Macon County, Illinois - Chapter 12: Common Schools of Macon County, 1880

Our State School System

present system of "free schools" may properly be id to have been inaugurated and entered upon in 155. It is a truth that every person is a factor in the ate or society in which he lives. Our state, early recognizing this fact, sought to provide liberal means and facilities for the proper education of those into whose hands the affairs of state would soon pass. The work of 1855 was not the beginning. The germ of free schools had been planted long anterior to this date, and by proper cultivation it had grown up to be a prolific system. Article third of the celebrated ordinance of 1787 declared that " knowledge is necessary to good government and the happiness of mankind," and enjoined that " schools and the means of education shall forever be encouraged."

Paper manifestoes are not often dreaded ; the edicts of potentates seldom survive the age in which they are decreed ; and proclamations rarely have existence longer than that of the paper on which they are written. What does it mean? This ordinance seems to have been an exception.

It became the nucleus of the grand system of education, the benign influence of which is felt and recognized in every home and sphere of business in our state; and in 1887, the inhabitant of Illinois who will not be reaping benefits from the influences of its declarations and injunctions will be the exception - will be a blank in society, and but little above the menial serf.

Illinois was organized as a territory in 1809 ; but in the articles of organization no mention was made of the common school. The convention which framed the constitution under which the state was admitted, accepted in August of that year (1818) a proposition made by Congress, in the "Enabling Act" for this state, April 18th, appropriating section 16 in each township to the state for the use of the inhabitants of said township, for school purposes; also one-half of five per cent, of the proceeds of public lands within the state sold by Congress after January 1st, 1819, should be appropriated by the legislature for the encouragement of learning. Onesixth of this amount was to be applied to a college or university, and thirty-six sections, or one entire township, with one previously reserved for that purpose, should be allotted for the use of a seminary of learning.

These funds may thus be classified : the state school fund from the sales of public lands, less one-sixth, which is the university fund, resulting from the sale of sixteenth section. It will thus be seen that the most valuable donation for school purposes was the sixteenth section of every township. This donation amounts to 998,449 acres ; properly managed, the revenues derived from the sale of these lands would have released forever the people from local taxation for school purposes. These lands were nearly all sold when there was but little demand for them. In 1828 the legislature unanimously authorized the sale of these lands, and borrowed money to defray the expenses of the sale. But the returns from these magnificent gifts were too meagre to support the schools, and local taxes had to be levied. In 1824 the swamp and overflowed lands remaining in possession of the state, after paying for drainage and levees, was granted to counties for educational purposes.

In 1835 a county fund was created by an act of the legislature, which provided that the teachers should not receive from the public fund more than half the amount due them, and that the surplus should constitute the principal of the " county fund," which amounted to $348,285.75.

In 1853 all fines and penalties imposed in courts of record, and criminal forfeiture on bails were added to school resources, and school property was exempted from taxation.

The First Free School System

In 1824-5 Governor Coles, in his message to the legislature, advised that provision be made for the support of common schools. During the same session Senator Joseph Duncan, of Jackson county, introduced a bill to establish a system of schools.

5. The legal voters at an annual meeting could levy a tax, in money or merchantable produce at cash value, not exceeding onehalf of one per cent, subject to a maximum limitation of ten dollars for one person.

6. The state appropriated annually two per cent, out of all monies I'eceived in the treasury. Five sixths of this was added to the interest received from the school fund, and the sum was apportioned to the counties according to the number of white persons under twenty-one years of age.

The several counties distributed this among the districts, but any district which had failed to sustain a school for three months was not to receive any of this fund. This system of schools, which M as designed to furnish a plan for the education of the citizens of the state, was truly in advance of the times. It met with violent opposition from its numerous enemies. Opposition to taxation was great, and the legality of the appropriation from the state treasury was questioned. This opposition was so violent that the system soon became practically inoperative, and was virtually annulled by an act approved February 17tli, 1827, which repealed the five- family clause, made taxation for the full or half support of district schools optional with the voters of the district, and forbade the taxation of any one for the support of a free school without his consent in writing.

This is the only act which stigmatizes any legislation on the question of free schools in our state, and is in strong contrast to either its predecessors or successors. But neither personal opposition nor biased legislation could impede or smother the germ of the free school system, so deeply rooted by the sacred ordinances of 1785-7. It was deeply rooted in the fertile soil of the public mind, and was fostered by the true friends of education. Subsequent legislation had but little effect upon the schools for a decade, when an act providing for the incorporation of the townships became a law. It provided for a board of trustees, who should have the superintendence of " the business, and affairs of the township in relation to education aud schools generally."

