Chapter XII

He urged the inexpediency of an early disposal of these lands, believing that if they were properly leased and cared for, they would be rendered productive, and when the time should arrive at which it might be advisable to sell them, they would be extensi vely improved, and of great value. He declared that "These donations, together with the three percent under the net proceeds from the sale of the public lands, appropriated for similar purposes, with proper management will create a fund sufficiently larg e to educate the children of the state to the remotest period of time."

During the second session of the General Assembly, which began on the first Monday in January, 1819, in pursuance of the recommendation of the Governor, made at the opening of the previous session, a bill calculated to carry out the desired objects was pr epared and introduced. This bill, entitled, "An Act relating to lands reserved for the use of schools," was readily acted upon by both houses, and approved March 21, 1819; it provided for the appointment by the county commissioners in each county, of thr ee trustees in each township, who were authorized to lay out section sixteen in their respective townships, into lots of not less than forty nor more than one hundred and sixty acres, and to lease, the same for a term of ten years, for the purpose of crea ting a revenue for school pur-

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poses. Had the spirit of the Governor's recommendation been as closely adhered to in subsequent legislation and in local management, until the lands become valuable, the public fund in nearly every township in the state would at the present time be suffi cient to support the schools without taxation, and our educational interests would have a permanent endowment which would secure an independence of the influence of local caprice, and of the embarrassing conditions due to periods of financial depression.< P> From the passage of this act, the first contemplating provision for public education, little more was attempted until 1825. In this year, in accordance with the recommendation of Governor COLES, the General Assembly passed an act "providing for the estab lishment of free schools." The act premised that "To enjoy our rights and liberties we must understand them; their security and protection ought to be the first object of a free people; and it is a well established fact that no nation has ever continued long in the enjoyment of civil and political freedom, which was not both virtuous and enlightened; and believing that the advancement of learning always has been, and ever will be, the means of developing more fully the rights of man, that the mind of eve ry citizen in a republic is the common property of society, and constitutes the basis of its strength and happiness; it is therefore considered the peculiar duty of a free government like ours, to encourage and extend the improvement of the intellectual e nergies of the whole." This bill was prepared by Senator Duncan, of Jackson county, and was very complete. Common schools, open to every class of white citizens, between the ages of five and twenty-one years, were to be established in every county of th e state. The power to form districts, which should contain not less than fifteen families each, was conferred upon the county commissioners' courts, on petition of a majority of the legal voters resident in the contemplated districts. The affairs of eac h district were to be managed by a board of trustees and other officers. The trustees were authorized to levy a tax for the support of schools, "either in cash or good merchantable produce, at cash price," not exceeding one-half of one percent nor amount ing to more than ten dollars per year for any one person. The state appropriated annually two percent of the money received into the treasury, five-sixths of this being added to the interest on the state school fund, and the amount distributed among the counties in proportion to the number of white inhabitants under twenty-one years of age. The counties distributed to the districts, but no district was to receive a part of this fund unless it had maintained a school for three months during the year for which the distribution was made.

This law met with violent opposition from several quarters. There were not wanting those who objected to common schools on the ground of principle; prejudice inspired the hostility of others. The "right to tax one individual for the benefit of another" was denied, and the legality of the state appropriation was called in question. The result was the act became inoperative, and was virtually annulled by a general act passed in 1827, which repealed the fifteen family clause, and made local taxation for t he support of schools optional with individuals to be taxed. For several years little more was attempted in the way of establishing a permanent system of common schools, though occasional acts were passed by the legislature bearing upon the subject. In 1828 the sale of the township school-lands and the seminary township was authorized; the proceeds of the sale of the latter and the three percent fund being borrowed by the state to pay current expenses. The grounds on which this sacrifice was made, and the state at the same time placed under a needless obligation, with the means by which it was brought about, are matters of record and must forever stand as a disgraceful reminder of the demagoguism which prevailed in the first decades of the state's poli tical history. In 1835, the county fund, arising from the surplus funds in the hands of the county commissioners, and in 1837, the surplus revenue fund, distributed to the states by the general government, were added to the free school fund. An amendato ry act passed in 1837 provided for the incorporation of the townships, and increased the number of trustees to five, with supervisory authority over the schools. In this law appears the first requirement for the examination of teachers; a certificate of qualification signed by the trustees being necessary to enable them to be paid out of the school funds. The branches to be included in the examination were not indicated. In 1841, a complete revision of the school law was made. The number of trustees w as reduced to three; the system of county commissioners was confirmed; each township was to have as many schools as the inhabitants desired; but local taxation continued to be optional; schedules were to be kept and returned to township treasurers by teac hers, who were paid semi-annually, viz. on the second Monday in January and July. Teachers were to be examined by trustees on the branches required to be taught -- generally only the elements of "the three R.'s"

Though the cause of popular education languished in all these years, its friends continued the struggle in its behalf. The principle had taken firm root in the public mind, and continued to grow and gain strength. In 1833, the first educational conventi on held in the state met at Vandalia. A second was held at the same place the following year. Thirty counties were represented by about sixty delegates, among whom were Abraham Lincoln and Stephen A. Douglas, the latter serving as secretary of the conve ntion. An address to the people and a memorial to the legislature were adopted. These resulted in several important changes in the previous school laws. In 1837 the first educational periodical in the state was started at Jacksonville. It lived a usef ul life of one year.

In 1843, an unsuccessful attempt was made to secure the establishment of the office of state superintendent of schools. Petitions were circulated for signatures; lectures were delivered upon the need and practicability of thorough supervision. Notwithst anding this failure, it was thought by many that the time was ripe for pushing the proposed measure, and that a convention of the right men should be called to prepare a plan for a system of common schools which might be recommended with confidence to the next General Assembly. A suggestion to that effect, made by John S. Wright, in the educational column of his paper, The Prairie Farmer, resulted in the meeting of such a convention at Peoria, October 9th, 1844. A plan for a school-system was drawn up a nd an able memorial addressed to the legislature. Mr. Wright, who was secretary of the convention, explained and advocated the proposed bill before the legislative committees. The result was a complete revision of the school law in 1845, and the passage of an act making the secretary to state, then the Hon. Thompson Campbell, ex-officio state superintendent of schools, the county commissioners ex-officio superintendents of common schools in their respective counties, and authorizing district taxation fo r school purposes upon a favorable majority vote. This law was little more efficient than those that had preceded it. The school-officers, receiving no compensation, neglected their duties or were not qualified to discharge them; the people were general ly indifferent, or, refusing to tax themselves under the law, contributed to make it a dead letter.

