History of Macoupin County, Illinois, Part 21

Author: Brink, McDonough & Co.
Publication date: 1879
Publisher:
Number of Pages: 440

USA > Illinois > Macoupin County > History of Macoupin County, Illinois > Part 21

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HISTORY OF MACOUPIN COUNTY, ILLINOIS.

The most valuable donation from Congress for school purposes was the sixteenth section of every township. If this section was sold, or in fractional townships not having this section, lands equivalent to the amount were given for school purposes. This donation amounts to 998,449 acres. Properly managed, the revenues derived from 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 land. The proceeds of the sale of these lands were placed under the control of a board of trustees elected for each township, and were to be loaned, and the interest derived from them was to be used for the support of schools. In 1876 this " township fund" in the state amounted to $5,081,629.91. In 1828 the legislature unanimously authorized the sale of these lands, and borrowed the money to defray the current expenses. But the returns from these magnificent gifts were too meagre to support the schools, and taxes had to be added. In 1835 a county fund was created by an act of the legislature, which provided that the teach- ers 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 1876 the common-school fund was $1,513,693.27, yielding an annual interest of 890,821.60. The same year the township fund of the state was $5,081,629.91, yielding an income on the amount loaned of $49,248.54. In 1835, the interest on school moneys borrowed by the state was first distributed to the counties. This distribution was based upon the number under twenty- one years of age, and one-half of these funds was to be paid to teachers, and the remainder, if any, was to constitute a county fund forever as given above. The aggregate of these funds in 1876 was over six and one-half millions of dollars.

In 1824 the balance of the overflowed and swamp lands, after paying for drainage and levees, was granted to counties for educational purposes. In 1853 all fines and penalties imposed in courts of records, and criminal for- feitures on bails were added to school resources, and school property was ex- empt from taxation.

THE FIRST FREE SCHOOL SYSTEM

was adopted thirty years before.

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. The main points in this school system were :-

1. The schools were to be open to every class of white citizens between the ages of five and twenty-one.

2. Persons over twenty-one years of age might be admitted on consent of the trustees and upon the agreed terms.

3. Districts of not less than fifteen families were to be formed on petition of a majority of the voters.

4. Oficers were to be elected and sworn in. The system was very full and complete.

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

6. The State appropriated annually two dollars out of every one hundred received into 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 children under twenty-one years of age. The counties distributed this among the districts ; but no district was to re- ceive any part of this fund unless it had sustained a school of three months for the year in which the distribution was made. This distribution was based on the report of the clerk of each county commissioner's court, which was made to the Secretary of State, and contained an abstract of the reports made by the trustees of schools, giving the school population, school atten- dance, and expense attending this. This system of schools, designed as a means of affording an education for all the children within 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 denied. So violent was this opposition that it became inoperative, and was virtually annulled by an act approved February 17th, 1827, which repealed the fifteen 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 sup- port of any free school without his or her written consent had first been obtained. This act alone stigmatizes the legislature of 1827, but other facts

prove it to have been one of the worst that ever afflicted the state, and it presents a strong contrast to its predecessor. But neither legislation nor personal opposition could impede the growth nor destroy the germ of the free school system. It was deeply rooted in the fertile soil of the public mind and was fostered by the true friends of education. Subsequent legis- lation had but little effect on the schools for a decade, when an act provi- ding 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 and 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.

For a time it seemed that all the virtue of this system had departed, and so great was the educational darkness that prevailed, that it might very properly be said that Egypt included almost the whole state. But some energy and educational enterprise remained among those old citizens, and their first object after securing for themselves a home, was to provide educa- tional facilities for their children. In 1844 a "Common School convention " was held in Peoria. This 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 them was an able and exhaustive one, and plead for a State Superintendent with a salary of nine hundred dollars, and recommended local taxation for school pur- poses. This movement among the teachers served to bring the matter before the legislature. In February, 1845, an act was approved, making the secre- tary of state ex-officio state superintendent of common schools, and the county school commissioners ex-officio county superintendents, whose duty it should be to examine and license teachers. It also provided for local taxation on a favorable majority vote. The real principle involved remained obscured by their catering to paying out money for another's immediate advantage. All the district tax for schools in 1846-47 did not reach one mill on the one hun- dred dollars. The auditor, by this bill, distributed the interest on the school funds in proportion to the number of children under twenty years of age in the county. This was then distributed to the districts by the county superinten- dent. This same act made the qualifications of teachers embrace a know- ledge of reading, writing, arithmetic, geography, and history. But it re- quired little more than an elementary knowledge of these branches. Because of the excessive apathy among the people on educational matters, very 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 plough- man and a school-room were unrecognized, and scholars were not wanted in a frontier life. In 1847 the standard of qualifications of teachers had to be lowered because there was an insufficient number of teachers to supply the schools. 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. 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 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 made to feel that the same weakness prevails among them to-day,

