',a.,>i3S~>.J'J> 'J ■'■. SQRi-^ ;? ' ■ y> :>>-. ^.,!fl^J*^^?.: ■ -' -> :» ".jK lo^»^f.^^u> > ^>^.^ X ■>-:>3x-. .;.;:) J>:3>- ;^ s. >03>: 3' . .>,,^>- - "^ '-J ^>^ -o ^ 3> ■ %. ^)^ :->3> *9 ■':>• ^^'.j - "'--r^^i i. 9" » ;5 a>t>,... w^ 3^:» >- -3 ■' i5> ■ :3_->'7* $:«^ *f m^aa 1 " '■" Cornell University Law Library. THE QIFT OF LILLIAN HUFFCUT BINGHAMTON, N. Y. November 27, 1915 918 Cornell University Library LA 361.M56 Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/cletails/cu31924024915609 CONTRIBUTIONS AMERICAN EDUCATIONAL HISTOEY. UNITED STATES BUREAU OF EDUCATION N. H. E. Dawson, Commissioner CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS V^oL II NO. 4. HISTORY OF HIGHER EDUCATION IN SOUTH CAROLINA, WITH A SKETCH OF THE FREE SCHOOL SYSTEM By COLYER MERI WETHER NO. 5. EDUCATION IN GEORGIA By CHARLES EDGEWORTH JONES • NO. 6. HISTORY OF EDUCATION IN FLORIDA By GEORGE GARY BUSH NO. 7. HIGHER EDUCATION IN WISCONSIN By WILLIAM F. ALLEN and DAVID E. SPENCER Circulars of information 3, 4, and 7, 1888, 1, 1889 WASHINGTON GOVERNMENT PRINTING OFFICE 1889 /C3 63-6/ BUREAU OF EDUCATlONi':^//^ N. H. E. DAWS0:N", Commissi&er/ ^•■f ]/\''-]\ OmCULAR OF INFORMATION NO; 3, ,18,88 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS No. 4 * HISTORY OF HIGHER EDUCATION IN SOUTH CAROLINA i J," -WITH \ . A SKETCH OF THE FREE SCHOOL SYSTEM BY COLYER MERIWETHER, A. B. JoHxs Hopkins University WASHINGTON (GOVERNMENT PRINTING OFFICE 1889 11406— No. 3 1 "To perfect sooieti/ it is neceasari/ to develop the faculties, intellectual and moral, will which man is endoiccd."— John C. Calhoun : "Works, I, 02. "College education ought to he substantial and liberal. All inslruction given in a gen- erous college ought to aim at storing, strengthening, refining, and awaliening the head anc heart." — Francis Lieber. • "That State will lead the Union that furnishes the best and most complete education to hii cilizens. » * • Every State ought to have, at the public expense, an university. * ' * Experience has fully shown that the progress and influence of good education is donnwaril.'. — Thomas Cooper: Political Economy. "Nowhere in the ivhole range of history, does man appear in a more dignified charade} than when a republic founds a neiv seminary of learning. » » » We stand in need nf o national univeisity, the highest apparatus of the highest modern civilization." — Kraxcis Lieber: Inaugural Adflress at Columbia, Decemljer 7, 1835. "It is not labor, but intelligence, tliat creates new values; and public education is an out- lay of capital that returns to the coffers of the Slate ivith an enormous intcr.st. Not a dollar, therefore, that is judiciously appropriated to the instruction of the people will ever be lost. * * * Gq^ grant that the time may soon come when not an individual born within our borders shall be permitted to reach maturity without having mastered the de- ments of knowledge.'"— 3. H. Thornwell: Letter to Governor Manning on Pnblio In- struction in Sonth Carolina. • , "To aid in the development of the highest type of Christian manhood; to prove the ntgro's ability ; * * * to train them » * * for intellectual agruullurists, mechan- ics, and artisans, so that those who are now doing the manual labor in the South shall be fully equipped to perform the mental operations incident thereto as well; to educate, in the fullest sense of that comprehensive word, is the xeorh, mission, and cause for the establish- ment of Allen University."— ^T. Rev. W. F. Dickerson, of A. M. E. Church, on the fcstablislimont of this colored school. 2 LETTER. Department op the Inteeioe, BiTEEAU OF Education, Washington, D. C, June 12, 1888. The Ronordble the Seceetaey op the Interior, Washington, D. G. : Sir: The accompanying monograph, prepared by Mr. 0. Meriwether, A. B., Johns Hopkins University, is designed to trace the history of higher education in South Carolina, his native State, aod to give a sketch of the development of the free, or public school system. The earliest educational efforts are described, and instances are given illus- trating tiie interest of South Carolina, when yet a colony, in providing the means for the intellectual improvement of her sons. Far from being backward in education, the colony was especially alive to the necessity of mental development. Not only were schools founded and maintained in the province by the Government and through private and charitable aid, but many youths were sent to England for their education. The in- fluenpe of such men on their return was so great and lasting that, even to the middle of the present century, schools in Charleston, modelled on the English plan, were very popular. The birth of colleges was late and their growth slowj there was, therefore, chance for a good system of academies to develop. These were planted in all parts of the State, so that a good training school was within the reach of all. The number continued to increase until the outbreak of the War. The training given in' them was, in many cases, thorough and advanced. It was not unusual with some of them to prepare boys for admission to the Junior class of advanced colleges. The most famous academy was that presided over by Dr. Moses Wad- del, the Thomas Arnold of South Carolina. No other man in that State has taught boys who afterwards left their impress so deeply on the political history of the country. William H. Crawford, John C. Calhoun, and George McDuffle were trained by him. Although there is mention, in the House Journal of 1723, of a pro- posal to establish a college, and a bill was introduced into the colonial Jiegislature in 1769 for tbis purpose, j-et po action was taken until the 4 LETTER OP TEANSMITTAL. present century. An act was passed in 1785 establishing three colleges in the State, yet only one of them ever gave collegiate instruction. The College of Charleston, while its foundation can be traced to the legislative act of 1785, has given collegiate instruction only since the first quarter of the present century. It is supported very largely by income from vested funds, the result of endowment by public- spirited citizens in and near Charleston. Over half the three hundred thousand dollars endowment was given by Mr. Bayuard, during the War, in 1864. The attendance has not been large, but the training in mathematics and ancient languages has always been thorough. Every denomination of any strength in the State has founded a col- lege. They cannot be called strictly sectarian colleges, since no re- ligious tests are required of any of the students. In the main they follow the average college course, but, owing to want of funds, they cannot offer very many electives. It is gratifying to state that the funds and attendance of nearly all of them are gradually increasing. All of them, except Wofford College at Spartanburg, are the result of the small gifts of the church members. Wofford College is due to the beneficence of one man, Benjamin Wofford, a Methodist minister. At the time of his bequest, in 1850, it was probably the largest amount ever given by a southern man for educational purposes. The War was mast disastrous to all these institutions in sweeping away their endowments. The various denominations have established female schools of a fair grade. The first attempt made to establish a general system of free schools was in 1811. The act was passed after bitter opposition on the part of some of the upcouatry members., and provided free instruction for all children, but gave the preference to poor children. It did not contain a provision for a supervising officer of the whole system, like the pres- ent Superintendent of Education. These mistakes were an insuperable bar to success; and although the annual appropriations were doubled in 1852, being made seventy-four thousand dollars, yet the universal testi- mony was that the schools were a failure. On the adoption of a new State Constitution in 1868, the present public school system was intro- duced. Its usefulness has been greatly increased by the efficient man- agement since 1876. The attention paid by the State to the education of the colored citi- zens is well illustrated in Clafliu University, supported largely by the State. It has seventeen teachers and six courses of instruction, and its students at the last session numbered nine hundred and forty-six. It is the largest and one of the best colored schools in the South. The most important phases of advanced instruction in South Carolina are those connected with the State institutions. The Military Academy at Charleston was designed to furnish trained soldiers for South Caro- lina. It receives an annual appropriation of twenty thousand dollars for the support of sixty-eight beneficiaries. Its course is modelled after that of West Point. LETTER OF TRANSMITTAL. 5 The College of South Carolina is the best of all the institutions in the State. It was opened for students in 1804, and has ever since ex- ercised a strong influence on the politics of South Carolina, except dur- ing the reconstruction period. Every politician of any note in the State, except John C. Calhoun, has been for a time connected with the institution. Thomas Cooper, one of the presidents of the college, sup- plied the free traders with materials for their attacks upon the tariff. One of the greatest political philosophers of America, Francis Lieber, did his work and made his reputation daring a sojourn of twenty years at Columbia, S. C. These two men were the greatest scholars connected with the institution, and their reputation has carried its name and fame far and wide. Owing to the generosity of the Legislature in ap- propriating thirty-seven thousand dollars for the support of the college, the corps of instructors has been increased, departments have been added, and the whole outlook is more promising than ever before. In the preparation of this paper, the library collections of the Bu- reau of Education in Washington have been extensively used. Special acknowledgments for assistance are due President McBryde and Pro- fessor E. Means Davis, who supplied much manuscript material ; to G. E. Jlanigault, M. D., of the College of Charleston, and Professor H. T. Cook and President Charles Manly of Furman University; to Pres- ident James H. Carlisle and Prof. F. C. Woodward, of Wofford College; to John F. Calhoun, a great-nephew of John C. Calhoun, for aid in the liistory of the Willington Academy, under Moses Waddel; to Hon. William A.Courtenay ; to Gen. Edward RlcCrady, Jr.; to Gen. Geo. D. Johnston ; and to many others who kindly gave the author sugges- tions and information. Valuable facts were also derived from a pri- vate memoir of Paul Hamilton, through whose able administration of finances it became possible for the State to found the University. I respectfully recommend the publication of this monograph, which is one of the series prepared by the Bureau of Education. Very respectfully, yours, N. H. 11. Dawson, Commissioner of Education. CONTENTS. Chapter I. — Early Education in the Colony. Page " Beresforcl Bounty " School 15 The Downer Institute 16 Other Schools , 16 Charleston Library Society 17 Work of the Different Denominations 18 . Early Charitable Societies 18 The Wiuyaw Indigo Society 19 Early Private Schools 21 Education in the Colony 22 Yonth sent to England 24 Chapter II. — Education in the Academies. Academies in the State 29 Classical School of Mr. Christopher Cotes 30 Moses Waddel 37 George McDuffle , 44 Thorn well Orphanage : 50 Holy Communion Church Institute 50 Manual Labor Schools 51 Chapter III. — Collegiate Education. Influence of the University of Virginia 53 Eesults of the War 53 Theological Seminaries ...: 54 Chapter IV.— Educational and Charitable Institutions of Charleston. College of Charleston 56 Organization under Eev. Eobert Smith : 57 Various Teachers to 1824 58 Eev. Jasper Adams 58 Organization of the College 1 59 Course of Study 59 Attempt to Form a College Proper 60 Summary ef Eev. J. Adams's Work 61 Eeorgauization under Control of City Council 61 Invested Endowments : 62 Sketch of its History since 1837 63 Henry E. Shepherd, LL. D 64 Scholarships 64 7 8 CONTENTS. PabB Professor Agassiz and the Museum ^ Work of the College ^J Present Condition of the College ^^ South Carolina Military Academy - ^ Recent Development of the Military Academy ^'^ The Public Schools of Charleston "^^ Present Condition of the Public Schools "^^ Charleston Orphan House °^ The Earthquake 8a The Eeconstruction following the Earthquake 8G Chapter V.— Denominational Education. Erskine College - 88 Clark and Erskine Seminary ; 89 Organization of Erskine College HO Endowments 90 Graduates 91 Eev.E.C.Grier,D.D 91 Furman University 92 . Eichard Purman ■ 93 Plan for a National University 94 Founding of Furman Academy 95 Development of the University 95 Training of the University 97 Wofford College ' 98 Benjamin Wofford 98 Organization of Wofford College, 99 Debating Societies 100 Course in English , . 100 Graduates 101 Newberry College 101 Adger College 10:5 Female Education 103 Private Female Schools 104 General View of the Colleges for Women 105 Course of Study , 100 The Baptist School 108 The Methodist School 103 The Due West Female College 107 Eevivalof Efforts after the Civil War 107 The Williamston Female College 108 Chapter VI.— Free Schools and Education of the Negro. Early Free Schools , 109 General Francis Marion on Popular Education 110 Free School Act of 1811 Ill Need of a Superintendent 112 , Report of 1839 113 Later Statistics 115 Reasons for the Failure of the System 115 Free Schoolsin Charleston IIG Gradual Improvement in the System 117 System since the War ;- 117 Some Opposition 118 CONTENTS. y Page Present Condition of the Public Soliool System... 119 Winthrop Training School , 119 Training of Teachers 120 ■Peabody and Slater Funds 121 Education of the Negro 122 Claflin University 124 Allen University '. 126 Chapter VII.— South Caroli.va College. Economic Basis for the South Carolina College 127 Paul Hamilton 127 Need of a College 133 Founding of the College 134 Influence of the College 135 Organization and Opening of the College 136 Jonathan Maxcy 136 Course, of Study 137 Course in 183G 1 W Requirements for Admission Compared vrith Three Northern Colleges 140 Course' in History and Political Economy 140 Examinations ., 142 Honors 142 Scholarships 142 Thomas Cooper 143 His Personal Appearance - 14G His Character 147 Doctor Cooper as an Educator 148 His lufldel Views 149 Doctor Cooper on Geology and the Pentateuch 150 Investigation of his Teachings 151 Doctor Cooper's Defence on the Trial 151 His Works 153 Student Troubles 156 Duelling : 158 Religious Services 159 Robert W. Barnwell 159 Professor Robert Henry 160 William C. Preston 161 The Training of the College 161 Work of the College 163 James H. Thorn well 166 The "Bible" of the South Carolina College ,. 168 President McCay I'O Judge A. B. Longstreet .' 170 Francis Lieber .\ 171 Appointment to South Carolina College 173 Lieber as a Teacher 173 His Course of Study 176 Life at Columbia -' 178 His Writings at Columbia 1*^0 His Position on Partisan Questions , 181 Lieber and the Presidency of the College l''- Other Professors , If'-j Subsequent History of the College - 184 10 CONTENTS. Page Library of the College , 1*^5 Ee-organlzation of 1882 , 1^6 Opposition of the Denominational Schools 187 Present Condition 187 Cost to the State — Amount of Appropriations 188 Outline of Ee-organization of University of South Carolina 188 Conclusion 190 Chapter VIII. Bibliography of the History of Higher Education in South Carolina 193 APPENDIX I. Legal Title of the State Institution 199 Presidents of South Carolina College and University 199 Professors of South Carolina College 200 Professors of tlie Uni versity of South Carolina, 1 866 to 1876 201 Professors of the Agricultural and Mechanical College of South Carolina . ...; 201 Professors and Tutors of the South Carolina College, Ee-organized July, 1882.. 202 Faculty and Officers Elect of the University of South Carolina, May 9, 1888. . . 203 Students of South Carolina College and University 204 APPENDIX II. Education in South Carolina prior to and during the Eevolution ; by Edward McCrady, Jr 211 APPENDIX III. The Mount Sion Society 2.36 Present Condition of the College of Charleston 246 Distinguished Alumni of the College of Charleston 246 ILLUSTRATIONS. Page Thornwell Orphanage 50 Citadel Academy 7P Erskine College ■. 88 Furman University 92 Claflin University 124 Views of the South Carolina College : View of South Carolina College, Taken about 1850 134 Elliott College and Harper College 136 Front View of the Campus ; 136 Campus of South Carolina College 142 North Side of the Campus 148 Chapel 158 Professors' Houses 164 President's House ^ 168 LegariS College and Pinckney College 178 Eutledge College 182 Library 186 Library from Sumter Street 186 De SauBsure College 190 11 HISTORY OF HIGHER EDUCATION IN SOUTH CAROLINA. CHAPTER I. EAELY EDUCATION IN THE COLONY. After the unsuccessful efforts of the French to establish themselves in Carolina, came the English, a jjeople fitted by nature to rule and to colonize. They came over when Milton and Barrow, Locke, Tillotson, and Watts were still living, and the first struggles of the young colony were nearly contemporaneous with the founding of the Royal Society of London. Though there were no men among them eminent in the world of letters or of science, yet there were some who appreciated learnicg. As soon as the founding of the colon j- was accomplished, the colonists turned their attention to providing educational facilities for the coming generation. It was nearly thirty years after their first arrival and set- tlement on the Ashley that we have any account of their organized eiforts in a literary way. In 1C98 or earlier, a law was passed for " se- cpring the provincial library of. Charleston." ^ After this libraries were founded in nearly all the parisiies, but they were chiefly limited to the use of the ministers. The chief promoter of all this movement was Dr. Bray, of Charleston. Eeligious societies, which have always been one of the most important factors in the diffusion of knowledge in nearly all places, were also active in the movement in South Carolina. The Society for Propagating the Gospel in Foreign Parts, with head- quarters in London, was especially active in promoting the cause of the libraries. Finally the Assembly brought their management under a central control, and appointed commissioners to take charge of all the various libraries and attend to the lending of books. If anything was done for establishing schools before 1710, the rec- ords of such action are lost, though an act of that year recited that gifts had already been made for founding a free school. The acts of 'Eamsay's History of Sauth Carolina, p. 353. 14 HIGHER EDUCATION IN SOUTH CAROLINA. 1710 and 17 L2, i)rovidiiig for a free school at Charleston, may be con- sidered the earliest authentic record on the subject of schools in South Carolina. The preamble set forth "'the necessity that a free school be erected for the instruction of youth in grammar and other arts and sciences, and also in the principles of the Christian religion ; and that several well disposed Christians by their last will had given several sums of money for thefoundingofafree school."' Itwasthen provided among other things, that the preceptor ''should be of the religion of the Church of England and capable of teaching the Latin and Greek lan- guages." His salary of one hundred pounds yearly was to be paid out of the public treasury. In return for the free use of the lands and buildings of the school, he was to teach twelve scholars free, but to charge all others four pounds each per annum. Provision was also made for an usher, and a master to " teach writing, arithmetic, mer- chants' accounts, surveying, navigation, and practical mathematics." It was also enacted " that any schoolmaster settled in a country parish, and approved by the vestry, should receive ten pounds per annum from the public treasury;" and the vestries were authorized to draw from the same source twelve pounds towards building a school-house in each o^he country parishes. Here a general plan was formulated for the whole colony, but no provision was made for a central supervision. But during the same time the Church was erecting and managing schools. The missionaries addressed a letter to the Society for the Propagation of the GosiJel in Foreign Parts, and described the condition of the colony as in want of sufficient education. The Society heard the appeal and established a school in Charleston in 1711, under the care of the Eev. William Guy, A. M. It sent out missionaries, not only to preach, but " to encourage the setting up of schools for the teaching of children." Their school- masters were enjoined to "take especial care of the manners of the pupils in and out of school ; warning them against lying and falsehood and evil speaking ; to love truth and honesty ; to be modest, just, and affable; to receive in their tender years that sense of religion which may render it the constant principle of their lives and actions." It was not to be expected that the proprietary governors would urge the subject very closely upon the attention of jthe people, since the Con- stitution of John Locke contained not one word on the subject of edu- cation, though it did contain many foolish provisions forbidding law- yers, commentaries, and legal reports, and compelling a man to worship some Deity publicly or be driven from the colony, and- giving the mas- ter absolute power over his slave. But the first royal Governor, Sir Francis Nicholson (1721-1724:), was a great friend to learning, and un- der his influence many legacies were left to the schools. The private contributions and donations about this time, and for a few years later, were remarkably large for so small and weak a colony, its population ' Ramsay, pp. 354-55, EAKLY EDUCATION IN THE COLONY. 15 ia 1734 being only 7,333. As one instance among many it may be men- tioned that Mr. Wliitemarsb gave iive hundred ponnds to found a school in St. Paul's Parish. Other gifts also I'esulted in the establishment of schools, some of which are sketched in the following pages. "beeesfokd bounty "school. Eichard Beresford gave six thousand five hundred pounds for the advancementof " lib.eral learning " and for charity. This is the only colo- nial endowment still in healthy existence. The following interesting account by one of the present managers of tlac fund shows the careful management of this bequest from colonial times to the present, nearly two centuries : "One of the earliest bequests for the education of the poor in South Carolina was made by Eichard Beresford. He left England with his parents in early childhood, and, after a few years in Barbadoes, removed permanently with them to Carolina in 1G80. " Both he and his father became prominent in the affairs of the colony, and the son was so highly esteemed that many honors were conferred upon him at various times by tlie Commons House of Assembly of the province,. The bulk of his landed property was situated in the Parish of St. Thomas and St. Denis, near Charleston, and at his death^ in 1722, he left the sum of £0,500 currency in trust to the vestry of the Ei)iscopal Church of the parish, for the maintenance and education of the poor children of said parish. " For many years the incoma from this bequest was not sufficient to carry out fully the wishes of the testator, but gradually, as the princi- pal increased, a large number of poor children of both s^exes were well cared for and educated, in a capacious school-house erected for tlie purpose, the rector of the parish being the principal of the school, but the work of instruction being done by the assistant rector, with his wife as matron. "This continued until the Kevolution, and there were as manj^ as thirty scholars at one time in the school, the total assets of the bounty fund having reached £10,000 sterling. The capital was reduced by the general bankruptcy that followed, but, by careful management, from 1783 to 1861 the fund had accumulated again to about $70,000,. which included the value of the school-house and rectory. "The history of the management of the fund did great credit to the successive vestries in whose care it had been, and the total num- .ber of children who were clothed, housed, and educated during those many years was large. The disastrous ending of the Civil War to the South resulted in another diminution of the principal, and, at present, the entire assets amount to over $20,000. " The pap^h at present has lost much of its former population, and the Legislature has relieved the vestry from the necessity of housing, 16 HIGHER EDUCATION IN SOUTH CAROLINA, boarding, and clothing the children, but instruction is still given in the school-house, a large building at the village of Cainhoy on the Wando Eiver, the rector of the parish being the principal, and the work being done by an assistant." THK DOWNEK INSTITUTE. Another charitable school, while not so old as the preceding, was founded by Alexander Downer, an Englishman, in 1818. He was a member of the " Seceders," and the following account of the manage- ment of the fund is given by the present custodian, Mr. E. S. Ham- mond : " Mr. Alexander Downer, I have been told, was an Englishman, who came to this country very young, prior to the Revolutionary War. Two clauses from his will furnish somewhat of his history, as well as ex- plain his intentions : ' I give and bequeath to such of my blood relations as can provfe themselves so one hundred cents each, if called for in duo lime. Having been myself an orphan and having received a partial edu- cation at the Orphan House in Georgia, by which I have learned how to estimate the value of an education, and by which I have been able to obtain a sufficiency to support myself, my wife, and seven orphan chil- dren which I have raised, I do now feel an inclination and am willing lo dispose of the balance of mji estate for the benefit of the orphans of Edgefield District.' To this end he left three hundred acres of land and the proceeds from the disposal of twelve negroes and thebalanceof his personal estate to the establishing a school for orphans under fourteen years of age, ono-fourth to be taken from Eichmond County, Ga., and the balance from Edgefield District. About 1846 a school was estab- lished, the fund, though it had met several mishaps, having accumu- lated to about $20,000, in addition to a fine institute building, and about fifty acres of land, which continued in successful operation until inter- rupted by the War. Fifty orphans enjoyed its benefit during that period. The close of the War found the treasurer and securities, who were gentlemen of large wealth, insolvent, as were also all those who had received loans of the institute funds ; the building was in need of re- pairs. Owing to the condition of afl'airs during the period of reconstruc- tion, no inquiries were made or steps taken to secure any assets there might be. In 1878 the Legislature appointed a referee to look into the affairs of the fund and adjust them to the best advantage that could be, which adjustment has only this year been brought to a close, the fund at this time amounting to about $6,500." OTHER SCHOOLS. The two short sketches given above are illustrative of the beneficent bequests made for educational purposes from the earliest times to a date within the memory of men now living. But they are by no means EARLY EDUCATION IN THE COLONY. 17 the only ones. There were the Mount Zion, the St. David's, and the Camden Orphan Societies, the Cheraw Lyceum, the Ludlam Fund, the early free schools at Childsbury and Dorchester, and many others. In 1733 James Childs gave six hundred pounds for a school at Childs- bury. The inhabitants realized that this was a very small sum ibr founding a school and instantly resolved to increase it by subscrip- tion. Very quickly £2,200 additional were raised. Some of these schools were erected in retired, in some cases, romantic l)laces. The one at Childsbury was "just by a romantic little churcb, with its graveyard and solemn grove of live-oaks, from whose large and shading branches large masses of gray moss hang with almost archi- tectural arrangement, picturing to the fancy of the classical enthusiast Gothic arches and festoons and all the variety of tapestry and orna- ments." In 1734 an act was passed for erecting a school for children at Dor- chester, since " their parents are so well inclined to have them instructed iu grammar and other liberal arts and sciences, and other useful learn- ii}g," and their circumstances did not permit of their sending the chil- dren to Charleston to the free school there. It was provided " that the master of said school shall ♦ * * teach the learned languages, Latin and Greek tongues, and * * * catechise and instruct the youth in the principles of the Christian religion." These schools received the fostering care of the government, and were favored in' the taking up of lands, and further assisted by donations. These corporations formed a centre for the donations and bequests of the charitable. "From the triple source of tuition money, public bounty, and private donations, a fund was created which diffused the means of education far beyond what could have been accomplished by uncombined exertions conducted without union or system." OHAKLESTON LIBKAKY SOCIBTT. As illustrating the early efforts of the colonists to furnish facilities for education in a broad sense of the term, the history of the Charleston Library Society is interesting. This organization owes its origin to seventeen young gentlemen, who associated in 1748 for the purpose of raising a small fund to collect pamphlets and buy the current issues of the English magazines. Their views enlarged, and on December 2Sth of that year they formed a library society and made arrangements for getting books also. As they gradually increased their collection valuable additions were made by wealthy members depositing rare and costly volumes. On the outbreak of the War this slow growth ceased, and in 1863 it was thought safest to remove the books to Columbia, where they were deposited in the buildings of the State Uni- versity. Fortunately these rare treasures escaped the general destruc- tion of libraries in the State, and on the re-organization of the society 11406— No. 3 2 18 ■ HIGflEfi lifiuOATlON IN SOU'TS CAROLINA. in 1866 they were returned to Charleston ; but the building was in a dilapidated condition, the funds of the society were lost, and the wealth of its members destroyed. Indeed, very few were able to do more than pay the annual dues. By unwearied exertions the building was refitted, the debts paid off, and the subscriptions renewed. In 1874= the Appren- tices' Library Society, which was organized in 1824, united with the older association. The prospects of this united society are now very bright ; the volumes number nearly twenty thousand, and the annual income fropi various sources is over two thousand dollars.' ■WOEK OF THE DIFFEEBNT DENOMINATIONS. But while the State and private persons were establishing schools and promoting the cause of education, the various charitable and religious societies were not idle. They not only labored in the centres, but carried their work to the farthest outposts. The Presbyterians in the upper part of the State and the Church of England in the lower part placed the means of education within reach of all. The Presbyterian Church has always been among the foremost de- nominations in advancing the cause of education in this country, and was not laggard in upper South Carolina. The women especially valued an education "beyond all price in their leaders and teachers; and craved its possession for their husbands and brothers and sons." "Almost invariably, as soon as a neighborhood was settled, prepara- tions were made for iJreaching the Gospel by a regular stated pastor; and wherever a pastor was located, in tliat congregation there was a classical school."^ Toward the middle of the century the Baptists exerted themselves in the movement for providing the means of education. "Among the dif- ferent sects of Christians in South Carolina, none have made earlier or greater exertions for promoting religious knowledge than the Bap- tists." ^ They formed an association in Charleston in 1 752. In 1755 ■several of the members formed a society for "improvement in Christian knowledge," and the general committee provided for the education of students preparing for the ministry, and furnished a library for their use. The Independents also did something for the cause, but as they have never been strong in the State, of course they did not establish so many schools as other denominations. EAELY CHARITABLE SOCIETIES. There were several charitable societies in the early period that were active in providing for the education of orphans and the indigent. I From .a sketQli liy tlio libraiiim, Mr. Artluir Mazyck, iu Public Libraries of the Uniti'dStiitrH, pp. HH-l-Hrtli (Biiroan of Education, 1876). - Foote's Slictclies of Nortli droliiiu, p. Id. " Eamaay'a Soulb Caroli]i;i, Vol. II, p. 3G5. EARLY EDUCATION IN THE COLONY. 19 South Carolina Society, founded in 1737, for the free education, of the indigent of both sexes, had funds to the amount of $137,000 by the opening of the followiug century. The Fellowship Society was inau- gurated in 1769 to care for the lunatics. One of the most important of all these societies was the WINYAW INDIGO SOCIETY AT GEORGETOWN, founded for improving the cultivation of indigo — one of the chief sta- ples at that time — and for educating the poor. But it extended its work beyond that of a charity school, and for over " a hundred years was the chief school for all the eastern part of the country between Charleston and the North Carolina line, and was resorted to by all classes." Tradition relates its organization in the following entertaining way : '' The planters of Georgetown district, about the year 1740, formed a convivial club, which met in the town of Georgetown on the first Friday of each month, to talk over the latest news from London, which was never less than a month old; to hold high discourse over the growth and prosperity of the indigo plant, and to refresh the inner man, and so keep up to a proper standard the endearing ties of social life by imbibing freely of the inevitable bowl of punch. From the ini- tiation fees and annual contributions it "came to pass that about the year 1753 the exchequer became plethoric of gold, and the hearts of our founders overflowed with the milk of human kindness. * # » And hence it became the question of the hour, to what good purpose shall we devote our surplus funds ? As the tale runs, the discussion was brief, pertinent, and solid. At the close of it the presiding oflficer called on the members to fill their glasses, he wished to close the de- bate by a definite proposition ; if it met their approbation, each mem- ber would signify it by emptying his glass. He said : 'There may be intellectual food which the present state of society is not fit to partake of; to lay such before it would be as absurd as to give a quadrant to an Indian ; but knowledge is indeed as necessary as light, and ought to be as common as water and as free as air. It has been wisely or- dained that light should have no color, water no taste, and air no odor ; so indeed, knowledge should be equally pure and without admixture of creed or cant. I move, therefore, that the surplus funds in the treasury be devoted to the establishment of an iudependent charity school for the poor.' The meeting rose to its feet. The glasses were each turned down without soiling the linen, and the Winyaw Indigo Society was established. Such, in brief, was the origin of a society whose school has been the school for all the country lying between Charleston and the aSTorth Carolina line for more than one hundred years. In its in- fancy it supplied the place of primary school, high school, grammar school, and collegiate institute. The rich and the poor alike drank from 20 HIGHER EDUCATION IN SOUTH CAROLINA. this fouutaia of knowledge, and the farmer, the planter, the mechanic, the artisan, the general of armies, lawyers, doctors, priests, senators, and governors of States, have each looked back to the Winyaw Indigo Society as the grand source of their success or their distinction. To many it was the only source of education. Here they began, here they ended thai, disciplinary course which was their only preparation for the stern conflicts of life." ^ The following account by Dr. Manigault, who is most conversant with its affairs, gives the subsequent history of the society-school : " In South Carolina during the colonial period, and for many years afterwards, most of the customs and prejudices prevailed which were peculiar to England, and which were brought over with them by the steady flow of English settlers. This should be borne in mind in order to fully appreciate the situation in that. State, especially in the matter of education. This was by no means universal and free in the last century iu England, and it is only quite recently that provision has been made there for it to be compulsory among the children of the poor, who are either unable to defray the expense or indifferent to its advantages. South Carolina therefore was slow to adopt the modern views about edu- cation, and always has had a proportion of illiteracy among her whites. It is only since the State has undertaken the education of all classes without distinction that illiteracy has begun to diminish in amount. "Education previous to the State's interference was generally paid for by those who profited by its opportunities, although there are many striking instances in the history of the State of poor boys having been educated either as beneficiaries or through the agency of friends, who afterwards became distinguished in the professions. "Most persons who were able to do so sent their sons to England for their education, and the absence of a college previous to the Eevolution is easily accounted for when this fact is known. But that those par- ents who were able to send their sons away were not unmindful of the duty which they owed to the public, of assisting in the education of their poor neighbors, is fully proved by the existence of such schools in almost every parish of the sea-board of the State, which were more the centres of population in the last century than now. The only two endowments which have survived the events of that long period are the Beresford Bounty Fund and that of the Winyaw Indigo Society, although the latter association has only been able to save its school- house. " The Beresford Bounty Fund illustrates the philanthropy of only one person, whereas the Winyaw Indigo Society evidences the farsighted- ness of a number of prosperous indigo planters. It appears that their society was first started for convivial purposes, and the dues of mem- bers were paid in indigo. This, when sold, realized so handsomely, that after defraying the expenses of the monthly gatherings, there was ' Rules of the Winyaw Indigo Society. Cliarleston, 1874. EARLY EDUCATION IN THE COLONY. 21 a cousiderable balance left. The society maturely considered the pur- pose to which this balance should be devoted, and it was unanimously decided that it should be spent in the education of a limited number of poor children of the neighborhood. This occurred in 1756, which is the date of the founding of the school, and for over a century, until 1861, there was an annual average of about twenty-five children educated by the society. The present principal of the school, Mr. A. McP. Hamby, states that after a careful examination of one of the treasurer's state- ments of about the last named year, he accounts for an invested capi- tal of $14,640, bearing perhaps seven per cent, interest, the school build- ing and grounds being now worth ten thousand dollars. The annual dues of members added largely to the available income, and thus it can be understood how the poor children were maintained as well as edu- cated. " Some years after the school had been in- operation the trustees al- lowed the principal to receive fifteen pay scholars, for whose teaching he was paid $600, in addition to his regular salary of $1,000; and, if as many as fifteen more applied for admission, an assistant was then employed at a salary of $600. " The institution thus became an important grammar and classical school, on account of the efiaciency of its teachers, and was patronized by the people of a large area of country. After the Civil War the in- vested funds became valueless on account of the general bankruptcy that followed, aud the school building in Georgetown was occupied for over a year by the Federal garrison. It was during this occupancy that its library was scattered, and the books have never been recovered. " When the society were allowed the possession of their building again, they raised the sum of two thousand dollars as a nucleus of a new endowment. A part had to be spent in repairs, and the balance was gradually absorbed in making up deficiencies iu the teachers' salaries. There was therefore no other alternative, and the school was made a graded school and incorporated as one of the public schools of the State. This occurred in 1886, and for twenty years previously an annual average of about ten poor children were educated by the society." EARLY PRIVATE SCHOOLS. But these free, charity, and religious schools were not the only ones. A large part of the education was done by private schools and academies. And besides, many with families kept tutors trained in the universities of Europe for the education of their sons. All through the years down to the Eevolutionary War, as the country was settled, schools were founded. Among the large number was one in the Waxhaw settlement, which Andrew Jackson attended, and another on the Tiger Eiver, said to have been presided over by a kinsman of the present Gen. Wade Hampton. Although Jackson is generally considered an illiterate man, 22 HIGHER EDUCATION IN SOUTH CAROLINA. yet tliere is evidence to show that his ignorance was partly an affecta- tion. Partou says he attended some of the better schools of the coun- try, which were kept by clergymen of intelligence, who taught the languages in their schools. EDUCATION IN THE COLONY. During the Eevolution, the eftbrts in the cause of education did not cease entirely. Eev. George Howe gives an account of the formation of the Mount Zion Society for educational purposes the year after the battle of Fort Moultrie. The preamble commences with a quotation from Isaiah : LX, 1 : "Arise, shine ; for thy light is come, and the glory of the Lord is risen upon thee." This shows their hope and courage in the midst of the conflict. Its members were scattered over the State, and for this reason the meetings were to be held in Charleston. The school was probably continued until Lord Cornwallis occupied Winnsborough, in 1780, In 1783 the society met, re-organized, received new members, accepted donations of lands, and re-opened the school as a college under the act of incorporation passed in March, 1785.' A Catholic society was incorporated in 1778 " for the purpose of founding, endowing, and supporting a public school in the district of Camden."^ Another society was started in St. David's Parish. This society, St. David's, was organized ''purposely for founding a public school in said parish for educating youth in the Latin and Greek languages, mathematics, and other useful branches of learning." In these various ways schools were founded over the entire colony, and the work was not checked even by the Eevolutionary War.. At the close of the war, there were twenty -two grammar schools in the province.' In many of these, if not in all, instruction was given in Latin, Greek, and mathematics. But away out on the very frontier of the province, and where the country was sparsely settled, it was impossible to keep up schools for these subjects. The knowledge of the jieople was de- rived from the Bible chiefly, and what stray papers they could get, and " having but little to read, they read that little well." But this simple means of education was of great value to them. From the Bible they could get material for theological discussion, " moral philosophy, ancient manners and customs." From newspapers and orations, they obtained ideas of government, and knowledge of the improvements in the arts and sciences, and of the present state of the world. The qualifications for teachers were high for that time. The act of 1712 provided that they should be capable of teaching the Latin and 1 See Howe's History of tlio Presbyterian Cliurch, p. 449 and onward. The charter of tbe society is reprinted in full in Appendix III of this work. 2 See Statutes.at Large, Vol. VIII, p. 115. i^Edward McCrady ; Education in South Carolina, p. 34. EARLY EDUCATION IN THE COLONY. 23 Greek lauguages. The teachers iu the upper part of the State, which was not settled untLl the middle of the eighteenth century, were usually Presbyterian clergymen, and, in consequence, men of liberal education ; " some were excelleut arithmeticians, and read and wrote Latin flu- ently." Further, their duty often reqjiired them to draw wills and titles to lands, and make all difficult calculations. But the strongest testimony for the advantages offered in the province is given by Dr. Ramsay, who says : "The knowledge of grammar and of the Latin and Greek languages, and of mathematics, could be obtained in Carolina at auy time after 1712, or the forty-second year subsequent to the settle- ment of the province." ^ During the years before the Eevolution, that a good education could be obtained in the province is seen from the fact that Charles Pinckney, the eminent lawyer, statesman, and classical scholar, and Edward Kutledgc, the brother of John Eutledge (second Chief-Justice of the United States), and Dr. Wells, who "promulgated the first comprehen- sive theory of dew," were all educated within the province, and at Charleston. While there was no general school system for the whole province under the authority of the government, yet, through the charitable and religious schools, and such free schools as were founded by the govern- ment, the means of education were placed within reach of all. There were no colleges, it is true, but the instruction given in the grammar schools was probably as advanced as that given in some colleges of the period. Some of the academies of to day are far more thorough than many so-called colleges and universities. The nature of the education given in the colleges of that period is. seen in the following quotation: "The four years of residence at college were spent in the acquisition of Latin and Greek, a smattering of mathematics, enough of logic to distinguish barbara from celarent, enough of rhetoric to know climax from metonymy, and as much of metaphysics as would enable one to talk learnedly about a subject he did not understand."^ The main stress in these colleges was laid on the study of Latin and Greek, and both tongues were provided for in the grammar schools in South Carolina; yet, in spite of all this, the author of the popular History of the People of the United States, stated, it is to be feared, without suffi- cient examination, that "in the Southern States education was almost wholly neglected, but nowhere to such an extent as in South Carolina. In that colony, prior to 1730, no such thing as a grammar school ex- isted. Between 1731 and 177G there were live. During the Eevolution there were none."^ He gives the chief historian of South Carolina as his authority, Dr. Eamsay, who wrote a cljapter on the literary and educational features of the State. At the end he summarized, but sum- i Kamsay, Vol. II, p. 358. »McMaster, Yol. I, p. 27. 24 HIGHER EDUCATION IN SOUTH CAROLINA. marized incorrectly. Mr. McMaster contented himself with the summary. If he had only devoted a few moments to the preceding pages of the chapter ho would have seen that Dr. Eamsay himself had contradicted his own summary. Dr. Eramsay's testimony is very clear that the in- terests of education were not neglected in the early years of the prov- ince ; for he shows that the young colony, as soon as it was firmly es- tablished, "adopted measures for promoting the moral and literary improvement of themselves, and particularly of the rising generation." He clearly states that in the years 1712 to 1730 a knowledge of grammar, and of the Latin and Greek languages, could be obtained in the colony. Education in South Carolina has always been largely provided for in private schools, instead of in the public schools as in many North- ern States. There is ample evidence of the existence of many private schools alongside the five free ones noticed by Dr. Eamsay. This au- thority also says that " the number of individuals who could afford to maintain private tutors increased in like manner." ^ Many schools were established by societies formed for charitable and other purposes, and located in different parts of the State, in the districts of Mnety- Six, York, and Lancaster, and other places. Besides, a large number were educated at an academy, " Liberty Hall," just over the North Carolina line. Nor did the activity in founding new schools cease with the opening of hostilities. The religious societies went on establishing new insti- tutions, and the Legislature continued to incorporate them. Of course, after the fall of Charleston in 1780, when the State was overrun by the enemy, but little attention could be paid to the cause of education. But at the " close of the Eevolution there were eleven public and three charitable grammar schools, and eight private schools, of which we know ; that is, twenty-two schools in the twenty-four parishes and dis- tricts into which the State was then divided." ^ It was in these schools that Charles Pinckney, Edward Eutledge, and Dr. Wells were trained. YOUTH SENT TO ENGLAND. Although there were good facilities in the colony for a grammar- school education, all parents were not satisfied with them, and many sent their sons to England for more advanced training. This was espe- cially true of the low country around Charleston, where the intercourse with the mother country had always been close. This desire for Eng- lish manners and culture survived even the War of Independence and an Englishman maintained a large training school in Charleston by modelling his course and management after those of English schools. Owing to the ready sale of their rice and indigo, the planters of this colony were probably better able to bear such expense than the inhab- " Eamsay, Vol. II, Cliap. 9. a MoOrady, p. S4^ ^ EA.ELY EDUCATION IN THE COLONY. 25 itants of any of the otlier colonies. They had amassed enough wealth to travel through Europe as gentlemen of leisure, and to lend large sums to the colonial government at the declaration of independence. Some even owned their town dwellings abroad. Balph Izard main- tained an establishment in London, and travelled through France, Italy, and a part of Germany. Gabriel Mauigault lent the Government two hundred and twenty thousand dollars on the outbreak of hostilities. There is not only strong corroborative proof of the ability to send sons to Europe, but ample testimony that it was really done. Among other Carolina youth who were sent to England for this purpose, there were Arthur Middleton, Thomas Heyward, Thomas Lynch, Jr. (three of the signers of the Declaration of Independence), John and Hugh Eutledge, C. C. Pinckney, Thomas Pinckney, W. H. Drayton, Christo- pher Gadsden, Henry Laureus, John Laurens, Gabriel Manigault, Will- iam Wragg, and John Forcheriud Grimk^, Dr. Gabriel Manigault, of the College of Charleston, kindly furnished the following list of names of Americans who were admitted to the London bar in the last century, and a slight glance at it will show how South Carolina led the other colonies, having forty-four out of a total of one hundred and fourteen; the next State, Virginia, having only seventeen. EXTRACT FROM THE NEWS AND COURIER, CHARLESTON, S. 0., JANUARY, 1870. Tlie English papers puWisli a list of the Americans admitted in the last century as members of the Loudon Inns of Court, to plead at the bar in the English courts of com- mon law and equity. It will be seen that South Carolina leads all the other States handsomely ou the list. Middle Temple. Edmund Key, Maryland, 1759. Alexander Lawson, Maryland, 1759. William Faunttoroy, Virginia, 1760. William Livingston, New York, 1761. Eobert Livingston, New York, 1761. Lloyd Dalany, Maryland, 1761. Joseph Teates, Pennsylvania, 17Ca. Gabriel Cathcart, North Carolina, 1763. Nicholas Wain, Pennsylvania, 1763. Joseph Reed, New Jersey, 1763. William Hamilton, Pennsylvania, 1764. C. C. Pinckney, South Carolina, 1764. John Mathews, South Carolina, 1764. Thomas Heyward, South Carolina, 1765. James Wright, Georgia, 1766. Edward Eutledge, South Carolina, 1767. Paul Trapier, South Carolina, 1767. Thomas Lynch, South Carolina, 1767. Gnstavns Scott, Virginia, 1767. Alexander Moultrie, South Carolina, 1768. Blchard Shubriok, South Carolina, 1768. Philip Neyle, South Carolina, 1768. James Peronneau, South Carolina, 1768. William Oliphant, South Carolina, 1769. James F. Grimk^, South Carolina, 1769. Henry Lee Ball, Virginia, 1769. Richard Tilghman, Pennsylvania, 1769. Daniel Dulany, Maryland, 1770. Phineas Bond, Pennsylvania, 1771. Walter Atchison, Virginia, 1771. Cyrus GrifiSn, Virginia, 1771. William Ward Barrows, South Carolina, 1772. William Heyward, South Carolina, 1772. Edward Tilghman, Maryland, 1772. John Laurens, South Carolina, 1773. Henry Lee, Virginia, 1773. Richard Beresford, South Carolina, 1773. Charles Pinckney, South Carolina, 1773. Nicholas Maocubbin, Maryland, 1773. Thomas Shubrick, South Carolina, 1773. Jared Ingersoll, Pennsylvania, 1773. 26 HIGHEK EDUCATION IN SOUTH CAROLINA. Heniy Nicholas, South Carolina, 1773. John Priuftie, Soutli Carolina, 1773. Joseph Ball Dowumau, Virgiuia, 1773. Arthur Lee, Virginia, 1773. Moses Franks, Pennsylvania, 1774. Benjamin Smith, South Carolina, 1774. William Smith, South Carolina, 1774. Robert Milligan, Maryland, 1774. William Simpson, South Carolina, 1775. John Parker, South Carolina, 1775. Hoyt McCall, South Carolina, 1775. William Sumner Powell, Massachusetts, 1776. Charles Brioe, South Carolina, 1776. James Simpson, Georgia, 1777. William Roberts, Virginia, 1781. James Smith, South Carolina, 1781. William Kawle, Pennsylvania, 1781. Joseph Manigault, South Carolina, 1781. Daniel Horry, South Carolina, 1781. Peter Poroher, South Carolina, 1783. John Gaillard, South Carolina, 1783. Theodore Gaillard, South Carolina, 1782. Archibald Young, South Carolina, 1782. Thomas Simons, South Carolina, 1783. William Mazyck, South Carolina, 1783. Benjamin Chew, Pennsylvania, 1784. John Saunders, Virginia, 1784. Philip Key, Maryland, 1784. William Vars Murray, Maryland, 1784. J. Leeds Bozmar, Maryland, 1785. Robert Alexander, Virginia, 1785. George Boon Roupell, South Carolina, 1785. Henry Gibbes, South Carolina, 1785. William Allen Deas, South Carolina, 1786. Inner Temjale. Philip Alexander, Virginia, 1760. William Pace, Maryland, 1762. Alexander White, Virginia, 1762. Edmund Key, Maryland, 1762. Lewis Boswell, Virginia, 1765. William Cooke, Maryland, 1768. James Lloyd l^ogers, Maryland, 1768. John Peronneau, South Carolina, 1778. Keau Osborno, America, 1772. John W. Irwin, America, 1772. Gibbes W. Jordan, America, 1773. S. George Tucker, Virginia, 1773. James McKeely, Virginia, 1775. William Houston, Georgia, 1776. Francis Corbin, Virginia, 1777. Daniel Leonard, Virginia, 1777. William Robert Hay, Virginia, 1781. George Tyson, America, 1781. John Kilsall, America, 1783. Francis Rush Clark, America, 1783. Carter Braxton, America, 1783. James Robertson, America, 1783. Richard Foster Clark, America, 1785. John Wentworth, America, 1785. Lincoln's Inn. Philip Livingston, New York, 1761. Arthur Lee, Virginia, 1770. William Vassell, Boston, 1773. Francis Kinloch, South Carolina, 1774. William Walton, South Carolina, 1775. John Stuart, South Carolina, 1775. Peter Markoe, Pennsylvania, 1775. Benjamin Lovell, Massachusetts, 1776. Robert Williams, South Carolina, 1777. Gabriel Manigault, South Carolina, 1777. Clement C. Clarke, New York, 1778. Alexander Gordon, South Carolina, 1779. Richard Henderson, Maryland, 1781. Neil Jamieson, New York, 1782. Thomas Bee, South Carolina, 1782. Hugh S. Legar6, one of the most finished scholars of the State, said in Lis essay on classical learning: "Before, and just after the Eevolution, many, perhaps it would be more accurate to say, most, of our youth of opulent families were educated at English schools and universities. There can be no doubt their attainments in polite literature were very far superior to those of their contemporaries at the Korth, and the standard of scholarship in Charleston was consequently much higher than in any other city on the continent."' ' Legarfi's Writings, p, 7. EAELY EDUCATION IN THE COLONY. 27 Dr. Samuel Miller, of Princeton, iu 1808, expressed his belief that ''■' the learned languages, especially the Greek, were less studied in the Eastern than in the Southern and Middle States, and that while more individuals attended to classical learning there than here, it was at- tended to more superficially. The reason is, that owing to the superior wealth of the individuals in the latter States, more of their sons were educated iu Europe, and brought home with them a more accurate kuowledgo of the classics, and set the example of a more thorough study." ' Dr. Eamsay assumed that it was a regular thing for young meu to be sent to Europe for training, and partly attributes to this fact the large share of national honors received by South Carolina for the first quarter of a century after the formation and adoption of the Constitution, no State having more except Virginia. He also says that " none of the British provinces in proijortion to their numbers sent so many of their sons to Europe for education as South Carolina." The natives of this colony, the historian Eamsay says, "from thejr superior knowledge, were eminently useful as civil and military offlcers in directing the efibrts of their country in defence of their rights."^ They were not biassed in favor of England, as were some from other colonies, and it was this fondness for the mother country that Wash- ington mentioned " as a source of serious regret," and that he assigned as a reason for the establishment of a central university. In this early period, not only was education fairly provided for in the free schools, charitable institutions, and by private tutors, but the income of the planters and merchants was sufficient for a large number of the youth to be trained in England. ' Howe's History of the Presbyterian Church. ' Eamsay, Vol. II, Ciap. IX. CHAPTER II. EDUOATIOIJf IN THE ACADEMIES. While the facilities for a fair education were provided iu the young colony, yet there were no colleges even in name till 1785, and none in fact till after 1804. Those young men who desired an education higher than was provided in the existing institutions were forced to go North or to Europe. Even after the foundation of the South Carolina College many South Carolinians went outside their State for a more advanced course. But the standard in the State institution was high, and there was plenty of room for the academies to live as training schools for it and for Northern colleges. Besides, it seems to have been not unusual to prepare boys, not merely for the first year, or Freshman class, but even for the Junior class, or the third year. There was ample room for the secondary schools, and men of high character, peculiarly fitted by nature to train boys, planted schools all over the State, and kept up a high standard of excellence through the strength of their own personal- ity. In remote parts of the State, such schools were the only means of education for a large part of the surrounding country, and the results of the training given at some of them were shown in a remarkable way in the prominent men whom they educated. The country was newly settled, and the manners of the people were not polished. "Moral suasion," if unsupported by stout hickory switches, was not a strong, controlling factor. Discipline was rigorously main- tained through fear of the ever-ready rod. Whipping of the severest kind was administered for mest offences. All were whipped, both boys and girls. It was a favorite boast with iron-willed men that they whipped all, from the young man of twenty-three to the child of six or eight. Parents demanded strict discipline for their children, and the teachers gloried in administering it. The scholars did not feel at ease unless the new teacher followed the precepts of Solomon as to corporal punishment. The school-master, no matter how good his discipline, how thorough his teaching, was thought ineflQcient and cowardly if he did not use the rod. La Borde gives a faithful picture of the barbarous treatment that scholars received at the hands of their masters : "Among my early teachers was Robert L. Armstrong, who taught for four years in the Edgefield Village Academy. Ho was from York 28 EDUCATION IN THE ACADEMIES. 29 District, in our State, and a graduate of our college. He was remark- able for his industry and strict discipline. The academy prospered under his direction— students poured in from the contiguous districts, and not a few came from Georgia. Mr. Armstrong was a gentleman, and though I never received the lash from him, I must speak in terms of disapprobation of his whole system. His severity was extreme. He appeared to think that the lash was everything. He whipped without mercy. One hundred lashes with a tough hickory were often inflicted. I have seen the blood run down the legs of many a poor boy to the floor. Every day the system of flagellation was regularly going on, but Monday was peculiarly appropriated to this purpose. Some score of boys always appeared at school on this day with their legs padded and covered by an extra pair of pantaloons ; but our shrewd master was not to be taken in by such a stratagem, and going at his business with a renewed spirit, he never stopped until he had made his way through padding, breeches, and all, to the skin. I have seen him ruin many a pair of heavy winter pantaloons at a single whipping."' ACADEMIES IN THE STATE. These training schools were scattered over the State. One of them. St. David's Society, drew students from Oheraw to Georgetown. The method of discipline there is illustrative of the general system of man- agement in schools of that day. An old student of the academy wrote : " The rod, the dungeon^ and the fool's cap reigned supreme. I have seen them all in full operation." At Mount Zion the most distinguished principal was James W. Hudson, who taught there from 1834 to 1858. He drew students, several hundred in number, from the Southern States. Twenty mem- bers of his first class were admitted to South Carolina College after his death. In the western part of the State was the famous Mount Bethel Academy, near dewberry Court House. Col. E. Hammond, the father of Senator J. H. Hammond, was principal for a number of years. He was a graduate of Dartmouth College, a classmate and in- timate friend of Daniel Webster, and he secured for the school a high reputation.^ Farther west, in Abbeville County, was the school of James L. Les- ley, who taught several men afterward of State reputation : Edward Noble, B. W. Simkins, Whitfield Brooks, J. M. Lipscomb, and Judge McGowan. Not far from him was M. J.Williams, among whose students were Gen. M. W. Gary, and Judges Kershaw and Wallace. Farther north, in Anderson County, was a well-known school whose name was made by one man, Wesley Leverett. His most famous pupil is now Senator Joseph E. Brown, who received nearly all his education there. The wonderful progress of this eminent politician and railroad man- ' Memoir of M. La 15orde, in History of South Carolina College, p. 8. »De Bow's Keview, Vol. XXIV, p. 339 (1858). 30 HIGHER EDUCATION IN SOUTH CAROLINA. ager of Georgia " can be understood when it is known, that in two years' study from the groundwork, young Brown fitted himself to enter an advanced class in college."' In Charleston, also, there was a flour- ishing school, kept by an Englishman, the following sketch of which has been prepared by Dr. Manigault : THE OLASSICAL SCHOOL OP MR. CHRISTOPHER COTES. " The history of education in South Carolina, especially along the sea- board, would not be complete without a notice of a celebrated private school which flourished in Charleston between the years 1820 and 1850. " The principal of the school was Mr. Christopher Cotes, an English- man, who had received a thorough school education in his own coun- try, and, without going to one of the Universities, had commenced life as an employ^ in the commissary department of the British army in Spain. "At the reduction of the army which followed the events of 1815, he emigrated to America, and soon became established in Charleston as a successful schoolmaster. He seems at an early day to have gained the confidence of the community, and the boys who were placed under his charge were principally the sons of well-to-do parents ; so that it was generally considered that Mr. Cotes only received as scholars those whose families were socially and financially prominent. " This was true to a certain extent; for it never was whispered among the boys that there was a beneficiary among them, and it may well be doubted whether any such was ever included among Mr. Cotes's schol- ars. But there was another reason for his success, which was as fol- lows : "Mr. Cotes represented the English idea in his conception of educa- tion, although he was gradually obliged to introduce innovations which were demanded by the parents as well as by the teachers. If left to himself the curriculum of his school would probably have been identical with that of the typical English ones, with the classics, mathematics, and history constituting the essential features. As the writer knew the school, there seemed to be the same variety of subjects taught as in the other less important schools of the same city, the classics and mathematics, however, being the most important branches. " But the feature in American school education to which he was entirely indifi'erent, and which was actually forced upon him by the nature of his surroundings, was oratory. Mr. Cotes was thoroughly English in his patriotism as well as in his education, and he had supreme contempt for the utterances contained in the extracts from American speeches of the Eevolutionary period, which formed a large part of a text-book for boys known as the United States Speaker. " It seems that in ]!]uglish schools the boys are never made to practice ' Avery's Historj' of Georgia, p. 11. EDUCATION IN THE ACADEMIES. 31 public speaking, and, in addition to his annoyance at being obliged to listen to the speeches which were abusive of Old England, and of which thescholars seemed never to tire, he considered the exercise asuotbelong- ing strictly to a correct system. As a compromise, therefore, between the two extremes of being obliged to have the exercis'es, and of being forced to listen to assertions which were wounding to his feelings, he expressed great satisfaction on a certain occasion, when one of the clever boys of the school ascended the little platform and delivered in Latin a passage from one of Cicero's orations. There was no oratory dis- played in the efibrt ; it was simply the repeating from memory of a cer- tain amount of Latin. Mr. Cotes was gratified at the welcome change, and the innovation was repeated by many of the other boys in order to I)lease him. " The other cause, therefore, of the success of the school was that it was modelled after those of England as far as it lay in his power, and as far as the requirements of a different country could permit. This suited precisely the wishes of those Charleston parents whose fathers had been educated in England, and who were of the opinion that the school system in that country was in every respect the best. As soon as his ability was recognized, Mr. Cotes received the patronage of a large number of families, and, with his school averaging for many years over one hundred boys, each one paying $100 for the year, he was able to employ the best of assistants, to contribute from his annual savings towards the support of his aged father and mother at home, and to lay up a certain sum for his own maintenance in old age. The two assist- ants who remained with him the longest were the two brothers Messrs. William J. Lesesne and Isaac Lesesne, both of whom had been his schol- ars. . " Mr. Cotes, although he had not received a university education, was perfectly competent as a teacher of the classics and mathematics, in consequence of his thorough training in an English school. He pre- pared many youths for the South Carolina and Charleston Colleges, and a few for Harvard, Yale, and Princeton. They were usually well pre- pared, and the professors of the two first-named institutions had fre- quently occasion to bear testimony to the thorough grounding of those who had been his scholars, in both the classics and mathematics. Several boys from his school went afterwards to the school of the Eev. Dr. Muhlenberg, at College Point, near Flushing, Long Island, to prepare for Yale and other colleges, and the teachers soon observed how well they were grounded in the classics. "lu regard to mathematics, the writer, at an early age, had the op- portunity of observing for himself Mr. Cotes's ability to make the sub- ject of algebra clear to a class of boys. A year before the class came under his supervision, while it was still taught by one of the assistants, Mr. Cotes called the class to his room for an hour, three days iu the week, and, with much patience, instructed them in the elements of 32 HIGHER EDUCATION IN SOUTH CAROLINA. algebra from a little text-boot which, by its simplicity, was well suited to the purpose. The solution of the questions in the book was made by algebraic formulae. The interest which he took in making each boy, one after the other, go through the reasoning which was necessary in order to reach a solution of each problem, showed that he did not per. form his duties in a perfunctory way, but that he had the real inter- ests of his pupils at heart. "The younger classes were practiced daily in spelling, arithmetic was carefully taught, geography was made more simple by the boys being obliged to prepare drawings of maps, and a good handwriting was encouraged by the regular employment of a competent instructor; French was the only modern language for which there was a teacher, but he was always a native Frenchman; rhetoric, composition on some subject suitable to the capacity of each class, also occasionally a text- book for the younger classes which gave them an insight into common everyday matters. All these combined made the school so completely equipped, that he who was not able to profit by the opportunities offered was indeed a dunce, and one of the peculiarities of Mr, Gotes was the little sympathy he displayed for that variety of school-boys. As soon as one such became unmistakably apparent his departure from the school was encouraged. " In addition to the opportunities for instruction which have been enumerated, he procured in England a large telescope which cost sev- eral hundred dollars, and a philosophical apparatus for the advanced classes. It is the writer's belief, however, that he found that astron- omy and natural philosophy were more suited to college students, and he consequently abandoned the effort to teach them in his school. " There still remains to explain the mode of punishment which was practiced in the school, and the way in which its discipline was main- tained. As an Englishman Mr. Cotes never gave a thought to any other system but the birch, but, on account of its scarcity in America, he substituted the rattan, as being an implement more lasting and con- venient to handle. He reserved the chastising of the boys exclusively for himself, as he had observed that the assistant teachers sometimes lost their tempers when punishing a boy in the classes, and he not un- frequently lost his temper himself with those classes which recited to him, and became unnecessarily severe. During school hours any boy requiring correction for misbehavior was sent to the principal for pun- ishment and when the hour for the dismissal of the school had arrived those boys who had received bad marks from the assistant teachers for their lessons remained, and Mr. Cotes visited the various rooms and dealt out the rattan in such amount as he copsidered the various marks called for. " Forty and fifty years ago corporal punishment was practiced in all the Charleston schools without any doubt as to its propriety. There was probably not one boy, of the many hundreds who attended Mr. EDUCATION IN THE ACADEMIES. 33 Ootes's school, who could boast of never having been toached by Bis rattan, and the writer has yet to hear of any one of them who is not convinced that the experience was a wholesome one. " Mr. Cotes visited Paris in the summer of 1847, during one of his oc- casional trips to England. At that time the writer of this paper was at school in that city, and Mr. Cotes took the opportunity of inspecting the school in company with the writer's father. He had a fair knowl- edge of French, which, however, he had not learned at school, for no modern language was taught at the English schools during his boy- hood; but he was not able to converse in the language at any length, and it was necessary to interpret for him. He paid a long visit and exchanged views on various educational topics with the French schoolmasters. When the subject of punishments which prevailed in Prance and in England was discussed, the Frenchman gave it as his opinion that corporal punishment was unseemly and brutal, and stated it was altogether a thing of the past in France. He explained that the French way of correcting school-boys was to keep them in daring rec- reation hours, and make them employ their time in writing a certain number of lines of poetry — the system applicable only to boarding; schools. For good recitations and good behavior they were entitled to certificates which were worth a certain number of lines of poetry, and when one had misbehaved or missed a lesson, and the punishment of a number of lines was inflicted, he could pay the debt with one or more of his certificates. In this way many a boy passed through his school days in France without losing a single recreation hour; but there were also a number of incorrigible ones in every school who were, by nature, fond of writing poetry and who, during the scholastic year, had very few hours of boyish enjoyment and fun. It is understood, of course, that the poetry alluded to was copied, and not composed. The French, man. Monsieur Penant, spoke with emphasis in his denunciation of cor- poral punishment, which he seemed to know was practiced on the other side of the Atlantic, and Mr. Cotes winced slightly at hearing what he said. He did not reply directly to Monsieur Penant, but turned to the others and said in English : 'The schoolmasters of England long ago concluded that, if they should abandon the rod, the time would soon come when the boys themselves would be masters of the schools, and its continuance is a matter of absolute necessity.' r "Monsieur Penant, as a Frenchman, was as patriotic as Mr. Cotes was from his stand-point of an Englishman, and each one was perfectly satisfied that everything in his own country was of the best. Both were under the erroneous impression which had been fostered for generations concerning the habits and customs which were peculiar to the other's country, and the crushing defeats that the French had suffered at the hands of the Englishmade the former averse to anything like friendliness. The entente cordiale of 1854 and 1855 had not yet been reached, and every Englishman was .still the natural enemy of every Frenchman. 11406— No. 3 3 34 HIGHER EDUCATION l^f SOUTH CAROLINA « Monsieur Penant's school, situated near the Havre railwaj' station, was a large day school with only room for twenty-five boarders, most of whom went daily to the GolUge Bourbon near by. The building was small and old-fashioned, but every thing was kept scrupulously clean, thanks to the exertions of his industrious wife, and his supervision of all the studies was constant and unremitting. Many American boys had been under his care, and he had succeeded wonderfully in teach- ing them the French language. But he had found them unruly and diflQcnlt to control, and he announced definitely that he preferred not to have any more. " With regard to the two systems of punishment, the writer, having had the opportunity of experiencing both, may be pardoned in making a passing remark upon them. In the English schools, or in those modelled after them, like Mr. Ootes's school, a spirit of truthfulness is encouraged and developed by the modes of management. A boy who stands up manfully for his punishment, and, after school hours, is allowed some liberty and not confined to the four walls of either the school building or recreation grounds, as is the case in the Paris schools, where he is eternally watched by one of the assistant teachers, becomes, as a man an altagether different being from one who has been under the French system. Prevarication, on the other hand, is a common vice in French schools, and it seems to be favored by the system. The com- plicated arrangement by which a college like the Golldge Bourbon, known as a college emiterne, from its not having accommodations for boarders, but receiving its pqpils twice a day from neighboring schools and private dwellin gs, adds also to the opportunities for deception and falsehood on the part of the boys, is too long to explain in detail. The lessons for the morrow are indicated by the professor at the college, but are studied and recited at the schools, and the record books by which the recitation marks are conveyed to the professor, who examines each one carefully, are an endless subject of trickery. English and American parents have often been warned against this prevaricating feature in Parisian boarding-schofils. If a boy has not already had cor- rect principles instilled into him, he runs the risk of not holding the virtue of truthfulness in proper respect in after life in consequence of the association. "Is it not probable that the independent manliness of the English- man, who is found in almost every quarter of the globe, thus securing to his race so much valuable new territories, is partly the consequence of the liberty which is allowed him as a boy ? While the Frenchman, who is kept in leading-strings until manhood, is characterized by an unwillingness to leave his own country, and an almost total absence of success out of France in the higher branches of commercial and finan- cial venture. " While on the subject of French schools, with a pamphlet before the writer to refresh his memory, which contains the addresses at the dis- EDUCATION IN THE ACADEMIES. 35 • tribution of prizes at the College Bourbon in August, 1847, aud the names of the successful competitors, it can be observed in it that, lim- ited as the curriculum of English schools then was, the scope of the studies in French colleges was smaller still. Boys go to these colleges from eight and nine to nineteen and twenty, and, with the exception of arithmetic and geography in the two youngest classes, until the seven- teenth year, there is nothing taught beyond the classics and history. Mathematics is introduced only during the seventeenth year. This is a striking fact, the evidence in favor of which is undoubted, and, after all that has been said about education, it seems to prove what has been often asserted — that it is much more a training of the mind than a storing of knowledge. It would seem then that Mr. Cotes was work- ing in the right direction when he took so much pains with that class of small boys in algebra. It was not so much the rudiments of the science he was teaching them, as that-he was exercising their minds to reason out the solutions of the problems. "After his scholars had reached their thirteenth and fourteenth years he generally ceased to punish them. He was not a muscular man, and would probably have had the worst of an attempt to correct a boy of fifteen or sixteen if there was resistance, and it was well understood throughout the school that if a larger boy who absolutely required punishment should try to prevent its being administered he would be immediately expelled. Such a case occurred under the writer's ob- servation, and there was no hesitation in enforcing the determination. "Mr. Cotes injured himself and his school by his indifference to elocution. There were other schools in Charleston, not having the same prestige and reputation, where great attention was paid to it. Their public exhibitions would be visited by his pupils, and the excellent oratorical displays of school-boys were listened to attentively, with a feeling of wonder that no efforts were made by Mr. Cotes to develop the talent in his school. Paul H. ^ayne, the poet, became one of his scholars after having been for some years at another school, where great pains had- been taken to make him a public speaker. For a youth at school his declamation was very creditable, and so great was the interest felt by the other boys in his appearance on the speaker's platform, that it was always known the day before that his time had come, and the school- room the next morning was crowded with eager listeners. The speech was usually well memorized, and the audience invariably interested and attentive — the principal alone being indifferent and unmoved. "When Mr. Cotes first arrived in Charleston he came as an entire stranger, not having had with him any letters of introduction. He be- came known, therefore, by the sheer force of his ability as a teacher, and, when his reputation had become established, and he had become a person of some importance, he enjoyed frequently the hospitalities of those families who were his patrons. It was grateful to him to be thus recognized, although he was naturally of a retiring disposition, but it 36 HIGHER EDUCATIOIf IN SOUTH CAROLINA. became the occasion of his exhibiting the only weakness that could be charged against him. His partiality for those boys who were the sons of his hosts was marked, and apparent to the rest of the school. There was one redeeming feature in it, however, that should be mentioned. It was, that his natural antipathy to all dunces was so inveterate that it would have been impossible for him to show any partiality for one, however great the social eminence of the father might be. He gave the name of ' twopenny ' to one of this genus on a certain occasion, and he was known forever afterward by that sobriquet. '' He was spare of person, of medium height, and had lost an eye — the cause of this misfortune having never been explained by him. He was a faithful adherent of the Church of England, and attended regu- larly the services of St. Philip's Church in Charleston, accompanied by as many of the boys who boarded with him as his pew could contain. During a part of his sojourn in Charleston he kept a pair of horses, and drove them constantly himself in the afternoons. Sometimes he would take one of his pupils with him, and, more than once, when alone, upon meeting one away from his home, he would invite him to take a seat with him. He also occasionally allowed one or more of his favorite boys to ride the horses. 'This pair seemed to be the only luxury he allowed himself, as his tastes were simple, and he thus was able to provide fully for old age. Beading and study were the principal occupations of his spare time. "At length the constant strain of an occupation which, of all othersi is the most trying to the temper, began to tell, and signs of failing com- menced to appear. During the winter of 1848-49 he had a slight stroke of paralysis, and when he returned again to the school-room, after a ten days' confinement to his bed -room, his appearance was much changed for the worse. In the spring he made another trip tb England, where he spent the summer, and returned in the fall somewhat improved in health. But he found that permanent recovery was impossible, and, after an- other year, he gave up the work altogether, and resigned his school to his successors. Upon returning to England to end his days, he resided at Newington Eectory with a brother, the Eeverend Septimus Cotes, a clergyman of the Church of England and rector of Newington, near Wallingford, nine miles from Oxford. He here lingered in feeble health until his death in 1856. "After his permanent return he was visited by several of his American friends and former pupils who happened to be in England, and, although wasted by disease, he exhibited an interest in many, after whom he especially inquired. " Mr. Cotes invested in the United States a considerable sum from his earnings, and in his will he left as his executor a prominent citi- zen of Charleston who had been his life-long friend. The property yielded a good return, and, when the late war was over, there was a considerable sura accumulated from the interest due. When this was EDUCATION IN THE ACADEMIES. 37 iu band, the Reverend Mr. Cotes, who still lives at an advanced age, having been informed of the i)ecuuiary distress then prevailing at the South, especially among those who had been wealthy, instructed the executor to distribute among the most needy of his brother's former scholars or their families the entire sum that had been received. This was accordingly done, and many cases of actual want were relieved by til is act of generosity. "Mr. Cotes was liberal in all of his expenditures for his school, and his table for all those who l)oarded with him was abundantly supplied. In all of his dealings he was honest and upright, and he invariably ex- erted his influence with those under his charge to induce them to avoid all mean acts. His presence in Charleston for so many years, having in his care a large proportion of the youth of the city, has marked an epoch in its educational history. "Gr. B. Manigaxjlt, M. D. " Charleston, 8. C, September, 1887." But the greatest and most famous of all the academies in South Carolina was that of MOSES WADDEL. Although there were no colleges in South Carolina except in name, the best substitute was provided by first-class work in the academies, of which the most famous was at Williugton, in Abbeville County. It owed its fame to the efforts of one man, Moses Waddel. If any teacher deserves to be remembered by reason of the prominent men whom he taught in their boyhood, the subject of this sketch can claim as strong a title to such a remembrance as any. His school held for years the highest rank among the schools of the State, and attracted students from all parts of the State and from other States, while his influence was felt even in distant States. The importance of his work demands a short sketch of his life. His family were Presbyterians and lived in North Carolina. A rela- tive of his, James Waddel, was the author of the famous sermon so graphically described by the celebrated William Wirt, on the agony and death of Christ, in which he reached, according to Wirt, the sub- limity and grandeur of Massillon or Bourdaloue. Moses Waddel was born in Eowan County, July 27, 1770. In that newly-settled country educational advantages were very meagre, and schools were maintained only at loog intervals. But, in spite of these disadvantages, such were his capacity and application, that at the age of fourteen he was recom- mended by his teacher for a tutorship in Camden Academy, as the best linguist in his school. Owing to his tender age and the dissipations of city life, his father refused the offer. His academic career immedi- ately ceased; up to this time, though, he had spent in all only five years at school. The following year he took charge of a school of twenty pupils, teaching the ordinary English branches and Latin for seventy dollars yearly. In 1786 he went to Greene County, Ga., bat waa soon. 38 HIGHER EDUCATION IN SOUTH CAROLINA. driven oi£ by a threatened invasion of the Indians, and then applied for a position in the Eichmond Academy, at Augusta, Ga., but failed to get it. Being impressed by the demoralized condition of the country, result- ing from the war and by the spread of infidelity, he felt it his duty to enter the ministry. In order to prepare himself for the work he went to Hampden-Sidney College, and graduated in eight mouths and twenty- six days, in September, 1791. Shortly after this he was licensed to preach, and he began bis life-work as preacher and teacher. He first set- tled in Georgia and opened a school near the little town of Appling, in 1793 or 1794, but a few years after he removed to Vienna ; then finally established his famous institution at Willington, his country seat, in 1804. It was locat»d on the high ridge between the Savannah and Little Elvers, free from malaria; and the Huguenot settlers for several miles along Little Eiver, and the Scotch -Irish settlers on the Savannah, furnished a number of patrons for the young teacher. It was chiefly through the influence of one of the Huguenot descendants, Pierre Gibert, that the school had been moved from* Vienna. The locality has been the home and birth-place of many prominent persons. A widow from Charlestown, a relative of Governor Bull, had settled here for the education of her two sons. Here that strong Unionist of Charles-' ton, James L. Petigru, was born. "On one of the most charming of these delightful river-hills" George McDufiEie spent the. most of his life. John C. Calhoun lived here until he entered Congress. ^ With such favorable surroundings, the school-house was built on a pleasant ridge covered with the chinquapin, with the noble oak and hickory interspersed, and lower down nearer the little stream were some beech trees, on which ambitious students were accustomed to carve their names. Instead of large, luxurious dormitories for the students, were built little log huts, with chimneys of wood usually, but sometimes of brick. The students were encouraged to build these themselves. The whole formed "a street shaded by majestic oaks, and composed entirely of log huts, varying in size from six to sixteen feet square. * * * The street was about forty yards wide and the houses ten or twelve ranged on the sides, either built by the students themselves or by architects hired by them." The common price was five dollars for a house, " on front row, water-proof, and easily chiuked. * * * in the suburbs were several other buildings of the same kind erected by literary recluses * * * who could not endure the din oS the city at play-time— at play-time, we say, for there was no din in it in study hours. At the head of the street stood the academy, differing in noth- ing from the other buildings but in size, and the number of its rooms." There were two rooms in this, one for the primary pupils, while *' the larger was the recitation room of Dr^ Waddol himself, the prayer-room, 1 From a private letter lay Mrs. M. E. bavis, of Alabama. EDUCATION IN THE ACADEMIES. 