History of Madison County, Illinois With biographical sketches, Part 68

Author: Brink, W.R. & Co
Publication date: 1882
Publisher: Edwardsville, Ill. : W. R. Brink & co.
Number of Pages: 698

USA > Illinois > Madison County > History of Madison County, Illinois With biographical sketches > Part 68

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In 1818 when Illinois was admitted as a State she was in the incipient enjoyment of Rev. Dr. Cutler's foresight, as set forth in the act of admission, which contained the follow. ing stipulations imposed by Congress :

" Whereas the Congress of the United States, in an act entitled ' An act to enab'e the people of the Illinois terri- tory to form a constitution and State government, and for the admission of such state in the union on equal footing with the original states, passed the 13th of April, 1818' have offered to this convention, for the free acceptance or

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HISTORY OF MADISON COUNTY, ILLINOIS.

rejection, the following propositions, which if accepted by the convention, are to be obligatory upon the United States, viz: 1. The section numbercd sixteen in every township, and when such section has been sold, or otherwise disposed of, other land equivalent thereto, and as contiguous, as may be, shall be granted to the State for the use of the inhabi- tants of such township for the use of schools. 2. That all salt springs within such State shall be granted to the said State for the use of said State, and the same to be used under such terms and conditions and regulations as the legislature of said State shall direct : Provided, the legislature shall never sell nor lease the same for a longer period than ten years at any one time. 3. That five per cent. of the net proceeds of the lands lying within such State, and which shall be sold by Congress from and after the first day of January, 1819, after deducting all expenses incident to the same, shall be reserved for the purposes following, viz .: Two- fifths to be disbursed under the direction of cougress, in making roads leading to the State; the residue to be appro- priated by the legislature of the State for the encouragement of learning, of which one-sixth part shall be exclusively be- stowed on a college or university. 4. That thirty-six sec- tions, or cne entire township, which will be designated by the president of the United States, together with the one heretofore reserved for that purpose, shall be reserved for the use of a seminary, and vested in the legislature of the said State, to be appropriated solely to the use of such sem- inary by the said legislature."

From the above, it will be seen with what care and jeal- ousy the general government guarded the school-interests of the new-formed states. These grants and conditions were accepted by the convention which assembled at Kaskaskia in July 1818, for the purpose of framing a constitution for the new state. Hon. Shadrach Bond, a man of marked ability, was elected first governor of Illinois. In his inau- gural address to the general asembly, he called their special attention to the educational interests of the state in the fol- lowing forcible lauguage : "The subject of education, the means for which have been so amply provided by the gen- eral government, cannot fail to engross your serious atten- tion. It would be well to provide for the appointment or election of trustees in each township sufficiently populated, and empower them to lease, for a limited period, the section of land reserved and granted for the use of schools within the same, requiring them to appropriate the rents arising therefrom to such use and in the manner to be prescribed

by law. The townships of land which have been granted to the state for the use of a seminary of learning, cannot, it is believed, be so disposed of at present as to authorize the passage of a law to commence the undertaking ; but at least a part of them may be leased, and the rents arising there- from may be laid up or vested in some productive fund as a secure deposit to be hereafter appropriated to the subject to which the grants were made ; such a course will render those lands productive, aud when the period shall arrive at which it may be advisable to sell them, they will be extensively improved and of great value. These donations, together with the three per cent. upon the net proceeds arising from the

sale of the public lands within the state, which have been ap- propriated for similar purposes, with proper arrangements, will create a fund st ffciently large to cducate the children of the state to the remotest period of time. It is our imper- ious duty, for the faithful performance of which we are answerable to God and our county, to watch over this inter- esting subject. No employment can be more engaging than that of husbanding those resources which will spread through all classes of our fellow-citizens the means of wisdom and of knowledge, which in the freedom of our institutions will make the child of the poorest parent a useful member of society and an ornament to his country."