In this law appears the first requirement for a certificate of qualification from the township trustees, before any teacher could be paid out of the school funds. Still this improvement on the acts of 1827, did not mend matters very materially, for many sections of the state neglected to avail themselves of this opportunity for perfecting a better organization. But a certain amount of energy and educational enterprise still remained with the people, and their first object after securing a comfortable home, was to provide educational facilities for their children. In 1844 a " Common School Convention " was held in Peoria. This representative assembly appointed John S. Wright, H. M. Weed and Thomas Kilpatrick, a committee to draft a memorial to the legislature on the subject of " Common Schools." The paper drawn up by the committee was an able and exhaustive one, and plead for a State Superintendent with a salary of nine hundred dollars, and recommended local taxation for the support of schools. This movement among the teachers served to bring the matter before the legislature. In February, 1845, an act was approved, making the Secretary of State ex-officio state superintendent of common schools, and the county school commissioners ex-officio county school superintendents, whose duty it should be to examine and license teachers.

All the district tax for schools in 1846-7 did not reach one mill on the one hundred dollars. The auditor, by this bill, distributed the interest on the school fund to the counties in proportion to the total number of persons under twenty-one years of age. This in turn was distributed to the several townships in the same manner by the county superintendents. This same act made the qualifications of teachers embrace a knowledge of reading, writing, arith. metic, geography and history, but required a little more than an elementary knowledge of these branches. Owing to the apathy of the majority of the people to educational interests but little was done. Though living on the borders of civilization, they failed to recognize the fact that education is the distinguishing characteristic between civilized and savage society.

The relations between an intelligent ploughman aud a schoolroom were unrecognized, and scholars were not wanted in frontier life. In 1847 the standard of qualifications had to be lowered in order to supply the schools with teachers. A certificate could be obtained for a knowledge of any one of the above named branches. Schools were by no means numerous even with this regulation. In 1849 the standard of qualification was again raised to the former grade. The directors could grant special privileges as to any branch desired to be studied. This was something like the " provisional certificate," of 1872-3, which authorized the directors to employ some favorite or relative who would "give good satisfaction " and absorb the public school funds. Little did the average school officer then know of the necessary and judicious discrimination as to the local needs in the choice of a competent teacher. When we see employed, first in our public-schools, the poorest teachers who are licensed by the county superintendent, we are able to feel that the same weakness prevails among them to-day. In 1857 the rate of taxes for school purposes was raised to one dollar on the hundred by a majority vote. The taxable property of the state was at that time one hundred millions, which should have furnished a fund of one million of dollars for school purposes; but the amount actually raised did not exceed $51,900. This shows to what extent indifference to the best interests of the commonschool cause prevailed among the masses, and that the law was a dead letter. The supervision of the schools was given to the district officers, who were often ignorant, narrow-minded, and unfit for superintending school methods and school work. It soon became apparent that something more than this was needed as the schools increased and the interest in them was growing. The spirit of progress had been aroused. The press took hold of the matter, and strong leaders urged the necessity of better schools. F rom the east and south came a better class of citizens, to make this state their home. They brought with them advanced ideas of education, and urged its importance to the people here. Convocations met and discussed the question. These influences stirred the people up in their own interests. In 1854 the legislature created the separate office of State Superintendent of Public Instruction, with a salary of $1,500 per annum. The first State Superintendent was to be appointed by the Governor, and should hold his office till his successor could be elected and qualified. The Hon. Ninian W. Edwards, appointed superintendent by Gov. Joel A. Matteson has the honor of framing a bill for our Free-school system. It met with a hearty acceptance by the legislature, and took the form of a law February 15th, 1855. It forbade the employment of a teacher for a public-school without a legal certificate of qualification. It prescribed a state tax of two mills on the dollar to be added annually to the six per cent, revenue from the school funds, and required that schools should be kept in operation at least six months in the year - with a penalty of forfeiture of the state fund for non-compliance. The system thus inaugurated - the first which really made schools free by providing for a sufficient state and local tax for their support - continues substantially the State system to this day, with alteration in some details. While the new law promised more vigorous action among the people, the scarcity of competent teachers was a serious hindrance to that degree of advancement so fondly hoped for by the strongest supporters of the new system. Whence were they to be had ? What methods could be adopted to secure them ? To meet this want of efficient teachers and supply the increasing demand, the Northern Normal was established in 1857. This state institution for the special preparation of the teacher was located at Normal, a small village near Bloomington, McLean county. The number of students during the first year was ninety-eight, .viz. : forty-one gentlemen and fifty-seven ladies. The first graduating class, 1860, consisted of ten, viz. : six young men and four young ladies.

The number of students in attendance for the year 1878, was 425, viz. : 185 males and 240 females. From the date of the opening of the Normal school, the demand for more and better teachers was so great that the Southern Normal was established in 1869, for the especial training of teachers for the public-schools of this state." This school is located at Carbondale in Jackson county, aud is in a flourishing condition. In addition to these, the

Illinois Industrial University, opened in 18G8, is both state and national, having received a grant of lands from the national government., intended for the establishment of colleges of agriculture and the mechanical arts. This institution is at Urbana, Champaign county, where it has one of the tinest buildings of the kind in the country. The college embraces a school of agriculture proper, and a school of horticulture, a school of engineering, schools of mechanical science, civil and mining engineering and architecture ; a college of natural science, with schools of chemistry and natural history, and a college of literature and science, with a school of English and modern languages, and one of ancient languages and literature. There are also schools of commerce, military science and domestic science and arts. Entire freedom in the choice of studies is allowed each student ; but the completion of one of these courses or the prescribed equivalents is necessary to graduation.

