USA > Illinois > Illinois, historical and statistical, comprising the essential facts of its planting and growth as a province, county, territory, and state, Vol. II > Part 42
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958,649
August 6, 1846.
Washington,
2,488, 675
March 2, 1853.
California,
6,919,324
March 3, 1853.
Minnesota, ..
2,719, 324
February 26, 1857.
Oregon,
3.329,706
February 14, 1859.
Kansas,
2, 801, 306
January 29, 1861.
Montana,
5, 112,035
February 28, 1861.
Dakota, North and South, 5, 366,451
March 2, 1861.
Nevada,
3,985,428
March 21, 1864.
Nebraska,
2,702,044
April 19, 1864.
Wyoming,
. . 3,480, 28 I
July 25, 1868.
Colorado, . .
3,715,555
March 3, 1875 .*
* "The Public Domain, " 228.
The acreage given to Missouri is relatively larger than that donated to other states by reason of the grants in 1812 of very considerable tracts embraced in the site of certain ancient towns and villages in that state. The policy of granting two sections began with California, and has since been continued.
Value of unsold lands, -
993
FIRST SCHOOLS AND TEACHERS.
known. The first American school in Illinois was taught by John Seely in Monroe County in 1783. John Doyle was the first teacher in Randolph County in 1790, John Messinger, the surveyor and legislator, in St. Clair County in 1804, and John Bradsbury in Madison County, the same year. The first school- house is claimed to have been erected at Shiloh, in St. Clair County, in 1811. These structures, of the most primitive type, built of logs, with puncheon floors, seats, and desks, constituted the only "temples of learning" in all county districts for many years. At county-seats, the court-house was frequently utilized for this purpose, and in these and other towns the "meeting- house" as well.
Teachers, as a rule, were on a par with their surroundings. If they could read, write, and cipher to the "single rule of three," their educational qualifications were deemed sufficient. They generally went around the neighborhood with a subscrip- tion paper and formed the school themselves, furnishing the few necessary books. The rates were from $1 to $2.50 per scholar per month, and lower when the schoolmaster "boarded around." He was most likely to succeed in forming a school who contracted to take his pay in produce. As recently as 1839, one pedagogue consented to accept, in liquidation of bills for tuition, cattle, mink-skins, and fence-rails. In Perry County, another agreed to receive wheat, pork, beeswax, tallow, deer- skins, wool, and young cattle. It would be difficult to find a community that was not able to trade on these terms, if dis- posed to trade at all .*
* The first school in Chicago, of about 25 scholars, was taught by Stephen Van R. Forbes, in a log-house near the corner of Randolph Street and Michigan Avenue, beginning on June 30, 1830. He was subsequently the first elected sheriff of Cook County.
The first to teach a school in a house built for the purpose was John Watkins, near Wolf Point. on the North Side, in the fall of 1832. He had 30 scholars, and continued teaching several years.
Miss Eliza Chappel, afterward wife of Rev. Jeremiah Porter, opened a school with 20 scholars, on South-Water Street in the fall of 1833. The next year it received an appropriation entitling it to rank as the first public school in Chicago. She was followed the same year by G. T. Sproat, who opened an English and classical school for boys, near Franklin Street, which also became a public school in 1834, and received support from the school-fund.
By 1837, the city contained seven school-districts, and on November 1, 1837, five schools reported 400 scholars.
994
ILLINOIS-HISTORICAL AND STATISTICAL.
The first school-law enacted in this State was introduced in the senate in 1825, by Joseph Duncan, afterward governor. It provided that "there shall be established a common school or schools in each of the counties of this State, which shall be open and free to every class of white citizens between the ages of 5 and 21." It also contained provisions for the forma- tion of school-districts, for the appointment of trustees, the employment and examination of teachers, for the selection of school-house sites by the voters of the respective districts, for the levying of taxes for the support of schools, the rate not to exceed one-half of one per cent on the assessed valuation of property, and the maximum tax on any individual not to be more than $10, which might be paid in either cash or good merchantable produce "at the market price." This act also appropriated one-fifteenth of the net taxes of the State, and five-sixths of the interest due from the State on the school- fund, for the support of schools. In fact, in its essential pro- visions, it embodied the common -school law of the present day.
