USA > Illinois > Montgomery County > Historical encyclopedia of Illinois and history of Montgomery County, Volume II > Part 31
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POLITICAL PARTY LEANINGS.
Montgomery County has for many years been Democratic, though not strongly of the hide- bound variety. Frequently during the past years, the Democratic voters have realized the peculiar fitness for office of a candidate of the Republican party and aided in his election. George M. Raymond, H. H. Keithley, John L. Dryer, George Cooper and others have by the aid of liberal and conscientious Democrats been able to overcome the Democratic majority and win the race, and today the lines are so close that the candidates of either party boast of no assurance of election till after the polls have been counted.
The following tables show the vote in the
786
HISTORY OF MONTGOMERY COUNTY
county for President and Governor during the last seven campaigns ; for presidential electors : 1888, Republican, 2,875; Democrat, 3,608; Democrat plurality, 733; 1892, Republican, 2,935; Democrat, 3,707; Democrat plurality, 772; 1896, Republican, 3,622; Democrat, 4,104; Democrat plurality, 482; 1900, Republican, 3,583; Democrat, 4,078; Democrat plurality, 595 ; 1904, Republican, 3,489 ; Democratic, 3,481; Republican plurality, 8; 1908, Republican, 3,782; Democrat, 3,909; Democratic plurality, 127; 1912, Republican, 2,195; Democrat, 3,705; Democrat plurality, 1,610. In the last cam- paign the Progressive party cast 1,476 votes.
The vote for governor has been as follows: 1888, Republican, 2,875; Democrat, 3,646; Dem- ocrat plurality, 771; 1892, Republican, 2,964 ; Democrat, 3,710; Democrat plurality, 746; 1896, Republican, 4,077; Democrat, 3,592; Re- publican plurality, 485; 1900, Republican, 3,592; Democrat, 4,068 ; Democrat plurality, 476; 1904, Republican, 3,456 ; Democrat, 3,217; Republican plurality, 239; 1908, Republican, 3,404; Demo- crat, 4,164; Democrat plurality, 560; 1912, Re- publican, 2,412; Democrat, 3,526; Democrat plurality, 1,344.
From these figures it appears that during the first two or more campaigns here shown the normal Democratic plurality was about 700; that about 1896, the plurality was only about 500; that in 1904, the county had shifted to the Republican column, and that in 1912, the Republican vote was split by the Progressive party, and that the combined Republican and Progressive vote was about equal to the Demo- cratic. In 1912, the Prohibitionists east 241 votes and the Socialists 469.
CHAPTER XVI.
SCHOOLS AND EDUCATIONAL FACTORS.
MEANING OF EDUCATION-EARLY SCHOOLS AND . TEACHERS-SCHOOL FUND-SCHOOL IMPROVE- MENTS-CONDITION IN 1881-CONDITION IN 1915 -SUPERINTENDENT LEWEY'S REPORT 1916- SOMETHING ABOUT THE TEACHERS-HILLSBORO STILL LEADS-ORIGIN PUBLIC SCHOOL SYSTEM-
TEACHERS-SOME OF MONTGOMERY COUNTY'S PROMINENT TEACHERS-EARLY SCHOOLS AND TEACHERS-A FEW EARLY . TEACHERS-SCHOOL COMMISSIONERS AND SUPERINTENDENTS-OLDEST TEACHER IN THE UNITED STATES-OLD LOG SCHOOLHOUSE-OLD HILLSBORO ACADEMY AND COLLEGE-WILLIAM JORDAN EDUCATIONAL TRUST FUND-MUSICAL DEVELOPMENT-HILLSBORO CAR- NEGIE LIBRARY-SCHOOL TREASURERS.
MEANING OF EDUCATION.
The primeval man was uneducated, and so long as he remained uneducated he made no progress. He was not deficient in natural men- tal endowment. An all wise Providence has endowed all practically alike with mental and moral forces and physical powers as well, but unfortunately, the aimless and unethical never rise above the status of the savage. The sav- age with intelligence and lacking in ethical and systematic purpose, never rises. A people or nation, however intelligent, must be trained, their minds disciplined, and their forces organ- ized to succeed and success is never enduring without moral purpose. This essential culture we call education and education is only ob- tained by organized effort. Schools are the evi- dence that a people are actuated by high am- bitions and ethical purposes. The first and continued interest of the pioneer of Montgom- ery County was shown in his sacrificing devo- tion to the cause of education. To trace the development of this interest for those born in, or coming to, the county, is the purpose of this chapter.
EARLY SCHOOLS AND TEACHERS.