Besides the normal schools and colleges named, Illinois has twenty-six colleges, thirty-two academies, two law schools. Six of the preceding are classed as universities. The vital principle of the present law is this: The property and wealth of the state, as well as the county, shall educate the youth.

Many important changes in the school law were made by the thirty-first General Assembly. The amended law went into effect July first, 1879. It requires all school officials having care of funds to strictly account for the same. The county superintendent must annually examine the books and accounts of each township school treasurer. The school month corresponds to the calendar month. To make legal contracts, teachers must have valid certificates at the time of employment, and covering the time for which they are employed. Treasurers are appointed for two years. Graded schools in cities are placed under the control of boards of education, instead of city councils. Efficient means for refunding indebtedness are provided. The corner-stone of our educational structure has been well laid, and firmly established in the appreciation of an intelligent people; it is only a question of time, when Illinois will boast of one of the most perfect systems of education in our land. Older states, and European nations, view with admiration, and study with delight, our educational system, and now many of its branches are being engrafted into theirs.

Such is the rapid survey of the growth of the common school in Illinois. They have not arisen in a night, or in a day ; they are the fruitage of a generation's constant and laborious effort, and to those early movers in this direction Macon county owes and attributes much of character and prosperity.

Like her sister counties, Macon has no well-written history of her common schools, and, like all comparatively new counties, her educational history did not show much system until the present revised law went into effect, in 1855-60. The schools of our fathers were like the schools of to-day, just what the teacher made them. There were many good teachers in the early school days pf this county, and many poor ones ; the same can be said of to-day. But then the facilities of " ye olden tyme " were much in arrears of today - and may we not safely say that the poorest teacher of to-day has facilities about him to make himself far superior to "ye pedagogue" of the long ago? Like all frontier settlements, the standard of teaching was very low, and the man who could make a good pen from the quill of the "buzzard or mother goose," or "whale the boys like blazes" was the best ideal of the available school-master in some of the first settlements, but to make such assertions of the later settlements of Macon county, is sheer nonsense. Less was required, and less expected of the teacher then, than of those of to-day. The qualifications of the early teachers of Macon county were such as they brought with them from the states of their nativity. They were not such ignorant fellows as many would have us believe. The first teacher was just what the teacher of the cast or the south was, the best that could be procured from the number that emigrated to this county, and may ice not safely say that some good teachers came to Macon at an early day? The teachers, like those of all new settlements, were poorly paid in the older townships; the people had enough to do to raise their "Injun corn" and prepare for the dreaded "blows" of winter, without giving much attention to the schools.

The school-houses and their furniture were then of the most primitive kind. The houses were constructed of unhewn logs, and covered with boards, which were held in their proper places by weight poles.

Old Log School Building

In some cases mother earth supplied them with a floor, in others the rough hewn puncheon, matched with the axe, offered a level base on which "ye school-master" mustered his forces. For windows, a log was cut out for the admission of light, and in the absence of glass, greased paper was pasted over these apertures in winter. It is said that a school-master on Stevens' creek early discovered that the wild turkey's oil gave the best light, and highly recommended it to his fellow-sufferers. The furniture was of the rudest character. The seats were usually made of split logs, slightly hewn, having wooden pins driven into them for legs. Of course, they had no back rests, but then the " deestrict " directors wisely placed the soft side of the seat upward.

The writing desks were simply low shelves placed on pins driven into the wall at an angle of fifty- two degrees. (Who knows but that we may have derived our standard slant for the script letters from this fact ?) The branches taught in these schools were orthography, reading, writing and arithmetic. But these grand old school days did not last long. The Yankee, Kentuckian and Tennesseean could not long endure this backward state of affairs, and as the little settlements grew and expanded it was only a question of time when the little log-house and sacred slab desk should dis- appear. About 1847-8 a few bouses were built, having the improved board desks, usually fastened together in pairs, but sometimes they were so arranged in sixes or eights. Samples of these desks may be seen in seme of our schools to day.

But from and alter the year 18.55 many of the first school-houses were properly seated with the very best of school furniture ; and now the only drawback in this direction is the prevalent want of school apparatus. There has been but little attention given in this direction, and the result is that scarcely any house is supplied with the absolutely necessary globe, wall-map or dictionary. May we soon see the time when these and other much needed articles may find their way into our country schools ?

