seen how in connection with his duties at Illinois College he found time for lecturing over a wide territory on common school education. After leaving Illinois College Turner continued his work for education but also interested himself in the industrial development of the State. He originated the planting of corn by machinery and introduced the osage orange for hedging purposes. The following is the account of its introduction: "He used to seek and make use of all opportunities to go out and talk to the people on education, He found the farms wide apart, and farmers busy, at great cost of labor, time and material, in fencing their farms with split rails, laid in the Virginia crooked fence. They were obliged, too, to settle in the woods or on the skirts of the forest, because it cost so much to fence open prairie. He said to himself: Those people are too much burdened to think and act about education: the best help toward schools in Illinois will be an improvement in fencing. Can not hedging do the work? This train of thought fermented in his brain from 1834. He began to experiment in hedging, trying various shrubs, native and foreign. He sent to England for the hawthorn. A visitor to his house to whom he told his quest suggested that he should try bois d'arc or osage orange. At considerable expense Prof. Turner got a quantity of the seed, which proved worthless. He tried again and getting fertile seed and thence seedlings he continued his experiment until he was satisfied that he had the best hedging plant for the prairies. The popularity of the osage orange need not be told; but the singular fact that the root and ground of its introduction was Prof. Turner's interest in common school education deserves to be recorded in the educational history of Illinois, with his authentic verification as the writer of these lines had it direct from the professorfarmer." The history of Professor Turner's leadership in the finally successful movement for a State Industrial University has been fully set forth by Mr. Pillsbury in an earlier volume of the Historical Society's Transactions and need not be repeated here.

It is in the history of secondary education that it is hardest to trace definite New England and Puritan influence. The academies of New England were too prominent a feature of her educational system to leave any doubt that the Illinois academies were copied from them. Morever we know definitely from the Home Missionary records of the founding of one and another by the home missionaries; for example, the Jacksonville Female Academy by Mr. and Mrs. J. M. Ellis in 1828; Monticello Seminary for young women, the gift of Capt Benjamin Godfrey, with Rev. Theron Baldwin as principal; Rev. Samuel Foster's school for classical students and young ladies in Bloomington; Miss Chappel's, later Mrs. Jermiah Porter's Seminary in Chicago. From the year 1834, the statutes contain "hosts of acts of incorporation of academies and colleges, some of them at towns whose very names have disappeared from the maps."

The fact, that academies and seminaries in the following towns are mentioned in home missionary reports, indicates the especial interest of missionaries in these schools; Houghton, Hillsboro, Waverly, Henry, Geneseo, Port Byron, Peru, Elgin, Galesburg, Batavia, Bunker Hill. Paxton, Belvidere, Whipple, Dover, Princeton, Roscoe,

seen how in connection with his duties at Illinois College he found time for lecturing over a wide territory on common school education. After leaving Illinois College Turner continued his work for education but also interested himself in the industrial development of the State. He originated the planting of corn by machinery and introduced the osage orange for hedging purposes. The following is the account of its introduction: "He used to seek and make use of all opportunities to go out and talk to the people on education, He found the farms wide apart, and farmers busy, at great cost of labor, time and material, in fencing their farms with split rails, laid in the Virginia crooked fence. They were obliged, too, to settle in the woods or on the skirts of the forest, because it cost so much to fence open prairie. He said to himself: Those people are too much burdened to think and act about education: the best help toward schools in Illinois will be an improvement in fencing. Can not hedging do the work? This train of thought fermented in his brain from 1834. He began to experiment in hedging, trying various shrubs, native and foreign. He sent to England for the hawthorn. A visitor to his house to whom he told his quest suggested that he should try bois d'arc or osage orange. At considerable expense Prof. Turner got a quantity of the seed, which proved worthless. He tried again and getting fertile seed and thence seedlings he continued his experiment until he was satisfied that he had the best hedging plant for the prairies. The popularity of the osage orange need not be told; but the singular fact that the root and ground of its introduction was Prof. Turner's interest in common school education deserves to be recorded in the educational history of Illinois, with his authentic verification as the writer of these lines had it direct from the professorfarmer." The history of Professor Turner's leadership in the finally successful movement for a State Industrial University has been fully set forth by Mr. Pillsbury in an earlier volume of the Historical Society's Transactions and need not be repeated here.

It is in the history of secondary education that it is hardest to trace definite New England and Puritan influence. The academies of New England were too prominent a feature of her educational system to leave any doubt that the Illinois academies were copied from them. Morever we know definitely from the Home Missionary records of the founding of one and another by the home missionaries; for example, the Jacksonville Female Academy by Mr. and Mrs. J. M. Ellis in 1828; Monticello Seminary for young women, the gift of Capt Benjamin Godfrey, with Rev. Theron Baldwin as principal; Rev. Samuel Foster's school for classical students and young ladies in Bloomington; Miss Chappel's, later Mrs. Jermiah Porter's Seminary in Chicago. From the year 1834, the statutes contain "hosts of acts of incorporation of academies and colleges, some of them at towns whose very names have disappeared from the maps."

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The fact, that academies and seminaries in the following towns are mentioned in home missionary reports, indicates the especial interest of missionaries in these schools; Houghton, Hillsboro, Waverly, Henry, Geneseo, Port Byron, Peru, Elgin, Galesburg, Batavia, Bunker Hill. Paxton, Belvidere, Whipple, Dover, Princeton, Roscoe,