But this law was decidedly in advance of the times; the repugnance of the people to taxation surpassed their apprecia- tion of the advantages of education; and at the succeeding session of the legislature, it was so amended as to leave to the popular vote of the electors of each district the question whether the whole, or only one-half, of the proposed school- tax should be levied. This amendment destroyed the vital principle of the system, and thereafter, for nearly 30 years, although school-laws were more or less the theme of legislative discussion, public schools were promoted and supported by local and individual effort only, as each community might see fit to provide.
The act of 1833 was the first to provide for the payment of the income of the school-fund to teachers. In 1837, the surplus revenue distributed by the United States to the several states - amounting to $477,919 for Illinois - was added to the school-fund. The revised statutes of this year provided for the election of trustees, who should be charged with the superintendence of the schools, and were empowered to build school-houses, and examine and employ teachers. Under the
995
PROGRESSIVE LAWS AND METHODS.
law of 1841, school-directors were substituted for trustees, being entrusted with power to build school-houses and employ teachers.
In October, 1833, a large part of the school-section in Chi- cago was sold for about $39,000, the interest from which was used for the support of the free-schools, the first of which and the first in the State was taught by Granville Temple Sproat in 1834, as heretofore stated. These were continued in that city until they fell within the operation of the general law. Free- schools were also established later in Alton, Springfield, Jack- sonville, and Peoria.
The day of improved school-houses and better teachers throughout the State was dawning, and the free-school system, although delayed, had not been lost sight of. The increase of population, due, as it was, especially to the emigration from the older and better-settled Eastern States, resuscitated the desire for improved facilities in education. In 1840, a state educational society was formed, having for its chief object the perfecting of a better system of common schools; and, in 1844, a convention of the friends of education was held at Peoria, at which a memorial to the legislature was adopted, praying the passage of a law which should provide for the appointment of state and county superintendents of schools, and authorizing local taxation for their support.
School conventions were held at Peoria in October, 1844, at Jacksonville in June, 1845, at Winchester, for Central Illinois, in September, 1845, at Chicago in October, 1846, and at Spring- field, December, 1848, again in Chicago in 1852, and once more at Springfield in 1853. At all these gatherings, societies were formed, educational literature circulated, and, after able discussions, resolutions adopted, urging higher standards and greater progress toward improved methods of teaching. The tendency of one and all was in the direction of free-schools.
Among the most active and influential of the earlier workers in the cause of education in this State, were. John M. Peck, Cyrus Edwards of Madison County, John S. Wright of Chi- cago, Jonathan B. Turner, Julian M. Sturtevant, Truman M. Post of Jacksonville, Ninian W. Edwards, Erastus Wright, and John F. Brooks of Springfield, Thomas M. Kilpatrick of Win-
996
ILLINOIS-HISTORICAL AND STATISTICAL.
chester, W. F. M. Arney of McLean. Bronson Murray, LaSalle, George Bunsen of St. Clair, and Daniel J. Pinkney of Ogle.
It was no small task to educate popular sentiment up to higher standards, which then appeared almost ideal, if not absolutely chimerical, especially to convince them of the para- mount duty of the State to bestow upon all her children a common-school education. The clear prevision of such able leaders, as those above-named, saw the danger which threat- ened, and they laid siege, valiantly, earnestly, and persistently, to the vantage-holds of prejudice and ignorance.
Later distinguished workers in the field were Charles E. Hovey, William Harvey Wells, Andrew M. Brooks, James H. Blodgett, Samuel Willard, S. W. Moulton, William H. Powell, Newton Bateman, John P. Brooks, James P. Slade, Henry Raab, and Richard Edwards, the last six of whom have honor- ably and efficiently filled the position of state superintendent of public instruction-Dr. Bateman having been elected to fill five different terms.
The result of their labors was soon apparent and was most encouraging to the friends of universal education. In 1845, the secretary of state was made ex-officio superintendent of public instruction, and, in 1854, a law, making the latter office distinct and elective, was passed. The first incumbent of this important position was Ninian W. Edwards, whose liberal education and long experience in the councils of the State pointed him out as being preeminently qualified to fill it. As required by the act creating his office, a bill-accompanied by a report which was in itself an able argument-"to establish and maintain a system of free-schools," was passed at the session of 1855; and, with such amendments and modifications as experience has shown to be necessary, is substantially the law now in force in this State.