39 court-room, aud general couvocatiou room for all matters concerniug the school. It was without seats and just large enough to contain one hundred aud fifty boys standing erect, close pressed, and leave a circle of six feet diameter at the door for jigs and cotillons at the teacher's regular soirees every Monday morning." ' In this sylvan retreat " gathered students from all parts of this and the adjoining States, and the wild woods of the Savannah resounded with the echoes of Homer and Virgil, Cicero and Horace." Under the wide- spreading branches in summer, and in their huts in winter, the students diligently studied, changing their occupations at the sound of the horn, and repairing to the house for recitation when called for by the name of " the Virgil class, the Homer class," or by the name of the author they, were studying. " In a moment they appear before their preceptor, and with order and decorum recite their lessons— are criti- cally examined in grammar and syntax — the construction of sentences — the formation of verbs^the antiquities of Greece and Eome — the history and geography of the ancients, illustrative of the author whose works they recite; and are taught to relish his beauties and enter into his spirit. Thus class succeeds to class without the formality of definite hours for study or recitation till all have recited. In the presence of the students assembled a solemn and appropriate prayer, imploring the Eternal in their behalf, begins and ends the exercises of each day."^ Far removed from the noise and dissipations of the city, the students applied themselves closely to their work. Among sober, industrious people, and anxious to merit the praise of their great preceptor, they had to study or be pointed at by the finger of scorn. Such was the spirit among them that drones were hardly tolerated at all, and nine in ten studied as hard as their health would permit. Their life was simple and industrious, and their food was Spartan in its plainness, — corn-bread and bacon. Instead of gas and students' lamps, they pored over the lessons by the aid of pine torches. At the sound of the horn they retired to bed, except a few adventurous spirits that set out in quest of hen-roosts or to unhinge gates. They rose at dawn and resumed their studies. Instead of playing base-ball or foot-ball, boys took their recreation in "running, jumping, wrestling, playing town- ball, and bull-pen. The big boys hunted squirrels, turkeys, etc., on Saturdays, and 'possums and coons at night." At first the school was composed chiefly of country boys, but about 1810 a large number of youth from the towns came in and abused their liberty so that their privileges were greatly curtailed. The students were then forbidden the use of fire-arms, required to retire at nine o'clock, rise with the sun, and take only fifteen minutes at each meal. Although the school turned out so many prominent men, it is quite remarkable that " with two or three exceptions no student who entered this school ' See William Mitten, by Judge A. B. Longstreet. ^^Eamsay's Soutli Carolina, pp. 369 et al. 40 HIGHER EDUCATION IN SOUTH CAROLINA. between the years 1806 and 1810 from the largest cities of Georgia and Sonth Carolina, ever became greatly distinguished ; -while the period in- cluding those dates was the most fruitful of great men of any of the same length during the whole time of Dr. Waddel's instructorship." ^ Although devoted to the classics, Dr. Moses Waddel preferred to follow the advice of Solomon rather than the precept of Plato with re- gard to the use of the rod. He managed his school through the aid of monitors, whom he appointed from among the best students, and he never whipped except on their report, and afterwards on the decision of a jury of the boys. He flogged only for misbehavior, but he "rarely, if ever, corrected a student for deficiency in recitation," knowing that if "turning off" did- not cure him, flogging would dp no good. "To be required to recommit a lesson was considered such a disgrace by all the students that he never found it necessary to apply any other cor- rective to this delinquency." He believed in the efflcacy of the rod as a moral reformer, and he managed his school very largely on this idea. " His government was one of touching moral suasion, but he adminis- tered it in a new way." All of Dr. Waddel's pupils loved and venerated him. He was a worker himself, and he required work of others. He was indefatigable in watching over his pupils, in studying their natures, and directing and encouraging each one according to his disposition. In spite of his ap- parent nnkindness, he was affectionately devoted to their interests, and often advised them in private of their conduct, and warned them against bad associates. He often rode at nights to the different board- ing-houses to see if his pupils were studying. If he found them idle, he told them of it the next day. Thoroughness in their work he in- sisted on, and the results of it are seen in the great number of his students that entered the Junior class in the different colleges. One of the early Governors of South Carolina, Patrick Noble, wrote: "I was examined by the faculty of Princeton College to-day and was admitted into the Junior class." John C. Calhoun within two years was pre- pared to enter the Junior class at Yale. The great orator McDuffie and the two Wardlaws entered the Junior class in South Carolina Col- lege. Judge A. B. Longstreet also entered the Junior at Yale. In fact nearly all who were fitted at this school entered the Junior class. Indeed the president of Nassau Hall (Princeton) said that the students from this school were as well prepared as those from any other part of the Union. He himself, it is said, knew some of the Latin authors by heart, and it is related that he would hear the class recite in Virgil with his eyes closed. If a slight mistake was made he would instantly speak out, " That's wrong, sir ! " and correct it without looking at the book. The drones of the class would prepare one hundred to one hundred and fifty lines of Ylrgil for a single recitation, wliile the bright loaders would ' Willinm Mitten, p. 98. EDUCATION IN THE ACADEMIES. 41 master one thousand. The brilliant, ambitious boys would not be held back by the drudges ; he would form new classes and push the best students on. The school was large, probably too large, in later years for the force employed, as it numbered upwards of one hundred and fifty, and one authority puts it at two hundred and fifty.' His character and individuality were impressed on his students so that the impressions were lasting even among their descendants. Men are still living who speak with pride of their attendance at Willington, and their children cherish it as an honor to the family. George Mc- DufiBe, when a Senator, and Thomas Parr Gapers in after life revisited the place, and as they walked among the dilapidated houses, and re- called their old teacher and his school, they were moved to tears. No other man in the South, has so powerfully impressed himself on men who influenced the destiny of the country as this Willington master. He needs no monument, but lives in the great men whom he has trained. There went forth from this school "one Vice-President, and many foreign and Cabinet ministers ; and Senators, Gongressmen, Governors, judges, presidents and professors of colleges, eminent divines, barris- ters, jurists, legislators, physicians, scholars, military and naval ofiQcers innumerable."^ It would be impossible to get a complete list of the great men edu- cated there, but a partial list will give an idea of the iniiuence exerted. In the early years of the school came W. H. Grawford, at the age of twenty-two, and remained two years. He was probably defeated for the Presidency in 1824 by an unfortunate stroke of paralysis, and is regarded as " the greatest of the citizens of Georgia ; " Eldred Simkins, M. C, South Carolina, was a contemporary; and then came John O. Calhoun, who lived a life "more tragical than any tragedy," and stands forth the clearest of the great trio;^ W. D. Martin, judge and M. C; James L. Petigru, eminent lawyer, who was a strong Unionist, and ex- pressed his disapproval of secession by deliberately walking out of church, when the minister prayed for the dissolution of the Union in 1860; Andrew Govan, M. C; Hugh S. Legar6, Attorney-General, for- eign and Cabinet minister; George McDuffte, M. C, Governor, and U. S. Senator; George E. Gilmer, M. C, and Governor of Georgia; George Carey, M. C, Georgia; John Walker, M. C, Alabama; Henry W. Col- lier, Chief- Justice of Supreme Court of Alabama, and Governor in 1846 or 1848; Lawrence E. Dawson, a distinguished lawyer in South Caro- lina and afterwards in Alabama, died in 1848 ; John S. Hunter, of Dal- las County, Alabama, judge of circuit court and a distinguished lawyer; George W. Crawford, M. C, and Governor of Georgia; Patrick Koble, Governor; D. L. Wardlaw, judge; F. H. Wardlaw, chancellor; A. B. Longstreet, judge, and president South Carolina College; A. P. Butler, ■ '.V. J. Grayson's Life of J. L. Petigru, -p. 37. ^ See Vou Hoist's Calhoun. 'WilliamMitten, p. 72. 42 HIGHER EDUCATION IN SOUTH CAROLINA. U. S. Senator ; and P. M. Batler, Governor, and colonel of the Palmetto Eegiment in the Mexican War.i George Carey prepared a thousand lines of Virgil for a Monday's recitation when at Willington, The Virgil class was too large, and its members were of such unequal grade, that the teacher announced Ihat it would be divided on the basis of the work done by each one by the following Monday, and it was under this stimulus that Carey did his work. George McDufifte excelled this intellectual feat a year or so later with one thousand two hundred and twelve lines of Horace. He was poor, and was boarded gratuitously in the family of Mr. William Calhoun. His ability was first recognized by James Calhoun, who aided him in his attendance at the South Carolina College. He was a very hard student and is said " to have devoured his Latin grammar in three weeks." The Hon. Lawrence E. Dawson, father of the present United States Commissioner of Education, Col. N. H. E. Dawson, was a stu~ dent in the school with McDuffte. His son relates his father's account of how closely McDuffle applied himself; that he would'walk from his boarding-house to the school, a mile distant, with his open book before him, studying all the time. The school was continued until 1819, when Dr. Waddel was elected president of the Georgia University (Franklin College). His success here was as marked as at Willington. He carried with him the same powers of organization, the same Intense earnestness and prayerfulness, the same tender regard for the students, and the same zeal in religious matters that had marked his career at Willington. The college needed his vigor and prudence to raise it to literary emi- nence, "and to the wisdom and prudence and reputation of that good man is Georgia very largely indebted for the respectability and useful- ness of her State College. The success which attended his efforts in raising the institution so rapidly as he did to respectability, has been to many inexplicable. But to those who well understood his character that success is by no means surprising." ' When he took charge of the college the circumstances were such " as few men would have been able to meet without abandoning the object in despair." But at the end of ten years he was permitted to see a vast change for the better. Judge Longstreet says " the effect of his coming to this institution was almost magical ; it very soon obtained a measure of prosperity alto- gether unequalled in its previous history." He took it only after the urgent solicitation of the trustees, and after earnest prayer on his part. But he deliberately concluded that a greater field of usefulness was open to him for advancing the cause of education, of religion, and of morality, and he considered it his duty to accept the place. But "in 'Most of the above arc found iu William Mitten, p. 99; for tbu remainder the iiiitlior is indebted to tbe kiudnoss of J. l'\ Calhoun, Esq., Due West, S. C, and others. -Jiidgo A. B. Longstreet, in Sprague's Annals of the Auiuiican Pulpit, Vol. IV, p. 68. EDUCATION IN THE ACADEMIES. 43 consequence of advancing age and declining health," he retired from the office in 1829, and returned to Willington. He supervised the school, opened there by his sons, who made it as large as it was under him. In 183G he suffered a stroke of palsy, by which his mind was affected. On the election of his son to a professorship at Athens, Ga., in 1836, he was removed to that place, where he died July 21, 1840. Judge Long- street delivered a eulogy on him a short time afterwards. He was a man of the most unwearied activity and the broadest sym- pathies. The amount of his charities will never be known, since he never gave ostentatiously. He was prominent not as a^n educator only, but as a minister, and it is said that the renewal of the Presbyterian Church in Abbeville County was due to his efforts. He preached reg- alarly there during his whole stay, and also at Athens he was very active in religious work. He was especially anxious to educate the young men preparing for the ministry. He assisted them with his counsel and with his purse. He interested himself at Athens to in- duce families to board such young men freely. " His discourses were always grave, solemn, and practical, possessing few of the ornaments of style, but occasionally enlivened with flashes of true eloquence." He never read his sermons, holding that the subject was so solemn and grand in its importance that a man could preach with freedom and power extempore. On one occasion a distinguished minister was reading his sermon, and the house became so dark that he was forced to close abruptly. Dr. Waddel whispered loud enough to be heard by all in the pews, " He is served right! "' His greatest pupil, John C. Calhoun, testified of him : " It was as a teacher tUat he was most distinguished. In that character he stands almost unriV^alled. Indeed, he may be justly considered as the father of classical education in the upper- country of South Carolina and Georgia. His excellence in that character depended not so much on extensive or profound learning, as a felicitous combination of qualities for the government of boys and communicating to them what he knew. * » * Among his pu- pils are to be found a large portion of the eminent men of the State of Georgia."^ He truly deserved the name of the "Carolina Dr. Ar- nold," given him by W. J. Grayson, the biographer of Mr. Petigru. In personal appearance he was "about five feet nine inches high, of stout muscular frame, and a little inclined to corpulency. In limb nearly perfect. His head was uncommonly large, and covered with a thick coat of dark hair. His forehead was projecting and in nothing else more remarkable. His eyes were gray and overshadowed by thick, heavy eyebrows, always closely knit in his calmest hours, and almost overlapping in his angry moods. His nose was bluntly aquiline. His lips were rather thick, and generally closely compressed. His com- plexion adust. His tout ensemble was, as we have said, extremely au- 'Alonzo ChuroU, ia Sprague's Aunals of the American Pulpit, Vol. IV, p. 71. 'Sprague's Aunala of the American Pulpit, Vol. IV, p. 67. 44 HIGHER EDUCATION IN SOUTH CAROLINA. ' stere ; but it was false to bis lieart, for he was benevolent, affectionate, charitable, hospitable, and kind. He was cheerful and even playful in his disposition." ^ He married Miss Catharine Calhoun, sister of John 0. Calhoun, in 1795, but she died in 1796, leaving no children. He again married and became the father of several children, some of whom have been promi- nent as educators in the South. One of them, John N. Waddel, is now Chancellor of South-western University, Clarksville, Tenn. He left no literary work except a small volume, Memoirs of Miss Catharine Eliza- beth Smelt, daughter of D. Smelt, M. D., of Augusta, Ga., in 1820. His fame rests with the great men he trained, and the secret of his success lies "in his sleepless vigilance over the conduct and morals of his scholars." "The fruits of his vineyard are scattered far and wide through most of the Southern States, and long have they been seen in rich luxuriance in the Capitol of the Union 1"^ By permission, the following sketch of George McDuffle while at Dr. Waddel's famous academy and the South Carolina College is taken from an unpublished eulogy upon Mr. McDuflfle by the late Hon. Ar- mistead Burt, of Abbeville, S. C. : GEORGE MCDUFFIE. John McDuffle and Jane, his wife, were natives of Scotland, and soon after the close of the Eevolutionary War came to Columbia County, in the State of Georgia, and made their home in the pine lands near the line of Warren County, some thirty miles from the city of Augusta. He was better educated and more intelligent than his neighbors, and nat- urally exerted much influence in the community. He was well known for the vigor of his understanding and the energy of his will. Integ- rity, courage, generosity, and benevolence were his characteristic qual- ities, and they commanded the respect and esteem of his neighbors. George, the younger of the sons, was born on the 10th of August, ' See William Mitten. 2 See Judge Longstreet, in Sprague's Annals. It is but natural to feel an interest in the subsequent history of the school, a sketch of which is given through the painstaking kindness of John V. Calhonn, Esq., of Due West, S. C, who ably met an attack on the school in ono of the county papers in 1886. The following. list of the teachers can be relied on with due confidence: Moses Dobbins, 1820 ; Mr. and Mrs. DeWitt, 1821--2-2 ; John Hannah Gray, 1823-2G; Dr. M. Waddel and hi.s youngest son, John N. Waddol, 1830-33 ; Dr. M. Waddel and an- other sou, James P. Waddel, 1833-36; Hugh Morrow, 1837 ; Mr. Bojle, 1839 ; Thomas Jenkins, 1840; Isaac Morague, 1842 ; Jenkins Lee, 1843 ; W. A. Loo, 1844 ; Dr. Reese, 1845; William C. Ware, 1847 ; Mr. Beloit, in the interval of 1847-50; O. T. Porcher' 1850-53; J. F. Calhoun, 1853; after 1853, Mr. Joucs, James McCutcheou, and Cal- houn Simonds, the last tuachor at Willingtoii in 1858 or IHS'J. O. T. Porcher the greatest of all the successors, revived tho school and removed it to his home, one mile from Willington, and continued it successfully to his death, about 1875, GEORGE McDUFPIE. 45 1790, iu this humble home. John McDuffie and his neighbors appear to have considered the school-house more important -than the meeting- house in the backwoods of Georgia, and they bestowed upon it the pat- ronage and sustenance which their small means permitted. Teachers seem to have been procured without difficulty, but their attainments and qualifications embraced only the first and smallest rudiments of education. In these primitive institutions Mr. McDuffle learned before his twelfth year so much of reading, writing, and arithmetic as quali- fied him to be a merchant's clerk in a country store, and he was em- ployed by Mr. Hayes, whose place of business was in the vicinity. In these schools Mr. McDuffle displayed the wonderful genius which in professional and public life so much excited the admiration and wonder of his countrymen. But so amiable was his temper, and so affectionate his disposition, and so incontestable his superiority, that he excited no envy and no jealousy. His schoolmates united with their teachers in awarding to him precedence, and friends and neighbors approved and applauded the distinction. His discretion, intelligence, and assiduity, with his exemplary deport- ment, soon conciliated the friendship and esteem of Mr. Hayes and his family. At that time Augusta was the market-town of a large country in Georgia and South Carolina, and attracted enterprising merchants from bbth States. James Calhoun, a brother of the great statesman, was the leading partner of the mercantile firm of Calhoun & Wilson, in Augusta, which was favorably known in the upper country on both sides of the Savannah River. Mr. McDuffle having developed capacity for a larger business than that of Mr. Hayes, and being desirous to find employment in Augusta, on the recommendation of his employer, obtained a situation as clerk in the house of Calhoun & Wilson, at the end of the year 1804. He was received into the family of Mr. Cal- houn, and soon attracted his attention and secured his confidence and respect. His industry and fidelity in the performance of his increased duties, his modest and amiable deportment, his decorous life, and his passion for knowledge, quite distinguished him from others of his age and position. His duties as a clerk were performed with prompt and punctilious accuracy and carefulness, but every leisure moment of the day and many hours of the night were devoted to books. Dr. Moses Waddel, who had established a reputation as the prin- cipal of the high school at Wrightsborough, in Georgia, and who had taught John C. Calhoun, William H. Crawford, and others who became distinguished as members of the bar and as statesmen, was conducting with distinguished usefulness his famous academy at Willington, in Ab- beville County, S. C. William Calhoun was then a planter on the Savan- nah Eiver, and his residence was within a mile of the academy. Busi- ness frequently carried him to Augusta, where he saw Mr. McDuffle in the family of his brother James. Prepossessed by his appearance and manners, and favorably impressed by the accounts of his brother James, 46 HIGHER EDUCATION IN SOUTH CAROLINA. William Calhoun, in 1810, took Mr. McDaffie to his home, when he en- tered the academy. Having prepared himself in the English branches and acquired a considerable knowledge of history, he commenced the Latin course, and made the most wonderful progress. ' The Willington Academy was so famous for the number of its pupils who became distinguished at the bar and in the halls of legislation, that this sketch would be incomplete without some notice of him who was its founder and principal, and who impressed upon it so much of his strong character. The Eev. Moses Waddel was a native of I^Torth Carolina, and a minister of the Presbyterian Church.' He came from that section of the State from which the Calhouns, the Kobles, the Hut- tons, and others, the colonists of that magnificent country known as the "Calhoun Settlement," had emigrated. He married a daughter of Patrick Calhoun, the pioneer and leader of the colony. Tradition told that he was a relative of Mr. Waddel, the blind preacher, whose elo- quence is immortalized by William Wirt in the beautiful letters of the British Spy. The sermons of Dr. Waddel were instructive, forcible, and earnest, but they were not eloquent. He held the faith and the dogmas of his church in their straightest and strictest forms, and he taught them from the pulpit, and illustrated them in his life and con- versation in all their purity and rigor. But nature had destined him for another sphere of usefulness, and for greater fame than he had acquired in the i)alpit. He possessed in an especial degree the qualities — physical, mental, and moral — to be an instructor and governor of youth, and particularly to be the principal of a high school. Although of medium height, his form was burly. His head was large, his brow was heavy, and his eyes were grey and cold. His speech was deliberate and authoritative. His gesture was commanding; he looked as one having authority, and he spoke as one accustomed to obedience. The whole man's appearance, manner, and mien, all were imposing, masterful. His education, his high personal qualities, no less than his majestic presence, eminently fitted him to be the principal of an academy. The system of instruction and the discipline of the academy partook of the high tone and inflexible character of the principal ; the former was thorough, and the latter was vigorous. No violation of the laws was allowed with impunity; punishment, prompt and condign, was ad- ministered without partiality and without pity; the relentless rod was applied to all offenders without respect to age, advancement, or social position. He was the pioneer of education in the South, and his academy at Wrightsborough in Georgia was the first grammar school in the back ' His father, William Wadtlol, emigrated from tlio noigliborliood of Belfast, Ire- land, ill 1707; ho landed at Charloston, and settled on the waters of the Sonth Yad- kin, in North Carolina. His son was named Moses, after the ancient prophet, on account of his feeble tenure on life in infancy.— Howe's History of the Presbyterian Church in South Carolina, Vol. I, pp. 650-55. GEORGE MCDUFFIE. 47 country of that State. There was no similar seminary in the upper country of South Carolina, and some of the young men of this State were pupils at Wrightsborough. John 0. Calhoun and William H.Craw- ford, with others who became distinguished in after life, were prepared by him for college. Mr. McDuffie came to Willingtou at the time when the academy had attained the height of its fame and its usefulness. The reputation of the principal as an experienced and successful teacher and vigorous disciplinarian attracted young men from all parts of South Carolina, and many from Georgia. The sober but vigorous discipline of the school was not its least commendation to parents and guardians of wild and wayward young men. The academy received generous patronage from Charleston and the planters of the low country. Students were here prepared, and well prepared, for the Junior class in colleges, and for the business and duties of the learned professions. Among those who received their preparatory education at this school and held high public station in after life in this State were James L. Petigru, Hugh S. Legard, Patrick Noble, David Louis Wardlaw, and his younger br.other, Francis A. Wardlaw. The standards of education were high and exacting, and many of. the pupils acquired reputation for talents and scholarship which greatly contributed to their elevation in public affairs. Ehetoric had the importance due to it in the course of studies, and several of the students became well known for their gifts of ora- tory, which they displayed so conspicuously at the bar, in the Legis- lature, and in the halls of Congress. For the first time Mr. McDuffie saw within his reach the opportunity of acquiring an education, which had been the dream of his boyhood and the i>assion of his life, and he concentrated upon his lessons the whole force and energy of his mighty intellect. Much of his time from childhood had been devoted to earning a livelihood, and now he gave it all, and gave it passionately to books. Here for the first time he opened a Latin grammar, and mastered it in ten days. Within a fortnight after he commenced Virgil, from Friday evening to Monday morning he prepared for recitation eleven hundred lines, a feat which absolutely astounded his teachers. In all of his lessons his progress was equally rapid and remarkable, and excited alike the admiration and wonder of teachers and scholars. He had been but a short time at the academy before his capacity as a student and his faculty to ac- quire, accompanied by such modesty and reserve, raised him above all competition and all criticism. The young are always generous, but his superiority was so universally conceded and was so conspicuous as to leave him above all emulation. Upon no theatre in his mature years did he establish a fame more real and enduring than at this academy and among his fellow students. As a speaker in the debating society he displayed that brilliant argumenta- 48 HIGHER EDUCATION IN SOUTH CAROLINA. tion aad something of that burning eloquence which characterized his speeches at the bar and in the Federal House of Eepresentatives. Among his few intimates at Willington was Augustus B. Longstreet, of Georgia, a man of genius and promise, who afterward distinguished himself at the bar, in judicial office, in the pulpit, and in letters. Near the close of his life he was elected president of the South Carolina Col- lege. He was most extensively and favorably known as the author of those graphic and humorous delineations of character, the "Georgia Scenes." He and Mr. McDuffie composed that subject of debate which so perplexed and puzzled the members of the debating society, and con- stitutes one of the most amusing of the scenes, consisting of a jargon of words absolutely devoid of meaning, but seeming to present a subject for discussion. In his familiar intercourse Mr. McDuffle exhibited a rare sense of the ludicrous and a talent for ridicule, which was so felicitously displayed in his public speeches, and which identified him as the author of this remarkable subject for debate. This was the subject : " Whether at public elections should the votes of faction predominate by internal suggestions or the bias of jurisprudence." The character of the debate and the inevitable confusion of the speakers are too familiar for repro- duction. In the sketch McDuffie is called " Mr. McDermott," and .Tudge Longstreet says of him : " He was a man of the highest order of intel- lect, who, though he has since been known throughout the Union as one of the ablest speakers of the country, seems to me to have added but little to his powers of debate since he passed his twenty-second year." Extraordinary as were the argumentative powers of Mr. McDuflQe at this period of his life, it would be quite a misconception to suppose that his great power in argument and his attainments as a scholar at Wil- lington were the primary fruits of a precocious intellect. Like the great orators of Greece, his style of speaking in early life was eminently argu- mentative, deliberate, and logical, with but little of that fervid eloquence which gained to him at the bar, before popular assemblies, and in Con- gress, such magical sway over his audiences. Mr. McDuffle left the academy at Willington in December, 1811, and in that month was admitted into the Junior class of the South Carolina College. The college was liberally endowed, and in seven years from its establishment, under the presidency of Dr. Maxcy, had become the pride of the State. Its first and most eminent president had acquired experience and reputation as head of two IsTorthern colleges. He added to great learning the most amiable and attractive personal qualities. The standards of the college were all high, and the course of study com- prehensive. The instruction was full and thorough. It was no longer necessary to send the young men of the State to the celebrated uni- versities of England and of the Eastern States to be educated, as had been the custom of wealthy parents and guardians. The president him- self was an accomplished elocutionist and orator, and the art of public speaking received spccinl attention and consideration. This was nat- EDUCATION IN THE ACADEMIES. 49 urally a favorite braucU in an institution whose pupils were destined for the learned professions or aspired to political distinction. Under the teaching and the instruction of the eloquent Maxcy some of the most distinguished orators of the South, or of any country, took their iirst and earliest training. South Carolina owes much to h'er college for the eminence of her statesmen and the refinement and culture of her citi- zens. That college sent out from its precincts to the pulpit, to the bar, to the bench, to legislative halls, by far the most of those who elevated their State to the eminence which she so justly and so incontestably holds among her sister States. To that college is due in great degree the excellent style of speaking at tke bar of the upper country. The standards of oratory taught there were introduced by graduates, and were disseminated among what was then known as the backwoods of Carolina. Warren E. Davis of Pendleton, Bayliss J. Earle of Greenville, John B. O'N^eal of Newberry, and David Louis Wardlaw of Abbeville, were graduates, and ornaments of the bar, and would have adorned the bar in any country. William C. Preston was graduated from this college in 1812, George McDufiSe in 1813, and Hugh S. Legar6 in 1814. ISTature is not used to bestow her richest gifts with a prodigal hand, and the auuals of history, ancient or modern, have no record of three men so endowed with the divine gift of eloquence, in any age or country, appearing at the same time, and in the same locality, on the stage of life. # . Mr. McDuffie applied himself with unremitting assiduityHo his smd- ies, combining with them a course of miscellaneous reading which left neither leisure nor inclination to take part in any of those rebellions against the government of the college which were of frequent occur- rence, and some of which were serious. The vacations were employed by him as a tutor in the families of , country gentlemen, thus obtaining the means to complete his college course. The superiority which had been conceded to him at the academy was uncontested in the college. His proficiency and his exemplary con- duct at once drew attention to him as one destined to distinction, and in 1813 he was graduated, not only with the first honocs of his class, but with a reputation that might have satisfied the aspirations of genius and the hopes of toil. His graduation speech on the Permanence of the Union was so much admired by his fellow-students, in common with others who were present, that it was published at their request. That speech, thus appreciated, was evidence of uncommon merit, and like many other productions of his genius, has been lost in the objivion of time. Able and graceful as was his written composition, faultless as was his elocution, majestic as was his whole intellect, it was his eloquence that gave him his great superiority. I have heard, and heard often, the orators of the greatest repute in this country during the last half cen- tury. Many of them were greatly and justly distinguished for the 11406— Ko. 3 4 "^ 50 HIGHER EDUCATION IN SOUTH CAROLINA. graces and elegances of rhetoric and elocution, some of them were elo- quent. The speeches of Calhoun were philosophical and grand, the speeches of Webster were logical and massive and masterly, the speeches of Clay and Preston were polished and brilliant. But Greece had but one Demosthenes, Eome had but one Cicero, and America has had but one McDufSe. THOBN-\CELL ORPHANAGE, AT CLINTON. The Thornwell Orphanage and the Holy Communion Church Insti- tute are illustrations of the spirit bom since the Civil War. The for- mer was the result of earnest effort on the part of several benevolent Presbyterians, who showed their love of their denomination by nam- ing- the new institution after their greatest man, the late Eev. J. H. Thornwell. The Orphanage has accumulated about $26,000 worth of property, a large part being donated by kind friends in the North. Of this, about $10,000 is intended for an endowment fund ; the real estate of the corporation has cost more than $16,000, but is worth a much larger sum. In addition to this property, the Orphanage has received and expended for current expenses nearly $50,000 since its beginning. This enterprise has expanded in directions hardly foreseen by its founders. The increasing needs of the orphan pupils for educational advantages equal to those usually afforded children in respectable Pres- byterian families, has made it necessary to attach a young ladies' semi- nary and a college for young men to the enlarged and always growing Orphanage. Besides literary instruction, the boys are trained in manual labor and the girls in domestic duties. HOLY COMMUNION CHUBCH INSTITUTE. This school was founded through the noble efforts of the Eev. Dr. Porter, of the Episcopal Church, in 1867, in memory of a bright, promis- ing son who had died a short time previously. He designed to estab- lish a classica:l school for th6 children of parents in straitened circum- stances. His efforts to continue the school and educate the children thus confided to him furnish a rare example of Christian faith and per- severance. He visited city after city, preaching in the different pulpits, meeting with rebuffs and refusals, enduring insults, trudging till late at night through the snow and sleet of northern winters ; but his con- victions of the duty he had undertaken never Meakened. His appeals met with a generous response, since up to 18S3 about $150,000, nearly lialf of the funds necessary for the undertaking, had been contributed by friends in the North and England.' ' Prof. ClKivlcs F. Smith, of Vauclerliilt. University, speaks of "the founding and endoiriiig * * * of ilio Holy Communion Institute, in Charleston," as one of the most cncouniging signs of educational progress in the South.— Atlantic Monthly, Vol. 04, p. 557. THORNWELL ORPHANAGE, CLINTON. EDUCATION IN THE ACADEMIES. 51 MANUAL LABOR SCHOOLS. During the decade from 1S30 to 1840 the whole country was greatly stirred by a new educational movement in favor of manual labor schools. In North Carolina, South Carolina, and Georgia, the experiment was made time aud again. In 1834, at the Donaldson Academy in North Carolina, such a school was started under the auspices of the Faye^^te- ville Presbytery. The enterprise was put " under the charge of the Eev. Dr. Simeon Colton, who was a man of extensive acquirements, great energj"^, and knew something about almost everything that ought to be taught in such a school. He had been iu charge for a number of years of a similar school at Amherst in Massachusetts, and was said to have managed it with great success." The number of students rose to one hundred and fifty-five in a short time, yet this feature w^s dropped at the end of the second year. Dr. Colton seemed to think that "close habits of study and manual labor were incompatible." In 1838 David- son College, in North Carolina, was established under the control of two presbyteries, and yet their wealth and numbers failed to hold this manual labor feature longer than three years; most of the students were sons of farmers, and many learned to work in the field before going to college. It was not, therefore, that they thought the work dishonorable, but that they felt it to be a loss of time to cut wood and hold the plow while at college. And this seemed to be the opinion of most of the students at these schools. The experiment was made at Wake Forest College, in North Carolina, with the same results.' In South Carolina the first manual labor school in the United States was founded on the bequest of Dr. John De La Howe, of Abbeville County, who in 1796 left the bulk of his property for the purpose of establishing an agricultural school. In the various reports on the free- school system of South Carolina, made by the different commissioners in 1839, one believed in the efflcacy of " manual labor " schools as a solution of the problem. But the committee composed of Messrs. Thornwell and Elliott discarded this system as " egregious failures in almost every in- stance." The plan was also tried at Cokesbury by the Methodists, at Erskine by the Associate Reformed Presbyterians, at Furman Univer- sity by the Baptists, and at Pendleton by " working citizens," and with the same result in all, — failure and complete abandonment of it. 1 From a private letter from Chancellor "W. D. Johnson, of South Carolina, who at- tended some of these schools. CHAPTER III. COLLEGIATE EDUCATION The first traces of collegiate educatLon in Soutli Garoliua are fouud in the House Journals of 1723, where it is recorded that Eev. Thomas Morrit made proposals for establishing a college. For want of funds, chiefly, nothing came of it, but it is interesting to know that this is the first time that the word " college" appears in the history of the State. There is no authentic record of any other attempt until 1769, when a bill was drawn (largely in John Eutledge's handwriting), providing for the establishment of a college, which was to be named the College of South Carolina. After providing for public schools, the bill makes pro- vision for the following corps of instructors : A president, who shall be professor of divinity, moral philosophy, and of Greek and Hebrew, with a salary of £350 sterling per annum ; a professor of civil and common law, and of the municipal laws of the province, with a salary of £200 ; a professor of physic, anatomy, botany, and chem- istry, £200; a professor of mathematics, and of natural and ex- perimental philosophy, £200 ; a professor of history, chronology, and the modern languages, £200; and it was also provided that the president should be a member of the Church of England.^ It was probably due to the excitement of the coming conflict with the mother country that nothing came of this bill. But it was an advanced scheme for the times, and it was, in fact, on a broader plan than several of the colleges in the State to-day. In 1785, as if to make amends for their delay, the Legislature passed an act for erecting and establishing three colleges, one at Charleston, one at Winnsborough, and the third at Ninety-Six. The one at Winns- borough was to be a " college for the education of youth in the learned and foreign languages, and in the liberal arts and sciences.'" ^ Besides the usual regulations, it was enacted that " no person shall be eligible as a trustee of the said colleges unless ho shall profess the Christian Protestant religion." In 1795 an act was passed for incorporating a fourth college at Beaufort, and in 1797 a fifth college was incorporated in Pinckney District, as the " College of Alexandria." Of three of these colleges, no traces remain ; the one at Charleston is still in existence, while that at Winnsborough lives as an academy. ' La Bordo, pp. 4, 5. « Stiitutes of Soutli Cavolin.i, Vol, TV, p 074 52 ' COLLEGIATE EDUCATION. 53 Of the two latter, one gave diplomas for tlie first few years, while the institution in Charleston did not claim to be a college until after 1825. There were no means for collegiate instruction until the establishment of the South Carolina College in 1801, the history of which is given elsewhere. INFLUENCE OP THE UNIVERSITY OP VIEGINIA. The influence exercised by the University of Virginia on southern thought, life, and institutions, has never been fully recognized, and probably never can be, since it has become woven into the warp and woof of society. In South Caroli'na the iniiuence is very clearly seen in the adoption of the independent school system, like that of this greatest southern school. Furman University, one of whose professors is a graduate of the University of Virginia, has maintained the system for many years. At one time two out of her five professors had re- ceived their diplomas at the University of Virginia. Two of the female colleges are also organized on this plan, as was the Southern Baptist Theological Seminary (now at Louisville, Ky.), whose very popular professor, and a leading preacher in the Southern Baptist Church, Dr. John A. Broadus, is a graduate of the University of Virginia. Woftbrd also adopted the system, and so did the State institution when merged into a university in 1865. One of her ablest professors, Charles Ven- able, was also from this great sister University. In one respect, per- haps, the Virginia school copied after that of South Carolina. The high sense of honor among tie students at both places is proverbial throughout the South to- day, and this was doubtless firmly established at Columbia before Jefferson founded his institution. The whole tend- ency in these colleges -is now towards the imitation of the spirit and life of this latter; the ambition of the students is to join some class there, and the professors strive to make their courses as advanced as that in the University of Virginia. Most of them also draw a distinc- tion between the A. B. and A. M. degrees, making the requirements for the latter much higher than for the former. RESULTS OF THE WAR. Leaving out the loss of the endowments, one of the worst results of the Civil War was the lowering of the standard in the colleges. This wlas unavoidable, since the means of preparation for college were swept away with the destruction of the system of academies. The endowments were all swept away. Wofford, Furman, Newberry, and Erskine, all lost the generous gifts of years. The attendance of students also fell off. The college at Columbia has suffered but little from reduction of students, although some of the others have hardly one-half their former number. Besides the loss of the college endow- ments, the funds of most of the charitable schools, received in colonial 54 HIGHER EDUCATION IN SO0TH CAROLINA. times, were also swept away. The loss of libraries, as those of the Winyaw Indigo Society and Mount Zion, was also considerable. Build- ings in some of the schools of the second class were also destroyed. But one of the most disastrous effects was the destruction of public and private libraries. Many of the planters were men of taste and weallh, who had spent much time and money in making fine collec- tion^ of costly volumes, rare manuscripts, and pamphlets illustrating local life and habits. On the approach of the invading army the owners were ibrced to flee and leave their valuable collections at the mercy of ignorant slaves. Books were destroyed and carried away, and bonfires were kindled with fine plates and old folios. There are instances re- lated where, on the coast of South Carolina, libraries of six or eight thousand volumes were destroyed, only two or three hundred being saved from the general wreck. THEOiOG-IOAL SEMINARIES. Two denominations in South Carolina have had separate theological seminaries, and a third has attached such a department to its college proper. Tlie Baptists for several years maintained at Greenville a seminary for training young men for the ministry, and the Presby- terians had a similar institution at Columbia. The Associate Ee- formed Presbyterians have supported a theological department in connection with Erskine College. The Baptist theological institution, whicii was the outgrowth of Purman University, was organized in 1858. The Baptist denomination oifered $100,000 on condition that it be located within the borders of South Carolina. It was established within the State, at Greenville, where it remained until 1876, when it was removed to Louisville, Ky. This is the seminaiy of the Southern Baptist Convention. The seminary of the Southern Presbyterian Church is located at Co- lumbia. It was in this school that the Eev. James Woodrow taught the system of evolution, for which he was tried for heresy. He was removed from the faculty, and the final appeal was made to the General Assembly of the Church for the decision of the sase. This body met in Baltimore in the latter part of May, 1888, and finally decided against him by a large majority. In addition to these theological seminaries there is the Benedict In- stitute at Columbia for training colored youths for the ministry of li4ie Baptist Church. It is largely supported' by northern donations. A theological seminary was organized by the convention of the dio- cese of the Protestant Episcopal Church in 1857, with the Eight Eev. Thomas P. Davis, the Eev. Thomas P. Davis, Jr., D.D., the Eev. Paul Trapier, and the Eev. Stuart Hanckell, D.D., as professors. It was located at Camden, and the buildings were erected during the next year; the school went into successful operation, and was continued until 1865, when the main building and the greater part of the library COLLEGIATE EDUCATION. 55 were destroyed by flro in February, during the occupancy of Camden by the Federal troops. A noble-hearLed layman, owning the grounds and buildings known as Saint John's College, in Spartanburg, presented them to the diocese for the seminary, and in October, 18G6, the school was reopened at that place; but on account of the losses sustained during the War, in the destruction of church property and the failure of investments, it was found that the diocese was too poor to pay the professors and aid the students, and in Uctober, 18G8, the seminary was suspended. The dio- cese still owns the grounds and buildings, but the latter are falling into decay, and th6 trustees propose to sell if they can get a fair price. CHAPTER IV. EDUCATIONAL AND CHARITABLE INSTITUTIONS OF CHARLESTON. THE COLLEGE OF CHARLESTON. The beginuings of the College of Charleston may be traced to June, 1770. At this time a meeting was held to consider tlie propriety ot "petitioning the Assembly for the establishment of a college in or near Charleston."' But owing to the excitement caused by the Eevolution nothing was done toward Its foundation until the close of the war, except donations and bequests by private citizens for a college to bo established in the future. These gifts commenced in 1772 and con- tinued up to the final establishment of the college, and amounted to £10,500, besides books. One man, John McKenzie, gave 1,200 volumes, and others that are not known gave many more. "Vf ith the most of the donors — seven in all — it was a favorite notion to locate the institution in or near Charleston, but one or two of them rose superior to this local pride and stipulated for its location in the country or province. With these beginnings, it was easier to induce the Legislature to grant the charter. In 1785 the charter was granted, not only for this college, but for two others at the same time, one at Cambridge and the other at Winnsborough. The one at Cambridge never went any further; that at Winnsborough, Mount Zion, is still maintained as a respectable training school. The funds which had been bequeathed fora college were thus divided among three institutions. The feeling between the "up coun- try" and the " low-country " is seen thus early in the history of the State, and continues to this day, though its sharpness has worn oif. The act,^ after reciting that " it is much desired by many well-disposed persons that a public seminary of learning for the education of j'outh should be established in or near Charleston," provided for the appoint- ment of twenty-three trustees, including the Governor and Lieutenant- Governor, Under the act eight and seven-eighths acres, called "free- school" laud, were given to the Charleston College, bounded by Bound- ary, Philip, Coming, and St. George Streets, in the central part of the city. ' Reiiiinisceuoes of Cliarlcston, by Charles Fraser, p. 91. ' Statutes, Vol. iIV, p. 674. 06 THE COLLEGE OF CHARLESTON. 57 If this land could have been saved for the college, it wonld have fur- nished a large income, but three-fourths of it was soon sold for debts incurred by bad management. For several years nothing further seems to have been done. ORGANIZATION UNDER RET. ROBERT SMITH. In 1791 a new charter was granted, since there were doubts as to the construction of the triple act, and because of the " many inconveniences in carrying into execution the act of 1785," as to the election of officers and meetings of the trustees. The trustees commenced work by electing Eev. Robert Smith, after- wards bishop, principal of the college. He moved his flourishing school for boys into the " long, narrow, and low brick range which was origi- nally erected and used for soldiers' barracks during theEevolution, and the college commenced operations." He managed the school until 1797, not teaching himself, but providing " able and efficient teachers." His Latin teacher, Mr. Coffee, was fond of mechanics, and " constructed a model of Caesar's bridge across the Ehine." Another assistant. Dr. Gallagher, " was a man of genius and of taste," and by "his talents and learning gave it the practical characteristics of a college." The boys read Livy in Latin, and Homer in Greek, went through six books of Euclid, studied surveying, navigation, something of geography, astron- omy, natural philosophy, English, and declamation. A Latin prayer , was read in the morning, and an English one in the evening. It fur- nished the highest grade of instruction in the State so far as is known. But it was no more than a respectable grammar school, although digni- fied with the name of college. Even the principal sent iris sons to the i^orth for their education. During the term of Dr. Smith the degree of A. B. was conferred on six graduates, one of whom, Nathaniel Bowen, afterwards became bishop of the diocese. So elementary was the work required for this degree, that one of the graduates said that " the whole thiug was absurd." The oldest of them was only eighteen, and the highest authors read were Homer and Livy. Joseph Alston, who afterwards married Theodosia Burr, and became Governor of South Carolina, was a student there, as were also Thomas Bennett, William Lowndes, Judge John S. Richard- son, and Joseph Duncan. Under Dr. Smith's management the ins'titution became burdened with debt, and the most of the land was sold. After his resignation in 1797, even this grammar school was lost, since no school was maintained there for any length of time until the revival of the institution in 1823 or 1824. Yet it must not be supposed that the young were cut off from educa- tional facilities; for a large number were taught at private schools, while a great many went to the South Carolina College, some to the North, a few to Europe. 58 HIGHER EDUCATION IN SOUTH CAROLINA. VARIOTJS TEACHERS TO 1824. Thomas Bee, a man of fine literarj- reputation, from Oxford, England, undertook to supervise the school, after the resignation of Dr. Smith, until he could get over some one from Eton capable of managing " a grammar school." Afterward Eev. George Buist, pastor of the First Presbyterian Church in Charleston, was elected in 1805, and moved his large school there. < There were two courses of study, one in science and literature, the other in English and modern languages. The studies were no more advanced than under Dr. Smith, and no class rose higher than Sopho- more. Among the studies political economy was mentioned, but it is impossible to know the character of the instruction given in it. After Eev. Mr. Buist, as far as can be learned, Eev. Mr. Malcolmsen, Dr. Eat- toon, Mr. Mitchell King, Mr. Abiel Bolles. Mr. Wood Furman, and Mr. Anderson, in turn, had the management of the school. After 1811 the college classes weie altogether discontinued, private schools only being kept there. Of these, probably the best was that of Mr. Hurlbut, whose two sons have become prominent. William Henry Hurlbut was a very quick, bright boy, and became a leading journalist and editor of the New York World. His brother, Stephen Augustus Hurlbut, was somewhat slower in apprehension. He left the city on the advice of Mr. Petigru in 1845 for Illinois, entered politics, rose to the rank of major-general in the Civil War, was elected to Congress, and was sent as minister to the United States of Colombia and Peru, where he died in 1882. He was with Sherman's army in its march through the State in 1865. EEV. JASPER ADAMS. Bishop Bowen tried to revive the college in 1824, but not much was done towards its revival until the coming of Eev. Jasper Adams, the professor of mathematics and natural philosophy at Brown University, lu their letter the trustees stated that "there was a college in Charles- ton; its endowment, however, was small; and by bad management has been reduced to nothing." The offer of two thousand five hundred dol- lars a year and the benefit of a warmer climate induced him to accept- On his arrival several ambitious young physicians wished to found a medical school in connection with the college, but the conservatism of the trustees declined the offer.- A few years afterwards it was founded on an independent basis, became the Medical College of Charleston, and the College of Charleston lost the opportunity of having a medical department annexed to it. Mr. Adams was very ambitious to enlarge the course, but he found the trustees and citizens bitterly opposed to the measure. It was im- practicable and antagonistic to the interests of tlie South Carolina Col- lege. Several of the most influential trustees resigned afterwards, when THE COLLEGE OF CHAELESTON. 59 they saw the plan would be adopted. Even one of the professors op- posed it as unpropitious. " The college was without funds, without suitable buildings, without reputation, and without prospects." Its reputation was wide enough, but it was questionable. One of the citi- zens wrote that, "from former associations, the neighbors shuddered at having it recommenced." But Adams was invincible. At last the trustees graciously allowed him to do the work on his own responsi- bility. A new building had to be erected. The trustees met this with the statement : "All the great schools in England, such as Eton and Westminster, were kept in old abbeys, which were not as good as the college buildings — in truth, they were good enough." At last the professors had to take the pecuniary responsibility on them- selves. Adams worked like a galley slave ; heard four or five recita- tions daily, managed the general affairs, and canvassed for subscriptions. The money was promised, but still the trustees grumbled.- They were confident that the subscriptions would not be paid, but when met with the assertion that the subscribers were honorable citizens and would meet their obligations, they yielded. By this time Adams was so wearied with the struggle that he resigned and went to Geneva, N. Y. The trustees now saw what they had lost by their opposition, and took steps the next' year to recall him. But Adams was now master, and he let them know on what terms he would return. His terms were prac- tically accepted, and the trustees offered a salary of two thousand five hundred dollars, expenses of removal of his family, and laid the cor- ner-stone of the new building which cost $25,000. ORGANIZATION OF THE COLLEGE. Adams returned and opened the school in April, 1827, with a professor of Greek, of Latin, of mathematics and natural philosophy, four tutors, and au assistant in French. The management of the college was a marvel of business success, and it was maintained almost exclusively by tuition fees, which averaged for ten years eleven thousand dollars, and at one time amounted to a surplus of five thousand dollars. In 1828 the college was re-organized into three departments, English, classical, and scientific. There had been great dissatisfaction at the slight attention paid to the study of English, and it was demanded that this should be remedied, as had been done in some of the Northern col- leges.- Of the college course now i^rovided, a writer in a Boston maga- zine said : " The regular course of studies, it will be perceived, is as ex- tensive as that pursued at any of our colleges." ' COUESE OP STUDY. The English department was mainly preparatory, embracing the or- dinary English branches, elements of mathematics, themes, and decla- 'Amerioau Journal of Education, Vol. Ill, ]i. 553 (1828). 60 HIGHER EDUCATION IN SOUTH CAROLINA. mation. The classical course covered the usual authors, Caesar, Vir- gil, Sallust, Cicero (select orations and two philosophical writings), Horace, Livy (five books), Juvenal, Persius, Tacitus, Jacob's Greek Eeader, Grajca Majora (first volume, and to the end of Medea in sec- ond), and four gospels in Greek. The scientific students studied calcu- lus, navigation, surveying, construction of mathematical instruments, and physics. Other studies required of all were the following: logic (Hedge, and Watts's Improvement of the Mind), Porter's Analysis, Blair's Lectures, Paley's Moral and Political Philosophy, and Evidences of Christianity, Intellectual Philosophy, Vattel's Law of Nations, But- ler's Analogy, Pitkin's History of the United States, and Constitu- tional Law in the United States, in Story's Abridgement. Scientific students were required to know French, in order that text-books in that language could be used. Political economy was required of all in the English and scientific departments. The degree of A. B. was given to those who went through the classical and scientific departments, while certificates only were given to the English students. Students were under the control of officers while they were on the college grounds, and they usually remained in college seven hours daily. The number of students rose from one hundred and nineteen to two hundred and twenty and remained about that number for several years. ATTEMPT TO FORM A OOLLEaE PEOPER. Another opportunity about this time was given for the college lo be- come an important institution in the State. Under the presidency of Thomas Cooper, the South Carolina College had been almost ruined. The religious people of the State hesitated about sending their sons to it. Adams saw the chance for the Charleston College, and wished to cut off the preparatory department. In 1832 there were sixty students in the college proper, but many more in the other departments. Adams ad- dressed a memorial to the trustees, urging that these tsvo departments (English and scientific) be abolished. But the conservative trustees refused, and " by their refusal disappointed the students, the faculty, and the public," and from this time the college declined. The trustees themselves either sent their sous to the South Carolina College, by rea- son of the supposed political advantage ' to be gained by it, or to the North for better training. Thomas T. Grimk6 at this time made his famous attack on the study of the classics, and the discussion that arose from it made another obstacle to the establishment of a college with a classical course only. The South Carolina College was soon re organized, and the last chance for supremacy of the Charleston College was gone forever, when Adams left in 1836.1 ' Tho chief autbority for tlie college iu 1836 isau article in the American Quarterly Register, Vol. XIT, p. 1C4 (1839). THE COLLEGE OF CHAELE^ON. 61 SUMMARY OF EBV. J. ADAMS'S WOKK. His ability is shown in the results of his labors ; he found the insti- tution an inferior grammar school, and he left it with an advanced col- legiate branch. The number of pupils had risen from one hundred and nineteen to two hundred and twenty, with an average yearly increase of income from tuition of six thousand dollars; twenty-five thousand dollars, the most of which had come from the increased amount from tuition fees, and the rest raised through subscriptions by his exertions, had been spent in buildings and other improvements. All the expenses of improvements and the salaries of the professors were paid from tuition fees, and yet at one time there was a surplus of five thousand dollars. The whole number of pupils during his thirteen years' presidency was nearly eight hundred, while the number of graduates was sixty-one. Fourteen of these entered the ministry, and one of them, Eev. Daniel Corbin, attained some prominence in his profession, leaving a volume of sermons behind him. He in common with many others was a benefi- ciary at the college. The first degree was conferred in 1825 on Alexan- der Gadsden, and the next year on Bishop Wightman. KE-OKGANIZATION UNDER CONTROL OP CITY COUNCIL. Up to the War of Independence the aristocratic youth of Charleston had been educated in England, and had brought back with them a fondness for things English. This feeling was sufflciently strong in the early organization of the college, when a majority of the governing class were of English education, to model the course of study on the English system, with a preponderance of the classics and mathematics. The course in mathematics has been very advanced down to the pres- ent time. But along with this feeling was another, to make the institu- tion a " home college," " for the benefit of those youths of the city and neighborhood whose parents were unable to send them away."^ The Hon. W. D. Porter, in his alumni address in 1871, said : " We find it to have been the predominant and prevailing purpose of the trustees to foster a complete system of domestic education, and to this end, to establish on a permanent basis a home college." It was never intended at any period to be a rival of the South Carolina College, and the trust- ees have steadily kept this aim in view, as distinctly appears several times in the history of the college. This adherence to the English system, and the feeling of local pride, combined to render the school peculiarly fitted for Charleston, and it was probably these two influences that induced the City Council to as- sume control of the college. Adams, haying failed to move the trustees to establish a college proper, again returned to the North, and the school seemed likelj' to relapse to the old condition. At this juncture ' G. E. Manigault, curator of college museum. 62 HIGHER BDUCATION IN SOUTH CAROLINA. the Couucil deemed the re-organization to be of " momentous conse- quences to the citizens of Oliarleston," and proposed to confer with the trustees for this purpose. The outcome of the conferences was that in 1837 the city assumed control of the college, being charged to meet the necessary expenses, while the trustees were to be elected by the coun- cil. Two years later it was provided that an annual appropriation of $1,000 should be made for the college purposes, since, as the ordinance declared, " the College of Charleston is intimately connected with the intellectual improvement and moral welfare of the youth of our city, and deserves to be cherished with a wise and liberal patronage in order to extend the sphere of its usefulness." The institution has remained in the charge of the city to the present. The appropriations for the col- lege have varied at difiereiit periods, in its early years being much more than now, since the interest from endowments at present almost meets the expenses. One result of the control by the city has been the attention i)aid to modern languages. In 1867, by a special ordinance, the sum of two thousand dollars yearly was appropriated for a chair of modern lan- guages and for no other purpose. Nothing was passed under this or- dinance until 1877, when the trustees established the chair. In this way the modern languages have received equal recognition with the ancient. But in 1880 this special fund was stopped, as an instructor was engaged at half the amount before given. The annual appropri- ations for all purposes by the city have reached as high as five thou- sand dollars, but for the last several years only two thousand five hundred dollars. INVESTED ENDOWMENTS. The early gifts of books and money have already been referred to, but the later donations show the spirit and pride of the people in the institution. The Hon. Elias Horry, in 1828, established an annuity on his personal bond of ten thousand dollars, yielding five hundred dollars yearly, for founding a professorship, and he paid this for thirty-five years, paying in all seventeen thousand five hundred dollars in interest alone. In 1847 a popular subscription was undertaken to found a chair of history and belles-lettres. It was responded to with twenty-one thou- sand three hundred and forty-six dollars from one hundred and fifty subscribers, in sums ranging from five to two thousand dollars. In 1856 the Hon. Ker Boyce gave thirty-three thousand dollars to endow eight scholarships for meritorious, needy young men. Both of these latter funds were preserved almost untouched through the War, and are now used for the original purposes. But the greatest contribution, probably, ever made in the State to a public purpose, was that of Ephraim M. Baynard, to the college in 1865- He was a wealthy planter, and realized the need of educational facili- THE COLLEGE OF CHAELESTON. 63 ties, and he set aside one hundred and sixty-eight thousand two hun- dred dollars for the college. The interest from this is more than half of the current funds of the institution. In addition to these, there were gifts from Governor Aiken, Charles Eraser, Mrs. Kohn, and many others. The library is very largely com- posed of books iiresented by Judge Mitchell King, Dr. Frampton, and others. It now has about 10,000 volumes; but owing to want of means, very few additions have been made in late years, except through donations. Some of the works are very rare and valuable. Very little aid has been derived from tuition fees in late years, as they are only forty dollars per scholar, and the number of students is small. In 1885 the entire income of the college was thirteen thousand three hundred and twenty-seven dollars from an endowment of three hundred thousand dollars. Of this income only three hundred and forty dollars came from tuition. The salary of the full professors is two thou- sand dollars each, while the president's is two thousand five hundred dollars, SKETCH OF ITS HISTORY SINCE 1837. After the reorganization of the college Dr. William Brantly was elected president, and remained at the head of the institution till his death in 1845. During his last illness the oflBce of president was tem- porarily held by Hon. Mitchell King. Afterward W. Peronneau Fin- ley was elected and served till his resignation in 1857. IT. E. Middle- ton then filled the place to 1880, when the present president. Dr. H. E. Shepherd, was inaugurated. With Dr. Brantly there were associated four professors. The at- tendance was small, there having been in the first years only twenty or thirty students. There were still three departments and four classes. The grade of the work done may be inferred from the requirements for admission to the Freshman class; in Latin, the whole of Osesar's Com- mentaries, Virgil, Cicero's Select Orations, and Sallust, and " an ac- curate and minute knowledge of the Latin grammar ; " in Greek, Valpy's Grammar and Jacob's Eeader. The course of the collegiate work has been quiet but progressive during the years since the re-organization, with an average attendance of not over seventy; even the excitement of the siege did not close the doors until 1865. It was the only college in the State that did not suspend exercises during the stormy years of the War. There have been but few changes in the staff of professors since 1838, the whole number being only tTiirteen: L. E. Gibbes, William Hawks- worth, William Hume, W. P. Miles, Eev, John Bachman, F. S.Holmes, Frederick A. Porcher, H. M. Bruns, J. W. Miles, John McCrady, F. W. Capers, A. Sachtleben, and S. Primer. All have been efficient for their respective duties, and some have become prominent in their depart- ments; !N, B, Middloton was a man of broad general culture. Lewis 64 HIGHER EDUCATION IN SOUTH. CAROLINA. E. Gibbes possesses fine scientiac attainments, and his investigations have attracted very favorable notice in the scientific world. He is president of the Elliott Society of Science and Art, and is one of the most accomplished men of science in the Southern States. William Porcher Miles was also the president of South Carolina College for two years preceding Mr. McBryde, and resigned to accept important pri- vate trusts in Louisiana. Eev. John Bachman and Prof. Francis S. Holmes were of great assistance in collecting the specimens for the Museum. Professors Satchleben and Primer have done excellent work in their departments, and traces of their labors may be seen in the plii- lological journals, and in their editions of the ancient and classical texts. To Professor Holmes belongs the honor of the first discovery and early development of the phosphate deposits of the State, which have added so much to the wealth of South Carolina in the last few years. Frederick A. Porcher, who died in Charleston October 15, 1888, was a famous and. most successful student and instructor in belles-lettres and history for nearly forty years; a writer of exquisite taste, a his torian of unwearied labor in research and consummate skill in narra- tive, a master of all the arts of conversation, an enlightened legislator, and an accomplished gentleman in every relation of his long life; his death was an irreparable loss to the college and to the city with which so much of his labor and love were associated. The gentleman who now fills the president's chair, Mr. Henry B. Shepherd, was born in North Carolina in 1845. He was educated at the University of Virginia, and has spent a large part of his life in Bal- timore, where he occupied the ofiice of superintendent of public instruc- tion from 1875 to 1882. Becoming wearied with political interference in school matters, he resigned and accepted the presidency of the Col- lege of Charleston. His special field is the EnglivSh language and litera- ture, and his various publications arc well known both in Europe and in America. He -has been engaged to fill places at the great summer institutes in New England, and his papers before the new but impor- tant Modern Language Association have been heard with attention. At the last session in Philadelphia, he read a paper on Macaulay's style. His work in strengthening and improving the college has been very valuable. SCHOLAESHIPS. As has been seen above the Hon. Ker Boyce gave thirty-three thou- sand dollars for endowing eight scholarsljips. By judicious manage, ment this was increased to thirty five thousand dollars by the, close of the War, and is now invested in four per cent, city bonds. Aid is THE COLLEGE OF CHARLESTON. 65 distributed to needy or meritorious students, under the direction and supervision of tlie descendant of the donor. In addition to the above, it was provided by ordinance, May 6, 1839, that pupils from the Orphan llouse should be admitted to the college free of charge. The trustees have also recently offered free tuition to every pupil of the high school of Oharleston who graduates from that school with a prescribed degree of scholarship, and free honorary schol- arships are also provided for meritorious pupils from the public schools, and the Central and German Academies.^ , PKOFESSOR AGASSIZ AND THE MUSEUM. The museum of natural history is one of the finest features of the col- lege, and is without doubt one of the best to bo found south of Wash- ington. Additional interest attaches to it from the fact that its origin is due to Professor Agassiz. Professor Agassiz's connection with it is well told by Dr. Manigault, the present curator of the Museum. "Prof. Louis Agassiz came to America for the first time in tli« autumn of 184G, and soon after delivered in Boston his first course of Lowell Lectures. His first visit to Charleston, S. C, was in Febru- ary, 1849, when. he delivered his lectures on the glaciers of Switzer- land, and th.3 phenomena connected with their former greater extension. He had already formed the acquaintance and friendship of Prof. J. E. Holbrook, the author of a well-known work on the Herpetology of Korth America, who was engaged then on the study of the fishes of South Carolina, and was his guest while in Charleston. " During his stay in that city he became acquainted with several of its leading citizens, and, through the exertions of Professor Holbrook, arrangements were made to have him deliver a course of lectures at the Medical College on comparative anatomy, between the months of November and March of each year. " These were not commenced until the winter of 1851-52, when the course was completely delivered, and they were commenced again the following year at the appointed time. In December following, however, he was seized with a severe illness which lasted several weeks, and the recovery from which was so slow that he was prevented from resuming the lectures at the college. To make up, after regaining his strength, for his inability to comply with the terms of the agreement, he deliv- ered, during the month of March and part of April, a course of lectures to the general public on various botanical subjects. The lectures were well attended and to a great extent by the ladies of the city, who -seemed to take an interest in the subjects he explained. " It was during those lectures that Professor Agassiz was seen to advantage, and his usual position on the raised platform of the hall was half facing the audience and half turued towards the blackboard, when, ' From W. D. I^orter's address iu 1885, 11406— ifo. 3 5 66 HIGHER EDUCATIun ±i^ ouuih. uAtt^ji^iiN a. with a piece of chalk held iu the right hand, he illustrated what he was lecturing upon. His appearance when thus occupied, making dravyings of leaves and other parts of plants on the blackboard, was a novel one, and is remembered to this day. His proficiency in English, too, was a subject of astonishment. " Professor Agassiz, while in South Oaroliaa, visited several places along the coast at various distances from Charleston. His opportuni- ties for observing the marine fauna of the region were new to him, and he availed himself of them to investigate both the vertebrate and in- vertebrate animals which came to his notice. On the authority of Prof. Francis S. Holmes, of Charleston, it may be mentioned that, previous to his stay in Charleston, he had doubted the existence of an ovoviviparous shark, and Professor Holmes was able to show him one which he liad captured in the harbor, and which contained the living young in the body. He was surprised likewise at discovering that the devil-fish of that coast {ceratoptera vampirus), a gigantic species of ray, was altogether viviparous in the production of its young, a birth having occurred with a captured specimen while he was near by. " He found himself in very congenial company iu Charleston. He accepted many invitations to different kinds of entertainments, and, without evincing any inclination to dancing, participated largely in the pleasures of the young. His association with the highly refined and educated circles of the city made a favorable impression upon him, and he was disposed to make it his permanent residence during the winter, if sufficient pecuniary inducements could be offered him. The difficulties in the way were that, as a professor at the medical college, hiS lectures on comparative anatomy were outside of the curriculum of such an institution, and the* students who intended to i)ractise medicine had as much as they could do to attend to the lectures which belonged strictly to the course. It was found, therefore, that the interest in his lectures flagged, and the attendance diminished toward their close. " There had been a decided interest taken in Charleston in the nat- ural history of the two highest classes of vertebrates — mammals and birds, at one time when Audubon was preparing his great work on the birds of E'orth America, and later, when the Eev. John Bachman, of Charleston, was his co-laborer in this work on the quadrupeds of America. At that time there existed in that city a philosophical so- ciety modelled after the onein Philadelphia, and among their collectious were a large number of animals and birds, carefully mounted for exhibi- tion, which were located iu a small wooden building standing in the yard of the medical college, in that part of the lot now included in the area occupied by the Eoper Hospital. "In 1852 the little museum was in an almost abandoned condition, and there was no one strictly in charge. It was going to ruin rap- idly. Agassiz's attention was directed to it, and he examined the con- tents with interest. It so happened that during that year the two THE COLLEGE OF CHARLESTON. 67 wings to the College of Charleston were completed, and no decision had been arrived at as to the purpose to which the upper floor of the entire building should be devoted. It was therefore suggested that it should be utilized for the purpose of founding a museum of natural his tor J'. "The trustees of the college and the city government were consulted and the former agreed to the proposed destination, while the latter ap- propriated the funds necessary for the fitting up of the cases, "The collection at the Medical College was then removed to the Col- lege of Charleston as a nucleus of a larger museum, a competent taxi- dermist was employed to overhaul the specimens, and at the end of March the museum was inaugurated with an address by Professor Agassiz in the chjapel of the college. " The first curator appointed was Prof. F. S. Holmes. His studies had been mainly in geology and paleontology under Mr. Tuomey, who at one time was the geologist of the State ; a chair for instruction In those two branches was established, with the salary paid by an annual appro- Ijriation made by the City Council, and Mr. Holmes was also elected to that position. "Professor Agassiz thus gave an impetus to the study of natural his- tory in Charleston which was similar to what occurred in other cities which he visited, and he can justly be considered as having founded the museum in that city. It was thought at first that he would con- tinue to visit Charleston every winter, and in that case his lectures would have been delivered at the college. But he concluded before leaving • that a southern winter was not sufficiently invigorating for his robust constitution, and substantial offers having soon after been made to him to locate permanently in Cambridge, Mass., he fixed his abode there, and soon succeeded in starting the Museum of Comparative Zoology." WOKK OP THE COLLEGE. The number of its graduates is three hundred and sixty-eight up to 1885. This is due to the fact that its patronage is nearly all from the low country. Of its graduates to 1870, forty-two were lawyers, thirty- two physicians, thirty-two merchants, and twenty-three clergymen, be- sides many teachers. In the list will be found the names of those who have led public opinion in the city for many years. Among those who have attained distinction in professional and political life may be men- tioned Joseph Aleston, Thomas Bennett, Daniel Elliott Huger, Eev. Dr. Palmer, John S. Eichardson, Dr. Joseph. Johnson, Joseph Duncan, William D. Porter, Dr. John Dickson Bruns, Paul Hamilton Hayne, John Hamkel, and Henry D. Lesesne. One of the most widely known of its graduates is J. D. B. De Bow, who attracted notice at college, with his keen, black, sparkling eyes — " ready for any discussion or intellectual tilt, one of the great thinkers 68 HIGHER EDUCATION IN SOUTH CAROLINA. and actors of the South." He carried off first houors ia 18i3, haviuR- gone through the course in three years. lu the great conflict since the adoption of the Oonstitutiou between the North and -South, the south- ern orators had always held their own; but there was a great and cry- ing need of a southern writer, a vigorous controversialist, who could cope with the writers of the North. De Bow came nearer supplying this need in the Commercial, and afterward in his own Review, from 1844 to 1860, than any other man. His periodical was filled with vigorous po- lemical articles on the history and statistics of the two sections. He could treat grave constitutional questions and questions of national issue in an able, dignified manner, and always ijresent the southern side of the matter in the strongest light. He was appointed chief of the United States Census in 1850. His Eeview was the highesc class publication of the South, and to-day there is hardly any better source for learning the feehngs, habits, and life of the Old South. At the con- clusion of the War he moved from New Orleans to New York, and re- commenced the publication of his magazine; his death caused it to be discontinued after he had carried it through two or three volumes. Of its literary men, the best known is Paul Hamilton Hayne, class of 1850, a member of the famous Hayne family of the Eevolution, and a relative of the renowned antagonist of Daniel Webster. After 1865 he lived quietly iu a retired village in Georgia, until he peacefully passed away iu 1886. William H. Trescot was the salutatorian of the class of 1841. He was Assistant Secretary of State during BucliTinan's term, and has held im- portant foreign appointments since then. He is now one of the best authorities ou international law and diplomacy iu the United States. Many others attended its classes without graduating, among whom may be mentioned the scholarly Hugh S. Legar6, and the talented William Lowndes. PRESENT CONDITION OF THE COLLEaE. The disastrous earthquake of 1886 interrupted the smooth flow of duties in the college, as well as elsewhere in the city. But the dam- ages have been repaired and the work now goes forward as usual. Some extracts from a recent letter of the president will give an idea of the present circumstances : "As you probably have sufficient material for the brief historical outline which your space permits, I shall endeavor to add a few details respecting the scholastic, or academic, i)hases of the institution. * * » The College of Charleston is the oldest institution in the State de- voted to the advancement of higher education, having celebrated its one-hundredth anniversary in 1885. In mere numerical strength it has never ranked among the leading institutions of the South, its high- est attendance not having exceeded seventy in the collegiate depart- SOUTH CAUoLtNA MILITARY ACADEMY. 69 ment. The preparatory, or grammar, school was dispensed with about fifty years ago. The college has educated a very large proportion of the most eminent citizens of Charleston; indeed, many who have achieved fame in other sections of our country and in every sphere of professional life. It maintains almost unmodified the strict collegiate curriculum — languages, ancient and modern, mathematics, and the sciences. The elective system, which in its extreme form has been en- grafted upon so many of our colleges and nominal universities, has not been adopted, nor is there any movement in that direction. * * * The faculty have done much excellent work in science and literature, probably more than has been accomplished in any southern college or institution, except the University of Virginia." The entrance examinations require, in Greek, two' books of the Anab- asis; in Latin, four orations of Cicero and two books of the J3neid; some knowledge of ancient and modern geography, the history of the United States, French, and German. The course covers four years, with no electives allowed. The work in English is hardly surpassed by that of any college in the country. SOUTH CAROLINA MILITARY ACADBMT, The South Carolina College had been organized chiefly on the classi- cal basis, and most of the other schools in the State followed the same course very rigidly. Electives were unknown in those colleges. There was a feeling that the course in those institutions was too narrow and unpractical ; that there was need of some other training than for the bar, the pulpit, and public life. It was the first indefinite longing for what the State still partly needs — technical industrial training. The aim was to avoid the classics altogether, but not to be so entirely tech- nical as West Point, while still taking that institution as a model. The people felt it best to maintain a nucleus of military organization "for the State's physical protection, in case of a possible insurrection," and for this purpose there were military establishments at Charleston and Columbia. The State kept military stores and munitions of war at both places, and appropriated $24,000 annually "to maintain a com- pany of soldiers at each of them. But Gov. J. P. Eichardson in 1841 suggested that the property of the State could be guarded as well by boys as by soldiers, and that they could at the same time be trained into capable, worthy citizens. In accordance with this suggestion. Colonel Phillips introduced a bill to convert the Arsenal at Columbia and the Citadel at Charleston into schools, but his plan provided for a course of education but little removed from the free school. In consequence it failed. But the Governor on his own authority placed a number of de- serving young men under the officers for training and instruction. During the summer of 1843, the Governor broached his plan of a school to General James Jones; but it was not sufficiently broad and 70 HIGHER EDUCATION IN SOUTH CAROLINA. elevated to suit the latter, since it would make "neither soldiers nor scholars," and he wrote to J. H. Hammond, who' was a candidate for Governor, to oppose the measure. By the time of meeting of the Leg- islature in the fall Eichardson's ideas had enlarged, and he strongly urged the founding of the schools on such liberal basis as suited Gen- eral Jones. General D. F. Jamison introduced a bill for this purpose, and it was passed December 20, 1842. The act was very broad in its provisions, and left almost the entire scope and plan of the schools to the discretion of the board of visitors. This board consisted of five members, appointed by the Governor, with the Adjutant and Inspector- General members ex officio. Two years after the Governor became a member ex officio, making the board of seven members as at present. The first members appointed were James Jones, D. P. Jamison, W. J. Hanna, Daniel Wallace, and J. H. Means. At first the two schools were independent of each other ; but on fail- ure of attempts to consolidate them in 1845, the Arsenal was made auxiliary to the Citadel and the first class was instructed there. The course of study covered four years, and was intended to be mainly math- ematical and scientific, with one modern language. Their model was West Point, and it has been claimed that the course in mathematics is even broader than at that school. The entrance examinations were probably not so advanced or so searching, although covering the same subjects. Several of the staff in the first years were graduates of that institution. The board aimed not to do too much, but to do thoroughly what was attempted ; to teach the boys not " what to think," but " how to think." A strict and rigid discipline was necessary in order to train the fiery youth who were more accustomed to command than to obey. Military habits of regularity and self dependence were needed for boys who never brushed their shoes or saddled a horse. " Wise men saw the deficiencies of the youth of South Carolina in the matter referred to, and recognized the demand for a school that would apply the remedy for the existing evil. Such a remedy the military schools offered."^ "Parents in South Carolina hailed the establishment of her military academies, and so rapidly have they grown in public favor that the buildings were doubled in capacity within seven years after their founding."^ In the thirteenth year after the founding of the Academy twenty-eiglit pay applications had to be rejected for want of room, and the board recommended a tliird enlargement of the building .at the Arsenal to accommodate these increasing applications. In the organization of the school the merit system was recognized, and indigent boys had an opportunity, the first offered by the State on any scale, of getting an education free. The South Carolina College provided ample facilities for the rich boy, but practically no aid was ex- tended to his poorer neighbor. Pifty-four indigent boys were educated ' Sketch of tbo Academy by Col. .1. V. Thomas. » Gonoral lillison Capei-s's address in 1886 at the Citadel iu Charleston, r " ■p 1 T~ 3» -1— - ,1N"' 1 "Jh J Jill r I i = = -^ i p'l ;i'",H„ " ■ m it SOUTH CAROLINA MILITARY ACADEMY. 71 free of expense at the Academy. They are now chosen by competitive examination, a certain number from each district according to its popu- lation, and hold the place until graduation, unless they fail to reach a certain grade of standing. These beneficiaries are further required to teach for two years in the public schools after graduation. Pay cadets were also admitted, subject to the same regulations as the others. In another respect the institution has followed West Point — in pro- viding offtcers for the State. Up to the close of the school iu 1861: about eighteen hundred had entered, and two hundred and forty had gradu- ated. Of the graduates, nearly every oue entered the army, and four, Hagood, Jenkins, Law, and Capers, became brigadier-generals. Jenkins fell at the Wilderness. Of the others, " a number served as colonels, lieutenant-colonels, majors, captains, and lieutenants; some were sur- geons, some chaplains, two served in the 0. S. Navy, while the remain- der represented almost every grade of the service." Of the graduates, nearly twenty per cent, died in service. The school continued its work even during the bombardment of Charleston, until December, 1864, when it seemed necessary to order the cadets into active service. The first military work of the Academy ofiicials had been in drilling the Palmetto regiment. But in 1864 the corps was sent to the coast to repel some raiding parties. " Their con- duct was such as to excite the commendation of the veteran troops by whose side they fought, and to call forth the approval of the command- ing general as well as the colonel commanding the expedition."