In this year, local taxes for school purposes were changed from 15 cents to 25 cents on one hundred dollars, except in incorporated towns and cities, where fifty cents was the maximum. The rate of taxes was raised in 1857, to one dollar on a 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 inactivity pre- vailed among the masses, and that the law was a dead letter. The super- vision of schools was given to the district officers, who were often ignorant, narrow-minded, and unfit for supervising 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 pro- gress had been aroused. The press took hold of the matter, and strong leaders urged the necessity of better schools. From the east and south

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HISTORY OF MACOUPIN COUNTY, ILLINOIS.

came a better class of citizens, to make this country 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 legisla- ture 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.

Hon. Ninian W. Edwards, appointed by the Governor the first State su- perintendent under this act, had the honor of framing the bill for a Free School system. It met with ready acceptance from the legislature, and took the form of 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 each year.

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 trouble. Whence were they to come? 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. From this time the change in the grade of teachers became apparent. This demand for competent teachers increased beyond the supply so great that the Southern Normal was established in 1869, for the especial " training of teachers for the public schools of this State." County Normal schools were in the same year authorized " for the purpose of fitting teachers for the common schools."

The vital principle of the present law is this: The property and wealth of the state, as well as the county, shall educate their youth.

Many important changes in the school law were made by the thirty-first General Assembly. The law as amended went into effect July 1st, 1879. It requires all school officers having the care to strictly account for the same. The county superintendent must annually examine the books and accounts of each township treasurer. The school month is made to correspond with the calendar month. To make legal contracts, teachers must have certifi- cates at the time of employment.

Treasurers are elected 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 advances gradually towards that perfection for which future generations must furnish the materials. Older states and European nations view with admiration and study with delight our educational system, and now many of its branches are engrafted into theirs.

Such is a rapid survey of the growth of the common schools in Illinois. They have not come in a night, nor in a year. They are the fruitage of a generation's constant and laborious effort, and to those early movers Macou- pin county owes and attributes much of character and prosperity.

EARLY SCHOOLS IN THE COUNTY.

The progress of education in Macoupin county deserves special mention in this work. One of the first things to claim the attention of the early set- tiers of this county, was the education of their children, who were to be the men and women of to-day-those who were to fill important positions in society. As we have indicated in a preceding part of this chapter, one great impediment to early education in this county was the lack of suitable teachers. Less was required, and less expected of the teachers then than of those of to-day. The qualifications of the early teachers of Macoupin county were such as they brought with them from the states of their nativity. The school-houses and their furniture then were of the most primitive charac. ter. The houses were constructed of unhewn logs, and covered with boards which were held in their proper places by weight poles. Nature or mother earth supplied them with a floor. Oiled paper placed over an aperture in the wall, was made to supply the place of glass windows. The furniture was of the rudest character. The seats were usually made of split logs, with wooden pins driven into them for legs. To render them com- fortable, and secure economy in clothing, these seats were sometimes hewn.