As will be seen from the following table, large as is the annual income derived from the permanent school-fund, it is inadequate to meet more than one-tenth part of the annual expense of supporting the schools. The amount expended by the people of Illinois in this direction, as has been already said, is exceeded by one state only-New York. They pay more than those of Pennsylvania or Ohio, more than twice
997
GROWTH OF COMMON SCHOOLS.
as much as Missouri and seven times as much as Kentucky .*
The number of common schools in 1841 was estimated to be 1200, and the number of scholars 33,734; the progress made between that date and 1890 is shown in the annexed table:
GROWTH OF THE COMMON SCHOOLS-FROM 1855 TO 1890:
-Teachers-
Receipts: [Expend's:
Year
Popu- lation
No. of Pupils
No. of Schools
No. of School Houses
Male
Female
Sch'1 Year Mos.
-Average- -Salaries-
Interest Taxes and Male |Fem'le all Sources
Teachers Building, App'ratus
1855
1,306,576
173,531
4.454 9, 162
8,221
8,223
2,706 6,485
6.9
28.82
18.80
2,193,455
2,259,863
1865
2,151,007
580,304
10,29I
9,164
6,172
10,843
6.5
38.09
24.96
3,316,739
3, 193,636
1870
2,539,891
652,715
II OII
10,773
8,76I
11,320
6.7
48.35
36.66
7,009,720
6,881,537
1875
688 676
11,797
11,447
9,288
12,320
6.9
48.20
33.32
8,209,342
8,066,959
1880
3,077,871
704,04 €
11,954
11,883
8,834
13,421
7.1
41.92
31.80
7,836,953
7,531,941
1885
738,787
12,092
12,076
6,804
13,815
7.26
52.45
41.12
10, 106,797
9,993,123
1890 | 3,826, 351
778,319
12.259
12,252
7,522
15,642
7.4
54.63
44.41
12,402,495
12,137,281
2,979
$29.16
[$16.43
$285,638
$277,533
1860
1,7II 951
472,247
While so much has been accomplished, the perplexing problem of the proper education of the masses has been by no means solved. The nature of man is threefold, physical, intellectual, and moral. To stimulate the growth of one part at the expense of another produces an ill-proportioned human- ity. How far the State has the right to undertake the develop- ment of the moral qualities of the child-how far the Bible can be utilized in the schools for this purpose, if at all - whether parochial or denominational schools should be encour- aged and supported-these are interesting and important ques- tions, which suggest to the thoughtful mind abundant food for reflection.
All children have not the aptitude for the same pursuits, neither are their social and domestic surroundings such as to render it desirable or practicable to furnish to all alike the same course of training. To educate a child designed for one of the learned professions in precisely the same curriculum as one destined for mechanical pursuits is as manifestly absurd, as to give the same training to the merchant and the day- laborer. This consideration suggests the question, how far can the business, as well as the manual-training school, be properly made a part of the educational system of the country. The higher education of the legal and medical professions may
* The author, in preparing his remarks on education, has drawn freely upon reports of the superintendents of public instruction, and especially articles in the 14th, 15th, 16th, 17th biennial reports, by Wm. L. Pillsbury, and Samuel Willard, M.D., LL.D., of Chicago.
998
ILLINOIS-HISTORICAL AND STATISTICAL.
be safely relegated to special colleges. But as the great major- ity of pupils are unable to pursue the learned professions, why not devote a few of those eight or ten years spent in the public schools to imparting a knowledge of business or mechanics which may be immediately utilized for practical purposes, and which will render the child a valuable economic factor in the support of the household? These are pregnant questions demanding from the humanitarian and statesman profound thought and practical answer.
As a part of its educational system, the State has estab- lished and maintains three institutions of higher grade, known as the Illinois State Normal University, the University of Illi- nois, and the Southern Illinois Normal University, respectively.
Each of these important institutions was the outgrowth of intelligent and persistent agitation, continued for many years by the friends of higher education in Illinois, and not finally established until after the claims of rival sites had been care- fully reconciled nor until after many initiatory movements and legislative bills had failed of success.
