Fayette County, Illinois - Chapter 15: Common Schools, 1878

Chapter 15: Common Schools

EDUCATION. - FIR8T 8CH00L8. - HOW FORMED. - HOW SUPPORTED. - CHARACTER OF SCHOOL BUILDINGS. FURNITURE, ETC. - MANNER OF CONDUCTING SCHOOL. - BRANCHES TAUGHT. - TEXT-BOOKS USED. - THE PIONEER TEACHER. - HIS QUALI¬ FICATIONS. - HIS SALARY. - 41 BOARDING OUT," ETC. - PIONEER SCHOOL OFFICERS. - THE COMMITTEEMAN." - HIS DUTIES. - INCIDENT OF SCHOOL HISTORY. - ADVO¬ CATES OF THE PUBLIC 8CHOOL8. - 1 " ILLINOIS INTELLIGENCER. ' - PER80NAL MEN¬ TION OF PIONEER TEACH ER8. - CELEBRITIES WHO HAVE BEEN TEACHERS IN THE 8CIIOOLS OF THE COUNTY-SCHOOL COMMISSIONERS. - THEIR DUTIES. - SCHOOL SUPERINTENDENTS. - THEIR DUTIES. - TEACHER8 WHO WERE IN THE SERVICE OF THE UNITED STATES IN THE .WAR OF THE REBELLION. - TEACHER8* IN8TITUTE8. - STATISTICS, 1860 - 1870 - 1877 . - SCHOOL BUILDINGS OF THE PRE8ENT. - SCHOOL GROUNDS. FURNITURE, ETC. - CHARACTER OF 8CHOOT.8. - BRANCHES TAUGHT. - TEXT-BOOKS U8ED. - QUALIFICATIONS OF TEACHERS. - MODE OF TEACHING. - TEACH¬ ERS* SALARIES. - SCHOOL OFFICER8 OF THE PRESENT. - THEIR DUTIES. - PRESENT SCHOOL TREASURERS OF COUNTY. - GRADED SCHOOLS. - VANDALIA. - RAMSEY. - ST. ELMO. - FARINA. - LA CLEDE. - CONCLUSION.

^ijROM the earliest period of the world's history, the people of every civilized nation have realized the importance of education. Education, in its fullest sense, comprehends the development and cultivation of the various physical, moral and mental faculties of man. Hence it is that the standard of a people's morals, civilization and progress, is indicated by the degree of interest mani¬ fested in developing and cultivating the moral, social and intellectual facul¬ ties of its masses. Society, in every age, and of every nation upon which the refining hand of civilization has been laid, has been ever ready to realize and accept the truth of this proposition. Thus, in Time's epochs, from the "twilight of antiquity" to the present, we find associated with other beneficent institutions tor the elevation and advancement of mankind, the institution of schools; embracing every grade of instruction, from the elementary school, where the rudiments of an education are taught to the University and College, where art, science and literature are disseminated.

The annals of the world sustain the proposition that no nation ever occu¬ pied an exalted or enviable position that evinced no interest in the education of its people. In republican governments, in which a'l power emanates from the people, and belongs to the people, it is essential to the perpetuation of the people's institutions that the masses should have the mental and moral training that is necessary to qualify them for a high appreciation of the blessings of personal liberty ana freedom of conscience. The people of the United States have ever realized this; and in all its history, from the land¬ ing of the Pilgrims to the settlement of the far West, one of the first things to engage their attention was the establishment of schools. The history of the schools of Fayette County finds its duplicate in the school history of many counties in the Western States.

The pioneers would, as soon as they had each prepared himself with a habitation for his family and enclosed a " patch " of land on which to raise v the necessaries of life, begin preparations for the erection of a school-house.

Some enterprising individual among them would take the initiatory step of notifying the settlers within a radius of three or more miles, that, on a certain time, at a designated place, they would meet for the purpose of erecting a school-houre. Punctual at the time and place, armed with their * working tools," would the settlers assemble; and in a short time, considering the disad¬ vantages under which they labored, their work would be consummated. The structure might not compare with the specimens of workmanship and architecture of the present, but it afforded them an accommodation for their primitive school for which their rural hearts were thankful.