The writing desks were simply low shelves against the walls. The branches taught in these schools were orthography, reading, writing, and in some of

OLD LOG SCHOOL BUILDING.

the better ones, arithmetic. The first school taught in Macoupin county was conducted by William Wilcox, at Staunton, in 1824. He boarded around, and received $30.00 for ten weeks' work. Mr. Wilcox also taught there in 1825, and was succeeded in 1827 by Roger Snell, who came to the county in 1821. I. P. Hoxey taught at the same place in 1828; Philip R. Denham in 1829; and Archibald Hoxey in 1830. In the summer of 1829, and again in 1830, Jame: Howard, related to Judge Lewis Solomon, of North Palmyra, taught a school in the northern part of the county, near Apple creek. Mr. Howard was a native of New York. His attainments were good for that day, and he was considered the best scribe in the county at that time. He continued to teach until his death in 1864.

In 1829, a gentleman named Scruggs, taught a school in Scottville town- ship, in a rude log-house, on the south side of Nigger-Lick creek, near the western border of the county. In 1831, Mr. Richardson taught a school in Bunker Hill, in a small house near Mr. Branscomb's hat-factory. The first school in the western part of the county, south of Otter creek, was taught near Chesterfield, by a gentleman named Anderson, in the year 1832, in a small log-house, with an earth floor. He was familiarly known to his pa- trons and pupils as the " Plug teacher." The school was only elementary in its character. A rude log-house was erected in Chesterfield in 1834, and a Mr. Dooner was the first teacher. His school was a great improvement over that of the " Plug teacher."

The first lady teacher in the county of whom we have any record, was Miss Charlotte Sherman, who taught a school in Brighton township, in the summer of 1832. During the summer of the next year, Mrs. L. P. Stratton taught a school near the same place. Some of our best citizens were mem- bers of these schools. A district school was organized in 1834, in Brushy Mound township, and placed under the control of Thomas P. Laws as teacher. Miss Matilda Thompson was employed as the first teacher in Dor- chester township, in 1832-3. These were the first schools organized in the county, and though poor as compared with those of the present time, they were equal to the demands of the people, and were the beginning of the grand and liberal system which to-day dots our prairies with neat and com- modious school-houses as the stars dot the sky, and which offers a liberal education to each of the 19,324 children in the county.

There are now 168 school districts in the county, employing about 225 teachers when the schools are all in operation. The character of the scholar- ship of the teachers of this county will compare favorably with that of the teachers of any other county in the State. The standard of scholarship of the teachers of Macoupin county has been greatly improved by teachers' institutes and normal drills, where the best methods of teaching were de- veloped. In these institutes careful attention was given, not only to work in the text-book, but to principles, methods of teaching and the management of schools.

The first institute held in the county was organized in Carlinville, Ill., September 16th, 1857, by appointing Rev. J. C. Downer President, pro tem., and D. H. Chase, Secretary, pro tem. A constitution was adopted to govern its deliberations, and permanent officers elected. L. S. Williams was elected as the first permanent President of the organization. Leonard Ledbrook and George Mack were elected as Vice-Presidents. Lewis Judd was elected Treasurer and James Lee, Secretary. A Board of Directors consisting of J. M. Cyrus, O. Blood, and W. V. Eldridge was chosen for the ensuing year. The directors and the secretary were made the executive committee. Interesting addresses were delivered before the society at its

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HISTORY OF MACOUPIN COUNTY, ILLINOIS.

first session by Rev. J. H. Moore and J. M. Palmer, LL. D. Among its mem- bers were J. W. Langley, now County Judge of Champagne county, H. M. Kimball, and W. V. Eldridge. It continued to hold regular semi-annual sessions with increasing interest up to December, 1870. After this time the sessions were annual and of one week each term until 1872, after which time it gave place to the Macoupin County Teachers' Normal, an organiza- tion among the teachers of the county for self-improvement. About this time a law was enacted by the legislature raising the standard of qualifica- tions of the teachers throughout the state. It required the 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. To meet this new demand, the teachers organized the County Normal, which has held annual sessions of six weeks cach term during the months of July and August, up to the present time. In 1878 there were eighty-nine teachers in attendance as members. The work has been thoroughly system- · atized and made to embrace all the brafiches required in the examination for county and state certificates. A desire to excel in the profession has acted as a stimulus with our teachers, and many of them have used every opportunity for self-improvement. These institutes are not supported at 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. In 1878, the highest salary paid to any teacher in the county was $100 per month, and the lowest $17.50. The average salary for the same year was 838.57. During 1878, there was paid to teachers in the county $57,824.46, and for other purposes relating to schools, as school-houses, &c., $18,328.05.