The first general assembly was too much engrossed with other matters of state to give this portion of the Governor's message the attention it deserved ; hut at its second session, it took cognizance of the recommendations contained in his first message, and a bill was passed by both houses, and ap- proved by the Governor, March 2d, 1819. It provided for the appointment by the county commissioners in each and every county, of three trustees in each township, who were within six months after appointment authorized to employ a surveyor, who should lay out section sixteen in each town- ship into lots, not containing less than forty, nor more than one hundred and sixty acres, and to lease thesame for a term of ten years, for the purpose of creating a revenue for school. purposes. As this law was general in its tenor, it was suffi- cient to protect and throw around these school-lands a proper safeguard, and had the recommendations of the Go- vernor and the provisions of the law been adhered to until the lands became valuable, the public fund in nearly every township in the state would be to-day sufficient to maintain our public schools without special taxation. Unwise counsel prevailed somewhere, and the most of this munificent gift of the general government has been largely sacrificed.

From 1819 to 1825 but few changes were made in the school-law. Although the changes were few and unimport- ant, there was a decided, growing sentiment favorable to the free-school system; and in 1825 the general assembly passed an act providing for the establishment and maintenance of public schools. In the preamble to this act, the following patriotic sentiment was expressed. To enjoy our rights and liberties we must understand them ; their security and pro- tection ought to be the first object to free people ; and it is a well-established fact that no nation has ever continucd long in the enjoyment of civil and political freedom which was not both virtuous and enlightened ; and believing the ad- vancement of literature always has been, and ever will be, the means of developing more fully the rights of man, that the mind of every citizen in a republic is the common pro- perty of society, and constitutes the basis of its strength and happiness. It is therfore considered the peculiar duty of a free government like ours to eucourage and extend the im- provement and cultivation of the intellectual energies of the whole.

This act is unquestionably the foundation-stone of the present free-school system in the State of Illinois. The act was mandatory, as will be seen from the language of the statute in the following passage : "There shall be established

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HISTORY OF MADISON COUNTY, ILLINOIS.

a common school or schools in each of the counties of this state, which shall be open to every class of white citizens between the ages of five and twenty-one years." It also provided for the election in each district of the following officers: Three trustees, one treasurer, one clerk, one asses- sor and one collector. The trustees were empowered to per- form many of the functions now performed by the county superintendents, such as examining of teachers, visiting schools, reporting to the county commissioners, etc. Some of the provisions of the law of 1825 were repealed by the act of 1827, creating a general law of the state relating to the common sehools; but no material changes were made until 1841, when the legislature made a complete revision of the school law, approved February 26th, 1841.

Among the changes of this act are the following pro- visions : Each township could have as many schools as the inhabitants of such town desired; the people of every or- ganized district were required to meet and elect from their number three trustees, and to agree upon their plan and manner of conducting the school. These trustees or direc- tors were vested with power to execute the plan adopted, and were required to visit and superintend the schools. This law was the first that required schedules to be kept by the teachers, and returned to the township treasurers. It also required a teacher to pass an examination for a certificate to teach. The board of trustees was required to perform this duty, or appoint a board of examiners for the purpose. The law did not mention the branches to be taught nor did it specify the branches in which the teacher should be ex- amined, but required that the certificate, when issued, should enumerate the branches in which he was qualified to teach.

In 1845 another revision of the school law was made, and many new and important features were incorporated in it. The secretary of state was by virtue of his office created state superintendent of schools. Among his various duties the statute provided that he should counsel with experienced teachers, relating to the latest and most approved methods of couducting the common-schools; he was required to ad- vise the school commissioners as to the best manner of managing the schools; of constructing school-houses, and procuring competent teachers; to recommend the best text- books, charts, maps, etc., and to bring about a uniformity of the same. Under this law, whose duties were those of sec- retary of state, the first state superintendent was the Hon. Thompson Campbell, who made a very efficient and useful officer. Many of the suggestions given by him in his report to the governor could be used with profit to our school system of to-day.

The duties of the secretary of state confined him almost entirely to his office, hence petitions were circulated in be- half of the establishment of a separate office, that of State Superintendent of schools. In 1854 the efforts of these friends of education were crowned with success. It was provided by act of the legislature that the governor appoint such official to serve until the election in 1855, with a salary of 81500 per annunı.

Hon. Ninian Edwards was appointed the first State Superintendent under this law, and the first to have the

honor of framing a bill for the unification of the school system of the State.