The bill as finally agreed upon to establish the State Normal University was introduced in the senate by Joel S. Post of Macon County, and in the house by Samuel W. Moulton of Shelby, and became a law February 18, 1857. By its provi- sions, a board of education was created which was fully em- powered to organize the institution. The composition of this bureau, as fixed by the act, was as follows: C. B. Denio of Jo Daviess County, Simeon Wright of Lee, Daniel Wilkins of McLean, Charles E. Hovey of Peoria, George P. Rex of Pike, Samuel W. Moulton of Shelby, John Gillespie of Jasper, Geo. Bunsen of St. Clair, Wesley Sloan of Pope, Ninian W. Edwards of Sangamon, John R. Eden of Moultrie, Flavel Moseley and William H. Wells of Cook, Albert R. Shannon of White, and the superintendent of public instruction ex-oficio.
The objects of this institution, as expressed in the charter, are "to qualify teachers for the common schools of the State, by imparting instruction in the art of teaching and all branches of study which pertain to a common school education, in the elements of the natural sciences, including agricultural chem- istry, animal and vegetable physiology, in the fundamental laws
JOHN S. WRIGHT
CYRUS EDWARDS
JONA.B. TURNER
JOHN H,RAUCH
W™ H. WELLS
CHICAGO.
FERGUS RTG. CO.
STOR S
A NY
LIBRARY
999
THE NORMAL UNIVERSITY.
of the United States and of the State of Illinois, in regard to the rights and duties of citizens, and such other studies as the board of education may from time to time prescribe."
Under the law, the selection of a site for the institution was made dependent upon the largest inducements offered by com- peting localities. Washington, Batavia, Peoria, and Blooming- ton, all submitted propositions, but the ultimate decision of the board was in favor of the last-named city, whose bid, including 160 acres of land, was estimated to be equivalent to $141,725.
The corner-stone of the building was laid at Normal, Sept. 29, 1857, and it was so far completed as to permit the holding of the commencement exercises of the first graduating class on June 29, 1860. Its permanent occupation began on Sept. 17 of that year. Its cost, including incidentals, books, and furniture, was about $200,000, of which amount, the State appropriated $65,000 in 1861, and $31,214 in 1865.
The academic department was organized in June, 1857, with Charles E. Hovey as the first principal, who-with a large number of students-having enlisted in the Union army in 1861, was succeeded, in 1862, by Dr. Richard Edwards, who brought to his task a practical knowledge of affairs, earnest zeal, rare ability, and broad scholarship. He continued at the head of the institution until 1875, when he resigned.
Dr. Edwards was succeeded by Prof. Edwin C. Hewitt, and he by Prof. John W. Cook, in June, 1890.
Each county in the State is entitled to the gratuitous instruc- tion of two pupils, and each senatorial district to three. The number of pupils in attendance during the first year, 1857, was 88 in the normal department, and 40 in the model school. The number has gradually but steadily grown until, in 1890, it reached 677 in the first-named department and 431 in the latter, which is in excess of the accommodations. The high- school and grammar-school are also very much overcrowded. Of the 7878 students in the normal department 626 graduated, and of the 7572 in the model school 122 graduated.
There was appropriated by the State for current expenses the first year $9,754, which amount has been increased, the whole sum amounting to $680,883, or on a yearly average of $21,964-the later years from $27,000 to $30,000.
1000
ILLINOIS-HISTORICAL AND STATISTICAL.
Unquestionably, the institution has done a beneficent work in the cause of education. Its career has been uniformly high. Without undue parade, instruction of the kind most needed has been imparted to thousands of teachers, who have thus by orderly processes been the better qualified to discharge duties second only to those of the parent in responsibility.
Some interesting legal questions have arisen out of the claim of Julia A. Bakewell for the return of 40 acres of land or its value which had been donated to the institution, in 1857, on condition, as it was claimed, that the land should be devoted to the advancement of the study of agriculture as a science. It having been declared in an appropriation bill of 1867 that this university was a State institution and that all of its prop- erty belonged to the State of Illinois, this claim was presented to the legislature for allowance in 1881. A resolution was adopted favoring its allowance, which resolution the board of education refused to execute. The case was brought before the supreme court by mandamus proceedings, and that tribunal held that there was nothing to show that the institution had become the property of the State, or that its character had been changed by the act of 1867-that whether the gift had been a conditional one, and there had been a breach of the condition, were questions for judicial rather than legislative determination.
It was subsequently contended that the court had decided that the university was not a State institution, and that it could not lawfully receive State aid, but the judiciary committee of the session of 1887, after a full examination of the point, decided that there was nothing in the decision to justify such an interpretation, and the necessary appropriation was made as theretofore.