Character Of The Early School Buildings

Buildings constructed in the manner above described could be but rude and primitive in their character. The walls were made of rough logs from the forest, the chimney of earth and sticks: clapboards from the adja¬ cent oaks furnished them with a shelter from the chilling blasts of winter and the sultry rays of the summer's sun; slabs split from trees, the rough edges of which had been smoothed with an axe, constituted the floor. Win¬ dows were not known, except in very rare instances when some community more favored than the common lot of " settlements," were able to secure a few panes of glass for their school-rooms.

School Furniture

The furniture of the pioneer school-room consisted of "benches" made from large " puncheons," which were made from the same material and in the same manner that the slabs for the floor were prepared. "Desks" or writing-tables were formed by placing against the wall at an angle of about 221 degrees boards or " puncheons." Gould the pupil of the early school have entered the spacious and elegantly furnished school-rooms of to-day, - could he have sat in the easy patent-seat, - could he have gazed upon the modern school apparatus, and have listened to the sound of the " school¬ going bell," he would doubtless have imagined that he had been magically transported to another sphere.

How Schools Were Organized

After the school-house had been completed and furnished, (?) a school was the next part of the programme. There were no donations from the govern¬ ment or State, nor any taxes collected for the support of schools. Some one of the settlers would canvass the neighborhood and determine how many pupils would attend the school at a stated sum per capita.

The Teacher

Was the next requisite to the school. His qualifications were tested by the best posted man in the community, who was appointed "committee¬ man," or director.

The qualifications required were that he should possess the physical ability to govern the school, and be sufficient scholar to teach " reading, writing and ciphering," especially the latter, as far as the " double rule of three. His jurisdiction was regarded as paramount to that of the parents. He was not only authorized to command the obedience of his pupils while at school, but, by common consent, exercised supervisory jurisdiction over their conduct while they were on the road to and from school, and even on some occasions held his pupils to an accountability for their actions during the intermis¬ sion from Friday evening to Monday morning.

Mode Of Teaching

No regular programme of exercises was found in the school-room ; in fact there were none, the order of exercises being regulated by the arrival of the pupils in the morning, it being understood that as soon as a pupil entered the school-room his day's work began, and that the first to arrive was the first to recite, etc. The mauner of conducting recitations was of the truly primitive type, the teachers of those days being fully committed to the " pouring-in" process, believing that the true theory of teaching is to stock the mind with facts and generalities rather than to develop the reasoning faculties. Iostead of requiring his pupils to analyze a proposition from the premises to the conclusion, he would occupy his seat, ask questions, and receive answers.

Branches Taught

The branches taught in the common schools of those days were few in number - reading, spelling, penmanship and arithmetic. In addition t > these, in some very rare instances, English grammar, geography and history received some attention.

Text-books Used . The text-books used were almost universally the follow¬ ing: Smiley's and Smith's arithmetics; the old English Reader and New Testament, for reading; 44 Webster's Elementary Speller;" in schools where English grammar was taught, 44 Kirkham " was tne standard; and for his¬ tory, The Life of Washington or Marion was the book used, - these works being found very often to constitute the libraries of the settlers. The early settlers seemed to regard a man who was moderately acquainted with the subjects of arithmetic, reading and spelling, as a prodigy in the matter of scholastic attainments.

Boarding Around . - It was the custom for the teacher to receive, in addi¬ tion to his per capita subscription price, free board ; that is, he would board with one of his pupils one week, the next with another, and so on.

There being no legalized school system, there were no officers who held office or exercised its functions by authority of law; the only officer known being the " committee-man " or director before mentioned. He held his office by consent of the employers, and at their pleasure. His duties were to contract with teachers, examine them as to iheir qualifications, and to oall the employers together to decide questions that arose during the term of school. He exercised a sort of supervision over the school.