Perhaps no better picture of the early schools of Montgomery County could be drawn than that furnished in a history of this section, pub- lished some years ago, from which the following is quoted :
"The pioneers were quite as energetic in mat- ters of education as in religion, and schools were established as soon as the settlements pro- duced enough children to form a school or pay for the employment of a teacher. The first schools were taught on the subscription plan and were as primitive as the cabins in which they were held. The first school of which we have any account was taught by a man named Brazleton, in the winter of 1818-19, in the pres-
787
HISTORY OF MONTGOMERY COUNTY
ent township of Hillsboro. It was taught in a little cabin on Mr. Griffith's place, in the Clear Springs Settlement, and was a subscrip- tion school, each patron paying at the rate of from $1.50 to $2 per scholar for a term of three months. During the progress of this school Indian boys and young squaws used to come and play with the children at noon and at recess, from their camps in the neighborhood. The first regular schoolhouse built\ in this neighborhood was on section 9, in 1822, and was the usual small log cabin. In 1825 a school- house was built in what is now Fillmore Town- ship, and in 1828 the first temple of worship was built in what is at present East Fork Township. Mrs. Townsend taught school in 1823, in the present township of Butler Grove, in a small log cabin which stood on section 31, and which was the first school in that neighborhood. The first schoolhouse built in Irving Township was in the southwest corner in 1827, and the first school taught in it by a man named McIntire, then seventy years of age. Henry Lower was an early teacher of the county, and taught in a room of his own house ; John King and Charles Turner were also early teachers. Martha B. Cass was an early teacher in the Raymond settlement, and taught in her own house. The first schoolhouse was built there in 1832, a small log building. A schoolhouse, the first in Walshville Township, was built in 1834, and a Mr. Clowson was the first teacher to occupy it. Other neighbor- hoods and settlements inaugurated schools as soon as their population required them.
"The children now in school know little of the school facilities their parents and grand- parents enjoyed. The schoolhouses of fifty years ago were log cabins, some with puncheon floors, and some with no other floor than the ground. They were built mostly of round logs, the cracks filled in with mud, a log taken out across one end and the space filled with greased paper. This served as a window and under it was placed the 'writing bench,' where the en- tire school would repair to practice their writ- ing lesson, which was done with pens made of goose quills and ink of home manufacture. The books used in the schools were as primitive as the houses wherein the schools were taught. The New Testament was the usual reader; a few had the 'Pleasant Companion,' the 'Colum- bian Orator,' and the 'English Reader.' Kirk-
ham's grammar and Pike's arithmetic served to enlighten the pupil in those branches, and the boy who could 'cipher to the rule of three' was considered a prodigy in figures. There are hundreds now living in Montgomery County to whom these reflections will vividly recall their school days, days when they sat ten hours out of the twenty-four, on a split log for a seat and studied hard, with but one hour's intermis- sion during the day. To them the log school- house with its wide fireplace, its puncheon floors and uneasy benches recall few pleasant memo- ries."
In reading the above it must be remembered that over thirty-six years have passed since it was written so that there is little likelihood of there being very many people now living that recall the above conditions personally, although many have heard them told by parents and grandparents.
SCHOOL FUND.
By Act of Congress one thirty-sixth of the public lands was donated to the several north- western states, including Illinois, to create a fund to be used to establish and promote a free public school system. To secure this, out of the thirty-six square miles or sections con- stituting a congressional township according to survey, the sixteenth section of each town- ship was set aside as the school section. IIl1- nois passed a law that made each congressional township a school township, without regard to either county or other division lines. It is un- fortunate that so much of the school land was sold at an early date at practically gov- ernment prices, as in that way so small a revenue was secured for property that now would yield handsomely. However it must be remembered that in those days land was the most plentiful thing on hand. Money was scarce, the people were poor and very anxious to secure proper educational facilities for their. children. At that time there was no one who imagined in his most sanguine moments that land would ever reach its present price. Even in the latter part of the last century those who declared that Illinois farm land would reach the $200 mark were laughed to scorn. Therefore in reviewing the work of those who had educational matters in charge during the early days, facts of the then existing condi-
788
IHISTORY OF MONTGOMERY COUNTY
tions must be kept in mind, and their results not made subject to criticisms based upon de- ductions drawn from later experiences.
Owing to the low prices at which much the greater part of the land was sold, and the fact that what remained yielded little or no in- come, the State Assembly of Illinois passed a law levying an annual school tax of two mills on the dollar on all taxable property in the state, so that in this way a definite amount of money was secured. This amount differs neces- sarily according to the wealth of the com- munitics in which the schools are situated. The funds derived from the sale of the six- teenth section in each township in this county brought an average of about $2,000, and this amount, though small, has been and is a per- petual source of aid to the schools of the sev- eral townships.
