USA > Illinois > Jackson County > History of Jackson County, Illinois : with illustrations descriptive of its scenery and biographical sketches of some of its prominent men and pioneers > Part 20
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In 1815 there was a school taught near Mud Creek by a Mr. Shaw. But little is known of this sehool or its teacher.
The next school, as to time, was taught by Mr. McMurray, at the James Davis School-house, where the site of Murphysboro' is.
These sehools were subscription schools, of course. There had been no at- tempts at anything like free instruction in the state. The usual charge was two dollars and a half for a term of three inonths.
Mr. McMurray afterwards taught a school in the Holliday settlement, about three miles northeast of Murphysboro'.
The former county-seat, Brownsville, bad its pioneer teachers. Messrs. Chamberlain and Howe taught there for several years, beginning probably about 1821 and '22. Here, too, particulars are wantiug. Their remainiug in one place two or three years is indicative of some suecess.
Mr. Henson was one of the pioneers in teaching. He wielded the birell in Elk Prairie, in a school-house near Hiram Schwartz's place. A house still stands there, and may have been the one in whieli Henson exercised authority. It is unoccupied except for an occasional meeting, aud entirely uncared for.
Henson tauglit here in 1840, or about that time, when " barring out " was customary. His pupils " barred " him out once as a means of securing the usual Christmas treat. He went down the chimney. They seized him and tied him with their suspenders. He was a very muscular man and broke his bonds as easily as Samson did the green withes when Delilah said, " The Philistines be upon thec, Samson." The boys owned themselves fairly beaten. It is possible that the older members of the Schwartz, Kimmel, Robinson, and House families were among these boys. Some of them were there under the control of Mr. Gass a few years afterward. Jetl. Phelps, now a teacher at Grand Tower, was numbered among the boys of that seetion a few years later.
Mr. William McClure was also a teacher long years ago. Mr. D. B. Tut- hill instructed the youth of Tuthill's Prairie in the past, and some of his off- spring have followed in his foot-steps. He taught in 1835. A Miss Wells succeeded him.
Dr. Cyrus Thomas was at one time identified with the schools of the coun- ty as a teacher. His wife was also engaged in school-room work. He was " bug-hunting " then, and beginning his training for his work in the insect world. Men laughed then at his propensity to ruu after bugs, little dream- ing it would ever pay him in dollars and eents.
In 1852, Mr. Ed. Newsom, several times our County Surveyor, taught a sehool at Grand Tower. It was then known as Evan's Landing. The school-house was near where the " lower furnace" is now.
He had some share in naming the " 'Twiu School-house," near Murphys- boro'. It happened thus: Some of the families wauted him to teach them a sehool, and secured the number he wished to begin with. He begau one Monday morning, and taught out that week. Mcauwhile he discovered a division in the neighborhood. A number of families wanted another youug man, and sent word to Mr. Newsom that they intended to take charge of the school-house the following Monday. He was not frightened away. But sure enough, when he reached the house Monday morning, the other teacher was there with his pupils and patrons. There were some words. But Newsom and the teacher went off to themselves and sat dowu on a log. They soon understood that neither was responsible for the move against the other, and they agreed to divide the house. Newsom took half the benches and one side; the other pedagogue had the remainder. Thus for several months the two schools ran smoothly in the same room, but under different authority. Thus, too, did the house become known as the " Twin School-house."
In 1857, Dr. Ford came to this County and engaged in teaching for several years.
There was some energy among the teachers then. A Teachers' Association was formed that year. There had been one for a year or so some time be-
63
HISTORY OF JACKSON COUNTY, ILLINOIS.
fore, but it was extinct, without fossil remains. Messrs. Cunningham and P M. Post were prominent in this one. One special way-mark of progress is the written examination. So far as known it was not regularly used until the beginning of Dr. John Ford's term as Superintendent. It has produced a great change in the grade of work done. Nearly all examinations are now written. The system needs no defence. The results in this County approve the change. One other addition is needed,-that these examinations be more thoroughly searching. Teachers themselves are becoming more professional in their work, and better able to lead those who are to figure in the future of the County.
For both teachers and officers there is more respect and yet more criticism from patrons. There is a union of sentiment on one question-the free schools must be made and kept as progressively useful as possible. To this end let one and all labor.
southern half of the state were more or less aroused. Active organized ef- forts in behalf of a Normal school for Southern Illinois may be said to date from that meeting.