To illustrate the notions of the early settlers with regard to what branches they desired taught in their schools, the following incident, that actually oc¬ curred in one of the schools of the county, is submitted:

There came into the neighborhood a very gentlemanly and well-informed young man, a native of one of the New England States. He was readily employed to teach the school. Upon entering the school-room he was sur¬ prised to find his pupils furnished with nothing in the line of text-books except read ere and spellers. He examined them in the branches they had studied, and found them able to spell almost any word in their speller. In reading they could run over the matter very rapidly; but as to the meaning of words and the principles of reading they were wholly ignorant. He asked them if they had dictionaries- They had not heard of such a book; and the same with respect to geographies and grammars. He explained the nature and uses of the subjects treated of in the books mentioned, and re¬ quested them to ask their parents to provide the books for them They were astonished; no such suggestions nad ever been made by any teacher before; they cared nothing for grammar, geography or dictionary; their parents had often told them that if they mastered their speller and learned to write, they would do well enough; they were not going to 44 study any such nonsense." And the lamentable part of it is, that their parents encouraged them in such ideas, until the children lost all confidence in their teacher, and made it so unpleasant for him that he actually resigned and quitted the country. No doubt the same scene might have been enacted in many lo calities had the teacher suggested such a course of study for his pupils.

Advocates Of The 8Chool System

While there were some localities that had not a very clear conception of what the school should be, and some individuals who had no very high re¬ gard for the cause, there were others with strong minds and willing hearts - who believed that the welfare and destiny of our country and its institutions, was dependent on the virtue and intelligence of the people; that intelligence and virtue trod the same paths, while ignorance and vice were boon compa¬ nions ; that the only road to prosperity and happiness as a people, was by the public school system ; and who had the honesty and courage to advocate the adoption of such a system, notwithstanding the country was young, and the people were already heavily taxed. From the " Illinois Intelligencer ," a newspaper published by Col. Robt. Blackwell, of the date of January 30th, 1830, the following is taken, to illustrate the sentiment of those individuals who had the welfare of the community at heart: " Every neighborhood should educate its children. Education is the most important branch of civil and parental duty; there are but three grand requisites to be attained to render it effective: it should commence in childhood ; it should be a public institu¬ tion ; it should embrace moral, as well as literary instruction.'^ Col. Blackwell has long since ceased from his labors - the " Intelligencer " is recorded as among the 44 things that were," but the seed sown, fell upon good ground, and has produced an hundred-fold.

Such sentiments, such advocates of the cause of humanity, will be cherished with feelings of grateful remembrance, while memory is one of the faculties of the human mind.

Personal Mention Of Pioneer Teachers

The first school taught in the county, was taught in Vandalia in the year 1819, by a Mr. Jackson, in a little log shed. Mr. Jackson died before his term expired.

A Mr. Van Blick taught in Vandalia in 1822, in a small frame house that has long since succumbed to the destroying hand of time. In addition to the day-school which he taught, he conducted an evening-school, for the benefit of the young men and boys, who were compelled to work during the day and could not attend the aay-school. B. W. Thompson, Esq., was a pupil at the evening-school, Russell Bottsford taught in 1823. The follow¬ ing persons taught in the school of Vandalia, in tne early days: Mr. Spen¬ cer, Mr. Chase, Mr. Kellum, Mrs. Oar others, Mr. Pierce, Mr. Stoddard, Mr. Johnson. Prof. Kinney, Mr. Frank McCord, Mrs. Slade, E. Southworth, A. B. West and others.

The following persons whose reputation is known outside of Fayette County, have been teachers in our schools : Col. Robt. G. Ingereoll, of Peo¬ ria ; Hon. Albert G. Burr, Ex. member of Congress, and at present one of the Judges of the Appellate Court of the State; Hon. Richard W. Townshend, member of Congress.

Pioneer Teachers Outside Of Vandalia

The following persons taught in the country schools, in the early days: Mr. Dodson ana Andrew Halford, in Hurricane Township; Mr. Chase and Mr. Pice Barrington, in Sharon; Robt. Curlee, Mr. Nalls, Mr. Abbott, Col. Samuel Houston and Martin Welch, in Seminary; Mr. Smyth, in Avena; Mr. Parfitt and Mr. Bird, in Wilberton ; James Barks and Albert Filbrook, in Wheatland.

School Commissioners

The first School Commissioner, was chosen in 1834. Levi Davis, who now lives at Alton, this State, was the first to hold the office. His duties were chiefly the disposal of school lands. Hon. Ferris Foreman succeeded him, after which the following named gentlemen held the office, in the order below indicated: Col. Wm. C. Greenup, J. P. Rigdon, David M. Wear, Dempsey Yarbrough, Ezra Jenkins, S. Washburne, Hon. George H. Dieckman and Hon. B. W. Henry.