Matters were not much improved until 1853. In this year the General Assembly passed a bill introduced by the chairman of the committee on education, Hon. S.W. Moulton, of Shelby county, making the office of state superintendent a separate one, to be fill ed

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by appointment by the governor until the general election in 1855, and biennially by election thereafter. The bill also directed the superintendent who should be appointed to frame a bill for the unification of the school system of the state. Hon. Ninia n W. Edwards was appointed the first state superintendent of public instruction, and had the honor of preparing a bill, which, meeting with ready acceptance by the legislature, was adopted as a law, Feb. 15th, 1858.

This system, the first that really made the schools free by providing for a sufficient state and local tax for their support, constitutes the body of the present system. Important modifications have been made from time to time, particularly in 1872 and 1 879. The management of the system is in the hands of a board of three directors, one elected each year for three years for each district; a board of trustees elected in the same manner, with a treasurer whom they appoint biennially, for each township; a county superintendent, elected for four years, for each county; and a state superintendent, elected for four years. The following is the list of state superintendents: Ninian W. Edwards, appointed in 1854; W.H. Powell, 1857-9; Newton Bateman, 1859-63; J ohn P. Brooks, 1863-5; Newton Bateman, 1865-75; S.M. Etter, 1875-9; James P. Slade, 1879 -.

The sources from which the common school and other public educational revenue is derived, are as follows: the three percent fund, surplus revenue, seminary fund, county fund, township fund, fines and forfeitures, the state appropriation of $1,000,000, an nually, and the district tax fund.

In 1878, there were 12,286 free public schools, in which were enrolled 706,753 pupils, taught by 22,292 teachers, and costing $7,526,109.26.

On petition of fifty qualified voters, boards of trustees are authorized to establish township high-schools. Provision is made for boards of education with special powers, in districts having two thousand or more inhabitants.

To provide for the education of teachers, the state normal university was established in 1857, the southern Illinois normal in 1869, and county normal schools were authorized the same year.

Such, in brief, is the school-system of the state. Founded upon the principle that the property of the state is responsible for the education of the youth of the state, and its schools being absolutely free, it is a just source of public pride, and must continue to be the first means for securing the future prosperity and happiness of the people of the commonwealth.

SHELBY COUNTY

THE EARLY SCHOOLS

IN character and influence the early schools of Shelby were not unlike those of others of the older counties of the state. Among the early settlers there were many who desired for their children better educational privileges than they themselves h ad enjoyed, and especially were those who had immigrated from the eastern states, or had had opportunities for knowing something of the influence of the schools in those states, in sympathy with the growing idea that the youth of a community should be edu cated to a certain extent to enable them to stand in proper relation to society, and that the state is in duty bound to provide the means for securing to each individual such advantages for intellectual training as will prepare him for the duties of the c itizenship. There were not wanting those who opposed this idea on general principles, arguing that there must always be two classes in a community, one of which, as a laboring class, has no need of, and no time for acquiring mental culture, which would u nfit them for the duties in their sphere in life, and make them discontented with their surroundings. But native shrewdness readily discovered the advantage which "a little learning" gives one in his relations with his fellows, and came to believe "the d angerous thing" something in no small degree worth seeking. This, and the "divine discontent," the moving spirit in every step of progress, tended to make among the sturdy pioneers many warm friends of education and earnest advocates of schools. As a re sult, almost with the first settlement of the county, schools were established, and always in a neighborhood as soon as a sufficient number of scholars could be gathered.

Though these early schools might not show very favorably in comparison with those of the present day, and though the old-style schoolmaster who ruled therein may have possessed scarce a smattering of the accomplishments now required at the hands of the as pirant for pedagogic honors, still they had their mission and fulfilled it, and, it may be, were more fully appreciated than better schools and teachers would have been.

The average old-style schoolmaster could hardly be called a professional, in the sense in which the term is understood at the present day, though he could boast of large experience, running through many "winters," and was an expert wielder of the ferule a nd hazel switch. He was generally an individual whose fitness for the position he assumed was attested by the fact that he had never succeeded at anything else, and for whom dame Nature had done little, and culture nothing at all. Still there were among the earlier teachers, and those who were in the ranks forty or more years ago, many men of genuine worth, who, if not very liberally educated, were possessed of much good sense, and who did much to cultivate that regard for thorough mental acquisition wh ich has resulted in a heartier appreciation of the superior privileges of today. Many of these old teachers of Shelby county are kindly remembered by those who were boys and girls in the "thirties and forties." Now and then a college man, by some hap or mishap, found his place among them; and a genius was not uncommon. A graduate of Yale, who had local reputation as a poet, but whose names and rhymes are both forgotten, is remembered to have successfully taught the young idea in the wilds of Okaw. Man y remember to have seen the snowy head of Moses Story in the rural districts a quarter of a century after he finished the first school taught in the county; and tell of John Price, the Greens, Addison Smith, who astonished the rustics by teaching that the earth is round; Squire R. Davis, who, after years of absence, returned to the county to teach his new-found method for solving arithmetical problems -- by straight-line analysis, -- which has since been rediscovered, and a score of others.