On the first of September, 1868, the Centralia convention met, and was still more largely attended. Adresses were delivered by Drs. Gregory, Allyn, Edwards and Read ; by Prof. Sanborn Tenney, the Superintendent of Public Instruction, and others. Without a dissenting voice, a committee consisting of fifteen of the leading men of Southern Illinois was appointed to prepare a memorial to the legislature, asking for the incorporation and en- dowment of a Normal school in the southern part of the state. This com- mittee met in Odin, Marion County, October 16, 1868, and added to their number fifteen other gentlemen resident in different counties of Southern Il- linois ; they also prepared a circular address to their people, and a petition to the general assembly in behalf of the proposed institution. This circular
WIT TENBERG
STLOUIS
- SORBER. SC.
THE SOUTHERN ILLINOIS NORMAL UNIVERSITY BUILDING.
CHAPTER XV.
HISTORICAL SKETCII OF THIE SOUTHERN ILLINOIS NORMAL UNI- VERSITY.
THE FACULTY-COURSE OF STUDY-LITERARY SOCIETIES-ACADEMY OF SCIENCE OF SOUTHERN ILLINOIS.
HE movements which directly led to the act of the legislature incor- porating the Southern Illinois Normal University, may be said to have begun in the spring of 1868. At a teachers' institute held in the city of Salem, Marion County, a circular was drawn up and signed by some fifty prominent teachers and citizens, calling a convention of the teachers and friends of education in Southern Illinois, to meet in Centralia early in September of that year, to con- sider the educational wants of that portion of the state. In the idea of that call, a Normal school for Southern Illinois was prominent. A few days afterwards another circular was issued from Carbondale, without apparent knowledge of the one emanating from Salem. This latter, which was also numerously signed, called a convention to assemble at Carbondale the last of May or the first of June, 1868. The convention was held, and its objects were advocated by Dr. R. Allyn, Prof. Standish and others, in stirring addresses. After a free interchange of views, the convention ad- journed to meet in Centralia on the first day of the following September. The Carbondale meeting was very spirited, awaking great interest in Normal education throughout the entire region represented in it. At least a thou- sand persons were present, and through them nearly all the counties in the
-which was chiefly the work of the committee's secretary, and was printed in nearly all the newspapers of the region-very materially contributed to make public opinion unanimous in favor of the proposed action.
The appeal was successful. An act entitled " An act to establish and maintain the Southern Illinois Normal University," was passed at the ensu- ing session of the legislature, and approved by the Governor, March 9th, 1869. The trustees appointed in pursuance of the act entered at once upon their duties and advertised for bids for the location of the university. The competition among the cities and towns in Southern Illinois, was spirited. Among the contesting points were Pana, Vandalia, Olney, Carlyle, Centra- lia, Tamaroa, DuQuoin and Carbondale. After long conference, Carbondale was chosen and the site purchased. The amount subscribed and pledged was estimated to be worth two hundred thousand dollars. It afterwards ap- peared, however, that a portion of the bonds was illegal, and the cash value finally received by the state was very small compared with the magnificent pledges given.
Plans and specifications, drawn by Thomas Walsh of St. Louis, were pro- cured, and the trustees advertised for bids to erect the building in accord- ance therewith. At this point a very grave mistake was made. The amount appropriated for the edifice by the legislature was only $75,000, while the trustees contracted for a building to cost $210,000. This was a most de- plorable error of judgment, the evil consequences of which were far-reach- ing. A committee of the trustees twice did me the honor, before deciding, to ask my opinion as to the kind and cost of building that should be erected, and I each time adviscd, in the strongest terms, that under no circumstances whatever should they contract for a house to cost more than the sum named
64
HISTORY OF JACKSON COUNTY, ILLINOIS.
in the act of incorporation. But the original trustees are justly entitled to the benefit of this explanation : The funds and assets, including bonds, do- nations, subscriptions, etc., seemed sufficient ; the trustees really believed when they made the contract, that they would be able to build and equip the house without further aid from the state; and a responsible citizen of Carbondale, the lamented James M. Campbell, Esq., actually bound himself by the covenants of a contract to erect and furnish the building for the sums subscribed and pledged by the corporations and citizens, together with the amount appropriated by the legislature. While these facts do not relieve the original trustees from the responsibility of a most unfortunate misjudg- ment, they do relieve them, entirely, from the imputation of having know- ingly resolved to erect a building that would cost vastly more than the re- sources at their command, presuming upon the liberality of the legislature to make up the deficit.