Ezra Jenkins was the first Commissioner under what is known as the <( Free School Act" He also taught the first school in Vandalia, after the enactment of said law.

During the administration of Mr. Jenkins as School Commissioner, his ! duties were, to examine and license teachers, visit and exercise a general super- | vision of the schools, advise school-officers, teachers, etc. His administra- : tion witnessed a marked advancement in the condition of the schools, j The administration of Hon. G. H. Dieckman was productive of much good to the public schools; during his administration the school finances, which through neglect of school officials, had gotten into bad condition, were brought to a safer and better basis than they had ever been previously ; he exacted of Town Trustees, that all loans, belonging to the school funds of the respective townships should either be collected, and reloaned, or renewed, and impressed upon them the necessity of seeing that the securities on all loans were good.

He was the first Commissioner, who collected, arranged and seut to the office of the State Superintendent, the school statistics of the county; a copy of which report is still on file in the office of the County Superintendent of schools. He also submitted a written report, in which he recommended the enactment of a law to grade teachers' certificates, in accordance with their qualifications, repealing the law granting commissioners power to grant 44 special certificates," upon the recommendation of school directors.

Afterwards, while a member of the General Assembly, he introduced a Bill, which became a law, granting to all persons who entered the service of the United States during the war of the Rebellion, under the age of twen- I ty-one years, the right to attend the public schools of the State, free of tui¬ tion, for the same length of time they were in the service during their mi¬ nority.

The following named gentlemen quit the dignified profession of teaching, to assume the arduous and perilous duties of the soldier's life in the war of the Rebellion in defence of the Nation's honor, Capt C. P. Jones, Capt. C. W. Horr, Capt. A. W. McCraim, Major T. K. Jenkins, Lieutenant Chas. Lee, Capt. Joseph M. Chase; privates, James Mabry, Mat. Boreland, W. I. Blair, S. L. Ranney, Joseph Beck and Nelson Perryman.

School Superintendents

Major T. K. Jenkins was the firet to exercise the superintendency of the schools after the enactment of the law increasing the duties of the office, aud changing its title. Under the supervision of Mr. Jenkins rapid and sub¬ stantial progress was made in the standard of our schools, as well as in the standara of teachers' qualifications. Z. 8. Swan succeeded Mr. Jenkins, followed by D. H. Mays and B. F. Shipley, present incumbent. Mr. Mays* administration was marked by the cultivation of a desire among the people for better schools, and better teachers.

It is universally recognized and admitted by all practical educators, that a well regulated, and well conducted institute is conducive to the elevation of the standard of teaching, and to advancing the grade of teachers* quali¬ fications. At such convocations teachers are brought into each other's socie¬ ty ; the different methods of teaching are discussed and analyzed; the bad discarded and the good adopted, and each returns to his school better pre¬ pared to teach, and feeling that the time spent in institute work was not spent in vain. '

The third annual session was held in August of the following year; the ses¬ sion continued five days. This session was largely attended - there bein£ in regular attendance on the daily sessions about sixty teachers - Messrs. Crich¬ ton, Wantland, Collins, Miller, Rench, Baits and Creswick, were the leaders in the exercises and discussions.

The fourth annual session was held in the month of August, 1877, with about the same attendance as at last session. The leaders in the exercises were same as the year previous. We cannot easily overrate the importance of institutes; much good for the schools has been accomplished through its influence; and we trust more may result from its sessions of the future. May its future sessions be characterized by earnest, zealous work in the cause of the adornment of the standard of teaching and the standard of teachers' qualifications.

Statistics

held in the county, was during the term of office of Hon. G. H. Dieckman, sctAol commissioner. During the year I860. Mr. Dieckman, assisted by Dr. H. P. Collins. R. C. Lewis and Dr. Tidball, conducted two sessions of j the institute, one ia April another in September. The sessions were both well attended by the teachers of the county.