The first school-houses erected in the county were built of logs, generally unhewn, chinked and daubed, and provided with a capacious fire place at one end, and sometimes in both. The earth was often the only floor, though split logs, or puncheons, usual ly did duty instead of plank. Some, built only for use in summer for the benefit of the smaller children, were without windows, the open door and the cracks between the logs serving to admit the needed light. Greased paper was often used for windows ins tead of glass. The furniture was of the rudest character, generally such as a man at all expert with an ax could readily split from the body of a tree. A rough shelf along one side of the room served as a desk for writing purposes, while a split log, su pported upon pins, answered for a seat. Later, the square-built structures, many of which still stand in weather-beaten old age, with furniture of sawed lumber afforded greater comfort and convenience; but the prevailing style was rough and uncouth. A r ude desk set against two or

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more sides of the room, with a seat to correspond before it, accommodated the larger scholars, while the smaller were ranged with their feet dangling several inches above the floor, on lower seats in front. The individual plan of instruction was the one generally followed. There are older boys and girls still living who readily recall pictures of those early schools in session. The daily routine may have begun with the older pupils or the highest class, who were called to recite by the master's: "Rise ; manners; take your seats." And then they read in turn in a monotonous, expressionless way, in what they called "the school tone." This done, there were more "manners," the class turned and swung their feet over the seat towards the wall, and were read y for writing, in which exercise they filled the pages of their copy-books, made from plain foolscap, with imitations of the copies "set" by the teacher. Then followed the time for "ciphering," which, like the writing, took much of the master's attention , requiring him to have frequent recourse to the manuscript book in his desk, where all the "sums" in the arithmetic were wrought out or copied from the book of some old schoolmaster. In the meantime the second class had its turn at "the three R's," and so on, until the youngest had "said his letters" from the old blue spelling-book, at the point of the master's knife, when the same routine was begun over again. Frequently the school had an interval for loud study, especially in the preparation of spell ing lessons; at such times the quantity of enthusiasm knew no limit, and it might be considered a poor school that could not make itself heard a furlong at least. These earlier schools gradually gave way to better, that prepared the way for those of the present day.

The first school-house built in the county was erected as early as 1821 in Cold Spring township, and in it was probably taught the first school. It was a neat log building with puncheon floor, and stood near where Vanwinkle settled, now the Horstman plac e, near the cold spring. The first school in it was taught by Moses Story, who was a popular teacher in the county up to about 1850. The second school in regard to which any information can be obtained, and the first in Shelbyville township, was taught in the old log court-house, which stood a short distance south-east of where the present structure is located, in 1827, by Joseph Oliver, who served as postmaster at the same time, for want of better accommodations, keeping the mail in the crown of his ha t. It is reported that a school-house was built near the old court-house about 1830, but this is no doubt a mistake; and it is quite certain that no building was put up in Shelbyville, exclusively for school purposes, till the erection of the Academy in 1854. The old court-house was used as a school-house for many years; here John Perryman taught in 1831, and Addison Smith years after; Charles E. Woodward occupied it in 1841. In the village there was generally a school of some kind, but none others of sufficient importance to leave any trace until the return of Square Davis with his new arithmetic, and the coming of William Fling, who taught several years in the old Christian Church. The first school in that part of Shelbyville township east of the ri ver was taught by Daniel J. Green, in a small log cabin near where the old Log church built by the Predestinarian Baptists stood before its removal to its present site, in 1831. The late Elder Bushrod W. Henry, taught in the same house in 1833. S.R. Dav is taught where Oak Grove Chapel now stands, in 1838.

The second school house in the county, was built in 1832, in Richland township, near where the town hall now stands. It was a small, round hickory log building, having greased paper windows. William Robinson and James Rouse were the first teachers.

John Price taught the first school in Ash Grove township, in an empty cabin on his place; the second was taught in a cabin belonging to A.G. Frazer, by Younger Green, a one-armed man, who afterwards taught the first school in the first school-house, a sma ll log building which stood on the south-east corner of section 4, and which was used for several years without a floor.

The first school-house built in the north-western part of the county, stood near the centre of section 12, in Flat Branch township; the first teacher was David Simon, the second was J.C. Rodman. This school being centrally located was largely attended by pupils from surrounding townships. A small log-house was built just north of where the village of Moawequa now stands, in 1836. The old "Elm School House," on section 34 in Rural township, was built in 1845. "Old Hickory," a small log cabin, standing near the centre of section 3, was probably the first school-house erected in Tower Hill township. Charles McCabe was among the first teachers. The first in Oconee was a hewed log building, erected in 1838, near where the Hinton school-house now stands. The first in Holland township was built on section 29, near the Daniel Gallagher place, about 1845. S.R. Davis and John Fleming taught in the township in 1837-8. The first school in Big Spring township was taught in an empty house on John Spain's place . This house was used for school purposes for several years. Thomas Bell was one of the first teachers. The first school-house in Windsor township was built in 1835, near Ben. Bruce's place, on Upper Sand Creek, and the first school was taught by S.R. Davis the same year, and other early teachers were Mrs. Elizabeth Jones, Sarah Clay, and the daughters of Addison Smith.

By 1850 all the townships had been organized, and the management of local affairs turned over to the boards of trustees and directors. Schools, supported in part by voluntary tax or subscription, and the public fund, had become more common, but there was little in the way of systematic effort to maintain schools previous to the passage of the free school law of 1855; after this date they began to improve, until at the present day they compare very favorably with those of neighboring counties, their progr ess being noticeable particularly in the more rational methods of instruction, the continually rising standard of the qualifications of teachers, nearly one half of whom are now females. School-houses, many of them of tasteful architecture and finish, ar e numerous enough to place school privileges next door to every home in the county. School furniture has become a marvel of neatness and comfort.

In 1880, there were reported in the county 150 school districts, having 6 log, 135 frame, and 9 brick school-houses. There were employed in the schools 122 male, and 108 female teachers. Out of 10,721 persons in the county under 21 and over six years of age, there were enrolled in the schools 4,319 male and 4,109 female pupils. The total expenses of the schools for the year ending June 30th, 1880, was $47,363.36, of which $33,335.07 was raised by district tax.

The total value of the property used for schools in the county is $120,000. The amount of the township fund belonging to the several townships is $51,953; Penn township having the largest amount $7,010, the income from which is almost sufficient to suppo rt the schools. Moawequa comes next with $5,927; Windsor has the smallest fund, it being only $670. This fund is in the hands of several township treasurers, by whom it is kept loaned upon proper real and personal security. The list of township treasur ers with their post-office address is as follows:

9, 1 . . . . . . . . M.S. Kimball . . . . . . . Oconee.

10, 1 . . . . . . . L.L. Gale . . . . . . . . "

9, 2 . . . . . . . . John Adams . . . . . . . . Beck's Creek.