SCHOOL IMPROVEMENTS.
As Montgomery County advanced in other directions, her schools grew in importance and the schoolhouses were built with a view to afford a reasonable amount of comfort together with shelter from the elements. The present system is as nearly perfect as the intelligent inen composing the various board of directors of the several districts can make them, and an interesting contrast is afforded by comparing the following table compiled from the statistics afforded in 1881, withi one given below of the conditions in 1916.
CONDITION IN 1881.
Number of persons in county under twen-
ty-one 14,274
Number of persons between six and twen-
ty-one 9,544
Number of school districts in county 136
Number of schoolhouses in county 135
Number of schools having school five months or more 132
Whole number of school months. .1,155 2-3
Whole number of pupils 7,157
Male teachers employed 88
Female teachers employed 131 Number of ungraded schools 127
Number of graded schools 7
Number of private schools 1
Whole amount paid teachers .$39,727.68 Estimated value of school property. . 162,275.00
CONDITION IN 1915.
Number of persons in county under twen- ty-one 16,875
Number of persons between six and twen-
ty-one 11,957
Number of schools in county. 148
Number of districts having school five months or more, all of them 148
Whole number of pupils enrolled, 1915 .. 8,205 Male teachers employed, 1915. 75
Female teachers employed, 1915. 221
Number of high schools 13
Number of private schools
1
Whole amount paid teachers, 1915. . $133,848.50 Estimated value of school property $13,234,480.00
SUPERINTENDENT LEWEY'S REPORT, 1916.
The annual report of County Superintend- ent E. A. Lewey for the year beginning July 1, 1915, and ending July 1, 1916, as submitted to State Superintendent F. G. Blair, is replete with interesting statistics and shows that school con- ditions in this county are very good. When compared with the figures of earlier reports many changes are noticeable.
"There are 8,648 boys and 8.227 girls' under 21 years of age in the county, as compared with 8.551 boys and 8,249 girls last year, giving an increase in the total of seventy-five. Of school age, that is, between the ages of 6 and 21, there are 6,057 boys against 5,900 last year and 5,490 girls, 200 less than last year. It is seen that in both instances the number of girls is less while the number of boys is greater. The amount of school money the county re- ceives from the state is based upon the num- ber of persons of school age in the county and then reapportioned to the townships in the county.
ENROLLMENT FIGURES COMPARED.
"The total school enrollment for this year is found to be less than that of last year by sixty- eight. However, the high school enrollment in- creased thirty-thrce. The increase in enroll- ment in high school is on the girls' side, as there were seven less boys in high school this year than last. This year's enrollment in the vari- ous grades in the grade and high schools is here given along with that of last year and is found to comprise some very interesting figures."
C
Edward Land
789
HISTORY OF MONTGOMERY COUNTY
1915 1914
1916
1915
Boys in 1st year
6S2
Girls in 1st year
622
Boys in 2d year
551
Girls in 2d year
503
Boys in 3d year
514
Girls in 3d year
442
Boys in 4th year
533
Girls in 4th year
487
Boys in 5th year
414
Girls in 5th year
.492
Boys in 6th year
4S4
Girls in 6th year
475
Boys in 7th year
-253
Girls in 7th year
247
389
Boys in Sth year
321
261
Girls in Sth year
348
276
Boys in grade schools
.3876
3914
Girls in grade schools
3592
3655
Boys in 9th year
109
141
Girls in 9th year
168
174
Boys in 10th year
100
76
Girls in 10th year
127
81
Boys in 11th year
50
56
Girls in 11th year
76
85
Boys in 12th year
44
37
Girls in 12th year
63
54
Boys in high school
303
310
Girls in high school
434
394
Total high school students 737
704
Total school enrollment S205
8273
SOMETHING ABOUT THE TEACHERS.
"There were 296 teachers employed in the county, six less than the number employed the year before and of these 75 are men and 221 are women. Eleven are graduates of a college and normal school as compared with seven the year previous ; thirteen of a college only, as against the same number last year; nineteen of a state normal school, against sixteen last year and sixty-four are high school graduates, while last year the high school graduate quota numbered one hundred and thirty-one. Twen- ty-three have attended college, which is one in excess of the number last year and 112 have attended normal school, which is more than double the number shown in last year's re- port. Seventeen have attended high school, but are not graduates therefrom. The largest
number of teachers in any township is in Hills- boro Township, where there are 47, forty of 759 whom are women. The men teachers received 654 an average salary of $545.28, the total amount 564 paid them being $10,95.96, comparing, respec- 505 tively, for the previous year with $488.62 and 576 . $36,035.02. The women teachers were paid the 514 sum of $92,952.54 or an average of $420.60, as 506 compared with $85,213.65, an average of $396.25, 513 for the year prior. The total amount paid the 498 teachers exceeds the amount paid the previ- 446 ous year by $12,599.83, a very marked increase, 317 indeed. The figures are : this year's total, $133,- 305 848.50, an average of $452.19 ; the year previous, 399 total, $121,248.67, averaging $396.25.