In April, 1861, another session was held, in which Mr. Dieckman was again assisted by Dr. Collins - this session continued three days. This was j followed by the September session of the same year. Both sessions witnessed an increased attendance, and an increased interest among the teachers. Ses¬ sions of the institute, were held in April and September, in 1862, but the i secretary having enlisted in the army, no record of the proceedings is on j file. i

No more sessions of the institute were held until 1866. In response to a j call, by Sup't Jenkins, on the fourth day of August of this year, the teachers of the county to the number of forty, assembled in institute at 44 Seminary 1 building" in Vandalia. I

This session was of two days 1 duration, which time was spent in the discus- j sion of the best methods of teaching the various branches. At the evening sessions, lectures were delivered by Rev. Mathews and Dr. Gatewood. j

The following year, two sessions of the institute were held, viz.: in April , and September. The teachers who took a leading part in the exercises and discussions, were D. H. Mays, H. Short, F. M. Pickens, Prof. G. W. Hall, Prof. Catherwood, John Davidson, Mr. Taylor, S. G. Burdick, and William J. Creswick, Sr.

The next meeting of the teachera, in the capacity of an institute, was in pursuance of notice given by D. H. Mays, county superintendent, on the 4th day of August, 1870. H. B. Bowman, was electea president, and E. M. , Ashcraft was chosen secretary. i

This meeting was preliminary to a session that was held, commencing on j the 31st day of October following, and continuing six days. Much interest was manifested throughout this session, by the teachers; the following named persons taking part in the exercises and discussions: - T. 8. Kell, L. L. Taylor,

J. N. Patrick, N. B Washburn, John A. Rose, J. H. Knight, Misses Jennie Wheeler, Julia V. Phiper, Jennie Greer and L*nora Bryant. Lectures were delivered at the evening exercises by John F. Douglass and Z. S. Swan. A very interesting feature of this session of the institute was an address, by Edward Conner on the subject of 44 Popular Education." By request of the iustitute, the address was published in the county papers, and attracted the attention or the people of the county generally.

After this Mr. Mays inaugurated a system of local institutes, and sessions were held the following year at the villages of Ramsey, St. Elmo, La Clede and Shobonier. The attendance at these sessions was good; and much was |

On the 24th day of August, 1870, in pursuance of notice given by B. F. Shipley, county superintendent, the teachers of the county, to the number of forty-five, met at the "seminary building'* for the purpose of organizing a Teachers' Institute on a permanent basis. A constitution and by-laws for the government of the institute were adopted. The officers consist of a president, j vice-president, secretary and treasurer, who perform the duties indicated by j the title of the respective offices. In addition to the officers before mentioned there is an executive committee of three, whose duties are to fix the time and place of holding the sessions of the institute, to fix the membership fee, to regulate the assessment of dues, make and publish programme of exercises for each session, employ instructors, etc. The firet session of this organization was held, as before stated, commencing on the 24th day of August, 1874, and continuing five days.

Among the leaders of the exercises, were Prof. E. C. Hewett, of Normal, Illinois, Frank Wantland, J. D. Collins, John A. Rose, J. J. Brown and others. At the evening session, Prof. Hewett delivered some very interesting lectures.

In August, 1875, the second annual session was held; and was of five days' duration. There were fifty teachers in attendance at this session. Dr. Robert Allyn, of the Southern Illinois Normal University, Prof. Jas. H. Brownlee, and Superintendent Scott, of Effingham County, rendered very important aid in conducting this session. Messrs. Collins, Crichton, Brown, Baits, Rench and others did good work. Dr. Allyn's lectures, and Prof. Brownlee's elocutionary entertainments, were well received by the teachers and citizens.

The basis of sound philosophy is experience; and if the experience of an individual is the basis of knowledge with him, surely the experience of man¬ kind as a social mass, as communities and nations, furnishes tb< true rule of conduct for that mass. It is in this respect that the science of statistics becomes collateral to history; it collects and compares the experience of in¬ dividuals and of society upon definite topics; points out the mistakes that have occurred under a peculiar state of circumstances, suggests the mode and the circumstances under which improvements may be made in the future, and verifies them with the accuracy of a mathematical calculation. By the aid of statistics, the legislator and the educator are enabled to make a safe estimate of the influence of mind and matter as developed by the so¬ cial system. The progress in art, science and literature, in all ages has been wrought by the aid of statistics. The science of statistics holds out the lamp of experience as a beacon to present and future generations, that they may avoid the folly and superstition of the past. In the history of education, nothing has aided so materially in advancing and building up the system of public instruction - and especially in our own state, as the Bureau of Sta¬ tistics kept by the state department of public instruction A few of the school statistics of our own couuty will not prove uninteresting.

