USA > Illinois > Macon County > History of Macon 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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the class termed " subscription," and were only taught for a few months in the year. These sessions were held in various localities; in fact, wherever a suitable house could be procured. The oldest inhabitant well recollects when there was a school taught in the old building south of Powers' Block (Court-House), 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 build- ing; 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 scat and the fashion- able 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 Masonie 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 con- sideration 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 eligi- ble 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 expe- rience, 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 departinents 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.
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HISTORY OF MACON COUNTY, ILLINOIS.
The facilities for procuring libraries and articles of apparatus are also greatly increased.
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 well- qualified teachers, each operating in an independent school, on the old plan.
6. The graded system tends to prevent the manifold evils result- ing 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 depart- ment are nearly of the same age and attainments, they can be formed into a few large classes, to pursue all their studics 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.
8. It is much easier to maintain order and decorum in a graded, than in an ungraded school.
9. Gradation in schools not only renders their government comparatively easy, but generally promotes habits of diligence, and sccures 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 consecu- tively."
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 advance- ment, 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 with 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 expectation 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. H. 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 Jennic Durfec.
The Third Ward building was crected 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 zcal 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 con- sisted of Messrs. Henkle, Durfec and Rea, who, after due delibera- tion as to the best plan of providing instruction for the more advanced pupils of the "Big Brick " and the surrounding neigh- borhood, 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 pleas-
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HISTORY OF MACON COUNTY, ILLINOIS.
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 sud- denly 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 lie 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 conver- sation. 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 storc. 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 ?
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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 Janc 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 Compen- dium 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 school- master does not content himself with a good reference library in which to while away his leisure hours, but he must have a geologi- cal 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 collec- ยท tion. 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 succceded by Miss Naney 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 account of a matri- monial 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. Hamner 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 trea- surer.
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 con- tractor, Mr. D. C. Shockley, had the building enclosed, and in September, 1869, the pupils were ready to remove from the church where the school had been for the past six years, to the new and commodious building.
Ly PELY UNDRY
DECATUR HIGH SCHOOL.
Miss Mary W. French took the place made vacant by the resig- nation of Miss Dean. Miss Sargent was then made first assistant. Professor Gastman at the helm as principal, which position he held until 1871.
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HISTORY OF MACON COUNTY, ILLINOIS.
For some time the Board had been desirous of making arrange- ments by which the labor of the principalship and that of city superintendent of schools might be made separate "and distinct, that is, have a person to devote his whole time to the superin- tendency, 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 Gastman 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 suceceded 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. Lecper 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, who 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 las an opportunity to impress himself upon the mould- ing character of our youth. He becomes a power in the community as well as in the school. The first graduating class consisted of Misscs 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 commensu- rate with the expense which it adds to the system ; they also main- tain 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 indc- pendent system it was rare to find a common school in which there were none of the higher branches taught. Indecd, one of the prin- cipal inducements for engrafting the high school department upon the common school system in cities and towns where this modifica- tion of the system originated, was to economiize 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 estab- lished 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.
2. They economize labor by enabling the teacher to give thorough 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.
3. They furnish, in due time, highly qualified teachers for all the schools of lower grade.
4. They afford an opportunity for thousands to obtain an educa- tion 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 tlie highest interests of the State demand.
6. They supersede the necessity of private schools, and thus relicve 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 afflu- ent.
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 quar- -
ters, 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 every one for the duties of a freeman, and to assist him in becoming an industrious, intelligent, self-supporting citi- zen.
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