During the same year there were employed in the public schools of the county 282 teachers. This excessive number is due to the fact that many teachers obtain employment for a single term in a place, and many are forced to move on and give place to another. There are 180 school-houses in the county used exclusively for public schools. The estimated value of school property in the county including libraries and apparatus is $176,197.00. The total amount of special tax levied for school purposes in 1878, was $59,118.12. These revenues our people readily pay, and feel that they are amply remunerated by the work done in our schools.

Efficient county supervision has had much to do with the success of the schools of Macoupin county. The success of any enterprise depends on the zal and efficiency of those under whose supervision it is placed. The office of county commissioner was first filled, in 1833, 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 was extended from two to four years. Below is given the list of the names of persons who have served as school commissioner or superintendent, with the date of election:

WILLIAM MILLER,

appointed 1833, served till 1839. elected 1839, " 1846.

ENOCH WALL.

1846,

1847.

GEORGE W. WALLACE,

1847,

1849.

WILLIAM WEER,

1849, = 1851.

1851,

1855.

GEORGE B. HICKS, LEWIS JUDD,

1855.

1859.

HORACE GUIN.

1859,

= 1861.

CHARLES E. FOOTE,

1861,

1869.

F. H. CHAPMAN,

1869,

1873.

JOHN S. KENYON,

1873.

1877.

F. W. CROUCH,

= 1877, the present incumbent.

The county superintendents were required to visit the schools of the county each year, which resulted in great good to the schools. This school supervision ceased in 1872 by order of the county board.

The improvement in school furniture has kept pace with the change in the kind of school-houses. Foremost among the manufacturers of school, office and church furniture of the United States is the firm of A. H. An- drews & Co., 213 Wabash Avenue, Chicago.

Simply as an industrial establishment, it is one of the most successful in the entire west. Their names have literally become a household word, not only throughout the length and breadth of this country, but also in many foreign countries.

They have done much for the cause of education by beautifying and rendering attractive the school-rooms of the country, and not only that, but in providing for the physical comfort and bodily rest of the pupils.

In this special field, Mr. A. H. Andrews, the senior member of the firm, has always been an enthusiast, and to-day hundreds of thousands of pupils are reaping the benefit of his enthusiasm; while other hundreds of thousands, who have finished their school course, look back upon the school-rooms fur- nished with luxuriously easy seats, convenient and comfortable desks, as the pleasant accompaniments of their school-life, that it will always be a joy to remember. And the house of A. H. Andrews & Co. were the pioneers in this elaborate and beautiful style of school-house furniture. That they have imitators and copyists is not strange-business success in any line will always attract competition and attempted imitation.

For the benefit of patrons of this work, cuts are inserted, exhibiting more clearly than words can express, the beauty, convenience and durability of the modern styles of school furniture.

ONLY FIFTEEN INCHES FROM THE EYE TO THE BOOK.

"1" shows the lid turned up for the Book-Easel. position for the lid As & Writing Desk. " when Desk is used as a Settee.

THE TRIUMPH SCHOOL DESK.

FOLDED-BOOK-BOX LOCKED Showing Desk and Sent occupy- ing only 10 inches in spice.

And here is another style much used.

The patent dovetailed "Triumph " desk is the most perfect in its propor- tions, and much the strongest and most durable school-desk made. The seat and back are so curved as to enable the pupil to maintain an erect and healthful posture, and to perform his work with an ease and comfort unknown in the use of chair-desks, or even in most of the folding-seat desks. By the improved method of construction, the "dovetail" process, and the use of steel wire rods inserted into the slat-like continuous dowels (see cut of desk in process of setting up), a degree of firmness, strength and durability is obtained that is not equalled or approached by any other method, and which more than doubles its value.

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History of Macoupin County, Illinois, Part 21

Author: Brink, McDonough & Co. Publication date: 1879 Publisher: Number of Pages: 440

Author: Brink, McDonough & Co.
Publication date: 1879
Publisher:
Number of Pages: 440