By an examination of the various State Reports, and a comparison of the various items, it will be seen that our county is not behind any of the adjoin¬ ing counties, in any important particular that goes to make up a healthy condition of the Public Schools.

Present School-Buildings

A majority of these are large, substantial, and in many instances, neatly and tastefully finished. In many districts, the houses are surrounded with beautifully laid out and highly ornamented grounds. They are provided, many of them with wells, with the modern appliances for raising water; a decided improvement upon the old custom of bringing it from the wells of neighboring farm-houses.

In nearly all the districts, the school-houses are provided with the " patent desk seat," a luxury in comparison to the seats occupied by the pupils of 14 ye olden time schools."

Blackboards, upon which are elucidated the exercises of the day, greet the eye of the visitor, upon his entrance to almost every school-room in the county. »It is no uncommon thing to find the walls of the school-room adorned with maps and charts, to facilitate the labors of the put>il. Globes and scientific apparatus are found in many of the best regulatea schools.

The present school law prescribes as the legal branches to be taught in the schools of the State, the following: Orthography, Reading in English, Penmanship, Arithmetic, English Grammar, Modem Geography, History of the Unitea States; and in addition to these the School Directors may require the elements of Natural Philosophy, Botany, Zoology, Physiology ana Hygiene. In all the schools the seven branches first enumerated are taught, and in many, the last named sciences constitute a part of the course of study.

Text-Books Used

The text-books in general use in the county are: Harvey's, Monroe's, and the National series of Readers; Worcester's, Wilson's, and the Na¬ tional Spellers; the Spencerian system of Penmanship; FeIter's, White s Robinson's and Ray's Arithmetics; Green's, Harvey's, and Clark's Gram¬ mars; Swinton's, Monteith's, and the Eclectic Readere; Anderson's and 8 win ton's Histories; Steele's treatises on Natural Philosophy, Physiology and Hygiene, and Natural History, are the most popular; while Youmau and Gray are the standard in Botany.

The teacher of the Public School must be a man of moral character. He must be thoroughly qualified to teach the branches, to teach in detail the branches of Reading, Orthography, Penmanship, Arithmetic, English Gram¬ mar, Modem Geography, and History of the United States, to entitle him to a license to teach of the second grade of qualifications; and in addition to this, for a first grade he must understand the elements of the 4 * Natural Sciences," Physiology, and Hygiene. His knowledge of the branches must not be merely of a technical character; he must understand the great princi¬ ples from which all formulas are deduced pertaining to the subjects with which he has to deal. His qualifications must be such, that he is able to demonstrate every proposition with which he comes in contact, to the inqui¬ ring mind, which it is his business to develop and expand.

It is generally accepted that the true theory of teaching is to develop and cultivate the reasoning faculties, and not to store the mind with isolated facte, like stocking a cellar with fruit and mgetables to be brought forth and used when the occasion requires. It isvne province of the teacher to teach his pupils to think - to think systematically; to follow the path of reason from cause to effect; to search after truth, by applying to all things the test of reason; and not, that by following a certain rule prescribed, cer¬ tain results will be obtained, or that by turning certain screws, certain effects will be produced; but he must teach them why certain causes produce cer¬ tain effects - and in truth he must be a man that can* use his reasoning powers, not constitute himself, like the ancients did the oracle at Delphos, a mere answerer of questions.

School Officers

The school officers of the county are Superintendent, Township Trus¬ tees, Township Treasurer, and School Directors. The County Superin¬ tendent's duties are, to examine teachers, distribute public funds to the townships, advise and counsel with school officers and teachers, make and transmit to the State Department a report of the condition of the schools in the county yearly, and to visit schools when required to do so by the County Board.