^ They were ordered to James' Island, where they remained until the evacuation of Charleston, in February, 1865. They then marched into North Caro- lina, and afterward returned to Upper South Carolina at the command of the Governor, and were finally disbanded May 9, 1865, "being at that time the only body in arms in the State, and perhaps in the South this side of the Mississippi Eiver." During the time of service in the field, four died from exposure and hardship, and several were severely wounded, and others slightly. There were in the battalion two hundred and sixty-five cadets at the time of the surrender. The studies of the Academies ended in December, 1864, and the schools were formally closed in December, 1865. The Arsenal at Columbia was demolished, and the grounds finally sold under the Sinking Fund Com- mission. The United States troops took possession of the grounds and buildings of the Citadel Academy at Charleston and held them until 1882, when they were voluntarily abandoned and the State again as- sumed control. The personal property of the Citadel Academy had been removed to Columbia and had been lost in the destruction of that city. The Legislature passed an act for the re-opening of the school, and this was done in 1882. There is only one branch now, that at Charles- ton. A statement of its recent development is given below. ' Thomas's Sketch, p. 59. 72 HIGHER EDUCATION IN SOUTH CAROLINA. The school has trained men for successful careers in public life and in practical pursuits. Among the one hundred and seventy-five gradu- ates up to 1860, there were teachers, physicians, lawyers, civil engineers, architects, agriculturists, merchants, book-keepers, clergymen, editors, city ofQcials, and railroad men. Several of them have also been promi- nent in public life. E: M. Sims (class of 1856) was the first Secretary of State after the reconstruction. Johnson Hagood, standing first in his class (1847), was Comptroller-General and then Governor of the State, 1880-82. Hugh S. Thompson (1856) was a most efficient State Superintendent of Education for six years after 1876, and brought order out of chaos, afterward Governor two terms, late Assistant Secretary of the U. S. Treasury.' Asbiiry Coward (1854), State Superintendent of Education for four years, was also principal of King's Mountain Military School. Ellison Capers (1857), a distinguished officer in the Confederate army, now rector of one of the strongest Episcopal churches in the State (at Columbia), was elected bishop of one of the dioceses of Blaryland. W. P. Dubose (1855) is now a professor in the University of the South. Dr. Peter Bryce (1857), Superintendent of the Insane Hospital of Alabama at Tuscaloosa, was appointed in 1860, and is still at the head of that institution, which ranks second to no similar insti- tution in the Union in its equipment and management. Among the more distinguished graduates of the Citadel Academy may also be mentioned Col. W. B. Stoney, Comptroller-General ; Hon. T. G. Dargan, Member of Congress ; Eight Eev. P. P. Stevens ; Col. C. C. Tew ; Gen. Micah Jenkins ; Gen. E. M. Law ; Ma,j. C. S. Gadsden ; Dr. P. L. Parker, M. D. ; Col. John P. Thomas ; Maj. J. B. White; Hon. Edward Croft ; Prof. J, P. Lanneau ; Col. S. B. Pickens ; Gen. C. I. Walker; Gen.T.A. Huguenin; Col. J. J. Lucas; AmoryCoffin, Jr.; Capt. J. B. Patrick; Capt. Paul Hamilton; Col. G. B. Lartigue; Col. John D. Wylie; Col. I. G. W. Steedman; Col. J, G. Pressley; and Prof. A. Doty. A STATEMENT OF THE EECENT DEVELOPMENT OF THE SOUTH CAKO- LINA MILITARY ACADEMY. [This statement was prepared for use in this connection by Maj. Saint James Cummings, professor of English Literature a.nd History in the South Carolina Military Academy.] From the early years of its history to the present time the officers of the Citadel Academy have worked zealously for its best development along the lines ®n which it was established. Its record shows no weak- ening in this determination. But never has there been a more pro- nounced improvement, both in its aims and its work, than during the last few years. This is attested in a general way by the hearty, even enthusiastic, appreciation of the public that sustains it. Formerly the institution had to content itself with the approval and interest of the ' Kecoiitly uominated democviitio niembor of the Civil Service Commit> SOUTH CAROLINA MILITARY ACADEMY. 73 people of South Carolina. It now claims the attention of patrons and admirers in a number of other States. But a more pointed proof of the new growth of the school lies in its character. It is a unique agent in the history of education. A child of West Point, it has improved on its birthright; and by the force of the circumstances under which it has grown up, it has learned a wise adaptation to the needs of the section that has enjoyed its labors. Its field of action lies between that of the United States Military Academy and that of the various State universities. It does not intend to produce specialists, either as soldiers or as scholars. From a military discipline which is firm and vigorous, yet kindly, the student draws a training in the habits of mind and body that is desirable even for him who is to be a civilian. Accompanying this feature, certain modifica- tions and extensions are made in the curriculum, which a purely military institution considers of less importance for Its needs. These added feat- ures have in view the training of the student for the more practical and less technical duties of life. The careers of the graduates of the South Carolina Military Academy justify the wisdom of the plan of instruction in this respect. In all the work of the school a cleanness and thorougli- ness of performance is demanded. As soon as possible after his admis- sion into the school, the close attention and ambitious execution of a growing apprentice is enjoined upon the cadet. The curriculum embraces courses in moral and political science, mathematics and engineering, the physical sciences, history and Eng- lish literature, modern languages, drawing and book-keeping, and mili- tary science and tactics. As an instance of the recent development of the institution may be mentioned the establishment of two' new chairs of instruction, — that of moral and political science, and that of English literature and history. Professors have also been elected for these chairs. Another new feat- ure is the election of two assistant instructors for the departments of English literature and history, and chemistry and physics, respectively. The course of instruction in modern languages has been increased so as to include at present both the French and German languages. The recent introduction of the German language and literature was made in appreciation of the value of a knowledge of this language for general scholarship. The elevated moral tone of the Academy is most manifest; and it is noteworthy in view of the fact that the growth of the religious spirit of the corps of cadets is in keeping with the growth of the institution in other particulars. There is a quiet earnestness of manly and noble purpose, which is felt to be the mark of student life at this place. This is in very great part due to the ha;ppy influences which have been set to work by the present Superintendent ; and it has already estab- lished a precedent of high-minded conduct from which it will be the ambition of the school never to retrograde. 74 ' I-IIGHEE EDUCATION IN SOUTH CAROLINA. Several years ago the State made claims for reimbiirsementfrom the General Governmeat for the use and occupation of the Citadel building, and for the value of the western wing, that was destroyed by fire dur- ing that occupation. Congress, having consolidated these two claims, voted to the State the sum of $77,260, as representing what was justly due the State from the General Government on that account. The General Assembly, at its session of 1888, directed that this amount, less twenty thousand dollars, be applied to the rebuilding of the western wing of the Citadel building and the better equipment of the school. This twenty thousand dollars included five thousand reserved for pay- ment'of the cost of collection, as well as fifteen thousand dollars ad- vanced by the State for the repairing and equipment of the Citadel buildings, and for the current expenses for the year following the reor- ganization of the Academy in 1883. This work of rebuilding is already in progress. Special attention has been given in this Academy to the study of mathematics, pure and applied. From the early years of the school's history to the present, this course has been emphasized, and has grown in use till, as now taught, it is most thorough and solid. Exceptional praise is deserved for the thoroughness of the method of instruction, whereby the student realizes, on graduating, a capital of mathematical and engineering knowledge ready for use. The experience of the grad- uates is that in this field they are rich men, and men whose usefulness is put to account. Among the alumni of the Academy are many active civil engineers. The department is in charge of a professor whose re- pute as a practical engineer and author of standard and specially rec- ognized text-books and treatises is a clear indication of his capability and zeal as a teacher. A representative judgment of the methods and aims of the depart- ment of physical sciences may be made from the fact that among those who have assisted in the organization of this department of late years are graduates of the University of Virginia, the United States Naval Academy, Johns Hopkins University, and the German universities. The present incumbent of the chair is a graduate of the University of Virginia and Heidelberg University, pursued special studies at Got- lingen, and has enjoyed peculiar advantages as an instructor in these branches at Johns Hopkins University. With the projected improvement of the physical and chemical labo- ratories and the purchase of new apparatus, the departments of math- ematics and engineering and physical sciences will receive a fresh im- petus. A blessing that will be felt throughout the school, irrespective of de- partments, is the proposed library, for the purchase of which the Board of Visitors have reserved a share of the gross amount just granted by Congress. The latest touchstone of sympathy with advanced educational aims SOUTH CAROLINA MILITARY ACADEMY. 75 is the attitude of an institution toward those studies included under the heading of English. The individual, importance of the group of Eng- lish studies has failed of proper recognition till late years in almost all institutions of learning. It is eminently fitting that a practical school, such as the South Carolina Militarj' Academy, should be numbered with those which disseminate reforming influences in this matter, and witness to the worth of an English education, sound in method and substance. The Board of Visitors have shown their spirit in this direction not only by the establishment of a separate chair of English studies, but also by electing to that chair a gentleman who received special training for this work at Johns Hopkins University. And, furthermore, they have mani- fested a special desire that this department be made prominent in the scheme of studies. It is gratifying to note this abiding interest in the humanities in a city that has sent forth so many famous 'masters of thought. The following is the present Board of Visitors: General Johnson Hagood, Chairman. Eev. S. B. Jones, I). D. Col. Edward Croft. Col. H. A. Gaillard. Maj. 0. S. Gadsden. The Governor of the State {ex officio). The Adjutant and Inspector-General of the State {ex officio). The present Academic Board is constituted as follows : General George D. Johnston, Superintendent, and Professor of Moral and Political Science. Maj. William Cain, Professor of Mathematics and Engineering. 1st Lieut. C. H. Cabaniss, Jr., 18th Infantry, U. S. A., Professor of Mil- itary Science and Tactics. Maj. St. James Cummirigs, Professor of English Literature and History. Maj. Charles L. Eeese, Professor of Chemistry and Physics. Capt. P. P. Mazyck, Assistant Professor, in charge of Modern Languages. 2d Lieut. O. J. Bond, Assistant Professor of Mathematics, and in charge of Drawing and BooTc-Tceeping. 2d Lieut. J. P. Kinard, Assistant Professor of English Literature and History. ■2d Lieut. J. T. Coleman, Assistant Professor of Chemistry and Physics, Upheld by the people, extending its clientage from this to neighbor- ing States, enlarging both the scope of its studies and the number of its teachers, this school of proud traditions gives to-day an earnest for the larger hopes that are now resting upon it. 76 Higher EctJCATioN in south Carolina. THE PUBLIC SCHOOLS OF CHARLESTON.^ The public schools of Charleston are the Bennett, Crafts, Memminger, Meeting Street, Mary's Street, Shaw, and Courtenay Schools, several of which have been named after distinguished citizens who have taken an active and generous interest in the system. This is notably the case with those named after Gov. John S. Bennett, Hon. William Crafts, Hon. C. G. Memminger, and Hon. William A. Courtenay. In token of their high appreciation of the services of Mr. Memminger, a marble bust by. the eminent Virginia sculptor, E. V.Valentine, which was executed by authority of the General Assembly of the State, very handsomely mounted on a base of elaborate workmanship, has been erected in the Council Chamber opposite the panel on the west of the mayor's desk occupied by the bust of Mr. Petigru. There, in the recog- nized public hall of the city, where they can be seen by coming genera- tions, in the same apartment with the historic portraits of Washington, Monroe, Jackson, Calhoun, Moultrie, Marion, and others, are displayed the marble busts of Pulton, Hayne, Petigru, Courtenay, and Memminger. The ceremony of unveiling this bust took place in the Council Cham- ber on the 29th of February, 1888. The Hon. Charles Simonton, judge of the United States court and chairman of the Board of School Com- missioners, presided, and in felicitous language placed the memorial in the keeping of the city authorities. The following is the inscription on the pedestal: Christoplior Gastavus Memminger, founder of the present public scliool system in Charleston. The City Board of School Commissioners, with the approval of the Leg- islature of South Carolina, erect this memorial in grateful appreciation of his services for thirty-three years. "Heaven doth with us as we with torches do, Not light them for themselves ; for if our virtues Did not go forth of us, 't were all alilso As if we had them not." 1887. No city in the Union at the present time has a better system of schools than the city of Charleston. In separate schools for each race, facilities are afforded for educating the children in the ordinary branches of a common school education. THE PRESENT CONDITION OV THE PUBLIC SCHOOLS. The five teachers of 1811 had grown to ninety-one in 18S7, the five thousand one hundred dollars of school funds to sixty-two thousand dollars; but the increase in population, and the necessity of providing for the large number of colored children, under the changed relations 1 Till) material for the concluding porlilons of this chapter has been taken, in the iruiiii, i'roui nu'ont issues ir thousand dollars. And, finally, the great success of the Charleston schools would seem to warrant one in believing that the system would have extended to the whole State in a few j'ears. Moreover, the reports of the years immedi- ately before the War show an increase in attendance. SYSTEM SINCE THE WAK. During the War and up to 1SG8, nothing of importance was done in the schools. In that year a new Constitution wiis adopted, and the free schools were superseded by the public schools. By this act of recon- ' Davis, in Hand-Book, p. 4C2. ' Vol. XXIV, p. 317. /' 118 HIGHKR EDUCATION IN SOUTH CAROLINA. struction it was provided that a State Superintendent, elected bien- nially, should have the general oversight of the whole system. It was also provided that a commissioner for each county, to be elected by popular vote, should have oversight, under the State Superintendent, of the school matters of the county, while trustees under him were appointed for each school district. By this instrument the people ob- tained the central supervising officer that so many prominent men had wanted for half a century. Since the establishment of this excellent system the progress has been as fair as one could wish. That most efficient superintendent, H. S. Thompson, began to work in 1877 to disentangle the schools from the mass of debt and ignorance. He labored for six years, and gradu- ally built them up. On his elevation to the Governor's chair in 1882, Col. Asbury Coward wortliily fdled his place until the election of Mr. J. E. Eice in 1886. The Superintendent from 1868 to 1876 was J. K. Jillson. From the last report of the Superintendent we may get some idea of the present condition of the public schools and the progress that has been made. The whole number of children of school age (six to sixteen), by the census of 1880, was 281,604; the total enrolment in the schools last year (1888) was 193,434. The average length of session is three and one half months ; this is short, but it is as much as the taxes will sup- port, and the tax rate is as high as the average in 'New England. So they are doing as much as the people of that section. The number of schools is 3,922; teachers, 4,203. The average monthly compensation of teachers is, for males, $20.68 ; for females, $23.80. SOME OPPOSITION. It can not be denied that there is some opposition to the public schools in some retired places, and it is very justly charged that with their three months' free tuition they have broken up the old academies, while not substituting anything for those excellent training institutions. Many openly declare for the abolishment of the public schools on this ground; but if they could be improved this opposition would ceasel There is some opp^ition also on grounds of religion, but it is no stronger than in any other section. But a gratifying feature is the increase of the graded town schools, supported by local taxation. A constitutional amendment of 1876 had imposed a levy of two mills tax lor school purposes, besides the poll tax. But this was found insufficient for the cities, and under the authority of an act so framed as to throw the matter into the hands of the property holders, several cities have a very improved system of graded schools. Some of them, especially in Charleston and Columbia, will compare favorably with those of any section of the country. Another encouraging feature is the organization of State normal in- stitutes each summer, one for white teachers and one for colored teach- FREE SCHOOLS. 1 j () ers. These have been held annually since 1880, with one or two excep tions. So the outlook on the whole is very encouraging, and hopeful for the future. PRESENT CONDITION OP THE PUBLIC SCHOOL SYSTEM. Superintendent J. H. Rice, in his last report (1888), presents a hope- ful view of the future of the public school system. His cheering words give every assurance that opposition will eventually cease, and thafc-the efficiency of the system will be advanced. He says: "There is an increase of 18,417 pupils in the enrolment of 1888. * * # There is also an increase of 14,030 in the average at- tendance, a most notable proportion. Tlie last ten years have been a transition period in our educational worli. The plans of private indi- viduals crumbled to pieces, and many have lamented the decay of schools once prosperous. But the State Legislature has been quietly and firmly laying the foundations for broader work. South Carolina * * * desires that the advantages once bounded by the horizon of private eflbrt should be widely diffused through the power and benevolence of a great State. The free school has been pushed into every locality." He points with pride to the fact that there were one hundred and sixty-two more schools on the list than the year before, and refers to the ambition of the small tojvns in the State to establish graded insti- tutions. " Winnsborough and Eock Hill have spent about twelve thon- sand dollars each on their school buildings. Greenville begins with eighteen thousand dollars and * * * Spartanburg levies a tax of twelve thousand dollars, with a special local tax for her schools. Smaller and larger towns, and country districts the State over, are rap- idly putting their money into modern school-houses." ' WINTHEOP TRAINING SCHOOL. During the years of trial with the free school system, the inefficiency of the average teacher was pointed ont repeatedly, and the establish- ment of a normal school was urged. This has never been founded, chiefly for want of means. But in the last two years, through the munificence of George Peabody and the energy of the efficient super- intendent of the schools of Columbia, facilities have been provided in the Winthrop Training School for training female teachers and thus largely meeting the demand. From a letter of John P. Thomas, Jr., in 1887, the following sketch of it is taken : " The Winthrop Training School was opened in Columbia on ]!s"ovem- ber 15, 1886, In the buildings of the Theological Seminary, which have been temporarily secured for the use' of the school. The school was organized under the general powers conferred by law upon the board of school commissioners of the city of Columbia. But the school •Report for 1888, pp. 5-6. 120 HIGHER EDUCATION IN SOUTH CAROLINA. had not been in operation long before the idea was conceived to enlarge its scope. With this view, application was made to the General As- sembly for a charter. Under the provisions of this charter the school will be operated for the benefit of the whole State. The school is named in lionor of the venerable and philanthropic chairman of the Peabody board, and it is by the liberality of this board that the school is mainly supported. It has been in successful operation since its opening under the following corps : Prof. D. B. Johnson, superintendeat ; Miss M. H. Leonard, principal ; Miss A. E. Bonham, practice teacher ; Mrs. T. C. Eobertson, teacher of drawing. "The school has been attended by twenty-one young ladies. The ' up-country,' ' low-country,' and middle section of the State have all been represented. During the short time the school has been in session, the following work has been accomplished : the pupils have been taught the methods of the various classes in the city graded schools, and they have had the opportunity to observe, by personal inspection, the prac- tical working of these schools and their successful ways of management. In addition to this, each training pupil has had a week's practice in the school-room, instructing and controlling children, under the direction of the practice teacher. " Their class work has included psychology, physiology, methods of teaching reading, arithmetic, English language, geography, history, penmanship, music, drawing, and calisthenics. Lessons on 'forms and plants,' as bearing on primary instruction, have been given. The school is open to all those in the State wishing to prepare themselves for the teaching profession." The generous Legislature of 1887 again showed its public spirit bj' establishing thirty-four scholarships, one for each county, yielding one hundred and fifty dollars apiece. They are limited to those who have not the necessary means, and are chosen by competitive examination by the State Superintendent of Education. They may be held for a year, and the holders, on completion of the course, are required to teach for one year in the common schools of the counties from which they come. TRAINING OF TEACHERS. In addition to the Winthrop school, there are other facilities in the State for training teachers. Tliere is a normal college, with a two years' course, within the State University. The head of it is Dr. E. E. Sheib, of Baltimore, who studied for five years in Germany, and received the degree of doctor of philos- ophy in pedagogics at Leips'ic. Previous to being called to Columbia, he was for several years president of the State Normal School of Lou- isiana. Olaflin University, at Orangeburg, has also a normal course of three years. There is, in addition, a special teachers' class every spring for TRAINING OF TEACHERS. 121 those who cannot take the full course. Five other institutions in the State also provide normal instruction for colored teachers. The Saturday Normal School at Charleston has a four years' course of study, with free tuition. The teachers of Columbia hold monthly meetings for the study and investigation of the principles which under- lie their science. Besides these facilities, there are the State and county institutes, which continue for a few weeks during the suinmer,_and are conducted by skilled and experienced teachers. Often there are educators from large cities, where their opportunities have made them acquaipted with the most improved methods of teaching. These institutes are usually very largely attended. The State is also entitled to ten scholarships in the Peabody Normal School at Nashville. The recipients of this bounty are under obliga- tions to teach for a term of years in their native States after grad- uation. There are. other means for pedagogical instruction less definite in character, though their influence cannot be doubted. The Carolina Teacher, a pedagogical monthly at Columbia, and the reading circles voluntarily formed among the teachers, probably reach more of those engaged in training youth than the normal schools and institutes can. PEABODT AND SLATER FUNDS. South Carolina has been greatly benefited by the appropriations from the Peabody and Slater Funds, but especially from the former. The awards of these philanthropical bequests have been devoted to the aid of the public, graded, and normal schools, teachers' institutes, and for scholarships in the Peabody Normal School at Nashville, Tenn. South Carolina is entitled to ten of these scholarships, which are con- ferred after competitive examination, and yield the holders free tuition and two hundred dollars each per annum. It is now the settled policy of the trustees of the Peabody Fund to expend the greater portion of the income in assisting to train teachers. While the total amount received from the Peabody endowment is large, the advantage to the State cannot be measured in money. By means of these gifts a stimulus is furnished to local efibrt, and new and improved methods of teaching are introduced Into places that would have known nothing of them but for the exertions of the General Agent. The present Superintendent of Education for the State, in fitting words, makes acknowledgm'ent of the debt of gratitude for the noble munificence of George Peabody: "I need not again call attention lo the beneficent results flowing from the annual bounty of the Peabody Fund, ft is difficult for us to see how we should have begun our higher school work without this aid, and it is surely true that we would have been compelled to abandon our county institutes. * * * Peabody, 122 HIGHER EDUCATION IN SOUTH CAEOLINA. dead, yet lives, radiant in tbe grateful hearts of his countrymen, and, more valuable than all, sliriued in the many humble homes where his charity has lighted the lamp of knowledge." ' The following amounts have been disbursed by the Peabody Fund in South Carolina for educational purposes: In 18C8, $3,550; 18G9, $7,800; 1870, $3,050; 1871, $2,500; 1872, $500; 1873, $1,500; 1874, $200; 1875, $100; 1870, $4,150; 1877, $4,300; 1878, $3,000; 1879, $4,- 250; 1880, $2,700; 1881, $4,050; 18S2, $5,375; 1883, $4,225; 1884, $4,400; 1885, $5,000; 1880, $5,000; 1887,4,000; 1888, $8,000— making a total of $78,250.'' The Slater Fund has also distributed the following sums : In 1883, $2,000; 1884, $750; 1885, $3,500; 1880, $2,700— making a total of $8,950.= EDUCATION OF THE NEGRO. The education of the negro is so largely elementary that it more prop- erly falls under the subject of public schools than elsewhere. Slavery came in with the first settlers of the province, and the negroes increased rapidly in population, until, by the eighteenth century, they outnumbered the whites. Coming directly from Africa, they first had to learn the language, and embrace the Christian religion. The Society for the Propagation of the Gospel in Foreign Parts was active in providing for their spiritual welfare. In 1705 the first mis- sionary, Eev. Samuel Thomas, reported that about twenty negro slaves regularly attended church in Goose Creek Parish, and others were able to speak and read the English language. The first systematic effort made for their education was said to be tbe establishment of a school in 1744 by Eev. Alexander Garden, the building of which cost £308 8s Gd. This was perhaps for free negroes, of whom there were many throughout the State during the time of slavery who owned slaves themselves, and were as much aifected by the results of the 9th of April, 1805, as the whites. This school was doubtless established by the Society for the Propagation of the Gospel in Foreign Parts, since it is stated in the Proceedings of the society for 1752, " that a flourishing negro school was taught in Charleston by a negro of the society, under ' Eoport of State Superintendent of Education for 1888, p. 18. ^ All tliese figures, except for tbe last year, are taken from the Reports of the United States Commissioner of Education for 1885-86 and 1880-87. Those for 188S are taken from the report of the State Superintendent of lOdncation of South Carolina for that year. The amount for 1887 does not include the aid furnished by the Agent to pub- lic schools In the State. The last Report of tho CoBimiasioner of Education gives the sum total granted by tho Peabody endowment for public schools in the ten States, bnt not the appropriation for each State. So tho grand total would probably be several thousand dollars larger. 'Report of tho Commissioner of Education, 1883-80. There is no roferonce to this fund in the last Report, cither of tho United States Commissioner of Education, or of tho State Superintendent of Education of South Carolina. EDUCATION OF THE NEGRO. 123 the inspection and direction of the wortliy rector, Garden, by which means many poor negroes were taught to believe in God and in His son, Jesus Christ."' This good worli was farther carried on by the religious training of the negroes, on every plantation and in every household. But the idea arose that it was dangerous to educate the slaves, and this was strength- ened by several insurrections, which, later, caused it to be forbidden by law to give the negro instruction in reading and writing. This act was passed in 1S34, in spite of the earnest protests of many of the leading men of tiie State.. But the God-fearing men and women, in defiance of the law and of public opinion, boldly taught some of their slaves to read, in order that they might know the way of life. A Baptist minis- ter was threatened with expulsion from his church, but he went on with his work and overcame local prejudice. But oral religious instruction went forward in every denomination, and "experiences "of several hours'length were reverently listened to by their devout, educated white brethren, who compared them with the visions of Ezekiel and Jeremiah. The two races sat under the same preacher and received tlic sacrament from the same hands. The difier- ent charches made reports of one race as regularly as of the other. Special missionaries, some of them very prominent, were sent to labor among the blacks. Every large plantation had its own house of wor- ship for the slaves. The number of communicants, of marriages, of con- verts, of Sunday school scholars, of each race was reported regularly. Their condition, while not equal to that of the working classes in the North, " compared favorably with the lower classes in many countries of Europe, at least.'" All the trades requiring skilled labor were in their hands, and during Keconstructiou they suddenly becarhe orators, parliamentarians, and statesmen. With the War came the upheaval. The schoolmaster followed the soldier, and in the track of the army of destruction were erected the temples of peaceful education. On the spot where the first slave set foot on southern soil, two hundred and forty-one years later, only five months after Sumter, was established the first negro school. As the northern soldiers pushed their way down the Mississippi and gained a foothold on the 'Atlantic and the Gulf, the agents and missionaries of the different churches followed. Among the different agencies none were more active than the American Mis- sionary Society, and the Freedmen's Aid Society of the Methodist Episcopal Church. The Baptists also worked vigorously, and the Pres- byterians were not behindhand. In all, the amount sent by the benev- olence of the North to the negro in the South, up to the present time, is over twenty -six million dollars. The first places in Soath Carolina where negro schools were estab- lished were Saint Helena and Beaufort. Northern benevolence, large ' E. Means Davis, in Ilaud-Book, p. 523. ^Ibid., p. • 124 HIGIIEE EDUCATION IN SOUTH CAROLINA. and generous as were its gifts, could never hope to do more than es- tablish schools at widely distaut points, and train a few who would be an example to the many. The general education of the masses had to be done by the people of the section, if ever done at all. On the reor- ganization of the State government in 1SG8 a public school system was provided, as far as the changed conditions would permit. The plan was thorough, but the administration during Eeconstruction was iuefjti- cient. But still the enrolment of the negroes increased from 8,163 iii 1870 to 103,334 in I888.1 But these schools give only the most elementary instruction, and can not give much of that, since the period of instruction lasts only about three months in a year. The State was so prostrated financially as to be unable to provide schools for advanced instruction, and these would probably not have been soon established without gifts from the North. The Baptists established Benedict Institute at Columbia, for the educa- tion of ministers of the Gospel, and of teachers, male and female; the Northern Presbyterian Church founded Brainerd Institute in 1874 at Chester, as a normal school, and also the Fairfield Normal Institute at Winnsborough in 1869 ; the American Missionary Society established Avery Normal Institute in Charleston on the 1st of October, 1865 ; the Freedmen's Aid Society of the Methodist Episcopal Church North pur- chased the buildings of the Orangeburg Female College in 1869, and opened Claflin University ; the African Methodist Episcopal Church or- ganized Allen University at Columbia in 1881 ; while warm friends at the North established other schools, such as the Schofield at Aiken, and the Shaw Memorial School in Charleston. None of these, of course, could have a very advanced collegiate course, and most of them do not aspire to it, but are contented to give good high school training. One of them, however, does furnish a grade of instrnctiou almost equal to that of any white college in the State. CLAFLIN TJNIYEESITY. In 1869 the buildingis of the Orangeburg Female College (white) were bought by Rev. A. Welister, D. D., and T. Willard Lewis. A charter was obtained from the Legislature on December 18, 1869, and the in- stitution was named in honor of Hon. Lee Claflin, of Boston, Mass. It has been largely through his aid and that of his sou, the Hon. William Claflin, that the University has reached its present efBcient state. The body of trustees, as provided in the charter, could never be less than seven nor more than twenty-one, and was to be self-elective. Section five of the instrument contained this provision: " No instructor in said Uuiversity shall ever be required by the trustees to have any particular complexion or profess any particular religious opinions as a test of office, and no student sliall be refused admission to or denied any of the ' Koport of State Superintondont of Education, 1888, p. 43. IM^t^St tM-M '{ .- '• l^m^if' =|. EDUCACION OF THE NEGEO. 125 privileges, honors, or degrees of said Uaiversity, ou account of race, complexion, or religious opinions which he may entertain: Provided, nevertheless, That this section, in reference only to religious opinions, shall not apply to the theological department of said University." The University was opened with a president and three assistants, be- sides several teachers in the primary department; the attendance the first year was three hundred and nine. In 1872, under the educational act of Congress, the State College of Agriculture and Mechanics' In- stitute was located at Orangeburg in connecticin with Claflin Univer- sity, and a farm of one hundred and sixteen acres was provided. In 1876 the buildings, library, etc., wore unfortunately burned, but they were soon replaced by structures of brick. On the change of party in 1877, the Agricultural College was made a branch of the State Uni- versity, and was retained at Orangeburg in connection with Clatiin University. The expenses are met in part by an income of $5,800 from productive funds of the value of $95,750,^ portion of the Congressional land grant. Other assistance is given by the Slater and Peabody Funds, and by the Methodist Episcopal Church. The departments of the University have been gradually increased. In 1877 the normal department was added, and shortly after this the grammar school, preparatory to the normal dei)artment, was estab- lished. The mechanical department, sustained by the Slater Fund, and the Girls' Industrial Home were soon provided, and good indus- trial training is furnished. A course in science and agriculture was in- stituted, and instruction in the latter is also practical. As was to be expected from the condition of the race, the classical department is not very fully attended, there having been only eigh- teen students in 1880. But the work is of a high grade and thorough. For admission, plane geometry, Caesar, Eoman history, Greek grammar and history, and the Anabasis are required. The course covers four years. Latin and Greek are each studied three years; mathematics goes through conic sections, surveying, and mechanics. The other usual collegiate studies are included. The faculty now includes a president and thirteen assistants, and the attendance in 1880 reached four hund- red and ten, all but two being from South Carolina. Both sexes are admitted, but there are no white students in the institution. The num- ber of graduates reached fifty-three, of whom eleven were in the college proper and the remainder in the normal course. The expenses are mar- vellously low, being only about fifty dollars for the entire school year. The Charleston News and Courier, the largest paper in the State, sent a staff correspondent to attend the commencement exercises in 1888, and gave four and a half columns to the report. The next day a column editorial was devoted to the University, in which it was said : " Claflin University is truthfully designated as the model University of the South for colored people. * * * There were ten thousand persons * Keport of the Commissionor of Eclucatiou, 1884-85, p, 628. 126 IIIGHEK EDUCATION IN SOUTH CAROLINA. at the coujmenccment exercises. The Uuiversity lias sfeventeeu teach- crw, fourteen superintendents, and nine hundred and forty-six students. It exceeds in size the famous school at Hampton, Va. More than five hundred students actually pay for their own education by the work of their hands. In the curriculum are six courses of study, with instruction in nine different industries, represented by the nine special schools of agriculture, carpentry and cabinet-making, printing, tailoring, shoe- making, painting and graining, blacks mithing, merchandising, and domestic economy. The University was founded by Mr. Claflin, of Boston, but it is upheld by South Carolina, which gives it both finan- cial assistance and moral support." L)r. Atticus G. Haygood, who delivered the address, said that it was the largest University between the Potomac and the Eio Grande, and the least expensive. ALLEN UNIVERSITY. This is chietly controlled and managed by the negroes, and it is very interesting to note the high aim they have set in their efforts to educate tbeinselves. The aim. as set forth by the llightltev. W. F. Dickerson, is as follows : '"To aid in the development of the highest type of Chris- tian manhood; to prove the negro's ability to inaugurate and manage a large interest ; * * * to train them not only for the pulpit, the bar, the sick room, and school-room, but for intellectual agriculturists, me- chanics, and artisans ; * * * to educate, in the fullest sense of that comprehensive word, is the work, mission, and cause for the establish- ment of Allen University."' The race has had to receive its instruction from the whites, so far. But as they are educated, they demand the i)laces for the blacks, and very probably they will in a few years be trained by colored teachers alone. In Charleston nearly all the teachers in the colored public schools are white, and in the schools maintained there by northern charity the' instructors are also of that race. In Allen Uuiversity, on the other hand, the work is done t)y colored teachers. 'R. Meaus Davis, Hand-Book, p. 527. CHAPTER VII. SOUTH CAROLINA COLLEGE. ECONOMIC BASIS FOR THE SOUTH CAKOLINA COLLEGE. Deeper down than sentiment or philanthropy or patriotism, lies the very important work of the financier, the providing of an economic basis for a great undertaking. The difliculties to be overcome in gathering funds to found an educational institution in South Carolina in the first years of this century were very great. The State had emerged from a bloody destructive civil war less than a quarter of a century before. The country was covered chiefly with tangled forests, and the popula- tion was widely scattered. There was no want, neither was there any accumulated wealth. The inhabitants were of two different classes, and there was a sharp line of distinction between the "up-country" and " low-country" people. In every movement for extending the scope of government, no matter how aijparent may be the advantages, there is a small number of people in opposition, either from innate conservatism or constitutional obsti- nacy. Even at this day, after the blessings of public schools are almost universally acknowledged, we find men of intelligence declaring against the system. The opposition of the conservatives was miich more for- midable in early times than now. This small party usually bases its po- sition on the question of expense, and their case in South Carolina was a very strong one from this standpoint. The treasury was in an impov- erished condition, and a storm had lately devastated the sea-coast. With such a condition of affairs, it required a clear-headed financier to furnish the means necessary to found a State college, while not pre- senting too weak a position for the discontented party to attack. South Carolina College found such a friend in the person of one of her public men. The importance of his services in laying the financial foundation of this institution demands a sketch of his useful life. PAUL HAMILTON. He was descended from a line of Paul Hamiltous, his great-grand- father, grandfather, and uncle having borne that name. The novelist and historian, William Gilmore Simms, says, "he was the friend and counsellor of Isaac Hayne, the martyr of the Eevolution, and himself a Revolutionary personage of great influence." 127 128 IIIGHEK EDUCATION IN SOUTH CAROLINA. His paternal Scotch and maternal English ancestry combined to make him a strong character. He was boru at Wilto vvn, in Saint Paul's Parish, South Carolina, on the 16th day of October, 17G2. His father, Archi- bald Hamilton, died when Paul was an infant, leaving him to the tender care and training of his mother. Her maiden ^ame was Eebecca Brand- ford. His maternal grandmother was a Miss Cresswell, of North Caro- lina, whose relatives were, and still are, among the most respectable citizens of that State. Although imbued with a deep reverence for sacred things, he was not a morbid Christian ; but in his youth and all through manhood was fond of society. At school he was one of the most athletic boys of his ;ige. In running and jumping he outdid all his comrades, and he also had ail excellent reputation as a boxer. Dancing and hunting were also among his favorite pastimes. Directly after leaving school the pleas- ures of deer-hunting attracted him, and he spent t'he most of his time in the chase, and became one of the best riders in the country. That ex- I)erieuce as a rider proved, not long afterward, of incalculable service to him. His educational advantages were very limited, but were the best that could be obtained in his State in that primitive day. His mother taught him his letters, after which he was sent to a school "kept by a pert young Irishman named Ware, who was well qualified to bring on young children in reading and spelling." At this, his first school, he surprised and delighted his friends by reading well a chapter from the Bible when he was only six years old. Next, he entered the principal school in Charleston, taught by one Alexander Alexander, where he also distinguished himself as a reader ; from the very first day he was placed at the head of a class of thirteen boys, of whom he was the youngest and the smallest. He was gifted with a most remarkable memory, which was sadly perverted at that ill- regulated school, where the master simply used it as a means of exhibit- ing his proficiency in the classics. He had him translating Virgil's ^ueid when he knew nothing of the application of the simplest rules of syntax. He was allowed to use an English translation in the prepa- ration of the lesson, and at recitation to close the book and repeat the translation from memory. A little arithmetic, reading, spelling, and, on Fridays, catechism were added to his course, and at fourteen years of age he began the study of Greek. At this time, 1776, South Carolina was invaded by the British, who, under Sir Henry Clinton and Admiral Parker, threatened an attack on Charleston. Then the services of every man, even schoolmasters, were required, so the schools were all disbanded, and Paul Hamilton's mother recalled him to his country home. He had then the reputation of being a boy of great attainments and most promising genius. There was one teacher, James Hauiden Thomson, in Charleston, who SOUTH CAEOLINA COLLEGE — PAUL HAMILTON. 129 was physically uufitted for military service. At tbe time of the inva- sion of South Carolina he retired with bis pupils to a small village twenty miles away, and continued teaching. Prior to 1775 he had been a teacher of reputation in Priuaetou College. Hamilton's mother placed him under Thomson's instruction, with whom he made rapid progress in bis classical studies, and also took up geometry, trigonometry, and book-keeping. At this school he showed bis strength of character, llis entrance examination proved him to be totally ignorant of grammar, and caused him to be placed with boys very much younger than himself; this so mortified him that, with characteristic pluck, he applied himself to his studies by day and night, until in a short time be far outshone every other pupil in the school. It would have been fortunate for him if all the time spent at Alexander's sham school had been passed under Thomson's thorough instruction. Hamiltou had chosen medicine as his future profession; but his guardian thwarted the plan, and suddenly removed him from school, when he was but sixteen years of age, much against his will, and the judgment of his mother and teacher. In a short time after leaving school he shouldered his musket, and although but a boy, at once proved himself an intrepid patriot and sol- dier. With an enthusiastic hatred for the British, and full of faith in the justice of the American cause, he joined the "Wiltown Hunters," the first militia company raised in his neighborhood. His first experi- ence in battle was in an attack on a party of the enemy who were re- treating southward by water, in which he was exposed to a heavy can- nonade from their galleys. When over two hundred regulars broke and fled from the fire of the enemy, and a cannon shot cut off a small tree within three feet of his person, and, in a few seconds after, a charge of grape shot took down on his right hand about twenty stalks of corn, sending the shattered bits all about him, he firmly stood his ground, and was among the last to leave the field. On this occasion his bravery was publicly commended by Major Moore of North Carolina, who congratulated Hamilton's commander on " the bravery of his little fellow." The same bravery characterized him through many bloody skirmishes, where he was exposed to great peril of life, and where many times he made miraculous escapes. in the two sieges of Savannah he partook of all the dangers, and ulti- mately shared in the defeat. He was in the thickest of the fight at the attack on Charleston. He served as a volunteer under the Baron De Kalb until the 16th of August, 1780, when General Gates superseded De Kalb, and being re-enforced by bodies of militia, gave battle to the British army at Camden under Lord Oornwallis. In the defeat which followed Hamilton was among the numerous flying troops, and had sev- eral hard runs, with the British dragoons in pursuit. His skill as a rider was thoroughly tested on the above occasion, when the Ameri- cans were pursued for twenty-one miles from the battle-field. 11406— No. 3 9 130 HIGHER EDUCATIO IM XH KUUTH L. ' AKUl.liVA. Upon the reorganization of the army he returned to his own State with General Sumter, and participated in the campaigns of 1781 and 1782, feerving with distinction, principally with General Marion, on whose staff he served for several months. He participated in the crowning victory of Butaw Springs, in September, 1781. During the period of rest, after the battle of Eutaw Springs, he re- turned to Wiltown, and laid siege to the hand of Mary Wilkinson. Here he suffered no defeat, for she surrendered to him, and, as he quaintly expressed it in his Memoir, " The 10th daj'- of October, 1782, united me to Mary; she then turned of eighteen, and I short by six daj'S of twenty." After the Eevolutionary struggle was over, he laid aside the duties of the soldier, and assumed those of the citizen. To the restoration of his private affairs and the rehabilitation of the broken fortunes of his people he now devoted himself assiduously. The close of the war entailed its duties and trials. The country was almost ruined and society was stirred to its very foundations. The accumulated wealth of a century of colonial labor and industry had been destroyed. The conditions through which the people of the State had passed are well described by the greatest of American historians in the following language : " South Carolina moved onward to independence through the bitter- est afflictions of civil war. Armies were encouraged by the govern- ment of England to pillage and lay waste her plantations, and con- fiscate the property of the greatest part of her inhabitants. Families were divided; patriots outlawed and savagely assassinated; houses burned, and women and children driven shelterless into the forests; districts so desolated that they seemed the abode only of orphans and widows; and the retaliation provoked by the unrelenting rancor of loyalists threatened the extermination of her people. Left mainly to her own resources, it was through bloodshed and devastation and the depths of wretchedness that her citizens were to bring her back to her place in the republic by their own heroic courage and self-devo- tion, having suffered more, and dared more, and achieved more than the men of any other State.'" In 1785 his public career began, being then appointed general tax collector of Saint Paul's Parish. In the year after he was re-appointed collector, and also justice of the peace. In 1787 he served in the con- vention which adopted the Federal Constitution, and also in 1790 in the convention which framed the Constitution of his own State. In 1787 he was elected to the House of Eepresentatives and served the two succeeding sessions, and, although urged to do so, declined to be a candidate the next time. Early in 1790 he moved from Saint Paul's to Saint Bartholomew's Parish. In 1794 he was almost unanimously elected Senator, and was reelected in 1798. ' Bancioft, Chap. XIV, Vol. X, p. 300. SOUTH CAROLINA COLLEGE — PAUL HAMILTON. 131 lu 1799 he was eugaged iu one of the most excitiug questions that ever occupied the attention of his State Legislature, — the forming of its judiciary system. He-was one of a committee to meet the other House on a reform measure, the result of which was the present admirable judiciary system of South Carolina. As his State's financier he proved himself Williant, bearing the weight of the fiscal affairs of the Senate, as chairman of its committee on pub- lic accounts, lor three years. In that position he was recognized as having built up the finances of the State, which were known to have been in the greatest confusion. His next public position was that of Comptroller of the Treasury, to which office he was twice re-elected without opposition. Being overtaxed, he announced his intention of retiring to private life, but his legislative friends said, " We can not yet spare you from public service, and you must give us two more years, at least, of your time as our next Governor." On the 10th day of December, 1804, he was elected to the highest political office in the gift of his State, and discharged its duties with great credit to himself and benefit to his fellow-citizens. The following quotation from Eamsay, the first and most authorita- tive historian of the State, shows very clearly how much the South Carolina College was indebted to Paul Hamilton for its economic foun- dation : " The concentration of all matters relative to revenue in a head of the department had been several times proposed, but not adopted. Some could not see the utility of such an officer ; others thought his salary might be saved. At length the defects of the financial system became so'glaring as to induce the passing of an act iu the year 1790 to estab- lish the office of a comj)trol(er of the revenue, whose duty it was, among other official details, to superiuteud, adjust, and settle all the former accounts of the treasurers and tax-collectors of the State — to superin- tend the collection of the future revenue — to direct and superintend prosecutions for all delinquencies of revenue officers — to enforce execu- tions issued for arrearages of taxes, and suits for debts due to the State — to decide on the official form of all papers to be issued for collecting the Ijublic revenue, and on the manner and form of keeping public accounts — to examine and count over the cash in the treasury — to prepare and re- port at every session of the Legislature estimates of the public revenue and public expenditure — and at the same time to render fair and ac- curate copies of all the treasurer's monthly reports, and a true and ac- curate account of the actual state of each department of the treasury — to sikspend from office every tax-collector who did not perform the du- ties of his office faithfully — to examine and compare the returns of tax- able property from the different districts — to inquire into any defects or omissions — and to proceed against all persons accessory to the mak- ing false or defective returns. 132 HIGHER EDUCATION IN SOUTH CAROLINA. " It was also made the duty of the treasurers, on receiving any public money, to give duplicate receipts ; one of which was to be lodged with the comptroller. And no public money was to be paid otherwise than iu conformity to legal appropriations; and no sum for more than $100 was to be drawn out of the treasury but by the warrant of the comp- troller, expressing on what account such money was due by the State. Thus everything relating to revenue was subjected to the direction and control of a singlepersou; and nil power relative to the same concen- tred in his hands. The Legislature chose Paul Hamilton their first comptroller, who, besides an accurate kuowlcdge of accounts, possessed a clear and systemizing liead and a quick discernment to detect errors and frauds. After a thorough examination of the resources, debts, and credits of the State, ho made his first report in 1800 ; and a further one annually for the four following years. These reports astonished the Legislature. They then for the first time knew their real fiscal state, and were agreeably surprised to find it much better than they ex- pected. From Comptroller Hamilton's last report in 1804 it appeared that the balance due to the Stateamounted to the unexj)ected sum of $754,755. " This flourishing condition of the public finances led to two important state measures. The richness of the treasury encouraged the Legisla- ture to subscribe three hundred thousand dollars in stock to the State bank, and to establish and endow the South Carolina college at the new central seat of government. The clear gains of the former, which accrued to the State from the excess of bank dividends over interest on six per cent, stock, were sufiicient to defray the expenses of the latter. The State may be said to have acquired lor its citizens the advantages of both institutions for nothing, as they were carried into effect without imposing upon them any additional burdens. After five years' faithful service, in which Paul Hamilton introduced the same order into the finances of the State which hail been done by his illustrious namesake for the United States, he was honored by his grateful country with the highest State office in its gift."' His executive and administrative talents were of such high order that he was promoted from the field of State politics to that of the Fed- eral Governn)ent. In 1809 he was invited by James Madison to a seat in his Cabinet, and the high estimation in which the President held him is seen iu the following letter to him upon his resignation as Sec- retary of the Navy: " Washington, December 31, 1812. " Deak Sir : I have received your letter of yesterday signifying your purpose to retire from the Department which has been under your care. "On an occasion which is to terminate the relations in which it placed us, I can not satisfy my ow n feelings, or the tribute due to your patriotic 'From History of South Carolina, Ramsay, Vol. II, pp. 192-194. • SOUTH CAEOLINA COLLEGE. 133 merits and private virtues, without bearing testimony to the faithful zeal, the uniform exertions, and unimpeachable integrity with which you have discharged that important trust, and without expressing the value I have always placed on that personal intercourse, the pleasure of which I am now to lose. With these recollections and impressions, I tender j'ou assurances of my affectionate esteem, and my sincere wishes for your welfare and happiness. "James Madison. " To Paul Hamilton, esq., ^'Secretary of the Navy." After his resignation he returned to South Carolina and devoted him- self to the improvement of his estate. He died of country fever, on his plantation, June 30, 1816, when still comparatively a young man, and in the full possession of all his faculties. He was buried at Whale Branch i>lantation, near Beaufort, S. C. His grave has been enclosed- with an iron railing, by the order of the Navy Department, since the late Civil War.i NEED OF A COLLEGE. As seen before, the colleges founded by the State had all failed as colleges. Charleston College was the only one with any pretence to such title, and it was pronounced by Governor Drayton, In 1801, as " not entitled to a higher appellation than that of a respectable academy or grammar school."^ Not only was a college needed for the purposes of education, but for uniting the two sections of the State. In the words of a present pro- fessor in the State University, " South Carolina is practically the off- spring of two distinct streams of settlers, the one flowing over the lower country between the years 1670 and 1750, the other settling the country above Columbia, but not beginning till about 1750.'" A feeling of an- tagonism grew up between the two sections. The lower section had the wealth and the educated men, chiefly trained in Europe; the upper had the population, with slowly increas- ing wealth, and the people of this section began to demand a share in the government. By the Constitution of 1791 they had not received their proportion of representatives, but they had never ceased their de- mands. The lower country was fearful of intrusting the management of affairs to an uneducated people, and wisely concluded that it was 'One of his sons, Lieutenant Archibald Hamilton, -was killed on board the "Presi- dent" in the engagement between that vessel a,nd the British fleet ofl' the shores of Long Island, January 15, 1815, after the treaty of peace between Great Britain and the United States had been signed by the commissioners oTthe respective countries. It is a singular coincidence that three of his great-grandsons, Captains Paul Ham- ilton, Paul Hamilton Seabrook, and Paul' Hamilton Waring, all bearing his name, should have fallen in the late Civil War between the States. ' La Borde's History of South Carolina College, p. 8. "Address at Winnsborough, September, 1886. 134 HIGHER EDUCATION IN SOUTH CAROLINA. best to afford the means of improvement, until they were fitted to as- sume control. Tlie first steps toward this had been made at the founding of Mount Zion Society in 1777. This was done in Charleston, chiefly by men of wealth and public spirit in that city. The school was to be located one hundred and fifty miles from them, in the northern part of the State. The preamble of the act declares : ' " Our country calls, nay, the voice of reason cries aloud to us to promote knowledge as the firmest cement of a State; and conscience insists that it is our indispensable duty to instruct the ignorant in tlie principles of Christianity." This sentiment recognizes the feeling between the two sections. FOUNDING OF THE COLLEGE. All this strongly pointed oat the necessity of a college, and to Gov- ■ crnor Drayton belongs the credit of beginning the movement for its establishment. Unfortunately the records are very meagre as to the founding of the institution. The newspapers of the time give no local news at all, and very little of any sort, but consist chiefly of short edi- torials on politics. Governor Drayton in his message of November 23, 1801, recommended the measure for the establishment of a college at Columbia. He called attention to the failure of the five colhiges already incorporated by the Legislature, some of wliich existed only in name, and the others were no better than grammar schools. In the Legisla- ture Chancellor De Saussure deserves the most honor. There was some sharp opposition, even from the upper country, for whose benefit the act was very largely intended. This opposition continued for some time afterward, as the following year two petitions for the repeal of the act were received "from many inhabitants" of an up-country district, and even yet some dissatisfaction is manifested. The committee recommending the passage of the bill was composed of Thomas R. Smith, Col. W. B. Mitchell, Colonel Mays, Mr. Horry, Thomas Smith, Colonel Kershaw, Mr. Bennett, General Anderson, and Mr. De Saussure. The bill was entitled: "An act to establish a college at Columbia." The preamble sets forth clearly the object of the bill, and reads: " Whereas, the proper education of youth contributes greatly to the prosperity of society, and ought always to be an object of legisla- tive attention; and whereas, the establishment of a college in a central part of the State, where all its youth may be educated, will highly pro- mote the instruction, the good order, and the harmony of the whole community." The act provided for thirteen trustees elected by the Leg- islature every four years, and for several of the State oflicers to be trus- tees ex officio; they were to report to the Legislature annually. The sum of fifty thousand dollars was appropriated for a building, and six thousand dollars annually for current expenses. The last section pro- vided that the college should be located at Columbia.* I SlatiitosdfSoiiili (;n,i-olii\o., Vol. IV, v- 381. ''See St.atutos .at, L;irgo, Vol. V, p. 4(i'.i. 1 ' II II 11 1 1 \um''Mi^>\ ,1 11 * « Ml "«ilt''!iii,i] S I" ,(1 iiii * iiil liijlfsiiil "mm SOtJTH CAROLINA ClOLLEGii. 135 The act was ratified December 19, 1801, and the trustees organized and began the work of choosing a site and electing professors.^ They " selected a beautiful eminence to the south-east of the city, commanding a view of the country for many miles around, * # * aftbrdiug to the north and west a prospect of the capital of South Carolina, one of the finest villages in America, with a population of three or four thousand inhabitants, and as refined a society as our country affords, and overlooking to the south an immense forest of twenty or thirty miles in extent, and now and then interspersed in the uniformity of its appearance by some great cotton field that stretches itself along the immense plains through which the Congaree winds its way between its willowy banks." ^ INFLUENCE OP THE COLLEGE. As the college was founded largely- to unify the State, it was very satisfactory to know that the result was attained. Students came in from every section, and in a few years nearly every county was represented. Of hardly another college in the State can such a thing be said. South Carolina College was founded as a State institution, and this purpose lias been kept in view very clearly by the trustees ever since. In order to get the appropriation for the reorganization in 1880-82, some of its friends urged the advantages of northern patronage, and possibly some votes were influenced by this. But such patronage never c;ime, and very few students have attended from other States. But inside the State it has by far the widest clientage. While the other colleges are limited to the denominations that support them, it has drawn its students from all denominations. In the session of 1885-86^ Presbyterians, Methodists, Episcopalians, Baptists, Lutherans, Catho- lics, Jews, and those adhering to no church were all represented, in the above order of their respective numbers. In this same session thirty ouc of the thirty-four counties were represented. But it is especially in the great work of uniting the sections that its good results have been so clearly shown, while its benefits to the State have not been less clear. Gov. J. P. Eichardson, who was instru- mental in founding the Citadel Academy, in his message of 1842 de- clared that "the attainments of a single class, the acquirements of one only of its ripe scholars, the fruit of a single one of those great minds whose energies it has developed, would not only compensate for all the patronage which has been extended to it, but is immeasurably more valuable to the State than the results of all her other benefactions to advance the progress of education." Gov. J. H. Adams, fourteen years later, agreed exactly with Eichardson. At the celebration of the semi-centennial of the college in 1854, one of its most distinguished graduates, James L. Petigru, said : " As to the past, there is much ground 1 North American Keview, Vol. XIV, p. 312. 136 ttlGlIEK EDUCATION IN SOUTH CAEOLINA. for gratulatiou iu the effect which this college has had in harmoniaing and uniting the State. In 1804 sectional jealousies were sharpened to bitterness, and there was ae little unity of feeling between the upper and lower country as between any rival States of the Union." And only a few years ago, in 1885, at the Citadel Academy, (len. Ellison Capers defended the Academy, because " with the university at Columbia it is a unifying agency uniting our people.'" Under the logic of events this hardly seems necessary any longer, but in early times it was an impor- tant factor in the development of the country. The State was organ- ically divided, having two treasuries, and the feeling was carried into politics. • Another fact was, it helped to weaken sectarian feeling, as was pointed out by President J. H; Thornwell, in his letter in 1853. Traces of this feeling still appear in the apportionment of the State offices. In the opinion of W. J. Eivers, who became professor in 185G, the college was chiefly usefal in raising the standard of the academies, de- veloping a high sense of honor among the students, and inspiring an ap- preciation of literary and scientific attainments among a people largely agricultural. The college enjoyed a reputation equal to that of the famous Univer- sity of Virginia in developing a hi^h sense of honor among the stu- dents. The boys were turbulent, defiant, and at times revolutionary, but they would not cheat in examination, or take a mean advantage of professor or student. By tacit understanding, they ostracised any of their number who so degraded themselves. ORaANIZATION AND OPENING OF THE COLLEGE. Tlic trustees set earnestly to work, and erected the building for the college and a house for the president. They fixed the latter's salary at two thousand five hundred dollars per annum, and that of the profes- sors of mathematics and natural philosophy at one thousand five hun- dred dollars each, while the others were to receive only one thousand dollars each. A president and three professors were elected, — a pro- fessor of mathematics and natural philosophy, a first and a second pro- fessor of languages. The first and third resigned, and the college opened January 10, 1804, with a faculty of two. The first person to matriculate was William Harper, who afterward became very eminent at the bar of the State. The number for the en- tire session was only forty-six. The places of the two professors who resigned were filled during the year. JONATHAN MAXCY. The president was a man of prominence and ability. If early success in life is taken as a standard of one's greatness, then Jonathan Maxcy cim lay claim to it as well a« any man. He was born in 17C8, and came >>v w^ South Carolina college. ' 137 from a good Massacliusetts family, bis grandfather having been a mem- ber of the Colonial Legislature. At the age of fifteen he entered Brown University, where he distinguished himself by carrying off the highest honors on graduation. He was made tutor in the college, and then en- tered the Baptist ministry, but was finally elected president of his alma mater at the age of twenty-four. His administration of Brown Uni- versity was highly successful, and in 1802 he became ijresidentof Union College, and finally, in 1804, of the South Carolina College, which posi- tion he occupied until his death, in 1820. He was not a man of great scholarship, but had executive abilities of no mean order. He was successful in building up the young institution, the third to which he had been called. He was in conflict at one time with the board of trustees, and subsequently a resolution of censure was passed on him. But he defended himself with so much skill that the whole matter was dropped. He was progressive and energetic, and enlarged the course of study of the college. He made recommendation for the study of chemistry, and asked for an appropriation to this effect. He advised the addition of a law course, but the plan was not executed until the close of the •Civil War. COURSE OF STUDY. The courses of study were fixed by the board of trustees at an early date after the organization of the college. It is not to be supposed that this course was inflexibly followed, since there is proof given by the reports of the presidents showing that it was not strictly adhered to. But it is of value as showing the high aims of the young school. The whole course comprised four years. The following curriculum, taken from the ofQcial records, shows the aims of the college : "Sec. 1. There shall be established in the college four classes, which in their succession shall bear the usual titles of JFreshman, Sophomore, Junior, and Senior. "Sec. 2. For admission to the Freshman class a candidate shall be able to render from Latin into English, Cornelius Nepos, Sallust, Caesar's Commentaries, and Yirgil's iEneid; to make grammatical Latin of the exercises in Mair's Introduction ; to translate into English any passage from the Evangelist St. John, in the Creek Testament; to give a gram- matical analysis of the words, and have a general knowledge of the English grammar; write a good, legible hand, spell correctly, and be well acquainted with arithmetic as far as includes the rule of proportion. " Sec. 3. Candidates for admission to any of the higher classes, in addition to the foregoing qualifications, shall be examined in all the studies that have been pursued by that class since the commencement of the Freshman year. "Sec. 4. The studies of the Freshman year shall be the Greek Testa- ment, Xenophon's CyropiBdia, Mair's Introduction, Virgil, Cicero's Ora- tions, Eoman Antiquities, arithmetic, English grammar, and Sheridan's 138 HIGHER EDUCATION IN SOUTH CAROLINA. Lectures on Elocution. A part of every day's Latin lesson shall be written in a fair hand, with an English translation, and correctly spelleri. <'Sec. 5. The studies of the Sophomore year shall be Homer's Iliad, Horace, vulgar and decimal fractions, with the extraction of roots, geography, Watts's Logic, Blair's Lectures, algebra, the French lan- guage, and Eoman Antiquities. " Sec. 6. The studies of the Junior year shall be Elements of Criti- cism, geometry, theoretical and practical astronomy, natural and moral philosophy, French, Longinus de Sublimitate, and Cicero de Oratore. "Sec. 7. The studies of the Senior year shall be Millot's Elements of History, Demosthenes' Select Orations, and such parts of Locke's Essay as shall be prescribed by the faculty. The Seniors also shall review such parts of the studies of the preceding year, and perform such exer- cises in the higher branches of the mathematics, as the faculty may direct. " Sec. 8. From the time of their admission into college, the students shall be exercised in composition and public speaking, for which pur- pose such a number as the faculty shall direct shall daily, in rotation, deliver orations in the college hall. There shall also be public exhibi- tions, and competition in speaking, and other exercises, held at such times and under such regulations as the faculty shall require ; and every member of the Senior class shall, at least once each month, deliver an oration of his own composition, after submitting it to be perused and corrected by the president." There was a gradual evolution of this course. In 1810 the first re- Ijort of the president that is recorded (Iifovember 10th) shows that conic sections, trigonometry, logarithms, and mechanics had been added to the course, and also lectures on chemistry to the Senior class.^ This report also urges the appointment of a professor of cheinistry, and one of law to deliver lectures to the two upper classes. The suggestion with regard to the professorship of chemistry was followed the next year by the election of C. D. Simons to the chair. The professorship of law was not established until 18G6. The report of the standing committee of the board of trustees on November 30, 1815, contains some very interesting suggestions and facts. They wished to keep the college on a footing with northern insti- tutions, and urged on the board the propriety of establishing profes- sorships of political economy, elocution, and belles-lettres, of raising the requirements for admission, in order that a more liberal course in the sciences might be given, but earnestly advised the apiiointmeut at once of a professor of mineralogy. Owing to want of funds these sugges- tions were not carried out, but they show the advanced views of the men who had charge of the school. From the report of the examinations it is seen that Evidences of Chris- tianity had been added to the list of studies. But in the two upper ' La Borde, ii. 42. SOUTH CAROLINA COLLEGE. 139 classes, it is also seen from this report, there were no studies in Latin and Greek.' Thomas Cooper in 1822 had regretted the slight attention paid to the ancient languages, and verj' sensibly declared that a short course of study was worse than none, and stated that these languages at first had been studied only during the Freshman year, but rejoiced that this had been remedied by requiring a fflur-years' course, though the selection of authors was still limited.^ This slight attention to Latin was not remedied until after 1820, for in that year the president reported the course of study, and no Latin or Greek appears in the last two years.^ The entrance examinations were the same, except that St. Luke and the Acts of the Apostles were added. In the Senior year, Butler's Analogy, metaphysics, and mineralogy were also added. In 1820 the ever-active Thomas Cooper recommended the establishment of mineralogy and geology into a separate chair. This was done, and Lardner Vanuxem was elected professor at a salarj' of one thousand dollars. The faculty in 1829 recommended the appointment of a teacher of the Hebrew, Arabic, and modern languages, and it was done at the end of the year. The following resolution, which was passed December 28, 1829, at a meeting of the faculty, shows the feelings and position of the faculty with regard to a knowledge of Latin : Resolved, unanimously, That iu future no certificate shall be accepted from any teacher unless written in Latin. Also that applicants for admission shall address them- selves in writing in the Latin language to the faculty, and this exercise shall be performed in the presence of the faculty."^ COtJESE IN 183C. Thomas Cooper brought the college to the brink of ruin, and when he was removed, in 1834, and E. W. Barnwell was elevated to the chair, there was a reorganization. In 1836 the requirements for admission were raised, and now were added fractions and extraction of roots, and one book of Homer. To the regular course were added Davies' Men- suration and Surveying, descriptive geometry, fluxions, Tytler's His- tory, and political economy, and the study of the classics was carried through the four years, several new authors being added. To counter- a'ct the influence of Cooper's teachings, the "department of sacred lit- erature and evidences of Christianity " was established, with Bishop Elliott as professor. From this time there was little change in the entrance examinations and in the ancient languages, but, in common with other colleges, the South Carolina College widely extended the course in mathematics and the sciences. The other institutions began a system of electives, 'La Borde, p. 77. 'Nortli American Review, Vol. XIV, p. 313 (1822). "La Borde, pp. 96-7. The date is there given aa April, 1810, but from the remarks following he must have meant 1820. " La Borde, p. 146. 140 HIGHER EDUCATION IN SOUTH CAROLINA. and this makes it difficult to compare the courses of study, as there were practically no electives in this college; the entrance qualifica- tioDs furnish almost the ouly fair measure for the standard under such circumstances. The requirements for entrance in 1862 appear high, even at the present day. The examinations for entrance were all written, and the "require- ments * * * were strictly enforced," says Prof. W. J. E-ivers, of the college, ^ For purposes of comparison the requirements for admission are given for the South Carolina College, Harvard, Yale, and Columbia. REQUIREMENTS FOR ADMISSION COMPARED WITH THOSE OF THREE NORTHERN COLLEGES. Soutli Carolina College, 1862. Aritliinetic Algeljra (Loomis, to Sec. XVIII). Salluflt , Virgil {Georgics, Bucol- ica, six books of Ji^aeid) Cicero (eight orations). Arnold's Latin Prose. Latin Prosody. Kiiliner's Greek Exer- cises. .Jacob's Greek Keader. Homer's Biad (six books). Xenophon'a Anabasis (six books). Mitchell's Geograpliy Morse's Geography. Harvard, 1862. Arithmetic Algebra First Lessons in Geom- etry (Hill's). Virgil Coisar's Commentaries. Cicero's Select Orations. Latin Prose. Greek Reader ( Felton's). Homer's Iliad (three hooks). Anabasis (all). Mitchell's Geography . , Smith's Smaller tory of Gi'ceeo. History of Home. Tale, 1862. Arithmetic .'..- Day's Algebra. Playfair's Euclid (two -books). * Cicero (seven orations).. Vii'gil (Georgics, Bu- colics, six books of Mueid). Latin Prosody and Prose. Jacob's Greek Keader . , Anabasis (three books). Geography - Columbia, 1864. Arithmetic. Algebra. Caesar's ComraentDriea. Cicero (six oratioon). Virgil (iEneid, six books). Jacob's Greek Reader. Auabasifl (two books). Iliad (two books). COURSE IN niSTORY AND POLITICAL EG0N03IY, If there were any branches in which the college was abreast of the inost advanced in the country , it was in the above two. Its second president had published a text-book on political economy in the earlier part of the century, among the first ever published iu this country. The study of oratory, of government, and of politics was almost a necessity with southern youth. They were almost coufiaed to the learned pro- fessions. The circumstances of their life turned their chief attention to politics and government. No other weapon could so wield an influence as eloquence. Debating societies were almost a necessity of their col- lege life. Nearly all the colleges recognized this and furnished halls for them and encouraged the cultivation of public speaking. The am- bition of tlie youtli was chiefly to enter public life, and lead the people by oratory. Not liuich attention was paid to literature; in fact, the few authors they had bitterly complained of the neglect of their writings. ' N;iti(Mi:il l'Iiliio.;it.i(m;il Asso^ijition, 1H76. SOUTH CAROLINA COLLEGE. 141 Southern life demauded a knowledge of history, of politics, and of the basis of government. The far-seeing educators saw this need of the South and provided for it. They furnished courses that would give training in language and a command over words. The classical course, as has been seen, was very fully developed, and much attention was paid to rhetoric. Their first president, in his report of 1810, spoke of the study of ancient history by the Senior class. In 1815 the standiug committee of the board of trustees advised the establishment of a pro- fessorship of political economy. It is, of course, hardly known, but this is probably the first serious proposal for such a i)urpose in the United States. It clearly illustrates the tendency of the Southern mind to- ward all those subjects that are connected with a broad statesman- ship. Nothing was done toward establishing a full professorship of 'iconomics for some years after. Elocution, composition, and public speaking before the faculty were required of all. The ever-busy and active Thomas Cooper, who wrote a work on jiolitical economy, gave lectures on the subject to the members of his classes. In 1823 he was asked by the faculty to teach metaphysics, but he suggested political economy instead. His suggestion was accepted, and the following year he commenced his lectures on this subject, and by the end of his term a regular chair of political economy and history had been established.' A full professorship of history and political economy was established in 1835, with Francis Lieber as professor. Even politicians showed their interest in the subject. George McDuffie, when Governor in 1830, in his message took ground against the exclusive study of the classics, as tending to disqualify young men for " the rugged realities of life." " To counteract this tendency, a concise x>opular history of our own country, written in a pure, simple style, and a clear exposition of the great fundamental i^rinciples of our government, should be introduced into all our grammar schools. * * # It should be provided in the regulations of the college that no young man should enter the Sopho- more class who could not stand an examination on the historical nar- ration, nor the Senior class who could not stand examination on the political exposition." This undoubtedly had its effect, since the cata- logue of 1838 shows that, history was studied for four years, instead of two years, as had previously been the case. In 1843, besides the full professor of history and political economy, the subject of " politics " was studied under another professor in the Senior year. Four years later the catalogue is more definite, and it is seen that the Freshmen studied ancient history ; the Sophomores, history of the Middle Ages ; Juniors, modern history and political philosophy; while the Seniors enjoyed the benefit of Lieber's instruction in political economy and political ethics. The faculty required history and geog- raphy for entrance, and urged that the best method to give instruction ■LaBorde.p. 158; 142 HIGHER EDUCATICT^rriiN ouuiti uakui^i-na. ill "ancient geography is always to use an atlas in the reading of Greek and Latin authors.'' •There has been but little change in these courses since then to the present time; a fuller course of history is now given in the first two years, political economy in the third year, and constitutional law in the fourth. EXAMINATIONS. In the early years of the college, all examinations were public and oral, and probably continued so during the half century to 1854. About 1851 one of the board of visitors, in his report, approved very cordially of the mode of written examinations. The year following Dr. Thorn- well, the newly-elected president, proposed that the examinations be held in writing, in order that they might be thorough. "The plan of u-ritten examinations has been pursued from that day to the present." HONOES. The two chief honors were the first and second places in class stand- ing, and to these places were awarded the valedictory and salutatory, respectively. After 1821 these were changed in grade. About 1853 the number of honors was increased by dividing the students into three grades. Those in first grade received honors, those in second received distinctions, the third simply passed. The faculty had reached this method by dividing all studies into two departments, one comprehend- ing " all the studies which may be said to depend on moral evidence;" the second, those sciences " which depend on experiment and demon- stration." The students who were distinguished in both branches were put into the first grade; those distinguished in one only were put into the second; while the others simply passed. At jjresent the scheme of two departments is omitted, and the homirs are dependent on the general average of the course, while the two grades now I'eceive " hon- ors" and "appointments." Medals were given during some years for excellence in some special branches, one of which was elocution. They were worth about fifty dollars each. The degree of B. A. was conferred from the beginning, and later that of M. A. was added. The usual honorary degrees were conferred,. but not lavishly. That of LL. D. was given only nine times up to 18G2, and only to such men as Gessner Harrison, W. H. Trescott, and Joseph Henry.^ SCHOLARSHIPS. The college was the work of the State, and looked to the State alone for aid. Its expenses have been met by State appropriations and tui- tion fees from the beginning; with but few exceptions, nothing has ever been received from any other source. Some gentlemen have given their 'W. J. Elvers, National Educational Association, 1876. .:;^v ■■«. SOUTU CAK0L1^'A COLLEGE. 143 private libraries, and some Lave founded scholarships. The State of course founded none, except for a few years during Eeconstruction. In 1802 there vpere five scholarships, yielding an aggregate annual income of one thousand five hundred and forty dollars. At present these only exempt the holders from the annual tuition fee, which is very small. The two literary societies each had a beneficiary, and some- times a class supported a member. In the Free School Act of 1811, it was provided that one boy from the Orphan House in Charleston should be sent to the college free of all ex- pense. R. F. W. Alston, who took such a deep interest in the education of the day, recommended, in his message in 1858, that the college put a scholarship at the disposal of each of the following institutions : Charles- ton College, Fnrman,Wofford, Erskine, Saint John's, and Mount Zion; but nothing came of it. In 1862 the faculty were allowed to receive free of tuition one scholar from each judicial district, sent by the commis- sioners of free schools within that district. In 1865, on the inauguration of the university plan, a free scholarship was given to each election district, to be awarded by the vote of the mem- bers of the Legislature from that district. In 1873-74 one hundred and twenty-four scholarships, yielding two hundred dollars each, were established by the Legislature, one for each member of the House of Eepresentatives. These were awarded on competitive examination. This was all abolished in 1876. Tuition had been charged in the college down to its reorganization in 1880-82. Thomas Cooper had urged during his presidency, that as tbere was no charge for elementary education,^ there should be none for collegiate. Owing to the opposition of the denominational colleges for the past few years, it was decided that there should be a charge for tuition, though Cooper's argument would apply as strongly now as ever. The tuition fixed by the last Legislature in 188G can be remitted for poor boys at the option of the faculty. At present there are six tutorships (fellowships), which are given to graduate students, who are expected to pursue graduate work under the direction of the faculty, and teach in certain branches. THOMAS COOPEB. Thomas Cooper and Francis Lieber are prominent among the men con- nected with the South Carolina College who have made a reputation for themselves beyond the limits of the State. While the former cannot be compared with the latter in the lasting impression of hiswork, he was much more widely known in the State, and he left a mark on the history of the college more enduring than Lieber's. To-day the college feels the effect of Cooper's labors, though at one time it almost failed, through his opposition to religious beliefs generally received. When the college had been fairly started, it enjoyed the support of the whole State, as the denominational colleges had not then been es- 144 HIGIIEE EDUCATION IN SOUTH CAKOLINA. tablisbed. At the present day, some of the friends of these institutions charge that Cooper is the cause of their having been founded, as parents were afraid to send their sons to a school whose president derided their most cherished faith. Each deuoihination founded its own institution, rather than have the young men trained under the influence and teach- ing of Dr. Cooper. On the death of Maxcy, Cooper was made temporary i)resident, and a year later became permanent head of the college. Thomas Cooper was born in London, in 1759, and was educated at Oxford, where he paid much attention to the classics, though his incli- nation was for the sciences. Ilis was the outgrowth of that revolution iu thought and feeling which culminated in the Trench Ee volution. He imbibed the'views of the revolutionists and went to France, where he was closeted with Eobespierre, Potion, and other Jacobin leaders. He ran against the Duke of Orleans for a seat in the Convention. He stayed in Paris four months, and in after years he said this was the happiest time of his life ; that in these four months he lived four years. For this visit to France he was severely attacked by no less a person than Edmund Burke iu the House of Commons. He defended himself with vigor and strength, but was refused the privilege of publishing his defence in cheap pamphlet form, as the Attorney-General feared it might have a bad effect on the lower classes. He came to America and settled as a lawyer in Pennsylvania, His bold revolutionary nature carried him into the politics of this country, and of course against the repressive Alien and Sedition Acts of John Adams. For a violent attack on this President he was sentenced in 1800 to a fine of four hundred dollars and imprisoned for six months. One of the counts in the indictment was based on a statement in one of Cooper's newspaper articles, that the President " was but in the in- fancy of political mistakes." In 1825 Cooper petitioned for a restitutiou of the fine, basing his argument on the unconstitutionality of the acts, and a few years before his death the fine was refunded with interest.