In 1872, the law was so amended that it required teachers to pass a satisfactory examination in orthography, reading, penmanship, arithmetic, English grammar, modern geography, the history of the United States, the elements of the natural sciences, physiology and the laws of health. The addition of the elements of the sciences gave a new impulse to education throughout the State, and no one doubts the good results from it in Macon county.

The County Superintendents had held occasional Teachers' Institutes till 1876, when the few teachers in attendance resolved to hold an Annual Institute in 1877. Since that time an institute has been regularly held, and the interest has increased till the institute of 1880 numbered one hundred and thirty-five in attendance. These institutes have done much to build up the best interests of the schools by introducing ueiv and improved methods of instruction and by putting the teachers on a common working level. A Teachers' Library Association was organized in 1877, and has steadily grown from a few volumes in number to over fifty volumes of the better class of books pertaining to the teacher's association. The institutes are not supported at the public expense, but by those who attend them. The public, recognizing their importance to the teachers, give them favorable consideration, and prefer those teachers who attend them.

Our teachers complain of the limited salary paid them for their labors in the public schools. The highest price paid outside of Decatur or the village for 1879 was $60.00 per month, and this was only in a single isolated case. The average wages for females, $30.52, and for males $43.55 for the same year. The lowest salary being $23 per month. During the year 1879, there was paid to the teachers in the county $54,576.55, and for other necessary expenses, $19,719.70. During the same year there were employed two hundred and twenty-nine teachers in the public schools of the county. This excessive number is due to the fact that many teachers obtain employment for a single term, and then give way to some one else.

There are a hundred and twenty-nine school-houses in the county used exclusively for school purposes. The estimated value of school property in the county, including libraries and apparatus, is $166,095. The total amount of special tax levied for school purposes was $51,100.88. These revenues our people cheerfully pay, and feel that they are amply remunerated by the work done in the schools. Efficient county supervision had much to do with the success of the schools of the county from 1863 to 1872 inclusive. At the latter date the Board of Supervisors voted to discontinue school supervision, and no effort has been made to restore it. It is to be hoped that they will allow this much needed special help at no distant future.

The office of County Commissioner was first filled in 1832, by appointment of the court. In 1865, the title of the office was changed to that of County Superintendent of Schools, and the term of office extended from two to four years. Below is given a list of

The first building erected for the purpose of a school-house was constructed in 1826, on Stevens' creek, and stood about two hundred yards S. W. of the present dwelling-house of Mr. John Sawyer, in Decatur township.

The first school-house in Harristown township was erected in 1829, on Mr. James Miller's land, just south of Mr. Charles Hunsley's, in the timber.

The enterprising teacher adopted the Turkey oil experiment of the Stevens' creek teacher, - for securing a fine mellow light, and highly commended it to others. Mr. Miller attended this school twelve days, and informs us that this was the only schooling that he ever received.

The first school-house in Blue Mound township stood in the timber east of the present farm-house of Mr. Green Hill, near a fine spring of water.

Mr. Daniel McCall was the first teacher, in 1828. (Mr. McCall has the honor of being the first county judge, circuit clerk, and county clerk of Macon county). Mr. William Austin, now living, taught there in 1832.

The first house was erected in 1838, near the present residence of D. K. Wilson, since removed two miles east, and used as a dwelling-house. We learn that this house had the extreme primitive furniture.

The first school-house in Maroa township, now standing, was built about two miles west of the village of Maroa, and known as Dist. one. Mr. Alvin Woodard was the first teacher.

The first school was taught in Pleasant View township, on the N. E. quarter of the N. W. quarter of section thirty-five, Town 15, N. R. 1 E., in 1857.

The first school-house in Illini township was a frame building, erected in the year 1861, on the farm of the late D. S. Allen, a few miles north of Harristown. It has since been removed to the S. E. corner of the farm owned by J. S. Childs, two and one-half miles S. E. of Warrensburg, and is now known as the Childs' schoolhouse.

The first house was built in Macon township in 1854 ; Mr. Bradford Stuart was the first teacher. The house was erected one and one-half miles west of the township liue, near the Shelby county boundary.

The first school in Austin township was taught by M. T. Scott in 1858, on Lake Fork. The house has since been removed, repaired, and is now known and used as the Town Hall.

The first school-house erected in Whitmore township, stood on what is now known as the Union Cemetery, and was built in 1841, by free contribution of such materials as the early pioneers could afford. It was known as the Orthodox School-house, and was used as its builder designed, for common school, singing school, "spclinskule," debating societies, lecture-room, political meetings, religious meetings, and in fact everything that came along of an entertaining nature. The building has since been sold, and is now a part of a dwelling house. This building was constructed entirely of oak lumber, and " filled in between the studding with soft brick." A man named Sanford was the first teacher.

The first school-house erected in Mt. Zion township, stood about three-fourths of a mile west of Mt. Zion Academy, and was built about 1840.