The duties of School Trustees are, to form and alter the boundaries of school districts, and distribute public funds to the school districts. They have the control of the school funds of their respective townships, and the title to all school property vests in them

The School Treasurer is the custodian of the township and district funds. He pays them out upon the order of the School Directors and Trustees. He is also Clerk of the Board of Trustees, and is required to keep a record of all their proceedings. Directors are required to see that comfortable and well furnished houses are provided for the use of the school, employ teachers, etc.

Vandalia Schools have been known for years as graded schools, while in reality they have been anything but such. Up to December, 1874, there were two independent schools in the city - one in the second, the other in the third ward, - the Illinois Central Railroad track forming the dividing line between the two districts; the pupils on the west side attending the third ward school, those on the east the school located in the second ward. The charter under which the city is organized, places the schools under ^he supervision of a "Board of Education," appointed by the City Council, which consists of a President and one member from each ward of the city. Absolute control of the school vests in this Board; (hey prescribe the course of study, grade the schools, employ teachers, adopt text-books, and exer¬ cise a general supervision of the schools.

At a meeting of the Board, which consisted of Wm. Easterday, President, Dr. C. R. Bassett, A. Conner, and J. Lazarus, Directors, on the evening of December 4th, 1874, a course of study which had been previously reported by a committee, was adopted. The Board also decided to have an exami¬ nation in all the departments, and so thoroughly grade the schools. The course of study extends over a term of ten years, and embraces, besides a thorough mastery of the elementary branches, Higher Arithmetic, Algebia, Latin, Anatomy, Physiology, Chemistry, Natural Philosophy, Botany, Plane Trigonometry, Surveying, Book-Keeping, Astronomy, and English Literature. The first corps of teachers under the new graded system was, J. D. Collins, principal; Wm. M. Crichton, teacher of the High School Department; Mrs. Wygall, teacher Grammar Department "A"; Mrs. Anna Torrance, teacher Grammar Department 44 B";.Miss Sue Rugan, Intermediate Department; Misses Lulu Marcy, Maggie Knight, and Sculie Torrance, Primary Departments.

1875. The Board for this year was composed of T. K. Jenkins, Presi¬ dent; Fred Emmel, J. Lazarus, and J. Dawson, Directors. Teachers: Wm. M. Crichton, principal; O. M. McPherson, High School teacher; A. P. Lemmon, Grammar 4, A"; Mrs. Anna Torran<e. Grammar 41 B"; Miss Sue Rugan, Intermediate; Eliza Bryant and Ella McPherson, Primary Departments. As the preceding, this was a prosperous year for the schools.

1876. Members of the Boara: D. Palmer, President; Fred Emmel, G. W. Brown, and J. Dawson. Teachers: Wm. M. Crichton, principal; J. J. Brown, High School teacher; A. P. Lemon, Grammar 44 A"; Anna Tor¬ rance, Grammar 44 B" ; Ralph Palmer, Intermediate; Misses Sue Rugan, Lulu Marcy, and Flora Coulter, Primary.

1877. Board. - D. Palmer, President; G. W. Brown, M. J. Harding, and J. Dawson, Directors. Teachers: J. D. Collins, principal; J. J. Brown, High School teacher; Hugh Carrol, Grammar 44 B "; Ezra Jenkins, Grammar 44 A"; Eugene Conner, Intermediate; Misses Lulu Marcy, Nellie McCord, and E. Nesbitt, Primary. This has been a very successful year tor the school; the largest number enrolled in the history of the school, and more pupils attending who reside outside of the city than in any previous year.

One thing is needed to make Vandalia schools equal to any in southern Illinois, ana that is - a school-house. One that will be suitable for the necessities of a first-class school - one that will reflect credit on the enter¬ prise, taste and culture of the citizens of the 44 Old Capitol."

Ramsey School - No village of its population can boast of a better school than can Ramsey. It has two grades, Primary and Principal Departments. For a number of years Ramsey has been favored with excellent teachers. The following are the names of some of Ramsey's prominent teachers: T. K. Jenkins, D. H. Mays, Wm. D. Baugh, T. S. Kell, J. W. Prather, Banus Hutson, Jennie Wheeler. Frank Wantland, Belle Anderson, J. D. Collins, Nellie McCord, J. R. Campbell, and Laura Thiele. A number of the pupils of the Ramsey School are now engaged in teaching in this and other counties. Among them we find the following names: Z. T. Burns, Laura Thiele, Emma Montrey, Mollie Cummings, John H. Miller, Thos. Miller, Ed. Milholland, Douglas Bolt, Campbell Stokes, Angie Stokes, Wesley Prater, and others.