^ It 'A coUuction of Cooper's lettets to Hon. Malilon Diokerson lias lately como into the possession of Mr. W^illiam Nelson, of New Jersey, and through his kiudnoes the author lias hecn permitted to examine them. The references iu this correspondence show that Cooper labored long and uucoasingly for this restitutiou. It is also very clear that he did this as a matter of principle, and not for the sake of the few dollars that he might got by it, though ho admits that the amount of line and interest would he a " windfall " to hiui. Ho considered that his iiue and impris- oumeut represented an attack on the liberties of the people, and that the wrong should be righted for thajt reason, and not for any personal advantage to himself. In his letter of January 31, 1826, he writes to Mr. Dickerson : " Pray do not let any personal interest in the question form the slightest obstacle to an expression of opin- ion on the part of the Legislature. Do justice to the public and give me up without scrnple. The whole doctrine of libel is founded on judicial legislation, hegiuniug with the star-chamber case de Libellix, famous, reported by Lord Coke, and matured by the adherents of government till it is now too heavy for the people to boar." Again, two weeks later, ou February 13th, he writes to Mr. Diokerson: "Do not SOUTH CAROLINA COLLEGE — THOMAS COOPER. 145 was probably Cooper's boldness that led President Adams afterward to refer to liiin as " a learned, ingenious, scientific, and talented mad- cap."' After his release from jail he was appointed land commissioner and afterward judge. Frojp this office he was removed in 1811 for arbi- trary conduct. He had held the office only five years when he was im- peached by the Senate of Pennsylvania for many small acts of petty tyranny. He had imprisoned a man for not pulling off his hat ; he had committed three persons for " whispering ;" and it was a regular thing with him to browbeat counsel, witnesses, and parties to a suit. By a vote of fifty-nine to thirty-four a resolution was passed requesting the Governor to remove him from office.^ The wonderful versatility of his genius is again illustrated by the powers he displayed in some of his judgments. His decision in one case was recommended by Judge Brack. let any x)ersonal interest in the petition stand in the way to bar (?) any public meas- ure for a moment. If you can carry any measure (?) or any resolution valuable to the public by giving up my petition, do not hesitate a moment. What I want is, to impress the public out-of-doors with the absolute necessity of full and free discussion of every question within the range of human inquiry in order to arrive at truth. The whole doctrine of libel is in direct hostility with the improvement of mankind. I know of no question so important as the right of free discussion, untrammelled a priori and subject to no punishment for its exercise.'' A hasty perusal of these letters, though they, are few in number, increases our re- spect for the extent of Dr. Cooper's acquirements, and the activity of his lnt6re.9t. We are astonished that this chemist and mineralogist kept up so closely with both iState and national politics, observed so acutely the tendency toward centralization, expressed fears against opening the door too widely for bench legislation, lest "twenty wagon-loads of all kinds of decisions may enter," referred to Mill's essay on the right of free discussion, passed opinions on legal articles in the Westminster Ee- view, and read Bentham's work on jurisprudence. He is afraid that in the debate something will be said about the common law, and he begs his friend to look up the definition of that term "given by Willis, Astor, Yates, and Mansfield in the great case of literary property. Miller and Taylor vs. Burrowes, twenty-three volumes." Mr. Webster and the government party had raised the point against granting Cooper's petition that it would be an interference with a judicial decision. Cooper wrote a long letter to his friend Dickerson containing an argument under four heads which would enable him to meet this objection. In his reasoning he showed a thor- ough acquaintance with the Constitution and with constitutional law. Our surprise at the versatility- of the man becomes still greater when we see that in the midst of all this distraction, he could write: "I have heard nothing yet con- cerning the two boxes of minerals from Dr. Fowler's and your house. These interest me, I believe, full as much as the petition." Other letters in this valuable collection contain some of Cooper's opinions' on Chris- tianity. The life of this lawyer, politician, chemist, mineralogist, thinker, radical, educator, would be an interesting chapter in American history, and would form an important addition to educational and economic science. The material can be gathered through the kind co-operation of Cooper's admirers, and by patient search in the libraries, and it is likely that this work will be done in the next few years. ■ ' Dictionary of National Biography. »JP, Wharton's State Trials of the United States, pp. 659-681. 11406— No. 3 10 146 HIGHER EDUCATION IN SOUTH CAROLINA. enridge to every American student of law, " as a model whicli deserved to be admired." ' He then applied bimself to chemistry, in wliich he had already made some discoveries, and was elected professor of chemistry in Dickinson College, Carlisle, and later in the University.of Pennsylvania. He soon made a reputation in this study. He was an intimate friend of Priestley, and kept abreast of the progress of the science in Europe, He had discovered how to make chlorine from common salt, and had been a bleacher in England. He was chosen by Jefferson for the newly-founded University of Vir. ginia, but his Unitarian views were so distasteful to the orthodox party that he resigned.^ In 1819 he was elected professor of chemistry in the South Carolina College. He took control of the college as president a year later, with every prospect of success. He had made a fine reputa- tion while teaching chemistry for one year, and many felt that it was an excellent choice; but he received only ten votes out of the nineteen trustees. PEESONAIi APPEARANCE. One of his old pupils, J. Marion Sims," the famous gynaecologist of New York, described him as " considerably over seventy years old— a remarkable looking man. He was never called Doctor Cooper, but old ' Coot. ' ' Coot' is the short for ' Cooter,' a name generally applied in the South by the negroes to the terrapin, and the name suited him exactly. He was less than five feet high, and the head was the biggest part of the whole man. He was a perfect taper from the side of his head down to his feet ; he looked like a wedge with a head on it." A bust of him in the college shows a head almost a parallelopiped. It is the "squarest head" one ever sees. A silhouette of him shows him with stooping shoulders, a great baggy coat, pantaloons baggy at the top and terminating in a tight band and broad ruflie at the foot. 'Dictionary of National Biography . 'For his connection with the Virginia University and Jefferson's correspondence with him, see Circular of Information of the Bureau of Education, No. 1, 1888; Thomas Jefferson and the University of Virginia, pp. 56-61 and 106-109. Jefferson was indignant at the hue and cry raised in the Virginia pulpits over his appointment of Cooper to the Virginia University, and he very much regretted to give him up. "I do sincerely lament," he said, " that untoward circumstances have brdught on us the irreparable loss of tLiis professor, whom I have looked to as the corner-stone of our edifice. I know no one who could have aided us so much in form- ing the future regulations for our infant institution ; and although we may perhaps , obtain from Europe equivalents in science, they can never replace the advantages of his experience, his knowledge of the character, habits, and manners of our country, his identification with its sentiments and principles, and high reputation he has ob- tained in it generally." Pp. 108-109, " Sims's Autobiography, p. 88. SOUTH CAROLINA COLLEGE — THOMAS COOPER. 147 HIS CHAEACTEE. Although he wrote a great deal, it cannot be said that his work lived. His work in chemistry is all forgotten, while his friend Priestley, who was very much like him, is remembered. His capacity was almost unbounded, and his stores of information wonderful. His conver- sation was very interesting. He remembered what he read and he told it well. He had travelled through Europe, and had become acquainted with the best known characters of England and the leading Revolu- tionists of France. He knew Burke and Pitt, Fox and Erskine and Sheridan, and could relate many entertaining anecdotes of his inter- course with them. "A Boswell could have found in his table-talk much that was worthy of preservation." His genius was entirely utilitarian. He was a pronounced material- ist, and loved only those studies that are connected with supplying the bodily wants of man. All others he despised. His materialistic, unpoetic nature is most clearly seen in his view of oratory, given in his address to the graduating class of 1821 : " The whole history of ancient oratory shows that it was little else than the art of cheating the understanding of a gaping populace, by amusing their im- aginations and exciting their passions ; and that all modern oratory is to be held in the same estimation. * * * He who studies to be elo- quent will never study to be wise; a dealer in tropes, metaphors, allego- ries, and similes is seldom a dealer in facts." ' In 1823 he was asked by the board to teach metaphysics. He pro- fessed himself " qualified and competent to teach metaphysics, having devoted much more time to that very unsatisfactory study than most men ; so much so as to be fully persuaded that it is not worth the time re- quired to be bestowed upon it." So strong was his influence that a committee was appointed to consider the abolishment of the study al- together. The most prominent trait in his character was his restless activity. He husied himself in all matters around him. He went into the politics of every country he settled in. He got into trouble on account of his political views in Pennsylvania, and he made himself obnoxious to a large party in South Carolina. He entered most vigorously into the nullification fight, and it was very largely the outcome of his teaching in political economy on the tariff that the feeling against protection was so strong. His connection with politics in England and France has already been related. His tireless energy carried him into all fields of thought. He wrote on law, jurisprudence, and medicine; he translated the Institutes of Justinian, and lectured on chemistry. Thomas Jefferson said of him, 1 North American Review, Vol. XIV, pp. 317, 318. 148 HIGHEK EDUCATION IN SOUTH CAROLINA. " Cooper is acknowledged by every eDlightened man who knows him to Le the greatest man in America in the powers of his miud and in acquired information, and that without a single exception."' He had very pronounced and advanced views on education, which he urged in his vigorous way upon the board of trustees. He called for a free college as well as for free schools. He held that the State should freely furnish facilities for all, and that no other course could be defend- ed on the grounds of justice or expediency. His views for the college were not adopted until 1880-82, and then were laid aside again in 1886. He was an ardent nullifler, and a strong adherent of Calhoun. Fight- ing all his life for freedom, now in Prance, in England, in Pennsylvania, and now for religious freedom in South Carolina, he yet held that sla- very was a necessary evil within one hundred miles of the sea-coast. But he was perfectly independent in his views, and entirely free from shams. He despised mere professions, and never made any himself. He was free from petty jealousy. Even after he had been removed from the college, he urged on the board the propriety of conferring the de- gree of doctor of laws on Joseph Henry, and was successful in his ap- peal. Chemistry was his first love, and he greatly interested himself to see that the chair was filled by a man worthy to teacli the science. He put in nomination Professor Ellet, of New York, and he was elected. He seemed to be free from malice of all kind. He was bold, aggressive, and dogmatic. He defended nullification and greatly strengthened that side, but he offended many who held opposite views. They could not help complaining that he was not brought there to rush into poli- tics, but to teach chemistry. But in all the ])rivate relations of life he was without fault. AS AN EDXTOATOR. In the professor's chair no man was ever more successful. He real- ized to the fullest that the first step in teaching is to gain the pupil's attention. This he did in the highest degree. No man knew better how to weave in with a lecture on magnesia an anecdote of Burke, or a description of a supper with the Brissotians, or a glass of wine with Eobespierre. He stated the great truths of his science with child- like simplicity. He loved chemical work himself, and he inspired an enthusiasm for it in others. The science was practically new, and he first introduced the names and methods of Watt, of Davy, and of Priestley. He lectured in a popular, pleasant way, but never loosely or unscien- tifically. In his political economy he held advanced views as to the importance of the study. He delivered an address at the commencement in 1824, in which he recommended the study of this modern science. Two years later he issued his lectures on political economy, in the preface of which he says: "In this country political economy and the theory of politics are ' Correspoudenoo of Jefforson and CaboU, p. 169, »i». f J NORTH SIDE OF CAMPUS, SOUTH CAROLINA UNIVERSITY. SOUTH CAROLINA COLLEGE — THOMAS COOPER. 149 of peculiar importance. Every well-educated yoang man throughout the United States considers himself a politician, and whatever other pursuits he may embark iu, he is sure to pay attention enough to poli- tics. Moreover, our Legislature contains so many gentlemen brought up at this institution, and is so likely in future to beiu the same situation, that a young man going from the college without some elementary no- tions relating to this modern branch of knowledge, would be but ill prepared for the duties which some years hence he may be called upon to undertake. At any rate, an enlightened public will make an enlight- ened Legislature ; and those representatives who appear ignorant of that which every gentleman ought to know, will not long continue to misrep- resent those who are gradually becoming wiser than themselves." ^ Speaking on the same subject in the preface to his Manual of Politi- cal Economy, issued in 1833, he adds : " It is melancholy for an American to know and to feel that at this day, the elementary truths of a science on which all the reflecting men of the old country are fully agreed, should be matter of dispute in the Congress of the United States; and that our most prominent statesmen should disgrace them- selves by contesting the plainest axioms of modern knowledge. The next generation will be wiser, and will look back with the same sur- prise that I do."^ In this little manual of only one hundred and nine pages he treated of the various branches of political economy, of agriculture, of free trade, tariff, money, banks, population, primogeniture, and education. He outlined a liberal course of State education, with a grammar school at every courthouse and in every township, and at least two colleges; all leading up to a finely endowed University, with a full corps of pro- fessors in every department. He strongly emphasized that all the schools should be free, from the highest to the lowest. HIS INFIDEL VIEWS. His success as a teacher was great, but as president he nearly de- stroyed the institution. There are two general reasons for this fail- ure, his ignorance of Southern character and his infidel views. A spirit of honor had grown up among the students, and they scorned to tell a lie when put on their word of honor, or to combine to shield a thief. The students of this college and of the University of Virginia, which set the example for all the other Southern schools, dared not cheat on an examination, as they would be ostracised. This sentiment, which is still strong with them. Doctor Cooper could not understand, and consequently he had trouble with the students. He was not dis- posed to rely on their honor, but rather went on the assumption that they all needed careful watching and questioning. This the boys in- dignantly rcgected, and retaliated by combinations and boycotts of the faculty. ' Lectures on Political Economy, preface. ^Manual of Political Economy, preface. 150 ' HIGHER EDUCATION IN SOUTH CAROLINA. But Other presidents had just as much trouble, probably, in theman- agemeut of the students as he had, and this is not alone a full explana- tion of the failure. Unfortunately for his success and the prosperity of the college, his busy spirit meddled with the teaching of Christianity. He had met and admired the savants of Paris, and had sat at the feet of the bold skeptics of England, and had imbibed the most pronounced views against this religion. A man of bis intense earnestness and act- ive restlessness could not refrain from entering into a discussion of the subject. Not only must he attack it in private, but also in his lectures and in pamphlets. It was not necessary for him to take any position on the question whatever; the trustees required no religious test further than attend- ance at chapel services, and the people demanded none. But he con- sidered it a form of error, and, according to the ideas he held, it must be corrected like any other error. It filled a large part of .the time of many people and occupied a large space in the worjd, and its falsity must be shown, just as he would show the false position of the protection- ists ; it must be met, combated, and overthrown, just as any false theory in political economy must be overthrown. As has been said, the people were very religious. It was dangerous ground for any one in the State college to walk on, but bold and aggressive Thomas Cooper trod it firmly. "The man walked rough-shod over other men's opin- ions, and suffered the inevitable consequences." ' He prepared a lecture on the Authenticity of the Pentateuch, which he delivered every year to the members of the Senior class a few weeks before graduating, and followed it up with a pamphlet on the same subject. DOCTOR COOPER ON ftEOLOOY AND THE PENTATEUCH. His infidel teachings exercised so great an influence on his life there and on the subsequent history of State education in South Carolina, that this pamphlet and lecture, which disseminated them most widely, and were the greatest cause of offence, demand some notice. In the first years of Cooper's presidency at South Carolina College, geology was taught at no other institution in America except Yale, and for want of an American text-book, both Cooper and Silliman were forced to use the English edition of Bakewell's Geology. But in a short time Professor Silliman prepared an edition of Bakewell, adding to it the syllabus of his own lectures, which he " founded on the Mosaic ac- count of the formation of the earth and of the Deluge, as being deliv- ered under the authority of diviue inspiration." As Cooper could get only the American edition for his class, ho was forced to put into their hands a view of geology quite different from what he himself had taught. So he delivered a lecture to the class, attacking Silliman's position; and since this brought on him " much trouble," he wrote his 'Circular of luformation of the Bureau of Education, No. 1, 1888: Thomas Jeffer- son and the University of Virginia., p. 77. SOUTH CAEOLINA COLLEGE — THOMAS COOPER. 151 pamphlet on the Coimeotioa between Geology and the Pentateuch. He called in question the right of attributing the authorship of tlie Penta- teuch to Moses, since it is nowhere claimed in the "bible" (which he al- ways wrote with a small letter) that Moses was the author of it. The supposed references to the Law of Moses can not, in his opinion, mean the Pentateuch, but only a small part of the law that Moses delivered to the people. Doctor Cooper went " out of the routine of the duties of his office" to urge his views as to the authorship of the Pentateuch, and Dr. Sims ■wondered " that a country as full of Presby terianism and bigotry as that was at that time * * * should have tolerated a man in his position, especially when advocating and teaching upon such an unnecessary sub- ject. Doctor Cooper lived before his day. If he had flourished now, in the days of Darwin and Tyndall and Huxley, he would have been a greater infidel than any or all three of them put together." ' His teach- ings were carried to all parts of the State, and the cry of " reorganiza- tion! revolution!" was raised from the mountains to the sea-board. The trustees were firm in their support of Cooper, and nothing was done for several years. As the board of trustees was immovable, the point of attack was transferred to the House of Eepresentatives. INVESTIGATION OP HIS TEACHINGS. On December 7, 1831, it was '■^Resolved, That in the opinion of this House it is expedient that the board of trustees of the South Carolina College do forthwith investigate the conduct of Doctor Cooper as pres-, ident of the South Carolina College, and if they iind that his continu- ance in office defeats the ends and aims of the institution that they be requested to remove him." The board instantly passed resolutions to investigate the matter. Full time was given for charges and answers, and Cooper defended himself in very full and elaborate reports and in a long speech at the trial. , DOCTOR COOPEE'S DEFENCE ON THE TRIAL. From his installation in office he had been the subject of incessant attacks from the religious elements of the State, and finally the matter culminated in this trial before a committee of the board of trnstees. He was charged with advancing opinions on religion offensive to the pa- trons of the school and injurious to its intei?ests, and with interfering with the religious opinions of the students. The main evidence was the passages from his different publications, but chiefly from his Political Economy, Letter to Any Member of Congress, and his translation of Broussais on Insanity. There was also a letter from Dr. Thomas Tay- lor substantiating the third count, but this evidence was positively con- tradicted by six other witnesses. Doctor Cooper eloquently defended himself in a speech of several ' Siins's Autobiograpliy, p. 83. 152 HIGHER EDUCATION IN SOUTH CAROLINA, hours in length before tbe committee on the 5th and 6th of December, 1832. He declared that this trial was a return to the inquisitorial courts of the Middle Ages, and was especially significant at the time when South Carolina was tremblingly alive to the usurpations and iu- fractions of the General Government. His opinions on materialism, ou a salaried clergy, and public prayer, and other liberal views were all shared by John Milton, Thomas Jefferson, and by many prominent churchmen. No man after full examination could say that the Penta- teuch was written by Moses, and he himself would scruple to give cre- dence to the oath of any man who could think so. The Constitution of the United States and of South Carolina guaran- teed freedom of religious belief and practice. Was it to be guaranteed iu South Carolina and withheld from the South Carolina College % He denied that his teachings were injurious to the interests of the college, since, under his administration, the largest number of students in.tlm history of the college, with one exception, bad applied for admission. So far from interfering with the religious opinions of the s<;udents, lie had carefully impressed upon them, as every witness testified, to "fol- low, while at college, the religion of their parents." But he claimed for himself the right to hold any speculative opinions he chose, and ap- peared unable to see any inconsistency in a student's being practically all right, but theoretically all wrong, as he would be if he followed Doc- tor Cooper's practice and teaching. The ti ial was held in the Hall of the House of Eepresentatives, and was attended by a large number of the members of the Legislature and citizens, and the speech was frequently applauded.' Three days after this speech, on December 8, 1832, the board reached a conclusion, and fully exonerated him in a resolution, "That no charges against Doctor Cooper, showing that his continuance in office defeats the ends and aims of the institution or autliorizes his removal, have been substantiated by proof, and that the charges against him be therefore dismissed." This added f if el to the flame; the outcries were redoubled; and one year after. Cooper resigned the presidency, but held his professorship. Still his opponents were not satisfied, and it soon became evident that Doctor Cooper must resign or the college must close its doors ; so in 1834 his connection with the college was finally severed. At this late day it is very difficult to reach a just conclusion as to his belief. " In philosophy he was a materialist, and in religion a free- thinker," is the opinion of a contributor to Appleton's Cyclopedia. This general statement cannot be denied, but what particular form of religious belief his free-thinking made him reject can hardly be deter- mined. It can be said without fear of mistake that he hated the priesthood, with all the concentrated energy of his nature. He de- ' From a pamphlet in the Boston Public Library, boiuj;- a reprint from the Times and Gazette of December 14, 1832. SOUTH CAROLINA COLLEGK — THOMAS COOPEE. 153 nounced them as a body self-organized for their own selfish aims, and never lost an opportunity to attack them. Bat there is testimony that he never attacked Ohristianity. But ho did attack certain theories of the inspiration of Scripture. A witness in the case testified that he had heard Doctor Cooper abuse the clergy, but had never heard him say a word against the Christian religion. The historian of the college thinks that the board made the exculpating report out of sympathy for the old gentleman.' This is the only instance of the kind in the history of the college, and it seemed unfortunate that the institution had to lose such faithful serv- ices. It was a State school, and the Constitution guaranteed freedom of religion; but it seemed unfair that he should take advantage of the puT)ils' youth to poison their minds agaiust the faith learned in child- Jaood. This course left its impress on the State, and today the enemies of higher State education point to Cooper as a frightful result of State training. It has made the trustees very careful since then to allow no effort of the sort to be made again. cooper's works. From this time to his death, May 11, 1839, he was occupied in the re- vision of the statutes of the State. This work had been given to him probably as a compensation for the loss of his position in the college. He published five volumes, the first of which contains a history of lib- erty as he understood it. It includes Magna Charta, Locke's Constitu- tion, various charters relating to South Carolina, Ordinance of 1787, Constitution of the United States, Nullification Ordinance, and the vari- ous papers on the tariff brought out at that time, with notes by himself. He believed in putting in too much rather than too little. As has been said, he wrote and published a great deal, in books, in pamphlets, and in reviews, especially the Soutliern Quarterly. Many of his pamphlets are of course lost. The following list comprises the most of his works: Translation of the Institutes of Justinian; Transla- tion of Broussais ; Medical Jurisprudence ; The Emporium of Arts and Sciences (3 vols.); Lec'tures on the Elements of Political Economy; Essay on the Pentateuch ; Information Concerning America.^ In addi- tion to these, he wrote a number of articles in the Southern Quarterly Eeview.^ " His style was bold, sententious, and dogmatic, but clear, simple, and perspicuous." ' La Borde, p. 17,5. ^Ibid., p. 1C5, and Appletou's Cyolop£8dia. ^A list from La Borde is given, to show tlio oxteut of his informatiou and Ms rest- less energy : Principles of Agricnltnrq, Vol. I; Gallon the Functions of the Brain, Vol. I ; Bdgiu's Therapentios, Vol. I ; Higgins's Celtic Drnids, Vol. HI ; Modern Gas- tronomy, Vol. IV; Higgins's Celtic Druids, Vol. IV ; Benthara on Judicial Evidence, Vol. V ; Agrarian and Education Systems, Vol. VI ; Geology and Pentateuch, Vol. VI ; Social Life of England and France, Vol. VI ; Operation of Poisons, Vol. VII ; United States Bank, Vol. VIII; Distribution of Wealth, Vol. VIII. ' 154 HIGHER EDUCATION IN SOUTH CAROLINA. His Political Economy, which La Borde thinks has no value what- ever, does not claim to be anything but a course of lectures to imma- ture students on every-day facts of political economy. Cooper says in his preface : "In drawing up this very brief outline of political economy, I have consulted what was likely to be useful in the country and to the per- sons, where and to whom these lectures were to be delivered. I have but slightly touched those questions which form what may be called the metaphysics of political economy. I am not writing for adepts in this study, but for young men who enter upon it without any previous knowledge of its object or its uses. I have therefore been, without scruple and voluntarily, guilty of frequent repetitions, which toreadors conversant with the subject will seem objectionable. I am not writing for that class of readers; by and by the young men who thank me for repetition now, will lay aside my book to study the more abstruse and nicer, but not more important, questions treated by Malthus, Ricardo, and McOulloch, uever forgetting that thej' must begin with Adam Smith. In the first year of these lectures I made use of Mrs. Marcet's very neat Compendium of Pojitical Economy iu her published conver- sations on that subject, and afterward of McVickar's republication of McOulloch's Outlines, to which he has added some very useful notes. I have now published my own views of the subject, and some other topics connected with it, because I think my own lectures have been better understood by the class to whom they, were delivered than the textbooks I employed. Those who wish to pursue the subject would do well to peruse Adam Smith, Say, Malthus, Ricardo, McCulloch, and Mill. The last author has drawn up an excellent compend (third edi- tion), which well deserves to be republished here. Mr. Cardozo, of Charleston, in his Notes on Political Economy, has shown himself pro- foundly acquainted with the nicer questions belonging to this science, and has entitled himself to be read by those who wish to peruse Mal- thus and Ricardo with full advantage. These lectures I trust will bo found useful under the circumstances that have dictated their compo- sition and prompted their publication. Of this I leave the pnblic to judge." Within the limits laid down by himself. Doctor Cooper has presented his points in a clearer and more attractive style than can be found in most authors. The book is nowhere, dry. Even where subsequent in- vestigations have rendered his ideas unauthoritative, they are always interesting as a history of economic thouglit. Cooper is one of the most advanced of the laissez-faire school. The title-page contains the famous question of Colbert and the la>sse.:faire answer of the mer- chants. In the main Cooper belongs to the Ricardian school, as correcting Smith in some of his errors. He holds that the nation 4S merely the SOUTH CAROLINA COLLEGE — THOMAS COOPER. 155 collection of individuals, that national morality is identical with indi- vidual morality. He snys : " Those rules of conduct which are best calculated to promote the mutual happiness of nations iu their inter- course with each other as individuals, constitute the only maxims of the law of nations obligatory on all, because calculated for the perma- nent benefit of all." (Political Economy, p. 29.) He further adds : "A legislator might as well direct the analyses of the chemist, or the manip- ulations of the pin maker, as the pursuits of the planter, the manufact- urer, or the merchant" (p. 31) ; and, "every political community or na- tion ought to bo considered as instituted for the good and the benefit of the many who compose it, and not of the few that govern it" (p. 33). Cooper denies Mill's assertion that there can be no general glut. He insists that abstract economists assume too great mobility, and by no means make the allowance of time that is required. He holds (as J. S. Mill subsequently did) that the introduction of machinery worked temporary injury, but permanent benefit ; though he differs from Mill as to the reason, giving the old theoi'y that the invention makes more de- maud for labor, while Mill holds that the invention merely extends the limit of the pressure of population on subsistence. He differs from Ei- cardo and Malthus as to natural wages. Eicardo holds that natural wages are equal to what will enable laborers to live and perpetuate themselves without increase or decrease; and Malthus thinks that they are wages which, in the actual circumstances of society, are necessary to keep a supply of labor sufficient to meet the demand. But. Cooper maintains that the difference between cost of labor and cost of commodi- ties lies in the fact that a bale of cloth can be withdrawn from the market and held until it brings cost of production, while the laborer must be employed or starve. He cannot wait, but must accept what ■ is offered. Here, again, says Cooper, time must be considered. Wages must not be considered for accurate reasons as consisting of money or grain, but "in the proportion received by the laborer of the value at which the article he has been engaged on is sold or exchanged. The article produced aud the price it brings in the market is the fund for buying labor and capital." But space prevents a further analysis of the work. Of his Political Economy McCulloch, in his Literature of Political Economy, says: "This work, though not written in a philosophical spirit, is the best of the American works on political economy that we have ever met with." Dr. Julius Kautz, a German writer, devotes half a page in his work to a notice of Cooper's work on political economy, calling him the " radical and uncompromising opponent of the American protective system."' His translation of the Institutes of Justinian, with notes, has of course been superseded, but it was among the best works of the kind when it ' National-Oekonomik, p. 717. 156 HIGHER KDUCATION IN SOUTH CAROLINA,. was issued, and undoubtedly gave a stimulus to the study of the civil law in this country.^ His Information concerning America is an authority on the early in- dustrial and economic conditions of this country. It is, in fact, almost the only source for such information in the early period. STUDENT TROUBLES. The history of the college would bo incomplete without some refer- ence to the numerous difiBculties which occurred between the students and the authorities. They are not to be considered as mere fun and play of the students, which ended with the particular acts themselves, but as serious affairs affecting the reputation of the institution. For this reason the large space devoted to an account of them by La Bonle is really very proper. The college was so intimately connected with public affairs, and so entirely dependent on the will of the Legislature, that every trouble within its walls was felt in the remotest corners of the State. The historian of the college describes them with all the minute- ness and intense gravity that would fit an important affair of State. They were the ordinary kind of boys' frolics and troubles, although of almost every imaginable character. Soon after the organization of the college it was reported that professors' houses had been stoned, and the professors called "liars" to their faces. In the early years of the college it was brought to the attention of the Governor that there were certain practices among the students that prevented the boys of the low country from attending. This officer gravely communicated to the faculty his belief that some failed to send their sous to Columbia on account of the use of tobacco by the students; but ho thought the custom "exploded with us in genteel company, except where there may be one or two old confirmed smokers." By 1810 the school-boy sport of turkey-stealing had been very fully developed, and about this time that very " unliterary " amusement, fisti- cuffs, had also obtained a firm footing in the list of diversions. The excitement of the coming conflict with Great Britain probably called forth for the first time the use of fire-arms on the campus. To get drunk . and distribute free whisky at the well on the college campus, and go roaming around breaking windows, stoning professors' houses, defying the faculty, seem to have been quite usual occurrences. The college authorities were powerless on one such occasion and appealed to the town, and obtained the aid of the militia. This riot, which broke out im- ' Professor Miuor, head of the law department at the Uaiversity of Virginia, saya of Cooper's Institutes : "Cooper's translation is founded upon that of Harris, and differs from it only in occasionally employing a more condensed expression. His notes owe very little to Harris, and in tlin main appear to me, who am only a sciolist in the Roman law, judicious and instructive," — Circular of Information of tlie Bureau of Education, No. 1, 1888; Thomas Jelferson and the University of Virginia, p. 57, SOUTH CAROLINA COLLEGE. 157 mediately after evening prayers, notwithstanding the " serious and iia- pressive address" by the president, lasted for a long time. A very general form of amusement was to remove the wooden steps that led to the building, and force the professors to climb a ladder. Whether it was due to Dr. Cooper's lecture on the Authenticity of the Pentateuch or not, no oue now can say, but true it is, the students permanently removed the chapel steps, and forced the grave profes- sors to climb a ladder in order to attend divine services. Every little event was taken advantage of by the students to avoid this service. A very light shower of rain at one time was sulflcient to keep them in their rooms, though the president could walk tlirough ib " without any in- convenience." i Their notion of their rights forbade them to attend another professor when the regular one was sick and the classes were changed. The bell was stolen from the chapel, and the young dialecticians in- stantly agreed that it would be " unlawful" to attend recitations and prayers without the sound of the bell, and they were always punctili- ous to obey all laws. A dinner bell in the hands of a negro was called into use, but the faculty had qualms of conscience on this point, since the law required the bell-ringer to be a white man. Their perplexing doubts were summarily settled by the students boldly taking the bell from him. This grave crisis was met by some shrewd trustee recom- mending that another bell be put in the cupola. " The effect was mag- ical ; the students gave a prompt obedience, and the spirit of letters again breathed upon 9.II its gentle influence."^ At the foundation of the school, the Commons system of boarding had been adopted for the students and they were all forced to accept it, whether the steward gave proper accommodations or not. This had been the source of endless rebellions and boycotts by the students. Thomas Cooper had remarked in his vigorous way " that the college is in yearly jeopardy of being destroyed by the disputes about eating." The matter was at first compromised by making the steward a salaried officer, but the question was not entirely settled until the system was abolished. The various difiQculties at times seriously affected the attendance on the college exercises. The students combined to refuse informing on one of their number for any offence, and all but twenty-eight«of them were suspended. Again, sixty were suspended, while at oue session seventy-seven refused to return, because the petition on their favorite grievance, " eating," had not been granted. This seems very serious when it is considered that the average attendance of the college for its whole history has been about one hundred and eighty, and but three times before the Civil War rising to two hundred. But the students were not always in the wrong. One of their num- iLa Borde, p. 134, "Ibid., p. 288. 158 niGHEE EDUCATION IN SOUTH CAKOLINA. ber on one occasion was punished without an investigation ; they re- spectfully asked for an investigation and were refused. The only redress was to organize a boycott of the professors, and a conference was called, the matter looked into, and the student cleared. The historian gravely remarks that " it is not a thing of play to take hold of the calculus," and when the professor of mathematics invited his class to try their strength with the difflculties, many declined the contest. The professor announced " that it might be that half of his class were very smart fellows, for he never saw them ; but the half who attended his recitations were as laborious as oxen, but as stupid as asses." Even La Borde thought that ''nothing could justify such language." Tlie students broke out into open rebellion, but " finally a treaty of peace was signed by the professors and class." DUELLING. Among the first offences reported by the faculty was that of duel- ling, but it seems not to have been strictly forbidden in the early years. Iq the regulations of 1853 there ai)pears a very strong rule against the practice, with a penalty of expulsion. Duelling went on and there were some very sad cases reported, one of which is related by Doctor Sims. Two young men of promise, one day at table, seized simultane- ously a dish of trout. Neither would let go for some time. "Sir, what can I do to insult you ? " said one. "This is enough, and you will hear from me," said the other. "And now comes the strangest part of the whole affair. No less a person than General- Pierce M. Butler, dis- tinguished in the Mexican War as the colonel of the Palmetto Eegi- ment, and who later became Governor of South Carolina, agreed to act as second to one of these young men." A distinguished lawyer in the city was the second for the other. The boys met and fired; one died in a few days, the other was badly crippled and died two or three years after of deliriuii. tremens. The tragical affair excited no notice whatever in the college or State.^ But Francis Lieber in his diary refers to the expulsion of two stu- dents in 1836 on account of a duel. So it must be that a change of feeling on the subject had taken place in the four years intervening between the two cases reported. The students now think no more of settling their little difaculties by a reference to the code, than the pro- fessors think of resorting to the rod in case of disorderly conduct by the students. Duelling has been effectually abolished in the State by the passage of a law making it a penal offence to engage in a duel or be a party to jiu affair of honor. It was mainly through the determined opposition of the public press, under the lead of Captain F. W. Dawson, and the influence of the News and Courier, growing out of the unfortunate meet- ' J. Marion Sims, p. ai||i'«fi«*Vfl(ii|i|i||i|fii' Mil li^AiA \y\Vi \ • I :-> \\ \ SOUTH CAROLINA COLLEGE. 169 ing of Colonels Shanuon and Cash, that public opinion was arrayed against this practice. For his high moral courage, and his opposition to the duello, Captain Dawson was created in 1883 a Knight of the Order of St. Gregory the Great, by His Holiness Pope Leo XIII. Honor to his memory! EELIGIOUS SERVICES. Although an institution of the State, religious services were held- in the chapel from the beginning. An appropriation was made for fitting up the chapel and, at two different times, for supplying it with psalm books. Morning and evening services were hold and attendance on them enforced. The Sundaj' morning services were dispensed with fit one time, but were restored by order of the faculty. The early regula- tions allowed a student to absent himself from Sunday services if his parents permitted it. But it was found that too i5aany took advantage of this privilege of not attending any services at all, and the regulations were amended so as to insure better attendance. The rule now is to require each student to attend service at some church in the city, and it is enforced by calling the roll on Monday morning, each man answer- ing for himself. This strict enforcement of attendance on religious services was sup- plemented after Doctor Cooper's removal by the establishment of a pro- fessorship of the evidences of Christianity and sacred literature. Bishop Elliott, of the Episcopal Church, was elected professor. This chair was discontinued at the reorganization in 1873, and the Sunday chapel services in 1885, but there is still a chaplain. It seems somewhat pe- culiar that the State should be so strict in this regard while the denomi- national colleges are so liberal. Very few of these in the State enforce the rules for attendance on divine worship, while some of the State schools of other States are careful to have no services at all. So serv- ices can be enforced in the public schools of the State. The continua- tion of these services in the college is probably .due to the reaction against Thomas Cooper's teachings. KOBERT W. BARNWELL. On the resignation of Thomas Cooper the college was reorganized, but nearly all the old professors were retained. The institution was in a very bad condition ; the religious people of the State had sent their sons to other colleges for training, and the whole number in college in 1835 was reduced to twenty. A new man was elected for permanent president. Professor Henry having filled the office temporarily for a year. The man chosen was Kobert W. Barnwell, who was born in the lower partof the State and belonged to one of the old aristocratic families. He had attended Mr. Hurlbut's school in Charleston, and had grad- uated with the highest honors of his class at Harvard in 1821, when twenty years old. He served one term in the lower House of the Legisla- ture and two terms in Congress, voluntarily retiring from this posi- 160 HIGHER EDUCATION IN SOUTH CAROLINA. tioa. He was a highly cultivated gentleman, but made no pretensions to scholarship. He was a man of wealth, and had devoted himself to the acquisition of knowledge in its various branches. He took charge of the department of political philosophy. He used Vattel in interna- tional few, and Paley's Moral Philosophy, and required the study of the State Constitution and that of the United States. He accompanied his various courses with lectures when he thought the subject demanded it. He was a man of the highest character, eminently courteous and dignified, and well fitted to restore the lost reputation of the school. The board had been alarmed at the low condition of the college under Cooper, and had discussed and reviewed the whole plan of education. Many schemes, some wild, some foolish, and some sensible, had ail been gravely considered. They considered the propriety of introducing the study of elocution, of agriculture, botany, Hebrew and Arabic, gymnas- tics, and dramatic exhibitions. They employed an instructor in fencing and gymnastics for three months, and required all the students to at- tend. But the only permanent change was the addition of the chair of evidences of Christianity and sacred literature. Bishop Stephen Elliott, son of the Stephen Elliott who was the father of the free school system, was elected to the place. Increased appropriations were also made for the chemical, mathematical, and historical departments. Their ef- forts were successful, for in a few years the number of students reached again the average, and the college was doing its usual work. President Barnwell had restored confidence in the institution, and had put his best energies to the work ; but his health failed, and in 1841 he resigned and was succeeded by PKOFESSOR EGBERT HENRY. This gentleman, a native of the State, was born in 1792. At the age of twenty-two he graduated at the University of Edinburgh, and on returning home entered the ministry. In 1818 he was elected profes- sor of logic and moral philosophy in the college. On the removal of Thomas Cooper he expected to be elevated to the presidency, but, unfortunately for him, popular clamor considered him as heretical as his old president, and refused him the honor. He tried to remove this prejudice by a sermon from the text, "I am not ashamed of the Gospel of Christ," which he formally dedicated to the trustees of the college. He retired from the service of the college until he was recalled in 1839 as professor, and three years later became president. He held this office until 1845, but was not very successful. His scholarship was not at all doubted, and his success as a teacher was gratifying, but the tumults, disorders, boycotts, and rebellions required for their control executive ability more than scholarship. The board diplomatically met the difficulty by electing him professor of Greek, and filling the president's chair with another. He continued his con- nection with the college until his death in 1856. He published noth- ing except some magazine articles, some sermons, and eulogies; one of SOUTH CAEOLINA COLLEGE. 161 V the latter was upon John 0. Calhoun. On his retirement from the office of president he was succeeded by WILLIAM C. PEESTON. William Campbell Preston was born in 1794 in Virginia. He was a grandson of Colonel William Campbell, who commanded at the battle of King's Mountain, and was well fitted to take high rank among the people of South Carolina. He went South when a boy on account of pulmonary troubles. While travelling through South Carolina he first heard of the college, and applying for admission, astonished the Latin examiner by giving Dryden's translation of the lines from Virgil. He graduated with distinction in 1812, making his commencement speech on the Life and Character' of Jefferson. After travelling in this country and Europe for several years, he settled forthe practice of law in Co- lumbia. He of course entered politics, as that was almost the only path for an ambitious young man, and rose very rapidly in his calling. In 1836 he was elected to the CJnited States Senate. He there be- came the most finished orator of the stately, dignified, Southern school. His reputation became national. Being unable to follow his party, he retired to private life in 1842, and was elected to the presidency of the college in 1845. His reputation and election gave a great impetus to the attendance on the exercises. Never before or since have such num- bers been registered at any single session. The third year of his ad- ministration the number went to 222, and the fourth year to 237, the average for his whole term being 191. At only one other session before the Civil War did the list reach 200, and at no time since. His fame rests on his profound classical scholarship, his eloquence, and his powers of conversation. His grace of manner and his aptness of illustration have coined the word " Prestonian," that is even now heard in local use. His reputation as a cultivated gentleman and as a rhetori- cian attracted the students, and this was but natural, since it was only through the charms of rhetoric that they could look for promotion in life. He was a man of public spirit. He devoted himself unceasingly to the work of the college, although his means did not at all require it. Hefounded the Columbian Athenaeum, and bestowed his library of sev- eral thousand volumes upon it. His success as a disciplinarian was only fair, though he kept the tumults within reasonable Bounds. He retired on account of failing health in 1851, and died in Columbia May 22, 1860. THE TRAINING AT THE COLLEGE. The election and success of William C. Preston developed very strongly the training »t the institution. Being the representative of the people, and at all times directly under their control, it was very sensitive to popular feeling and wants, and naturaljy would be quicker to respond 11406— No. 3 11 162 HIGHEE EDUCATION IN SOUTH CAROLINA. to such needs than an institution founded on independent funds. The professions were honorable and essential stepping-stones for the attain- ment of high position in these large centres of population. Literary pursuits had not been successful. Even the novelist could get but few hearers. William Gilmore Simms, one of the most promi- nent of all the literary men of the Sibate, bitterly lamented the lack of culture among the masses and the great indifference to literary pursuits. Nothing was left for the young men but to enter public life, and this was to be done chiefly through the doors of the law, and suc- cess in it depended mainly on eloquence and learning. Everything that could give fluency and aptness of illustration was carefully taught. Great stress was laid on the ancient languages, on rhetoric, and on the studies that relate to government. W. J. Rivers, a graduate and pro- fessor in the college for many years, said that the college " directed special attention to rhetoric and the study of the classics. Its excel- lence in these branches equalled, I may venture to say, that of any col- lege in the country." The Constitution of the United States and of the State were required studies. John 0. Calhoun's work on government was made a text-book by act of Legislature. Furnishing the training necessary for young politicians, the college became .a school of politics. Gradually it came to be known and rec- ognized that a young politician was heavily handicapped if he received his education at another institution. Many of the graduates of the State institution were returned to the House of Eepresentatives within a short time after taking their degrees. In this body they naturally formed a close corporation. They supported each other and kept down the outsiders. It was a vigorous organization, compact, and bold. They ruled the House, and through that influenced the State. No measure they opposed could become law. Hard struggles were made at times by the outsiders, but the compact organization of the college men usually succeeded. It was a system of promotion from the college halls to those of the Legislature, and very often it took place in the year of graduation. The results of the training at the college show this political tendency in another way. Nearly all the men in the State who have been prom- inent in politics have for a time attended the college classes. Of the njen in active politics in 1888, both United States Senators and two out of the seven Congressmen have been connected witb the college as students. Of the prominent politicians in the past who have attracted attention outside the State, probably all but one were students in Columbia. John C. Calhoun received his diploma from Yale, but George McDuffle, William C. Preston, and Hugh S. Legar(5 were grad- uates of the State College. A strong tendency to politics was necessarily given by the presidents. Cooper meddled with politics, as he did with everything else ; Barn- well and Preston had been United States Senators; while Thornwell SOUTH CAROLINA COLLEGE. 163 was a power in politics, though never holding office. Men prominent in politics, law, medicine, and theology have been trained there, but none in literature are to be compared with them in station, f After all, how many of our hundreds of American colleges can boast the name of even one man of great literary genius'? " ^ College professors have been sent out from there, but their reputation has not been so great as that of their classmates in other callings. But the college filled a need in the State. The population was neither manufacturing nor commercial, but agricultural. Technical training was not called for, but orators and statesmen were demanded. Training necessary for politicians and for the administration of the government was needed, and the college supplied it. WORK OP THE COLLEGE. It is unfortunate that no co^iplete biographical catalogue of the alumni has ever been issued, but a numerical list of them has been preserved. The number of graduates to date (1887) is 1,912, of whom 1,740 received their degrees before the War., The whole number is distributed by years- as follows: SOUIH CAROLINA COLLEGE. Number of graduates each year from 1801 to 1862, inclusive. Year. •3s Year. = 1 MS Year. MS IS Year. is 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818.. 1819 1 4 31 ]8 25 25 34 33 45 37 31 28 35 32 1820 1821 1823 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833.. 28 27 23 8 19 33 28 13 20 28 37 37 33 37 1834 1835 1836 1837 1838....... 1839 1840 1841........ 1842 1843 1844 1845 1846.; 1847 22 10 11 42 37 22 36 60 42 25 37 33 31 35 1848 1819 1850 1851 1832 1853 1834 1855 1836 1857 1858 1859 1860 1861 32 64 63 47 47 11 21 60 33 21, 44 39 38 31 1,740 Note,— Inatitation closed July, 1862. ' W. P. Trent on Influence of Virginia' University on Southern Life and Tliought. Circular of Information No. 1, 1888, pp. 171, 174. 164 lilGHEK EDUCATION IN SOUTH CAEOLINA. UNIVERSITY OP SOUTH CAROLINA. From 1865 to 1877, incUisive. Year. Degrees. Individuals. 18C8 12 12 1809 8 8 1870 11 all 1871 e a6 1872 16 015 1873 8 i8 Totals 01 00 1874 5 5 1875 7 1876 12 No data. 1877 No data. •No data. ft One holder of another degree.' 6 Two holders of other degrees. Deduct five holders of degrees in preceding years, and the number of different graduates as A. B., M. D., and LL. B., from 1868 to 1873, inclusive, was 55. In Octoher, 1873, the University opened under new management, with colored students only, and so continued until July 1, 1877. There is reason to suppose that the institution had no final exercises in June, 1877. A College of Agriculture and Mechanics was established on the grounds of the Uni- versity at Columbia, opening in October, 1880. The course for graduation was one of three years. It sent out, however, no graduates, and was absorbed by the South Carolina College in July, 1882. South Carolina College reopened October, 1882. The intermediate class of the College of Agriculture and Mechanics were allowed to take their diplomas after one year's study, forming the class of 1883. The record from that time up to 1887 is given in the following table : SOUTH CAROLINA COLLTSGB. Tear. 1883 Degrees. Individuals. 11 11 1884 13 13 1685 21 a 21 1881) 26 624 1887 32 c30 Totals 103 99 a One holder of another degree. b Three holders of other degrees. c Two holders of other degrees. Deduct six holders of degrees of previous years, and there remain 93 different gradu- ates within the period included in the table. Owing to the lack of an alumni catalogue, the subsequent life of only a small number of the graduates is known. Out of a partial list of one hundred and fifty-si.v, there were eighty lawyers, thirty-two members of fi£i „■; i c '■ "*||^. X J3 O ■1" ^ w . z .ivi''''; .jft > c 1 1 1 ^f^^ z < n ' -^m .'J I ' SOUTH CAROLINA COLLEGE. 165 the State House of Eepresentatives, four members of the Oonfeclerate States House of Eepreseutatives, and seventeen members of the State Senate. Out of the whole number there were twenty-two Governors of States, of whom seventeen presided over South Carolina, and the others over Alabama, Georgia, Mississippi, and Virginia. At one time three successive terms, and at another four successive terms, in the execu- tive office were filled by her alumni. Since the memorable campaign of 1S76, four of the five chief executives were graduates of the college, while the fifth, Hugh S. Thompson, late Assistant Secretary of the U. S. Treasury, and now a member of the Civil Service Commission, was from the Citadel Academy. Eight lieutenant-governors have also received their diplomas at Columbia. Fourteen United States Senators have attended her classes, of whom all but three went from South Carolina, these three being from Alabama, Texas, and Virginia. Thirty-nine Members of Congress received the whole or a part of their collegiate training there, of whom twenty-eight represented the State, the others being from Alabama, Texas, Georgia, North Carolina, and Virginia. In the Thirty-third and Thirty- fourth Congresses both the Senators and four of the six Congressmen at some time had been on the roll of the college. In the Forty-sixth, Forty-seventh, Forty-eighth, and Forty-ninth Con- gresses, both the Senators and three of the Eepresentatives had at- tended the college, while a fourth Eepresentative in the two latter .Congresses was a graduate of the Citadel Academy. Thirty-three judges and chancellors of South Carolina and adjacent States have been trained within her walls. Among them were three chief-justices and three associate justices of the Supreme Court of South Carolina, including the present chief-justice. Fifteen presidents of colleges point to her as their alma mater, of whom three presided over the in- stitution at Columbia, including J. M. McBryde, its present progressive head. There were also thirty-nine professors in the various colleges in South Carolina and adjoining States. Five bishops of the Methodist and Episcopal Churches and fifteen brigadiers in the Confederate serv- ice were also trained there, with nine members of the Federal and Con- federate Governments. The State government of South Carolina is also indebted to the college for fourteen of her ofBcers at different times. The fullness of the list of lawyers and politicians is the strongest tes- timony as to the tendency of the training at the college. To this long list of distinguished public men may be added James L. Petigru, Dr. J. Marion Sims, and the eminent botanist, H. W. Eaveuel.^ ' This emment botanist died July 17, 1887. His researches in the department of phsBnogamoua and oryptogamous plants were more complete and original than those of any other investigator in the country, and place him primus inter pares in a State which has produced such botanists as Garden, Walter, MoBryde, Elliot, Porchor, and Gihbes. His published works have been chiefly in the form of monographs, and attracted much attention in the scientific world. His herbarium is a very valuable collection, especially in the class fungi, and would greatly enrich the cabinet of any university or scientific institution. 166 HIGHER EDUCATION IN SOUTH CAROLINA; Of the men in public life, George McDuffie probably reached the highest rank. He and W. C. Preston were room-mates at college, and he was looked on as the Demosthenes of the State as Preston was con- sidered the Cicero, Of George McDuffle the following incident was re- lated by J. n. Thornwell, at the Yale alumni dinner in 1852 : " On one occasion, while Mr. McDuffie was a member of the Legislature, after he had made one of his splendid speeches, the question of the college came up. The venerable Judge Huger, then a member of the House, rose and said, in his peculiarly slow and emphatic style : ' Mr. Speaker, if the South Carolina College had done nothing, sir, but produce thfit man, she would have amply repaid the State for every dollar that the State has ever expended, or ever will expend, upon her.' The appeal was irresistible ; opposition was disarmed ; and every year, sir, we re- ceived nearly $25,000 from a small State and from a poor people." ^ After graduation he read law, and settled in one of the upper counties of the State. In one of his earliest cases he was very badly beaten by an insignificant lawyer. He removed after this to Edgefield County, and came into notice by his withering denunciation in court of the per- secutors of an old widow. His practice now grew very rapidly, and he soon entered politics. In the United States House of Eepresentatives he made his reputation by a speech on the tariff question. The debate had lasted for several days and the opponents of the tariff were get- ting the worst of the argument. In the midst of great noise and confusion consequent on the fine effort of a protectionist, McDuffie rose in his seat, and with a countenance of great excitement, loudly struck his clenched fist against his desk several times. This unusual gesture and his stormy features gained him the attention of the House, and the brilliancy of his speech kept it to the conclusion of his effort. He always had a thorough knowledge of every subject on which he spoke. His sentences were terse, his language plain. He always de- livered his speeches with an energy of voice and strength of gesture that never failed to command attention. When he was elected Governor of the State, he saw the low condition to which the college had been brought by Thomas Cooper, and he used his influence to revive the institution. It was chiefly through his active efforts that the reorgan- ization was brought about, and the school took a fresh start in 1834. This is probably the noblest and the greatest work of his life. JAMES H. THORNWELL. On the resignation of William 0. Preston, liev. James H. Thornwell was elected to fill his place. He was the son of poor parents living in the upper part of the State, and was born in 1812. In bis boyhood he gave evidence of greatness, and several friends assisted him in gaining an ' Life of Thornwell, p. 368. SOUTH CAEDLINA COLLEGE. 167 education. He eutered the Junior class of the South Carolina College, and graduated with the highest honors in 1831. When not quite twenty-five he was elected a professor, and retained this college con- nection with few intervals for nearly twenty years. During his course he taught logic, criticism, metaphysics, evidences of Christianity, and ethics. With the whole range of philosophical and ethical literature he was thoroughly acquainted, and would have left his contribution to those departments of knowledge, but for his early death. If not the greatest, his was certainly one of the greatest, intellects that the college ever trained. He strongly impressed both students and professors, while John O. Calhoun regarded him as the coming man from the South, and destined to take his own place in the councils of the nation. His classmates looked on him as a giant, and confidently predicted a great future for him. He easily led his class, and there was no man in the debating society able to cope with him. Thomas Cooper thought him a boy of great promise. In after life he attracted the at- tention of the historian, Mr. Bancroft. At a dinner given him in ISTew York, when Mr. Bancroft was present, the conversation turned on the con- struction of some passage in Aristotle. Thornwell maintained that the commentators had all missed the meaning, and convinced the company that his views were right. On his return homo he received a splendid copy of Aristotle from Mr. Bancroft, with a Latin inscription, as " a testimonial of regard to the Eev. Dr. J. H. Thornwell, the most learned of the learned." Though he was elected president of his college, and became a power in State politics, a power in the Presbyterian Church, and a power out of it, he never met the high expectations of his friends, and never reached the prominence of many other graduates, including some of his own classmates. It may be due to the fact that he deliberately turned away from almost the only field for the proper exercise of great gifts at that time in the South, and entered the ministry, devoting " his brilliant talents to writing polemic theological disquisitions." His religious convictions were very deep. He was converted when twenty years old, and he has left a touching prayer of joy at his con- version, and of trust in his Saviour. The purity of his faith led him to oppose as unevangelical the various church boards, and the assumption of educational functions by the Church. He looked on the New School party in his denomination as an evil, and declared that "the root of the evil is in the secular spirit of all our ecclesiastical institutions. What we want is a spiritual body. * * * To unsecularize the Church should be the unceasing aim of all who are anxious that the ways of Zion should flourish." As a teacher he was very thorough and analytical, but safe and con- servative. No new theories of philosophy or ethics drawn from the liberal German school ever found accei^tance in his class-room. His influence upon the students and his reputation throughout the State i 168 HIGHEE EDUCATIOjn ijn ouurti UAitULilJNA. made him almost indispeusable to the college. When he was professor under W. O. Preston, he was Invited to the pastorate of the Second Presbyterian Church in Baltimore. He sent in his resignation, but the regulations of the board of trustees of the college required a year for it to take eifect. So strongly was the president impressed with the use- fulness of Professor Thoruwell to the college that he sought the aid of Dr. B. M. Palmer, a very prominent Presbyterian miuister, to invoke the interposition of the church to prevent Thornwell's' withdrawal from the institution. He testified that " .we cannot afford to lose Doctor Thornwell from the college. In the first place, he is the representative there of the Presbyterian Church, which embraces the bone and sinew of the State, without whose support the institution cannot exist. In the second place, he has acquired that moral influence over the students which is superior, even to law, and his removal will take away the very buttresses on which the administration of the college rests." Doctor Palmer submitted a paper to the Presbytery, and that body withdrew their consent of the previous year, and passed a resolution expressing their unwillingness that Doctor Thoruwell should remove beyond the limits of the Synod. So he remained at Columbia. His term as president ranks next to Preston's in attendance. He was progressive and made important recommendations, and increased the efficiency of the institution. He recommended to the board a pension for one of the oldest professors, holding that as soldiers were pensioned, all who were disabled in the service of the State should receive this gift. He introduced the method of written examinations, and raised the entrance requirements in Greek from six books of the Iliad to ten books. He was also a prominen t preacher in his church, having filled the most important pulpits in the State ; and lie finally resigned the office of president to accept a professorship in the new theological semi- nary at Columbia. He was grave and philosophical in his discourses, and appealed to the intellect only — never to the emotions. His reputation in his denomina- tion was very wide, and he was once elected moderator of the Presby- terian General Assembly of the United States. He was the youngest man who had ever held this office, being elected in the thirty -fifth year of his age. THE "bible" op the SOUTH CAROLINA COLLEGE. Two men in directly opposite ways have deeply impressed themselves on the history of the college. Thomas Cooper represents the liberalizing, radical tendency, while James H. Thoruwell stands for the old conserv- ative, orthodox views. In all discussions as to the tendency of secta- rian colleges, the former is brought forward by the enemies of the col- lege as a frightful example of state education ; while its friends put forward the latter as the defender of a more liberal culture than the denominational colleges ever give. Thomas Cooper had the reputation ii' ■ V r f J- ~-rf- f^^- *, 1^ I •■ V SOUTH CAEOLINA COLLEGE. 169 of being an infidel, and his lectures on " Geology and the Pentateuch " nearly Tuined the school, while Thorn well was a Christian, and his letter to Governor Manning, the " Bible" of the college, is used now as the strongest bulwark against all attacks on state education. The college had enjoyed a monopoly of higher education in the State. It was the pride of the office holding class, who opposed attempts to incorporate any other institution that might be a rival. The ruling class disliked sectarianism, and when the first charter for a denomina- tional college was asked for, about 1839, it was declared in the House of Representatives that the State only should educate her sons. Nothing further was done until Furman University was chartered ; it rapidly gathered students, and the Methodists also now wanted an insti- tution of their own. The State college feared first loss of patronage, and eventually destruction, if all the religious denominations should oppose it. Under these circumstances this celebrated letter of Thornwell's on education in general was written to urge the superiority of state education over that given by sectarian schools, lie clearly showed the absurdity of the charge that it was " a rich man's college," by citing cases of boys who spent their all in going through the course. There could be no "free college" until " such homely articles as food, raiment, and fuel be no longer needed." Of course all could not be educated, but all received the benefit of the few who were educated. The light gradually radiates from them through all the dark labyrinths of society, and stimulates the masses to self-improvement. Education must be furnished either by the state or church, since private means are insufficient. A godless education he thought worse than none, but religion can be introduced through the professors, without the necessity of being taught as a sci- ence. The different sects combined can drive out any unclean thing from the college. And while state institutions without such watchful care may degenerate into "hot-beds of atheism and impiety," church in- stitutions "degenerate into hot- beds of the vilest heresy and infidelity." The continued attacks on the State institution as profane and infidel in its tendencies, will inevitably work to make it both. The central college unites all the sections into one common brotherhood, and cherishes one point of glory. If the various sectarian schemes should be successful, there will no longer be unity and the spirit of brotherhood will be de- stroyed. His whole argument for the State college is strongly and clearly stated. On other questions he showed his conservative nature. He was immovably opposed to the elective system, and to an extension of the college into a university with other departments. In one of his magazine articles he condemned the study of the sciences as a means of discipline, holding that " they never reach the height, dignity, and in- tensity of pure thinking. * * * They should be postponed until they can be pursued as a matter of rational curiosity, when they become an amusement or relaxation from the severe demands of reflection." The letter is probably the strongest argument ever put forth for the 170 HIGHER EDUCATION IN SOUTH CAROLINA. college, and only two years ago it was re-issued, when the sectarian schools seemed about to make a move against the institution. Doctor Thornwell resigned soon after this and became editor of the Southern Quarterly Keview, in addition to his other labors. His appli- cation to study was very close and his health soon gave way, and he sought relief in travel. When the Civil War broke out he entered into it with all the strength of his nature ; but the excitement was too much for his nervous temperament, and he died in 1802. He left many magazine articles and sermons, and his collected writings form several volumes. One of his works, a small volume entitled Dis- courses on Truth, published in 1855, attracted the notice of Sir William Hamilton, who returned his "w4 1854 1800 1808 Chancellor, Alabama. Judge, Mississippi. Chancellor, Alabama. Chancellor, South Carolina. Judge, South Carolina. Chief-Justice, South Caro- lina. Judge, Alabama. Judge, United States. Judge, Alabama. Judge, Alabama. Judge, South Carolina. Chancellor, South Carolina. Judge, South Carolina. Chancellor, South Carolina. Judge, South Carolina. Chancellor, South Carolina. Chief Justice, South Caro- lina- Judge, South Carolina. Chancellor, South Carolina. Judge, South Carolina. Chancellor, Alabama. South Associate Justice, Carolina. Chief-Justice, Una. South Caro- Judge, South Carolina. Associate Justice, South Carolina. Judge, United States. Judge, South Carolina. Jiulj;o, South Carolina. Jndge, South Carolina. Judge, South Carolina. -fudge Supreme Court, Ar- kansas. -Vsanoiiite Justice, South ('iirolinii. Judge, Georgia. (I Ijoft (joljege iu Junior yc^r, J) Left college in Senior year. SOUTH CAROLINA COLLEGE. LIST OF STUDENTS— Continued. PEBSIDBNTS OF COLLEGES (15). -207 Uame. Degree. Gkaduateu, OB LEFT . College. Institution. "W.E.Brantley B. M. Sanders "William Campbell Preaton, LL. D . Henry Junius Nott Samnel "Williamson J. A. L. N'orman -... Basil Manly, D.D.,LL.D John L.Kennedy Jiimes H. Thornwell, D. D., LL. D . "W.J. Elvers, A. M James H. Carlisle, LL. D ^. E. L. Fatten, LL. D James B. Anderson John M. MoBryde, Ph. D., LL. D a . "W. B. Atkinson (Kev.) A.B. A.B. A.B. A.B. A.B. A.B. A.B. A.B. A.B.. A.B. A.B., A.B., A.B-. A.B. 1808 1809 1812 1814 1818 1819 1821 1825 1831 1841 1844 1846 1800 1800 1861 Charleston College. (!) South Carolina College. South Carolina College (Chairman). (?) m University of Alabama. (!) South Carolina College. "Washington College, Md. "VTofford College. Erskine College. Huntsvillo (Ala.) College. South Carolina College. Charlotte {N. C.) Female College. PEOFESSOES IN COLLEGES (39). KTamb. Degbee. Gbaduated, OB LEFT College. Institution. John E. Golding. John Eeid Thomas Young Simons Samuel M. Stafford E.H. Deas Maximilian La Borde, M. D. liichard T. Brumby Josiah C.Nott.M.D E. W.Gibbesb Lewis E. Gibbes "Whitoford Smith , D. J.C.Cain John A. Leland, A. M., Ph. I) . . Charles P. Pelham , Thomas E. Peek, D. D., LL. D. J. M. Gaston . CD. Melton S. E. Caugh'man F. P. Porcher.M.D. E.H. Martin , A. M". Talley, M.D... A.B. A.B. A.B. A.B. A.B. A.B. A.B. A.B. A.B.. A.B.. A.B-. A.B.. A.B.. A.B.. A.B. A.B. A.B. A.B- A.B. A.B. 1810 1812 1815 1818 1821 1821 1824 1827 1829 1830 1835 1837 1838 1840 1843 1843 1844 1844 1845 1848 (!) South Carolma College (tu- tor). South Carolina College. (?) (?) South Carolina College. South Carolina College and University of Alabama. Charleston Medical College. South Carolina College. South Carolina College and Charleston College. Wofford College. (?) Davidson College. South Carolina Collage. Union Theological Semina- ry, Virginia. Atlanta (6a.) MedicEd- Col- lege. South Carolina University. (?) Charleston Medical College. (?) South Carolina University. ii&ft 9ollege in Junior yei^p. p Left college in Senior year. 208 HIGHER EDUCATION. IN SOUTH CAROLINA. LIST pF STUDENTS— Continued. PKOFBSSOES IN COLLEGES— Continuea. Name. Beg REE. Graduated, 01! LEFT College. Institution. E. W. Gibbes, Jr., M. D . . K. W. Barnwell (Eey.) .. Harry Hammond John E. Eiley (Eev.) John T. Darby, M. D. it. Mortimer Glover W. W. Legar6 Hugh Strong & W. B. Boggs, D.D. C. W. Hutson W. D.Martin John B. Elliott, M. D. c. James S. Heyward c W". LeConte Stevens — C. E. Hemphill, D.D. d. E.M.Davis, LL.B. E. A. Simpson W. D. Simpson A.B. A.B. A.B. A.B. A.B. A.B. A.B. A.B. A.B.. A.B. A.B. B.S. B.S . 1849 1850 1852 1854 lli56 1858 1858 1858 1859 1860 1860 1861 1862 1868 1869 1872 1883 1883 South Carolina University. South Carolina College. University of Georgia. Adger College. South Carolina University. Claflin College. South-Western Presbyterian University. Adger College. Presbyterian Theolo g i c al Seminary, Columbia, S. G. University of Mississippi. A college' in Maine. Tulane University of Loui- siana. Claflin College. A college in New York. Presbyterian Theol o gi c al Seminary, Columbia, S. C. South Carolina College. Adger College. Adgor College. BISHOPS (5). Name. Degbee. Gbaduated, OLl LEtT College. Ecclesiastical Officb. William Capers 6. Stephen Elliott, D. D . William J. Borne Alexander Gregg, D. D . E.W.B.EUiott A.B ... A.B...- A.B- A. B. 1825 1829 1838 1861 Bishop of M. E. Charch South. Episcopal Bishop, Georgia. Episcopal Bishop (Mission- ary), China. Episcopal Bishop, Texas. Episcopal Bishop (Mission- ary), Western Texas. CONFEDERATE GENEEALS (15). Name. John B.Floyd M. L. Bonham Maxcy Gregg Wade Hampton . . . Joseph Gists Samuel McGowan . John K. Jackson. .- James Connor a Left college in Senior year. i Left college lu Sophomore year, Degkee. A.B.. A.B.. A.B.. Gkaduated, OK LEFT College. 1829 1834 1835 1836 1837 1841 1846 1849 Eank. Brigadier-General Brigadier-General. Brigadier-General. Lieuton ant-G eneral. Brigadier-General. Brigadici -General. Brigadier-General, Brigadier-General. Loft college in Junior year. A Took diploiBft in apcjeiit languagga. SOUTH CAROLINA COLLEGE. LIST OF STUDENTS— Continued. C03SFEDEKATB GEKEEALS (15)— Continued. 209 Name. John Bratton S. E. Gist John A. "Wliarton. J. li. Chalmers . . . JI. 'W. Garyo M. C. Bntlera T. M. Logan Degbee. A.B. A.B. A.B. A.B. A.B. Graduated, OU LEFT College. 1850 1850 1850 1851 1853 1850 18C0 Eakk. Brigadier-G eneral. Brigadifir-G eneral. Brigadior-Gonoral. Brigadior-G eneral. Brigadier-General. Major-Genei-al. Brigadier-General. MEMBERS OF IT. S. GOVEEXMEyT OR C. S. GOVERXMBS^T (9). Xame. James L. Potigru Beaufort T. Watts.... Hugh Swinton Legar6 C. G. Memniingerfe Solomon Cohen, Jr ... J.J. Seibela E.H.DoLcon John E. Bacon Leroy F. Youmans Degeee. A.B. A.B. A.B- A.B. A.B. A.B. A.B- A.B. A.B GRADL'ATED, 01* LEI'T College. 1809 1812 1814 1819 1820 1836 1837 1850 1802 Office. U. S. District Attorney. TJ. S. Charge d' Affaires. TT. S. Attorney-General. C. S. Secretary of Treasury. TT. S. District Attorney. tr. S. Chargfi d'Affairiis. TJ. S. Consul to Egypt. F. S. Charge d'Affaires to Paraguay. TT. S. District Attornev. MEJIBEKS OF STATE GOTERNMEXTS (14). Xame. Graduated, OB LEFT College. Office. Benjamin T. Elmore . John G.Brown Josiah Kilgorc, ^. D . James M. Calhoun . . . James Jones John D. Coalter James Simons .-. R. J. M. DunnOTant c. James N. Lipscomb . . James Connor "W. Z. Leitner John Bratton : A.B... A.B A.B .... A.B ... A.B ..., A.B ... A.B .... A.B ... A.B ... A.B ... A.B ... a Left college in Junior year. b Believed to be the oldest alumnas 11406— No. 3 14 living. 1810 1811 1813 1824 1824 1825 1833 Comptroller-General, Soutli Cajrollna. Secretary of State, South Carolina. Surgeon-General, South Caro- lina. President Alahama Senate. Adjutant-General, SouthCar- oliua. Attorney -General, Missouri. SpeakerHouseof Ee-present- atives, South Carolina. 1842 1847 1840 1810 1840 c Left college in Senior year. Adjutant-General, South Car- olina. Secretary of State, South Car- olina. Attorney-General, South Car- olina. Secretary of State, South Carolina. Comptroller-General, South Carolina. 210 HIGHER EDUCATION IN SOUTH CAEOLINA. LIST OF STUDENTS— Continuod. MEMBEES or STATE GOVEENME NTS— Continuod. Begreq. Gbaduated, OK LEFT College. Office. J.C.Coita James Simons a. 1852 1858 Comptroller-General, SontL Carolina. Speaker House of Ke^rescnt- atives, South Carolina. SCIENTIFIC MEN AND WEITEES (8). Name. Degkee. GliAUUATED, on LEFT College. PjBOFESsiox Oil Occupation J. V. BoTan A. 15 .... A.B .... A.B .... A.B ... A.B ... A.B .... A.B .... A.B .... 1816 1820 18=2 1832 18U 18:2 18C8 1850 Historian of Georgia. Editor (Charleston). James Marion Sims, A. M., M. D Jolin H. Logan, A. M., M. D J. "Wood Davidson, A. M Physiciau and Surgeon. Historian. "Well-tnown Southern Agri- culturist. James H. Eion, LL. D a Left college in Junior year. In the preceding list only Governors and Confederate States Generals are counted twice. Many otliers teld two or more offices of distinction, but only the more im- portant are given. Several graduates rose to liigU distinction in other States, one or two having heeu Memhcrs of Congress from Kentucky, and others from Texas. It is impossible to give their namcs-now, as the rolls are imperfect. APPENDIX II. COLONIAL EDUCATION IN SOUTH CAKOLINA.' By Edwakd McCkady, Jk. JL Paper read be/ore the Historical Society of South Carolina, August 6, 1883. Beprinted, with some slight alterations, by permission of the author. [As the purpose of tlie following paper, read before the Historical Society of South Caroliua, and now published by that body, is to refute the charge made by Mr. Mo- Mastcr, in his History of the People of the United States, of the neglect of education in South Carolina prior to and during the Kevolution, I have given exact quotations iroiii the authors and acts I have cited rather than my understanding of what they wrote or contained, thus avoiding any nLisunderstanding of the texts, on my part. I have also restricted myself to the period of which Mr. McMaster treats in the volume of his work now before the public. There is much in the subsequent history of education in the State which is interesting, but as this paper is a refutation, and a refutation only, I have not stepped beyond the period of which he has so far writ- ten.— Edward McCrady, Jr. Charleston, S. C, Oetoier22, IH83.] In A View of South Carolina, by John Drayton, published in 1802, we find the au- thor good-humoredly ridiculing a learned professor of Princeton for his assertion, in a work on the human species, that the poor and laboring classes in South Carolina are deformed and misshapen, and " degenerated to a complexion that is but a few shades lighter than that of the Iroquois." Mr.. Drayton observes: "The doctor has never been in this State; how then has he been able to give this unpleasant and degrading account of some of her inhabitants? It could only have been by information, not from Carolinians, for they are better informed, but by strangers who, to use the doctor's own words, 'judge of things, of men, and manners under the influence of habits and ideas framed in a diiierent climate, and a different state of society.' " Mr. Drayton quotes the learned professor as saying: "It is a shame fpr philosophy," at this day, to be swallowing the falsehoods, and accounting for the absurdities of sailors." " Hq would have done well, also," Mr. Drayton goes on to say, '' in keep- ing clear of an error into which philosophers are apt to fall ; which is to reason from assumed facts in order to support favorite principles." This was written in the commencement of the century, and now at the near end of it-, we of the South, and of South Carolina particularly, have still to complain of un- just representations. As an instance, we quote from McMaster's History of the Peo- ple of the United States, Vol. I, p. 27: "In the Southern States education was almost wholly neglected, iut nowhere to Buch an extent as in /South Carolina. In that colony, prior to 1730, no such thing as a grammar school existed. Between 1731 and 1776 there were five. During the Bevolu- iion there were none. Indeed, if the numier of newspapers printed in any community may he taken as a gauge of the education of the people, the condition of the Southei-n Stales as compared tcith the Eastern and Middle was most deplorable. In 1775 there were in the entire country thirty-seven papers in circulation. Fourteen of them were in * The growth of the American public school system and its excellence have imparted a peculiar interest to the history of the Hassachnsetts colony, in which Its essential principles were first form- ulated and developed. Massachnsetts, however, did not stand alone in efforts for the establishment of iKshools. The same purpose animated her sister colonies. This is particularly true of South Caro- ling,, .as ffee fpfjo^iflg paper abundantly proves.— N. S. B. D. «11 212 HIGHER EDUCATION IN SOUTH CAROLINA. NewEnglaui], four -were in New York, and nine in Pennsylvania; in Virginia and North Carolina there were two each, in Georgia one, in South Carolina three. The same is true to-day." For the existence of this neglect, and the deplorable condition of education in the South, the author cites two authorities : Ramsay's History of South Carolina and Hudson's History of Journalism in the United States. Let us see if his authorities sustain his assertions and conclusions. Prejudice may warp the judgment so as to lead it to accept as true statements which have no foundation in fact, and to form conclusions not warranted if the state- ments were true ; but not oven prejudice can excuse or account for a misquotation. Mr. McMaster asserts that in the Southern States education was almost wholly neg- lected, hut nowhere to snch an extent as in South Carolina ; and that in that colon}-, prior to 1730, no such thing as a grammar school existed; and gives as his authority Ramsay's History of South Caroliua. Now, with the book open before us, we deny that Ramsay made any such statement; on the contrary, he has a chapter on "The Literary History of South Carolina" (Chap. IX, Vol. 2), in which he shows that no sooner had the settlers provided shelter and the necessaries of life, " than they adopted measures for promoting the moral and literary improvement of themselves, aaH particularly of the rising generation.'' (See p. 353.) The nearest approach to Mr. McMaster's quotation is this sentence at the close of the chapter (Vol. II, p. "SrZ) : " There was no grammar school in South Carolina prior to 17j0, except the free school in Charleston ; from 1730 till 1776 there were not more than four or five, and all in or near Charleston." Mr. McMaster, it will be observed, has omitted apart of the sentence he undertool: to quote. But since Mr. McMaster has re- ferred us to Dr. Eamsay, as an authority upon the matter of education of the people of South Carolina, let us see what Dr. Ramsay does say on the subject, and let us refer a little more particularly to his authorities, and add some others, more fully showing the attention paid to education in South Carolina before and during the Revolution. I.