10, 2 . . . . . . . Wm. Corley . . . . . . . . Lakewood.

11, 2 . . . . . . . H.K. Baines . . . . . . . Tower Hill.

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12, 2 . . . . . . . W.E. Killam . . . . . . . Tower Hill.

13, 2 . . . . . . . Joseph Duncan . . . . . . Moawequa.

14, 2 . . . . . . . B. McHenry . . . . . . . . "

9, 8 . . . . . . . . L.G. Torrence . . . . . . Cowden.

10, 8 . . . . . . . Samuel Roland . . . . . . Shelbyville.

11, 8 . . . . . . . Andrew Roessler . . . . . "

12, 8 . . . . . . . Reuben Roessler . . . . . "

13, 3 . . . . . . . Isaac Longenback . . . . . "

14, 3 . . . . . . . Hiram Johnson . . . . . . Moawequa.

9, 4 . . . . . . . . E.K. Parkhurst . . . . . . Beecher City.

10, 4 . . . . . . . Henry H. Allen . . . . . . Shelbyville.

11, 4 . . . . . . . Burrell Roberts . . . . . Shelbyville.

12, 4 . . . . . . . James Dazey . . . . . . . "

13, 4 . . . . . . . Skelton Birkett . . . . . Todd's Point.

9, 5 . . . . . . . . M. Bernhard . . . . . . . Shumway.

10, 5 . . . . . . . Isaac S. Wilkinson . . . . Stewardson.

11, 5 . . . . . . . S.C. Russell . . . . . . . Windsor.

12, 5 . . . . . . . L.S. Baldwin . . . . . . . "

9, 6 . . . . . . . . Christian Bigler . . . . . Sigel.

10, 6 . . . . . . . J.C. Holloway . . . . . . Neoga.

11, 6 . . . . . . . G.W. Cross . . . . . . . . "

12, 6 . . . . . . . S.L. Warden . . . . . . . Windsor.

There are in the county five graded schools, that at Shelbyville being the most important. It is controlled by a board of education consisting of six members, under a special charter obtained in 1869. It succeeded Shelby seminary in its work and influen ce, and is justly considered one of the most thorough and efficient schools in the state. Seven classes have been graduated from its high school. In 1879-80, 723 pupils were enrolled, and twelve teachers, including the superintendent, employed. The bea utiful building in which the school was taught, was erected in 1869, at a cost of about $50,000.

The first Teachers' Institute held in the county was convened in Shelbyville in the summer of 1875, by John Stapleton, county superintendent, who was assisted by Professors Dove of the city schools, and McCormic and DeGarmo of the State Normal University. Four others have since been held. The teachers of the county have no organization.

One of the most important of the agencies in bringing the common schools up to the present fair state of efficiency is the county superintendency. It is as easy to show the need of thorough and intelligent supervision in the management of a system of sch ools as in the conduct of other extensive and important enterprises. Facts might be added to demonstrate the value of such supervision; and any one who will examine into the work of the superintendent of schools of this county during the last few years, must conclude that the office is one of great importance, to be filled by no ordinary individual, and in regard to which a most liberal policy should be held.

Joseph Oliver was appointed the first school commissioner in 1831, and held the office, with several others, until 1841, when he was succeeded by Edward Evey. The latter was succeeded in 1853 by Hon. S.W. Moulton, who, in the twenty years following, prob ably exerted as much influence in bringing about favorable legislation in regard to public education, as any other man in the state. Mr. Moulton was succeeded in 1861 by Samuel King, who served four years. In 1865, the title of the office was changed to county superintendent of schools, and the term extended to four years. Anthony T. Hall was elected in this year, and held the office until his death in the autumn of 1872, when E.A. McGrew was appointed to complete the unexpired term. John Stapleton wa s elected in 1873, and succeeded in 1877 by the present incumbent, Homer S. Mouser.

Though the schools are not as good as they might be under more favorable conditions, they are better than they ever were before. That the whole system of common schools is still very imperfect, no one affects to doubt; it is like a vast machine whose par ts are susceptible of ceaseless improvements. But the whole tendency is evidently to constant and valuable progress. It is firmly fixed in the hearts of the people, as is shown by their fostering care, and so long as it continues to grow and flourish th e country is safe.

An attempt was made to establish a permanent school of higher grade in Shelbyville previous to 1840, and several in the years following, but no decisive action was taken until after 1850. In 1853, through the influence of a number of prominent citizens, among whom were Rev. George Fisher, Rev. John Selby, C.C. Scovill, J.D. Bruster, and others, an organization, with a Board of Trustees, was effected, and the erection of a building undertaken for the accommodation of such a school as the needs of the comm unity and the vicinity seemed to demand. Money was raised by subscription for building purposes, and late in the autumn of that year, the foundations of the "old seminary" were laid, with the expectation that it would be ready for occupation early the fo llowing spring. The position of principal at a salary of $75 per month was offered to S.W. Moulton, who had settled in Shelbyville three years before. It was declined by him and the Board of Trustees, after some search for the right man for the place, w ere so fortunate as to secure the services of Professor Charles W. Jerome, then teaching in Danville Seminary, in this State.

The building was not ready for the accommodation of the school at the time appointed, and the school was opened in the old Methodist Church, which stood on N. Morgan St., were the residence of W.W. Hess now stands, with Mr. Jerome as principal and Mr. R.M . Bell as assistant. It is believed that about seventy pupils were in attendance the first day. At the end of a few weeks the upper rooms of the new building had been made ready for use; to these the school removed, and continued through the first sessi on of twenty weeks, closing with a two days' examination, the result of which was entirely satisfactory to patrons, pupils and teachers. This was followed by the first exhibition, at the opening of which an appropriate address was delivered by Hon. S.W. Moulton.