Educators were not yet satisfied. The entire free school system of the State, with its myriad ramifications, its vast accumulations of funds and property, had no other guardian than a State Legislature. Its entire control and manage- ment were subject to the whims and caprices of the General Assembly. It was the creature of statute law. It had no recognition in the Constitution of the State. One fell swoop of legislative power and the schools were dissolved. Such catastrophe might never overtake them, still the impairment of the system was not only possible, but at times seriously threatened. Other states had swept from their statute books every provision for such schools, even after a trial. It was hazardous to leave their management to the chance current of public opinion, hence all true friends of the cause rejoiced when the strong arms of the Constitution were thrown about this corner-stone of our liberties in 1870. The Constitution adopted in convention May 13th, 1870, and ratified by the people July 2d, 1870, to go into effect August 8th, 1870, recognizes a thorough and efficient system of free schools in the fundamental laws of the State. By this act Illinois took her place in the first rank of American Com- monwealths and forever wrested from chameleonic public opinion the destiny of her schools.

The permanent school fund of the State comprises: 1st, the school fund proper, being three per cent. upon the net proceeds of the sales of the public lauds in the State, one- sixth part excepted; 21, the college fund, consisting of the above one-sixth part; 3.1, the surplus revenue derived from the distribution in 1836 of the surplus revenue of the United States ; 4th, the summary fund, derived from sales of lands granted to the State by the general government; 5th, county funds created by the legislature in 1835; 6th, township funds arising from the sale of public land granted by Congress for common-school purposes.

EARLY SCHOOLS OF THE COUNTY.

Not less rapid than the development of the country's re- sources has been the growth of her schools. The first taught in Madison county were " kept " (a word once popular and eminently appropriate) in deserted log cabins, or pole houses

OLD LOG SCHOOL HOUSE.

erected for the purpose. A description of one would serve quite well for all. An old citizen of the American Bottom

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HISTORY OF MADISON COUNTY, ILLINOIS.

relates the following : " A number of the old settlers met together and set to work with hearty good will to erect a school-house. They cut down and trimmed a number of trees that would average six inches in diameter. Of these they made a pen about 12x16 feet in size. Having built it eight feet high they covered it with rough clap boards which they weighted down with heavier timber, next a door was cut through ou one side and the " temple of learning " was ready for summer occupancy. To this chinkless, floorless, chimneyless structure flocked such children as could be spared from farm labor for two miles around The same build- ing was chinked, danbed, floored, with rough hewed timbers, provided with a stick chimney, a board extending the entire length of the cabin, attached to the wall to serve the pur- pose of a writing desk, and an aristocratic window of greased paper in readiness for winter scholars. The old puncheon

PUNCHEON BENCH.

bench was used for seating pupils. This bench made by splitting logs and putting in wooden legs as sup- ports was generally too high to enable the smaller urchins to rest their feet upon the floor. So there they were compelled to sit six or eight hours a day, legs dangling in air and woe betide him whose weariness caused restlessness With bis birchen rod's keen tingle the master awakened him to a realization of his whereabouts. In those days 'lickin and larnin' were veritable Siamese twins in the cause of education, and no teacher was considered capable who did not make a vigorous use of the rod.

As a general thing teachers of an early day, although severe in discipline, literal interpreters of Solomon's saw, "Spare the rod and spoil the child," were faithful in the dis- charge of duty, teaching to the extent of their ability. But few of them were well qualified to teach beyond the rudi- ments of an education, yet possessed of good common sense they accomplished much good. They attempted to teach but little and taught that little well. Teaching was con- fined to the three " R's," readin. 'ritin and 'rithmetic. In several of the earlier schools spelling occupied five-eighths of the day whilst reciting the multiplication table or reading occupied the remainder of the time. A knowledge of figures was considered the sine qua non in a boy's education, whilst girls were thought to need little book preparation for life's work. When spelling bees, with their social and intel- lectual pleasures excited whole communities, it was found that girls usually more than held their own, indeed almost every district had within its boundaries a girl or young wo man who could spell the whole school down-the master in- cluded. Barring out the master-Christmas treats, ducking, cte., held their sway in those days. Mention of the fact doubtless causes swift memory in old age to re-call such ex- periences in every neighborhood.