The citizens of Ramsey take a deep interest in their Public Schools, and have in the past been rewarded by the consciousness that their schools are surpassed by none in villages of its population.

St. Elmo is a village on the Vandalia Railroad, and has been built within a few yeare; yet it can boast of excellent school facilities, for a village of its size. It has a comfortable and substantial school building, of two depart¬ ments - Principal and Primary.

Among the teachers who have taught in the village are: Frank Wantland, Mr. Filbrook, John A. Rose, Miss E. H. Rohrbougb, Miss O. E. Sum¬ mers, Miss Hester Spencer, and Miss Barbara Van Bebber.

La Clede School has a good reputation in the county, having had the benefit of some very able teachers, among whom are: Mr. Burdick, Mr. McNitt, Miss McNitt, Mr. Hendee and Miss Hendee.

Farina School was organized in I860, with Gen. E. G. Ransom as one of the Directors. A Mr. White was about the first teacher who taught in this village. Since then the followinghave taught these schools: S. G. Burdick, Arnold C. Davis, and Wm. H. Deardorf. The citizens of Farina take a lively interest in everything calculated to advance eociety in the scale of morals and intelligence. Their reward is in knowing that their schools are not behind those of other communities of equal advantages.

Having given a brief history of the schools of the county, from the earliest period of their institution, to the present; having traced their pro¬ gress from the log cabin school-house in the forest to the spacious and well provided school-rooms of to-dav; having noted their development from the pioneer teacher, whose qualifications consisted of the physioal ability " to handle the rod," and a vague knowledge of the " three Rs," to the gentle¬ manly and scholarly teacher of the present, who delights in teaching his pupils the " use of their reason," this chapter could have no better closing, than a few words of congratulation upon the success of the cause of Public Schools in the past, and a few earnest words of exhortation to the friends of popular education to labor zealously in the future.

Much has been accomplished in developing the moral and intellectual faculties of our,people, by the public school system; more can be accom¬ plished in the future, if our people are but true to themselves and true to the interests of humanity. Teach the people, that our welfare as a c immunity, and our happiness as a people, are regulated by the intelligence of the masses, and that the common school is the medium through which knowledge is disseminated to the whole people. We have the material in our county to build up a system of schools, second to no oouuty in the State. Our people are descended from a good stock; their ancestors came from Virginia, Kentucky and Tennessee - from the rock-bound coast of New England - from across, the foam-capped waves of the Atlantic, came the large-hearted, liberty-loving sons of the emerald isle - and the honest, enter¬ prising Germans whose light-hearted songs have been heard in beautiful sym¬ phony with the waters of the historic Rhine. This is the intellectual capital we have to build upon. Should we fail to keep step to the music of civiliza¬ tion and progress, we will have proved ourselves unworthy the name of our ancestors, and unworthy the name of citizen.

The teacher is an important factor to the success of this glorious cause. Much depends on his earnestness and zeal, in building up the system of Pub¬ lic Schools. He should love his country and its institutions; because in j them he finds something worthy to love, and worthy to preserve, and because to him, the instructor of youtns, is intrusted the solemn guardianship and | welfare of our institutions.

He should love his profession , for unless his soul is in the cause, zeal and , earnestness will not characterize his works; and no man ever succeeded in 1 anything without energy and zeal. I

Who should love his profession more than the teacher? Whose labors ! are more durable in time or wide in extent ? His labors give to fleeting life j its color and its perfume. His influence shall stand long after the monu¬ ments of personal prowess and renown shall have Aided away.

Does he envy tne artist? The teacher paints pictures for eternity - he | moulds characters that shall stand long after the dull, cold marble from the sculptor's chisel shall have crumbled into dust.

Is it fame he seeks ? Let him look at the roll of teachere; where does he find a more brilliant record? With whom does he find himself enrolled? With Plato, Euclid, Descartes and Newton; with Rush, Adams and Dwight; with " Socrates, teacher of men, and Paul, the apostle of God."