The thoroughness of the work of the teachers, and the fitness they displayed for the positions they occupied, fixed the school in the hearts of the community. Its prospects had improved from the beginning; more than one hundred pupils had been enrolled d uring the first term, and the increasing demand upon its capacities necessitated enlarged facilities. During the vacation it was extensively advertised as "Shelby Male and Female Academy," with preparatory, academic, and scientific and classical departme nts. Rev. C.C. Burroughs was employed as preceptor and teacher of mathematics, for the ensuing year, Mr. Bell continuing in charge of the preparatory department. The school opened for the fall and winter term October 4th, 1854, with an increased attenda nce, and an enthusiastic working spirit, which characterized it throughout its existence. The number of students for the year reached 156. At the end of the second session Mr. Bell retired from the corps of teachers, Jasper L. Douthit taking his place.< P> At the opening of the next year, 1855-6, in consequence of the increasing popularity of the school, an assistant was added for the preparatory department, and a music teacher, Miss Olivia A. Smith. The corps of teachers for the year was, C.W. Jerome, pri ncipal, and teacher of mental and moral science; C.C. Burroughs, preceptor, and teacher of mathematics and national science; Miss Olivia A. Smith, teacher of instrumental music; Jasper L. Douthit, teacher in the preparatory department, with Berkey Myers, assistant. The enrollment for the year, according to the "First Annual Catalogue of Shelby Male and Female Academy," was 122 males and 100 females, of whom 20 were in the scientific and classical course.

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With the close of the year 1855-6, feeling that the severity of the labors incident to the position which he had assumed with many misgivings two and a half years before, was too great for his physical strength, Mr. Jerome tendered his resignation. It wa s reluctantly accepted by the Board of Trustees, and Parker M. McFarland, A.M., was elected to fill the vacancy, with some other changes in the subordinate department.

The following year, 1857-8, the school opened with excellent prospects and larger attendance. Rev. W.H. Webster came from Danville to fill the place of Mr. Mace, resigned; and Miss Eugenia A. Morrison, of Delaware, that of Miss Arnold. Miss Ann E. Rhoad s took charge of the preparatory department, with Miss Minnie Graham and Jacob C. Miller as assistants. Judson A. Roundy taught vocal music. The enrollment for the year was 277, of whom 90 were in the higher grades.

With the opening of the next year, 1858-9, some important changes were made in the management of the institution, one of which was the establishment of a young ladies' department, under the control of Miss Margaret E. Osbond, preceptress, who should, also , have charge of the mathematical department.

During the vacation Mr. Jerome and Miss Morrison were married, Mrs. Jerome continuing as teacher of instrumental music until the final close of the institution. At the opening of the school year of 1859-60, Miss Mary Orbond took charge of the preparatory department; and, when her sister returned east the following July, in consequence of the illness of their mother, she assumed the duties of preceptress in full.

For the two years following we find no definite records; but the school continued in its noble work, with ever increasing influence, yet had not been without its difficulties; but notwithstanding every obstacle that had opposed its progress, the school ha d grown, and made its genial and wholesome power widely felt. Its reputation was not simply a local one, but brought many students from a considerable distance.

At the close of the year 1861-2, Mr. Jerome retired a second time from the school, now to enter the army. In the meantime the school was continued under the control of several teachers. Among there were Prof. Thos. Easterday, A.M. Hess, D.W. Jacoby, and Rev. G.A. Pollock. But at best it was not seminary, as it had been known before, for there was no Jerome at the head of it.

On the return of Mr. Jerome, he was promptly re-elected principal of the institution, and continued at its head until its close. Mr. Parkhurst T. Martin, afterwards editor of the Shelbyville Union, and now of Danville, Ill., was chosen preceptor, and Mis s Ione S. Daniels placed in charge of the preparatory classes. The attendance was not so great as in former years, partly on account of the greater efficiency of the public schools of the city, and partly on account of the establishment of Okaw Seminary under the patronage of some of the disaffected friends of the older institution. But in the character of its work it adopted its former high standard, and with hosts of friends, went on in the glorious labor which it seemed peculiarly fitted to perform.< P> The year 1867-8 was begun September 11th, with Mr. James M. North occupying the position of preceptor, and Mrs. Anna Headen and Martha G. Kerr in the preparatory department which they had had charge of the previous year. The school opened for its last ye ar September 9th, 1868, the corps of teachers remaining the same, except that the place resigned by Mr. North was filled by Miss Mary A. Hall. The year was one of usual success, and closed with the old-time public examinations and exhibition. The establ ishment in the city of a system of public schools with a high-school that could take the place of the seminary, prepared the way for its discontinuance, and left Mr. Jerome to accept a position in another field of labor. He therefore tendered to the Boar d of Trustees his resignation, which was accepted -- and so ended the direct work of the institution which for fifteen years had afforded the youth of Shelbyville and vicinity almost the only means for securing an education. Its mission was accomplished. The seminary property was transferred to the Board of Education of the Shelbyville graded school, in consideration of its assuming and paying the indebtedness thereon, amounting to between $600 and $700.

No one can estimate the value of the work, or the extent of the influence of the old seminary, or "siminary," as it used to be called, Dr. Webster, to the contrary, notwithstanding, though in many respects it was unpretentious, as compared with similar in stitutions. It never spoiled itself by trying to be a college. Its patrons speak of it with pride, and its children cherish the memory of the old days spent there as the happiest in their lives. Its walls may crumble and decay, but long will it live in the hears of those who knew and loved it.

MOULTRIE COUNTY

BY D.F. STEARNS, COUNTY SUPERINTENDENT

TO give a brief and concise history of the schools and school interests of Moultrie county, is the object of this chapter. But such a history would be incomplete without giving a synopsis, at least, of the rise and progress of the free school syst em in the state of Illinois.

The state has encouraged and nurtured education since her admission into the union. The present school-system dates from January 15th, 1825. Illinois was admitted as a state in 1818, and the act of admission contains the following stipulations imposed b y Congress: "Whereas the Congress of the United States, in the act entitled 'An act to enable the people of the Illinois territory to form a constitution and state government, and for the admission of such state in the union on equal footing with the ori ginal states, passed the 13th of April, 1818," have offered to this convention, for the free acceptance or rejection, the following propositions, which, if accepted by the convention, are to be obligatory upon the United States, viz.: 1. The section num bered 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 inhabitants of such township for the use of school s. 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 legi slature shall never sell nor lease the same for a longer period than ten years at any one time. 3. That five percent 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, 1 819, 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 congress, in making roads leading to the state; the residue to be appropriated by the legislatur e of the state for the encouragement of learning, of which one-sixth part shall be exclusively bestowed on a college or university. 4. That thirty-six sections, or one entire township, which will be designated by the president of the United States, toge ther 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 seminary by the said legislature."