Whenever it happened as it often did, that a teacher of fine attainments, was found at work in one of the rude cab- ins, his reputation drew to him an attendance from near and far of eager, earnest youth who made the best of their op- portunities. The place of profit and trust filled by many such, with general acceptance show how well they improved their chances.

In early times the individual plan of recitation was in vogue. The master went around from one to another help- ing them " do their sums " and pronouncing hard words in the spelling lesson, which confronted him at every turn he made. Simultaneously he would be making or mending pens, for which they used goose quills. A copy was to be set here, and a disturbance to be settled there, requiring the birchen rod or ferule, sometimes a pinching of the ear,-or a well aimed " thud " with the second finger. For all this ser- vice the teacher was poorly paid. In some instances he was expected to board around,-a week at the home of each pupil.

A little later on an improvement was made in the plan of recitation. Classes were organized and members were re- quired to stand erect in rows " toeing the mark " during reci- tation which was usually preceded by "making of manners " -i. e. bowing to the teacher. Not unfrequently were these classes, thus arranged, expected to spell a column of words aloud and altogether, not exactly in concert but at one's own will. A traveller approaching the school-house hearing the din of voices-ranging all along the gamut in pitch, and from the piping of childhood to the voice of a stentor in force-would know that the spelling class was en- gaged in study. The abecedarian was still alone. He tim- idly approached the master, stood beside him, and in regular order the letters of the alphabet were pointed out and named to him, he repeating after, mechanically, the monotonous a. b. c. J. From just such schools came some of our most practi- cal and thoughtful men. Men too who attained distinction in fighting life's battles. But now the log school-house is a thing of the past, roads and ferules are no longer thought indispensable in teaching, nor is physical power a necessary requisite in the teacher. The state has provided a better class of accommodations, and prepared the way for teachers to better fit themselves for their work ; and we are now reap- ing the benefits of wiser legislation and broader and more comprehensive views of education.

The first school of which we have any account within the limits of the county was that at Casterline's School House in what is now Collinsville township, in 1804 or 5, by James Bradsbury. The pioneer teacher remained a year, and pu- pils flocked to him from a considerable distance in all direc- tions. About the same time some benevolent old ladies went from house to house among the French settlers on Cantine, or Quentine as sometimes spelled, imparting instruc- tion to the children, whilst the monks of La Trappe looked after that of the elders. A happy exhibition of the true missionary educational spirit but hardly to be classed among pioneer schools. In 1809 a school was taught about two and a half miles south of Edwardsville, and continued at intervals for some years afterward, during which time it was frequently dispersed by rumors of Indian inroads.

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HISTORY OF MADISON COUNTY, ILLINOIS.

Alton .- The city of Alton is justly proud of her public schools. In 1837 the charter adopted by the city provided for the establishment and maintenance of Free Schools. The first action of the city council under the provisions of this charter was taken in 1842, when Messrs. William Mar- tin, Dr. B. F. Edwards and B. B. Barker were appointed a board of directors. Schools were opened, but funds were not forthcoming, and teachers were not paid in full. On the 3d of July, 1843, the City Council, on motion of Dr. B. K. Hart appropriated one hundred dollars for the purchase, ! of block 19 in Pope and other additions. The entire block was considered worth $200, but Judge Pope deeded it to the city for school purposes at half price. At the same meeting a committee of four, Messrs. B. B. Barker, F. G. Starr, Dr. B. K. Hart and M. G. Atwood, were appointed to consider the expediency of building a school-house for the township, including the city. Nothing seems to have been accomplish- ed towards so laudable an enterprise, and in fact, little was done worthy of mention in the way of schools until February 18th, 1845, when a committee of three, Messrs. Atwood Hayden and Scarritt, was appointed to receive contracts for building a house for school purposes. March 18th, the cou- tract was let, Messrs. Lowe and Parks offering to build it for the sum of 8580.70, and Messrs. Marsh, Levis and Woodbridge were designated to superintend its construction. Rev. L. S. Williams was employed as teacher in the building com- mencing his labors July 21st, 1845. He continued in the position until September 1847, when W. F. Gurnsey super- seded him. This school-house was long afterwards numbered as schoo'-house No. 2, and was in 1866 taken down when the High School Building was erected on its site. In 1851 school-house No. 3 was erected at a cost of $1,983.20, and in February 1852, school was opened with W. F. Gurnscy as teacher, whilst James Newman took his place in charge of No. 2. From this time the success of public schools was an assured fact, and their real growth began. Public sym- pathy was enlisted in their behalf. The third school- house, No. 1, was erected during the year 1853 at a cost of $4,396.84, and in the fall school under charge of George C'rego was opened. School No. 4, was built in 1856 at a cost of $2,300. In September same year school was com- menced by Miss Reed, who was succeeded by Miss Lucy A. Foote. School No 5, was built same year at a cost of $2,300. Mrs. A. E. Newman, first teacher. A high school was opened in the basement of the Unitarian Church, February 220, 1858, by James Newman as principal and Miss M. E. Richmond, assistant.