The first house built in Long creek township, for school purposes was erected about 1840, on the farm of John Myers, and is now owned by John Jones.

The first school-house in Niantic township was built in 1847, in Dingman's Grove, on the N. E. quarter of section twenty-three, James Harper, now living in Christian county, first wielded the birch. The first sessions of the Christian Church were held in this house in 1850, and used as a place of public worship till 1854, when the Dingman Church was erected near the site of the old school-house.

In most cases the school township lines do not coincide with the political township lines. This fact gives rise to a great amount of confusion, since many of the inhabitants do not understand the difference between the town, range, etc., and the proper name of the township.

The law provides that treasurers be appointed for two years instead of one as formerly. They are required to give bond to the township trustees for twice the amount of funds placed in their hands, and to give additional security when required.

Decatur Public Schools

the class termed "subscription," and were only taught for a few mouths in the year. These sessions were held in various localities; in fact, wherever a suitable house could be proeured. The oldest inhabitant well recollects when there was a school taught in the old building south of Powers' Block (Court-IIome), once used as the Christian Church ; in a log building which occupied the corner on west side of the Old Square now known as the McNabb building; in a little house on the North side of the block north of the Tabernacle, once used by the Methodists as a place of worship.

Two or three other places claim attention as having the honor of the first school-house, but the space allotted us in this article will not permit an investigation in this direction.

Suffice it to say that the Decaturites were early alive to the necessity of " keeping school." What has been said in respect to furniture, apparatus, etc., in connection with the country schools, may well be said about the early schools of Decatur. They were not superior in this respect to those of the country, but like the first schools in the older settled townships, the young Decaturite had to content himself with the polished slab seat and the fashionable fire-place. The first house built especially for the purpose of a school-house, was that erected about 1841, on D. L. Allen's land, north of the Public Park, and now known as the old Masonic Hall.

Mr. Allen kindly donated this lot for the purpose intended, and did all in his power to foster the best interests of education among the enterprising settlers of that period. When we take into consideration that Macon county was not organized as a county till January 19th, 1829, and the fact that the first real settler came in 1820, we should concede much credit to the " brush villagers " for their early interest in educational matters. From the building of the "First School-House" in Decatur, we may consider the school interests of the growing village in common with the country schools, till the building of the " Big Brick " (2d Ward) in 1857. The history of the Decatur Graded schools is too well known to need definite mention here, but we append the following notes as setting forth the peculiar advantage of the graded system.

1. By embracing a large tract of the city the pecuniary strength of each ward is increased, and the inhabitants are thereby enabled to procure, without increasing their taxes, a larger and more eligible school-house site, and to erect thereon a school building, more ample in its dimensions, more attractive in external appearance, and more convenient in its internal arrangements.

2. It reduces the number of districts, as well as the number of teachers, thereby enabling the people to pay better compensation, and to obtain teachers of a higher order of qualifications.

3. It prevents many of the errors and imperfections incident to a school which employs but a single teacher, and not unfrequently one who is destitute of the proper amount of learning, but also a knowledge of the proper methods of imparting instruction even in the most elementary branches. In a graded school the younger and less experienced teachers are generally under the direction and supervision of a principal, whose scientific attainments, large experience, and enlightened views of the duties and responsibilities of his avocation, enable him to introduce, at once, into his school a proper system of discipline and classification, and so to direct all the school exercises and studies in the lower departments, that the work appropriate to each of the lower grades will not be thrown upon the departments above.

4. A judicious course of study can be introduced and adhered to with far greater facility in a graded school than in a mixed school. Text books are selected with more care and judgment, and less frequently changed ; and hence the progress of the pupil is less retarded, and parents are subject to a less expense.

5. In graded schools, young and inexperienced teachers, who are usually employed in the lower departments, are not obliged to depend upon a sort of guessing operation in determining how to manage a case of discipline, hear a recitation, conduct a reading, or other exercise; for the principal of such a school is always at hand to give advice and direction in such cases ; and hence, at the very outset of their course, the pupils receive thorough and accurate instruction. It has now become a well established fact, that a graded school, in charge of a competent superintendent, although inexperienced teachers may be employed in all the subordinate departments, will accomplish vastly more in the way of imparting to the pupils a solid, practical, education, a proper mental discipline, than could be effected by an equal number of wellqualified teachers, each operating in an independent school, on the old plan.

6- The graded system tends to prevent the manifold evils resulting from short school sessions, and those repeated changes in the general plan and operations of a school which a change of teachers in mixed schools generally produces. This advantage alone should commend the graded or union system to the favorable regard of all who desire to give their children a good education, with the least expenditure of money and time.