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FROM THE ABOVE, it will be seen with what care and jealousy 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 t he 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 inaugural address to the general assembly, he called their special attention to the educational interests of the state in the following forcible language: "The subject of education, the means for which have been so amply provided by the county of the general government, cannot fail to engross your serious attention. It would be well to provide for the appoi ntment 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 there from 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 passing of a law to com merce 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 object to which the grants were made; such a course will render those lands productive, and 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 th e sale of the public lands within the state, which have been appropriated for similar purposes,with proper arrangements, will create a fund sufficiently large to educate the children of the state to the remotest period of time. It is our imperious duty, for the faithful performance of which we are answerable to God and our country, to watch over this interesting subject. No employment can be more engaging than that of husbanding those resources which will spread through all classes of our fellow-citizen s the means of wisdom and of knowledge, which in the freedom of our institutions will make the child of the poorest parents 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 but at its second session, it took cognizance of, the recommendations contained in his first message, an d a bill was passed by both houses, and approved 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 autho rized to employ a surveyor, who should lay out section sixteen in each township into lots, not containing less than forty, nor more than one hundred and sixty acres, and to lease the same 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 sufficient to protect and throw around these school lands a proper safeguard; and had the recommendations of the governor and the provisions of the law been adhered to until the lands became v aluable, the public fund in nearly every township in the state would be today sufficient to our public schools without special taxation. Unwise counsel prevailed somewhere, and the most of this manificent gift of the general government has been largely sa crificed.

From 1819 to 1825 but few changes were made in the school law. Although the changes were few and unimportant, there was a decided, growing sentiment favorable to the free-school system; and in 1825 the general assembly passed an act providing for the esta blishment 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 protection ought to be the first object of a free pe ople; and it is a well-established fact that no nation has ever continued long in the enjoyment of civil and political freedom which was not both virtuous and enlightened; and believing the advancement 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 property of society, and constitutes the basis of its strength and happiness. It is therefore considered the peculiar duty of a free government l ike ours to encourage and extend the improvement 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 a common school or sc hools 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 assessor and one collector. The trustees were empowered to perform 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 schools; but no material changes were made until 1841, when the legislature made a complete revision of the school law, and approve d February 26, 1841.

Among the changes of this act are the following provisions: Each township could have as many schools as the inhabitants of such township desired; the people of every organized district were required to meet and elect from their number three trustees, and to agree upon the plan and manner of conducting the school. These trustees or directors 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 examined, 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 th at he should counsel with experienced teachers, relating to the latest and most approved methods of conducting the common schools; he was required to advise the school commissioners as to the best manner of managing the schools; of constructing schoolhous es, 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 secretary of state, the first state superintendent was the Hon. Thomas Campb ell, 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 today.

The duties of the secretary of state confined him almost entirely

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to his office as the state developed, and the demands for a special officer to discharge the duties of this department became a necessity. Hence, in 1854, the legislature passed a law making the office of state superintendent of public instruction a sepa rate one. The duties to be performed were similar to those under the act of 1845. It was provided to fill the office by appointment of the governor until after the election in 1855, with a salary of $1,500 per annum.

The Hon. Ninian W. 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. Again, in 1872, there was another general revision of the sch ool law, since which time there have been but few important changes made. Of, this last revision, I should do this history great injustice without the mention of the name of Hon. Newton Bateman, who has no superior in this country as an educator or frien d to the free-school system. Our legislators, in the above revision, which caused our school system to rank with the best in the land, gave the greatest heed to his judgment and counsel.

From the foregoing it will be seen that there have been five marked epochs in the school history of Illinois -- 1825, 1841, 1845, 1854 and 1872. In the main we have a most excellent free-school system in our state; but there are changes in the law that s hould be made, and which would prove wholesome to all concerned. I have special reference to the want of clearness in the language of the statute. The school law, above all others, should be the plainest in all its details, and so well arranged as to be intelligible to all who are able to read.

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 lands in the state, one-sixth part excepted; 2d, the college fund, consisting of the above one-sixth part; 3d, the surplus revenue derived from the distribution in 1836 of the surplus revenue of the United States; 4th, the seminary 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 lands granted by congress for common-school purposes.

The total income for school purposes in 1878, (at this writing I have not received the superintendent's report of 1880) from these funds and the current school funds, was $9,634,727.81. The total amount of expenditures in the same year was $7,526,109.26, leaving a balance on hand of $2,108,618.55. From this showing it will be seen that the state is far from being impoverished so far as its school finances are concerned.

In giving a correct school history of Moultrie county, the writer of this article is obliged to labor under many disadvantages, as a portion of the records belonging to this department were destroyed by fire when the courthouse burned in 1864. Much of th e data and other matters of record, that might have been found from information on file, have to be gleaned by word of mouth from those who figured most prominently in those days, and can give the most reliable history concerning the same. It will not be surprising, then, if some errors should be found in this chapter.

From the best information we have, the first school taught in what is now Moultrie county was conducted by Mrs. Mary Hostetler, in the year 1832. The house was situated on the farm of Hilera Rhodes, in Lovington township. In structure it was a double lo g-cabin, the private property of Mr. Solomon Hostetler, and served the double purpose of residence and school-room. Mrs. Hostetler taught the school, and did her house-work as the duties of the school-room would permit. We can imagine the nervousness of t he housekeeper as she was hearing the last prosy spelling lesson, to catch a smell of the scorching dinner-pot in the next room. In these times of steam and telegraph all over the continent, how many are there that have any conception of the difficulties and embarrassments that our parents had to undergo in order to get even the most meagre education? The next term of school was taught by Mr. John Allen, in the fall of 1834. The schoolhouse was situated on what is now Col. Clore's farm, about a half mil e west of the village of Lovington. As this house has a history, and was a fair sample in size and structure of the early schoolhouses in this county, it would, perhaps, be appropriate here to give a detailed description of it.

In construction, it was of rough logs, just as they were hauled from the timber. The roof was made of short boards or staves, about four feet in length; while the crevices between the logs were stopped up in a rude manner, by filling in what was called c hinking, and well daubed in with mud.