— Schools PjUok to the Revoh;tion. Dr. Ramsay, as we have seen, commences his chapter on the literary history of Sooth Carolina with the statement that the earliest settlers of the Province had no sooner provided themselves with shelter than they adopted measures for promoting the moral and literary improvement of themselves and of their children. He goes on then to give this account of the establishment of free schools in the Province. On page 354, Vol. II, wo read': "In the years 1710 and 1712, the Assembly passed laws 'for founding and erecting a free school in Charlestown for the use of the inhabitants of South Carolina.' The preamble of the latter, after setting forth ' the necessity that a free school be erected for the instruction of youth in grammar and other arts and sciences, and also In the prin- ciples of the Christian religion ; and that several well-disposed Christians by their last wills had given several sums of money for the founding of a free school,' proceeds to enact 'that Charles Craven, Charles Hart, Thomas Broughton, Nicholas Trott, Arthur Middletou, Richard Beresford, William Ehett, Gideon Johnson, Francis Lejau, Robert Maul, Ralph Izard, Joseph Morton, George Logan, Alexander Parris, Hugh Grange, and William Gibbon, and their successors, be a body corporate, by the name of the commissioners for founding, erecting, governing, and visiting a free school for the use of the inhabitants of South Caroliua, with all the power of a corporation, and with particular authority to take possession of all gifts and legacies formerly given for the use of the free school, and to take up or purchase as much land as might be deemed necessary for the use of the school, and to erect thereon suitable buildings.'' He goes on to say (pp. 355-356) : " Provision was also made for ' the support of an usher and a master to teach writing, arithmetic, merchant's accompts, surveying, navigation, and practical mathematics.' It was also enacted 'that any school- master settled in a country parish, and appiQi^A by the vestry, should receive ten COLONIAL EDUCATION IN SOUTH CAEOLINA, 213 pounds per annum fioiii the public treasury ;' and that ' the vestries should he author- ized to draw from the same source twelve pounds toward building a school-house in each of the country parishes.'" Now, this was before Mr. McMaster when he asserted that Dr. Ramsay had stated there was "uo grammar school in South Carolina prior to 1730 ; " and so much he can uot escape from the knowledge of, ^hen he was recklessly making so grave a charge against a people. But if, led by a real historical spirit, ho had examined the acts to which Dr. Ramsay refers (and which are to be found in all the largo bar libraries iu New York and elsewhere), he would have seen that the act of 1710, as well as that of 1712, contained the recital that the gifts of money for the founding of a free school had then (iu 1710) already been made; from -which he would have learned that even prior to 1710 the peoplo of South Carolina had conceived and attempted the estab- ' lishmeut of a free school; and had he examined further, ho would have found that South Carolina during colonial times was very little, if any, behind even Massachu- setts in the matter of public education. Dr. Dalcho' writes (1710-11): "The want of schools was a source of great solicitude to the inhabitants, and called for the exertions of the virtuous and the good. The missionaries, and many other gentlemen of the Province, addressed the society^ ou this interesting and important subject. They described the deplorable condition of the rising generation for want of sufiScient education, and lamented the decay of piety and morals as the inevitable consequence of leaving the young to their own pur- suits, and to the inliaeuce of evil example. The spiritual as well as temporal inter- ests of the peoplo were declared to bo at stake, as au ignorant, uneducated commnui- ty was but a small remove from the habits and feelings of savago life. The society felt the force of the appeal. In the year 1711 they established a school iu Charles- town, and placed it under the care of the Rev. William Guy, A.M., whom at the same time they appointed an assistant to the rector of St. Philip's Parish." Professor Rivers, iu his Early History of South Carolina, says: "The Society for Propagating the Gosjjel sent out missionaries not only to preach, but ' to encourage the setting up of schools for tho teaching of children.' Their school-masters were re- quired ' to take especial care of the manners of the pupils in and out of school ; warn- ing them against lying and falsehood and evil speaking; to love truth'Kud honesty ; to be niddcst, just, and affable; to receive iu their tender years that sense of religion which may render it the constant principle of their lives and actions.' The wai.t of schools, however, was not immediately remedied, and so urgent appeals were made to the society that iu 1711 they established a school in Charlestowu nuder Rev. AVilliam Guy. In the previous year several persons having bequeathed legacies for founding a free school, an act was passed (1712) for this purpose, and soon afterward for extend- ing similar benefits to all tho parishes." ' A tombstone still standing in St. Philip's church-yard attests that such a school was actually established, and maintained at least until 1729. The inscription upon it is as follows : Tlie Hev' Mr John Lambert Late Master rrincijial and Teacher of Grammar And Otha' Sciences TaugMin tlie FREE SCHOOL" At Cliarlestownfor if Province of South Carolina And Afternoon Lecturer of this Parish of Saint Philips Charestoxen. Departed this Life (^suddenly) on y' ith August 1729 Blessed is this servant whom His Lord when He coniith shall find so doing 1 Churcli History, p. 93. ^ The Society for tbo Propagation of the Gospel iu Foreign Parts. 3 Historical Skotcli of South Carolina, p. 231 ; see also Shecat's Essays. ■* The words ' ' I'ree School " are thus in capital letters on the tomb. 214 HIGHER EDUCATION IN SOUTH CAROLINA. TIiG act alluded to by Professor Rivers was, " An Act additional to an Act entitled, 'An Act for establishing county and precinct courts,'" passed February 23, 1722. The original. was not to bo found when the Statutes at Large were compiled, but the t?xt is given in Trott's Laws of South Carolina. By this act the justices of these courts were authorized to purchase lands, erect a free school in each county and precinct, and to assess the expense upon the lands and slaves within their respective jurisdic- tions. They were to appoint masters who should be "well skilled in the Latin tongue," and bo allowed twenty-five pounds proclamation money per annum. Ten poor children were to be taught gratis yearly, if sent by the justices.' Dr. Ramsay proceeds (p. 356) to tell that Sir Francis Nicolson, the first Royal Gov- ernor of the Province (1721-24), -was a great friend to learning ; and that he liberally contributed to its support, and pressed on the inhabitants the usefulness and necessity of Provificial establishments forits advancement; and that the inhabitants, nrged by his persuasions, engaged in providing seminaries for the instruction of youths. Besides these general contributions. Dr. Ramsay tells of several particular legatiies left for this purpose. Mr. Whitmarsh left five hundred pounds to St. Paul's Parish for founding a free school in it. Mr. Ludlam, missionary at Goose Creek, bequeathed all his estate, which was computed to amount to two thousand pounds, for the same pur- posp.^ Eichard Bercsford, by his will, bequeathed to the vestry of St. Thomas' Parish one-third of the yearly profits of his estate for the support of one or more school-masters, who should teach writing, accounts, mathematics, and other liberal learning ; and the other two-thirds for the support, maintenance, and education of the poor of that parish. The vestry accordingly received from this estate six thousand five hundred ' Trott's Laws of Sontli Carolina, p. 898; D.ilcho's Cburch History, p. 90. See, also, Governor Als- ton's Hepoit to Soulh Carolina Legislature on tlio Free Scliools, 1817. ^Dr. Dalclao tells us that the vestry of St. James, Goose Creek, to Trhom this bequest of Mr. Lud- lam was made, havinp; considered the 'bequest insufficient for the endowment of a school, bad placed the money at interest until additional .irrangemcuts could bo made to promote the object of the tes- tator, and that they proposed to raise an adequate fund by private subscription, but that nothing was done until Juno 18, 1744, when the following subscription was raised: Whereas, Kothing is more likely to promote the practice of Christianity and virtue than the cailj- and pious education of youth, wo, whose names are underwritten, do hereby agree and oblige our- selves, our executors, and administrators, to pay yearly, for three years successively, viz, ou or be- fore June 18, 1745, 1746, and 1747, to the Eov. Mr. Millechamp, or to the, church wardens for the time being, tlio several and respective sums of money over against our names respectively subscribed, for the 'sotting up of a school in the parish of St. James, Goose Creole, on tho land for that purpose purchased, for instructing children in the knowledge and practice of the Christian religion and for te.achlDg them such other things as are suitable to tbeir capacity. S. A. Middleton £100 ■William Middleton 100 John Morton CO Zacb. "Villepontoux 50 Peter Taylor 25 Thomas Middleton 50 Eichard Singleton 20 Cornelius Dupro 5 Alexander Dingle 5 StephenBuIl 5 G. Dupont 7 Henry Izard GO William Wood 8 James Kinloch £40 Gideon Paucheraud 10 William Allen 25 Martha Izard 20 Mary Izard • 20 Susanna Lansac 10 J.ano Morris 20 Joseph Norman 20 Iiichard Tookerman 5 Benjamin Mazyck , 15 Paul Mazyck 50 RobortBrum 15 Thorn as Singleton 10 To these wore subsequently added the following PeterTaylor *100 JobnCbanning. 100 C. Paucheraud 100 Eobortllumo lOO John Parker 70 W. Withers 50 Benj.Smlth 60 John Tibbin £30 JohuMcKouzie 100 John Moultrie, Jr 100 W.Blake lOJ Benjamin Coachman; 100 Thomas Smith CO HeurySmith 50 Eobert Adams £5 Mag Eliz Izard 30 Maurice Keating lo James Bagby lo Joseph Hasfort 15 James Marion 5 Peter Porcher 15 James Singleton 10 Isaac Porcher 5 BoDjamin Singleton 10 KacbelPorcher 5 Sedgowlck Lewis £25 James Lynch 3(J James Coacbman 40 John Dras loo Eebecca Singleton 25 Peter Tamplet 50 Joseph Dobbins 25 COLONIAL EDUCATION IN SOUTH CAROLINA. 215 pounds for promoting theso pioua and cbaritablo purposes. ' ' This fund," Dr. Eamsay said when he -wrote (1808), " is still in existence, and has long heen known hy the name of ' Beresford's bounty ' " — and wo may add, was carefully preserved until destroyed, or nearly so, during the late War. In 1733, we go on to read, a free school was erected at Childsbury, iu St. John's Parish,' on the foundation of six hundred pounds bequeathed for that purpose by James Child, and twenty-two hundred pounds subscribed by the parishioners. The interest of two hundred pounds, bequeathed by Francis Williams, was also appropriated as a fund for teaching poor scholars. In 1734 a free school was erected in Dorchester.^ The corporations of these schools were cherished by the colonial government, Dr. Earosay says, and were favored in taking up lunds. They formed a centre to which were drawn the donations and bequests of the charitable. "From the trii)le source of tuition money, public bounty, and private donations, a fund was created which diffused the moans of education far beyond what could have been accomplished by uncombined exertions conducted with- out union or system." This is Dr. Ramsay's comment; and yet he is eited by Mr. McMaster as authority for his assertion that education was almost wholly neglected iu the South, and nowhere to such an extent as iu South Carolina. From Dalcho we learn that the desire for the education of the rising generation was now (1721-28) generally felt through the Province. Many pious persons,, he says, had bequeathed portions of their estates for this benevolent purpose, and many contributed largely by their subscriptions. In the parish of St. Paul's a considerable sum was raised by subscription for foanding a free school for the education of the poor, and to which John Whitmarsh added a legacy of five hundred pounds.' Hfe also mentions two other legacies for the use of schooling and educating the poor children in the parish of St. John's Colleton, John's Island, in 1770 — one by Col. John Gibbs of five hundred pounds, and one by George Hext of twelve hundred and fifty pounds. Turning to the General Statutes of South Carolina, we find that an act was passed March 24, 1724, "for the founding and erecting, governing, ordering, and. visiting a free school at the town of Dorchester iu the parish of St. George, in Berkeley County, for the use of the inhabitants of the province of South Carolina." Nothing, however, seems to have been accomplished under this act, possibly from some impracticable provisions contained in it ; but this is only surmise, as the text of it is not now to be found — the title only has been preserved.* But in 1734 another act, with the same title, was passed, the preamble of which is so pertinent that wo will quote it: " Whereas, By the blessing of Almighty God, the youth of this Province are become ' very numerous, and their parents so well inclined to have them instructed iu grammar and other liberal arts and sciences, and other useful learning, and also in the principles of the Christian religion, that the free school erected, authorized, and established in Charlestown for this purpose is not sufficient fully to answer the good intent of such an undertaking; And, whereas, Several of the inhabitants of this Province who have a numerous issue and live at sucl^ a distance from the said free school now established in Charlestown, that their circumstances maynot be sufficient to permit them to send their children thither to be educated, whereby they may be deprived of so great a benefit; and it therefore appearing necessary that one or more schools be founded and erected in other part or parts of this Province as shall be most convenient for carrying out so laudable a design, we therefore pray your Most Sacred Majesty that it may be enacted," etc.* ' Thomas BrouglitOD, Thomas Basel, Anthony Bonneau, John Harleston, Kathaniel Broughton, Thomas Cordes, and Francis Lejan were appointed trustees, with the necessary powers for promot- ing tho interests of the institution. — Eamsay's History of South Carolina, Vol. II, p. 198. ' Alexander Skeene, Thomas Waring, Joseph Blake, Arthur Middleton, Ealph Izard, Eobert Wright, Paul Jenyp, Walter Izard, Benjamin Waring, Trauois Temod, William Cattel, and John Williams were appointed trustees for taking care of its interests. — Ibid.^ p. 199. ^ Dalcho's Church History, p. 353. ' Statutes at Large, Vol. Ill, p. 236. ' Ibid., p. 378. 216 HIGHER EDUCATION IN SOUTH CAROLINA. The year before (1733) tlie free school at Childshury, in St. John's Parish, men tioned above, had been established. Let us give the preamble to this act : " Whereas, Nothing conduces mor« to the private advantage of every man, or the public benefit of the country in general, than a liberal education, and the same can- not be had vfithout due encouragement to persons qualified to instruct youth ; and Mr. James Child, late of this Province, deceased, desiring, as far as lay in his power, to promote the same, did, in and by his last will and testament, give and bequeath the sum of five hundred pounds current money of Carolina toward the enconra,ge- meut of a grammar school, and other learning, at Childsbury, in St. John Parish, Berkeley County; and also did further give, devise, and bequeath the sum of ono hundred pounds lilie money, and alot to build a convenient house for the said school ; and loft the same to certain trustees in the said will named to manage the same ac- cording to the directions of his will ; and the said sums being far too short for the said purposes, several gentlemen, well weighing the great want of necessary learning in the Province, and being desirous to encourage so good an undertaking (according to their several abilities), have, by voluntary subscriptions, raised the sum of two thousand two hundred pounds like current money tJ be added to the legacy of the said James Child, and have also chosen trustees to be joined with those named in the said Mr. James Child's will to manage the said sums for the use of the said school, and as visitors to order, direct, and govern the said school. We therefore humbly pray your Most Sacrnd Majesty that it may be enacted," etc' Now, in readjng these preambles to acts which were passed establishing these schoofs, can it be said that the people of South Carolina were at that early day un- mindful of education? The population of the Province in 1734 was but 7,333.^ • But let us again return to Dr. Ramsay's History, to which Mr. McMaster refers us, and to the same chapter from which he so incorrectly quotes. We read at page 362 : "Education has also been fostered in South Carolina by several societies as a part of a general plan of charity. The oldest of this class is the South Carolina Society, which was formed about the year 1737. "It pays the salary of a school-master and school-mistress for the education of children of both sexes. Since the commencement of their school " (i. e., 1737 to 1808) "several hundreds of pupils have received the benefit of a plain education from its bounty. There is a succession of scholars. None are received under eight years of age and none are retained beyond fourteen, and the girls not beyond twelve. The present number is seventy-two, and that is steadily kept up; for as fast as any of the pupils are dismissed their place is supplied by the admission of others. The present funds of this society amount to one hundred and thirty-seven thousand dollars. * * * "The Fellowship Society, incorporated in 1769, was originally intended to cover under its sheltering wing the deplorable maniac, and for that purpose appropriated one-half of its funds. With the other moiety it has followed the humane example of the last- mentioned society, and bestows a gratuitgus education on the children of misfortune. Twenty-five children are now (1808) under a course of plain education on its bounty. "The St. Andrew's Society have in like manner lately appropriated n portion of their funds for sinjilar purposes, and twenty children are now educated at their ex- pense. "The Winyaw Indigo Society was incorporated in 1756. The original design of the founders of this institution was of a patriotic and charitable nature. "It had in view the improvement of the culture and manufacture of indigo, and the endowment of a free school. The object of the society is now wholly confined to the education of orphan children. Since its commencement there have been educated ' Statutes at Largo, Vol. HI, p. 3C4. ' Drayton'a Hiatorical Sketch of South Carolina, p. 103. COLONIAL EDUCATION IN SOUTH CAROLINA. 217 and supported upon its Ijouuty between one and two hundred orphans. From the continual acceBsion of new members the funds are in a flourishing condition, and ena- ble the society to educate twenty children annually.'' This school for more than a hundred years was the chief school for all the eastern part of the country, between Charleston and the North Carolina line, and was resorted to by all classes. As to the South Carolina Society, sec also Shecut's Essays. There was also a grammar school at Beaufort, kept by Mr. Comming, a Scotchman, and a iirivate school near Beaufort, kept by the Rov. James Gourlay. It will thus bo observed that the education of the lower part of the State was car- ried on by legislative aid and authority in connection with Iho Church of England. In the upper part of the State, which was settled by the Scotch-Irish Presbyterians, churches and school-houses were built together by the ministers of that church, which has always been foremost in education in this country. These covenanters, as most of them were, coming down from Pennsylvania after Braddock's defeat, settled in the western parts of North and South Carolina, and to a great extent peopled the districts of Lancaster, York, Chester, and Union. The princii)al settlement was at the Waxhaws, on the line between the two States. Of the women of these people it has been written : "An education— knowledge of things human and divine— they prized beyond all price in their leaders and teachers; and craved its possession for their husbands and brothers and sons. The Spartan mothers gloried in the bravery of their husbands and fathers, and demanded it in their sons — 'Bring mo this, or be brought back upon it,' said one as she gave her sou a shield to go out to battle. These PresUyteriau mothers gloried in the enterprise and religion and knowledge and purity of their husbands and children, and would forego comforts and endure toil that their sons might be well instructed, enterprising men. * * * With many, and they the influential men and women, the desire of knowledge was cherished before a compe- tence was obtained, or the labors of a first settlement overcome. Almost invariably, as soon as a neighborhood Vas settled, preparations wore made for preaching the Gospel by a regular stated pastor; and wherever a pastor was located, in that con- gregation there was a classical school." ' Dr. Howe, in his History of the Presbyterians, justly observes: "Under tho Co- lonial government tho refinements of the higher civilization were kept upon our sea- board country by its constant intercourse with tho British Isle, whither the sons and daughters of the wealthy were often sent for their education. But iu tho upper country the church and tbe school, both accommodated at first in tho rudest and most primitis'e structures, were almost inseparably connected, until, as we have seen in the last fifteen years of tho eighteenth century; institutions for the higher learning had almost everywhere arisen, if not in a form and with endowments which rendered them perfect, yet conducted with a becoming energy of purpose, and affording the means of a valuable education to those who were to become the future leaders in the chnrch and the State." ^ In 17G7, a school was opened iu the fork between the Broad and Saluda Rivers,' and in 1768 an act was passed by the General Assembly for incorporating the Suleni Society, the preamble of which is: " Whereas, Sundry inhabitants of tho district of Ninety-Six have formed themselves into a society for tbo express purpose of endowing and supporting a school and seminary of learniug, and have fixed upon a spot between the Catawba and Savannah Rivers, near Little River Meeting House, as being the best situated to answer the designs of tho society, and havo made application to the General Assembly of this State to be incorporated," etc.-' There were schools too at Bullock's Creek, York District, and at Waxhaws, Lancaster ' Foote's Slictclie3 of Kortb C.irolina, p. 512. '^ History of tho Presbyterian Church iu South Carolina, Vol. II, p. 20. ^ Appendix to Earosay's History of South Carolina, p. 601. 1 Statutes at Large, Vol. VIII, p. 117. 218 HIGHEE EDUCATION IN SOUTH CAROLINA. . District. TU&ro is a tradition that Wade Hampton, afterward General, the ancestor of the present General Wade Hampton, taught school on Tyger Kiver, Spartanburg District, iu 1776.' But the higher education of this part of the State was principally obtained at the "Queen's Museum," afterward called "Liberty Hall," an academy in Charlotte, N. C, just beyond the dividing line between the States. It was at this academy that General William R. Davie, then a youth of the Waxhaws, afterward member of the convention that framed the Constitution of the United States, Gov- ernor of North Carolina, and Minister to France, one who was alike distinguished as scholar, soldier, statesman, and lawyer, received the education which enabled him to take the first honors at Princeton, and fitted him to be the founder of the University of North Carolina.^ It will thus bo seen that during the time that Mr. McMaster asserts th:it education was wholly neglected in South Carolina, there were not only five free schools in the colony, but many other schools maintained by charitable societies and churches. Indeed, every society formed for charitable or patriotic ijurposes seems at once to have assumed that education must be a part of its business ; and education was deemed a part of the religious duties of the clergy, whether Presbyterian, Covenanter, or Churchman. But these free schools, and schools founded or maintained by charity, and built up along with the churches in the wilderness, were by no means the only schools in South Carolina prior to the Revolution. It was as true of the South before the Revolution as after (as Mr. Orr, the able School Commissioner of Georgia, pointed out to the National Educational Association at a recent meeting), that the education of the South was carried on principally by means of private schools and academies. Dr. Ramsay says: "AVith the growing wealth of the Province, the schools be- came more numerous, and co-extended with the spreading population. The num- ber.of individuals who could afford to maintain private tutors, and of natives who were sent abroad for education, increased in like manner. None of the British Prov- inces iu proportion to their numbers sent so many of their sons to Europe for educa- tion as South Carolina," etc' Mr. Drayton, in his Memoirs, writes : " Before the American W.ar, the citizen of Carolina was too much prejudiced in favor of British manners, customt;, and knowl- edge to imagine that elsewhere than in England anything of advantage c:iuld be ob- tained. For reasons also of state, perhaps, this prejudice was encouraged by the mother country, and hence the children of opulent persons were sent there for edu- cation, while attempts for supporting suitable seminaries of learning in this State were not sufficiently encouraged and promoted."'' Mr. McMaster observes tliat so late as 179.5 a gentleman who had been abroad was pointed out in the streets even of large cities with the remark : " There goes a man who has been to Europe;" " There goes a man who has been to London." This remark points a difference between the Northern and Southern colonies which should not be overlooked iu considering the character of their respective societies and the edu- cation of their people. While it is true that there was little or no intercourse between New England .ind Old England, there was a close and constant intercourse between the pcQple of South Carolina and the mother country ; and the ambition of the South- ern planter was to send his son to England for education at Oxford or Cambridge. South Carolina seemed to be preparing her sons both at home and abroad for the service of the country at large. Thus it happened that during the period in which Mr. McMaster charges that education was wholly neglected in South Carolina, Arthur Middletou, Thomas Hey ward, Thomas Lynch, Jr. (three of the signers of the Doclara- ' Letter of Eev. Jamos H. Sayc, D. D., Chester, S. C. = Wheeler's History of North Carolina, Vol. If, p. 183. Proceedings of the Alumni Association, ] 881, pp. 22, 23. ' Uistory of South Carolina, Vol. II, p. 358. ' Historical Sketch of South Ciivolina, p. 217. See also Mills' Statistics of South Carolina, 1826. COLONIAL EDUCATION IN SOUTH CAEOLINA. 219 tion of Independeuce), John Eutledge, Hugh Eutledge, Charles Cotesworth Pinck- ney, Thomas Pineknoy, William Henry Drayton, Christopher Gadsden, Henry Lau- rens, John Laurens, Gabriel ManigauU, William Wragg, and John Forcheraud GrimkiS, among other Carolina youths, had heen sent to England for the completion of their education. Dr. Eamsay calls attention, too, to the fact that the natives of Carolina, though educated in Great Britain, were not biased in favor of that country. Most of them joined heartily in the Revolution, and from their superior knowledge were eminently useful as civil and military officers in directing the efforts of their countrymen in defence of their rights. This, Dr. Eamsay observes in a note, is the more remarkable, as the reverse took place in other provinces.' Hugh S. Legar6, in a note to his Essay on Classical Learning, says : " Before and just after the Eevolution, many, perhaps it would bo more accurate to say most, of our youth of opulent families were educated at English schools and universities. There can be no doubt their attainments in polite literature were very far superior to those of their cotemporarics at the North, and the standard of scholarship in Charles- tori was consequently much higher than in any other city on the continent," etc.'' "InhisEetrospfctof the Eighteenth Century, published in 1808 by Dr. Samuel Miller, late of Princeton, the belief is expressed that the learned languages, especially the Greek, were less studied in the Eastern than in the Southern and Middle States, and that while more individuals attended to classical learning there than here, it was attended to more superficially. The reason is that, owing to the superior wealth of the individuals in the latter States, more of their sons were educated in Europe, and brought home with them a more accurate knowledge of the classics, and set the example of a more thorough study.'" But while most of the young men of means of South Carolina were educated abroad, those who remained at home did like credit to their education. Charles Pinckney, whose draft of the Constitution has been the subject of so much controversy — a con- troversy dogmatically decided in a line by Mr. McMaster— and who was not only a great statesman, but a learned lawyer and an accomplished classical scholar, received his entire education in Charleston. So, too, did Edward Eutledge, until ready to commence the study of his profession, when, as customary, he too went to England and entered a student in the Temple. The letter of his brother John, addressed to him upon the pursuit of his studies in England,'' might be read to-day with profit by any student of the law. Dr. William Charles Wells, who promulgated the iirst compre- hensive theory of dew, and who was the author of a remarkable essay ou the theory of vision, and a well known medical writer of his time in Edinburgh, obtained his ed- ucation in Charleston, which he did not leave until prepared to commence his study of medicine in Edinburgh. We are told that the Puritan settlers, fully convinced of the necessity of universal education, as soon as they had. provided themselves temporary shelter reared the church and the school-house. So, too, did both Churchmen and Covenanters in South Carolina. But the Puritans were not the first to establish free grammar schools, nor were the schools established by them the common or public schools of to-day. The first free grammar schools, as they were called, that is, schools in which Latin was taught, and which were supported in part, at least, by proceeds of land, etc., were established in Charlestown, Va., in 1621; in Boston, 1636; in Salem,%1641 ; and in most towns of New England within a few years after their settlement; but these, though comprising the greater part of the children of the settlement, were not com- mon schools in the present sense of that term.'* These free public or common schools, ' History of Soutli CaroliDa, p. 359. 2 Legar6'a "Writings, p. 7. ' Howe's History of the Presbyterian Cliurch, Vol. II, p. 21. ■• O'Neall's Benoli and liar of Soath Carolina, Vol. II, p. 115. ^ Encyclopaedia Americana. 220 HIGHEii EDUCATION IN SOUTH CAROLINA. it is claimed, were inaugurated by the General Court of Massachusetts in 164'^43. The law of the latter year provided as follows: " It is therefore ordered that every township iu the jurisdiction, after tbo Lord hath increased them to the number of fifty households, shall then forthwith appoint one within the town to teach all such children as shall resort to him to read and write, whose wages shall bo paid either by the parents or masters of such children, or by the inhabitants in a general way of supply as the major part of those that order the prov- identials of the town shall appoint: Provided, Tboso that seud their children be not oppressed by payment more than they can have them taught for in other towns." Massachusetts was settled in 1620, so that their first effort to establish by law a pub- lic school (if such it can be called) was made twenty-three years after the commence- ment of the colony. It will be observed that no public or free school was actually established by this act of the General Court, as the Legislature of Massachusetts was termed. The act was " merely directory." It directed the towns to establish schools, hut that was all. It did not of itself incorporate or establish schools any more than onr act of 1712, which authorized the vestries, or our act of 1722, which directed the justices to establish free schools, did so. We do not mean to belittle the source from which so great an institution as the American common school system has sprung, if this be its true spring. Small is the commencement of most great things. Still we must not be misled into the idea that the common school system, as wo know it, or anything like it, existed two hundred and forty years ago, even in Massachusetts; Mr. MoMastcr has himself prevented us from falling into such an error, for this is the account ho gives of the New England school-master iu 1784, a hundred and forty years after. In one of his best passages describing the school-master, as we now know him and appreciate him, he says (page 21) : "But the lot of the school-master who taught in the district school-house three generations since fell in a very different time and among a very different people. School was then held in the little red school-houses for two months in the winter by a man, and for two mouths in the summer by a womau. The hoys went in the win- ter, the girls iu the summer. The master was generally a divinity student who had graduated af one of the academies, who had scarcely passed out of his teens, and who sought by the scanty profits derived from a winter's teaching to defray the expenscsof his study at Harvard or at Yale. His pay was small, yet he was never called upon to lay out any portion of it for his keep. If the district were populous and wealthy a little sum was annually set apart for his board, and he was placed with a farmer who would, for that amount, board and lodge him the longest time. But this was a far too expen- sive method for many of the districts, and the master was therefore expected to live with the parents of his pupils, regulating the length of his stay by the number of the boys in the family attending his school. Thus it happened that in tho course of his teaching he became an inmate of all the houses of the district, and was not seldom forced to walk five miles, iu the worst of weather over the worst of roads, to his school. Yet, mendicant thonghhe was, it would be a great mistake to suppose that he was not always a welcome guest. He slept iu the best room, sat in the warmest nook by the fire, and had the best food set before him at the table. In tho long winter evenings he helped tho boys with their lessons, held yarn for the daughters, or escorted them to spinning matches and quiltings. In return for his miserable pittance and his board the young student taught what would now bo considered as the rudiments of an edu- cation. His daily labors were confined to teaching his scholars to read with a mod- erate degree of fluency, to write legibly, to spell with some regard for the.rules of or- thography, and to know as much of arithmetic as would enable them to calculate the interest on a debt, to keep tho family accounts, and to make change in a shop." Now, what did South Carolina require of her school-masters, and what provision did she make for their compensation ? Let us turn to the statutes and let them speak for themselves.' ' Statutes at Large, Vol. II, p. 389. COLONIAL EDUCATION IN SOUTH CAROLINA. 221 The act of 1712 provided (Seotiou XII) " that the person to ho master of the said school shall ho of the religion of the Church of England, and oouform to the same, and shall be capable to teach the learned languages, that is to say, Latiu and Greek tongues ; (Section XV) that the said school-master shall have, hold, occupy, possess, and enjoy all such lands as shall, pursuant to this act, he taken up, purchased, had or received for the use of a school-master of the said school, and the school-house and dwelling- house and outbuildings upon the same ; and also for the further encouragement nnto him shall have and receive out of the public treasury of this Province the full sum of one hundred pounds per annum, to be paid to him half yearly ; (Section XVI) that in consideratiou of tlie school-master being allowed the use of the lands, dwelling-house, and other buildings, and also the yearly salary of one hundred pounds per annum, he shall teach freely and without any manner of fee or reward whatsoever over and above the number of free scholars to be appointed by each person contributing twenty pounds, any number of scholars not exceeding twelve, the scholars to be taught free to bo nominated by the Commissioners; (Section XVII) that for every scholar the said master shall teach, besides those who by this Act are appointed to be taught free, he shall bo allowed four pounds i)er annum current money of this Province, to be paid him by the parent or guardian of such scllblar ; (Section XVIII) that in case theschool- niaster shall have more scholars in his school than ono man can well manage, the Commissioner shall appoint a fit person to be usher, who, for his encouragement, shall bo allowed fifty pounds per annum out of the public treasury; and over and above that shall be allowed for every scholar that is under his charge (excepting those ap- pointed to be taught free) at the rate of thirty shillings; (Section XIX) that a fit per- son shall be nominated and appointed by the said Commissioner to teach writing, arithmetick, and merchants' accompts; andalso the art of navigation, and other useful and practical parts of the mathematicks ; and for his encouragement shall be allowed not exceeding fifty pounds, to be paid him half- yearly out of the public treasury of this Province; and in consideratiou of the said yearly salary to be paid him ho shall be obliged to teach free all such persons as by this Act are appointed to have their learni ng free ; aud for other scholars that are not to be taught free he shall be allowed for teaching them writing at the rate of thirty shillings per annum; if writing and arithmetick, forty shillings ; if merchants' accompts, fifty shillings per annum ; and if the mathematicks, at such rate as ho shall agree with the several parents and guardians of the said children, not exceeding six pounds per aunum." By another provision of the act, any person giving twenty pounds toward the erecting and founding of the school might nominate one scholar to be taught free for five years. Section XXI of the act recited and provided as follows: "And as a further and more general encouragement for the instructing of the youth .of this Province in useful and necessary learning, l>e it enacted by the authority aforesaid, that as soon as a school-master ia settled in any other or all tho rest of thp Parishes of this Province, and approved by the Vestry of such Parish or Parishes, such school-master so ap- proved from time to time shall receive the sum of ten pounds per annum out of the public treasury by quarterly payments; and the Public Eeceiver is hereby required to pay the same." These were the requirements of the school-master, and the provisions for his main- tenance, as established by law in 1712 in the lower part of South Carolina, which was only then settled. The teachers of the upper part of the State, which wastiot settled ui>til forty years after, were generally Presbyterian clergymen from Ireland- some were from Scotland. They were usually men of education; some wereexceL lent arithmeticians, and read and wrote Latin fluently; all were excellent penmen. The "master," as the teacher was called, besides teaching, discharged many duties now performed by lawyers and surveyors. He drew all the wills and titles to land, and made all the difficult calculations. No man in the settlement was more honorable 222 HIGHER EDUCATION IN SOUTH CAEOLINA. or more honored than the "master." The title "master" signified more than "rev- erend" or "doctor" does now.' The character and attainments of the school-masters, as required by the law of South Carolina for her free schools, and the provisions made for their support in 1712, and of the teachers in the upper part of the State when settled forty years after- ward, certainly compare very favorably with the description of the New England school-master, and the arrangements for his support, as described by Mr. McMaster as existing in 1784.' By the act of the General Court of Massachusetts of 1642-43— the basis of the New England common school system, as it is claimed — it was directed that every township containing the number of fifty households should appoint one within the town to teach the children. What the average number of " a household " was then supposed to be we have no means of estimating; but as the average New England township of the present day, outside of towns having ton thousand inhabitants, is estimated to contain seventeen hundred (census of 1870), we may roughly put the New England townships during the period under consideration at five hundred. The population of South Carolina in 1734 was 1 ut seven thousand three hundred and thirty-three, and in 1737 there were six free auci charitable Schools, to wit : Charlestown Free School, South Carolina Society School, Childsbury Free School, St. George's Dorchester Free School, Beresford Bounty School, Whitmarsh Free School ; that is, one free or chari- table school to about every twelve hundred inhabitants. Supposing that a public school was actually established in each township in Massachusetts, of which there is, however, no more probability than that there was one in each coucty precinct in South Carolina under our act of 1722, the number in proportion to the inhabitants must still be iu favor of Massachusetts. But it must be remembered that the difference between Massachusetts and South Carolina on the subject of education was and always has been that Massachusetts claimed to educate her youth generally, rich and poor, by the public or common school system, whereas. South Carolina has made no such pre- tence, but, on the contrary, has always relied for the education of her sons more on private schools than on public schools. Wc are not now discussing the relative mer- its of the two systems, but are only insisting that in comparing tiie respective merits of the two States as to zeal in education, it must be borneinmind that all the efforts of South Carolina as to public education were in addition and supplementary to, and not in the place and stead of, the system of private education upon which, wisely or not, our people rested. Mr. McMaster, it will be recollected, asserts with positiveness that prior to 17.30 no such thing as a grammar school existed in the colony of South Carolina. Will it be believed that the work he refers to as his authority for this statement (Ramsay's His- tory of South Carolina)- contains this sentence : " The knowledge of grammar and of the Latin and Greeh languages could he oMained in Carolina at any time after 1712, or the foriy-second year 3uhser[uent to the settlement of the Province f " We cannot expect that it will, unless the reader refers to the second volume (page 353) of that work. • Letter of Eev. Robert Lathan, Torkvillo, S. C. = Whatever force there may bo in Mr. MoMaster's oiiticiam must consist in the comparative atten- tion to or neglect of edncation in South Carolina as of the time, of which he -writes. It is not amiss therefore, to recall that in the mother country, the aavertisemont in the Gentlemen's Magazine for 1736— " At Ideal, near Liohfleld, iu StaflFordshire, yonng gentlemen are boarded and taught the Latin and Greek languages by Samuel Johnson "—brought that celebrated person, in his youth, but three pupils ; upon which Carlyle observes : " The career of Literature could not, in Johnson's day any more than now, be said to lie alon" the shores of a Pactolus ; whatever else might be gathered there, gold dust was nowise the chief produce The world, from the time of Socrates, St. Paul, and fur earlier, had always had its Teachers and always treated them iu a peculiar way, A shrewd Town Clerk (not of Ephcsus) once in founding a Bargh- Seminary-wheu the question camo how the school-masters should bo maiutaiued, delivered this brief counsel : ' D — n them, keep them poor t ' " South Carolina, certainly, did not adopt this aphorlsiUt COLONIAL EDUCATION IN SOUTH CAEOLINA. 223 II. — Schools Open, dueing the Revolution. Let us now examine Mr. McMastei's assertion, that during the EevohiUon there was no grammar school in existence in South Carolina. For this assertion, too, ho refers to Dr. Ramsay's History. There is no such state- ment in that work. Nor is it true. We may well suppose that -when Charleston was iu the possession of the British, that a school-master Who was loyal to the cause of his State would not have been al- lowed to teach ; hut this would scarcely he brought up as a reproach to our people of that time.' And when Cornwallis. marched through and devastated that other part of the State settled by the Scotch-Irish Presbyteri'iins it may well have been that school-houses and books were burned, as well as everything else that could not be carried off. But such a calamity as war would scarcely be cited as an evideuce of neglect of education by our people. Beyond this natural supposition there is nothing whatever to suggest this assertion, so boldly made by Mr. McMaster. On the con- trary, there happens to be evidence that the people of South Carolina did not, even in the excitement and distress of invasion, forget the work of education ; and that her youths were allowed to put down their books only to take up arms in defence of liberty. In Dr. Howe's History of the Presbyterian Church iu South Carolina, we read:^ " Yet in tho midst of these scenes of conflict our people were by no means neglecting the interests of learning and religion. The Mount Zion Society was established in tho ci'ty of Charleston January 9th, and incorporated February 12th, 1777 [that is, the year after tho battle of Fort Moultrie], 'for the purpose of founding, endowing, and supporting a public school iu the district of Camdeu for the education and instruction of youth.' The preamble of the constitution is prefaced by Isaiah LX, 1, and LXI, 3 : 'Arise, shine, for thy light is como and the glory of the Lord is risen upon thee. To appoint unto them that mourn in Zion, to give unto them beauty for ashes, tho oil of joy for mourning, tho garment of praise for tho spirit of heaviness; that they might be called the trees of righteousness, tho planting of tho Lord, that he might be glori- fied.' Tho very language is jubilant with hope and courage, and the quotation may have suggested the name the society adopted. Its members were dispersed over the State. It was to have weekly, quarterly, and annual meetings, and these, for tho con- venience of the most numerous bo3y of members, were held in Charleston. * * * The first president was Col. John Winn, and its wardens Gen. William Strother and Capt. Robt. Ellison. Col. Thomas Taylor, Capt. Thomas Woodward, and other patriots were among the first signers of its constitution. Its membership the first year was fifty-eight in number. In 1778 ninety-six were added, iu 1779 eighty-seven, so that at the close of this decennium two hundred and sixty-five names were found upon its roll. In the second year of its existence we find among the names, Andrew Pickens, Charles Cotesworth Pinokney, four sons of Anthony Hampton— Henry, Ed- ward, Richard, and Wade— and the brother of Anthony, John Hampton. About this time a school was taught iu Winnsboro' by William Humphreys, who it is believed was placed there by the Mount Zion Society. This Mr. Humphreys was a member ' We have been permitted to make the following extract from a memoir of his family prepared by Chancellor Do Sauasure, wbo was himself taken from school to serve in the works around Charleston during the siege. " Henry TV. De Sanssure [the writer] was born on 16th August, 1763, at Pocotaligo, and was carried a child to Beaufort, where the family resided until January, 1779, when they removed permanently to Charleston. He was educated partly at a private school n?ar Beaufort kept by the Eev. Mr. James Gonrlay, and on the removal of his family to Charleston, at a school in Charleston under the care of Mr. James Hampden Thompson. Little else, however, than tho classics wore taught in any of these schools. * » * Fromthetimoof the invasion of Provost, in the spring of 1779, tho schools were closed and the youth of the country called to arms. Among others, the writer, at the age of sixteen years, was in arms, and during the Bie^a of Charleston served in a, volunteer r English th ai W.ishington; and as to King George HI, the General was an Addison in comparison with his Majesty." 1140G— N".i. 3 15 226 HIGHER EDUCATION IN SOUTH CAROLINA. contradicts Mr. MoMaster's assertion that there were no schools in the State during the Revolution. Mr. Parton tells us that in early life Jackson attended some of the better schools of the country— schools, he goes on to explain, kept by clergymen, in which the languages were taught. He says the first school of the kind which Jack- son attended was an academy in the Waxhaw settlement, of which Dr. Humphries was master. lu another place he says that by the time the war approached the Waxhaw settlement, bringing blood and terror with it, leaving desolation behind it, closing all sghool-liouses, aud putting a stop to the peaceful labors of the people, An- drew Jackson was a little more than thirteen. i Now, as Andrew Jackson was born in 1767, he was but eight years of age when the Revolution commenced in 1775, and as Coruwallis defeated Gates at Camden on the 16th August, 1780, and in September, 1780, devastated the Wax^aws, and as Jackson in 1782 spent some time in idleness in Charleston, and in the winter of 1784-85 went to Salisbury, N. C, to study law,^ it follows that the schools he attended were schools which were open in South Carolina during the War of the Revolution. Indeed, it is known that Dr. Joseph Alexander taught in an academy kept open by him at Waxhaws, and there was another at Bul- lock's Creek, York County, during this period,' and there was a echoal also at Fishing Creek, kept open by Mrs. Gaston, wife of Justice John Gaston. ■• Mr. McMaster asserts that prior to 1730 no such thing as a grammar school existed in South Carolina ; that between 1731 and 1776 there were but five, and during the Revolution there were none. The following statement shows the number of schools established before and dur- ing the Revolution in each of the election and pplitioal divisions of the State, as such divisions were arranged by the Constitution in 1776, when the State adopted the Dec- laration of Independence. It is known that there were other schools, but of the fol- lowing we have record and special mention : Parish of St. Philip's and St. Michael's (Charleston): (1) Charleston Free Grammar School — Acts of Assembly 1710-12. (2) South Carolina- Society School, 1736. (3) Fellowship Society Sehool, 1769. (4) Mr. Hampden Thompson's Private School, open during Revolution. Parish of Christ Church : Supplied by Charleston Schools. Parish of St. John's, Berkeley : Childsbury Free Grammar School, A. A. 1733. Parish of St. Andrew's: Supplied by Charleston Schools. School of Rev. Hugh Alli- son, 1770. Parish of St. George, Dorchester: Free Grammar Sc,hool, A. A. 1724-34. Parish of St. James, .Goose Creek : Ludlam Free Grammar School, A. A. 1778. ParLsh of St. Thomas and S,t. Dennis : Beresford Free Grammar School, 1721 — A. A. 17,36. Parish of St. Paul's: Whitmarsh Free Grammar School, 1723. Parish of St. Bartholomew's. Parish of St. Helena: Cumraing's Grammar School. Mr. Gourlay's Private School — prior to and during Revolution. Parish of St. James, Santee. Parish of Prince George, Winyaw, and Parish of Prince Frederick : Winyaw Indigo Society Free Grammar School, A. A. 1756. Parish of St. John's, Colleton ; Hext's School for the Poor, 1770. Parish of St. Peter's. Parish of St. Stephen's. District Eastward of Wateree: Alexander's School, Waxhaws. Catholic Society School, A. A. 1778 (Free Grammar School). I Parton'a Lifo of Aiidruw Jackson, pp. 02, 69. ' Ihi,d., p. 97 et acq. ' See History of Presbyterian Church in South Carolina, p. 514. ' Letter of Rev. Jainos H. Saye, D. D., Chester, S. C. COLONIAL EDUCATION IN SOUTH CAROLINA. 227 District of Ninety-Six: Salem Society School, A. A. 1768 (Free Grammar School). District of Saxe-Gotha (uew German settlement). District between Broad and Catawba Eivers: Mount Zion Society School, 1777 (Free Grammar School). Bullock Creek School. Mrs. Gaston's School. District of New Acquisition : School on Tyger River, 1776. Parish of St. Matthew's. Parish of St. Ddvid : St. David's Society School, 1777— A. A. 1778 (Free Grammar School). District between Savannah and Edisto Eivers. It will thus he seen that at the close of the BevolUtion there were eleven public and three charitable grammar schools and eight prioate schools, of which we know ; that is, twenty-two schools in the twenty-four parishes and districts into which the State was then divided. We have shown, then, that not only were our schools kept open during the Revolution until actually closed by invading armies, but that oven amidst scenes of conflict and the distress of war our people were alive to the interests of education as well as of ^ leligion ; that nothing but fire and the sword closed our school-houses. But, since we are held up in contrast to New England in this matter, let us refer to one of her own historians as to her conduct in the matter of education, when the excuse of war ■could be pleaded for its neglect. In Belknap's History of New Hampshire, Vol. Ill, p. 259(1792), we lead: " Several instances occur in the x>ublic records, as far back as the year 1722, just at the beginning of an Indian war, that the frontier towns petitioned the Assembly for a special act to exempt them from the obligation to maintain a grammar school dur- ing the war. The Indulgence was granted them, but only on this condition, ' that they should keep a school for reading, writing, and arithmetic ;' to which all towns of fifty Inliabitants were obliged. In later times the conduct of the same towns has been very different. During the late war with Britain not only those, Itut many other towns, large and opultnt, and far removed from any danger of the enemy, were, for a great part of the lime, destitute of any public schools; not only without applying to the Legis- lature lor permission, but contrary to the express requirements of the law, and not- withstanding courts of justice were frequently holden, and grand jurors solemnly sworn and charged to present all breaches of law, and the want of schools in par- ticular. The negligence was one among many evidences of a most unhappy prostra- tion of morals during that period. It afforded a melancholy prospect to the friends of science and virtue, and excited some generous and philanthropic persons to. devise other methods of education." III.— Newspapees. We come now to Mr. McMaster's statement, in regard to the publication of news- papers in the South. He says : " Indeed, if the number of newspapers printed in any oommunity may be taken as a gauge of the education of the people, the condition of the Soiitberu States, as compared with the Eastern and Middle, was most deplorable. In 1775 there were in the entire country thirty-seven papers in circulation. Fourteen of them were in New England, four were in New York, and nine in Pennsylvania ; in Virginia and North Carolina there were two each, in Georgia one, in South Carolina three. The same is true to-day." One would certainly suppose upon reading this statement that Mr. McMaster had examined the statistics of these colonies, and had ascertained, at least as nearly as one now can, their respective' populations, and that it was upon such a careful ex- aminatioi^that he had concluded from this data also that in the Southern States edu- ■cation was almost wholly neglected, but nowhere to sush an extent as in South Caro- lina. But It is evident that he hazarded this statement also without any considera- tion ; and that it is as.unfounded as his statements in regard to our schools. To gauge the education of a people by the number of newspapers printed in any community, we must first ascertain the number of the community, and compare the 228 HIGHER EDUCATION IN SOUTH CAROLINA. number of the newspapers with the number of (he community ; that is, with its popu- lation. Mr. McMiister had just stated (page 8) t'.iat it had been estimated that at the opening of the war there were in the country, both white and blacis, two million seven hundred and fifty thousand souls; and in a note on the next page he quotea from the American Remembrancer, Part II, p. 64, that an estimate of the white popu- lation of the States, made in 1783 for purposes of assessment, gives the number as- two. million three hundred and eighty-nine thousand three hundred. As then in the whole country at the commencement of the Revolution there wera but thirty-seven papers, and as the nearest estimate that can now be had of the- white population of the whole country at that time is two million three hundred and eighty-nine thousand three hundred, we would have one newspaper published ta every sixty-four thousand five hundred and seventy-five. Mr. McMaster allows that at this time South Carolina had three newspapers.' What, then, let us inquire, was' the population of South Carolina at that time ? We have no estimate of the popula- tion of South Carolina in 1775 ; but in a table given in Drayton's View of South Carolina, p. 103, it isputin 1765 at forty thousand (white). Supposing, then, that the white population had increased to the extent of fifty per cent, in the ten years from 1765 to 1775, we would have the number of whites in South Carolina sixty thousand. But we have just seen that the average population in the whole country necessary, to support one paper was sixty-four thousand five hundred and seventy-five. Iq South Carolina it appears sixty thousand supported three newspaijers, or one to every twenty thousand.^ Let us now go into this matter a little further, and compare South Carolina with the New England States and Pennsylvania, which are held up to us as the standard to which we failed to attain. Mr. McMaster gives us from Hudson's History of Journalism the number of newspapers published in New England at fourteen, with- out giving the numbers iu each of these States. We will give them ; they were as follows : Massachusetts seven, New Hampshire one, Rhode Island two, Connecticut four.' Rememberiug that South Carolina had one newspaper for every tmenty thouaani inhabitants, let us see how many it required to maintain one in New England. Massachusetts.— Mr. Eaton S. Drone, in the American CyclopBedia, estimates the population in Massachusetts in 1775 at three hundred and fifty-two thousand, and as. there were then seven newspapers iu that State, we have but one newspaper for eve'iy fifli) thousand two hundred and eighty five inhabitants. Neio BampsMre. — "A survey taken in 1775, partly by enumeration and partly by estimation, for the purpose of establishing an adequate representation of the people, made the whole number eighty-two thousand two hundred." (Belknap's History of New Hampshire, p. 234.) In New Hampshire eighty-two thousand two hundred people, maintained but one paper. ' These, as preserved in the Charleston Library, were South Carolina Gazette, 1732 to 1774 nine vol- umes, folio; South Carolina American General Gazette, 176G to 1775, two vnluires, folio; South Caro- lina Gazette and County Journal, 1766 to 1774 (See Catalogne Charleston Library). Bcfoie these there, had been South Carolina Gazette, January to September, 1731, two volumes ; South Carolina Weekly Gazette, 1732 to 1733, two volumes, folio. {Ibid. See also King's Newspaper Press of Charleston.) 2 In 1851 Mr. Greeley was examined in London before a select committee of Parliament on news- papers, and gave some interesting testimony in regard to the population necessary at that time to- support a paper, which places South Carolina in 1775 in a very favorable comparative light. He says ; " In all the free States if a county has a population of twenty thousand it has two one to eaeh party. The general average is about one local journal in the agrionltural counties for ten thousand inhabitants. A county of fifty thousand has five journals, which are generally weekly rapers, and when a town grows to have as many as fifteen thousand inhabltiiuts, or thereabout, ifhas a daily paper ; sometimes that is the case when it has as few as ten thousand. It depends more on the business- 6t the place, but fifteen thousand may be stated as the average at which a daily paper commences." Hudson's History of Journalism, p. 5U. 'See American Almanac, 1830, oited, Encycloptedia Americana, COLONIAL EDUCATIO>f IN SOUTH CAROLINA. 229 Connecticut.— In tlie Encyelopsedia Americana the pdpulatiou of the State in 1774 is given at. one hundred and ninety-seven thousand three hundred and sixty-five; and it had fonr newspapers, or one to every forty-nine thousand three hundred and forty inhabitants. Rhode Island. — We cannot put our hand upon any estimate of the population of Rhode Island before the Revolution with which to compare the circulation of her two newspapers. Fennsylrania. — From the Enoyclopsedia Americana we find that the population of Pennsylvania in 1782 was supposed to be three hundred and thirty thousand, and as she had nine newspapers, she had one to every thirty-six thousand six hundred and iixtysix, as nearlj' as can be approximated. Upon this examination, is it not strange that any historian should rashly assert the lack of newspapers in South Carolina in 1775 as an evidence of her neglect of educa- tion, and lament her deplorable condition in consequence ? But if newspapers are the gauge of the education of the people, what does Mr. McMa^er say to the fact that though New Jersey had founded and established the great institution of learning, Princeton College, in which he was writing his history, ynt with a population of one hundred and fifty-four thousand one hundred and thirty-nine in 1790 (we can find no estimate before the census of 1790), she had no newspaper whatever prior to the Revolution ? " In 1870," he goes on to say, "the population of Georgia in round numbers was twelve hundred thousand souls, and the circulation of the newspapers less than four- teen and a half million copies. The population of Massachusetts was at the same time fifteen hundred thousand, but the newspaper circulation was far in excess of one hundred and seven and a half millions of copies." But why stop here ? The case, as viewed by him, is infinitely worse than that. By the same census to which he refers, that of 1870, it appears that the whole value of the products of manufactures in Georgia was but $31,196,115, whereas in Massa- chusetts it was $553,912,568. Now, surely, if the people of Georgia have so few mau- ufactures, by parity of reasoning they must wear very little clothes, and can't have auy shoes. We are beginning to remedy this, however. We are already manufactur- iug some clothing, and it may be that by the time Mr. McMaster gets through his work, we of the South will have begun, too, to have our own press, and to take fewer copies of New England and New York journals, and thus curtail to some extent that •enormous circulation which Mr. McMaster has mistaken as being confined to the State of Massachusetts. The whole population of Massachusetts — men, women, and children — native and foreign, in 1870, including thirty-one thousand seven hundi'ed and forty-six men who were disqualified from voting because they could not read and write, was one million four hundred and fifty-seven thousand three hundred and fifty- oue, not exactly the one million five hundred thousand Mr. McMaster makes them. Now, does Mr. McMaster believe that these people, including those who could not read, were so ravenous for _ literature that they consumed sixty or seventy newspa- pers apiece annually? And, after all, how unsatisfactory a test of education and literature is this matter of the manufacture of periodicals ? Do not these figures include flashy pictorial pe- riodicals, and even obscene works, which the statutes of Massachusetts through the regular officers of the law, and by means of societies incorporated for the purpose, are endeavoring to suppress 1 A glance at the New York and Massachusetts statutes will show that with a cheap press has sprung up the rankest and most noisome food that can be administered to the mind — to such an extent that their Legislatures have been called upon to suppress it. The Nation has lately been protesting from another stand- point — that of free trade— against this idea that literature may be counted by num- bers and weighed by the pound. It was Carlyle who said that there is a great discovery still to be made in litera- ture — that of paying literary men by the quantity they do not write. 230 HIGHER EDUCATION IN SOUTH CAROLINA. IV.— L1BBAEIE8. We think we have fairly met the assertion of Mr. McMaster, that, if the number of newspapers printed in any community maybe taken as the gauge of the education of the people, the condition of the Southern States was most deplorable ; and ha,ve shown that South Carolina at least may fairly challenge that test. But there is another test of the education of a people to which we may refer, and to which Dr. Ramsay calls atteution in his chapter on the literary history of the State. The establishment of libraries, the circulation of books, encouraged by legislative acts and priva,te do- nations, are certainly evidences that education was not wholly neglected in ther Province. In the special report of the Bureau of Education (U. S.), 1876, Chap. I—" Public Libraries a Hundred Years ago"— Mr. Scudder observes : " The idea of a free public library could hard'ly find general acceptance until the idea of free public education had become familiar to men's minds; and the libraries existing at the time of the Revolution were necessarily representative of the existing state of public opinion on the subject of culture. They were, vrith scarcely an exception, either connected directly with institutions of learning or the outgrowth of associations of gentlemen having tastes and interests in common." Dr. Ramsay, as we have seen in his chapter on the literary history of the State, ■writes that the earliest settlers had scarcely provided themselves with shelter before they adopted measures for, the moral and literary improvement of themselves and their children. " In the year 1700," he goes on to say, " a law was passed ' for secur- ing the Provincial Library of Charlestown.'. This had heen previously formed by the liberality of Dr. Bray, the Lords Proprietors, and the inhabitants of the Province ; and was, by special Act of the Legislature, deposited in the hands of the minister of the Church of England in Charlestown, for the time being, to be loaned out to the inhabitants in succession, under the direction and care of James Moore, Joseph Morton, Nicholas Trott, Ralph Izard, Job Howe, Thomas Smith, Robert Stevens,. Joseph Croskeys, and Robert Fenwicke, who were appointed commissioners for that purpose. * » * Frotn this time forward <7te circttZattore o/6oofe, the establishment of churches, and the settlement of Episcopal ministers in the different Parishes were encouraged by legislative acts, private donations, and by the liberality of the English. Society for Propagating the Gospel." ' Professor Rivers says, in his Early History of South Carolina: " By the efforts of the Rev. Thomas Bray, the Bishop of'London's commissary in Maryland, and from the bounty of the Lords Proprietors and contributions of the Carolinians, the first public library was formed in Charlestown, and placed by an Act of Assembly (Jour- nal, 1698) under the care of the Episcopal minister (November, 1700)."^ In the year 1700, when this public library was inaugurated, there were in the Province about 5,500 persons, besides Indians and negroes.' What became of this library we do not know, but it certainly was in operation for many years, for in 1712 another act was passed " for securing the Provincial Library at Charlestown, in Caro- lina," by which five more commissioners were added, and other provisions made for the use of the books and management of that library, and of other parochial libraries.'' Mr. Scudder in his report gives 1730 as the date of the formation by Franklin of the debating society called The Junto, which grew into the American Philosophical Society, and was , also the cause of the establishment of what Franklin called the mother of all the North American subscription libraries. The Philadelphia Library, which was the outcome of the American Philosophical Society, and which by its gen- ' Eameay's History, Vol. 11, pp. 353-4. ' Historical Sketches of Soulh Carolioa, p, 231. ' Daloho's Church History, p. 39 ; Drayton's South Carolina, p. 103. •Statute at Large, Vol. II, pp 374-76. COLONIAL EDUCATION IN SOUTH CAROLINA. 231 eral prosperity and excellent management drew to itself other collections of books, ■was incorporated iu 174'2. The next library in this conntry not connected with an institution of learning, as appears by tbis report, was the present Charleston Library Society. In the preface to its catalogue of 1826, which Mr. Soudder also quotes, this is the history given of the Society : "The Charleston (S. C.) Library Society owes its origin to seventeen yonug men who, in the year 1748, associated for the purpose of raising a small sura to collect such new pamphlets and magazines as should occasionally be published in Great Britain. They advanced and remitted to London ten pounds sterling as a fund to purchase sucl% pamphlets as had appeared during the current, year, acting at first under a mere verbal agreement, and without a name. Before the close of the year their views became more extensive, and on the 28th of December rules for the organ- ization of the Society were ratified and signed, when they assumed the name of a library society, and made arrangements for the acquisition of books as well as pam- phlets." ' The society became popular, and before the close of the year 1750 numbered more than one hundred and sixty members. The society had some difficulty in obtaining a charter, very probably, we think, because the Colonial Legislature had, as we have seen, of Itself undertaken the matter of a Provincial library ; but, however that may be, the present Charleston Library Society was incorporated in 1755. Josiah Quincy, in his journal, writes: "March 9th (1773). Spent all the morning in viewing the public library, State- honse, public offices, &c. Was accompanied by Messrs. Pinckney and Rutledge, two young gentlemen lately fiora the Temple, where they took the degree of barris- ter-at-law. The public library is a handsome, square, spacious room, containing a large collection of very valuable books, prints, globes," eto.^ It will be observed that Dr. Ramsay says that the library, for securing which the act of 1700 was passed, "had ieen already formed." Now, the establishment of the colony of South Carolina was only in 1670 ; it was, therefore, before thirty years had passed that the settlers of this Province made their first effort to ectablish a library, and that at a time when there were but fifty-five hundred people in the colony, be- sides Indians and negroes, and in doing so they were encouraged by public acts and private donations. Massachusetts boasts that the library of Harvard is the oldest in the country, having been com menced in 1633. The colony of Massachusetts was estab- lished about 1620. Measured, therefore, by the' time of the settlement of the two colonies, the Provincial Library of South Carolina was not much later in the history of our colony than that of Harvard was in the history of Massachusetts ; and if a com- parison be made as to the extent of the two libraries, that of Charleston will not suffer. It is remarkable that within a few years both libraries were destroyed by fire. That of Harvard was burnt on the 24th January, 1764, and it then contained five thousand volumes.' The Charleston Library was burnt 17th January, 1778, and it then contained between six thousand and seven thousand volumes.'' But the li- brary of Harvard was not iu any sense a public library. It was the library of an educational institution. It was commenced by a devise by the Rev. John Harvard of his library to the Wilderness Seminary. We had something of the same kind iu this colony as early as 1755. The Winyaw Indigo Society, which we have already mentioned, though not incorporated until 1756, was formed about the year 1740 by the planters of Georgetown District, and was originally a social club which met once a month to discuss the latest news from London and the culture of indigo, the staple product of the country. The initiation fees and annual subscriptions of the members were paid iu indigo, and as the expenses ' See al"o Shecat's Essays; Sima's History of South Carolina, p. 146. * Memoir Josiah Quincy, p. 103. 3 History of Harvard CoUe're, by Josiah Qninpy. "Vol. IT, Appendix X. ^Bamsay's History of South Carolina, Vol. IT, p. 379, note. 232 HIGHEE EDUCATION IN SOUTH CAROLINA. ■were light, there had accumulated in 1753 a sum which seemed to require some special application. The president of the society proposed that the surplus fund should be devoted to the establishment of an independent charity school for the poor, and out of this proposition spruug the establishment of the school of which we have spoken, and the accumulation of a valuable library, which was added to and maintained until destroyed or carried away by the Federal troops on the occupation of Georgetown during the late War.' Dr. Howe tells of the " Dorchester and Beech Hill Alphabet Society," which was another attempt at formation of a library society as early as 1752.^ v. — Other Evidences of Education axd Cultuke. We have shown tlfat during the time in which Mr. McMaster has so unwarrantably asserted that education was wholly neglected, our people were founding schools, building school-houses, employing teachers learned in the languages, and assistants ready at accounts, and paying them out of the public treasury ; that they were print- ing newspapers far in excess even of Massachusetts ; that they were establishing public libraries even before Franklin founded that in Philadelphia. But there are still other evidences of the education and culture of our people during the period of our alleged ignorance. In a paper prepared by J. M. Toner, M. D., founder of the Toner Lectures in Wash- ington, and published by the Government at the instance of General Eaton, Com- missioner of Education, in 1874, Dr. Toner says;' "The Carolinas, from a comparatively early period, furnished numerous valuable contributions to the literature of medicine and natural history, and for some years Jed all the Statts in the study of the natural sciences * "As early as 1738, Doctors Maubray, surgeon in the British navy, and Kirkpatrick, introduced and conducted successfully general inoculation at Charleston. The prac- tice was at various times resorted to subsequently. " John Lining, a native of Scotland, who settled in Charleston in 1730, was an ac- complished physician, and published in 1743, Observations on the Weather of Charles- ton, and later. An Account of the Excretions of the Human Body. In 1753 he pub- lished, in the second volume of the Medical Observations and Inquiries, p. 370, 'A Description of the American Yellow Fever.' He died in 1760, aged fifty-two years. "Dr. William Bull was the' first native South Carolina physician of note, and the first American who received the degree of M. D. This was granted at Leyden in 1734, his thesis being on ' Colica Pictorium.' He died July 4, 1791, aged eighty-two. "Lionel Chalmers, a native of Scotland and a well-educated physician, settled in Charleston prior to 1740. In 1754 he published an essay on Opisthotonos and Tetanus, and in 1768 an article on fevers, in which he adopted the 'spasmodic theory.' In 1776 he published a work in two volumes on the Weather and Diseases of South Carolina. He died in the year 1777, at the age of sixty-two. "Dr. John Moultrie was the next South Carolinian who received the degree of M. D., which was granted in 1749 from Edinburgh. His thesis was ' De Febra Flava.' " For the ten years intervening between 1768 and 1778, there were ten natives of South Carolina who received the degree of doctor of medicine at Edinburgh. • » » "Alexander Gardner, a native of Edinburgh, settled in Charleston in 1750. In 1754 he wrote a description of a new plant— GardcMio'*— which is published in the first vol- ume of Medical Observations and Inquiries, p. 1. In 1764 he published an account 1 See, Scuilder's paper on Pulilio Libraries a Hundred Tears Ago, aud Eamsaj'a History of South Cnro'.iua, Vol. II, p. 363. 2 Howe's History of the rrosbytcrian Church, p. 269. "Contributions to the Annals of Medical Progiess and Modical Education in the United States Be- fore and During the War of Independence, by Joseph Toner, M. D., p. 61. ' We may add that from that time to this South Carolina has never been without a naturaUst of es- tablished reputation in the scientific -world. 'Se named in his honor by Linnasus, with whom Dr. Gardner corresponded in Latin. COLONIAL EDUCATION IN SOUTH CAROLINA. 233 of tbe Spigelia Marylandica, or Carolina pink-root, and in 1772 a second and enlarged edition of tbe paper iu the Philosophical Transactions. He died in Loudon in 1792, aged sixty-four." To these we may add Dt. Thomas Walter, a native of England, who settled on a plantation on the banks of the Santee, and who published iu 1788 botanical essays — Flora CaroUniana, secundum Si/stenia Linncei, etc. Our people, who we are told were without education or culture, were building churches, one of wlxich (St. Philip's, built in 1723), Edmund Burke described as *' spacious, and executed in a very handsome taste, exceeding everythingof that kind which we have in America;"^ and the steeple of another (St. Michael's, built in 1756), is to-day celebrated for the beauty of its proportions. They were adorning their spacious mansions^ with original paintings of the masters, with life portraits of their families by Sir Joshua Reynolds, Allan Ramsay, Zoffany, Romney, Gainsborough, Copley, and Stuart.'' Dr. Ramsay tells us that great attention also was paid to music, 1 Dalcho'8 Church History, quoting "Account of European Settlements in America" (Burke), Vol. II, p. 255. 2 Memoir of Josiah Quincy, p. 100: "March 8 (1773). Dined with a large company at Miles Brewton, Esq's, a gentleman of very large fortune ; a most superb house, said to cost him eight thousand pounds sterling." The residence of the late "William Bull Priugle. This house was made the headquarters of Lord CornwalUs duriugthe Huvolution, and by the Federal Army during the late War. ^I am indebted to tbe following communication from Gabriel B. Manigault, M. D., president of the Carolina Art Association, for a list of the paintings of the masters which were to be found in the Car- olina homes in colonial times. E. McC, Jb. Charleston, S. C, June 22, 1883. Oeneral Edward McCeady : My Dear Sir: In compliance with your request I have prepared for you alist of tbe London artists who were erapluywi by various persons from South Carolina, who were in England during the last century for educatioual and other pui-pctses, to paint their p irtraits. This list contains the names of such noted i)aiutBrs a.s Alliin Ramsay, Zoffany, Sir Joshua Hisyuohls, Benjamin West, Copley, Gains- borough, and Grilbert Stuart, wiiilt) the latter was living iu London ; and they are a striking evidence of the amount of culture attained by our people during the colonial period, and in the years imme- diately following tbe Eevolutiou, when the effects of English education were still perceptible among tbe well-to-do classes. It is needless to say that tbe above-mentioned names are those of the most distinguished English, paiuters of the latter half of tbe Eighteenth Century, and, what is more remarkable, is that, with one exception, the paintings themselves havts all passed unharmed though the devastation of the late War, and arH moro tliau ever prized by their present owners. X'he list is as fuilotvs : Allan Ramsay, Coukt Painter, London, 1715—1784. 1. Portrait of Mr. Peter Manigault, afterward Speakerof the Commons House of Assembly of South Caroliua. London, 1751. Owned by the heirs of ibe late C. Manigault. 2. Portrait of Mr. JohnDeas. London, 175i. Ovruedby Mr. Henry Doas Lowndes, Charleston, S.C. ZcFFANY, London, 1733—1788. 1. Portrait of Mr. Ralph Izard, afterward Commissioner to Tuscany during tbe Revolution, mem- ber of the Contineu'al Congress, and one of the first two Senators from South Caroliua. Painted about 17G3. Owned in Charleston by the heirs of tbe late C. Manigault. Sir Joshua Reynolds, London, 1723—1792. 1. Portrait of Mr. Miles Brewton, painted in London shortly before 1776, and owned in Charleston by the family of the late William Bull Pringle. Benjamin "West, London, 1738—1820. 1. Portrait of Mr. Arthur Middleton, with wife aud infaut child. This gentleman was afterward one of the signers of the Declaration of Independence. Painted in London between 1773 aud 1785. Owned by Mrs. -J. Francis Fisher, of Philadelphia, one of his descendants. 2. Portrait of Mr. Thomas Middleton, brotlier of the above. Painted in London at about the same time. Owufd by Mr. N. Russel Middleton, Charleston. 3. Portrait of Mr. Ralph Izard, above mrsntioned. Painted in London, before the Revolution. Owned by Mr. Walter Izard, of Virginia, a descendant. RoMNEY, London, 1734-1802. 1. Portrait of Mrs. Roger Smith. London, 1786. Mrs. Smith was asister of -John Rntledge, of South Carolina, commonly known as Dictator Rutledge. Owned by Mrs. Frederick A. Porcher, of Charles- ton, one of her descendants. GAINSBOROrOH, LONDON, 1727—1788. I. Purtiait of ]\Irs. Ralph Izard, wife of the above. Painted before the Revolution. Owned by Dr. Hubert Watts, 49 West Thirty-sixth Street, New York, one of Ifer deaceudants. Copley, London, 1776-1815. 1. Portraits of Mr. anl Mrs. Rilph Izard, same as above. Painted in Rome, Italy, 1774, while they 234 HIGHER EDUCATION IN SOUTH CAROLINA. and that mauy arrived at distinguished eminence in its science. To encourage this science asociety was formed and incorporated in 1784, which exists to- dayasasocial organization of the highest standing. The occasion and purposes of its incorporation are thus stated. in the preamble to the act : " Whereas, Several persons, inhabitants of this State, have associated themselves together, and by voluntary contributions have raised a considerable fun d, which is now out at interest on bonds, and collected a number of musical instruments, books, and other property, with the landable intention of encouraging the liberal science of music, and are desirous of having the said sovety incorporated, thereby to put them on a more solid and lasting foundation than they could by their voluntary subscrip- tions only," etc' Mr. McMaster tells how, before the First Congress had met, the demand had arisen that the Federal Government should restrain commerce with Great Britain ; ^honld restrain importation and encourage manufactures; and how that in every great city, from Boston to Baltimore, societies for the encouragement of manufactures had sprung up since the war and were flourishing ; but he does not consider it worthy of notice to mention that the people of South Carolina were at the same time forming societies for the scientific culture of rice and indigo, and for the enlightened advancement in agriculture in reclaiming their swamp lands.^ But why go on rehearsing and arguing f What boots it that the people of South Carolina were the first on this continent to attempt a public library ; that they were before Massachusetts even in establishing free schools; that prior to the Revolution and the artist were spendlDg the winter in that city. Owned in Charleston by thfe heirs of the late C- Manigaulfc. ' 2 and 3. Portraits of Lord^ Campbell and wife, the last Koyal Governor of South Carolina. Painted before the Revolution, probfibly in Boston. Ownpd by Mr. "O. Lynch Pringle, Georgetown, S. C. 4, 5, and 6. Three port' aits of members of the Holmes family in Charleston. Painted in Boston be- fore the Eevolution. Owned by Miss K. T. Holmes. Gilbert Stlakt, Loxdon. Portrait of Mr. Gabriel Mani. Inner, David Lew I?ov. 19. Jones, Eobert Aug. ?7. Jenkins, Eichd Oct. 8, '84. K. Kirkland, Joseph Jan. 9, 1777. Xennerly, John Knox, Eobert Jan. 25, Kirkland, William April 1. dKniglits, John Mar. 20, '78. Knights, Samuel June 5. Kershaw, William Sept. 11. Kershaw, Ely July 23, '79. Kingsley, Zeph Sept. 17. Kennedy, James Feb. U, '80. Keith, William , May 10. Kennedy, Alex ..-. Aug. 30, '83. Kirkland, Francis Dec. 3. Keen, Thomas July 3D, '81. Knights, Christ Oct. 22. Knox, James Kennedy, John T Love, Alexander Jan. 11,1777. Lockart, Aaron April 1. Lahiffe, John June 13. Lining, Thomas Dec. 19. Laoey.Joshua Feb. 6, '78. Lee, William May 8. Lithgow, Eobert Aug. 14. d Leeson, James Aug. 21. Lyall, Eobert Nov. 27. Laurence, John Dec. 4. Lacey.Edward May 28, '79. Libby, Nathaniel Oct. 1. Laurence, Etsell Oct. 29. 244 HIGHER EDUCATION IS SOUTH CAROLINA. Lafar.Joaeph Deo. 17,1779. Logan, George Deo. 3. Logan, Samuel ..'. .Jan. 21, '80. Lining, Charlos Feb. 11. Logan, George, Jon April 7. Lanoe, Lambert Lynab, James Har. 28. Lincoln, James Mar. 5. Lewis, Thomas July 24, '84. M. Milling, John - Jan. 9,1777. " Mercer University 60 Georgia Baptist Convention 60 Eev. Jesse Mercer '. - 61' Classical and Theological School Established -. 62 The First Principal, Mr. Sanders 62 Official Beginning of the Mercer University 64 The University Continues throughout the Civil War -- 65 Courses of Study 66 Theological Department 67 The Law School 6a Influence of Mercer University 68 Hearu Institute 70 Southern Female College 71 Administration of President I. F. Cox 71 School of Music 72 Art Department 73 Monroe Female College 74 .Shorter College 76 Georgia Seminary for Young Ladies 77 Georgia Female College 78 Presbyterian Institutions 79 Oglethorpe University 79 Organization of the College 80 University Organized 81 Eome Female College _ 83 Methodist Institutions 85 Emory College 85 Courses of Study 86 Department of Technology 87 Free Scholarships and Helping Halld 89 Seney Hall 90 Wesley an Female College 90 Bill Reported by Hon. D. G. Campbell 92 Foundation of Georgia Female College , 94 Opening of the College ___ 95 Early History of the Institution 96 Georgia Female College Becomes the Wosleyan Female College 97 Courses of Study 99 Benevolence of Mr. George I. Seney XOO La Grange Female College 101 Madison Female College ]^0g Georgia Methodist Female College 103 Transferred to the Masonic Order 1q3 Andrew Feranle College 1Q4 Dalton Female College 10^ CONTENTS. 7 Page The Methodist College , 105 Roman Catholic Institutions 105 Pio Nono College 105 It Becomes a Jesuit Novitiate 106 Chapter VI.— Miscellaneous Colleges and Institutions in Geohgia. Griffin Female College ,... 107 Georgia Military Institute 107 College Temple , , I09 Bowdon College.- 109 Lucy Cobb Institute 110 Seney-Stovall Chapel m Martin Institute » 112 Home School for Young Ladies 113 Atlanta Female Institute and College of Music 114 Young Female College 115 Butler Female College and Male Institute 115 Gainesville College '. 116 West Georgia Agricultural aud Mechanical College 116 South Georgia Male and Female College 116 Other Colleges 117 Business Schools of Georgia 117 Literary Institutions — Georgia Historical Society 118 Telfair Academy of Arts and Sciences 121 Chapter VII.— Medical Institutions. Medical College of Georgia 122 Administration of Dr. Paul P. Eve 124 It Becomes a Part of the University of Georgia 125 Courses of Study 125 Savannah Medical College 126 Georgia College of Eclectic Medicine and Surgery 127 Atlanta Medical College 129 Southern Medical College 129 , Chapter VIII. — Charitable Institutions. Augusta Orphan Asylum 130 Provisions for its Support 130 Donation of Dr. George M. Newton 131 The New Orphan Asylum 131 Savannah Female Asylum 132 Other Orphan Asylums .1. ...'. 133 Georgia Institution for the Deaf and Dumb 134 Provision of the Legislature 135 Terms of Admission 135 Georgia Academy for the Blind -^ 136 The President's Report 137 Appropriations by the Legislature 138 Department for the Colored Blind 139 o CONTENTS, Chaptek IX.— Institotiosts fob Colored People. fAGB Atlanta University 141 The University Currionlum 143 Industrial Education 143 Capacity for a High Grade of Culture 114 Eesources of the University 147 Atlanta Baptist Seminary 148 Clark University 149 Si>elman Seminary 1,11 Paine Institute 151 Morris-Brown College ..„ 152 Conclusion ^ 153 ILLUSTRATIONS. Page Academy of Richmond Connty 18 University of Georgia : 40 Moore College, University of Georgia 50 Mercer University G6 Machine Shop, Emory College 88 Seney Hall, Emory College 90 Wesleyan Female College 1)6 Lucy Cobb Institute 110 Medical-College of Georgia 122 Augusta Orphan Asylum 130 South Hall, Stone Hall, and North Hall, of the Atlanta University 142 Knowlcs Industrial Building, Atlanta University 144 Clark University 150 Chrisman Hall, Clark University 150 i) EDUCATION IN GEORGIA. CHAPTER I. EAELY SCHOOLS IN GEORGIA. THE OKPHAN HOUSE AT BBTHESDA.^ Tlie earliest efforts toward educatioa in Georgia found expression in the school for the religious instruction of the Indians, located at Irene, under the conduct of the Moravians, ^ and in tlie Orphan House estab- lished at Bethesda, near Savannah, by the Eev. George Whitefleld, in association with his friend the Hon. James Habersham. The former of these continued for only a few years, its existence terminating with the departure of the Moravian settlers for Pennsylvania, in 1738. The other claims a more extended notice, since it constituted the most prominent institution of learning in the colony prior to the Eevolution.' ORGANIZATION BY OHAELES WESLEY AND GEORGE WHITEFIELD. The idea of founding an orphan house in Georgia was suggested by the liev. Charles Wesley, who, at his meeting with Mr. Whitefleld in 1737, convinced him of the educational wants of the plantation and the ' Bethesda, Its Founders, etc. ; A Historical Sketcli, by J. F. Caun. Sketch of Hou. James Habersham, and Robert H. Griffin's Address. Union Society Records, 1750-1858. Savaunah, 1860. -White's Historical Collections of Georgia (New York, 1854, pp. 329-33), containing an account of the institution taken from a pamphlet printed in the year 1746, enti- tled, "A Brief Account of the Rise, Progress, and Present Situation of the Orphan House in Georgia." Also IMd., p. 681. Historical Record of the City of Savannah. Savannah, 1869. Pp. 197-9. History of Georgia, by Charles C. Joues, Jr., LL. D. Boston, 1883. Vol. I, Chap. XXV. i' Jones's History of Georgia, Vol. I, p. 199. ' One of the earliest sijhool-masters in the colony was Charles Delamotte, the son of a London merchant and a friend of the Wesleys, who -arrived in Savannah early in 1736. (Jones's History of Georo-ia, Vol. I, p. 204.) 