7. As a graded school consists of several departments, and these departments occupy separate rooms, and the pupils of each department are nearly of the same age and attainments, they can be formed into a few large classes, to pursue all their studies together, and thus afford the teacher the necessary length of time for thoroughly instructing each class. In such a school great advantage is derived from the excitement, the exhilaration, and the enthusiasm, which always arise from companionship in study. Every one who has taught in a graded school will acknowledge the stimulating effect which a large class exerts upon every member of it, not only when reciting, but also when studying, by reminding him constantly that many besides himself are engaged on the same lesson, and that he will soon be required to appear in their presence, and be measured by, as well as with, them.

9. Gradation in schools not only renders their government comparatively easy, but generally promotes habits of diligence, and secures a high order of mental discipline. " The steady and uniform progress with which the classes move on in regular gradation, forms of itself a system of order, and gives steadiness to the mental habits of the pupil. All the members of each class are habitually trained to regular duty ; the work of to-day is but the continuation of the work of yesterday, by which the mind acquires the power and forms the habit of acting systematically, and thinking consecutively."

10. In grading schools, the number of subjects which each instructor is required to teach is far less than in a mixed school, and this is a matter of no small moment ; for the teacher of numerous classes in several branches of study, and in all stages of advancement, has no time for preparation on the different lessons, and must therefore enter upon the task of instruction in a state which wholly unfits him for teaching skilfully.

11. The graded system renders it practicable to employ a greater number of female teachers, and thus secure to young children that genial influence and culture which females are so well qualified to impart. It has often been remarked that females make better teachers for young children than the other sex ; for they have more talent for oral or conversational teaching, more quickness of perception in seizing the difficulties which embarrass the mind of a child, and more mildness of manner in removing them. They are more ingenious in introducing little devices calculated to animate and encourage children, and relieve the monotony of school exercises. They attach more importance to the improvement of morals, and pay more attention to cleanliness and good manners than men. They have a peculiar faculty for awakening the sympathies of children, and inspiring them Avith a desire to excel. They possess warmer affections, more delicate taste, greater confidence in human nature, more untiring zeal in behalf of those committed to their charge. When the mind of a child has gone astray, they will lead it back into the right path more gently and more successfully than men.

12. The incentives to great diligence in the preparation of their lessons, presented to the young by exjiectation and certainty of promotion, are greater and far more abiding in graded than in ungraded schools.

The First Ward School building was erected in 1867. Mr. David Bigelow was appointed principal, and held this position till his death, Nov. 1879, when John Trainer, Co. Supt. of Schools, filled out the remainder of the year, and was followed by Mr. Evans.

The Second Ward building was erected in 1857, and Mr. J. 1^. Ramsburg was appointed principal. This ward has had the following principals, viz., A. J. Johnson, J. K. Rickett, D. C. McCloy, Edwin Park, John H. Leidigh, J. W. Weston, E. A. Gastman, C. W. Demmon, O. F. McKim, Metta W. Carson, and Miss Jennie Durfee.

The Third Ward building was erected in 1862, and John W. Randall was appointed as first principal. The order of principals is as follows, viz., Edwin Park, Mrs. L. J. R. Rooker, Maggie Leeper, Callie M Parker, Josephine Adams, U. C. East, T. C. Fuller, and Edwin Philbrook.

The Fourth Ward building was erected in 1866, and Mrs. E. W. Yeager was appointed as the first principal. The order of principals is as follows, viz., Samuel M. Lake, Mary Wilder, Mrs. L. Montgomery.

To the City Superintendent of Schools, Mr. Enoch A. Gastman, more than to any other man, does Decatur owe her present standing in the perfect workings of her graded school system. His untiring efforts to carry out the best possible system of graded schools ; his zeal and enthusiasm, as well as his sincere devotion to our school system, has made the Decatur schools what they are to-day, equal to any of like character in the State.

Decatur High School

The first session of the high school opened September 22, 1862, in the building then known as the " Big Brick," now known as the Second Ward school building. The Board of Directors then consisted of Messrs. Henkle, Durfee and Rea, who, after due deliberation as to the best plan of providing instruction for the more advanced pupils of the "Big Brick " and the surrounding neighborhood, agreed to place all the advanced pupils in one room and call it the high school. Accordingly the east room in the lower story of the " Big Brick " was selected in which to hold the first session of what is now one among the foremost high schools in the state. The board promptly appointed Professor Enoch A. Gastman as principal and superintendent of all the schools with a salary of $80 per month, and Mrs. Gastman as assistant. The register shows an enrollment of thirty-nine pupils for the first week with several additions during the term. The school moved along picas- antly and prosperously till near the close of the first six months' term ; while the pupils and teachers were all aglow with the encouraging prospects of ''ye olden time exhibition " to be given at the close of the year's work, Mrs. Gastman, who had done so much to further the best interests of the growing schools, was suddenly stricken down with the diphtheria, and died in less than one week after leaving the school room. The grief-stricken husband was granted a leave of absence for two weeks, at the close of which he returned and completed the term assisted by Miss Mary Wilder.