Work began early in the spring of 1870, and progressed so rapidly that the corner-stone was laid, with appropriate ceremonies, on the 20th day of the ensuing May. It was estimated that not less than fifteen thousand per- sons were on the ground and participated in the exercises of the occasion, which were of a very interesting and impressive character. All the arrange- ments were in good taste, well planned, and successfully carried out. The principal addresses were delivered, extempore, by Dr. Robert Allyn and President Edwards.
It was at this time proposed to secure temporary accommodations and open the school at once, so that the work of instruction might be going on while the building was in progress. It is believed that this would have been the true policy. It was the course pursued in the case of the school at Normal, and with the best results. Classes would thus have been formed and the work well organized by the time the new edifice was completed, to which the school could then have been quietly transferred, and the work of instruction would have gone on almost without a break, and nearly four years of valu- able time would have been saved. Other counsels, however, prevailed.
From the day the corner-stone was laid the work was pushed forward with great vigor, till it was suddenly and painfully arrested by a most lamentable disaster. A falling timber instantly killed the contractor, Mr. Campbell. He had been deeply interested in the enterprise from its earliest beginning, throwing into it all the large energy of his nature. He had assumed the validity of the doubtful bonds and pledged his entire fortune for final suc- cess. His death of course terminated his contract, and the work was at once suspended. It was not resumed until after the session of the legislature of 1871, by the action of which body the contract of Mr. Campbell was assumed by the state, and three commissioners were appointed, with instructions to finish the building according to modified plans, not however materially dif- ferent from the original designs. By these commissioners the work was at last completed and turned over to the trustees, July 1, 1874.
THE BUILDING
is of the Romaic-Gothic style of architecture. Its length from north to south is 215 feet, with two wings-one on each end-projecting to the front and rear-109 feet. There are : a basement story in height 14 feet, for the play- rooms, furnaces, janitor's residence and recitations, containing 8 large apart- ments and 4 smaller ones, of good size however. A first story embracing also 8 large rooms for classes and recitations, 4 teachers' private rooms, and a large parlor or reception room, the height being 18 feet-a second story, 22 feet in the clear, containing the large Normal Hall, three fine study rooms, two class or library rooms, two rooms for the principal and one private room for a teacher-and finally a Mansard story 19 feet in height, which is occu- pied as a large lecture hall, 100 feet by 61 in the clear, capable of seating 1200 persons-two large rooms for cabinets, or library, or art galleries-two also for the meetings of societies, and two smaller rooms for laboratories or dissecting rooms, or work shops. The whole is surmounted by a flattened dome, which affords a wide perspect over the variegated country, from the hills beyond the Mississippi on the west, twenty-four miles, to the prairies of Williamson County on the east, and from the elevations of Union County on the south, to the plane of Du Quoin on the north. The corridors within the building, extending its whole length north and south, with two cross-sections in the wings from east to west, are 14 feet wide, and are laid with alternate strips of light and dark wood, and their four easy and ample stairways and three wide doors, give convenient access to every part of the building, and impart to it an air of comfort and elegance. Externally, the edifice, being without spires or turrets, at first disappoints the eye, especially as for some unfathomable reason the good natural elevation of some ten or twelve feet
was cut away, and the building set that distance below the surface of the ground. But a study of the fine proportions and harmonies of other portions of the structure relieves these unfavorable impressions. The basement is of brown sand-stone, hammered and laid in regular courses. Above the base- ment the walls are of pressed brick, trimmed with brown sand-stone and whitish lime-stone. The roof is a plain Mansard, covered with variegated slate, and surmounted by an iron railing. The windows are arched Gothic in a variety of styles, giving a richness to the exterior, which is fully equalled by the finish of the interior, in ornamental arches for doors and windows, and in heavy panels and finish for wainscoting and wood work.
It may be safely pronounced in no respect inferior to any other edifice of its kind in the United States. Its elegant Normal Hall will seat five hundred students, and is now fitted with single desks and seats to accommo- date over four hundred and fifty. It is a beautiful room, in keeping with the remainder of the building, admirable in proportions, 100 feet by 76, and 22 feet in heiglit. It, and indeed the whole edifice internally, is a visible in- spiration to neatness, and to scholarly enthusiasm.
REORGANIZATION OF BOARD.
The act of the legislature creating the board of commissioners to complete the building, abolished the first board of trustees, and a new board was appointed by the Governor, in September 1873, and confirmed by the Senate in January 1874. The board now consists of Hon. Thomas S. Ridgeway, of Shawneetown, president ; James Roberts, M. D., of Carboudale, secretary ; Edwin S. Russell, of Mt. Carmel, Lewis M. Phillips, of Nashville, and Jacob W. Wilkin, of Marshall. Their first meeting was held at Carbon- dale, October 23, 1873. At subsequent meetings they arranged for purcha- sing furniture, for electing a faculty of instruction, for a course of study and for the general management and opening of the school, July 1, 1874. The former trustees had elected Cyrus Thomas, Ph. D., professor of natural history, botany and physiology.