Notwithstanding two full townships were donated by con- gress to Illinois for the endowment of "a seminary of learning," no law providing for such an institution, as at first contem- plated, had ever been enacted by the legislature. A bill, for this purpose, was introduced as early as 1833, but its passage was antagonized by the young colleges, which were just then struggling for existence. There were also those who opposed the measure for the reason that Springfield had been selected
IO0I
UNIVERSITY OF ILLINOIS.
as its site. In 1851, as the outcome of further efforts, a bill entitled "an act to establish a State university" passed the senate, but was reconsidered and subsequently shelved. This measure, however, only provided for the distribution of the college and seminary funds among the several colleges of the State.
The agitation, however, for the establishment of industrial colleges was kept up in this and other states until, in 1857, an appeal was made to congress by the introduction of a bill in the lower house by Justin S. Morrill of Vermont, making a grant of 20,000 acres of land for each member of congress from the several states for the purpose of establishing by the states one or more colleges, "where the leading object shall be, without excluding other scientific and classical studies, to teach such branches of learning as are related to agriculture and the mechanic arts."
The bill passed the house April 22, 1858, by a vote of 105 to 100, and the senate in 1859, by 25 to 22; but President Buchanan interposed his veto, on the ground that the revenues of the government would not bear the strain-and for the further reasons, that placing so much land upon the market, at one time, would depreciate the price, and that such a dona- tion would be doing gross injustice to colleges and universities already established through private benevolence-and, finally, that congress was not authorized to make such grants. Upon the incoming of Lincoln's administration in 1861, substantially the same measure was again introduced and became a law, President Lincoln affixing his signature, July 2, 1862.
The legislature of 1863 having passed a law accepting the provisions of the act of congress, land-scrip for the 480,000 acres, to which Illinois was entitled, was issued and transmitted to Governor Yates.
An irrepressible conflict of views prevented the passage of any measure looking to the establishment of the university until the session of 1867, when a bill, originally prepared by William H. Van Epps, J. B. Turner, John P. Reynolds, A. B. Mc Connell, and B. G. Roots, was introduced and passed. At the same time, a law was enacted, substantially offering the location of the institution to the highest bidder. Bids were 64
1002
ILLINOIS-HISTORICAL AND STATISTICAL.
presented to the legislature from the counties of Cham- paign, Logan, Mc Lean, and Morgan, and that of the first was accepted, although in amount, as at first reported, it was less than either of the others. It consisted of the Champaign and Urbana University building, the estimated value of which was $75,500, together with 980 acres of land, supposed to be worth $95,000, and $100,000 in county-bonds, besides Illinois-Central freights, $50,000, and trees donated, valued at $2500.
The first board of trustees was organized March 12, 1867. Dr. John M. Gregory of Michigan was elected regent; and departments and courses of study agreed upon, embracing those of agriculture, polytechnics, military tactics, chemistry and natural science, trade and commerce, and general science and literature. The inaugural ceremonies occurred March II, 1868.
455,000 acres of the land grant were sold for $319,178, 25,000 acres being reserved for location; of these, 9340 acres have been sold for $121,640, and it is estimated that the remaining lands undisposed of will raise the congressional endowment fund to $600,000.
In June, 1871, work was begun on the mechanical building of the university, the same being completed and dedicated September 13, 1871. It is a substantial brick edifice, 128 by 88 feet, two stories high, with towers at the corners rising to the height of three stories, and cost with equipment $25,000. This was the first strictly educational machine-shop erected in America. The corner-stone of the main building was laid September 13, 1871, and it was dedicated December 10, 1873. It has three stories of brick above a high basement of stone, and a story in the mansard roof; it is 214 feet long and 122 feet on the sides, occupying three sides of a quadrangle. Its total cost, with furniture and heating apparatus, was $184,000, of which the State paid $102,500. A chemical laboratory was erected in 1878, at a cost of $40,000, including apparatus; also, in 1890, a drill-hall costing $15,000. The building, included among the donations, served a good purpose until others were erected. In 1880, says the regent, "it became a ruin under the stress of destroying elements, and the trustees took it down to prevent the boys from burning it up." The land
1003
ILLINOIS UNIVERSITY.
occupied by the university, with its several farms and depart- ments, embraces about 610 acres-the rest of the original tract donated having been sold.
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