11 12 EDUCATION IN GEORGIA. immediate necessity for supplying tliem. Accordingly, the latter hav- ing previously by a personal visit to tlie colony satisfied bis mind of the justness and expediency of the project, petitioned the Georgia trustees, from whom he received a grant of five hundred acres of land as a home for his proposed institution. His next business was to procure the funds requisite for the erection of buildings. With this object in view, Whitefleld commenced preaching in the fields. His efforts were eminently successful. " So wonderful," we are told, " were these open-air ministrations, so eloquent was he in utterance, and so • powerful in thought and argument, that multitudes flocked to hear him." English liberality was not tardy in responding to his summons, and the contributions to his orphan house multiplied so rapidly that, when he returned to Georgia early in 1740, his receipts amounted to more than one thousand pounds sterling. Before his arrival his friend, Mr. Habersham, had located the five- hundred-acre grant about ten miles from Savannah, and had begun to clear and stock the land. Meanwhile such orphans as he had collected were entertained and instructed in a house hired for that purpose. Years afterward, in reviewing his conduct in connection with the incep- tion of the institution, Mr. Whitefield remarked: "Had I proceeded according to the rules of prudence I should have first cleared the land, built the house, and then taken in the orphans; but I found their condition so pitiable and the inhabitants so poor, that I immediately opened an infirmary, hired a large house at a great rent, and took in, at different times, twenty-four orphans." The first collection made in America in aid of the Orphan House was at the church of the Eev. Mr. Smith, in Charleston, S. C, early in March, 1740. Mr. Whitefield was on a visit to that place, having gone there to meet his brother, who was a ship captain. He was invited to deliver a I)ublic address in behalf of his Georgia orphans, and the contribution amounted to seventy pounds. On the 25th of that month, with his own hand, he " laid the first brick of the great house which he called Be- thesda, i. e., house of mercy." ' At this time the orphans under his charge numbered forty. Besides them, there were about sixty servants and workmen to be paid and fed. Having but little to his credit in bank, he again departed to influence subscriptions of money and provisions. By the 5th of June he was welcomed in Savannah, bringing for Bethesda money and supplies valued at more than five hundred pounds. His fam- ily, as he termed them, now numbered one hundred and fifty, and their subsistence and compensation depended entirely upon his exertions. He could take no rest, and in a little while was off for Charleston on his way to. th^, populous northern provinces, where the balance of the year was consumed in preaching, and whence he returned to the Or- ' This structure, which was Jiuishod tbo same year, was of wood, aud measured seventy by forty feet. (Union Society Records, 1750-1858. ) EARLY SCHOOLS IN GEOEGIA. 13 phan House on the 14th of December, having, daring his absence, deliv- ered one hundred and seventy-five discourses in public, and secured "upward of seven hundred pounds sterling in goods, provisions, and money for the Georgia orphans." Having spent a happy Christmas with hia charge, committing the management of the temporal affairs to Mr. Habersham, and leaving Mr. Jonathan Barber as superintendent of spiritual concerns, at Bethesda, he departed early in January, 1741, for England. BESORIPTION OF THE ORPHAN HOUSE. The general arrangements of the institution at this time, and the routine of duties observed by the orphans, are minutely described by an eye-witness, who, alter mentioning that the House contained sixty- eight children, the whole family numbering eighty-four persons, besides nineteen laborers about the premises, says: "The bell rings iu the morning at sunrise to wake the family. When the children arise, they sing a short hymn, pray by themselves, go down to wash, and by the time they have done that, the bell calls to public worship, when a por- tion of Scripture is read and expounded, a psalm sung, and the exercises begin and end with prayer. They then breakfast, and afterward some go to their trades, and the rest to school. At noon, they all dine in the same room, and have comfortable and wholesome diet provided. A hymn is sung before and after dinner. Then, in about a half an hour, to school again; and between whiles they find time enough for recreation. A little after sunset, the bell calls to public duty again, which is per- formed in the same manner as in the morning. After that, they sup and are attended to bed by one of their masters, who then prays with them, as they often do privately." Upon his return fromBurope, Mr.Whitefield ascertained that the num- ber of children had so greatly increased, that, in a short time, he made another voyage to renew his exertions in their behalf. Of the prosper- ous condition iu which he found Bethesda on the occasion of his next visit, we are apprised by one of his letters, written in 1746 : " Many of the boys," he writes, " have been put out to trades, and many girls put out to service. I had the pleasure the other day to see three boys at the house in which they were bred — one of them out of his time, a journeyman, and the others serving under their masters. One that I brought from New England is handsomely settled in Carolina ; and another from Philadelphia is married, and lives very comfortably in Savannah." In the following year Mr. Whitefield purchased a planta- tion of six hundred and forty acres of excellent land in South Carolina, and placed several negro slaves upon it ; the profits and products of this investment were applied to the support of the orphan asylum at Betihesd^,, ,j ,,. 14 EDUCATION IN GEORGIA. PETITION FOE A COLLEGE CHAETEK. Conceiving the design of converting the Bethesda Orphan House into "a seminary of literature and academical learning," Mr.Whitefleld on the 18th of December, 1764,- submitted to His Excellency James Wright, Esq., " Captain-General and Governor-in-Chief of His Majesty's Province in Georgia," and to "the members of ^is Majesty's Council in the said Province," a memorial, in which he called their attention to the fact that no institution of that character had as yet been founded south of Virginia; "and consequently [he continues] if a college could be established here (especially as the last addition of the two Floridas renders Georgia more centrical for the southern district) it would not only be highly serviceable to the rising generation of this colony, but would probably occasion many youths to be sent from the British West India Islands and other parts. The many advantages accruing thereby to this province must be very considerable."' The Georgia authorities heartily applauded and indorsed this design of Mr. Whitefleld, whose next step was to proceed to England, that he might, by personal influence, obtain from the Crown the necessary sanc- tion and assistance. That the matter might be" brought directly to the notice of His Majesty, Mr. Whitefleld prepared and delivered into the hands of the clerk of the Privy Council another memorial, in which he prayed for a charter upon the plan of the College of New Jersey, and expressed his readiness "to give up his present trust and make a free gift of all lands, negroes, goods, and chattels which he now stands pos- sessed of in the Province of Georgia, for the present founding and toward the future support of a College to be called by the name of Bethesda College in the Province of Georgia." His earnest wish was to obtain a college charter " upon a broad bottom," to provide proper masters to instruct and prepare for literary honors many youths who, in Georgia and the adjacent provinces, were desirous of superior edu- cational advantages, to inaugurate a liberal trust which would endure long after he was gathered to his fathers, and to know that his beloved Bethesda would not only be continued as a house of mercy for poor orphans, but would also be confirmed tb the latest posterity " as a seat and nursery of sound learning and religious education."^ This favorite and crowning scheme of Whitefleld's life was never consummated. His petition for a college charter was refused. Heavy as was his disappointment on account of this failure, he did not allow himself to be daunted. Abandoning the idea of a college, he deter- mined, if possible, to make Bethesda an academy similar in its plan to one then established in Pliiladelphia., which sustained a high reputation. Eevisiting Bethesda in 176!), ho reports that everything there exceeded 'Jones's History of Georgia, Vol. I, pp. 408, 409. »A letter to His Excellenoj', Governof Wright, etc,, etc, I^ondon, MpCCL^VIII, EAKLY SCHOOLS IN GEORGIA. 15 his most sauguine expectations. During this year two wings had been added to the main building for the accommodation of students, Gov- ernor Wright himself laying the cornerstouein March. Mr. Whitelield remained at Bethesda some five months or more, giv- ing personal and continual attention to the att'airs of the institution. DEATH OF WHITEFIELD AND FAILURE OF THE ORPHAN HOUSE. • But the care proved too arduous for him, and, with impaired health and a fast declining constitution, he made a trip to the North, only to be arrested by illness at Newburyport, Mass., where he died early on the morning of the 30th of September, 1770. By his will the Orphan House estate was vested in Lady Selina, Countess Dowager of Huntingdon ;• and upon her demise, which occurred in June, 1791, it passed into the hands of thirteen persons, who were specially appointed trustees of Bethesda College,^ then duly named and incorporated.^ Shortly after Whitefield's death, the Orphan House was consumed by fire. It was afterward partially rebuilt, but in the course of a few years suffered a second demolition by hurricane and fire. Those charged with its conduct became seriously embarrassed by these casualties and the lack of funds, and the institution soou ceased to have an active ex- istence. By act of December 22, 1808, the Legislature directed the trustees to sell the estate, and, all debts being paid, to provide for the distribution of the proceeds among certain eleemosynary institutions in the city of Savannah." In 1854 the Board of Managers of the Union Society purchased a part of the original Bethesda tract, and upon the very spot formerly occuiDied by Whitefield's Orphan House erected buildings for the accommodation of the boys committed to their chari- table care. " Thus happily," exclaims Colonel Jones,^ " is the philan- thropic scheme of the most noted of English pulpit orators, who ' loved to range in the American woods,' who was never happier than when ' "And whereas there is in this State a very considerable property, as well real as personal, known and distinguished by the name of Bethesda College, or Orphan House estate, originally intended for an academy, and devised in trust by the late Reverend George Whitefield^ for literary and benevolent purposes, to Selina, Countess of Muniingdon. Be it enacted, etc.'' (Section III of Act of February 1, 1788. Watkius's Digest, p. 373.) 2 Mr. Whitefield in his will had expressed the w\^\i, that, as soon as might be after his decease, the plan of the intended Orphan Houpe or Bethesda College might be prosecuted. 3 Act of December 20, 1791. (Marbnry and Crawford's Digest, p. 566.) ••One-fifth of the net proceeds was to be applied to the uses of the Savannah Poor House and Hospital Society ; and of the remainder of such net sum', one-half was to be paid to the Union Society in Savannah, and the other half to the Cha,thi^;^i, Academy (which was established by Act of February 1, 1788), to increase their funds.for the in- struction of youth generally ; the proviso in the case of the latter being that it should support and educate five orphans. (John A. Cuthbert's Pigest of §ohooJ, l^aws, Mllledgeville, 1832. Pp. 47-8.) s History of Georgia, Vol. I, pp. 41H5i 16 EDUCATION IN GEORGIA. ' holding a levee of wounded souls,' and whose generous arms were ever open to succor the poor and the orphan, perpetuated in the living present." In another place,' referring to the valuable services performed by the school at Bethesda, the same author says : " That this orphan house, ill tlie face of many disappointments connected with its advance- ment to the stage of usefulness and prosperity aaticipated and predicted for it, was an institution of great benefit to the colony, and that its sheltering arms ministered to the comfort of many homeless orphans and pointed the way to future industry, respectabilitj', and independ- ence, cannot be questioned. True it is that several persons who ex- ercised a controlling influence over Georgia affairs during the last quarter of the eigliteenth century were wards of this charity."^ ' History of Georgia, Vol. I, pp. 405-6. ^ Among tbem may bo mentioned Milledge and Ewen, both Governors of Georgia, and Langworthy, who was a delegate from that State to the Continental Coagress. CHAPTER II. SCHOOLS APTEE THE REVOLUTIONARY WAR. THE ACADEMS" OP RICHMOND COUNTY. Some mouths had elapsed after the signiug of the Dedaratiou of In- dependence when Georgia took her ue:;^ step in educational progress. This was effected under the Oonstitutiou of 1777, the fifty-fourth section of which provided, that schools should be erected iu each county, and supported at the general expense of the State.'- During the Revolu- tionary War, such were the distractions of the period aud of the com- munity, that all efforts for education, either public or private, were wholly omitted. Upon the return of peace and the adjustment of affairs, both private and political, attention was once more directed to this important subject. The earliest legislation in regard to iiublic education occurring after the war will be found in an act for laying out the reserve land in the town of Augusta into acre lots, the erecting of an academy or seminary of learning, aud for other purposes therein mentioned, assented to July 31, 1783.2 By the fourteenth section of this act, the Governor was em- powered to grant one thousand acres of land for a free school iu each county. Under the same act provision was made for the establishment of a free school in the town of Washington, Wilkes County, and of two academies, one at Waynesborough, Burke County, and the other at Au- gusta, in the county of Richmond. Of the academies the latter only deserves special consideration, partly from the fact of its longevity, it having from the beginning almost uninterruptedly main tamed an active existence, but particularly on account of the historic memories which are connected with it. After reciting, "And whereas a seminary of learning is greatly nec- essary for the instruction of our youth, aud ought to be one of the first objects of attention, after the promotion of religion,"^ the act directed the town commissioners to lay out the reserve land of Augusta into acre lots and sell them. With the moneys arising from such sales tiiey ' Watkins's Digest, p. 15. ^ Marbury imfl Crawford's Digest, pp. 132-4. 'Section 4 of Act. 11409— IS^o. 4 3 17 18 EDUCATION IN GEOEGIA.. were, among other things, to erect an academy. This was the origin of what has since been known as the Academy of Eichmoud County. The school was regularly opened in 1785, and on the 25th of March of that year, we are told, "Mr. William Eogers, late of the State of Maryland, having been well recommended as being of good fame and sufflcieutly learned in the sciences," was appointed master of the academy, at a salary of two hundred pounds a year, with the use of the tenement buildings and the garden on the premises. He was required to teach the Latin, Greek, and English languages, and the common practical branches of mathematics. The tuition of the highest class of pupils was fixed at ten dollars per quarter. The master, as he was called, had the assistance of one, and afterward of two tutors.^ Mr. Eogers was re-elected annually to the office of rector of the acad- emy until 1793. Three years later the Hon. William H. Crawford, who was afterward United States Senator from Georgia, minister to Trance under President Madison, and Secretary of War under President Mon- roe, became connected with the institution, serving two terms as Eng- lish teacher in the academy, and one in the capacity of rector, resigning the latter position in 1799. In 18 J6 James P. Wad dell, subsequently a professor of ancient languages in the University of Georgia, assumed the control of the school, holding the rectorship during six successive terms. The present faculty of the academy consists of three teachers, its principal being a prominent graduate of the University of Virginia. The original trustees of the Academy of Eichmond County were George Walton, Joseph Pannill, Andrew Burns, William Glascock, and Samuel Jack. The number was subsequently increased to seven, and then to nine, as at present. The of&ce of president of the Board was created in 1788, William Glascock being the first incumbent. Since Mr. Glascock sixteen persons, including the one now serving, have suc- cessively filled the position. In 1790, Augusta still being the seat of government of Georgia, the building occupied by the academy, upon its tender by the trustees, was accepted and utilized for the transaction of the general business of the State. In May of the following year the acade;jy was honored by a visit from President Washington, who, in his tour through the States, had stopped at Augusta. The General expressed himself highly pleased with the condition and conduct of the institution, and complimented the teachers upon the fine appearance of their pupils. In 1815 a branch school was located and organized on the Sand Hills, near Augnsta, which for many years subserved the purposes of a preparatory depart- ment for the academy. The academy continued in successful operation until the latter part of the Civil War, when it was used by the Confederate authorities as a hos- pital. It was occupied by United States troops for a year or more after the termination of hostilities, and was then restored to its trustees, who, iriaud-Book of Augusta, etc. Augusta, Ga., 1878. Pi). 63-5. SCHOOLS AFTER THK KEVOLUTIONAKY WAR. 19 through the active and eificieiit interventiou of Gen. George W. Eains, as regent, succeeded ia reopening it o(i tlie 1st of January, 18G8. Since that time the institution has been regular in its exercises, averaging annually from eighty to ninety pupils. The session of 1882-83, which concluded with a centennial celebration of the academy, was among the most prosperous of its existence. There were in attendance that year over one hundred pupils. The present academical structure, situated in the midst of an ample grove of trees, was completed in 1802 at a cost of fifteen or twenty thousand dollars. Prior to this time the academy classes were in- structed in a building specially rented for that purpose. The Academy of Richmond County is well endowed for an institution of its sort, having funds sufficient to meet all current exi)enses and add not less than one thousand dollars per annum to its endowment fuud.i SUNBUEY ACADEirY. The legislation of the next two years (viz, 1784 and 1785), education- a,lly considered, had reference to the establishment of the University of Georgia, and will not, therefore, concern us until we come to speak of the colleges ; so we pass on to February 1, 1788, a date memorable at least for the foundation of two academies, one at Sunbury, in Liberty County, and the other at Savannah, in Chatham County. The only re- marks which need be made in connection with the Chatham Academy are that, by the act incorporating it, vacant land, not to exceed in quan- tity five thousand acres, was reserved for its use;'' and that it was one of the beneficiaries at the sale of the Bethesda property in 1808, and received two-fifths of the proceeds.^ The Academy at Sunbury * was, in an educational point of view, the epluribus tmum of its time; and when the act of February 1, 1788,^ gave it ''a local habitation and a name," it soon rose to a high and influen- tial position among the schools of southern Georgia. Abiel Holmes, James Dunwody, John Elliott, Gideon Dowse, and Peter Winn were nominated in the act as commissioners. To them, or a majority of them, was authority given to sell at public sale, and upon previous notice of thirty days in one of the gazettes of the State, any confiscated property within the County of Liberty to the amount of one thousand pounds.^ ' In his address before the Georgia Historical Society in 1845, Doctor Church said: " The Richmond Academy has buildings and library and apparatus worth probably $30,000, an annuity from real estate amounting to $1,600, and bank stock to the amount of |12,000, besides lands which are rapidly increasing in value." (White's Statisticsof Georgia, p. 71.) 'Marbury and Crawford's Digest, p. 563. 3 Cuthbert's Digest, pp. 47-8. * Jones's Dead Towns of Georgia. Savannah, 1878. Pp. 212-16. "• s Watkins's Digest, p. 380. 6 This authority to sell confiscated property was. so far as records show, conferred then for the first tiaje^ ijof did the granting 6f it become general in the State until Borao years later. , 20 EDUCATION IN GEOEGIA. This sum, when realized, was to be by them expended in the construc- tion of a building suitable for the purposes of the academy. The fair fame of Sunbury Academy is lastingly associated with the name of Eev. William McWhir, under whose able and energetic man- agement it passed through its most successful period. This teacher, writes Colonel Joues,^ "did more than all others to establish a standard of scholarship and maintain rules of study and discipline unusual in that period and among those peoples. * * * Qreat was the obliga- tion conferred upon the youths of southern Georgia, for certainly two generations, by this competent instructor and rigid disciplinarian." A native of Ireland, a graduate of Belfast College, and licensed to preach by the Presbytery of that city, he came to America in 1783 and settled in Alexandria, Va. There, for ten years, he was the principal of the academy of which General Washington was a trustee. Eemoving to Sunbury about 1793, he took charge of the academy, and, for nearly thirty years, made it the leading institution of learning in that entire region. Besides the Latin, Greek, and English departments, with which Doctor McWhir was thoroughly conversant, the higher branches of mathematics were also taught; and, as a preparatory school, Sunbury Academy, under his guidance, had no superior within the limits' of the State. The average attendance was about seventy. Pupils were at- tracted not only from Liberty, but also from the adjacent counties of Chatham, Bryan, Mcintosh, and Glynn. Some came from even greater distances. The school-house — a large two-story-anda-half double wooden build- ing, about sixty feet square, and located in King's Square — was pulled down and sold some time about the year 1842. Sunbury Xcademy has itself passed away; but not without leaving an influence on Georgia's educational progress which the State will always gratefully recognize. OTHER ACADEMIES. The second Constitution of Georgia, which was adopted in 1789, con- tained no specific grants in respect to education. Three years later, however, in December, 1792,'' we find an act authorizing the commis- sioners of the county academies to purchase one thousand pounds' value of confiscated property for the use and support of their respective in- stitutions. Similar provisions were made in 1802 ^ and in 1810,* and were designed to cover all cases where the commissioners had not as yet received their portion. By the actof February 22, 1796,= an academy was established at Louisville, in Jefl'crson County. This and the acad- emies already erected at August a, Waynesborough, Savannah, Bruiis- ' Dead Towns of Georgia, p. 214. 2 Ciithbert'a Digest, p. 2r>. » Clayton's Digest, p. 677. . (Clayton's Digest, pp. 581-2. ) SCHOOLS AFTER THE REVOLUTIONARY WAR. 23 State, but also the parent of three ont of the five Catholic academies of high rank which have siuce arisen. I refer to the St. Mary's Academy and the Sacred Heart A.cademy at Augusta, and the Academy of the Immaculate (Conception in Atlanta, the respective dates of their founda- tion being 1853, 1870, and 1867. In 1876 an academy was started at Macon, by the name of Mt. De Sales Academy. All these academies were organized and conducted by the Sisters of Mercy, but the last was founded by a distinct branch of that order and independently of the rest. We conclude with St. Joseph's Academy, situated at Washington, Wilkes County, and under the direction of the Sisters of St. Joseph. This academy was likewise established in 1876, but did not receive its charter until 1878. Although it professes to have the right of granting diplomas, and conferring all degrees peculiar to female colleges in the State of Georgia, and has what it terms a collegiate department in ad- dition to the elementary and preparatory departments, the course of study pursued there does not appear to materially differ from, or to be in any way superior to, the curricula in the other academies. It consists, in the case of the graduating classes, of Christian doctrine, trigonom- etry, English literature, mythology, geology, astronomy, logic, and moral philosophy. A department of music is embracerovision therein made respecting the erection of a free school in the town of Washington, Wilkes County, the Governor, upon proper application, was empowered to grant one thousand acres of vacant la.nd for the establishment of free schools in the several counties of the State. Here was the beginning of 1 Doctor Orr's Adilress on the Educational Needs of tlio South, p. 7. 2 Report on Public Education, by Mr. Lewis, of Hancock, with Appendices giving Statistics of School Returns, and other Documents on the Subject. Milledgeville, Ga., 1860. Popular Education in Georgia ; a History of Eilnoati.m in the State, with Sug- gestions to an Improved System of Public Schools, by Martin V. Calvin. Augusta, Ga., 1870. Pp. 12. Also Cuthbert's, Prince's (2d ed. to 1837), and Cobb's Digests. SCHOOLS AFTER THK REVOLUTIONARY WAR. 25 iLe poor school system in Georgia, altbougli it was not thoroughly inaugurated, and uo decided action was taken until December 18,1817, when an act was passed to create and establish a fund for the support of free schools throughout the State,' and an appropriation of two hun- dred and fifty thousand dollars was made for that purpose. By an act for the " permanent endowment of county academies, and to increase the funds heretofore set apart for the encouragement and support of free schools, and for the internal improvement of the State,"^ approved December 21, 1821, the General Assembly provided for the division of five hundred thousand dollars equally between the academies and free schools. Hence originated the distinction which so long obtained in Georgia between the Academic and the Poor School Funds. Under the act of December 22, 1823,' provision was made for the investment of the latter fund, and the distribution of the annual income, amounting to between twenty and thirty thousand dollars, among the counties in proportion to their white population, for the education of the poor children, and in payment for their tuition. An act of the preceding year had specified what persons should be the beneficiaries of tlie fund.'' "It was not," we are told,° " the policy to establish separate schools for these indigent children. Such teachers of the academies and of the inferior or elementary schools as were willing to submit to an exami- nation, which was often a mere matter of form and conducted by incom- petent examiners, were entitled, if approved, to receive their pro rata of the public fund for teaching any children adjudged by certain magis- trates as belonging to the class known as ' poor sqholars,' who may have entered their schools."" 1 Prince's Digest, p. 18. = 7H(J.,p. 19. ^ Davvson's Compilations, p. 14. * Act of December 23, 1822. The sixth section says that "no child shall he sent to school under the age of eight or exceeding eighteen years; and no child shall be sent to school at public expense more than three years." (Dawson's CompilatioQS, p. 11.) But an act to amend the second and fourth sectious of an act to provide for the education of the poor, assented to 27th of December, 1843 (in which it was declared that, in order to be received and educated, the poor children must be- between the ages of eight and sixteen years), provided that the children to bo returned to the inferior courts by the justices of the peace, or other persons in the several militia districts, should be between the ages of six and sixteen years, and that the poor chil- dren to be reported by the justices of the inferior coart of each county to His Excel- lency, the Governor, should bo between the ages of six iinil sixteen years. (Act of 'February 14, 1850. Laws of 1850, p. 154.) See also act of December 17, lri57 (Laws of 1857, p. 10). ^ Dr. Orr's Address on the Educational Needs of the South, p. 7. ^From the New York Teacher for May, 1855 (Vol. IV, p. 88), we find that " every indigent. child in Georgia had the right to go to school at six and a quarter cents a day, to be paid by the county." According to Mr. Lewis's Report on Public Educa- tion, which was published in 1860, the whole number of poor children then in Georgia was safely estimated at from forty to fifty thousand — about one- third of all the chil- dren in the State between the ages of six and sixteen, the whole number of the latter being, by computation, something over one hundred and forty thousand. 26 EDUCATION IN GEOEGIA. By an act of December 23, 183G, oae-third of the surplus revenue, amounting to three hundred and fifty thousand dollars, was set apart as "a permanent free scliool imd cdnration fund," and a joint com- mittee of five, two from the Senate iind three from the FTonse of Repre- sentatives, was appointed, whose duty it was "to digest a plan of common school education best adapted to the genius,' luibitsof life and of thought, of the people of Georgia," and two of whom were author- ized to visit, during the ensuing year, different parts of the United States, and particularly the S"ew England States, ascertain the opera- tion of their several school systems, and report to the General Assem- bly at its next session a plan of common schools. They were also empowered to "institute a correspondence with such persons as they might think proper, either in the United States or Europe, or both, for the purpose of getting information of some of the different systems of common school educ ation which likewise prevail in some of the Euro- pean countries." ^ They fulfilled their mission. The report, as submitted by the com- mittee, while objecting to the moral and social tendency of the manual labor system considered as a system of general education to be adopted and followed by the Government, as well as to the general application of the Laveleyean plan of instruction, recommended the adoption of a system not unlike that in vogue in the Eastern and Middle States. It assumed, above all, as a leading principle, that the good of the com- munity required that the rich and the poor should be educated together at common schools. It was fnrther stated, as the result of investiga- tion, thatoutof eighty-three thousand children in theState,only twenty- five thousand of that number were in attendance upon schools.^ The Legislature amended and modified this report, and in 1837 passed an act establishing a general system of education by common schools,^ to take effect in 1839. By that act the academic and poor school funds were consolidated ; and, together with the interest on one-third part of the surplus revenue, were constituled "a general fund for common schools." In the following year this act was modified in some of its l)rovisions, and the inferior courts (at their discretion), on the recom- mendation of the grand jury, were authorized to levy an extra tax in their respective counties, not exceeding fifty per cent, on the general tax. The amount thus raised was to be added to the common school fund.* KEPBAL OF THE ACTS PROVIDING FOR A COMMON SCHOOL SYSTEM. In 1840 the acts of 1837 and 1838, establishing a system of common schools, were repealed, and the funds for their support were set apart as a poor school fuud.= This legislative act was amended in 1843, and ' Prince's Digest, pp. 26-7. 2 Amerioau Annals of Edncation, Vol. VIII, p. 39 (published 1838) » Act of December SB, 1837. (Laws of 18o7, pp. 94-9. ) * Act of Decerabev 27, 1H38. (Laws of 1838, pp. 96-9.) ' Act of December 10, 1840. (L;iwa of 1840, pp. 61-5.) SCHOOLS AFTER THE REVOLUTIONARY WAR. _ 27 the iuferior courts were authorized to raise by an extra tax an amount sufficient, when added to the pro ratii distribution from the State, to educate the poor children in their respective counties.^ The lendiiijj provision of the law establishing the poor school systoin made it the duty of the magistrates in the districts to report to the iuferior court, an- nually, the names of all the children in their respective districts deemed by them proper persons to receive a portion of the fund set apart for the education of the poor. These returns were sent by the inferior court to the " executive office," and formed the basis for the distribution of the fund, which amounted to about twenty thousand dollars.* OBJECTIONS TO THE POOR SCHOOL SYSTEM. This duty of the magistrates, under the law, to make returns of the poor children, was often entirely nefflected. Even when made these re- turns were very imperfect. Not more than three-fourths of the poor children in the State were returned, and of those returned (as was learned from commissioners of the poor school fund in a few counties), little more than half were sent to school, and those who went did not attend four months in the year. In 1849 thirty-two counties made no returns of their poor children. In 1850 fifteen counties failed to make returns; and notwithstanding the law provided that counties making no returns should participate in the educational fund agreeably to the last return on record,^ in the same year eight counties received nothing because they had never made a return.* In further illustration of the general indifference then felt on the subject of poor schools, we quote from Governor George W. Crawford's message of 1845. He says that "during the past year [viz, 1844] only fifty-three of the ninety-three counties of the State made application at the treasury for their allot- ments of the poor school fund," and when, too, the penalty for default was known to be an absolute forfeiture of claim * Another objection to the poor school plan were its gross injustice to the poorer counties, where there were the greatest number of poor chil- dren and the least ability to bear taxation. For instance, the counties of Newton and Jasper paid into the treasury, as State tax, $3,910, and returned some 120 -poor children; whilst those of Union and Gilmer, which paid a State tax of $1,594, returned 2,884 poor children.^ ^ Mr. Calvin presents the following view of the poor schools, as they ' An act to provide for the education of the poor, assented to December 27, 1H4;!. (Laws of 1843, pp. 43-5.) ^ Lewis's Report, p. 26. The poor school fund seems to have been originally much larger, for the same writer (p. 31), referciag to the provision ttiiide for tlie edncation of indigent children, says that "as far back as 1836, forty thousand dollars were annually distributed for this purpose." ' Prince's Digest, p. 23. ■•Lewis's Report, p. 27. « IMd., p. 83. 6IJW.,p. 27. 28 EDUCATION IN GEOEGIA. existed in 1869 r^ "Under the laws now in force," he writes, "a board of education in each county, consisting of the Ordinary, as ex-ofS.cio treasurer of the poor school fund, and a commissioner appointed by the judge of the superior court, issaes license to almost any person, author- izing said person to teach when, where, and how he or she may please. As a general rule, the teacher provides his own school-room and school furniture (of the most primitive kind), and is allowed seven cents a day for each pupil in actual attendance; he files his account with the Ordi- nary quarterly, and receives compensation at the expiration of the year. * * * No argument is necessary to prove that the absolute effect of this system is to transform the State schools from common schools (such as the people wish) into the veriest pauper or ' poor schools,' as they are termed. The law-making power seems all the while to have been laboring under the impression that the children in our State be- long to two classes — regarding the one as belonging to rich families, and the other as paupers. This is a mistake, though measurably ad- hered to still. We have made these schools mere charities. * * * The 'poor schools' of this State, by reason of the law which creates them, are robbed of the influence for good that they might otherwise wield. The very law subjects every patron of these schools to the jeer of pauperism." In the same spirit had Governor William Schley written, as far back as 1837. In referring to the distinction as made by the General Assem- bly of academic and poor school funds, be remarked : " There should be no such designations as academic and poor school, because they are in- vidious and insulting. Poverty, though a great inconvenience, is no crime; and it is highly improper, whilst you offer to aid the cause of education, to say to a portion of the people, ' You a,re poor.' Thousands of freemen who, though indigent, are honest, patriotic, and valuable citizens, will refuse your bounty and despise the hand that offers it, be- cause it is accompanied with insult."^ The truth of Governor Schley's observation was abundantly confirmed by the results which everywhere attended the workings of the poor school system. We are told by Kiddle and Schem^ that in 1830 there were in Georgia 213,903 white adults, of whom twenty per cent, were unable to read and write; and a reference to the United States Census of 18B0, when the number of illiterates had been reduced to eighteen per cent., shows that there were then in the State 16,900 males and 26,784 females (white) over twenty-one years of age, ignorant of even the simplest rudiments of learning. Amply had it been demonstrated that the poor school system In its then state was wholly inadequate to meet the educational demands which it was designed to supply. Clearly apparent it was that a reform in ' Popular Efluoatiou in Georgia, p. 5. ^ Lewis's Report, pp. 76-7. 'CyolopaBciia of Education. New Yovlc ami London, 1877. Pa^e 347. SCHOOLS AFTER THJi REVOLUTIONARY WAR. 29 its methods was greatly needed, and that a system was wanted which, in the language of Thomas E. R. Cobb, " should remedy these defects, avoiding others : schools to which the children of the poorest citizens might be sent without submitting parent or child to the jeer of pauper- ism : school-houses which should awaken a feeling of pride in every neighborhood,' and cause the ricliest to feel that no private teaching can afford equal advantages to the common schools." For a correct understanding of the difficulties inherent in and the reason for the failure of the poor school plan, it must be remembered that, previous to the Civil War, the people of Georgia looked to pri- vate or independent schools for tbe education of their sons and daugh- ters. The system of education adopted and attempted by the State contemplated that provision should be made for the instruction of in- digent white children in the elementary branches of an English educa- tion. The question of the cost of tuition in private schools was not con- sidered. The stand-point from which the people viewed the subject rendered the consideration of that item entirely unnecessary. The means were at hand, and the people cheerfully used them. Public sen- timent, as a rule, was against the suggestion that it was the province and duty of the State to educate her youth. It was conceded, how- ever, that the State might, with measurable propriety, provide for the intellectual training of children whose parents were too poor to pay tui- tion in the independent schools.^ To this end it was that poor schools were established; and had that fatal error which was the spirit and leading idea of the theory upon which the system was based from its inception to its abolition — I mean the condition of pauperism, which was an inseparable incident to a participation in its benefits — been thoroughly eradicated, there can be no doubt that the system would liave proved a most wholesome institution, and one productive of con- siderable good for the indigent classes. ' In speaking of the poor schools* Mr. Calvin says (Popular Edncation in Georgia, p. 7): "They [poor schools] are never visited. They are generally accounted ' Hedge Schools,' and so denominated, secretly and openly." - Augnsta Centennial Chioniclo, Augusta, Ga., May, 1885. CHAPTER III. THE PUBLIC SCHOOL SYSTBM.i HISTORY OF THE ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM, That there was no regularly organized system of common schools sup- ported by public taxation iu Georgia prior to the Civil War has been already shown. Of the attempts toward the establishment of such a system we are now to speak. Efforts were made in 1845 and again in 1856 to inaugurate a common school system in the State, both of which were unsuccessful. Still it was evident that the people of Georgia were beginning to feel the need, and were expecting the erection of public, or free schools. They took their first step in that direction when, on December 11, 1858, the Legislature set apart one hundred thousand dollars annually of the net earnings of the Western and Atlantic Rail- road (State property) for educational purposes; and provided that, upou the payment of any portion of the public debt of the State by means of the sinking fund, bonds of the State to a like amount should be executed by the Governor and deposited with the Secretary of State, who should hold them as trustee of the educational fund, the interest thereon at six per cent, to be appropriated to school purposes.^ 'Thomas P. Janes's Hand-Book of Georgia. Atlanta, Ga. . 1876. Pp. 179-82. Heuderson's Commoii wealth of Georgia, etc. At^iuta, Ga., 1885. Pp. 257-63. Dr. Orr's Address ou the Best School System for a Southern State. Atlanta, Ga., 1886. Pp.16. Also hia Reports to the General Assembly from 1878 to 1887, and the Report for 1888 of his successor, James S. Hook. Public School Laws of the State of Georgia of General Operation and now of Forcfe throughout the State. Atlanta, Ga., 1886. Report ou a System of Public Schools for the State of Georgia. Savannah, 1870. Pp. 18. Popular Education in Georgia, etc., by Martiu V. Calvin. Augusta, Ga., 1870. Pp. 12. Code of Qeorgia, 1882. Pp. 260-7. Extract from Governor Smith's Message to the Legislature in January, 1877 (quoted in Dorry's Georgia, etc, ). Philadelphia, 1878. Pp. 109-12. 'See an act to provide for the education of the people of this State between certain ages, and to provide an annual sinking fund for the extinguishment of the public debt. (Acts of 1858, pp. 49-51.) By an act .to "alter and amend" this, approved De- cember 2l8t of the following year, it was provided that the ages of the children who were to receive the benoiics of education from this source should be between six and eighteen years (Laws of 1859, pp. 29-30). 30 THE PUBLIC SCHOOL SYSTEM. 31 These measures contemplated the realization at no distant day of a fund sufficient to establish free schools throughout the State. This an- ticipation would probably have been realized but for the Civil War. The provisions of the law went so far as to allow the people of any county to establish free schools and use their share of the funds for this purpose; and, in 1860, in one county (Forsyth) free schools were established and successfully carried on. The public school system, as now known in Georgia, sprang up after the War, and was essentially an outgrowth of the many changes eifected by it. " Most of the States in the South," says Doctor Orr, ^ " in adopt- ing new constitutions under the reconstruction acts, incorporated into the fundamental law the public school policy. * # # 2^ot only ^ere constitutions which provide for public education generally adopted, but in every State in the South the attempt has been made to inaugurate a school system under laws passed in accordance with the new constitu- tional requirements." Georgia formed no exception to this rule. In her Constitution of 1868 she provided for " a thorough system of general education to be forever free to all children of the State."^ Two years later, in October, 1870, the first public school law was enacted ; and it is an interesting fact in connection with that law that its main provisions were identical with a plan submitted to the Legislature by the FIRST STATE TEACHERS' ASSOCIATION. This body, in the month of August, 1869, held its first annual meet- ing, as a regular organization, in the city of Atlanta. A committee was raised to report upon a school system adapted to the condition and wants of Georgia. This report was to be submitted, first to the execu- tive committee of the Association, and, after revision by its members, to the Association itself, at a special session to be held in the following November at Macon. Some chaages were made in the committee after its first appointment, and it finally stood as follows : Gustavus J. Orr, the late respected State School Commissioner, chairman ; the late Ber- nard Mallon, for many years superintendent of the schools of Atlanta ; the late John M. Bonnell, at tihat time president of the Wesleyan Fe- male College ; Martin V. Calvin, a Eepresentative in the Legislature from Richmond County; and David W. Lewis, late President of the North Georgia Agricultural College at Dahlonega. A meeting of the committee was held, and each member having fully given his views,^ Doctor Orr was directed to write the report. When ' Educational Needs of the South, p. 9. ^Article VI, section 1. (Code of Georgia, 1873, p. 925.) ^ It 1b noteworthy that Mr. Calvin had read a paper (Popular Education in Geor- gia, etc.) hefore the Georgia Teachers' Association, at its meeting iu August, IHTO, which, after discussion, had been referred to a committee of live as above sta^nrl, who were instructed to report a system of common schools for the State ; and that 32 EDUCATION IN GEOKGU. he had performed this duty, his work was submitted to the executive committee, cousisting of the Rev. Dr. H. H. Tucker, Prof. LeRoyBroun, the late Dr. Alexander Means, Prof. W. D. Williams, the late Dr. J. M. Bonnell, the late Mr. Mallon, and Doctor Orr himself, the last three being members of both committees. The report was read, and nine hours were spent in discussing it, section by section. The result of this careful examination was the adoption of the report as it was written. Another full discussion was had before the State Teachers' Association, that body devoting an entire day to the subject. A few slight alterations were made, and the report was unanimously adopted. The Association then appointed a committee, composed of the Rev. Dr. H. H. Tucker, Col. D. W. Lewis, Dr. G. J. Orr, Mr. B. Mallon, and Hon. David E. Butler, to put the report in the shape of a bill, and urge the same upon the attention of the Legislature. Before the assembling of that body reconstruction was reconstructed, and many members were unseated and others substituted, by military orders, in their stead. Under the circumstances, the committee last raised thought it best not to be personally present when the Legislature convened, all concurring in this opinion. As the session advanced, however. Doctor Orr de- cided to see what could be done through two pei'sonal friends, the Hon. I. B. Shumate, Representative from the county of Whitfield, and the Hon. Council B. Wooten, Senator from the Eleventh District. Mr. Mallon, through personal friends in the body, co-operated. The result was that the plan of the Georgia Teachers' Association was laid before the Committee on Education of the House and Senate, and a bill was framed and became a law, following in its main provisions the system mapped out in the report, so carefully prepared, so critically examined, and so heartily adopted by the educators of Georgia. the views urged iu tMs paper were indorsed and incorporated in that report. Mr. Calvin, among other things, adverted to the necessity of establishing graded schools, and a State normal school, or schools, " where we can train our own teachers." He is said to have beeu the first to suggest the education of the colored as well as the white population. "Let the system be common to all," he writes, " but require their schools to be separate from those of the whites in fact and locality. Set apart the colored poll-tax, and the tax on their property to the support of their schools ; and to the same end let the people add such sums as they may feel able to donate." He also advised the setting apart and application of one-half of the three hundred thousand dollars annually accruing from the State road for the support of common schools, the amount to be judiciously and promptly distributed among the different counties. Hon. William H. Stiles, of Chatham, had struck the key-note regarding normal schools many years before. In a speech delivered iu the House of Representa- tives, January 29, 1856, he pointed out Georgia's standing as to rate of illiteracy as being the twenty-third in the Union, there being only four more illiterate States than herself, and urged the establishment of normal schools. He introduced a bill, the first section of which was : "That for the arrangement, supervision, and improve- ment of such schools as may be supported iu any manner out of approprial ioiia from the treasury of the State, or out of taxes spooiBoally levied upon the counties for the purposes of eduoalio'i, tli i Govoniov sliiUl iiiipoiiit a CDnimissiouor of Public Schools who shall hold hid offloo for two yi;ars." This point thu speaker emphasized. THE PUBLIC SCHOOL SYSTEM. 33 The first cbauges made iu the law. were in January, 1872, ^these changes being brought about by a memorial from the same body as that from which the first plan emanated. The main effect of the alterations thus made was to cause the views of the Association, as embodied in their report, to be more closely followed than they had been in the first act. Much credit for the changes made at this time is due to Hon. Henry Jackson, then a Representative from Fulton County. Under the act of October 13, 1870,' an organization was effected. Gen. J. K. Lewis was appointed State School Commissioner by Gover- nor Butllock, and entered upon the duties of his office. Schools were very generally put in operation ; but, as the Legislature had diverted the school %nd to other ijurposes, when the schools closed there were no funds to pay a debt of about three hundred thousand dollars to school officers and teachers. This deficiency arose in part from the failure to collect the poll tax during the years 1868, 1869, and 1870.^ When there occurred a change in the administration of the State, General Lewis having resigned. Governor Smith sent into the Senate as one of his two first appointees — the other being Chief Justice Warner — the name of Gustavus J. Orr to be State School Commissioner. He was proimptly confirmed by the Senate. This was in January, 1872, and he continued (to occupy the positioii to which he was then appointed until the 13th of December, 1887, when death removed him from the dis- charge of his important and useful functions. On all occasions he manifested an interest in the welfare and advancement of public school edncation which can not be too highly commended. Almost his first official act was to direct school officers to make no efforts to establish public schools during the year 1872. This suspension was owing to the confusion in the school finances and the lack of confidence on the part of the people because of the unpaid debt of 1871. At the summer session in 1872, upon the recommendation of the State School Commissioner, an act was passed to raise money to discharge this indebtedness.' A large sum was raised andexpended, and it is now well ascertained that under the provisions of this and of subsequent acts on the subject^ all, or very nearly all, valid claims have long since been settled. At the request of Judge William M. Eeese, Senator from the Twenty- ninth District, a bill was prepared by the State School Commissioner to "perfect the public school system and to supersede existing school ' Au act to establisli a system of public instruotiou. (Laws of 1870, pp. 19-31.) '^ See also the act of October 25, 1870, wbiob cleolared the oollectioo of the poll-tax for those years illegal. {Ibid., irp. 66-7, and Derry's Georgia, p. 110.) ^ "An act to provide for the payment of the debt due to teachers and school officers who did service under the public school law iu the year 1871," approved August 19, 1872. (Laws of 1872, p. 62.) '^ See especially "An act to provide for the payment of the claims of school officers and teachers for services rendered in the year 1871," approved Mai;oh 3, 187-1. (Laws of 1874, p. 30.) 11409— No. 4 3 34 EDUCATION IN GEOEGIA. laws." I This bill was introduced into the Senate by Judge Eeese in the summer of 1872, and was ably chamijioned by him. It passed both branches of the Legislature, and practically =* remains the general school law of the State. It would be tedious to follow in detail all the legislation which has obtained since 1872. Many minor changes have been made, some of which were tried for a while and then repealed. Others still stand. Some of these changes have been wise and salutary. Several deter- mined efibrts have been made, from time to time, by the opponents of public schools to overturn the system, but on every occasion able defenders have arisen who have battled for and perpetuated its exist- ence. The most signal triumph of its friends was when the Constitu- tion of 1877 placed in the fundamental law the provision that there should be "a thorough system of common schools."' SOURCES OP THE PUBLIC SCHOOL EUND. The public school fund is derived from the following sources : The poll-tax, one half the rental of the Western and Atlantic Railroad (one hundred and fifty thousand dollars), a tax on shows and exhibitions, a tax ui)on dealers in spirituous and malt liquors, the net proceeds of the hire of convicts, the net proceeds of the fees for the inspection of fer- tilizers, and certain other sources of minor importance. A direct prop- erty tax for the support of schools, though specifically authorized both by the Constitution of 18GS and that of 1877, and though often pro- posed, has never been levied.* The school fund has increased gradu- ally but surely, gaining little by little, and, like the mechanical power known as the screw, never losing anything once gained. In 1873 the total school fund was two hundred and fifty thousand dollars; in 1874, two hundred and sixty-five thousand. Year by year it has been grow- ing, until, in 1887, we find the grand total of this fund to be $795,987.* The fund and the number who have come forward to participate in 1 Act of August 23, 1872. (Acts of 1872, pp. 64-7.5.) 2 "An act to amend, revise, and consolidate the common school laws of the State of Georgia, and for other purposes," better known as the Denny Bill, was approved by the General Assembly October 27, 1887 (Laws of 1887, pp. 68-83); but the changes which it introduces in the excellent provisions framed by Doctor Orr are so incon- siderable that no further allusion need be made to it, other than to state that its j)rinoipal features may be found summarized in the Report of the Commissioner of Education for 1886-87, pp. 126-7. 3 Art. VIII, sec. 1, par. 1. (Code of Georgia, 1882, p. 1321.) ■• Such, however, is now no longer the case. Since the above was written a new state of things has supervened. The Legislature of Georgia, at its present session (1888-89), passed an act providing for the levy of a general property tax of $165,000 for the current year (1889), and $330,000 for the year next ensuing, for the support of the common schools of the State. 6 This includes the 5f302,478 which constituted for that year the school fund of the various cities and counties in the State under local laws. THE PUBLIC SCHOOL SYSTEM. 35 its beaeflts have increased with evea pace. The early beginnings were small. In 1871 there were enrolled in the schools 42,914: white and 6,001 colored children. It was for the tuition of these that the large debt of three hundred thousand dollars was contracted. No debt has been allowed to be contracted since that date. In 1872, as before stated, there were no public schools. In the early summer of 1873 the State School Commissioner assem- bled at Atlanta the county commissioners of the State in convention. This meeting was of great importance. Much enthusiasm was aroused ; and, as the school finances were on a better basis than at any previous time, the commissioners returned to their respective counties resolved to inaugurate at once public schools. Eight well were their resolutions carried out. GRADUAL INCREASE IN ATTENDANCE. The following table will show by years the steady advance in the num- ber of children attending the public schools of the State ; the enrol- ment, and the increase in enrolment; the average attendance, and the increase in average attendance, from the year 1871 to the year 1887, in- clusive : Enrolment; AveraffO attend- ance. Increaao over pre- ceding year. Year. WUito. Colored. Total. Increase over pre- ceding year. 1871 42, 914 6,604 49, 578 1872 a 1873 C3, 922 93, 107 105, 990 121, 418 128, 296 137, 217 1-47, 192 150, 134 153, 156 161, 377 175, 608 181, 355 190, 340 190, 852 208, 803 19, 755 42, 374 50, 383 67, 387 82, 330 72, 035 79, 435 S6, 399 91, 041 95, 035 111, 743 110, 150 119, 248 122, 872 133, 429 83, 677 135, 541 100, 375 179, 405 190, 620 209, 872 223, 027 230, 533 214, 179 250, 432 287, 411 291, 505 309, 594 319,724 342, 291 34, 099 SI, 864 20, 834 23, 030 11, 221 19, 240 10, 755 9,900 7,040 12, 253 30, 979 ■ 4,094 18, 079 10, 130 22, 570 1874 . . 85, 839 98, 029 108, 040 119, 100 130, 003 b 130, 505 145, 190 149, 908 104,180 188, 371 195, 035 209, 184 226, 407 22(!, 290 1875 , 12, 190 10,617 10, 571 11, 445 1876 1877 1878 1879 1880 .. . 14, 625 4,718 14, 272 24, 191 G,G61 1881 1882 1883 1884 1885 1880 17 "'23 1887 a No public schools -were put in operation in 1872. 6 The report of average attendance for 1879 Tvas not full. Thus will it be seen that there has never been a retrogression, either in the total number in attendance^ or in the number of white scholars. 1 There waa a decrease in average attendance in 1887, as compared with that of the preceding year, of U7, These statistics have been obtained since the writing of the above. 36 EDUCATION IN GEORGIA. The ouly falliDg off ia attendauoo oa the part of tUo colored pupils was ia tiio single year ISSi, there having been 1,593 more colored children iu the public schools iu 1883 than in 1884. Let us now compare the attendance ia 1S73 with that in 1885. We ftnd- that in the former year there were 63,922 white children and 19,755 col- ored, or a total of 83,077 in the schools; in the latter year there were 190,340 white, and 119,248 colored pupils, making a total of 309,594 in attendance. From this we may see that the attendance has been in the case of white children 126,424 beyond what it was iu 1873, and in the case of colored children an increase will bo noted of 99,493; giving an aggregate increase of 225,917. SPECIAL SCHOOL SYSTEMS. Side by side with this general school system, established and made operative throughout the State by the school law of 1870, have grown up special school systems, regulated and controlled by local laws. Chatham County led the way, and was the first to have a separate sys- tem of her own.i She was shortly followed by Columbus.^ This was in 1866, and antedated the passage of the first general public school law. Atlanta came next in order, her system being formed in 1870.^ Eichmond audBibb Counties inaugurated their systems in 1872,* and Glynn County her system in 1873.^ In 1884, iu addition to those just named, local laws and organized schools existed iu Americus'' (Sum- ter County), West Point' (Troup County), and Sandersville" (Washing- ton County), these systems having been developed through speciallaws enacted from time to time. In 1881° public schools were organized in Eome, and a system was inaugurated for the city of G-rifQu'" (Spalding County) three years later. Of the thirty or more counties which now enjoy the privileges of special school systems, the more prominent are Eichmond, Chatham (Savannah), Bibb, Clarke (Athens)," Floyd (Eome), Fulton (Atlanta), and Muscogee (Columbus). 'Historical Record of the City of Savauuah. Savannah, 1869. Pp. lou-G. Seo also tli6 act of Mai'cli 21, 130G, and tlie act amendatory to it, aiiprovcd December 18, 186G. (Laws of 1803-66, pp. 73 and 175.) = Act of December 28, 18GC. (Lawn of 1866, p. 174.) 3Act of September 30, 1870. (Laws of 1870, p. 481.) "Acts of August 23, 1872. (Laws of 1872, pp. 388 and45G.) I* Act approved February 21, 1873. (Laws of 187:>, p. 256.) oAct of February 13, 1873. {Ibid., p. 114.) ' Act approved February 7, 1877. (Laws of 1877, p. 192.) "Act of September 8, 1881. (Laws of 18tO-Sl, p. 429.) »Aot of August 11, 1881. (//)((/., p. 421.) '"Act approved December 24, 1884. (Laws of 1884-85, p. 331.) "Act of October 15, 1885. {IMcl., p. 603.) THE 'PUBLIC SCHOOL SYSTEM. 37 THE MAIN FEATURES OF THE PUBLIC SCHOOLS. The maia features of the public school system were thus outlined by Doctor Orr in his address on the Best School System for a Southern State (pp. 11-13) : " 1. The Constitution of the State provides that there shall be a thorough system of common schools for the education of children in the elementary branches of an English education only, the expenses of which shall be provided for by taxation or otherwise.^ The same lim- itation which is thus put upon what the State may do educationally is also put upon what a county may do under authority from the State. N"o such limitation is put upon what a municipal corporation may do by State authority. Hence many of our cities and towns are having a much wider range of studies taught, some of them having established good high schools for both sexes. The general school law of the State provides for teaching spelling, reading, writing, English grammar, geography, and arithmetic, which may be considered as a legislative in- terpretation of the words 'elementary branches of an English educa- tion,' though these words are clearly susceptible of a wider interpreta- tion. Our school law absolutely secures the continuance of public schools for the children of both races for three months of the year in every county of the State, and throughout the entire county. " 2. Both the Constitution and the school law provide that separate schools shall be established for the children of the white and colored races. "3. Our law creates a State Board of Education, composed of the Governor, the Secretary of State, the Attorney-General, the Comp- troller-General, and the State School Commissioner. This board is a body corporate and can hold property. It is an advisory body, to whom the State School Commissioner may apply for counsel when in doubt as to official duty. It is also the high court of appeals in school matters, its decision either between parties litigant, or upon questions involving the construction or administration of the school law, being final. "4. We also have a State School Commissioner, who is appointed by the Governor and confirmed by the Senate. He is required to prescribe all the forms nsed by the subordinate school officers, to visit the counties as often as practicable, for the purpose of inspecting school operations and delivering public addresses, to collect school statistics, to make a full report of school operations to the General Assembly, making, at the same time, such recommendations to them in reference to the school policy of the State as his judgment may approve, and to see to the proper administration of the school law throughout the State. He is also a judge, and sits as such to hear and determine appeals from the decision of County Boards on suits in controversy before them. From ys decision, as has been stated, there is an appeal to the State Board. ' Art. VIII, sec. 1, par. 1. (Code of Georgia, 1883, p, 1321.) -WS 38 EDUCATION IN GEOEGIA. " 5. The law also provides for a County Board of Education, consist- ing of five members chosen by the Grand Jury. The term of oflftce is four years; but the terms of the members are so arranged that there is a change in the constituents of the board every two years, three new mem- bers comiug in at the time of one change, and two at the time of the next. It is the duty of this board to locate schools, to employ teachers, to pass upon all accounts, and to direct all the school operations of the county. The board also sits as a court for tryiug all matters of school controversy. No man is eligible to membership on this board unless he is a freeholder. "C. The County School Commissioner is the executive officer of the County Board, and is elected by that board. He examines teachers, executes the contract which the board makes with them, visits and in- spects schools, collects school statistics, and is the custodian of the school fund, receiving and payiug out, when ordered by the board, all funds raised for school purposes. "7. The Board of Education also appoints three school trustees for each school district of the county. The principal duty of these trustees is to recommend teachers for the different schools of their district. They are required to recommend, as teacher for each school, the person whom they believe to be the choice of the community, and the board is bound to employ this person, if he can stand a satisfactory examination and produce evidence of good moral character. "8. The Grand Jury also perform certain educational functions. They are themselves chosen under the Constitution from among ' the most experienced, intelligent, upright men of the county.' As has been seen, they elect tbe members of the County Board of Education. The County School Commissioner is required to make a full report to them, once a year, of the school operations of the county, and to place his books before them for examination; and they are required, in their general presentments, to take such notice of the management of the school interests of the county as they may think proper." In conclusion may be quoted a statement made by Doctor Orr in the same address,^ relative to the high repute in which the Georgia public school system is held, and the distinguished place which, by virtue of its excellence and efBciency, it occupies among kindred existing sys- tems of other States. "A few years ago," he says, "I had the honor of being placed by the National Educational Association upon a com- mittee charged with the duty of reporting upon the best school system for a State. The chairman of the committee was the Hon. James IJ. Smart, who has been trusted by the State of Indiana, having held and filled with credit the highest educational positions in the gift of that State. The other member of the committee was the Hon. J. P. Wick- erahaiii, for sixteen years Superintendent of Public Instruction for the State of Pennsylvania, a man who ranks, and deservedly ranks, second I The Boat School System for a Southnni State, p. 11. THE PUBLIC SCHOOL SYSTEM 39 to no one among the educational thinkers and organizers of this conti- nent. After twelve months' study of the systems of all the States, the ideal system, the system considered as the best and which was submit- ted as the best to the Association, followed very closely in its leading provisions the school law of Georgia; and both these distinguished gentlemen afterward, in public addresses delivered in my State,' de- clared the Georgia system to be the very best, witli one or two excep- tions, in the United States." 1 This was spoken before the Florida Chautauqua. CHAPTER IV. THE UNIVERSITY OF GEOEGIA." EARLY PLANS AND LEGISLATION. This first of the institutions of higher education established within the limits of the State of Georgia, an institution which has nearly com- ' A History of Georgia, from its First Discovery by Europeans to tlie Adoptiou of the Present Constitution in MDCCXCVIII, Ly Eev. William Bacon Stevens, M. D., D. D. 2 vols. Philadelpkia, 1859. Vol. II, pp." 3^4, 353-5, 360-4. George E. Gilmer's Georgians. New York : D. Appleton & Co., 1855. Pp. 23D, 240. Lippincott's Cabinet Histories : Georgia. Philadelpliia, 1854. Pp. 94, 273-4. Digest of all tlie Laws and Resolutions now in Force in the State of Georgia on the Subject of Public Educati on and Free Schools, by John A. Cuthbcrt. Milledgevillc, 1832. Pp. 179-80. D. W. Lewis's Report on Public Education. Millcdgoville, Ga., 1860. Pp. 42, 113- 14, 119, 124-5. The Commonwealth of Georgia. 'TIig Country ; the People ; the Productions. By J. T. Henderson. Atlanta, Ga., 1885. Pp. 263-8. Donation of Fifty Thousand Dollars by Gov. Joseph E. Brown to the State JJnivor- sity, the Correspondence on the Subject, and Action of the Board of Trustees Accept- ing the Donation. Atlanta, Ga., 1883. Pp. 35. Evans's History of Georgia. Macon, 1884. Pp. 1J4-5. Address delivered before the Alumni Society of the University of Georgia at the Annual Commencement July 14, 1885, by Charles Z. McCord. Pp. 27. Centennial Catalogue of the Trustees, Officers, and "Alumni of the University of Georgia from 1785 to 1885." Athens, Ga., 1885. Pp. 85. Code of Georgia, 1682. Pp. 253-6. Chancellor Mell's letters on the State University in Sept,cmber, 1,^87. Address delivered February 3, 1875, before the General Assembly of tlio State of Georgia, on the Condition, Interests, and Wants of the University of (.icoro-ia bv Henry H. Tucker, Chancellor of the University. ' Atlanta, Ga,, 1875." Pp. 37.° White's Statistics of Georgia. Savannah, 1849. Pp. G9, 72-6. T. P. Janes's Hand-Book of Georgia. Atlanta, Ga., 1870. Pp. 182-5. Chancellor's Report to the Governor, 1873. Savannah, 1874. Pp. n. A Gazetteer of the State of Georgia, etc., by Adiol Sherwood. 3d ed. Wiishin"-ton City, 1837, Pp. 115-22. ° Stephenson's Geology, etc. „of Georgia. Atlant.-i, Ga,, 1871. Pp. 167-9. Georgia, etc., by J. T. Dorry. Philadelphia, 1878 . P.ago 10(5. Kiddle and Schem's Cyclopie.dia of Education,, oic. New York and London 1877 Pago 349. . ' ' ■ A Code of [jaws for the Government of Franklin Colleen, Univov.«ity of Georiri., • 40 » • ■ ■ THE UNlViiESITY OV GEORGIA. 41 pleted the one hundred and third year of its chartered existence and the eighty-seventh year of its active operations, properly introduces the subject of higher education. The earliest date associated with it is 1784. On February 25th of that year the Legislature of Georgia passed an act laying out what were then called the counties of Franklin and Washington,' a territory which now embraces more than a dozen coun- ties as at present constituted. The eleventh section of that act con- i veyed forty thousand acres of those lands, then wild, to the Governor for the time being, and certain other persons named, in trust for the endowment of a college or seminary of learning, there being at that time no such institution in existence.^ The recital that ■" whereas, the en- couragement of religion and learning is an object of great importance to any community, and must tend to the prosperity, happiness, and ad- vantage of the same,'" was accompanied with directions to the county surveyors to "lay out in each county twenty thousand acres of land of the first quality, in separate tracts of five thousand acres each." These lands were severally vested in and granted to the Governor, and John Houstoun, James Habersham, William Few, Joseph Clay, Abraham made, euaoted, and ordained by tlio Senatus Academicus, at their session in Milledgo- ville, in November, 1834. Athens, Ga., 1835. Pp. 43. Catalogue of the Officers and Students of Franklin College, Uuivcrsity of Georgia. 1842. Atb^ps, April, 1842. Pp. 12. Catalogus Curatorum, et eorum qui Jtfunera et Officia gesseruut, quique aliqno Gradu exornati fuerunt in Collegio Frankliniensi, Atbenis, iu Eepublica Georgias. Atbenis: MDCCCLVIII. Pp. 31. AGazetteerof the State of Georgia, by AdiolSber wood. 2d ed. Pluladelphia, 1829. Pp. 54-67, containing a full account of the history of Franklin College prior to that time, and constituting one of our principal sources uj) to that period. Present Organization and Proposed Plan of Expan sion of the University of Georgia. Athens, 1872. Pp. 16. A Plea for the Unification of the University of Georgia aud the Denominational Colleges, etc., by Kev. J. O. A. Clark, D.D. Macon, Ga., 1874. Pp. 4a. White's Historical Collections of Georgia. New York, 1854 . Pp. 2^.3-4, 39 1-5, 397-8. Statements and Discussions Elicited by Attacks and Criticisms.ou tljo University of Georgia, by Chancellor Mell. Athens, Ga., 1887. Pp.21. ' See an act for laying out two or more counties to the westward, and pointing ont the mode of granting the same. (Watkins's Digest, pp. 290-5.) 2 When, on July 8, 1783, the Legislature of Georgia assembled at Augusta, the Gov- ernor, Hon. Lyman Hall, in his messjige on that occasion, said: "In addition, therefore, to wholesome laws restraining vice, every cncouragoraeiit ought to be given to introduce religion and learned clergy to perform divine worship in honor of God, and to cultivate principles of religion and virtue among our citizens. For this purpose, it will be your wisdom to lay au early foundation for endowing seminaries of learning; nor can you, I conceive, lay a better than by a grant of a sufficient tract of laud that may, as in other governments, hereafter, by lease or other-, wise, raise a revenue sufficient to support such valuable institutions." This idea or suggestion of granting land to endow "such valuable institutions" is interesting, uot only for the reason that it was the fonudation stone in the history of the University of Georgia, but also bocanso it is the earliest recorded opinion on the subject of education in Georgia after tno close ofthe Ecvolntionary War. ^Section XII of act. 42 EDUCATION IN GEOKGIA. Baldwin, William Houstoun, and Nathan Brownson, who were ap- pointed the trustees of the institution to be erected. In the passage of this act, Abraham Baldwin, a graduate of Tale, and one of the best scholars of his time, was chiefly instrumental. Though he had recently come to Georgia, Mr. Baldwin's popularity was already so great as to secure for him a seat in the General Assembly. During the session he originated the plan of the University of Georgia, and ob- tained from the Legislature the grant of land, as above stated, for its endowment. BILL FOR THE ESTABLISHMENT OP THE UNIVERSITY OF GEORGIA. The Assembly, by an act passed on the 27th of January, 1785,' de- veloped almost into maturity the germ of a University found in their legislation the previous year. Under this act a charter was granted to the persons above mentioned, and to certain others named in addition,^ as trustees of an institution to be established and to be called the " University of Georgia." The bill was entitled, "An act for the more full and complete establishment of a public seat of learning in this State," and opens with a preamble which, in the language of Dr. Alonzo Church, " would do honor to any Legislature, and will stand a monument to the wisdom and patriotism of those who framed and of those who adopted it." ^ This preamble reads as follows : "As it is the distinguishing happiness of free governments that civil order should be the result of choice, and not necessity, and the com- mon wishes of the people become the laws of the land, their public pros- perity and even existence very much depends upon suitably forming the minds and morals of their citizens. When the minds of the people in general are viciously disposed and unprincipled, and their conduct disorderly, a free government will be attended with greater confusions and evils more horrid than the wild uncultivated state of nature. It can only be happy where the public principles and opinions are prop- erly directed and their manners regulated. This is an influence beyond the reach of laws and punishments, and can be claimed only by relig- ion and education. It should, therefore, be among the first objects of those who wish well to the national prosperity, to encourage and sup- port the principles of religion and morality, and early to place the youth under the forming hand of society, that by instruction they may be moulded to the love of virtue and gqod order. Sending them abroad to other countries for their education will not answer these purposes, is too humiliating an acknowledgment of the ignorance or inferiority of 'Marbury and Crawford's Digest, pp. 560-2. "Viz, John Habersham, Abiol Holmes, Jenkiu Davis, Hugh Lawson, William Glas- cock, and Benjamin Taliaferro. "Address before the Georgia Historical Society, February 12, 1845. (White's Statis- tics of Georgia, p. 69.) ■THE UNIVERSITY OF GEORGIA. 43 our OTTD, and will always be the cause of so great foreign attachments, that upon principles of policy it is inadmissible. " This country, in the times of our common danger and distress, found security in the principles and abilities which wise regulations had before established in the minds of our countrymen ; that our present happi- ness, joined to the pleasing prospects, should conspire to make us feel ourselves under the strongest obligations to form the youth, the rising hope of our land, to render the like glorious and essential services to our country." The act provided that the general superintendence and regulation of the literature of this State should be confided to two bodies, one con- sisting of the Governor and Council, the Speaker of the House of As- sembly, and the Chief Justice, termed a " Board of Visitors ;" and the other, consisting, as we have seen, of thirteen persons, to be called the " Board of Trustees." These two bodies, united, were to constitute the '' Senatus Academicus of the University of Georgia."^ This " Senatus Academicus " was to " consult and advise, not only upon the affairs of the University, but also to remedy the defects and advance the inter- ests of literature through the State in general." The fourteenth section of this bill also declared that " all public schools instituted, or to be supported by funds or public moneys in this State, shall be considered as parts or members of the University, and shall be under the foregoing directions and regulations;" while by the ninth all the officers of the University were required to be " of the Christian religion," and to "publicly take the oath of allegiance and fidelity." LIBERAL SPIRIT OP THE CHARTER. That which is most striking in the charter of the University of Geor- gia, and which best indicates the catholic spirit in which it was con- ceived and drawn, is fouud in the eleventh section, wherein the trustees are forbidden to "exclude any iDcrsou, of any religious denomination whatsoever, from free and equal liberty and advantages of education, 'The union and joint operation of these hoards no longer exist (for abolition of the Senatus Academicus, see Act of December 14, 1839, Laws of 1859, pp. 26-7). The board of trustees, which originally consisted of thirteen members, has since been in- creased to thirty-six, and exercises an independent and unassisted control over the affairs and interests of the University. The Board of Visitors, as now known, is com- posed of iive citizens annually appointed by the Governor, whose business it is " to attend the examinations at the University of Georgia, preceding the annual com- mencement, and to examine personally into the condition and management of the in- stitution ;" they receiving as a compensation for their services (which must not ex- ceed ten days) four dollars a day, estimating from the date of leaving home. (Act of October 13, 1887, Laws of 1887, p. 67.) Five new members have been added to this board through the establishment of the Georgia School of Technology at Atlanta, the commissioners appointed for the erec- tion, equipment, and organization of that institution being regarded as cxofficio trus- tees of the University. 44 EDUCATION IN GEOEGIA. • or from any of the liberties, privileges, and immunities of the Univer- sity in his education, on .account of his or their speculative sentiments in religion, or being of a different religious profession." Truly has it been said of this institution : " It was the creation of no one man or set of men ; it was the gift of no political party ; it was the offspring of no religious or denominational sect; it drew its life and being from the State by whom it was created. It was of the people, by the people, and for the people.'" After the act of 1785, under which the University of Georgia received its charter and its trustees were appointed, nothing more was done in its behalf for many years. Until the Constitution of 1798 ordained that the next Legislature should take effectual measures for the University, it had no funds or donations except the forty thousand acres of wild land at first appropriated. These lands lay on the north-western fron- tier, and were open to the danger of Indian hostilities.^ This circum- stance, in connection with the fact of their exceeding cheapness,' and the difQculty of securing purchasers, rendered them almost entirely unpro- ductive of income. The lands, therefore, of the University could not be made available for any valuable purpose, and the trustees were unable to.give vitality to the institution. By the treaty of Beaufort,-' April 28, 1787, about five thousand acres of the land granted to the University had been ceded to South Carolina, which reduced the amount to thirty- five thousand acres ; and even this amount was further curtailed by the fact that some of the University lands overlapped lands previously granted to other parties.^ ' See McCord's Speech, pp. 5-6. ^ " Tlie country was perfectly wild," writes Cbaucellor Tucker, " and mostly unin- habited, except by Indians. Even in those portions of the State which were most thickly settled, and had been lougest inhabited by white people, so savage was the condition that it was found necessary to provide, by the act of March 3, 1784, ' that a guard, consisting of au officer and from six to twelve horsemen, bo furnished to the commanding officer of each county ; that is to say, the guard of Chatham County, to escort the President and Council to the lower line of Effingham County ; that the guard of Effingham County bo ready there to escort thom to the lower lino of Burko County ; and that the guard of Burke County be ready there to escort them to the lower line of Richmond County; and that the guard of Richmond County be ready there, to escort them to Augusta.'" (Tucker's Address on the Condition, Interests, and Wants of the University of Georgi.a, pp. 13-14.) '"Probably the whole forty thousand acres could not have been sold for one thousand dollars. * * * As an evidence of the low value set on these lands, it is worthy of notice, that the State offered to give five hundred acres of it to any man, and any kind of man, who would set up a saw mill on any portion of it— he to take his choice ; and on the same conditions, two thousand acres to any one who would sot np a forge." (Watkins, 205.) "To each head of a family who would settle on it, the State offered to give two hundred acres, with fifty acres additional for every member of his family, whether old or young, white or black." (/ii Lewis's Report, p 125. ^ " None of the lands were sold until 1803, and then only a small portion, and at a low price." (White's Statistics of Georgia, p. 73.) ■•Section III of the act of December 16, 1815 (Prince's Digest, pp. 8T0-1), declares that " if the said trnstees should dispose of the lauds aforesaid upon a credit, the bonds given by the purchasers for the same shall bo secnnd by good personal security, to- gether with a mortgage upon the laud so purchased; and the said bonds and mort- gages, when collected, shall bo applied by the said trnstees to the subscription for stock in any banks now in this State, in case farther subscriptions should be by them opened, or any bank which may hereafter be established by the State or the United States." "Under the provisions of this act the University lands wore sold, and as nearly as has been ascertained, the aggregate amount of the sales was about one hundred and fifty thousand dollars, one hundred thousand of which, under the direction of the Legislature, wore converted into bank stock, and the balance, it is supposed was ap- plied to the purpose of reimbursing the State for advances made to the University from time to time. (Lewis's Report, p. 119.) THE UNIVERSITY OF GEORGIA. 47 but as the money was not paid, this amouut was regarded as a debt due to the University by the State, and it was agreed that interest should be paid upon the same at the rate of eight per cent, per annum. In compliance with this arrangement, the sam of eight thousand dollars has been regularly and annually paid by the State to the University to the present day. The act establishing this permanent University fund was not passed until December 21, 1821.i " Finally," says Governor Lumpkin, in a letter dated November, 1855,^ " what has been called the perraaneht endowment of the University was made by the act of the Legislature of 1821, by which the State took into its own keeping the one hundred thousand dollars of bank stock owned by the University, and secured to the University the payment of eight per cent, per annum on one hundred thousand dollars ; since which date the limited flnauQial condition of the institution has been free from any serious embarrass- ment." Dr. John Brown was succeeded in the presidency of the college by Eobert Finley, D. D., of Baskingridge, N. J., whose term was brief. It was terminated by his death in 1817. Then ensued an interregnum, oc- casioned chiefly through the inability of the Board of Trustees to organ- ize the faculty in a satisfactory manner. This lasted until 1819, when the Eev. Dr. Moses Waddell was elected president. Franklin College was then in a very unfortunate plight. " When he took charge of it," ■writes Governor Gilmer,^ " there were neither funds, professors, nor students." Doctor Waddell was an admirable disciplinarian and organ- izer.* Under his management the institution was established upon a firmer and better basis than at any former time. The attendance of students increased, and the Board secured the services of a respectable number of professors and enlarged the library^ and apparatus." His term expired in 1829, when the Eev. Alonzo Church, D. D., of Brattle- borough, Vt., was called to the chair. The latter had for some years been filling the professorship of mathematics and astronomy in the in- stitution. 'Prince's Digest, pp. 873-4. The act was entitled "An Act to provide for the per- manent endowment of the University, and to appropriate moneys for the erection of a new collegiate edifice at Athens." 2 Lewis's Report, p. 119; see also pp. 113-4 of the report. 3 " Georgians," p. 239. ••Doctor Waddell had taught a large academy in Abbeville (S. C.) with remarkable success, for a number of years. Under his tuition some of the most distinguished men in Georgia and South Oarolina received, in whole or in part, their education. From long and successful experience he had acquired a reputation for the govern- ment and instruction of youths which amply qualified him to give character and reputation to the college, as subsequent events abundantly proved. (GeorgiaGazet- toer, 1837, p. 119. See also Ramsay's History of South Carolina, Vol. U, pp. 369-71.) *This was originally due to an act approved November 28, 1806 (Clayton's Digest, p. 308), by which the trustees had been allowed to establish a lottery for the purpose of raising three thousand dollars to purchase a library for the use of the University. 6 'White's Statistics of Georgia, p, 73. 48 EDUCATION IN GEORGIA. In 1830 one of the main college buildings,' including the library and a portion of the apparatus, was destroyed by fire; and to replace the loss thus incurred, and also to aid in the current expenses, an appropri- ation of six thousand dollars was made by the Legislature,^ which was annually continual from 1830 until 1841. While this fund has been regarded by some in the light of a donation from the State, it would ap[)Ciir to have been really nothing more than an acknowledgment by the State of a long outstanding debt. For, when the thirty-five thousand aeres of land were sold and brought one hundred and fiff.y thousand dollars or more, only one hundred thousand dollars, as has been seen, were invested in bank stock for the benefit of the Uni%-ersify, leaving about seventy-five thousand dollars, besid'e the five thousand acres lost under the treaty of Beaufort, unaccounted for, in the hands of the State. This liability was met by an annual appropriation of the interest thereon, which was estimated at six thousand dollars. AS^STANCE TO THE UNIVEESITY BY THE STATE. The first money advanced by the State to the University consisted of five thousand dollars, paid in 1802.^ Another loan of ten thousand dollars was made in 181C,* and still another of the same amount iu 1830. The last-mentioned sum was to be employed in repairing the damage inflicted by tire iu buildings and equipment. In the same year, it will be remembered, the six thousand dollar appropriation began, which was in part devoted to the same object. Prom 1841, when this appropriation was discontinued, until 1875, a period of thirty-four j-ears, nothing whatever appears to have been con- tributed to the University by the State. In February of the latter year an act was passed ^ giving five thousand dollars a year for three years to the " Georgia State College of Agriculture and the Mechanic Arts," which was a branch of the University, the origin and history of which will be shortly considered. On the 29th of September, 1881,*^ the Legis- lature appropriated two thoi:saud dollars per year for four years, to make tuition free ; and on September 27, 1884,'' an appropriation of two thousand five hundred dollars was made to repair certain buildings^ on the college campus. > Throe had been erected— Old College ahout 1801, Philosophical Hall about 1817, aud the Demoatheuian Hall in 1824. -See act of December 21, 1830. (Cnthbert's Digest, pp. iSJ-7.) » Act of November 27, 1802. (Clayton's Digest, p. 79.) ■"Act of December 18, 1810. (Prince's Digest, pp. 871-2.) "Sessioa Laws of 1875, p. 11. "Session Laws of 1881, p. 16. Iu the same year ten thousand dollars wore appro- priated by the Legislature to rebuild North Georgia College. 'Session Laws of 1884, p. 15. sAmong these was the chapel (built about 1832), which has, with the assistance of this fuud, been entirely remodelled in its interior arraugemenls, and is now a very respectable audience hall. THK UNIVKKSITY OF GEOKGIA. 