ELECTION OF PRINCIPAL.
In November last, the trustees elected Rev. Robert Allyn, D. D., then president of McKendree College, in St. Clair county, principal of the uni- versity, and profited by his advice in selecting furniture and making arrange- ments for the school. Dr. Allyn's labors and experience as an educator in New England, as superintendent of public schools in Rhode Island, as pro- fessor of ancient languages in the Ohio University, as President in the Wesleyan Female College of Cincinnati, and as a member of the board of education in that city, and his late services for eleven years as president of one of the oldest and best colleges in the State, and his earnest activity in all the movements for the improvement of our public schools, speak favorably for his capability to assume the charge of so important an enterprise, and argue well for the wisdom of the trustees in their choice of him, from among the many other distinguished men who might have been selected, and who would cer- tainly have accounted the position one of rare honor and great opportunities for usefulness. The associates of this richly experienced chief were subse- quently elected. The entire faculty of instruction, as now constituted, is as follows :
FACULTY.
Robert Allyn, Principal and Teacher of Mental Science, Ethics and Peda- gogics ; Cyrus Thomas, Teacher of Natural History and Physiology, and Curator of the Museum ; Charles W. Jerome, Teacher of Languages and Literature ; John Hull, Teacher of Algebra and Geometry ; Alden C. Hill- man, Teacher of Arithmetic, and Principal of Preparatory Department ; Daniel B. Parkinson, Teacher of Natural Philosophy and Chemistry, and Lecturer on Applied Chemistry ; James H. Brownlee, Teacher of Reading, Elocution, Phonics, Vocal Music and Calisthenics ; Granville F. Foster, Teacher of History and Geography, and Librarian ; Martha Buck, Teacher of Grammar and Etymology; Helen M. Nash, Teacher of Drawing and Penmanship.
Charter Trustees .- Daniel Hurd, Cairo; Elihu J. Palmer, Carbondale ; Eli Boyer, Olney ; Thomas M. Harris, Shelbyville ; Samuel E. Flannigan, Benton.
Building Commissioners .- John Wood, Cairo ; Elihu J. Palmer, Carbon- dale ; Hiram Walker, Jonesboro'; R. H. Sturgiss, Vandalia; Nathan Bishop, Marion ; F. M. Malone, Pana.
Trustees .- Hon. Thos. S. Ridgway, Shawneetown ; Edwin S. Russell, Esq., Mt. Carmel ; James Robarts, M. D., Carbondale ; Lewis M. Phillips, Esq., Nashville; Jacob W. Wilkins, Esq., Marshall.
65
HISTORY OF JACKSON COUNTY, ILLINOIS.
Officers of the Board .- Hon. Thomas S. Ridgway, President; John G. Campbell, Treasurer ; James Robarts, M. D., Secretary ; Charles W. Jerome, Registrar.
Auditing Committee .- James Robarts, M. D. ; Lewis M. Phillips, Esq.
OPENING OF THE UNIVERSITY.
The faculty having been chosen and a course of instruction outlined, the trustees gave public notice that the formal opening of the University would take place July 1, 1874.
COURSE OF STUDY.
The course of study has been arranged with two purposes in view-1. To give a strictly Normal course of training to fit teachers for the public schools, and, 2. To give examples of methods of teaching. It therefore goes over the whole curriculum of school studies, from the alphabet to nearly the comple- tion of a collegiate education, and gives especial attention to those branches which require the use of the observing and perceptive faculties, without neglecting those which demand the use of the imagination and reason. Practical attention is devoted to physics, chemistry, natural history, survey- ing, and language; and the student is not only taught to know, but to do the work of the branches which he pursues. He is also required to give in- struction in all that he learns, so that when he begins his life-work, either of teaching or laboring in a secular employment, he may not be wholly inex- perienced in the very beginning of his career.
The course of instruction also embraces lectures by the Principal on the history and science of Pedagogy, and on the methods both of Learning and Teaching. As the University is only in the third year of its work, it cannot poiut to any very striking results.
TABULAR VIEW.
PREPARATORY.
NORMAL.
STUDIES.
1st Year.
2d
3d
1st Year.
2d
30
Year.
Year.
Year.
Year.
4th Year.
123123
1 2 31 2 31 2 31 2 31 2 3
Spelling ..