The number of years taught in the same district is found not to vary greatly from the figures of last year. One hundred and fifty- three have taught in the same district for one year, compared with 157 last year; 56, two years as compared with 49 last year; 26, three years, against 23 the year before; 7. four years, three less than the year previous ; 5, five years, as against S the year previous; 7, six years ; 5, seven years, an increase of four over the year before; 1, eight years, a decrease of five from the year before; 1, nine years; 5, ten years; 4, eleven years; 1, twelve years; 1, thir- teen years; 4, foutreen years ; 1, fifteen years ; 5, sixteen years; 2, seventeen years; 5, eight- een years ; 1, nineteen years, and 6 have served twenty years in the same district as compared with eight the year before. Of these latter four are employed in the schools of North Litch- field Township, one in the schools of Hills- boro Township, and one in the schools of Irving Township.
THE SCHOOL BUILDINGS.
"There are 150 schoolhouses in the county, compared with 14S the year previous and with the sites. their value is put at $543.040. Last year the total valuation of the school and sites was put at $482,690. The equipment this year is worth $41.345, as against $40,810 the year before. This makes a total investment in schools in the county of $584,385, while the total investment last year was $523,500. The amount of school tax levied for school purposes for 1915 in this county was $13,234,480 and the amount of the bonded indebtedness was $105,100. There are sixteen more school li- braries this year than last, and 1,133 more
790
HISTORY OF MONTGOMERY COUNTY
books in school libraries. The figures are, this year : 120 school libraries and 9,654 books; last year, 104 libraries and 8,521 books. There are 143 school districts in the county, compared with 141 the year before and none of them re- port no school, nor less than six months of school. The teachers of the county last year taught a total of 19,963 days. Last year the total number of days taught was 20,769. Be- sides the 150 school buildings in the county, three other buildings were rented during the year for school purposes. The previous year, five other buildings were rented for school pur- poses.
HILLSBORO STILL LEADS.
"In the number of children of school age, Hillsboro Township leads, as she did last year. However, Nokomis takes second place this year, where North Litchfield stood last year and Witt Township ranks third this year. Hills- boro Township has 2,016 children of school age, compared with 2,051 last year. Nokomis comes second with 1,499, whereas North Litchfield was second the year previous with 1,455. In Witt Township there are 1,111 children of school age, or between the ages of 6 and 21."
THIRTEEN HIGH SCHOOLS.
High school work is taught in thirteen cities and villages in the county, most of them of- fering a four year course. The table showing the number of years of high school taught in the various schools, together with the pop- ulation of the district is here given :
District Yrs. H. S. Pop.
Litchfield
4 7,000
Hillsboro
4 6,000
Nokomis
4 3,400
Witt
4 2,600
Raymond
4
1,500
Coffeen
.
4 1,200
Taylor Springs
1
1,700
Schram City
0
1,000
Irving
4
690
Fillmore
4
500
Butler
2
250
Donnellson
4
450
Farmersville
2
550
Waggoner
1
300
The report shows that forty boys were grad- uated from high school and sixty-two girls, a total of 102 high school graduates for the year.
ORIGIN PUBLIC SCHOOL SYSTEM.
The public school system that we now have in the county had its origin several years be- fore the state was organized. On May 20, 1785, Congress passed an act at its session which was held in New York, creating a sys- tem of rectangular surveys of the lands of the western territory and provided that lot or section number 16, of every township should be reserved for the maintenance of the public school of the township. In April, 1818, the territory of Illinois, was authorized by Con- gress to be organized into a state and in the resolution it was required that the 16 section should be reserved as above set forth, and fur- ther that three per cent of the net proceeds from the sales of United States public school lands in Illinois, should be given to the state for educational purposes and that one-fourth part should be for a college or university.
Our state system is but the development of the above congressional scheme. The first school law was passed seven years after the admission of the state and confined to white children. The amount of lands given under the 16 section provision was 998,448 acres. Gov- ernor Matteson in 1854 appointed Hon. N. W. Edwards state superintendent of schools and on January following, Mr. Edwards presented a bill to the General Assembly which was en- acted into law February 15, 1855. These acts together with the numerous amendments made from time to time have developed into our present state public school system, which has been followed more or less closely by other newer states.