The rapid growth of the primary departments in the ward schools rendered it necessary to make provision for other classes in the "Big Brick." Hence the question of finding a suitable place for the high school classes was the all-absorbing theme of conversation. Finally, after much discussion and argument both pro and con., it was agreed to remove the high school department to the basement of the old Baptist Church standing on the ground now occupied by the building known as Nebinger and Reeser's leather store. Accordingly, the second year's work of this institution began in this building September 14, 1863, with Professor Gastman as principal, which position he held till 1871, and Miss Mary E. Baker as assistant. On the 8th of July previously the legal voters had by a vote of one hundred and twenty-nine to six, decided to extend the term to a nine months' session ; this was again reaffirmed June 14th, 1864. At the beginning of the third year, September 19th, 1864, the corps of teachers was the same as the previous years, but at the beginning of the next year, September 11th, 1865, it was found necessary to employ another assistant; Miss M. M. Sargent was elected to fill the new position. Thus we see our high school slowly but surely growing, and may we not point with pride to our present commodious building which had its humble origin in the little room of the " Big Brick, and the damp basement of the old church ?

During the first two or three years the school had no works of reference other than those furnished by the principal, and while he longed to see the gazetteer and the cyclopedia on the wall shelves of the little school-room he pointed with pride to the " booktionary " as a source in which to drown all school troubles, but the American school when once firmly planted soon builds up a good reference library. Various plans have been tried for securing the acquisition of good books for schools, but usually the subscription plan is the one first adopted; so it was in this case. Misses Emily Moeller, Carrie Jamison, and Jane Hammond took the matter in hand with much earnestness. After several days of patient canvassing these active lasses secured the sum of one dollar and fifty cents with which to found a library. The principal with his usual good judgment expended the entire sum in the purchase of Cleveland's Compendium of English Literature.

This formed the nucleus of our present very excellent high school library which has been brought about by the devoted energy of the faithful teachers and the activity and diligence of their pupils ; the estimated cost of the library is $1,000. But the Sucker schoolmaster does not content himself with a good reference library in which to while away his leisure hours, but he must have a geological collection, and then follows a representative cabinet in each of the natural sciences ; so it has been with the commendable manage* ment of the high school.

In examining the records we find that the board paid Fred. But zein $43 for a book case May 16th, 1865, and May 14th, 1867, $40 for a similar case to be used for a geological and zoological collection. This little collection made from the banks of the primitive Sangamon, has grown from that of a few stones and shells to embrace the mute representatives of almost every country on the globe. How every Decaturite points with pride to "our high school collection, ' and the stranger goes away satisfied that it* is equal, if not superior, to that of any high school in the state.

In 1867, Miss Baker was succeeded by Miss Nancy Cunningham who, owing to affliction of the eyes, was compelled to resign at the end of the second term. Miss Helen Dean succeeded her and taught till June, 1869, when she resigned on accoupt of a matrimonial alliance.

By an act of the legislature approved in February, 1865, the Board of Directors was abolished and the Board of Education established in its place. The first election under this new ruling was in April, 1865, resulting in the election of D. P. Bunn, William L. Hammer and C. C. Burroughs as members of the new board. The board then organized with Mr. Bunn as president, E. A. Gastman as clerk, which position he still holds, and J. R. Gorin as treasurer.

The basement of the church was damp, dark, poorly ventilated, and in every way unfitted for the wants of the rapidly increasing school. While it remained in these quarters it was impossible to gain for the school either character or respect. After a large amount of discussion and cavilling the board determined in the winter of 1868 to erect a building suitable for the accommodation of the school. When it became generally known that such a building was to be erected, the prejudice was so great that third parties favorable to the movement had to be secured to purchase the site for the building, so much were the property holders opposed to its location near their premises.

G. P. Randall, of Chicago, was employed as architect. After examining the grounds, he submitted plans for the building which were adopted by the addition of the plan of a staircase proposed by Mr. Gastman, for the rear of the building. In a quiet sort of way on the morning of July 4th, 1869, while the young orators of our little city were conning their ' Spread Eagle " speeches for the historical day of American Independence, and "Young America" was busy with the fire-cracker and the yelping cur, the ground was staked off and the turf broken for the corner-stone of the present building. By December of the same year the enterprising contractor, Mr. D. C. Shockley, had the building enclosed, and in September, 1869, the pupils were ready to remove from the church wdiere the school had been for the past six years, to the new and commodious building.

Miss Mary W. French took the place made vacant by the resignation of Miss Dean. Miss Sargent was then made first assistant. Professor Gastman at the helm as principal, which position he held until 1871.

For some time the Board had been desirous of making arrangements by which the labor of the principalship and that of city superintendent of schools might be made separate rand distinct, that is, have a person to devote his whole time to the superintendency, and one to act as principal of the school.