49 The inostreceut State donation to tbo University was that which was effected during the last session of the General Assembly, in October, 1887.1 By four separate enactments of the same date, five thousand dollars were given to theUuiversity to repair its buildings; live thou- sand, for a similar purpose, to the branch college at Dahlonega ; and thirty-five hundred dollars each to the branch colleges established at Thonmsville and Milledgeville. These sums, inclusive of the amount realized from the sale of the forty thousand acres of land, conveyed by the act of February 25, 1784, made available by the State by the ad- vance of sixty-six and two-thirds cents on the dollar, and forming the endowment fund of the University from -which the eight thousand dol- lar annuity is drawn, constitute all the pecuniary assistance which the State has, in one way or another, given to what Chancellor Tucker terms " the child and property of G-eorgia." Hew College was built about 1831. Like Old College, it is used as a dormitory for the accommodation of students. In the following year the Ivy Building and the chapel were erected: and from 1834 dates the construction of the Phi Kappa Hall. This belongs to the Phi Kappa Literary Sooiety, which was founded in 1820, Washington's birthday being the anniversary of its establishment.^ The other literary sooiety of the University, the Demostheniau, was founded as early as the year 1802,' and is therefore almost coeval with the opening of Franklin College. Its annual meetings are held on February ]9l:h of each year. Both of these societies are in active and successful operation, and have always been regarded as important factors in the college training. Each has a library of about three thousand volumes. PRIVATE BENEFACTIONS. la 1854 Dr. William Terrell, of Hancock County, bequeathed twenty thousand dollars to the University, which it still retains. With this fund, says Governor Herschel V. Johnson in his message of 1855," an agricultural chair was established, the interest of this gift being ap- plied to the supi^ort of its professor. This was the second benefac- tion which the institution received from private sources,'the first hav- ing been Governor Milledge's land gift in 1801. The bequest of Gov- ernor George E. Gilmer should be next mentioned. By it he donated fifteen thousand dollars to the trustees for the purpose of improving the " school-masters of Georgia." In 1873 the city of Athens gave the sum of twenty-five thousand dollars for the erection of what-'is known 'Aotaof 1887, pp. 10-13. 2 Georgia Gazetteer, 1837, p. 121. ''Ibid., 1829, p. 64. Wo are told that it "had at that time for its aoeoinmodatioii a handsome brick building, with a beautiful hall and other apartments, arid was in a flourishing condition." •• Lewis's Report, p. 94. 11409— IS^o. 4^ — 4 50 EDUCATION IN GEORGIA. as the " Moore College." This structure was completed iu the follow- ing year, and is by far the haudsomest building ou the campus. It is three stories high, exclusive of the mansard roof. The entire first floor and basement are appropriated to the use of the chemical department, and contain, among other things, analytical laboratories, an assay-room, a room for microscopic and spectroscopic work, and an industrial mu- seum. The second floor is devoted to the department of natural philos- ophy, and the third to that of engineering. Moore College is the seat of the "Georgia State College of Agriculture and the Mechanic Arts." THE CHARLES MCDONALD BROWN SCHOLARSHIP FUND. The most recent and noteworthy donation to the University was made by Senator Joseph E. Brown, ex-Governor of Georgia, in 1881, and is known as the Charles McDonald Brown Scholarship Fund. This fund, consisting of iifty thousand dollars, bears the name of one of Sen- ator Brown's sons, who died while prosecuting his studies at the Uni- versity, and by whom, had he lived, this sum might have been pos- sessed. The income arising from this fund is intended to " aid worthy young men of the State in their efforts to get an education," and four students are, each year, enabled to avail themselves of the assistance thus afforded. An applicant for benefits under this fund must be " eighteen years old, of good moral character, apt to learn, of reason- able health and proper ambition," and "he must be prepared at least for the Freshman class." Money is loaned out only to those who, un- aided, would not be able to acquire a university education, on the con- dition that they refund the money thus loaned, as soon as they can make it, after providing for their livelihood in an economical manner; and the amount which is repaid by each student, with interest at four per cent., in return for the money he has received, is added annually to the principal of the endowment. Young men pursuing their studies for the purpose of preparing themselves for the ministry, or who, after com- pleting their studies, may devote themselves to the work of the minis- try, are required to return with interest only one-half the amount loaned to them. The colleges participating in the benefits of this fund are those at Athens and Dahlonega, and the Medical School at Augusta. Doctor Church's administration closed in 1859. He had served the University in the capacily of president for thirty years. About the same time the Senatus Academicus of the State of Georgia was abol- ished, and all its rights, powers, duties, and privileges were given to the Board of Trustees of the University of Georgia, in whom was vested the sole government of that institution, subject to the direction of the General Assembly of the State.^ In 18G0 the title of president was changed to that of chancellor, Eev. Andrew A. Lipscomb D. D. ' See Act of December 14, 1859. (Laws of 1859, pp. 26-7.) / a vV' ■ - 1» .. . ■ C. THE UNIVERSITY OP GEORGIA. 51 LL. D., being tlie first iuciuubeut.' He remained at the head of the Uni- versity until 1874,2 when he was succeeded by the Eev. H. H. Tucker, D. D., LL. D. By an act of the Congress of the United States, approved July 2, 1862, there was given to each of the States, for educational purposes, an amount of land equal in quantity to thirty thousand acres for each Senatqr and Eepresentative to which the State was entitled under the apportionment of 1860. The'State of Georgia, by the act of March 10, 1866, accepted this grant of land on the conditions specified in the grant, and by the act of December 12, 1866, the Governor was empowered to receive and sell the scrip representing the said land, and to invest the proceeds for the purposes mentioned in the grant. The amount real- ized from the sale of this scrip was $242,202.3 On the 30th of March, 1872, His Excellency James M. Smith, Governor of Georgia, transferred the fund thus obtained to the trustees of the University of Georgia, and on the 1st day of May, 1872, the trustees opened and established the "Georgia State College of Agriculture and the Mechanic Arts." This institution was a distinct organization, complete in all its parts, but still constituting an integral school of the University of Georgia, controlled by the trustees of the latter, and presided over by the chan- cellor ex officio. There are thus two colleges in one. The students of both are taught by the professors of each, in the same lecture and reci- tation rooms, largely from the same text-boots, and frequently in the same classes. The combination has proved harmonious and advan- tageous. THE ELECTIVE SYSTEM ESTABLISHED. In 1869 what is known as the "Old College curriculum" was for the most part displaced by giving the students, on certain conditions, an elective course of study, and by establishing various other degrees in addition to those formerly conferred. " Eetaining the undergraduate course and adding to the old-time A. B. curriculum other curricula, so as to give undergraduates the option of modern languages and of a ■ In a report of tlie trustees of the University of Georgia to tlie Governor (Joseph. E. Brown), dated Ootoher 2, 1860, appears the following: "At the meeting of the Board of Trustees of the University of Georgia, which lasted from July 27 to August 3, 1860, inclusive, the offices of chaucellor and vice-chancellor were created, Rev. Andrew A. Lipscomb, D. D., being called to fill the first place, and Rev. P. H. Mell, D. D., professor of moral and mental philosophy, being elected to the second. The Faculty, as at tliat time organized, consisted, iu addition to the above-named officers, of William S. Rutherford, Jr., A. M., professor of mathematics and astronomy ; Will- iam H. Waddell, A. M., professor of ancient languages; Richard M. Johnston, A. M., professor of oratory and belles-lettres; James Woodrow, Ph. D., professor of natural philosophy, oliemistry, and natural sciences; William D. Wash, A. M., adjunct pro- fessor of matbematics and natura.1 philosophy ; and Dr. Daniel Lee Terrell, professor of agriculture." (Quoted in Lewis's Report on Public Education, p. 42.) 2 There was a suspension of college exercises from September 1, 1863, to January 1, 1866. 3 Pamphlet Laws of 1873 ; MoCord's Address, 1885, p. 15. 52 " EDUCATION IN GEORGIA. greater degree of pljilosoi)liy tiud scieuoo lliaii was admissible la the chiefly disciplinary A. P.. course," writes tlio late Chaucellor Mell/ "it [the University] added schools in wlilch young men might prepare them- selves as civil and mining engineers, as chemists, as physicists, and as scientific farmers." Since about 1S70 the new system of instruction, which is termed the University system, has been in force; and there are now, besides the A. B. course, bachelor of philosophy, of science, of chemical science, of agriculture, and of engineering, and master of arts courses, all of which end in degrees. The year 1873 is remembered as that in which the University entered into arrangements with the Medical Gollego at Augusta, in pursuance of which the latter became one of its departments. With this event we have no present concern, as the Medical College will be considered at length elsewhere. NOBTH GEOEGIA AGEICULTUBAL COLLEGE AT DAHLONEGA. Wo therefore turn our attention to the iforth Georgia Agricultural College at Dahlonega (Lumpkin County), which was opened in Jan- nary, 1873. The school owed its origin to the act of Congress of July 1!, 1802, entitled "An Act donating public lauds to the several States and Territories which may provide colleges for the benefit of agricult- ure and the mechanic arts." The act contemplated the " endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the Legislatures of the States may respectively prescribe, in order to pro- mote the liberal and practical education of the industrial classes." By an act of March 10, I860, as has been observed, the General Assembly of Georgia accepted the donation " upon the terms and con- ditions prescribed" in the act of Congress; and, upon the receipt of the fund, the interest of it, amounting to about seventeen thousand dollars, was placed under the control of the trustees of the University, to carry into effect the objects of the act. The Korth Georgia Agri- cultural College, having been incorporated in 1871, received from the United States Government, in pursuance of an act of Congress in that year, a donation of the building at Dahlonega previously known as the United States Branch Mint, with ten acres of land connected there- with. A contract was then made with the trustees of the University, by which the North Georgia Agricultural College became a branch and part of the University, the title to the above-mentioned property being conveyed to the trustees of that institution, on the conditions specified in the donation ; they appointing the president of the college, making a certain allowance for its support, and exercising over it a general 1 Statements and Disoussinns, etc., by Chancellor Mell, p. 16. THE UNIVERSITY OF CxEORGIA. 53 supervision. The charter of the college authorizes it to confer tiegrees, viz, the A. B. and B. S. tiegrees. The degree usually conferred, how- ever, is that of A. B. ; the design being to make the curriculum as nearly as possible the same as that prescribed in the bachelor of arts course at Athens. The privileges of this school are enjoyed by both sexes. It is a com- mon thing for the A. B. degree to be conferred upon females at Dahl- onegn. Military tactics form an important feature in the college course. The iustruction in this department is both theoretical and practical— the former, by a study of the tactics prescribed in the United States Army ; the latter, through actual drills in artillery and infantry tactics, and in other military exercises. This college is a participant in the benefits of the Charles McDonald Brown Scholarship Fund, from which it receives one thousand dollars annually.! Hon. David W. Lewis was the first iiresident of Dahlonega, and the students in attendance during its first session numbered one hundred and seventyseveu. VILLE. In addition to the college at Dahlonega, three other " Branch Col- leges" of the University have been established, viz: the South Georgia College of Agriculture and Mechanic Arts, which was opened at Thomasville, Thomas County, in September, 1879; the South- West Georgia Agricirltural College, located at Cuthbert, Eandolph County, and opened during the same month ;^ and the Middle Georgia Military and Agricultural College, at Milledgeville, Baldwin County, which com- menced operations in January, 1880.' In reference to the school at Cuthbert, it is proper to state that it is no longer a branch of the Uni- versity. It ceased to be regarded as such in 1885, when its directors failed to comply with their contract with the trustees.'' Prior to this event about seven thousand dollars of the interest of the land scrip fund had been annually distributed among the branch colleges.* ' See "Donation of Fifty Thousand Dollars by Governor Jos. E. Brown to the State University, the Correspondence on the Subject, and Action of the Board of Trustees accepting the Donation," p. 9. ''See act authorizing the establishment of branches of the State University at Cuthbert and Thomasville, approved December IG, 1878. (Laws of 1878-79, pp. 97-98. ) = Seeactof incorporation, approved October 14, 1879. (lUd., pp. 91,92.) ■•Since writing the above, another (1888-89) session of the Legislature has con- vened, one of the first acts of which was the reception of Cuthbert back into the University system. An appropriation has likewise been made of three thousand dol- lars to Dahlonega, and two thousand dollars each to the other three branch colleges. 'Two thousand dollars had gone to the school at Dahlonega, fifteen hundred to the one at Milledgeville, and about twelve hundred dollars to the schools at Thomasville and Cuthbert, respectively. 54 EDUCATION IN GEORGIA. Like the North Georgia Agricultural College, the schools at Thomas- ville and Milledgeville are mixed schools, aud iu them members of both sexes are taught. Iu them, too, military exercises form a part of the in- struction. But, unlike Dahlonega, they are considered as merely pre- paratory schools for the University, their collegiate capacity being lim- ited to the Freshman and Sophomore years, after which students are expected to repair to the parent and central institution, aud there com- plete their course. The old State Capitol buildings, which were granted to the trustees of the University of Georgia for the purpose of establish- ing a branch college at Milledgeville, are at present occupied by the college, aud are said to furnish ample accommodations for the students.* Doctor Lipscomb's term of office expiring in 1874, liev. Henry H. Tucker, D. D., LL. D,, who had previously^ been the president of Mercer University, succeeded to the chancellorship of the University. He occu- l)ied this position- till 1S78, when the late lamented Eev. P. U. Mell, D. D., LL. D., was elected. For almost a decade did this worthy chancellor preside over the affairs of the University. Only a few months- ago was he called away from a life of energetic usefulness and unswerving de- votion to the charges committed to his keeping. Under the University system there are.iu addition to the three branch colleges and tbe Medical Department at Augusta, already alluded to, the Franklin and State Colleges and a Law Department at Athens. PKANICLIN COLLEGE. In Franklin College four courses of study are open to the student: the classical or bachelor of arts course; tlie literary or bachelor of philosophy course, which diff'ers from the A. B. course in so far as it allows the substitution of French and German for the Latin aud Greek of the latter course; the scientific course;, and the master of arts or highest and most comprehensive course in the University. There are ten Academic Schools in Franklin College : School of the Latin Language aud Literature; the Greek Language and Literature; the Modern Lan- guages ; Belles-Lettres, including rhetoric, criticism, and ajsthetics ; Meta- physics and Ethics; Mathematics; Physics and Astronomy; Chemis-- try; History and Political Science; and Biology and Geology. All of these schools enter into the composition of a master of arts degree, aud consequently the receipt of an A- M. diploma implies that the stu- dent has satisfactorily availed himself of all the privileges of the col- lege. While the amount of work imposed by this coarse is, perhaps, greater than that experienced in the other courses of the University the duration of it is less, the master of arts course only extendiu"' through the Junior and Senior years. ' From 186G to 1871. ^ His death ooourrecl Jauuary 26, lb8S. THE UNIVERSITY OP GEORGIA. 55 THE STATE COLLEGE. The State College embraces schools of Agriculture, Eugineering, and Applied Chemistry. That of Agriculture is designed principally for the sons of farmers, or other young men who purpose making farming their leading occupation, and is a strictly professional school. There are four classes in this school, during the first two of which English, arithmetic, trigonometry, mensuration and surveying, and book-keep- ing are studied. Students of the Junior year pursue the studies of gen- eral chemistry, physics, natural history, embracing botany and zoology, experimental field-work at the farm,' and practical work in the chemical and biological laboratories ; and those of the Senior class studies in in- dustrial and agricultural chemistry, agriculture, theoretical and practi- cal, and geology and mineralogy. Bachelor of agriculture is the degree conferred in this school. The courses in engineering and applied chem- istry occupy likewise four years. The diplomas awarded in these de- partments are bachelor of engineering and bachelor of chemical science. In referring to the work accomplished by the State College, the late Chancellor Mell, in a letter to Martin V. Calvin, Esq. (of Augusta), dated September Ig, 1887, says : " In the State College of Agriculture here has been given the most thorough instruction in those departments of scienca that have most intimate relation with scientific agriculture. Scattered all over Georgia are accomplished physicists and chemists, who are competent to give scientific instruction and practical aid in such scientific analyses as farmers need, who obtained their culture in the halls of the Agricultural College here. Through the agency of this institution then, there have been given to the State not a small number of men who are thoroughly versed in all those sciences th.at make the important factors in scientific agriculture. Ninety-four (94) accom- plished young men have graduated from the Agricultural College here during the few years of its existence,^ and fifty-one undergraduates enrolled themselves on its books as matriculates last year." THE LAW DEPARTMENT. The Law Department of the University is the successor to the Lump- kin Law School, which was established in 1859. ^ Of this the i^rofessors were Joseph H. Lumpkin,* Thomas II. E. Cobb, and William Hope Hull. This school ended, eo nomine, with the death of Chief-Justice Lumpkin, when the present Law Department was inaugurated. Since it was or- ' This farm, located at what is known as " Rock College " (built in 1861), in the sub- nrbs of Athens, consists of some sixty-five acres, fifty of which aro«ncler cultivation. '' It was established in 187^. 'See act of December 19, 1859. (Laws of 1859, p. 84.) ■I It was Chief Justice Lumpkin who organized the Phi Kappa Society. (White's Historical Collections of Georgia, p. 395.) 56 EDUCATION IN GKOEGIA. gaiiized the professors of law have been William L. Mitcheil, Benjamiu II. Hill, William M. Browne, Pope Barrow, George Dudley iboraas, and Andrew J. Cobb. The last two are now in office, and are assisted by Samuel C.Benedict as lecturer on medical jurisprudence. The course of instruction in the Law Department is completed in one year, consisting of two terms, the iirst being devoted to the study of Blackstoue's Commentaries, Broom's Commentaries on the Common Law, and the Constitutions of the United States and of the State of ■ Georgia; and the second term to the study of the principles of plead- ing, evidence, equity, commercial law, and the Code of Georgia. Dur- ing this second term frequent moot courts are held, in which one of the professors presides, and the students are taught the actual practice of their profession. A study of medical jurisprudence is embraced m the course; and, until his death, it was the custom of Chancellor Mell to deliver lectures to the students on parliamentary law.' At the end of the course students receive their diplomas, by virtue of which they are admitted without examination to practise in the superior courts of the State of Georgia, and in all other courts of the State except the Su- preme Court. To this latter court the diploma admits when the good moral character'' of the applicant is properly vouched for. SCHOLARSHIPS. The first free scholarship established at the University of Georgia appears to have been founded upon a donation of the late Robert Tay- lor, Esq., of the city of Athens, who bequeathed a certain amount to support a young man at college. This failed because of the fact that it was based upon property owned at the time of his death, which became valueless in consequence of the emancipation of slaves. When the State College of Agriculture was organized, a free scholar- ship was awarded, for appointment, to each member of the Legislature, and a certain number were given to the city of Athens, which had do- nated twenty-five thousand dollars for the construction of a building.' Writing of these scholarships in 1875, Chancellor Tucker says :* "The University offers tuition free to three hundred and fifteen students. About one hundred of these free scholarships are occupied, and we now offer two hundred and fifteen more to the people of Georgia. It is but 'Chancellor Moll -svroto iu 1876 A Manual of Parliamentary Practlco, -whioh is the text-hook used iu the University. This work is held in high repute throughout the Southeru States. The Chancellor was a fine presiding officer, and in that capacity performed long and valuahle services. 2 See Catalogue, 1886-87. The Code of Georgia, 1882, p. 255, provides that "any law student having a diploma of graduation, signed by the proper authority of the University, is entitled to plead and practise law in all the courts of law aud equity of this State on the same terms of the graduates of the Lumpkin Law School." ^Viz, Moore College. ■• See Doctor Tucker's Address in 1875, pp. 31-2. THE UNIVEESITi OP GEORGIA. 57 fair, however, to say that two hundred and fifty free scLolarships aru on the bounty of the land scrip fund, which was a gift from tlie Con- gress of the United States, and only sixty-five are on the bounty of what is called Franklin College. But as matters now stand, both the Agricultural College and Franklin College are constituent parts of the University of Georgia; the students of both occupy the same buildings, are taught by the same instructors, and enjoy the same privileges." In 1877 we are told that '•' fifty meritorious young men of limited means," residents of Georgia, were admitted to the academic department (Frank- lin College) free of tuition, in return for which they were expected to teach in the State for a term of years eqnal to the time they had en- joyed the advantages of the University; and that needy students in- tending to enter the ministry also received tuition free.' Upon the introduction of free tuition for all departments of the Uni- versity, except the Law and Medical Departments, in 1881, free scholar- ships of course ceased to exist. The Charles McDonald Brown Scholar- ship Fund, established about the same time, constitutes the only student help now afibrded at the University. THE LIBRAEIES OP THE UNIVERSITY. There are four libraries in the University : the college library,- con- taining some thirteen thousand volumes; the Gilmer library,which is a collection of about one thousand volumes of select literature, bequeathed to the University by His Excellency the late ex-Governor George E. Gilmer;'* and the Demosthenian and Phi Kappa libraries, consisting each of some three thousand volumes. In addition to the general library of the University, the Law Department has a special library con- taining many of the standard law books. It may not be inappropriate to mention in this connection that the branch college at Milledgeville lias recently come into possession of a library of about three thousand volumes. There are also several thousand books in the library of the Medical Deiiartinent at Augusta. It is claimed that the University of Georgia has the finest physical and chemical apparatus in the South, the physical being valued at ten thousand dollars. It possesses also a large collection of mineralogical and geological specimens, and is well supplied with engineering mod- els and machines for testing the strength of materials. THE PROPERTY OP THE UNIVERSITY. The property of the University, including its ten main college build- ings, which cost in the aggregate one hundred and forty thousand dol- lars, and the apparatus, which is worth fifty thousand more, has an ' Kiddle and Schem's CyolopEedid of Education, p. 349. ^ These two libraries occupy the entire second floor of what is known as the Library Building (erected in 1862). 58 EDUCATION IN GEOEGIA. estimated value of $663,000.i Beside the campus, which consists of thirty-seven acres of land and is a part of the original gift of Governor Milledge, there is an experimental farm of sixty acres at Eock College, in the suburbs of Athens, belonging to the University. Large numbers have graduated from the University of Georgia, and many of its alumni have been prominent, both in the State and the Fed- eral Government.^ The various chairs have been occupied by seventy- seven professors,' and there have been forty-two tutors. The college has graduated seventy-nine classes. According to Chancellor Tucker's estimate, made in ISTS," the University has given to the State one hun- dred ministers, twenty-six Congressmen, nine supremo court justices, fifty superior court judges, thirty presidents or professors of colleges, about two hundred legislators, four governors, and two bishops. In- clusive of its undergraduates, it has been instrumental in the education of fully six thousand persons in Georgia. During the session of 1S.S7-8S there were in attendance upou all the departments of the University 1,177 students. The University of Georgia is now under the efficient and energetic management of the Rev. Dr. William E. Boggs, of Memphis, Tenn. He was elected to the position of chancellor, as successor to the late Doctor Mell, in October, 1S8S. GEOKGIA SCHOOL OF TECHNOLOGY. On October 13, 1885, an act^ to establish a technological school as a branch pf the State University, to appropriate money for the same, and for other purposes, was passed by the General Assembly of Georgia. In it i)rovision was made for the appointment of five "fit and discreet ' Soe Centennial Catalogue, etc. (puWishetl 1835). "Among them maybe mentioned Alexander 11. Stephens, Howell Cobb, Benjamin H. Hill, and Horsobel V. Johnson. It may also be interesting to know that Dr. Crawford W. Long, the discoverer of ancesthesia, was a graduate of this institution. 'The faculty of instruction at Athens, including the professors of law and the lect- urer on medical jurisprudence, at present consists of eleven professors. Among the professors at different times connected with the University may bo mentioned the Rev. Patrick H. Mell, D. D., LL. D., James P. Waddell, William II. Waddell, and William G. Woodfin, in the department of ancient languages; C. P. Wilcox, A. M., in that of modern languages ; Charles F. McCay, A. M., LL. D., John LeConte, M. D., William L. Joues, M. D., Charles S.Venable, LL. D., L. H. Charbon- nier, A. M., and Montgomery Gumming, A. M., in natural philosophy ; Alonzo Church, A. ,M., William LeRoy Broun, A. M., LL. D., and Williams Rutherford, A. M., in mathematics; Joseph LoConte, M. D., Joseph Jones, M. D., Harry Hammond, M. D., and H. C. White, C. and M. E., in chemistry and geology ; D. C. B.arrow, Jr., in en- gineering; Joseph H. Lumpkin, LL. D., William L. Mitchell, A. M., Pope B.arrow, and A. J. Cobb, in law ; William M. Browne, A. M., in history and political science ; and William B. Stevens, D. D., William T. Brautly, D. D., E. M. Johnston, A. M. and Charles Morris, A. M., in belles-lettres andrhotorio. ^Soo Doctor Tucker's Address, p. 24. "Laws of 1884-85, pp. 69-72. THE UNIVERSITY OF GEORGIA. 59 •persons," citizens of the State, to be known as the Commission ou the School of Technology, whose business it should be to procure the grounds and buildings necessary for the establishment of the institution. That school was to be located within or near the corporate limits of that city or town in the State which should offer the best inducements for such location in the opinion of the Commission. Preference was to be given to such place as should be easy of access to all the people of the State, due regard being had to the appropriateness, eligibility, and healthful- ness of the surroundings. The selection, once made, was to be final. It was further enacted that when so established the school should be a part of the University of Georgia, and come under the control and managementof its Board of Trustees, and the general supervision of its chancellor; that its officers should be a president, a superintendent of the manual department, a secretary and treasurer of the faculty, and such other professors, teachers, and instructors as should be necessary^ in the opinion of the Board of Trustees, to carry on the school in accord- ance with the intention of the act; that a course of practical training in the use and manufacture of tools and machines for wood and iron working should be provided for all the students of the school; and that the curriculum should include, as near as practicable, consistent with the appropriation, 1 the branches now taught and followed in the Free Institute of Industrial Science at Worcester, Mass.^ Atlanta has been chosen as the seat of the School of Technology. It was selected both with reference to its central situation and on ac- count of the liberal inducements offered, the city giving fifty thousand dollars in cash, and fifty thousand dollars in the shape of a twenty- five hundred dollar annuity for twenty years, while the citizens con- tributed twenty thousand dollars in cash, and the land for the site, which is valued at ten thousand dollars. No members of the faculty, except the president. Dr. Isaac S. Hopkins, who at present occupies a like position in Emory College, and two of the professors have been elected. There are two college buildings, which, it is hoped, will be ready for occupation by August 1st of the current year (1888).^ 'Sixty-fivo thousand dollars. "This institution " livas founded by John Boynton in 18GSr, through a conviction that it is possible advantageously to unite in a course of training thorough mental discipline and a knowledge of the application of science to some of the practical arts. It offers a good education, based on the mathematics, living languages, physical sciences, and drawing; and gives sufficient practical instruction in some branch of applied science to secure to its graduates a livelihood. It is specially designed for those who wish to become mechanics, civil engineers, chemists, or designers. Special prominence is given to the element of practice, which is required in every department. The train- ing of students preparing for mechanical engineers occupies three and a half years ; that of all others three years of forty-two weeks each." (Report of the Commissioner of Education, 1884-85, p. 135.) ' Since writing the above, a prospectus ot the Georgia School of Technology has been issued, a faculty of instruction secured, and the institution regularly opened to students. The school is now (1889) in successful operation. CHAPTER V. DENOMINATIONAL SCHOOLS. BAPTIST INSTITUTIONS. If to the University of Georgia must be accorded tlie first place among tbe schools for the higher education of the youth of Georgia, the sec- ond most certainly belongs to Mercer University at Macon. GEORGIA BAPTIST CONVENTION. This institution is the property of the Baptists, and owed its origin to the Georgia Baptist Convention, under whose auspices it was founded. At the annual session of that body at Buckhead Church, Burke County, ill the spring of 1831, the Eev. Adiel Sherwood offered a resolution, which was adopted, to establish in some central part of the State, as soon as the funds should justify it, a classical and theological school, ' Georgia Gazetteer, by Adiel Sherwood. 3d ed. Washington City, 1837. Pp. 324-5. Memoirs of Elder Jesse Mercer, by C. D. Mallary,. New York, 1844. Pp. 160-78. Georgia Baptists— Historical and Biographical, by Jesse H. Campbell. Richmond, 1847. Pp. 195,201-11. While's Statistics of Georgia. Savannah, 1849. Pp. 76-7. Thomas P. Janes'a Hand-Book of Georgia. Atlanta, Ga., 1876. Pp. 18G-7. History of the Baptist Denomination in Georgia, etc. (Compiled for the Christian Index.) Atlanta, Ga., 1881. Pp. 143-57, 199-201,215-17,247-55. The Baptist Eucyclopaidia, etc., by William Cathcart, D. D. Philadelphia, 1883. Pp. 782-4. President Battle's Sketch of Mercer University (prepared for Picturesque America in 1885). The Commonwealth of Georgia, etc., by J. T. Henderson. Atlanta, Ga., 1885. Pp. 2G9-70. Catalogue and Triennial Register of Mercer University, Macon, Ga,, 1885-86. Annual Catalogues for 1886-87 and 1887-88. Historical Record of Macon and Central Georgia, etc., by John C. Butler Macon Ga., 1879. Pp. 299-302. ' ' American Baptist Register for 1852. Philadelphia, 1853. Pp. 42G-8. Mercer Uni- versity, by Rov. B. M, Sanders. Catalogues for 185()-57, 1858-59, lS74-7.''i, 1879-80. 60 BAPTIST INSTITUTIONS. 61 which would "uuito agricultural labor with study, and be opened for those only preparing for the ministry ."i The idea of founding a manual labor school, where theory and practice should be taught,— a scheme much in favor with Georgia Baptists,— seems to have originated with Doctor Sherwood,^ who was the first to demonstrate its feasibility in the academy established by him near Eatonton, in Putnam County, early in 1832.= His plan, as then presented, contemplated an institu- tion exclusively for the benefit and training of joung ministers. At the next meeting of the convention, however, which was held at Powelltou in 1832, the resolution was modified so as to admit "others besides students of divinity." Lands and money having been subscribed, a site was chosen for tbe proposed school, seven miles north of Greensborough,in Greene Couutj', identical with the location of the present village of Penfield, in Ogle- thorpe County. • EEV. JESSE MEKCEE. The school, called Mercer Institute, was so named in honor of the Eev. Jesse Mercer, a Baptist divine and philanthropist, well known throughout Georgia for his zeal, liberality, and piety. He was one of the earliest advocates of a thorough educational system, and of him it has been said that " he was the most influential minister of his day, and iierhaps the most distinguished minister of the denomination ever reared up in the State."* Deeply did Mr. Mercer appreciate the com- pliment thus paid him, and of this his subsequent acts gave proof. "As it was determined by his brethren that the seminary should bear his honored name, from its first establishment it engaged his unremit- ting solicitude. * * * Indeed the part which he took in the nurture and endowment of this institution^ may be. considered the most impor- tant and prominent of the many and useful benevolent services of his whole life."** One of the objects of the Georgia Baptist Convention,' as set forth in its constitution, was " to afford an opportunity to those, who may con- scientiously think it their duty, to form a fund for the education of pious young men who may be called by the spirit and their churches to the Christian ministry." Prom 1826 to 1832 several beneficiaries were adopted by the Convention, and no less than eight received aid from the Convention in the last-named year. In 1828, Josiah Penfield, a de- ' History of tbe Baptist Denomination, etc., p. 144. ^ Mallary's Life of Mercer, p. 165. 'Georgia Gazetteer, 1837, p. 334. ■ '' Campbell's Georgia Baptists, p. 182. * He was by far the largest contributor, as ho gave during his life and by will about forty thousand dollars. (Baptist Encyolopsedia, etc., p. 782.) « Mallary's Life of Mercer, p. 165. 'The Convention was incorporated under tbe act of December 22, 1830. 62 EDUCATION IN GEORGIA. vout deacon of the Savannah Baptist Church, offered to give twenty-five hundred doll'irs toward a fund for the education of young ministers, provided the Convention would contribute an equal amount. More than twenty-five hundred dollars were subscribed by the delegates at the Convention in Milledgeville in March, 1829. From this Penfield legacy, and from annual additions, grew the permanent fund for the education of young ministers, which at one time amounted to thirty-threo thou- sand four hundred dollars. CLASSICAL AND THEOLOGICAL SCHOOL ESTABLISHED. Having an educational fund, the Convention, as before stated, re- solved in 1831 to establish a classical and theological school to be con- nected with manual labor; and in the following year a subscription of fifteen hundred dollars was reported and a site was chosen. The exec- utive committee who had charge of the matter from the first acted on the maxim ■' do not go in debt," and made the best arrangements which the means in hand would permit. The buildings were located in what is- now the village of Penfield, and consisted of "two double cabins, with a garret to each, for dwelling, for dining, and for study, for both . teachers and students." THE FIEsi' PRINCIPAL, ME. SANDERS. " With these limited accommodations," continues the Eev. B. M. Sanders, the first and only principal of Mercer Institute, "I opened the institution in January, 1833, with thirty-nine students, having thirty- six of them to board in ray own family. Among those were seven young men preparing for the ministry. "I shall ever remember with lively emotions of pleasure' the patience and cheerfulness with which the students of this year sustained the l)rivations and trials to which they were subjected by their cramped circumstances. They may bo truly said to have borne hardness like good soldiers. While living as in a camp in their jnidst, and burdened with the charge and responsibility of the literary, theological, labor- ing, and boarding departments, I found no little support in all my cares and labors from witnessing that, while they lived upon the cheapest fare, had no place for study but the common school-room, no place to retire to for rest but a garret without fire in the coldest weather, and labored diligently three hours every day, no complaint was heard, but that the most entire cheerfulness ran through all their words and actions. "In a word, those favorable indications of the success of the enter- prise soon began to inspire its friends with confidence, and to animate ' See Mr. Sanders's Valedictory Address delivered before the Trustees Faculty Stu- dents, and Friends of Mercer University, December 12, 1839 (given in part ia'Mal- lary's Life of Mercer, iip. 16()-75). BAPTIST INSTITUTIONS. 63 their efforts for tbo exteusion of its advautages. An amount was soon raised to erect another largo wooden building, with eight comfortable rooms for dormitories, and. a brick basement for chapel and school- rooms. "The second j^ear's operations were commenced with increased accom- modations, with an additional teacher and eighty students, seventy of whom boarded in commons. During the second and third years, the building of a larger and more comfortable dwelling, a commodious dining-room, and two society halls, abundantly increased both the com- forts and conveniences of the institution." The growth of Mercer Institute was gradual until 1837, when a new departure was made, the result of which was its elevation to the char- acter and dignity of a college. Inspired by the example of the Pres- byterians, who were contemplating the erection of a college at Midway,' near Milledgeville, in Baldwin County, the Baptists determined to build one at Washington (Wilkes County). Into this movement Mr. Mercer had gone with all earnestness, contrary to his usual principle of not dividing resources. A hundred thousand dollars had been subscribed for the school at Washington,^ when it was decided to give up the at- tempt, since ibwas feared that the denomination could not support both institutions. The great financial panic which overwhelmed the country in 1837, and delayed the operations of some^)f the most solid institu- tions for several years, was the chief motive for this determination. The establishment of the Southern Baptist College^ at Washington was, therefore, abandoned by its projectors, at a meeting of the Board in Athens in 1837, in consequence of the embarrassments of the times, the inadequacy of the means in hand, etc. It was then determined to connect a collegiate department with the Mercer Institute, continuing at the same time its academic system. Mr. Mercer was sorely disap- pointed at this,'' but magnanimously accepted the decision. "I cannot work alone," was his emphatic declaration ; " I must go with my breth- ren ;" and before the close of the year he subscribed five thousand dol- lars for the endowment of the Collegiate Department at Penfield. Ap- plication was made to the Legislature, and a charter was granted by that bodj'^ in December, 1837,^ with the usual privileges to colleges. ' Viz, Oglethorpe Univcraity (incorporated by act of Deoemljer 21, 1835; see Priuoe's Digest, pp. 877-8). ^Accordiug to Mr. Butler (History of Macon, p. 299), fifty thousand dollars vrere subscribed to this object in 1836, Tvhicb amount 'was increased to one hundred thou- sand dollars during the following year. 'Such was the name of the proposed institution, the act incorporating it having been passed December 29, 1830. (Prince's Digest, p. 879.) ■I It seems that, in addition to liberal contributions to the enterprise, he had like- wise tendered a beautiful situation in the suburbs of the town oi "Washington, as a home for the purposed institution. ''See Act to amend an Act, entitled an Act to incorporate the Baptist Convention of the State of Georgia, approved December 22, 1837. (Laws of 1836-37, pp. 152-3.) 64 EDUCATION IN GEORGIA. OPFICIAL BKGINNING OP MEECEU UNIVERSITY. Under this cbailcr tbe Baptist Gouvention of tbe State of Georgia at its session iu May, 1838, elected tbe first Board of Trustees of Mercer TJuiversity.' Tbe first meeting of tbis Board was beld at Benfleld, in July of the same year, wben they assumed the management of the in- stitution; and this date may be regarded as the official beginning of Mercer University, though the college classes were not organized until January, 1839. Intermediately an agent bad succeeded in securing the transfer of sixty thousand dollars cf tbe subscriptions which had been made to the college at Washington to tbe University, and in 1838 the institute assumed the title of Mercer University, in honor of its great promoter, tbe Rev. Jesse Mercer. About the same time atown was laid out around the institution and named after Josiab Penfleld, the founder of the school, who was also the donor of one of the first contributions to " aid in the education of poor young men preparing for the ministry." Many lots were at once sold, and the proceeds were appropriated to build a female academy. A condition was attached to all the sales of lots prohibiting the keeping thereon of gambling-houses or tippling shops, on pain of forfeiture of title. In consideration of the wholesome influence which Mr. Sanders's ad- ministration had exerted in the institute, and for the reason that, dur- ing the six years of its existence, students had been attracted to it from all parts of the State, twenty youiig men having been sent out to preach the Gospel, religious revivals among the students having been frequent, and " nearly one hundred of them," to use Mr. Sanders's own words, " having been hopefully transferred from the kingdom of darkness to that of light," it was thought that no better man than Mr. Sanders could be selected as president of Mercer University. He was accord- ingly chosen, and he entered upon his duties early ju January, 1839. His retirement from the presidential chair of the college in December of the same year occasioned a temporary suspension of its exercises. He had then held the position for almost eleven months, and under his able direction tbe infant University, like its parent, the institute, had enjoyed a fair measure of prosperity, ninety-five students having been in at- tendance during tbis first year of its scholastic work. In February of tbe following year Mercer University was reopened with one hundred and thirty-two students in tbe collegiate and academic iThelato Thomas Stocks, so long a prominont morabov in the Georgia Senate and House of Eopresentatives, was the first president of this Board, continuing ia that office about twenty-five years. Among the other members of the Board, twenty-seven in all, may be mentioned C. D. Mallary, V. R. Thornton, J. H. Campbell, Jesse Mer- cer, B. M. Sanders, Mq,rk A. Cooper, Adiel Sherwood, and J. E. Dawson. ' The mem- bers of this Board were fair representatives of the Baptist denomination iu Georgia in piety, wealth, intolligenoo, and in social and political influence. They gave the University its shape and character, and to their wise counsel, in its formative period is dne much of its past success. • ' BAPTIST INSTITUTIONS. 65 departments. The faculty, as then constituted, embraced the Eevs. Otis Smith, president and professor of mathematics; Adiel Sherwood, professor of sacred literature and moral pihilosophy; Eobert Tolifree, professor of chemistry and natural philosophy ; Albert Williams, pro- fessor of ancient languages ; and S. P. Sanford and J. W. Attaway, as- sistant professors. The Convention at this time supported five bene- ficiaries at the institution.' On the Gth of September, 1841, the Eev. Jesse Mercer, who had for half a century occupied a high and influential position among.the Bap- tists of Georgia, and than whom few, if any, in the denomination could be remembered as exhibiting more wisdom in counsel, more profundity in the knowledge of divine things, more assiduity in pious labors, and greater liberality in his contributions to the cause of benevolence, ter- minated his useful and honored days. Of the influence which he exerted, Mr. Mallary truly and eloquently said : " It was as salutary as it was ex- tensive, and as pure as it was powerful. The gospel which he unfolded with so much skill, clearness, and heavenly unction, had exerted much of its transforming power upon his heart, and rendered ^him, character and life, an eminent illustration of the truth of the doctrines which he proclaimed," ^ In December, 1844, the manual labor system, which had been on trial since the foundation of the institute in 1833, was abandoned, hav- ing proved to be inefficacious.' Several other attempts had been made, during the same decade, to establish manual labor schools in different places, wbich, with one exception,^ had likewise failed. The country was not yet ready for the introduction of that new feature in educa- tion. THE UNITERSITY CONTINUES THKOUGHOUT THE CIVIL WAR. Mercer University continued to advance in prosperity until the com- mencement of the War. The Senior class of 1861, which consisted of thirty-one members, was the largest ever graduated from that institu- tion. When the trustees met at Atlanta it was resolved by them not to suspend the University, but to continue its exercises for the benefit of 'History of the Baptist Denomination, etc., p. 200. 'See the Eeport adopted upon the death of Jesse Mercer, which was written by the Eev. C. D. Mallary, and presented hefore the Convention of 1842. (Ibid., p. 201.) 3"Not only unprofitable, but positively injurious," thought Mr. Campbell. (IMd., p. 155.) The Board of Trustees reported December 18, 1844, that "whereas the man- ual labor department of Mercer University has been sustained at a heavy expense — an expense which the present state of our funds will not justify, and has, in our judgment, materially retarded the growth of our institution » • » resolved, that this department be and is hereby indefinitely suspended." (IMd., p. 250.) ■* Hearn Manual Labor School, located at Cave Spring (Floyd County), and founded in 1839. 11409— No. 4 5 66 EDUCATION IN GEORGIA. all those who ruight be able to prosecute their studies. At a, later period of the War, a resolution was adopted tendering tuition with- out charge to disabled Confederate soldiers, many of whom gratefully- availed themselves of the kind and patriotic offer.^ The trustees succeeded in holding a meeting in December of 1865, and began the rehabilitation of the University and the reorganization of its faculty. Three ofacers were appointed, who conducted the school until July, 1866, when two more were elected, one of whom entered on his duties immediately, and the other early in 1867. One of the effects of the War upon Mercer University was to change its location. In 1850, at a meeting of the Convention at Marietta, a feeble effort was made to move the college to Griffin. In 1857 a more determined effort at re- moval was made in the Convention in session at Augusta, which, how- ever, experienced a most decided repulse. But the War, and especially the redundant currency it set afloat, made men and communities more adventurous and speculative, and under this influence the project of moving the University assumed a new phase. Consequently, when the City Council of^ Macon offered one hundred and twenty -five thousand dollars and nine acres of choice lots in a most desirable locality of the town, to the University, if it would remove to that place, its directors did not hesitate in accepting the proposition. The faculty temporarily opened the institution in Macon, on their own responsibility, in 1870, and in 1871, the new charter having been perfected, the trustees resolved to locate the University permanently in that city, and to sustain a high school, under their care, at Penfleld, utilizing for that purpose the campus and such of the buildings as might be necessary. Mercer Uni- versity was, accordingly, formally transferred to Macon in October, 1871. The trustees at once proceeded to the erection of a large and handsome four-story brick building, containing over thirty rooms, which were to be devoted to the library and apparatus, and used for the pur- poses of recitation. They also erected a brick building as a dormitory and dining-hall for students. A chapel and a building to contain the museum and to furnish lecture-rooms were in contemplation, but the financial panic of 1873 caused a suspension of further proceedings. In his description of the institution, six years later, Mv. Butler* speaks of two buildings of handsome architectural style which were still to be erected, from which it would appear that the design of the trustees, as entertained in 1873, had not then been perfected. COURSES OF STUDY. The leading idea in the establishment of Mercer University, as it had been in the case of the institute, was to afford the advantages of a Christian education to the sons of Georgia, and to furnish an intellect- ' Butler's History of Macon, p. 300. s ma., p. 301. MERCER UNIVERSITY. BAPTIST INSTITUTIONS. 67 ual and theological equipment to young men contemplating the gospel ministry. Throughout its entire career it has kept this purpose steadily in view. The University embraces three departments : 1st, the Col- lege of Liberal Arts; 2d, the Department of Theology; 3d, the Law School. In the College of Liberal Arts, the scheme of instruction includes two courses of study,— the Classical (of four years) and the Scientific (of three years). Each of these has a carefully arranged curriculum, and between them applicants have an election. Graduates in the former school receive the degree of bachelor of arts ; iu the latter, bachelor of science. It is to be observed that courses, and not individual studies, are elective. DEPARTMENT OP THEOLOGY. The Department of Theology, intended for the special theological in- struction of candidates for the ministry, has always been regarded as an integral part of the system. In both Mercer Institute and the Uni- versity a theological education was a primary thought, and was spe- cifically provided for in donations and legacies.' Very appropriately, therefore, was the Rev. Adiel Sherwood, iu 1840, elected the first theo- logical professor. He was a clergyman of excellent classical and theo- logical training. Since making Georgia his permanent home, in 1818, he had been an active minister, had organized several churches, had preached very extensively, had taught a number of young ministers at his own house, and had been foremost in all measures for the progress of the Baptist denomination in the State. The actual originator of the Con- vention and of Mercer Institute, it was desired that he should develop the Theological Department of the University, which had grown, in.a great measure, from his earnest advocacy of liberal education. But he remained a professor three years only, accepting a call to the presi- dency of Shurtleff College, in Illinois, in 1843. In 1845 the Theologi- cal Department of Mercer University was more fully organized, and was continued until 1862. During that time seven classes, numbering twelve members, graduated with the degree of B. D. The course was quite extensive and thorough, embracing Greek, Hebrew, systematic and practical theology, ecclesiastical history, and Biblical .literature. Two professors usually gave most of their time to the instruction in this department, and the course of study extended through three years.* For some time after the establishment of the Southern Baptist Theo- logical Seminary, this department lapsed into a state of suspended ani- ' From the American Baptist Register for 1852, p. 427, we learu that in 1851 there were in Mercer University a Central Association Theological Professorship Fund of |1H,400 ; a Mercer Theological Fund of $21,500; and a new Theological Fund of |450. 2 History of the Baptist Denomination, etc., p. 250. 68 EDUCATION IN GEOEGIA. mation.i But of late years a renewed demand has arisen for instruc- tion nearer liouie,^ and this school of divinity is now showing signs of vigorous hfe. The graduates in this department receive the degree of bachelor of divinity. THE LAW SCHOOL. The Law School was organized in 1873, with three professorships, viz, international and constitutional law, common and statute law, and equity jurisprudence, pleading, and practice. By an act of the General Assembly of Georgia, "Any person having from the proper authorities of Mercer University in this State a diploma of graduation in the Law School of said University, shall be authorized to plead and practise in all the courts in this State, without further examination.'" The degree conferred is that of bachelor of law. The property of Mercer University is estimated at three hundred thousand dollars.* Its productive funds amount to about half that sum.' It has excellent buildings, a library of about nine thousand volume^, a very fair equipment of physical and chemical apparatus, and a good cabinet of minerals and fossils. The central edifice is a handsome struct- ure. It has eight commodious recitation and lecture-rooms, with a private study attached to each; three library, two apparatus, and two cabinet rooms; two society halls,^ with library; and a suite of apart- ments for the president. INFLUENCE OP MERCER UNIVERSITY. Mercer University has contributed to the pulpit, the bench, the halls of Congress, the gubernatorial office of Georgia, and to the various ■1 This institution, established and opened in 1859, was first located at Greenville, S. C. A concentration of money and patronage on that enterprise, in order to build up a first-class theological seminary at the South, was deemed advisable by the Southern Baptists generally, in consequence of which the Theological Department at Mercer University remained for many years inoperative. Indeed, one of the theo- logical professors of Mercer, Dr. William Williams, left in 1859 to join the faculty at Greenville, being elected to that position. (History of the Baptist Denomination, etc., p. 251.) ^The rem oval of the Southern Baptist Theological Seminary to Louisville, Ky., in 1877, further precipitated the necessity of reopening the Mercer Theological Depart, ment. ^Act of February 24, 1875 (Laws of 1875, p. 38). See also p. 100 of Georgia Code of 1882. ■•See American Baptist Year-Book for 1888, p. 211. 6 The endowment of Mercer University, writes Doctor Battle, its able president though not probably the largest, ranks among the largest of the endowments of Southern denominational institutions. Even in the inception of its career the insti- tution possessed wliat was considered a liberal endowment for the times between one hundred and fi.fty thousand and two hundred thousand dollars having been given ^or the establishment and endowment of Mercer University anil its Theological Semi- nary. (See Doctor Church's speech. White's Statistics of Georgia, p. 72.) « These are the property of the Phi Delta and Ciceronian Debating Clubs. BAPTIST INSTITUTIONS. 69 professions and occupations of life a number of the most distinguished, cultivated, and successful men of the day.' It has been an eflcient agent in elevating and strengthening the denomination under whose auspices it was established; while it has borne an honorable part in developing an intelligent citizenship in the State. In its history it has had six presidents. The first who filled this ofiSce was the Eev. B. M. Sanders, a man of superior sagacity and of great force of character, who had successfully conducted Mercer Institute during the greater part of its career. He served the University dur- ing the year 1839. He was succeeded by the Eev. Otis Smith, a well- known educator of that day, who, after two years of service, retired at the close of 1842. The third president was the Eev. John L. Dagg, D, D., a man of large intellect and ample acquirement, and an author of standard ethical and theological works. Doctor Dagg served ten years (1844-54). Eev. N. M. Crawford, D. D., a son of Hon. William H. Crawford, of national fame, was the fourth occupant of the presiden- tial chair. His term of office was from 1854 to 18C4. He was dis- tinguished for an extensive and accurate scholarship, and left a deep impress upon the minds of the young men under his charge. The suc- cessor of Doctor Crawford was the Eev. Henry H. Tucker, D.D., LL.D., a gentleman possessing a peculiarly original genius and uncommon energy of character, and the author of several works, religious and theological. He administered the affairs of the University from 1866 to 1871. The present able incumbent, Dr. Archibald J. Battle, D. D., LL. D., succeeded to the presidency in 1872, soon after the removal of the University to its present seat, at Macon. He is now completing the sixteenth year of his administration. The present staff of professors includes educators of culture and ex- perience. It is a noteworthy fact that one of them, Shelton P. Sanford, LL. D., professor of pure mathematics, has occupied his chair from the organization of the University, a period of forty-nine years. He is the author of a popular series of arithmetics and of an elementary algebra. These text-books are used in almost every southern State, and in some of the northern States. Prof. Joseph E. Willet, LL. D., has served the institution for forty-one years in his present capacity as professor of physical science. Among others may be mentioned the Eev. Dr. John J. Brantly, in the department of English, and Dr. J. G. Eyals, in that of theology— rscholars worthy to be classed with the best edu- cators of the country.^ Altogether there are ten instructors at Mer- ' Among other names it is interesting to note tliat of Richard Macolm Johnston, the popular humorist, who was one of the first three students to receive a diploma from this institution (class of 1841). 2 The names of Rev. Patrick H. Mell, D. D., LL. D., in ancient, William Gt. Woodfin, A. M., in ancient and niodern languages, Rev. Epenetas A. Steed, A. M., in connection with the Latin language, and Rev. Shaler G. Hillyer, D.D., in connection with the department of belles-lettres, are inseparably linked with the educational history of Mercer University. 70 EDUCATION IN GEORGIA. cer University, iucluding Edgar T. Whatley, A. B., principal of its adjunct, Hearn Institute.^ HEAEN INSTITUTE. This school is located at Cave Spring (sixteen miles from Rome), and its functions are to prepare students for the University classes. It is almost as old as the University, having been founded by the Baptists of North Georgia in 1839.^ It was transferred to the State Convention in 1844, and a board of trustees was appointed to take charge of it. The school was in a highly prosperous condition in 1848, with sixty students in attendance. Fifty-four hundred dollars, a part of the Hearn legacy ^ of twelve thousand five hundred dollars, had been real- ized. The year following, the flourishing condition continued, about seven thousand dollars, besides its landed interests, etc., being in the hands of the institution. In 1850 Mr. J. S. Ingraham was secured as principal, and the school prospered. For a series of years the institu- tion continued to thrive under him, the attendance generally varying from fifty to sixty pupils. In 1855 the school was doing well in all re- spects. Sixty-six pupils had been received during the year, among whom were two young preachers, beneficiaries of the Convention. Mr. Ingraham continued at the head of the Hearn Manual Labor School, as it was then called, until the close of 1857. In 1863 the Hearn School and the female school at Cave Spring were united temporarily under the Eev. S. G. Hillyer, D. D. There were thirty-five students in the male department. That fall, however, it be- came necessary to suspend the exercises in consequence of the prox- imity of the contending armies. This suspension is supposed to have lasted until the end of the War. The buildings were much injured, and the library and apparatus were destroyed by the enemy. The funds of the school, in the hands of the trustees, were invested in Confederate securities and became of no value. The amount thus lost was about four thousand dollars. The school, however, still has twelve thousand dollars of the Hearn legacy in the care of the Georgia Baptist Conven- tion, and its landed estate consisting of some forty or fifty acres. In addition to the male school at Hearn Institute, a female depart- ment, separate from that school, was established, and was for four years under the successful management of Mrs. Undine B. Lane, principal. It was discontinued in 1887. The number of students in attendance at the institute during the scholastic year of 1887-88 was forty, which, together with the one hundred and forty-seven registered at Mercer University for the same 'History of the Baiitist Denomimitiou, pp. 215-17. Catalogue of Mercer Univertiity for 1887-88. American Baptist Register for 1852, p. 458. ''See An act to incorporate tlie Manual Labor School at Cave Spring, Vann's Val- ley, Floyd County, Ga., approved Docenibor 21, 1839. (Acts of 1839, pp. 130-2.) »Mr. Lott Heai'u, after whom the school was uaiuej, died in 1846. BAPTIST INSTITUTIONS. 71 time, makes a total return from all departmeuts of one hundred and eighty-seven students. SOUTHERN FEMALE COLLEGE.^ Beside Mercer University at Macon, there are four institutions of higher education in Georgia which at present enjoy the support and patronage of the Baptist denomination.^ They are the Southern Fe- male College, at La Grange ; Monroe Female College, at Forsyth; Shor- ter College (female), at Eome ; and the Georgia Seminary for Young Ladies, at Gainesville. We will first speak of the college at La Grange. This institution is one of the oldest of its kind in the United States. It was organized in 1843, by Eev. J. B. Dawson, as a school of high order for the education of young ladies. Doctor Dawson, however, was quickly succeeded by Milton B. Bacon, A. M., whose first class of five young ladies graduated in 1845.^ Under Mr. Bacon's administration* the college rajpidly grew into favor, the graduating classes and the attendance on the various departments of instruction increasing from year to year. Large and beautiful buildings were erected to serve the uses of the school, and for the accommodation of boarders, who came in great nura bers from Georgia and the adjoining States. President Bacon retired from ofQce in 1855, and was succeeded in the position by John A, Foster, A. M,, who re- mained in charge until 1857. ADMINISTRATION OF PRESIDENT I. P. OOX. I. F. Cox, A. M., was the next incumbent. His valued services in this capacity extend over a period of thirty years; and the noble record of usefulness which they represent the future presidents of the college ' White's Historical Collections of Georgia. New York, 1854. Page 651. The Baptist Encyolopaadia, etc., by William Cathcart. Philadelphia, 1883. Pp. 1087-8. The Commonwealth of Georgia, etc., by J. T. Henderson. Atlanta, Ga., 1885. Pp. 280-1. Catalogues for 1886-87 and 1887-88. American Baptist Register for 1852, p. 428. ^ It should be stated that about 1854 two colleges were established by the Baptists : one, the Cherokee Baptist College, at Cassville, in Bartow County ; the other, Mar- shall College, in the town of Griffin, Spalding County. Both of them failed to secure endowments, and soon passed away. The former existed about ten years. During the first year of its operation seventy-six students were in attendance. Its downfall was hastened by the destruction by Sherman's army in 1864 of the main college struct- ure, with apparatus, library, and other valuable appurtenances. (History of the Baptist Denomination, pp. 217-8.) *The alumnse of the college now number somewhat over four hundred. ■i About this time the first recorded legislative incorporation occurs. By an act of January 31, 1850 (Laws of 1849-50, pp. 111-12), it became the La Grange Collegiate Seminary for Young Ladies. This name was changed two years later to that of South- ern and Western Female College (see act of January 14, 1852, Laws of 1851-52, pp. 311-12). The final alteration took place in 1854, and, by act of February 17th of that year (Laws of 1853-54, p. 131), the institution received its present name of Southern Female College. 72 EDUCATION IN GEORGIA. Should strive to emulate. Mr. Cox has been, in the highest and truest sense, the friend and patron of the institution. For when, in 1863, the college buildings were destroyed by fire, and this calamity, with the financial ruin then prevalent, caused serious embarrassment, with per- sistent, indomitable energy he kept up the organization of the college despite these seemingly insurmountable obstacles, and with the re- turning prosperity of the country, assisted by the liberal citizens of La Grange, purchased the present admirable site,i and commenced the work of rebuilding. He erected the handsome structures now used by the college, and supplied the various departments,— literary, music, and art,— with an outfit commensurate with the demands of this age of prog- ress and intellectual activity. His unflagging efforts in behalf and for the improvement of the institution for whose weal he had pledged him- self have been crowned with their merited reward, and to day La Grange stands first among many, and second to few schools for the higher edu- cation of females in the southern States. Since her husband's death'' Mrs. Cox has undertaken the management of the college. In association with her are her son. Prof. Charles C. Cox, A. M., principal of the literary department, and a faculty of six- teen teachers. The course of instruction pursued at the Southern Female College consists of a primary department; a preparatory department, with first class, second class, and third class ; and a collegiate department. The last gives the full four years' course. " The courses of study are adapted to the systematic training and proper exertion of the mental faculties. The aim is to blend the studies which develop and strengthen the mind with those which polish it, elevate and refine its tastes, and adorn the intellectual and moral powers with appropriate graces." With this end in view the college has been organized into the following schools: math- ematics, English, Latin and Greek, modern languages, natural sciences, philosophy, elocution, music, and drawing and painting. An elective system has been introduced, by which students not desiring to take the regular course are enabled to concentrate their whole time and atten- tion upon a few subjects.' SCHOOL OF MUSIC. Of all the schools, that of music is the most intei'estiug and important, the most thoroughly equipped and ably taught.'' This department of the college is famous, and is believed to be hardly equalled in the South. The teachers who have given it such a reputation still have it in charge. 'This was done in 1871. 'It occurred in June, 1887, during tlie commencemeut exercises. 'The diplomas given in the college are of two Ismds: the full diploma, upon the oompletjiou of a course including most of the studies in the schools; and the eclectic diploma,, upon finishing a school. ■"There are six instructors iu this department, whose separate assignments are vio- lin, organ, piano (advanced pupils), piano (theory), piauo, voice culture (Italian method), and guitar. BAPTIST INSTITUTIONS. 73 They have made a life study of tlio best European conservatories and most distinguished artists, and are brilliant performers on more than one instrument. The very large number of pupils iu music, i many of whom are excel- lent pianists and vocalists, attest the high appreciation of the depart- ment. At the State Fair in 1874 the premium of fifty dollars " for the best display of musical talents by any college," and the premium of twenty-flve dollars " for the best performer on the piano-forte," were awarded to La Grange pupils ; and at the State Pair in 1872 they gained the same prizes. In 1870 the premium "for the best performer"— twenty-flve dollars — and fifteen dollars "for the best performer under twelve years of age" were also won by La Grauge pupils. Five differ- ent scholars have taken premiums as the " best performers " on the piano. The college is supplied with twenty-one pianos for practice, most of them purchased recently, and a magnificent Steiu way grand for concerts. ART DEPARTMENT. Another noteworthy feature in tjie Southern Female College is its drawing and painting department. This is under an artist of skill and experience, who has received thorough training in oil, water-colors, por- trait and china painting, and has studied under some of the best teach- ers, both North and South. Two large studios are fully equipped for the study of art. All due stress is laid on the importance of pupils learning to draw. Drawing from casts and still life is thoroughly taught, preparatory to painting. The only art medal is awarded for the best drawing. The course in crayon is especially attractive. Many fine portraits show the merit of this branch of instruction. Twenty were finished in the college in 1886. Thorough training is given in cast and object drawing. The "premium for the best oil painting by a pupil of any female college," offered at the Atlanta Fair in 1871, was awarded to a pupil of this institution, as were also the premiums for the best drawing and the best painting in water-colors, at the State Fair in 1872. The college has a library of about one thousand volumes, and a museum which is perhaps the most complete in the State. The latter contains eight or nine thousand specimens representing zoology, botany, miner- alogy, and general and applied chemistry. The Glionian Society is the name of the young ladies' debating club. It publishes a weekly paper called the Vox Clionis, one of the best col- lege organs in the State. The buildings of the Southern Female College are three in number. The handsome edifice on the northern part of the lot contains an audi- ence room for the college department, and thirteen other rooms for music, laboratory, and recitations; while that on the south side is the new chapel, a large wooden building, Gothic in style, and with a lofty ' Out of the one huDcIretl and eigTity-two iu attendance during the session of 1887- 88, one hnndred and forty-four were students in music. 74 EDUCATION IN GEORGIA. roof surmouuted ou one of its frout corners by a tower. The central structure is the boarding house. This is likewise comparatively new, and is admirably furnished for the purposes for which it is intended, having forty-two rooms, with halls, piazzas, and elevator. By means of the latter an ascent is made to the tower, which rises to the height of eighty-five feet, and is used as an observatory, being supplied with a mounted four-inch telescope, clock-work, and other appointments. La Grange, the seat of the institution under consideration, is situated in Troup County, and is an eminently healthy locality. In proof of its salubrity we have the statement that in twenty-eight years not a single death in the college occurred. We conclude with the opinion entertained by Eev. A. J. Battle, D. D., President of Mercer University, in regard to the general excellence of the school. In a letter dated June 20, 1882, he says : "A recent visit to the Southern Female College has impressed me with the fact that it has no superior in the South. In all the depart- • ments the best talent is employed, and a world of conscientious, faithful work is done. * * * This college boasts the finest school of music in the South. The concerts and other musical displays far surpass any school exhibition I have ever witnessed. * * * Such perfection of voice culture and technical skill is worthy of professional artists. * * * The teacher of vocalization has achieved a brilliant success in the admirably trained voices and artistic vocal execution of her pupils. She is herself a rare and charming vocalist. The fine art de- partment is ably directed. The works upon the walls of the college chapel reflect great credit upon their accomplished teacher." MONROE FEMALE COLLEGE. By reference to White's Historical Collections of Georgia, page 561, it will be seen that as early as 1849 the citizens of Forsyth, Monroe County, impressed with the importance of supplying better educational advantages for their daughters, " met for a consideration of the ques- tion." The result was the establishment of an institution at first known as Forsyth Female Collegiate Institute.^ A board of trustees, seven in number (three Methodists, three Baptists, and one Presbyterian), placed Eev. William C. Wilkes in charge, and under his management the col- lege began a career which, under different names and phases of fortune, has continued to the present time.^ 'See an act to incorporate tlie Forsytli Female Collegiate Institute, and to appoint trustees for the same, approved Deceinber 21, 1849. (Laws of 1849, pp. 110-11.) ^Doctor Wilkes entered upon his duties with a determination to elevate the insti- tution to a rank equal to that of any in the South. He well knew the diiBculties to he encountered; hut with pnidenco, energy, and a full hoard of efficient assistants, the college was soon placed iu a position to secure oonfidonoo and command extensive patronage. The annual increase of pupils was over tweuty-live per cent., and after two years the trustees became convinced that more extensive arrangements were needed to meet the requirements. ( Wliito's Historical Collections of Georgia, p. 561.) BAPTIST INSTITUTIONS. 75 111 1856 a change was made which affected the status of the institu- tion. The advantages then accruing to the town from the provision respecting the higher education of the daughters of its inhabitants, in- duced in the latter a desire for the establishment of a school of high grade for their sons. The subject was carefully reviewed, and the best method for accomplishing their purpose was discussed. The decision eventually reached was to accept the proposition of the Baptist mem- bers of the board, who offered to furnish thirty-five hundred dollars with which to build an institute for boys, provided a division of the board of trustees and of the field of labor should be so arranged as to leave to the control and management of the Baptists the school already organized for the education of girls. The thirty-five hundred dollars were accordingly raised and paid over. Two boards of trustees were organized instead of one, and a handsome edifice, known as Billiard Institute, was erected one mile north of the court-house. The two institutions thus established moved on in their mission suc- cessfully until 1861. The close of the Civil War in 1805 left the South impoverished, its school buildings dilapidated, its social and political systems shattered, and the country under military rule, which gave promise of naught but oppression and ruin. To add to the gloominess of the picture, a debt hung over the Monroe Female College which the trustees were unable to cancel. To meet the emergencies of the case a combination was formed by the Eev. W. 0. Wilkes, Hon. A. D. Cand- ler, E. T. Asbury, and Capt. B. M. Turner, and an agreement was en- tered into whereby the debts of the institution were assumed, on condi- tion that the management, under certain limitations and restrictions, should be placed in their hands. Changes soon followed, new combina- tions were formed, and other parties became stockholders for more than half the investment. In 1807 Dr. S. G. Hillyer was called to the presi- dency of the college, an arrangement having been made to the satisfac- tion of Dr. W. C. Wilkes, who until this time had presided. For years the affairs of the institution progressed smoothly. But means were wanted to furnish appliances and to give such facilities as were needful for success. The following plan was devised, by which assistance was procured for both institutions : The town council was authorized to sell bonds and purchase a certain amo'unt of stock in each, with certain limitations and restrictions; one of the latter, as incor- porated in the bill, being that the organic status of the two schools should remain unchanged. Thus supported, the two institutions took on new life, and continued for years in prosperous operation. In the winter of 1876 Hilliard Institute was consumed by fire, and in October, 1879, Monroe Female College shared a similar fate. But to the credit of her citizens, Forsyth to-day looks upon both edifices re- constructed, and boasts of educational advantages possessed by very few towns in the State. The college has a main building with rooms for recitation in literature, science, music, drawing, and painting. A 76 EDUCATION IN GEORGIA. nucleus has been made for a library, laboratory, museum, etc. An ex- cellent corps of teachers are at their respective posts.' The attendance of pupils is good,^ and the institution is making rapid strides in re- gaining prestige and popularity. The first class of Monroe Female College was graduated in 1854, and over two hundred young ladies have received diplomas since that time.^ SHORTER COLLEGE.'' This college is situated at Eome, Floyd County. In the summer of 1873 several gentlemen of that city organized a company, and bought for school purposes a piece of property known as " Shelton Hill," located in the centre of the town. Prominent in this organization was Col. Alfred Shorter, who took fifteen shares of the stock and gave the influ- ence of his recognized business capacity to the enterprise. In October, 1873, the " Cherokee Baptist Female College" was estab- lished. Some changes were made in the buildings already standing on the premises and intended to serve the uses of the college. The neces- sary school furniture and instruments were supplied, and good teachers were secured, thus enabling the institution to afford at the beginning ex- cellent educational advantages. The Eev. L. E. Gwaltney was elected president; and was assisted by a faculty of five instructors. After holding the presidency a twelvemonth, Doctor Gwaltney was succeed- ed in 1874 by Prof. A. B. Townes, of South Carolina. Upon the res- ignation of the latter in the following year, the institution was again placed under the management of Doctor Gwaltney, who remained in charge until his call in 1876 to the presidency of the Judson Institute, Marion, Ala., when Eev. E. D. Mallary, of Albany, Ga., was chosen as his successor. In 1877 the entire property was transferred to Col. Alfred Shorter,* whose name the college now bears. He removed every building from the hill, and erected three large and elegant structures in their stead, admirably suited for school work. The main edifice con- tains the Memorial Chapel and thirteen rooms for college purposes. Another building, three stories high, is arranged for the music-rooms, study-hall, and art gallery; and the boarding-house constitutes the third. ' Associated witli Prof. R. T. Asbury, president of tlae college, who fills the chair of mathematics, is a faculty of seven teachers. 2 The 1886-87 register shows it to be one hundred and seventy-eight. 'The historical sketch of tho college, as above given, is principally taken from its 188C-87 Catalogue, pp. 18, 19, and tUo Baptist Encyclopcedia, p. 809. •■ Tlie Baptist Encyclopajdia, pp. 1054-5. Henderson's Commonwealth of Georgia, pp. 275-6. Catalogue for 1886-87. sRightlyis the institution called after him; for he was practically its founder, being foremost in tho movement which produced it, spending during his life-time one hundred and thirty thousand dollars on tho grounds, buildings, and appliances, and leaving by will to tho college forty (housaud dollars as the nucleus of an endowment. BAPTIST INSTITUTIONS. 77 lu 1S82 ColoDol Shorter sent to Doctor Gwaltney, requesting him to return to Eome and resume his office as president. This the doctor consented to do, and entered upon his duties in the fall of the same year. He is* the present incumbent, and is assisted by an able and ex- perienced corps of fourteen teachers. Eight supervise the literary de- partment, four teach music, and two instruct in art. The regular course of study comprehends five years, one each for the Freshman, Sophomore, Junior, Sub-Junior, and Senior classes. There is likewise a preparatory department. As in the Southern Female Col- lege, so in Shorter College, the various branches are arranged in schools, for the benefit of those who desire to specialize. There are ten of these: English ; history ; mental and moral philosophy f mathematics ; ancient languages; modern languages, including French, German, and Italian; natural science; music ; art; and art embroidery. Of all these schools, that of «iusic is the most largely patronized. Out of the one hundred and sixty-three students in attendance on the coUeg&during the session of 1880-87, one hundred and forty-two were pupils of music. Instruc- tion in music, as here afforded, embraces the piano, organ, violin, guitar, and vocal culture. This and the art and natural science departments are well equipped with instruments, models, and apparatus. THE GEORGIA SEMINAEY FOR YOUNG LADIES.' This institution, situated in the town of Gainesville, Hall County, arose from a desire on the part of the friends of education to establish a large female university in Georgia. The matter was broached in the Georgia Baptist Convention, and a committee of twenty was appointed to choose a location for it. In 1877, when the Convention met at Gaines- ville, as that town offered twenty-five thousand dollars to aid the enter- prise, it was selected as the home of the institution. Work was com- menced on July 4, 1878, and a chartei; was procured for the school, which was opened with flattering prospects on the 11th of the Septem- ber following. At the time of its organization Dr. W. 0. Wilkes was president of the faculty and liev. D. E. Butler president of the board of trustees. During the first year of its existence the seminary had in attendance ninety-four pupils, and during the second year one hundred and twenty-five. There were then in service, we are told, a full corps of popular and experienced teachers, the president himself being an able educator. Doctor Wilkes continued at the head of the school until his death, which occurred in March, 1S86, when Prof. A. W. Yan Hoose, the present incumbent, was elected as his successor. Professor Van Hoose assumed control of the seminary early in September of the same year. ' March, 1888. ^ Doctor Gwaltney has oliarge of this department. ' The Baptist Encyclopaedia, p. 441. Catalogue for 1886-87. 78 EDUCATION IN GEORGIA. The sessioa commenced with thirty-one pupils; but before its close in Jane, 1887, one hundred students had been enrolled. This number has, during the past year (1887-88), been increased to one hundred and thirty -live. In view of this rapid increase in attendance. Professor Van Hoose was obliged to erect another building for the accommodation of students. This building, a handsome three-story brick structure, con- tains a chapel on its first floor and school-rooms on the other two floors. The present faculty of this institution consists of nine teachers. In addition to the primary and the collegiate departments, instruction is afforded iu law, hygiene, telegraphy, and book-keeping. Departments of art and music are also attached to the institution, the facilities for the study of music being very good. GEORGIA FEMALE COLLEGE.^ We conclude our consideration of Baptist institutions with a notice of the Georgia Female College, which, although now discontinued, still, in view of past services rendered, is fairly entitled to honorable mention by the side of living and thriving seminaries for the advance- ment and development of .higher female education within the borders of the Commonwealth. The college to which we here refer was located at Madison, Morgan County, and was incorporated by an act of the Legislature of Georgia on the 17th of January, 1850.^ At that time it was known as the "Madison Collegiate Institute," but soon afterward the board of trus- tees, by a legislative amendment, changed the name to that of Georgia Female College. The school was founded under the auspices of the Baptists, and the men mainly instrumental in establishing it were residents of Madison. Eev. George Y. Browne was called to the presidency of the institution in 1850, and, entering upon his duties in the following year, ably and successfully conducted its operations for the space of a decade. In 1861 he removed to Alabama, but in 1870 returned to Madison and accepted the position which he had formerly occupied in the college, and which declining health compelled him to resign in 1878. "As au instructor," we are told, " George Y. Browne had no superior and but few equals, and those who enjoyed the benefit of his instruction received no super- ficikl education.'' Among the other presidents of the Georgia Female College may be mentioned the Eev. J. E. Branham, D. D.; Prof. A. B. Townes, of South Carolina, who held the office for a brief period ; Prof. E. T. Asbury, the present head of Monroe Female College, who was called to the chair about 1880; and Col. Edward Butler, son of the late Eev. D. E. Butler, 1 American Baptist Register for isr,2, i>. 428. Tho Baptist Eiicyclopiniliu, p. -llf.. Wliite's Historical Collections oi' Georgia, p. 560. ''Laws of 1849-50, pp. 112-14. PRESBYTEKIAN INSTITUTIONS. 79 who was in charge of the institutioa when it was burned in 1882. He was the last of the presidents, and the Georgia Female College is now but a pleasant and interesting memory, constituting no unimportant link in the chain of the educational history of the Commonwealth. In 1852 the institution had fine buildings, a large endowment, and was a flourishing school. Fourteen thousand dollars had been recently subscribed in Morgan County, which had been increased to eighteen thousand dollars by subscriptions from other parts of the State, for the completion of the buildings, purchase of apparatus, etc. The fac- ulty at that time consisted of twelve instructors, representing the branches of mental and moral science, the natural sciences, mathe- matics, rhetoric, belles-lettres, natural theology, physiology, French Italian, Spanish, music, and drawing and painting. The whole number of pupils in attendance during the first session of the college (1851-^2) was one hundred and forty-eight. In 1854 we are advised of the contemplated formation of a normal class, free of all tuition fees, for the benefit of those graduates who might desire to receive instruction in the theory and practice of teach- ing. One hundred and fifty-six names were enrolled on the college register during the preceding year, and the apparatus was reported to be " of the most recent and approved construction." A quarter of a century elapses, and we again meet with the Georgia Female College, this time under the efflcient management of Professor Asbury, who then, as now, enjoyed a widely extended reputation as a thorough and successful teacher. He was assisted by an able corps of instructors. The main college building was a large and well ar- ranged brick edifice, situated in a beautiful grove, and presenting an attractive appearance. The college was supplied with fine philosophi- cal apparatus. Such is the last glimpse that we have of an institution which was very popular in its day, and which gratefully recognized as the foun- dation and chief corner-stone, of its prosperity the administration of the Eev. George T. Browne. PRESBYTERIAN INSTITUTIONS. OGLETHOKPE UNIVEKSITT.^ Having reviewed the leading Baptist denominational schools in Geor- gia, our attention is next- directed to those in the establishment and maintenance of which Presbyterian energies and resources were chiefly enlisted. Of these there are two. First in time, and also in impor- ' Georgia Illustrated, etc., by William C. Eioharcls. Penfield, Ga., 1842. Pp. 6-8. White's Historical Collections of Georgia. New York, 1854. Page 266. Thomas P.Janes'sHand-Book of Georgia. Atlanta, Ga., 1876. Pp. 201-2. Georgia Gazetteer for 1837, p. 323. White's Statistics of Georgia, p. 78. 