During the same year the colored school was instituted, with John Robinson as teacher. In 1:59, it was thought best to place the school interests of the city in the carc of au organization whose sole object should be to foster and pre- serve them ; hence a Board of Education, composed of nine members, was created by ordinance of the city council, passed August 15th, 1859. On the 19th of the same month the board had its first meeting, and chose William Hayden as president and George Skellenberger as superintendent of schools and secretary. Under the auspices of the board commendable progress has been made. No. 2 was found

inadequate, and in 1866, the new No. 2 was erected at a cost of $35,000. Messrs. Armstrong & Pfeiffenberger, archi- tects. There are now within the city limits five school buildings. The schools were attended during 1881-82, by 3119 pupils, and engaged the services of twenty-four teachers.

Prior to the organization of any concerted action in behalf of the schools, many efforts were put forth in behalf of the education of the youth of Alton. In November, 1831, a " Preparatory School," as it was termed, was opened by Mr. H. Davis, in a room over the store of S. E. Moore & Co., on Second street, between Market and Alby streets, In January, 1832, it took to itself the name " Alton Seminary," and in January, 1833, was removed to new and more commodious quarters on Second near Alton street. Mr. Davis, the pioneer teacher, died in 1834.

The second effort was that of Abel R. Cobbin, who kept a school in a log building that stood on the junction of Second and Third streets, below Henry. About the same time, J. M. Krum, (later Judge Krum, of St. Louis), opened a school in Lyceum Hall at the corner of Second and Alby streets. He was succeeded by Mr. Bosworth. A school was taugh by Mr. Hollister, in the Methodist church, on Third street between Alby and Court square, in 1836. D. V. Wainright taught corner of Market and Second. in 1838. Mrs. Mary D. Bruner taught same year in the building on the site now occupied by Dr. Haskell's office. Iu 1837, Miss Sophia Loomis, afterward the wife of Cyrus Edwards, taught in a frame building northwest corner of Grove and Common streets, in Edwards' addition. Other teachers thus engaged in private undertakings prior to opening of free schools, were a Mr. Warner, Miss Relief V. Everett, Miss Carolina Loomis and Mr. D. A. Richardson, a Yankee from Maine. In 1842, Mr. Haylay taught in the northern part of the city. Mr. Britton, an Episcopal clergyman, taught a school of a dozen scholars, in 1844, advertising superior advantages, for which a charge of ten dollars per quarter per pupil was made. In June, 1846, Mr. Utten Smith began a school in the basement of the Episcopal church, corner of Third and Market streets, which he continued until May, 1855, a period of nine years. Mr. Smith was possessed of the elements of success as a teacher. His ex- perience in the profession extended over a period of thirty- seven and a half years.

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History of Madison County, Illinois With biographical sketches, Part 68

Author: Brink, W.R. & Co Publication date: 1882 Publisher: Edwardsville, Ill. : W. R. Brink & co. Number of Pages: 698

Author: Brink, W.R. & Co
Publication date: 1882
Publisher: Edwardsville, Ill. : W. R. Brink & co.
Number of Pages: 698