This particular house had a very aristocratic chimney, for its day, as it was constructed of mud and sticks. I say aristocratic, for there were many that made no further pretensions than having only a hole in the roof to answer this purpose, with part of the house fenced off for fire-place and chimney. To some, this may seem overdrawn; but the writer of this article has the best of evidence from some of our old settlers, that such was really the case. The floor was made of logs split in two in the middl e, and placed side by side, with the split side up. Such a constructed stable-fixing was called a puncheon floor. The bencheswere made by boring two holes in each end of a puncheon, and driving in rude pegs.

The desks were no better. They were constructed by driving pegs into holes bored into the logs in the sides of the house, and the everlasting slab or puncheon served the purpose of a desk. The house was lighted with a window that extended the whole leng th of the building. This was done in the artistic manner of cutting out one log.

Prominent among others, who taught in this school-house, were John W. Tyler, Charlotte Emerson, and Hiram Hersey. This, it must be borne in mind, was prior to the organization of Moultrie county. This portion of the county then belonged to Macon county. The first election for county officers, after the Organic Act was passed, creating Moultrie from the counties of Shelby and Macon, was held in this school-house. John H. Kellar was the teacher, and the school was dismissed for the purpose of holding the e lection in the building.

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Among the teachers who taught in this county as early as 1843, after the county was organized, I find the following: Wm. G. Hayden taught in a log house, situated in Whitley creek township in the fall of 1843, the year in which the county was organized.

James S. Freeland taught a school in what is now known as the Nazworthy district in the same year. "Uncle" Jimmy Camfield was one of his pupils. It was there that he learned his a b c's. He was then in the 44th year of his age; and tradition tells us tha t he was one of the most difficult pupils to manage that Mr. Freelaud had to contend with. Not that he was malicious or mean in any way, but he could not restrain his risibilities when watching the pranks of the younger pupils. He had a keen sense for t he ridiculous, and at every thing done or enacted by the small fry, he would burst out into a loud guffaw.

Judge Thomason taught a school in the south-western part of Sullivan township, as early as 1844. A. B. Lee in 1844, and in 1845, W. R. Lee, brother of A.B. Lee; but I think he might have taught prior to county organization. Miss Sarah Hibbard, afterward Mrs. Ambrose Meeker, was one of the first who taught in Sullivan township after the county was organized. Oliver C. Denslow, Thomas Haney, H. Y. Kellar, James Steele, and Frank Porter were also among the early teachers.

Times have materially changed since then, and so have the customs and sports of the school youth of that day. If you would desire to hear told, with all the dramatic effect the subject demands, of "barring out," and rabbit-hunts of those early school day s, get some old gray-headed pioneer to relate to you his experience. He can do the subject justice; I cannot. Those old customs, however, are now nearly obsolete. There was no uniformity of school text-books in those times. Pupils were sent to school w ith such books as the family happened to have on hand. For readers, they used histories, biographies of prominent men, etc. Some read in the Testament, as it was the only book the family possessed. The old "blue back," Webster's spelling book, was then in its prime, and was mainly used. The geographies were principally Olney's and Woodbridge's series. Kirkham's and Smith's grammars, Pike's and Smiley's arithmetics completed the list of the schoolbooks of those days.

The first schoolhouse built in Sullivan townships was a small frame structure, and was situated on the lot west of where the Christian church now stands. Years after was it was moved to the open lots just across the street, west of the present residence o f Andy Shortess, and used for a stable. To-day, I passed by there to see if any of the old relic was still standing; but alas, it had gone with the things that were.

There has been but one private school institution built in the county. That is the old brick structure that is still standing on the hill in the southeastern part of the city of Sullivan. It was built by James S. Freeland in 1851. Mr. Freeland conducte d a very successful academic school in this building until his death, which occurred in 1856. Some years afterward it fell into the hands of Elder N. S. Bastion. After some active effort on the part of Mr. Bastion, the school again revived, and had a suc cessful season of about five years, when its old walls again relapsed into silence. It still stands as a monument of the efforts of one who labored hard to benefit his race.

From the foregoing, it will be seen with what disadvantages the early settlers of this part of the country had to contend; and, to show the progress that has been made within a few years, I will append a synopsis of a report of the condition of the common schools that was made to the State superintendent in the year 1860, and also the statistics of the same items made in 1880. I would like to go further back than 1860, but there is no report on file in the office of the county superintendent, which reach es farther back than the one above mentioned.

For the year ending October 1st, 1860, the following report is made:

Whole number of schools in the county 33

" " " pupils attending 1,383

" " " " under 21 yrs. of age 3,506

Number of frame school-houses in county 25

" " brick " " " none

" " log " " " 5

Average monthly wages paid male teachers $25.72

" " " " female " $19.75

The following is gleaned from the School Superintendent's Report made for the school year ending June 30th, 1880:

Whole number of schools in the county 82

" " " pupils attending 3,942

" " " " under 21 yrs. of age 7,439

Number of frame schoolhouses in county 77

Whole number of brick school-houses in county 4

" " " log " " " 1

Average monthly wages paid male teachers $37.78

" " " " female $34.33

From this showing, it may be readily seen with what rapid strides the county has increased in population, and has progressed in its educational interests. In two decades, it has more than doubled in population, and nearly tripled its number of school-hou ses. Nearly all of our school-houses are now supplied with the latest and most approved furniture. In the above report for 1880, it will be seen that one log house was mentioned in the report; but at this writing, the old log structure has been replaced by a neat frame building that does credit to the patrons of the district; so that to-day, Moultrie county is left without a relic of the good old days of log cabins and puncheon floors.

The manner of teaching has kept pace with the school-houses and other school belongings; and I believe it can be truthfully said, that at this writing, Moultrie county has as wide awake and as competent a corps of teachers as the Mississippi valley afford s.