Writing. Drawing .
Vocal Music
Calisthenics
Reading
+ +
Elocution
+
+
English Language
Arithmetic. Astronomy
0
III
Language Lessons
+
+ + ++
... 0
English Analysis
+
IV
Book-Keeping
+ +
Geography.
+ +
Physical Geography ...
U. S. Ilistory
General History
+
Physiology
01 .. +
Latin .
+ +
off + ++ + +
VI
Greek
Elementary Algebra
+ + +
+ +
+
+ + 0
VII
Analytic Geometry
+
Calculus.
Botany
+
'Zoology
+
VIII .
Geology
Natural Philosophy Chemistry
+ ..
ot
IX
Rhetoric
+
Logic
T ...
Constitution U. S.
School Law
+
Mental Philosophy
X
English Criticism
Ethics
+
Pedagogics
Methodology
"+" indicates time when the study is to be pursued.
"o" indicates a special class in the study-generally for teachers.
A class in Methods begins the Arithmetic each fall term, and continues two terms.
Classes in Methods of Teaching Reading, Grammar, Geography and History of the United States are taught every spring.
Spelling, Writing and Drawing are carried on till the.students are perfect and are excused. Vocal music is the same.
Calisthenic exercises each day during the course.
This report is submitted to the trustees and to the public with diffidence, but with the thought that as our school is a public institution, its affairs and methods, its aims and its accomplishments should all be public. The princi- pal trusts that his frank confessions will be received in the spirit in which he makes them, and that his suggestions will be candidly and carefully consid- ered, and that the public will endeavor to work with our professors to elevate the character and increase the usefulness of all our public schools.
ROBERT ALLYN, Principal.
The following extracts are from the Third Annual Report of the Principal.
1876-77.
The Principal of the Southern Illinois Normal University submits his Third Annual Report to the Trustees and the public with much satisfaction, though not without a humbling sense of many imperfections in the plaus, the methods, and the practical workings of the school. Many difficulties be- set every new euterprise, and none rise before any good work in more numer- ous array and with fiercer opposition, than such as obstruct the line where education is to advance. Some of these are mustered by indifference, some by thoughtlessness, some by cupidity, and some by the impatient desire to realize immediate results from labors-the fruits of which can only mature in distant time. Some are very natural, indeed, and excite neither surprise nor discouragement. Some are too frivolous to be named, though they are not the least annoying. And some only need to be mentioned to be re- moved by those who have caused them.
Many persons appear to think our school is a place in which to teachı boys and girls the simplest elements of knowledge. While it may serve one purpose to have a class or two of small children to show the practice of teach- ing, these must be used as an experiment, aud will, iu all probability, suffer. Will not superintendents and teachers and parents interest themselves in this simplest, and really most elegant of all our school accomplishments, and see that children early learn to spell ? It may be proper that we should show how spelling should be taught-and that practically. But it is not profita- ble for the State that we should be compelled to do so much elementary work. Yet far less profitable it would be if we should leave this elementary work undone. This is a duty of the elementary schools, and for them it may be made a delight. Any teacher who is really worthy of his noble calling can awaken an enthusiasm among young children for correctness in this busi- ness almost to a white heat of passion. And how much better would this work be than to attempt in such schools to teach the higher brauches ? How much easier to teach spelling than the unconnected facts of geography, or the dry details of the grammar ? Is the spelliug of a thousand common words any more difficult than the endless combination of the multiplication table ? Are not the letters of our words fixed almost as those products are by the law of numbers? Then to write a haudsome hand, and to keep paper, pen and fingers clean and neat-how easy for a child to learn, and how excellent a part of practical education ! and how disgusting is the opposite habit, and how hard it is to divorce a mau from it whose life-practice has wedded him to it ! Here is one imperative need of our schools, and the publie must toler- ate us in repeated warning in regard to it. We are sent here to teach those who are to instruct our schools, and we must ask to be allowed to emphasize the important parts of our work and invite co-operation with our efforts. Three thousand words compose the body of our daily speaking and reading. Most of these words are very simple. All can be learned to immaculate per- fectness by a month's diligent study of a mature mind. Why do not our county superintendents demand good spelling of our teachers ? Shall we be obliged to say to those who come to us deficient in this point that they shall do nothing but study spelling till they know it ? We also appeal to teachers. Will they not attend to this work ? Is it best for them to neglect children of eight and ten, and let them come to us at twenty, and then be drilled like those in the primary schools ? We are willing to do this when necessary. But we submit it to the public that there is a better way, and the people can easily find it for themselves.
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