of the school, and under his supervision it increased to such an extent that it became necessary to enlarge the old or build a new house. The result was the erection of the present fine school building, the best in the county and among the finest in the State, the cost of which including grounds, furniture, &c., was about 860,000. The site is one of the finest for the purpose, being a beautiful plat of high ground adorned with trees and flowers. Its location is sufficiently central to accommodate the whole city.

Each year the people endeavor to place men upon the Board of Education who will work to keep the school up to a high standard. The new building being completed, the Clinton High School was organized in 1869, with S. M. Heslet as superintendent, and Miss Shurtleff as principal of the High School Mr. Heslet held his position until June 6th, 1874. - He was an excellent organizer, a superior disciplinarian, and commanded the respect of all his pupils.

He was a man of fine moral influence, an active member of the Presbyterian church, and very efiicient in its Sunday-school, and will be long remembered by his many friends. Miss Shurtleff" resigned during the fall term of 1871, and left the school in good condition. She was a good teacher, and beloved by all her pupils. She soon afterward became the wife of J. B. Haldeman, well known in this city and county.

Miss Anne Byrne succeeded Miss Shurtlefli', and graduated the first class, consisting of three members, although we believe there was a class of three members that finished a course under Professor Hall, in the old building ; but Miss Byrne graduated the first class in the new house. Miss Lucy Long was her successor, and taught one term, when she was succeeded by ]Miss Laura E Holbrook, who held the position until June G, 1877, graduating the following classes ; Class of 1873, nine members ; class of 1874,

Miss Holbrook was succeeded by B. F. Hull, the present incumbent, who has graduated classes as follows: Class of 1878, eleven members ; class of 1879, seventeen members ; class of 1880, eleven members; class of 1881, nine members. Mr. Hull deserves especial mention, not only as being an excellent instructor, but as having by untiring industry and perseverance, raised himself from a poor boy to an honorable and lucrative position.

Prof Heslet was succeeded by W. D. Hall, who resigned in the fall of 187.5, and was followed by I. Wilkinson, who held the position until .June 6, 1876, when R. E. Morrow was elected principal. Miss Laura E. Holbrook, who had been the High School teacher for several years, was Mr. Morrow's successor. She was a lady well qualified for the position by her superior education and high moral and social culuire, and the school prospered under her administration. Mr. N. D. Gilbert, the present incumbent, succeeded Miss Holbrook, and in many respects has raised the school to a high standard.

Clintonia Township has eight school districts, with comfortable houses, and most of them furnished with the latest and best furniture. The Clinton School is a first-class graded school, having twelve departments, under a board of six directors, who manage the machinery of the school and keep it in good running order, consulting with the superintendent in regard to the needs and general working of the school ; and they prepare, with his assistance, a course of study for all the grades, and give general instructions to the teachers in their work, and general information to the public as to the management and expense of the same. Counting those graded schools which have more than one department, we have eight graded schools in the county, located at the following places : Clinton, Farmer City, Wapella, Kenney, Waynesville, De "Witt, Midland and Weldon, and eighty-seven ungraded schools, with an entire enrollment of 4,.566 pupils. Total receipts during the year ending June 30, 1881, for school purposes, amount to $58,906.62. Total expenditures for same year amounts to 644,.320.25, much of which has been lost to the county through a lack of proper management. While the schools of the county are in a fair condition, which is due to her teachers and school officers, yet there is much that needs to be done before the people will receive an equivalent for the money expended for their support.

And we think, that since the state has provided for the establishment of a free school system, as a necessity to the well-being of our Government, it should also provide for the protection and proper supervision of the same in all its parts.