In February, 1871, Hon. S. S- Jack was elected to the position of principal, and Professor Gastmau required to devote all his time to the schools as superintendent. Mr. Jack entered upon the discharge of his duties at the beginning of the spring term, and remained until the following February, when he resigned, and was succeeded by O. F. McKim at the beginning of the school year of 1873. Mr. McKim remained one year, when I. E. Brown was appointed, and filled this position with marked ability till 1880, when he resigned, and was succeeded by J. N. Wilkinson, the present incumbent.

In 1870, a room was opened for the entering class, and Miss Lucy Miles was appointed to take charge of it. After a month she was succeeded by Mrs. Priscilla E- Foulke, who completed the work of the year. Miss Emily H. Cotton succeeded Mrs. Foulke at the beginning of the third year, and taught two years, when she resigned to become Mrs. Collins. In September, 1873, Miss M. Leeper was appointed to fill the vacancy, and. has taught continually to the present writing. Miss Sargent resigned in 1877, after twelve years continuous teaching ; Miss S. Alice Judd commenced with Mr. Brown in 1874, and was followed by Mr. P. B. Colton, Avho taught one year, and was succeeded by Mr. A. E. Beardsley, who was in turn succeeded by the present teacher, Mr. George A. Henderson. Miss Judd still retains this position.

It will be noticed that but few changes have been made among the teachers, and this fact is patent to every thinking mind, that nothing in the history of schools wields such an influence on the growing generation as the permanence of good and efficient teachers. The teacher has an opportunity to impress himself upon the moulding character of our youth. He becomes a power in the community as well as in the school. The first graduating class consisted of Misses Alice Roberts, Emmaretta Williams, Rachel and Emma Hummell, the exercises being in Powers' Hall, June 20th, 1867 The course of study was then three years. In 1870, it was made four years.

Advantages Of The High School Department

It is thought by some that to maintain a thorough and efficient system of common schools does not require the establishment of high schools as an essential and component part of the system. They contend that, because only a few of the youth of the city or township ever reach the high school, its benefits are not commensurate with the expense which it adds to the system ; they also maintain that the establishment of high schools is not contemplated by the Constitution of Illinois, since the term " high school " is not used in that instrument.

In reply, it may be remarked that the term " common school " means an open school, one which the children of those residing in a certain locality may attend. It does not mean a school in which nothing but the common branches of an English education are authorized to be taught.

The question as to what branches may be taught in the public schools has ever been left to the directors. Even in the old independent system it was rare to find a common school in which there were none of the higher branches taught. Indeed, one of the principal inducements for engrafting the high school department upon the common school system in cities and towns where this modification of the system originated, was to economize labor, by collecting into one school, to be taught by a less number of teachers, all the pupils who were studying the higher branches in the several common schools. The argument that a high school ought not to be established because all the children or youth of the district or township will not be likely to enjoy its benefits, might also be urged against the establishment of all gradation in a school system, and against the formation of higher classes in the ordinary district schools. If the only advantages to be derived from the high school were the higher education received by those who actually enter it, the principal inducement to the organization of such a department would no longer exist.

The strong argument always urged for the establishment of such a school, is the beneficial reflex influence which it exerts upon the pupils in the schools of lower grade. Boards of education, teachers, and superintendents of public instruction everywhere express a unanimous judgment on this point.

From the foregoing statements - and similar ones might be multiplied to an almost indefinite extent - the following conclusions may be drawn : -

1. That in a common school system, high schools, or high school departments, exert a most salutary influence upon the lower grades, stimulating the efforts of teachers, and increasing the exertions of pupils by the constant hope of promotion which they encourage.

and systematic instruction to a much larger number of pupils, and enabling them to obtain a given amount of education in a much less time. -

4. They afford an opportunity for thousands to obtain an education of a high order, who, without such aid, would be doomed to pass through life with the mere rudiments of knowledge.

5. They evoke genius, develop talent, and draw out those intellectual and moral resources which the spirit of the age, and the highest interests of the State demand.

6. They supersede the necessity of private schools, and thus relieve the community of the expense of sustaining a two-fold system of education - common schools for the education of the poor and academies or select schools for the children of the affluent.

We have given briefly the history of the public schools in Macon county, and of such parts of the history of the public school system of the state as relate to the county. No county in the state has made greater progress in its schools in the same length of time than Macon. Beginning with a rude system that would not be recognized to-day as of any merit, it has made rapid progress, until to-day our schools are so graded and conducted that they offer ample facilities for a liberal education to all who have any desire for literary culture.

. It may be true that apathy and ignorance prevail in some quarters, and remissness in duty with some teachers and school-officers ; yet a careful observer will be fully convinced that the existing evils are fast disappearing, and the whole people realize the importance of supporting none but good schools, and of employing none but good teachers.

With all the liberal provisions for a thorough education of all the children, yet the system is by no means perfect. The grand enterprise is but in its infancy, and requires careful and judicious attention to secure the results desired. These should be such that they will prepare everyone for the duties of a freeman, and to assist him in becoming an industrious, intelligent, self-supporting citizen.