TEACHERS.
In 1916, there were in the county the fol- lowing schools and employing the number of teachers here shown:
schools teachers
South Fillmore Township, 7-2 .. 5 5
South East Fork, 7-3.
4
4
Grisham, 7-4
6
10
Walshville, 7-5
7 8
North Fillmore, 8-2 6
12
North East Fork, 8-3 8
21
Hillsboro, 8-4 12
48
South Litchfield, 8-5 6
6
South Audubon, 9-1
4
4
Witt, 9-2 S
24
Irving, 9-3 8 14
1
.
791
HISTORY OF MONTGOMERY COUNTY
Butler Grove, 9-4 ..
5
9
North Litchfield, 9-5
13
39
North Audubon, 10-1
7
S
Nokomis, 10 -- 2
7
31
Rountree, 10-3
.8
8
Raymond, 10-4
S
15
Zanesville, 10-5
7
Harvel, 11-4
3
3
Pitman, 11-5
6
8
East Bois D'Arc, 12-4
3
3
West Bois D'Arc, 12-5
7
10
148
297
SOME OF MONTGOMERY COUNTY'S PROMINENT
TEACHERS.
Elsewhere we have said that Mrs. Emma T. Bangs at the time of her death was the oldest teacher and had taught the longest of any one in the state of Illinois. Teaching as a profes- sion has been honored in this county by the work and unselfish labor of many who were or be- came leaders, yes some eminent, in the calling of pedagogy. Samuel T. Inglis, professor at Carbondale State Normal and often mentioned for state superintendent, taught in Hillsboro. Mr. Davis, who held a. professorship in Black- burn University, taught in Nokomis. Professor Bowlby, for many years the secretary of the State Teachers' Association was Litchfield's ยท principal in the long ago. Professor Randall, who made the Mattoon schools and was prom- inent all over the state, taught in the country schools of this county when a mere boy. Our own Camilla Jenkins taught so long in this county, and filled so many prominent places, from the grade school to the position of in- structress in state normal schools, that the county owes to her memory some distinctive recognition more than so far accorded. Mr. Whitehead, once the president of a college in Kentucky, was the product of Montgomery County. The legislator and prominent attor- ney, D. H. Zepp, was once the principal of the Hillsboro schools. Dr. Francis Springer, to whom the county perhaps owes more than to any other one as an educator, left an impress on this county toward higher educational and moral upbuilding, as professor and president of the Hillsboro College and Academy, as a min- ister, as an army chaplain and as Christian sociologist, second to none. Doctor Trimper, professor, minister, and educational promoter,
was honored and loved, and succeeded in his educational duties to a degree seldom attained by educators. Professor Hamil, for years the able superintendent of Sunday school work of the state, began his career as a teacher in a country school in this county. The superin- tendent of the schools of Ellsenburg, Wash., E. J. Klemme, was at one time a member of the Hillsboro faculty. The superintendent of the Orphans' Home at White Hall, Professor Dewell, will be remembered as the superin- tendent at Litchfield many years ago. Professor Webster, of the Chicago high schools, was a Nokomis product, and thus we might continue, but the truth is here shown that merit receives its just reward.
EARLY SCHOOLS AND TEACHERS.
Old habits, customs, expressions, and views, in regard to schools in the pioneer days, seem quaint and backwoods today, but though obso- lete, they were approved as the best in their day. After all, it is the results that commend or condemn any plan or system of education, as well as in other lines of activity. Seventy- five or eighty years ago, it was seldom that an opportunity was afforded anyone to attend over three months of school in a year, and yet from this limited opportunity, many of our most prominent men and women in public life, arose to distinction. In the days of our forefathers, there was shown a universal cordiality to every one, including the stranger, that would be con- sidered a lowering of one's position today. This cordiality was the common heritage of the preacher or the teacher. Hence the teacher usually boarded with his pupils, thus getting better acquainted with the parents and with the pupils as well.
The teachers were hired by a self-appointed board, for such sums as could be raised by subscription, and when the subscription was exhausted, the school had to close. The man who could make a good "goose quill pen" was pretty well equipped to get a position. Gener- ally he was supposed to teach "readin', ritin', and rithmetic," and these constituted the whole curriculum. The "doin' of sums" was the main thing to impart to the young men. A few of the "furtherest advanced," wanted to know how to "parse," and with the "doin of sums, and parsing" the scholar was pretty well equipped. To graduate was then unknown,
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