The first normal Institute, held in the county, was conducted by D. P. Stearns in the summer of 1872. It was held in the old brick schoolhouse in the eastern part of the township of Sullivan; and continued for six weeks, with an attendance of 32 members; since which time there has been, with but one or two exceptions, an annual normal institute held in the county. Prominent among the educators have been Profs. Boltwood, of Princeton, and Wilkinson of Buda. The former conducted the session of 1876 and th e latter of 1877. This was under the administration of Superintendent J. K. P. Rose. These sessions were well attended, and there was much good done in the county. The present county superintendent has conducted the institutes for the last three years. The last year, 1880, he was ably aided by Prof. Cokenower, the principal of the Sullivan graded schools. These terms were well represented by the teachers of the county, nearly three-fourths of those teaching in the county being in attendance.

The following are the examination questions in arithmetic, history, geography, and grammar that were used at the close of the normal institute which closed September 3d, 1880:

ARITHMETIC

Bought a section of government land for $1.25 an acre. I sold the north 1/2 of the north-east 1/4 for $2.00 an acre; the north-west 1/4 of the south-east 1/4 at $2.50 an acre; the west 1/2 of the

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south-west 1/4 at $1.50 an acre; the southeast 1/4 of the south-west 1/4 at $2.75 an acre; the south-east 1/4 of the north-west 1/4 at $3.00 an acre. I afterward sold the remainder of the section at $1.00 an acre. What is my gain or loss?

A field in the form of a right-angle triangle contains 60 acres. The perpendicular side is 100 rods in length. What is the length of the hypothenuse?

Define a concrete number; an abstract number; a multiple of a number; a decimal scale. What denomination must the product of two factors be?

In a building there are 200 joists l0x3 inches. There are 12,000 board feet in them. What is the length of a joist?

Reduce to its simplest form:

3/15 of 3	�	1/2 of 6
1/2 of 24	�	7

A barrel of flour cost $9.90. When made into bread the bread weighed 25 per cent more than the flour. If the bread be sold at 7 cents a pound, what per cent. profit is made?

A note for $2.40, drawing 8 per cent. interest, dated April 20, 1879, payable in six months from date, was discounted in bank August 25, 1879, at 1 per cent. a month. What were the proceeds?

Find the value of x in the following: 7.5: 18 :: x oz. : 7 1/8oz.

What is the depth of a cubical cistern that holds two hundred barrels of water?

How many board feet in a piece of timber 30 feet long, the greater end being 15 inches square, and that of the less 12 inches?

HISTORY.

What was the length of the following wars: French and Indian; Revolution; Second war with England; War with Alexico; Great Civil War?
State causes of each of the above wars.
Give a brief sketch of the life of President Lincoln.
What are the three great compromises of the constitution of the United States?
Give a brief history of the state of Illinois.
Name three powers prohibited to Congress. How are United States Senators elected?
What was the "Omnibus Bill," or compromise measures of?
Give the names of the celebrated foreigners who fought for United States.
How was Washington's first cabinet organized?
State five leading events in United States history since the assassination of Lincoln.

GEOGRAPHY.

Name and define the different departments into which geography is divided.
Define delta, estuary, avalanche, glacier, plateau.
Name five proofs that the earth is round.
Draw an outline map of the State of Illinois. Locate principal rivers and five leading cities.
What is the theory of the origin of mountains? What evidences have we of the heated interior of the earth?
Name five of the chief exports and imports of the United States. Give in their order five of its chief seaports.
Which countries of Europe are empires? Which are republics? Which are kingdoms?
Trace the fortieth parallel of north latitude around the world.
Name the countries of Asia and the capitals of each.
From what parts of the United States does the most wheat come? Maize? Cotton? Tobacco? Provisions? Petroleum? Coal? Copper? Silver? Lead?

GRAMMAR.

Define a primitive, derivative, and a compound word. Write an example of each, and place the index of accent over the proper syllable.
Correct the following verse in every particular, and tell what measure it is:
No eye beheld when william plunged
young edmund into the stream
no human ear but williams herd
young edmunds drownding screem.
Write the plural of the following nouns: Chimney, salmon, cheese, stratum, cupful. (a) Write possessive, singular, and plural of lady, it, one, deer, thief.
Tabulate the noun.
Compare round, well, narrow, beautiful. Write principal parts of done, set, ought, lain.
Write synopsis of the verb sit.
Write a sentence containing an adverbial clause of the third class; one containing a subject clause; one containing a relative clause. Underscore said clauses.
How are sentences contracted; what is the object of contraction?
Write a simple sentence, then expand it without changing its meaning to complex, thence to compound.
Analyze the following sentence and parse the words in small capitals: "Wheat is two DOLLARS a BUSHEL.

At the close of this examination, over 75 per cent. of those in attendance passed the required per centum, viz.: eighty percent. The above is only a part of the examination required. Those desiring first-grade certificates, of course, had also to pass a rigid examination in the sciences, and the theory and art of teaching.

A Teachers Association is conducted monthly, and is productive of much good to the educational interests of the county.

Most of the school land was sold prior to county organization, and for years there have been but forty acres unsold. This land was situated in township 13, range 6. On the 29th of September, 1830, this remaining vestige of school land was sold by the cou nty superintendent to B. H. Jackson for the sum of $9.00 per acre.

The first county school commissioners (as they were then called) were appointed by the county commissioners' court.

The following is a list of the names of county superintendents in the order of their election:

John Perryman, John A. Freeland, S. W. Moulton, Dr. Hendricks, Arnold Thomason, Frank Porter, John Hytt, A. L. Kellar, P. B. Knight, David Patterson, T. Y. Lewis; D. F. Stearns, J. K. P. Rose, D. F. Stearns, present incumbent.

The following are the present township treasurers in the county:

Skelton Birkett, township 13, range 4.

G. W. Walker, " 14, " 4.

T. E. Mayes, " 15, " 4.

L. S. Baldwin, " 12, " 5.

Wm. Elder, " 13, " 5.

Ezekiel Hull, " 14, " 5.

Julius Bicknell, " 15, " 5.

S. L. Warden, " 12, " 6.

Wm. Kliver, " 13, " 6.

John L. Powell, " 14, " 6.

Kasper Bolinger, " 15, " 6.

I have thus briefly sketched the school history of Moultrie county. Its progress is almost unprecedented in any record the State can produce. It is fervently to be hoped that the county will take no backward step in the cause of free schools, and that the y will ever be fostered and encouraged by the people to the last generation.

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