80 EDUCATION IN GEORGIA. tance, is Oglethorpe Uuiversity, one of the oldest chartered colleges in the State, and for inanj' years a vigorous and flourishing institution. This University had its origin in a division of the interests of the Educational Society of Georgia,' at its dissolution, between the two manual labor schools, the Midway Seminary and the Gwinnett Institute. The trustees of the Midway Seminary, in the spring of 1835, tendered it to the Hopewell Presbytery, believing " that ecclesiastical supervis- ion would give weight and permanency to the object, and secure that moral and religious influence over it which, with a strict and reason- able discipline, would render it more worthy of support and confidence."^ The Presbytery accepted the offer, and appointed a committee to re- port on the expediency of elevating it to the rank of a college. OEGANIZATION OP THE COLLEGE. That committee reported at the fall meeting of the Presbytery in 1835, through their chairman, the Hon. E. A. Nisbet, the following reso- lution, which was adopted : " Resolved, That it is expedient that Hope- well Presbytery undertake to endow, organize, and maintain a college, to be under the exclusive government and control of the Presbyterian Church." It "WHS fixrther ^^ Besolved unanimously, That this institution shall be located at Midway, Baldwin County."-' In pursuance of this determination, the Presbytery appointed a board of trustees, consisting of twenty-four members, to take charge of Ogle- thorpe University, as the new college was called. The first meeting of this board was held at Milledgeville, Ga., October 21, 1835; and just two months from that date the desired charter was procured from the General Assembly." This was ample in all respects. The preamble of the act incorporating Oglethorpe University runs as follows : " Whe^-eas The cultivation of piety and the diffusion of useful knowledge greatly tend to preserve the liberty and to advnnce the prosperity of a free people ; and tchereas, these important objects are best obtained by train- ing the minds of the rising generation in the study of useful science lAUudiug to tbis organization, Doctor Wilson (Necrology, p. 29) says: "The most important enterprise ever entered into by any ecclesiastical body in the State had its inception at the session of Hopewell Presbytery at Thyatira Church, in the spring of 1823. This was the formation of the Georgia Edncational Society. Out of this enterprise arose the whole movement of denominational education in the State. To it we trace the existence of Oglethorpe Uuiversity, Emory College, and Mercer University." See also ibid., pp. 29-35. li Professor Talmage's sketch in Georgia Illustrated, p. 6. 3The idea of establishing the college at Midway was an after-thought, it having at first been the intention of the Presbyterians to fonud it at Washington, in Wilkes County. This location was selected with reference to its healtbfulnoss, its centra! situation, and because it was easy of access to all pupils coming from Georgia and the southern States. It was ue:u' the groat thoroughfare from New Orleans to the North, and within a fow miles of the line of the Central Railroad from Savannah to the West, thus bringing the seaboard and the mountains to its doors. ■•See Prince's Digest (to 1837), pp. 877-8. PRESBYTERIAN INSTITUTIONS. St- and imbuing their hearts with the seutiraeuts of religion and virtue ; and whereon, it is the duty of an enlightened and patriotic Legislature to authorize, protect, and foster institutions established for the promo- tiou of these important objects : Be it enacted," etc. One of the pro- visions of this charter was that "It shall not be lawful for any person to establish, keep, or maintain any store, or shop of any description, for vending any species of merchandise, groceries, or confectioneries," within a mile and a half of the University, under the penalty of a sum not less than five hundred dollars ; the form of deeds granted in the sale of University lots requiring the forfeiture of the lot to the Univer- sity when those restrictions were violated. THE UNIVERSITY ORGANIZED. On November 24, 1836, the University was organized by the election of the following oflBcers and faculty : Rev. 0. P. Beman, D. D., pres- ident, and professor of chemistry and natural philosophy ; Hon. Ea- genius A. Nisbet, vice-president, and professor of belles-lettres and mental philosophy ; Rev. Samuel K. Talmage, professor of ancient lan- guages ; Rev. O. W. Howard,^ chaplain and lecturer on moral philosophy and evidences of Christianity ; and IT. Macon Crawford, professor of mathematics and astronomj\ The corner-stone of the University was laid with appropriate cere- monies, and an address was delivered by Chief-Justice Joseph Henry Lumpkin, March 31 , 1837. The main college edifice had been commenced the August before, and was completed in July, 1810. Ttiis building Pro- fessor Talmage, writing in 1842,^ thus describes :~'B It is a brick struct- ure, painted white, two stories high, beside a basement. It is con- structed after the Grecian-Doric order, without and within. The cen- tral part contains the finest college chapel in the United States; its whole dimensions are fifty-two feet front by eightj'^-nine feet deep, in- cluding a colonnade fourteen feet deep, supported by four massive pil- lars, and the vestibule to the chapel eleven feet deep. The dimensions of the chapel are forty-eight feet by sixty in the main story, and forty- eight by seventy-one in the gallery, the latter extending over the ves- tibule. The ceiling of the chapel is in the form of an elliptical arch, resting on a rich cornice, and containing a chaste and ornamental cen- tre piece. Attached to the building are two wings, thirty feet front by ' Doctor Howard is entitled to special notice and credit by virtue of the fact that it was at his suggestion and through his personal exertions that the Midway Seminary was established, under the auspices and patronage, as wo have seen, of the Hopewell Presbytery. To him likewise belongs the honor of having been instrumental in transforming the school into a college ; of proposing the name of Oglethorpe Univer- sity, which the Institution afterward bore; and of having raised, in one year, in Georgia, an endowment fund of one hundred and twenty thousand dollars. (See T. P. Janes's Hand-Book of Georgia, pp. 201-2.) 'See Georgia Illustrated, pp. 7-8. J1409— No. 4 6 82 EDUCATION IN GEORGIA. thirty-four deep, and three stories high ; making the'entire^frotJt of thfe edifice one hundred and twelve feet in length. Each story in the wings is divided into a professor's oflflce in front, and a recitation or lecture room in the rear. There are in the basement story and the wings six- teen rooms, affording ample accommodations, museum, apparatus, and all other conveniences for college purposes." On each side of the cam- pus there was a row of dormitories of one story' for the habitation of the students. The other buildings were the president's house, on the south side of the campus, below the dormitories; the academy, a large two-story edifice, opposite it on the north side ; and an old chapel, the interior of which was converted into recitation rooms. The college commenced operations in January, 1838. From that time the number of students gradually increased until 1842, when it amounted to one hundred and twenty-five. Of these, fifty were in the collegiate and seventy-five in the preparatory department,' The first class was graduated in the fall of 1839. The college year was divided into two sessions. The winter session, which began the collegiate year, opened on the first Monday in Janu- ary and closed on the second Wednesday in May. The summer ses- sion began four weeks after the latter date, and closed on Commence- ment Day, the Wednesday after the second Monday in November. In the fall of 1839 the Presbytery, at the request of the board of trustees, offered the institution to the Synod of South Carolina and Georgia, by whom it was unanimously accepted. President Beman resigned his position in 1841. In Kovember of the same year the Eey,- §^muel K. Talmage, a graduate of Princeton, and uncle of the present Dr. T. De Witt Talmage, was called to the presi- dency of the college. He remained in office until his death, which occurred September 2, 1865. The exercises of Oglethorpe University were suspended toward the close of the War through the lack of necessary funds ; and from 1867 to 1869 the college was still struggling with financial difflculties. All at- tempts at reorganization had proved fruitless, and the several elections made had been repulsed by declinations. Finally, on October 6, 1869, Eev. W. M. Cunningham was chosen president. He died, however, before the reopening of the college, and on March 31, 1870, Dr. David Wills was appointed his successor. About the same time it wa,s decided to remove the University to Atlanta, where its exercises were resumed iu October, 1870, with Doctor Wills as president. After continuing its operations for a year or two, in 1872 the institution was closed, and has not since been reopened, though its organization is maintained through the board of trustees, who meet annually in Atlanta. ' These were placed twelve feet apart, aud each oue was divided into two rooms eighteen feet sqnare. ^ See Doctor Talmage'B sketch of Oglethorpe University, ia. Georgia lUiistrated, p. 8. PRESBYTERIAN INSTITUTIONS. 83 The apparatus and other property have been returned to Midway, and, with the former buildings of the college, are used and occupied by the Talmage High School, which was well patronized in 1876, the property being then worth twenty-five thousand dollars.' Recently the question of reorganizing and rehabilitating Oglethorpe University has been discussed by the Presbyterians of Georgia. Among the plans suggested is the purchase of some four hundred acres of land at Kirkwood, near Atlanta, including one of the finest groves in the State, as a site for the college. ROME FEMALE COLLEGE. This institution, while several years the junior of Oglethorpe Univer- sity, has this advantage over the latter, that it is still in active exist- ence. The Rome Female College is the outgrowth of the Rome Female Academy, which was established in 1845 by Rev. and Mrs. J. M. M. Caldwell. The college was incorporated and began its work in 1837 under the auspices of the Synod of Georgia. In common with similar institutions under the control of that body,^ it passed into private hands in 1862, becoming the property of its president, Doctor Caldwell. After sev&n years of great prosperity,' the approach of contending armies in 1864 rendered the suspension of the college a necessity. Another seven years elapsed before it was reopened, under the direction of its former president, in 1871. Since that year it has steadily grown in useful- ness, and has maintained its position in the front rank of iustitutions of learning. The present faculty of the college consists of rii'(i6 instructors. One of them, Prof. S. C. Caldwell, has been connected with Doctor Caldwell in his labors for more than twenty years, and is well known in the South as an accomplished and" successful teacher of the sciences (phys- ical and metaphysical) and higher mathematics. The course of study, as prescribed in the collegiate department, occu- pies five years. The classes are, respectively, the Senior, Junior, Sopho- more, Novian, and sub-Novian, the last named being preparatory in its character. Beside the collegiate, there is likewise an art and also a music department. The art department is fully equipped for instruc- ' See Janes's Hand-Book of Georgia, p. 202. 'Previous to the War there were two flourlsbing female institutions under the care and management of the Synod of Georgia. One of them, located at Greensboro ugh, and called the Greensborough Female College, was opened January 2, 1852. (White's Historical Collections of Georgia, p. 477.) The other was situated at Griffin and known as the Synodical Female College. {Ibid., p. 634.) It was incorporated by act of January 22d of the same year. The Rev. Dr. I. S. K. Axson, of Savannah, was at one time connected with the former, and Rev. Carlisle P. B. Martin for some years associated with the latter, in the capacity of president. The Griffin Synodical Fe- male College was used as a hospital during the War, and was burned in 1864. ' During the first seven years of its existence (from 1857 to 1864) Rome Female Col- ege had an average attendance of one hundred and twenty-five pupils. 84 EDUCATION IN GEORGIA. tion in oil, water-color, and pastel painting, crayon and pencil drawing, china painting, and other modes of decorative art. A fine series of plaster casts and models is provided for the use of the "sketch class," and regular exercises in drawing from living subjects are given twice a week. The success achieved in this department of the college is a source of just pride. A bronze medal was awarded its exhibit of scholars' work, consisting of dffcy free-hand and crayon drawings, at • the Paris Exposition of 1878. A number of its pupils are now teachers of painting and drawing in other institutions, and several have estab- lished profitable private studios. The department of instrumental and vocal music is well supplied with facilities for instruction and practice, and gives general satis- faction. The college possesses a valuable collection of physical and chemical apparatus, a cabinet of minerals and fossils, especially rich in Georgia, Alabama, and Tennessee specimens, and a large and well-selected li- brary. The attendance here during the sessions of 1885-86 and 1886-87 was about one hundred students. This diminution in the numbers attend- ing has been due in large measure to the effect of the establishment of public schools in the city of Eome, One feature in the Eome Female College has not been touched upon. We refer to the noble relief which the institution has for many years been giving to indigent Presbyterian ministers who need help in the preparation of their daughters for the avocation of teachers. This work was commenced immediately after the War, and since that time, as we are informed by President Caldwell, over seventy-five daughters of such ministers, residing in nine different States, have received suc- cor. " We have now five daughters of ministers," he says, " who are being aided. * * » The results have been eminently good, and the need of this kind of help is such that we do not wish to suspend it. It should be perpetuated ; this is one object before us." i One of the mo- tives prompting the contemplated purchase of the college property by . the citizens of Eome, for presentation to the trustees of the Synod, on condition that that body will at once proceed to raise funds for the en- largement, more thorough equipment, and fuller endowment of the school — is that the opportunities for aiding the daughters of indigent ministers may be increased. ' Letter dated March 3, 1888. METHODIST INSTITUTIONS. 85 METHODIST INSTITUTIONS. EMORY COLLEGE.! In the month of December, 1836, the first and foremost Methodist col- leges in Georgia were chartered. The act incorporating Emory College passed the General Assembly on the 10th of that month, and the act which provided for the foundation of what is now called the Wesleyan Female College, at Macon, received its assent on the 23d of the same month. Both are denomitfational institutions. They are now, and have at all times been, conducted under the supervision and auspices of the North and South Georgia Conferences of the Methodist Episco- pal Church South. Latterly the cooperative patronage of the Florida Conference has been added. These colleges belong to the great quar- tette of educational factors of whicb the University of Georgia and Mercer University are the other members, the presence and Iniiuence of which are generally felt and acknowledged throughout the State. Emory College is located in the town of Oxford, Newton County, though its original site was at Covington. By the first section of the bill establishing the college a board of seventeen trustees, consisting, among others, of Ignatius A. Few, Lovick Pierce, and George F. Pierce, was appointed to take charge of it. The first formal meeting of this board was held February 6, 1837, in Covington. Twelve of the mem- bers were present, and Mr. Few was elected jjresident of the body. One of the objects of this meeting was to inspect the lands offered for the' contemplated institution and to locate the collegSbLSJid campus. The trustees visited the lands February 7, 1837. At a meeting held on the 8th of the ensuing December, Ignatius A. Few, LL. D., was chosen president of the college, and the organization of the faculty was completed by the election of Archelaus H. Mitchell as professor of moral philosophy, " and, for the time being, professor of mental philosophy and belles-lettres;" Alexander Means* as professor 'White's Historical CoUectious of Georgia. New York, 1854. Pp. 574-5. Thomas P. Janes's HancT-Bpok of Georgia. Atlanta, Ga., 1876. Page 187. Seney Hall : An address by Attious G. Haygood, D. D., President of Emory College, Oxford, Ga., on the occasion of laying the corner-stone by Bishop 6. F. Pierce, D. D., LL. D., June 8, 1881. Macon, Ga., 1881. Pp. 16. Henderson's Commonwealth of Georgia, pp. 268-9. President's Report of Emory College, Oxford, Ga., and Wesleyan Female College, Macon, Ga., to the patronizing Conferences, December, 1886. Pp. 3-12. Catalogues of Emory College, 1856-57, 1869-70, 1877-78, 1882-83, 1886-87, and 1887-88. History of the Department of Technology of Emory College. (September number of Dixie. Atlanta, Ga., 1887. Pp. 552-4.) White's Statistics of Georgia, pp 78-9. Bishop Simpson's Cyclopaedia of Methodism. Revised ed., 1882. Page 340. 2 Mr. Means was the fourth jiresident of Emory College. It is noteworthy that to him more than to any other person has been due the removal of the college to its present site. (See Haygood's Seney Hall address, p. 4.) 86 EDUCATION IN GEORGIA. of uatural sciences ; George W. Lane as professor of ancient languages ; and Harrj' B. Lane as professor of mathematics and civil engineering. With its departments- thus supplied with instructors, the institution was at once opened. Mr. Few soOn resigned his place on account of ill health, and was succeeded in the presidency by the Kev. Augustus B. Longstreet, LL. D., who remained at the head of the college until July, 1848, a period exceeding ten years, when he was iu turn followed by the Eev. George F. Pierce, D. D., LL. D. Since Bishop Pierce there have been six presidents, viz : Alexander Means, James E. Thomas, Luther M. Smith, Osborn L. Smith, Atticus G. Haygood, and the present able incumbent, Eev. Dr. Isaac S. Hopkins.^ The first class of three students was graduated from Emory College in 1841. From that time until the present, with the exception of one suspension (1862-68), the exercises of the institution have been regu- larly conducted. The last returns show a graduation list for the whole period of its existence of eight hundred and twenty-six students.* The average attendance for the past few years has been two hundred stu- dents, and during the session of 1886-87 it was two hundred and forty- one.' The present college faculty consists of fourteen instructors. These conduct, in addition to an academic course of the highest grade, a com- mercial school, a school of telegraphy, a school of law, and a school of tool-craft and design. COTJESES OP STUDY. The academic 9oyi(]^3e of study embraces a classical course of six years (including the two sub-Freshman classes), and a scientific course of three years. Of these courses it may be remarked that Bible instruc- tion is an important element in both of them, that branch being pursued through the Jtinior year in the classical and for the first two years of the scientific course. During the last year in each course lectures on the evidences of Christianity are delivered. The ancient languages ' Since the above was put in type, Doctor Hopkins lias left Emory College to become president of the Georgia School of Technology, at Atlanta. The terms of service of the presidents who have come after Bishop Pierce, who re- signed in the summer of 1854, have been as follows: Eev. Alexander Means, LL. D., from July, 1854, to December, 1855 ; Eev. J. E. Thomas, LL. D., from December, 1855, to Jnly, 1867; Eev. L. M. Smith, D. D., from July, 1867, to December, 1871; Eev. O. L. Smith, D. D., from December, 1871, to December, 1875; Eev. A. G. Haygood, D. D , LL. D., from December, 1875, to December, 1884; Dr. I. S. Hoptins, from December, 1884, to July, 1888. Eev. Warren A. Candler, D. D., was installed iu the position of president in the fall of 1888. 2 Among Emory's graduates are Hon. L. Q. C. Lamar, Associate Justice U. S. Supreme Court; Gustavus J. Orr, the late State School Commissioner of Georgia, widely rec- ognized and admired for his abilities and labors as an educator ; and ex-Member of Congress Thomas Hardeman. ' There were two hundred and fifty-five students in attendance during the session of 1885-86. METHODIST INSTITUTlOl^S. 87 are studied through the Freshmau, Sophomore, and Juuior years. The modern languages are taken up in the Junior and continued in the Senior year. Mathematics runs through the whole of the classical course. The study of English and English composition receives thor- ough attention both in the classical and scientific courses. There is, moreover, a master of arts course of two years' duration, in which the ancient languages, mathematics, natural science, the modern languages, and mental and moral science enter. Of the schools of telegraphy and law little need be said. The course in the latter is completed in one year. What is especially to be noted in the case of the school of teleg- raphy is that females as well as males are entitled to the enjoyment of its privileges. Beside the book-keeping department, which is said to be in success- ful operation, a school of vocal music is annexed to the institution. There is also special provision made for the study of Hebrew. DEPARTMENT OP TECHNOLOGY. The chief strength of Emory College, and the foundation of its claims to high repute in educational circles, centre in its Department of Tech- nology. This school, which is memorable as being the iirst successful attempt at introducing and popularizing manual training for youth as a branch of college instruction in Georgia — the other efforts in that direction, made at an earlier date, having proved futile, — was com- menced in connection with the college in October, 1884. "A small shop in Doctor Hopkins's yard, containing two foot-lathes and a few tools (all the personal property of tbe ddctor), was^^fl'^there was^td begin with. The need of thi& kind of education among our own people" (we quote from a writer in Dixie for September, 1887) " seemed to be more sensibly felt than ever before, so that before the close of the first year the friends of the institution had donated ten thousand dollars for the benefit of this department. The present commodious building was be- gun before commencement, and was finished and supplied with machin- ery during vacation. During this time. also a competent instructor had been secured, so that at the opening of the next college year the De- partment of Technology was ready to begin its work. " The first year's class — that of 1885-86, as nothing worthy of notice in the way of work was accomplished until the present shop was built — was about three times as large as was expected. During this year the portion of time devoted to shop-work was principally given to element- ary training in wood-work. Much attention was paid to mechanical and architectural drawing. The zeal and fondness which the boys man- ifested for their work and its universal popularity among students ' and citizens convincingly assured President Hopkins of the timeliness and 1 Some in tie regular course undertook to carry on the work of this department dur- ing that year. 88 EDUCATION IN GEORGIA. Utility of the step be had taken, and it soon became evident that the founding of the school was no longer considered an experiment, but rather a potent and useful factor in the future education of the South." The session of 1886-87 opened with a good attendance for this de- partment, the whole number of students being thirty-flve, nearly one- half of whom were received during that year. The same eagerness to learn which characterized the students of the first year was remarked in those of the second. At the State fair held at Macon in the fall of 1886, samples of work in wood and iron, and specimens of drawing from the Emory School of Technology, were exhibited, and a diploma was awarded to the department for general excellence in mechanical work. When it is remembered that the specimens shown on this occasion were the product of the first year's labors, it will be seen upon what a sub- stantial and excellent basis the course of training in this department has from the first rested. " The. object of this department is to supply to the country a class of citizens who shall be skilled workmen,.and at the same time educated men. * * * Furthermore, it has been sought to em- body the principle that mechanical science has in itself an educative power of the highest possible value in the development of the percep- tive faculties, the taste, the judgment, and the reason."' The workshop is conducted as a regular manufacturing establishment. Work is done under the idea that it goes into the market with other productions of skilled labor, and must stand or fall by its excellence and merit. Contracts are taken for all classes of wood and iron work, thus giving the stimulus of variety and gradations of work to the pupil. For convenience the course is divided into three years. The main reason fordoing this 1^' to allow for and encourage strong predilection for any particular branch. The first year is devoted principally to wood-work, embracing the use of hand tools, wood-turning, machine sawiyg, planing, and boring, cabinet-work, and pattern-making. The second is dedicated, for the most part, to iron-work, embracing chip- ping, filing, drilling, lathe and planer work, forging, etc. The third year is given to finer work of all classes, — finishing, tool-making, and machine construction. Mechanical drawing is taught throughout the course.* Prom the simplest exercises the pupil is advanced as rapidly as thor- ough work will admit, up to the most elaborate and difficult tasks. By gifts from friends interested in industrial education, North and South, as we have seen, the facilities for practice and instruction in the Emory Technological School have rapidly increased, until at present they represent, in buildings and appliances, an investment of ten thou- sand dollars. The buildings consist of a new shop, built of brick, with engine and boiler room, and a twostory brick structure, with four apartments, furnishing in all a flioor-spiice of ovet six thousand square feet. The wood and iron working departments are both adequately • Catalogue for 1886-87, p. 5;). ^Tbree hours a week are given to tliis branch in the first year, six in the second, and four in the third. 3 > 3 O METHODIST INSTITUTIONS. 89 supplied with apparatus, among which is a milling-machine, made in the department. The motive-power is a Winship engine, of twenty horse- power, with horizontal tubular boiler. Beside several varieties of engines, some of the school's own design- ing, including a twenty horse-power automatic (Corliss) engine, which was recently finished for the Atlanta Constitution job office, the man- ufactured articles of the Technological School include brackets and mantels, from the simplest to the most elaborate patterns, pulpits, pew- ends, and indeed all classes of ornamental and useful wood-work. Considering the extreme youth of the department, the small begin- nings from which it emerged to its present state of enlarged usefulness, and the work it has accomplished, we cordially praise the noble and energetic pluck and the steady perseverance of its projector and founder, Doctor Hopkins.* FREE SCHOLAESHIPS AND HELPING HALLS. The next subjects to be considered are the Free Scholarships and the Helping Halls of Emory College. Particular credit is due to the insti- tution for the generous hand of assistance and support it has always extended to those who, though lacking the requisite means, yet have the ambition for acquiring a collegiate education. Here we see the great and governing principle and the foundation virtue of this col- lege. It is a significant fact in its history, that since 1837 it has helped to a complete or partial course more than two thousand young men.^ The board of trustees, in July, 1874, iu order to increase the benefac- tions of the institution, granted "two>free scholarships in the;College classes to each presiding elder's district in the three patronizing Con- ferences, namely, the North Georgia, the South Georgia, and the Flor- ida Conference." These scholarships are given to the sons of laymen and local preachers. Another bounty has been provided for the sons of itinerant preachers and pastors of churches, which is that they are relieved from the payment of tuition. The " Helping Halls " constitute the other agency which Emory College has employed to benefit its students. With a view to aiding in obtaining collegiate education young men who were very poor, but desirous of learning, the college, as far back as 1876, began, in a little six-room cottage, the experiment of procuring cheap board for those who needed it. In the fall term of that year ten young men commenced housekeeping in the rented house. For three years the experiment was conducted in the little cottage. At the end of that time these facts were established : (1) That cheap and good board was within the reach of poor boys; (2) that in health, morals, social standing among students and citizens, and scholarship, the Hall boys ranked with the best. ' Since the resignation of Doctor Hopkins, the technological department has been discontinued. » See Catalogue for 1886-87, p. 62. 90 EDUCATION IN GEOEGIA. From the beginning, including the current jikr, uotlefes than four hun- dred young men of limited means have found in the Helping Halls the solution of their financial problem, and have been enabled to take a full or a partial college course. These Helping Halls are under the direct control of the president of the college. He appoints the man- agers and they are responsible to him. No small boys without guardians, or persons not needing aid, or pupils of bad character, are admitted to them. Three of the largest and best houses in the town of Oxford are used as Helping Halls. SENET HALL. The college buildings are situated in a grove of oak and hickory of original growth, the grove embracing au area of forty acres. Of these buildings there are six, noteworthy among them being Seney Hall, the gift of Mr. George I. Seney, of Bropklyn, N. Y. There are few college buildings in the country so admirably constructed and so thoroughly furnished as Seney Hall. It is three stories high, the first and sec- ond floors being occupied by four lecture-rooms, and the third being devoted exclusively to the use of the college library. The building also contains eight offices and reading-rooms.^ Beside the college build- ings are two society halls, belonging respectively to the Few (organized in 1839) and Phi Gamma (organized in 1837) Literary Societies. They have their separate libraries, amounting in all to about five thousand volumes. A monthly publication of these societies, known as the Emory Mirror, was started in October, 1879, and has been continued to the present time. .is- < i While Emory College has furnished the State and country at large with leading men in all ranks of public and private life, the peculiar glory of the institution is that it makes higher education possible to young men of limited means.^ WESLETAN FEMALE COLLEGE.' " For my own part, I call education, not that which smothers a woman with accomplishments, but that which tends to consolidate a firm and regular character ; that which tends to form a friend, a cora- ' Mr. Seney'8 other gifts to the college included seveuty-five thousand dollars to in- crease its endowment fund, and five thousand dollars to aid in paying one of its debts. = Among the professors at various times counocled with Emory College may be mentioned the late Gustavus J. Orr, LL. D., and G. W. W. Stone, in mathematics; I. S. Hopkins, D. D., and Eov. A. Means, LL. D., in physics; Rev. Morgan Callaway, D. D., in English language and literature; A. G. Haygood, D. D., LL. D., and W. A. Candler, D. D., in metaphysics; IT. A. Scomp and Rev. J. M. Bonnell, D. D., in Greek; and W. D. Williams and Rev. J. O. A. Clark, D.D., LL.D., in Latin. ' Georgia Illustrated, by William C. Richards. Peafleld,Ga., 1842. Pp. 13-16. An Address on Female Education, by Daniel Chandler. Mobile, Ala., 1853. Pp. 32, (Areprint of the original speech delivered at Athens, Ga., in 1835.) ■-a.i,,aiilla;i!li!ilWliaii^ METHODIST INSTITUTIONS. 91 panion, and a wife. I call education, not that which is made up of the shreds and patches of useless arts, but that which inculcates principles, polishes taste, regulates temper, cultivates reason, subdues the passions, directs the feelings, habituates reflection, trains to self-denial, and more especially, that which refers all actions, feelings, sentiments, tastes, and l)assions, to the love and fear of God." So wrote Miss Hannah More of the proper scope and aims of female education, in the higher sense in which she understood it. These views it has been the privilege of a country other than England to inaugurate and apply. America, or rather Georgia, claims the honor of establishing the oldest char- tered and regularly organized college in the world for graduating young ladies. The institution to which we allude is the Wesleyan Female College at Macon. " The founders of this ' mother of female col- leges' (as President Bass" thinks it may justly be called) were doing a greater and wiser" work than they at first imagined. "They set in motion a train of influences destined to roll as far as civilization extends, and to act a most important part in shaping the history of the world. "^ The act of incorporation for the Georgia PemaleCoUege was approved by the General Assembly of the State December 23, 1836.= For fif- teen years and more prior to that time the subject of a more liberal system of female education had received earnest attention and had been extensively discussed in Georgia. The sympathies of fathers and Janes'sHand-Book of Georgia. Atlanta, 6a., 1876. Pp. 188-9. Butler's Historical Eecord of Macou. Macon, Ga., 1879. Pp. 116-21, 296-9. Henderson's Commonwealth of Georgia. Atlanta, Ga., 1885. Pp. 271-3. Presidents' Reports of Emory College, Oxford, Ga., and Wesleyan Female College, Macon Ga., to the pa,tronlzing Conferences. December, 1886. l! College Catalogues for 1855-56, 1865-66, 1869-70, 1871-72, 1874-75, 1877-78, 1886-87, and 1887-88. White's Statistics of Georgia, pp. 79-80. Bishop Simpson's Cyclopaedia of Methodism. Revised Ed., 1882. Page 920. Act of incorporation, assented to December 19, 1843, and Statutes and Regulations of the Board of Trustees. Educational Needs of the South ; an Address by Gustavus J. Orr. Washington, 1879. Pp. 5-6. Southern Ladies' Book. Macon, February, 1840. Vol. I, No. 2: " The Georgia Fe- male College ; Its Origin, Plan, and Prospects." By George F. Pierce. ' In a letter dated September 30, 1887, he says : ' ' Oberlin in Ohio, for men and women, ■was chartered about the same time, or a little before perhaps, but did not confer any degrees till after the Georgia Female College had conferred degrees. The same may be said of Mt. Holyoke in Massachusetts, which never bore the name of college, but obtained charter privileges to confer degrees a little prior to our college, but I think it has always been called a seminary, and has not conferred degrees, or did not till after our college had done so. I think it a well-established fact tbatthe Georgia Female College, now Wesleyan, is the first college in the world that ever conferred a degree upon a woman. Certainly it is the first strictly woman's college that exer- cised the prerogative." See also Encyclopaedia Britannica, 9th Ed., Vol. X, p. 437 ; and Bishop Simpson's Cyclopaedia of Methodism, Revised Ed., 1882, p. 920. - Catalogue for 1886-87, p. 52. " ' = Laws of 1836, pp. 101-3. 92 EDUCATION IN GEOEGIA. mothers were alike enlisted in the all absorbing question. Many of the latter, interested for their daughters, evinced the power of the female mind by the admirable communications and essays which they pub- lished in the gazettes throughout the State.' The opinion in the Old World, long maintained, that the education of women should be con- fined to the " mere rudiments of learning and to domestic application," had prevailed in America. It was now, however, undergoing a modi- fication. A true appreciation and recognition of female capabilities were the order and inspiration of the day. BILL KEPOETED BY HON. D; G. CAMPBELL. The first prominent action taken in this matter was during the ses- sion of the Legislature in l^Tovember, 1S25, when, as an accompaniment to the report of the Committee on Public Education and Free Schools, Hon. Duncan G. CampbelP offered the following: "A Bill — To be en- titled An act to establish a public seat of learning in this State for the education of females." The preamble, because of the interest which gathers about it from its association with these early efforts at found- ing a female college, may be appropriately quoted : " It is the distin- guishing happiness of the present generation to live in an age of improvement and enjoy the means of ameliorating the condition of all classes of society. In a review of the progress of literature throughout the country in which we live, we are furnished with the fact that in no part of this vast Confederation has the education of females been the object of public munificence. To this class of society is intrusted the early instruction of both sexes, and our feelings and our principles are of maternal origin. How necessary, then, that a department so high and charged with duties so delicate and important should early be placed under the regenerating hand of science and religion. These are the strongest safeguards, under Providence, of political security and of individual excellence. To direct them in their appropriate destinies is the grateful duty of those who wish well to the national prosperity. For the acquirement of solid and useful female education our sister States will aftbrd but incompetent reliance. And if we were but satis- fled of their sufficiency, the resort would be too humiliating for the generous ambition of Georgia and her means of indulging it. For the purpose, therefore, of rescuing from comparative obscurity the fairest portion of our community, and of enabling them to contribute to the valuable store of literature, philosophy and religion, — Be it therefore enacted,''^ etc. It was provided in this bill that the general superintendence and regulation of female education throughout the State, and particularly of the public seat of learning established for that purpose, should be 'Butlerls History of Miicoii, p. IIK. 2He was the father oC the late Hon. JoUq A. Campbell, ex-Associate Justice of the Supreme Court of the Uuitod States. METHODIST INSTITUTIONS. 93 committed aucf'iutrusted to a board of trustees, to be denomiuated "The Board of Trustees of the Female Seminary of Georgia," and to consist of fifteen males and fifteen females. There were seven other sections in the bill, defining the authority of the Board and making all necessary provisions for the permanent establishment of the institution. The bill passed the House, but met with strong opposition in the Senate. Although the Legislature declined to pass the bill, Mr. Campbelli was generally regarded, and is still gratefully remembered, as the originator of the scheme which contemplated female education in Georgia.. Five years ])rior to the introduction of this bill he had labored in his district of the State and before the General Assembly in the interest of female education. His object was the establishment of an institution wherein females could enjoy educational advantages equal to those aflbrded in male colleges. Upon his death, which occurred in July, 1828, the bar and the press, and the State University at Athens, rendered the higiest tribute to his public services. In no instance did they omit to eulogize his efforts in behalf of female education.' After the death of Colonel Campbell, the interest which he had ex- cited in a higher standard for the education of females began to wane, until 1834, when, at the annual commencement of the University of Georgia, Daniel Chandler, Esq., delivered his memorable address upon female education before one of the largest and most refined audiences that had ever assembled in those classic halls. The address was an eloquent and a brilliant appeal in behalf of the intellectual capabilities of woman. In announcing his subject. Female Education, Mr. Chand- ler said: ")d 't(; " It concerns us all. It intitests the present and all coming gen- erations. It is the parent of patriotic feeling, virtuous sentiment, of religious desire, and literary distinction. It connects time with eter- nity, ajid brings into sweet identity hope and immortality." After speaking of the shameful neglect with which female education had been treated, he continued: "But the opinion as to female inca- pacity is undergoing a change. The developments of the past, made under circumstances of peculiar neglect and oppression,, are correcting preconceived opinions and pre-existing prejudices. Truth has flashed its light upon the world, and the force of its eloquence has arrested the attention of philosophic skeptics and moralizing metaphysicians. It 'la a eulogy published iu Wasliiiigton, Ga., August 9, 1828, occurs tbe following passage: "The Christian commuuity mourns a support, while one star will ever shed its mild and tranquil light on /lis memory. It was that which was lighted, when, amidst the prej udices of the age, be called on his country to eloTate the standard of female education, and, by ' an enlightened female community, to add strength to the State and perpetuate the blessings of a free government.' "Female gratitude would record this philanthropic,, though unsuccessful, effort in indelible characters, and many a tearful eye will attest how those whom he would have served sorrow that his sun has descended ; that a good man has fallen." 94 EDUCATION IN GEOKGIA. has pointed to ancient and modern'days, and rescueii' frb'm dblivion's wave the illustrious names of mauy a daring, dauntless soul, of many a gifted, splendid intellect." ' In another place ^ he said: " Give the female the same advantages of instruction with the male ; afford her the same opportunities for im- provement; and she will struggle with the boldest mind for the mas- tery in science and in letters, and outstrip in the proud race of distinc- tion many of the favored objects of parental solicitude and legislative bounty." This address was subsequently printed, and copies of it were distrib- uted throughout the State, The effect produced in Georgia by its pub- lication and dissemination cannot be over-estimated. It gave a new di- rection to the opinions and feelings of the people on the very important subject of female education, wrought a wonderful change in the minds of all who had ever disputed "an equality in the intellectual culture of th6 two sexes," and contributed in s6me measure to the establishment of several colleges and institutions which have proved a great blessing to the State. FOUNDATION OP THE GEOKGIA FEMALE COLLEGE. Pursuant to the suggestion first advanced by Mr. Campbell, the citi- zens of Macon were contemplating building a seminary for females, in- dependent of the male academy, with grades of classes similar to a college course, when, in 1835, the Georgia Methodist Conference assem- bled in theircity, and it was ascertained that that body had under con- sideration the foundation of a permanent and thoroughly organized in- stitutioii'fbr the education of women. 0^t a meeting of the citizens of Macon held in June of the same year, it was resolved that a committee of four, consisting of Messrs. E. A. Beall, Jere Cowles, Robert Collins, and Henry G. Lamar, should be appointed to secure the influence of Eevs. John Howard, Sinclair, and Tally, resident ministers in Macon and members of the Conference, who should represent to the Conference the intention of the citizens of Macon to establish a female college and their willingness to place it under its fostering care. A site was chosen, and nine thousand dollars were subscribed for the proposed college.' When the Conference re-assembled in January, 1836, the tender was cor- dially accepted, aud Dr. Lovick Pierce was appointed to serve as trav- elling agent to collect funds to build the college and put it in operation. In this capacity he continued to act for two years. 'Cliaudler's Address on Fomalo EduoEition, p. 9. ^lUd., p. 31. 'When, in 1832, the lots wero laid off ou the common for tlie jjurpose of sale, the five acres on Encampment Hill were reserved for a college or some public building. The citizens made an application to the City Council for a grant of the reserve for the Macon Female College. The Cojjncil agreed to dispose of it for twenty-flve hundred dollars; and at a called nioeting ou the 8th of July, 1834, the above-mentioned sum was subscribed toward 1 ho college, which was afterward increased. (Butler's History of Macon, p. 121.) METHODIST INSTITUTIONS. 95 Doctor Pierce, was from the beginning, in more senses than one, the unswerving friend of the institution. A trustee of the college from its foundation to the end of his illustrious life, proudly cherishing its memo- ries, and ever watchful of its best interests, he shares with his son. Bishop George F. Pierce, also a prominent member of the board, and at one time employed as its financial agent, a position in the Wesleyau's anuals-which will always be the subject of grateful and admiring retro- spect.i The first ofQcial record of the Georgia Female College, contained in its charter, embraces the names of the persons appointed to act as its trustees. These were substantially the same as those which consti- tuted the Board of Emory College, viz : James O.Andrew, John W. Talley, Samuel K. Hodges, Lovick Pierce, Ignatius A. Few, Alexan- der Speer, William Arnold, Thomas Samford, William J. Parks, George F. Pierce, Elijah Sinclair, Henry G. Lamar, Jere Cowles, Oss^an Gregory, Eobert Collins, E. Hamilton, George Jewett, Henry Solo- mon, Augustus B. Longstreet, Walter T. Colquitt, James A. Nisbet, and Eobert Augustus Beall. The board of trustees held many meetings, and had many interest- ing discussions as to the plan of the building, the ways and means of erecting it, the adoption of the curriculum, etc. Being pioneers, it is remarkable that so few mistakes were made. Two years after their or- ganization, that is, in June, 1838, the trustees elected a president of the college and one professor, and in the following November the other professors and officers were chosen. The college, crowning Encamp- ment Hill, since known as College Hill, was opefl^^^,);© the public? and began its appropriate work January,,?, 1839, with.jtihe following fac- ulty: Eev. G. F. Pierce, president and professor of English literature; Eev. W. H. Ellison, professor of mathematics; Eev. T. B, Slade, pro- fessor of natural science ; Eev. S. Mattison, principal of preparatory department; B. B. Hopkins, tutor; John Eiihink, professor of music; Miss Lord, first assistant in music; Miss Massey, second assistant in music ; Mrs. Shelton, matron ; Mrs. Kingman, department of domestic economy ; and A. E. Freeman, steward. OPENING OF THE COLLEGE. The opening of the college, even at that time, was recognized as an important event in the history of the times. John 0. Butler, in his History of Macon, p. 298, says : " It was an occasion of great interest and deep and thrilling excite- ment. A large and respectable number of the citizens of Macon as- sembled in the college chapel to witness the opening scene. The hopes ' Id his Report to the Patronizing Conferences in December, 1886, President Bass snggests the propriety of erecting a handsome and commodious edifice, to be known as Memorial Hall, and to bear the honored and beloved names of Lovick and George F. Pierce, as a monument to the devoted father and son -whose lives were consecrated to the work of education in Georgia. 96 EDUCATION IN GEORGIA. and the fears of its friends, the predictions of its enemies, and the eager delight of the congregated pnpils, all conspired to invest the serv- ice with an interest additional to its intrinsic importance." Gu that day ninety young ladies enrolled their names as pupils; and before the termination of the tirst term the number increased to one hundred and sixty-eight. The first class of eleven graduated in 1840, Since that time^ eleven hundred and six have received A. B. diplomas, including the class of forty-eight young ladies which graduated in 1887. It has been the cus- tom from the beginning, and until a very recent date, to confer master of arts degrees on graduates ten years after the receipt of their A. B. diplomas, and in that time more than seven hundred have been compli- mented with such honors. Beside these, there have been thirty-one graduates in the honorary first degree, eight in the honorary second de- gree, and fifty-nine in music. According to Mr. Butler,^ who wrote in 1879, the largest number of undergraduates for any one year was two hundred and forty-four (in 1863-64). The smallest was one hundred and four, during the session of 1843-44. The last catalogue, that for the year 1887-88, shows a total enrolment for the college of three hun- dred and twenty-six students. EAELT HISTOKY OF THE INSTITUTION. Having given these figures, we proceed with the early history of the institution. The buildings were completed in January, 1839, at a cost of eighty-five thousand dollars. We have the following contemporane- ously published account of the Georgia Female College as it then ap- peared :' " The college is located on a commanding eminence, midway between the business portion of the city of Macon and the village of Vineville. Four acres are enclosed with a neat and handsome fence. The edifice is one hundred and sixty feet long by sixty wide, rising four stories high in the centre, with wings three stories high. The roof is flat and covered with tin, and surrounded by a parapet. The front view is relieved from the monotony of a plain surface of brick by a recess of several feet, over which the roof projects, supported by massive pillars. There are fifty rooms in the building, with a spacious dining-room attached, library rooms, parlors, etc. The rooms used for sleeping are usually eighteen feet square, with large windows, ceilings high pitch, so .ns to allow a full and healthful volume of air. The building can accommodate with com- fort one hundred and twenty boatders. The view from the cupola is one ' It. is worthy of special remark ihat during the late war between the States the college was kept open, and went on regularly with its work, with the exception of two or three weeks when General Sherman passed hy on his march to the sea, and of two days when General Wilnon took possession of the city. ' History of Macon, p. 298. ^ Quoted in Butler's History of Macon, pp. 296-7. METHODIST INSTITUTIONS. 97 of the most picturesque to be obtained from any public edifice in the State. The city of Macon is spread on the plain below, with its busy streets alive with the signs of bustling trade. Splendid mansions are set upon the surrounding hills, and Vineville is seen stretching its quiet length until the pines that border its more thickly settled portions hide from the gaze its more retired dwellings ; the mighty sweep of horizon, with its radius of many miles, round and round, without a break, until in the far distance the very heavens seemed to have leaned for rest upon the forest trees that tower up, young and old, in sturdy strength, as if glad to bear the honorableburden ; the Ocmulgee, winding its current along, hid in the overshadowing forest, and leaving the beholder to trace its route by the vigorous growth that shoots heavenward from its fertile banks. It is a scene of beauty and grandeur, of active life, and of sober stillness; Art amid her manufactures and her ornaments, and ifature in her simplicity and repose." Prom what has been said of the auspicious opening of the Georgia Female College, its well organized faculty, the large attendance of pu- .pils, and its admirably equipped college buildings, it might be inferred thab a career of prosperity was in store for it. But such did not prove to be the case. The views and plans of the trustees were too liberal for their age, or at least for the cramped financial condition of the times.' They became responsible for' the salaries of professors and teachers; debts accumulated and creditors threatened to close the doors of the college. The Georgia Female College was actually sold and bought at sheriff's sale, and given to the Georgia Annual Conference of the Metho- dist Episcopal Church. The president and faculty resigned, but they were immediately elected to fill like places in the Wesleyan Female Col- lege, the new name given to the institution. Thus the college, without the loss of time in its great work, passed under a new jurisdiction, and set out upon a new career. The date of these occurrences was 1843. In December of that year a charter was granted, establishing the in- stitution on its present basis and under the corporate name of Wesleyan Female College.^ GEOKGIA FEMALE COLLEGE BECOMES THE WESLEYAN FEMALE COLLEGE. In July, 1850, a committee appointed for that purpose reported to the board of trustees a history of the manner in which the Georgia Female College changed its title and relations and became the Wes- 1 It is stated by Mr. Butler (History of Maoon, pp. 297-8) that when the college com- menood operations it was encumbered by a debt of twenty thousjand dollars, which was the main source of its subsequent embarrassment. * See "An act to incorporate a Wesleyan Female College, to be located in the city of Maoon, Ga.," approved December 19, 1843. (Laws of Georgia, 1843, pp. 41-3.) The composition of the new board; as constituted, by this charter, was almost identi- cal with that of the old, nearly every surviving member of the old board holding his seat in the new. 11409— No. 4 7 98 EDUCATION IN GEORGIA. leyau Female College. A part of tliat report, taken from the minutes of the board, is here presented : " The committee find it necessary to refer to the Georgia Female Col- lege in order to arrive at facts connected with the history of the Wes- leyan Female College. The friends of education inaugurated the former ■with bright prospects, but it was found at the end of five years to be irretrievably bankrupt, not able to pay ten cents in the dollar. The most of its friends surrendered the enterprise as au entire failure. Here the committee cannot refrain from mentioning the names of Rev. Sam- uel Anthony and William H. Ellison as having used extraordinary efforts to sustain the institution. They called on a particular friend, William Scott, Esq., of Vineville, to advise them of any means by which the college could be continued. He suggested the whole plan on which the Wesleyan Female College is now settled. After the plan was sub- mitted by their friend, William Scott, to Messrs. Ellison and Anthony, and approved by them, the friends of female education then came at once to its aid. " Mr. Elam Alexander, the original contractor for the building, had a mortgage on it for a large amount, and was determined to sell it as soon as he could legally do so. When it was ascertained that his claim could be bought for ten thousand dollars, the following gentlemen, with their own money, bought the claim and divided it into ten shares, each one thousand dollars, as follows : George W. Persons, William Bailey, John liawls, James Dean, William H. Ellison, Ambrose Chapman, one share each ; and James A. Everett and William Scott, two shares each. The mortgage was foreclosed; these gentlemen bought the property and became the bona fide owners of the building. The object was not to speculate with their money, but to advance female education. They tendered the college building to the trustees for what it had cost them. Their agent, Eev. Samuel Anthony, made labored and repeated efforts to raise the amount necessary to purchase the college building, but was unsuccessful. There was still left unpaid between seven thou- sand dollars and eight thousand dollars, which the late James A. Ev- erett proposed to advance, on the condition that the trustees would give him four perpetual scholarships in the institution. The trustees ac- cepted the proposition, and got a title to the college buildings, which has been legally and correctly obtained." Dr. W. H. Ellison was the second president of the Georgia Female College, and the first of the Wesleyan Female College. There have been four other presidents, viz : Drs. E. H. Myers, O. L. Smith, John M. Bonnell, and William C. Bass. Doctor Bass has held the oface since 1874, and also occupies the Seney chair of mental and moral science. The Eev. C. W. Smith, recently' deceased, was elected secretary of the faculty in 1852. He had been a professor in the college since 1854. At the time of his death he was occupying the Lovick Pierce chair of 1 April 5, }888, "^^ '' ^ '"">.,"f.//^fe WESLEYAN FEMALE COLLEGE, MACON. METHODIST INSTITUTIONS. 99 mathematics and astronomy. Inclusive of Doctors Bass and Smith, the board of instruction has, until lately, consisted of eighteen teachers, seven of whom were employed in teaching music. With the exception of four or five, these teachers a^re all women. ' THE COURSES, OP STUDY. The curriculum embraces the English, Latin, Greek, French, and German languages, a full course in mathematics, the natural sciences, mental and moral philosophy, logic, evidences of Christianity, parlia- mentary law, ancient and modern history, elocution, and composition. The preparatory department is designed for those who are unprepared to enter the regular college classes, and before the pupil is admitted to the second or lowest class in the college, she must" be able to spell well and to read fluently ; to write a fair hand ; must have completed geog- raphy ; have studied some elementary English grammar ; have famil- iarized herself with the fundamental rules of arithmetic, including proportion, reduction, and decimal and vulgar fractions ; and must be able to translate and parse simple Latin." Beside the regular A. B. course, there is a post-graduate or A. M. course at the Wesleyan Female College, the old custom, already alluded to, of conferring degrees upon alumnse of ten years' standing having been abolished. This course ex- tends through two years, and upon its completion the A. M. diploma is awarded. Metaphysics and ethics, English, Latin, Greek, German, French, and natural science are the main studies in the post-graduate course. The instruction in music imparts a knowledge of the piano, the guitar, and the organ, and of voice culture and harmony. This department is naturally divided into two schools, the piano school and the- vocal school. Each school is separated into distinct grades, each grade com- prising a definite portion of the pupil's progress in the school. Each grade is assigned, as far as possible, to a certain teacher, who gives in- struction to all in that grade, so long as they continue in it; thus, on the principle of the '' division of labor," securing the highest order of skill in the teaching of the whole course. All who accomplish the work as prescribed in the piano school receive musical diplomas. The popularity of this department of the college is sufficiently evinced by the fact that, of the three hundred and twenty- six students in attendance on the institution during the session of 1887-88, one hundred and forty-eight were pupils in instrumental music and forty-six in special vocal training. The art department is under the direction of a talented artist, and is well supplied with all the casts and models necessary for successful ' Among tlie professors of the Wesleyan Female College will be remembered G. W. W. Stone and C. "W. Smith in mathematics ; W. F. Coolc, D. D., and J. T. Derry in ancient languages; J. M. Bonnell and W. C. Bass, D. D., in natural goienoej ^ind ^, E. Thonjas q,nd l({rs, Ai C, Cobb in Ijnglish }ite^at^^e, 100 EDUCATION IN GEORGIA. Study. The course includes every style of drawing and painting, china decoration, and embroidery. A full course in art, including perspective, entitles the graduate in this department to an " art diploma." The munificent gift of over one hundred thousand dollars by Mr. George I. Seney, of Brooklyn, N. Y., has enabled the trustees to make such additions and changes in the main college building as to render it one of the most attractive and complete edifices for educational pur- poses wliich may be found either at the Forth or in the South. This building is two hundred and forty-six feet long and eighty-five feet wide. It is five stories high, including the mansard roof, and is sur- rounded on three sides by ample upper and lower colonnades. Arcades, stairways, transoms over every door, and broad passages throughout the entire building give adequate ventilation, and the structure through- out has every modern convenience and comfort. The first floor con- tains the parlors, library room, museum, and professors' family rooms; the second and third contain the sleeping rooms of boarding pupils, matron, and lady teachers ; and on the fourth floor are located the art ■hall, society halls, and gymnasium.^ There are two other buildings on the college premises used as chapel, laboratory, and recitation rooms. BENEVOLENCE OP MR. GEORGE I. SENET. Before concluding this sketch of the history and educational work of the Wesleyan Female College, it is proper to add a word in recogni- tion of the bounty of one who has proven himself the second father of the institution. The building of which I have spoken is a living monu- ment to the liberality of George I. Seney. Independently of the sixty- five thousand dollars donated for the purposes of renovating, enlarging, and modernizing the old college edifice, Mr. Seney has appropriated five thousand dollars, to be equally divided between the college library and the scientific department and to be expended in their equipment; five thousand dollars for improviiig the grounds and furnishing the build- ing; and fifty thousand dollars to be set apart as "a perpetual endow- ment, the income from which may be employed according to the wisdom of the trustees.'" Of the last-mentioned sum, twenty-five thousand dollars have been applied by the board to endow the president's chair, which is known as the " Seney Professorship." By request of Mr. Seney, the other twenty-five thousand dollars were applied to the en- dowment of a chair, to be called the " Lovick Pierce Professorship ; " for, as the philanthropist declared, "there is no man, North or South, whose character I admire more, and whose name and virtues I would prefer to perpetuate." In all, his gifts' to the Wesleyan Female College amount to one hun- ' This is a large hall, sixty by ninety feet, well lighted and yentilated, and sup- plied with ample apparatus for healthful exercise. '•< Catalogue for 1886-87, p. 47. ' They were all made in 1881. METHODIST INSTITUTIONS. 101 dred and tweuty-flve thousand dollars — a similar sum to that received from him by Emory College, making a total benefaction for both insti- tutions of two hundred and fifty thousand dollars. In appreciation of these gifts and of the noble Christian character of Mr. Seney, the fac- ulty and students of Wesleyan Female College, with the sanction and hearty approbation of the board of trustees, have adopted his birthday, which occurs on the 12th of May, as a regular college anniversary. It is named in the calendar " Benefactor's Day," and is annually observed by suitable literary and musical exercises, in connection with the anni- versary of the literary societies. LA GRANGE FEMALE COLLEGE.' The Methodists have the largest representation in colleges of any religious denomination in G-eorgia. In addition to the two just men- tioned, they claim five others, viz : La Grange Female College, at La Grange; Georgia Methodist Female College, at Covington; Andrew Female College, at Cuthbert; Daltoa Female College, at Dalton; and the Methodist College for young ladies, at Gainesville. First of these, in many respects, is the La Grange Female College. Founded in 1833, it was, in its infancy, an academy of high grade, and its first teacher of note was Rev. Thomas Stanley. In December, 1847, under the presidency of Mr. Joseph T. Montgomery, a charter was pro- cured, and the academy became a college.^ After several years of great prosperity, more than two hundred girls being often in attendance,^ the whole college property was sold to the Georgia Annual Conference of the Methodist Episcopal Church South. The trustees elected a new corps of competent teachers, and in September, 1857, the college began its distinctive work of Christian education under the presidency of Eev. W. G. Connor, a member of the conference. It enjoyed patronage from all parts of Georgia and from other States. Under the presidency of Rev. W. A. Harris, D. D., in 1859, it took the lead of church schools in sending out the first resident graduate class in the South, of which Mrs. Alice Culler Cobb, now a successful teacher in the Wesleyan Fe- male College, was an honored member. Well established in a career of enlarged and increasing usefulness, its work was arrested by a disastrous fire on the 28ch of March, 1860. Tlie college property, consisting of a handsome building, an ample ' White's Historical CoHeotions of Georgia, pp. 651-2. Catalogues for 1885-86 and 1886-87. ^ See an act to incorporate the La Grange Female Institute, approved December 17, 1847. (Laws of Georgia, 1847, pp. 120-1.) The fifth section of the act says that the principal of the institute shall have power to confer all such honors, degrees, medals, and privileges as are^usually conferred in colleges and universities. Name changed to La Grange Female College by act of December 26, 1851. (Laws of 1851-.52, p. 312.) ' According to Mr. White, who wrote in 1854, the college had averaged, for the six preceding years, two hundred and forty pupils. (Historical Collections of Georgia, p. 651.) 102 EDUCATION IN GEORGIA. chemical and physical apparatus, a complete equipment of costly musical instruments, and well-selected libraries,^ was then consumed. Nothing daunted by this calamity, the friends of the institution rallied with will- ing hearts and open purses to the work of rcibuilding. Their labors were interrupted by the War, and it was owing to the energy and perse- verance of Eev. James E. Mayson, late president of the college, that the building was put in a condition to be used. In the midst of the general depression and business prostration consequent upon the War, he succeeded in raising, principally from among the citizens of La Grange, ten thousand dollars, with which he was enabled to complete the work. After several years of prosperous service, he resigned his position in order to return to pastoral duties. The trustees then elected Rev. John W. Heidt, D. D., president. The present incumbent in this offtce is Eufus W. Smith, A. M. He is assisted by a faculty of nine teachers. The course of study embraces a preparatory, a collegiate, a commer- cial, a music, and an art department. The collegiate department has Freshman, Sophomore, Junior, and Senior classes. It is intended to make the commercial department one of special utility. Book-keeping, commercial arithmetic, business correspondence, and penmanship are taught in this course. Music receives marked attention. The alumnae of the La Grange Female College number over four hundred. The attendance during the session of 1886-87 consisted of one hundred and forty-six pupils. The college occupies a very fine site, in full view of majestic landscapes. The late Doctor Sears, agent of the Peabody Fund, said of thesituatioa, that he had travelled very extensively in Europe and America, visiting schools and colleges, but had never seen one equal to this for beauty and adaptation. The grounds are nine acres in extent, and, attractive by nature, are diversified with terraced groves and gardens. The main buildings are the college and the college home. On the second story of the college is the chapel, with a complement of music, art, society, and library rooms. This chapel "has been pronounced by distinguished visitors to be the finest audience-room in the South." ^ The Ireniau is the literary society of the La Grange Female College. It is accomplishing much good for the institution. MADISON FEMALE COLLEGE. This college was incorporated by an act approved by the General Assembly of Georgia January 20, 1850 (Laws of 1849-50, pp. 108-9). Mr, White, in his Historical Collections of Georgia (published in 1854), 'Mr. White (Historical CoUeotioiis of Georgia, pp. 651-2) describes the college building as having few equals in the South. The principal edifice was of granite, one hundred and twenty feet loiii; by sixty feet wide, and four stories high. Its cost was thirty-five thousand dollars. The entire investment for the outfit of the college had been seventy-flve thousand dollars. I* See Catalogue for 1880-87, p. 28. METHODIST INSTITUTIONS. 103 p. 566, alludes to tbe college as being " au institution of a recent date, numbering, according to tbe last catalogue, one hundred and seventy- one pupils. It is well supplied with philosophical and chemical instru- ments. * • • The course of study embraces every useful and orna- mental branch." The,college was established by the Methodists, and held its last annual commencement, as the writer has been informed, in 1862. During the war between the States the main building of the institution subserved a purpose similar to that to which the Georgia Female College, likewise in Madison, was devoted. It was used as a hospital by the Confeder- ate Government, and in this capacity continued to be occupied until its accidental destruction by fire, which occurred in 1864 and put an end to its existence. The first president of the Madison Female College was Eev. Lucius L. Wittich, an experienced educator and a preacher of considerable mark. The second incumbent in the position was the Eev. Joseph H. Echols, while the third was the Eev. James L. Pierce, a brother of the late Bishop Pierce, and a man of fine literaiy attainments — under whose administration the institution achieved its greatest success. The last named of the presidents is still in life. Full faculties were associated with these offlcers, and among the departments represented in the cur- riculum were mathematics, natural philosophy, history, chemistry, Latin, Greek, belles-lettres, and music. The college, as has been seen, was a chartered institution, granting diplomas and conferring degrees. At one time Dr. W. C. Bass, now president of Wesleyan Female College, and Dr. W. H. Felton, of Bar- tow County, a distinguished and influential member of the State Legis- lature, were numbered among its professors. A curriculum of high order was in force, and the educational advantages of the school are said to have been excellent. Fine apparatus was provided for the chairs of chemistry and natural philosophy, and the department of music re- ceived every attention. The faculty, as a general rule, comprised some eight or ten members, and the annual attendance upon the Female Col- lege averaged about one hundred and fifty pupils. GEOEGIA METHODIST FEMALE COLLEGE.^ This institution is located in the town of Covington, liTewton County. It was first erected by the people of the place for a female school of high order in 1851, and called the Southern Female College.* TRANSFERRED TO THE MASONIC ORDER. Transferred in tbe following year to the Grand Lodge of the Masonic fraternity in Georgia, a new charter was obtained for it, and its name ' White's Historical Collections of Georgia, p. 574. Jaaea's Hand-Book of Georgia, p. 189. Catalogue for 1886-87. 'See an act to incorporate the Southern Female College, located in the town of Cov- ington, Newton County ; approved December 3, 1851 (Laws of 1851-52, pp. 313-14). 164 liDUCATiON IN GEORGIA, Was chaiiiged to Southern Masonic Female College.' We learti from Janes's Haad-Book (published iu 1876) that the Grand Lodge of the State appointed the board of trustees for the college', of which the grand master was president ; that it was the sole property of the fraternity, and was founded for the purpose of educating the female orphans of Masons; that it had a collegiate curriculum, and conferred a full bac- calaureate degree upon its graduates. It had in 1876 an average at- tendance of ninety, and had graduated over three hundred and fifty up to that time. It was largely patronized by citizens who were not mem- bers of the Masonic order. In 1882 this institution passed into the possession of the Methodists, and became the Georgia Metliodist Female College. Under the pres- ent organization Eev. John T. McLauchlin, A. M., is president. He is assisted by five teachers. English, mathematics, natural science, an- cient and modern languages, and history are studied throughout the college course. Instruction is also afforded in music and art. The en- rolment of students for 1886-87 was about one hundred and forty. ANDREW FEMALE COLLEGE.^ This school, designed for the higher education of w;omen, was estab- lished about 1854.^ It is located at Cuthbert, Randolph County, and is the property of the Methodist Episcopal Church South, Its course of study, covering five years, is , conducted by a faculty of competent instructors, of whom the Eev. Howard W. Key, A. M., a ripe scholar, an experienced teacher, and an admirable disciplinarian, is the presi- dent. The grounds, several acres in extent, have been rendered more attractive by summer-houses, trellises, and other artificial contriv- ances. The main- college building is in the form of a Roman cross, fronting one hundred feet, with spacious lecture rooms at either end, and enclosing in the centre a chapel, forty-five feet in width and one hundred and twenty-five in depth, the whole being well ventilated and lighted. There was an attendance at the college of one hundred and thirty- five students during the session of 1886-87. DALTON FEMALE COLLEGE. This institution was founded in 1872, and is now in the sixteenth year of its existence. In 1873 it received ai charter, and in the following year graduated its first class of four members. The first president of the Dalton Female College was the Rev. Mr, Rogers, whose term of service extended over a period of seven years. He was succeeded by Prof. R. W. Smith, who he ld the position for five years. Upon the 'Act of February 14, 1854 (Acts of 1853-54, pp. 130-31 ). Sections IX, X, and XI relate to the institution ; and in pursuance of their provisions the Grand Lodge appointed trustees for the Southern Masonic Female College. ' Henderson's Commonwealth of Georgia, p. 278. Catalogue for 1886-87. 'Act of incorporation, approved January 15, 1834. (Laws of 1853-54, p. 116.) ROMAN CATHOLIC INSTITUTIONS. 105 resignation of the latter in 18S5, the present inoaoibeut, John A. Jones, A. M., was called to the presidency of the college. The college is under the auspices of the Methodist Episcopal Church South. Its history has been a quiet, unostentatious one, yet remark- ably successful, considering the means at its command. The college building is a two-story brick structure, consisting of seven spacious, comfortable, and conveniently arranged school-rooms, beside the chapel. The college has, connected with it and located near it, a large and well-equipped boarding department. The whole property is worth about fifteen thousand dollars. The college curriculum, requiring from ten to twelve years for its com- pletion,' is about as full and extensive as that of most of the female seminaries of the country. There are eight teachers in the faculty, three of whom superintend the music department. The alumnse of the institution number almost one hundred. The last (1886-87) register showed an attendance of one hundred and eighty-two pupils, one hun- dred aud sixty-nine of whom were in the literary, fifty-three in the music, and twenty-nine in the art department.^ THE METHODIST COLLEGE.' This institution, which is situated at Gainesville, Hall County, having been chartered in April, 1881, with full college powers, was established for the higher education of young women. Its officers are a president,, secretary, and faculty, supervised by an incorporated board of direc- tors, and visited by a special board, appointed by the North Georgia Conference of the Methodist Episcopal Church South, under whose fostering care the college is administered. Beside the preparatory and collegiate departments, a piano school, with Freshman, Sophomore, Junior, and Senior classes, is attached to the college. The art and ornamental branches, also, receive attention. In- clusive of the Eev. Charles B. La Hatte, A. M., president of the college, the present faculty consists of eight teachers. The 1885-86 catalogue gave thedoUege an attendance of seventy-nine pupils. The first class graduated in 1883. ROMAN CATHOLIC INSTITUTIONS. PIO NONO COLLEOE." This college, the only one which the Eoman Catholic denomination has ever owned, or of which it has ever had the supervision in Georgia, is now extinct. It was located at Macon, and the Kt. Eev. William H. ' This includes college and sub-college classes and the preparatory department. ^For our facts in this case we are chiefly indebted to a letter from President Jones, dated November 22, 1887. ' Henderson's Commonwealth of Georgia, pp. 279-80. Catalogue for 1885-86. ■•Janes's Hand-Book of Georgia, p. 187. Butler's History of Macon, pp. 30^-3. 106 EDUCATION IN GEORGIA. Gross, D.D., bishop of Savannah, to whose efforts since his consecra- tion in 1873 it principally owed its origin, laid its comer stone in May, 1814:. Soon after his entrance upon his new duties. Bishop Gross deter- mined to erect a college within his diocese, and was cordially aided by members of his own denomination and many who were not Catholics. The college building was commenced in the spring of 1874, and was completed during the following October. It was a handsome brick structure, one hundred and seventy-live feet in length, sixty-five in width, and five stories high, and cost fifty thousand dollars. On the 28th of February, 1876, the institution was chartered. At that time, we are told, it had a regular college curriculum, including classical and scien- tific courses. Surveying, engineering, book-keeping, and commercial law were tanght. There was also a theological course. Ten professors and tutors, of whom Kev. C. P. Gaboury was presi- dent, constituted the faculty. The attendance during the session end- ing June, 1876, embraced eighty-six students. In fieptember of the ensuing year the college was entirely reorganized, the Et. Eev. Bishop Gross himself assuming the presidency. This position ho held until 1883,1 ^ijeu Eev. H. J. McNally succeeded him. The latter remained in office only one year ; and in 1884 the last president, V. Eev. L. Bazin, was installed. His term of service expired with the life of the institu- tion, in August, 1886. BECOMES A JESUIT NOVITIATE. The building and property^ were then transferred to the Jesuits, and what was once known as Pio Nono College has become the Jesuit no- vitiate, and is now regarded as a training school for those who desire to enter the priesthood of that order. 'It should be stated tLat the functions of the bishop were more in the nature of a general supervisor, Eev. J. W. Daley doing most of the administrative work. 'A library, museum, and chemical laboratory were possessed by the college. CHAPTER VI. MISCELLANEOUS OOLLEGBS AND INSTITUTIONS IN GEORGIA. GEIFPIN FEMALE COLLEGE.^ GrifBn Female College was incorporated in 1848, organized in the following year, and graduated its first class in 1850. Though most of its pupils come from Georgia, its alumnsB are found in many parts of the South. The college occupies one of the most beautiful groves in the ■ city of GrifBn, Spalding County. The system of instruction is thorough, provision being made for six courses of study ; viz, primary, preparatory, ticiidemic, collegiate, music, and art. The school of instrumental and vocal music is especially fine. The college outfit consists of a library of fifteen hundred volumes, a fajr philosophical and chemical appa- ratus, and a cabinet of minerals. The faculty, of which Mrs. A. C. Winters is at present the head, numbers four teachers. GEORGIA MILITARY INSTITUTE. The list of institutions of higher education in Georgia would be in- complete without a mention of the Georgia Military Institute. This school was located within a short distance of Marietta, Cobb County. Originating under the direction of Col. A. V. Brumby, and first organ- ized by him in 1851, its first session opened on July 10th of tUat year with only seven cadets, but the attendance swelled to twenty-eight before the term ended. "Since that time," says Mr. White, writing in 1854, "the number has steadily and rapidly increased at each session up to the present time; and now, having completed but two years of itS'history, it numbers one hundred and twenty cadets, five professors, and one assistant professor."* At the instance of Colonel Brumby, in 1851, a joint stock company had been formed, and the institute chartered as a military college- un- 1 Henderson's Commouwealth of Georgia, pp. 281-2. Catalogue lor 1882-83. Circulars for 188B-S7 and 1887-88. ^Historical Collections of Georgia, p. 401. ' 107 108 EDUCATION IN GEORGIA. der the control of a board of trustees.' The act of incorporation dates from December 8, 1851 (Laws of 1851-52, pp. 298-9), and it is worthy of note, in this connection, that it was largely to the influence and active intervention of Col. John Milledge and the Hon. Francis S. Bartow that' the passage of the bill was due. At the same (session an act was passed, entitled, "An Act to provide for the education of a certain number of State cadets in the Georgia Military Institute, to defray the expenses of the same, and for other purposes therein mentioned."^ The Legisla- ture likewise directed the Governor to make requisition upon the Gov- ernment of the United States to furnish the institute with arms and accoutrements. The arms were received in due course, and were, we are told, "of the most beautiful and appropriate kind for their purpose." The government and discipline of the institute were strictly military. The course of studies was thoroughly scientific, modelled as nearly as possible after that of the United States Military Academy at West Point, of which Colonel Brumby was a graduate, and was almost iden- tical with that of the Virginia Military Institute. A full collegiate curriculum was provided, in addition to those departments of study more immediately connected with military affairs. The land and buildings occupied by the school remained the property of Colonel Brumby and his associates until 1857, when the entire estab- lishment was purchased by the State, and appropriations were made for the erection of additional buildings and the purchase of apparatus for the scientific departments of instruction. In addition to the board of trustees, a board of visitors was appointed at each session of the Legislature, whose duty it was to report to them directly upon the affairs of the institute. Prom this time that seminary became, in all respects, a State college. Colonel Brumby continued to fill the position of superintendent of the institute until 1859, when he was succeeded "by Prof. F. W. Capers, at present a member of the faculty of Charleston (S. C.) College. The superintendent and commandant of the school were usually aided in their labors by some six or seven professors, several of them being graduates of West Point. Of the character of the instruction there afforded we have already spoken. The average attendance of students after the second year ranged from one hundred and fifty to two hundred. It appears from the annual messages of the Governor that the exer- cises of the institute were conducted without intermission down to 1864, when the battalion of cadets was placed in active service. They re- 'They were David Irwin, Andrew J. Hausell, Wm. P. Young, John H. Glover, Martin G. Slaughter, David Dobhs, John Jones, Charles J. McDonald, William Har- ris, Mordecai Myers, and James Branuon. ^ See act of January 21, 1852 (Laws of 1851-52, pp. fi-8). Parsnant to the intention of this act, eight cadets were sent from the Congressional districts, and two from the State at large, the appointments hoing given to young men who could make proof of their inability to procure an education from any college where they would be forced to pay their "expenses. MISCELLANEOUS INSTITUTIONS. 109 maiued in the field, faithfully, gallantly, and efficiently discharging their duties, until after the surrender of the southern armies, and were disbanded at Augusta, May 5, 1865. This disbandment of the battalion was a matter of necessity. Their guns and tents had been turued over to the State or Confederate au- thorities, under special order; the buildings at Marietta had been burned ;i the apparatus, library, and furniture of the institute, which had been removed to Milledgeville for safekeeping, had been destroyed by the United States Army; and the condition of the currency was such as to leave the superintendent destitute of the means of furnishing even the poorest subsistence. There was nothing of value remaining to the institute but the small tract of land near Marietta, upon which the buildings once stood. An unsuccessful effort to revive the Georgia Military Institute was made in. 1873, when a convention of former ofQcers and cadets was held at Atlanta. The meeting was largely attended, and why it failed to accomplish the desired results, it is difftcult to say. " Perhaps," says Professor Capers, who was present on that occasion, and to whom we have been indebted for much of the foregoing, " the formal resolutions demanded too much for the convention, leaviiig little to be done by the Board or the Legislature." COLLEOE TEMPLE. This institution was founded in 1853 by Prof. M. P. Kellogg, Aj M., and during the greater portion of its existence enjoyed a liberal pat- ronage . throughout the United States. Located at Newnan, Coweta County, the object in its establishment was the higher education of young ladies. The first degrees conferred at College Temple were in 1855. The class of 1876, composed of twenty-eight members, was the largest ever graduated from the institution. According to the 1885-86 catalogue there were one hundred and sixty-one pupils in attendance. The faculty numbered eleven teachers. The course of study embraced primary and preparatory departments and a collegiate course. College Templfe is now extinct. Its existence ceased when, in Janu- ary, 1888, President Kellogg turned over the building to the town au- thorities for public school purposes. BOWDON OOLLEGB. This college was founded in 1856 by Col. Charles A. McDaniel and Maj. John M. Richardson. It received a charter in the following year, and the name of Bowdon Collegiate Institute. This appellation it bore until 1871, when it became the present Bowdon College. " The chief object of its founders," we are told, " was to establish an institution of learning on the strictest principles of economy, so as to place an edu- cation within the reach of young men of moderate means." " This is 'TMs was done by Federal troops during Sherman's maroh through Georgia. 110, EDUCATION IN GEORGIA. still the characteristic feature of the institution, * * * and the sim- ple, yet neat and substantial mode of Bowdou life is now proverbial." Bowdon, the seat of this college, is located in the western part of Carroll County, Georgia, a few miles from the Alabama line. Bowdon College favors the joint education of the sexes. It was one of the first institutions in the State to pursue this method. In 1872 it opened its doors to young ladies on equal terms with young men, and has found " that the advantages of co-education far exceed the disad- vantages; and by diligence and watchful care the evils of the system may be aA^oided." Sixty-five of the one hundred and sixty-nine pupils in attendance during the session of 1886-87 were females, and five of the six members of the Senior class for that year were young women. Beside the collegiate or regular course of study, there is a scientific and also an engineering course. These differ from the collegiate course in substituting for the classics French, and a more thorough and crit- ical course in the natural sciences and applied mathematics. Upon those who complete these courses the degrees of A. B., B. S., and C. E. are severally conferred. Eev. P. H. M. Henderson, D. D., is president of the institution. He is assisted by six teachers. LUCY COBB INSTITUTE. In 1857 General Thomas E. E. Cobb set on foot a movement to estab- lish a girls' school at Athens, in Clark County. This effort on his part resulted in the erection, by a stock company, of a handsome four-story building in one of the best neighborhoods of the city. Just as the edi- fice was Hearing its completion. General Cobb's favorite child, a girl of fourteen, died. In compliment to her memory, and in appreciation of her father's devotion, the board of trustees^ named the school the Lucy Cobb Institute. The institute was opened in 1858, well furnished both in its boarding and literary departments. Mr. Wright, a Northern gentleman, was its first principal. He conducted the school very satisfactorily until the commencement of the Civil War, when he returned to his people, and was succeeded in the position by the Misses Kay and Ferris. They were followed by Mr. Mtiller, Then Madame Sosnowski assumed charge, and after her. Doctor Jacobs. In 1871 Mrs. Wright'' was elected prin- cipal. She " found the school in a languishing condition, the previous term having closed with one boarder and fourteen day scholars," and " witho ut a curriculum or charter." She accordingly made a^pplication 1 By an act to incorporate the Lucy Cobb Institute for the education of young ladies, in the town of Athens, approved December 2, 1859 (Laws of 1859, p. 83), Henry Hull, Jr., JohnH. Newton, Henry E. J. Long, Stephen Thomas, and Thomas R.K. Cobb, and their successors iu office, were constituted the board of trustees of the school. 2 She is now Mrs. A. E. Cox, and is principal of the Forest Hill Institute, in Qoluw- bja Qonntjr, ' '"* Ski j[ V * ^^^€'^'-"' r ? i^ ■I I ■rl J4t i< ^\ s^L f is" Si I, I III J^l' II ,, Ml,iiiiil, i'i| f ' ' I I'm r ''/' <„',,iii >i|||i>' I If III!" ii r'^\ ' m, r,' i W i ;- ll, Js ^ I' 1 I I ) I MISCELLANEOUS INSTITUTIONS. Ill to tlie trustees to have the institute chartered. They promptly ac- ceded to her request, and on July G, 1872, live young ladies received diplomas.' The numbers increased every year until, in 1880, the date of Mrs. Wright's resignation, there was a graduating class of fifteen. Miss Millie Rutherford, the successor of Mrs. Wright, has since con- ducted the school with great success. She is assisted by a corps of fif- teen teachers, several of whom hold professorial chairs in the University of Georgia. Prominent among the lecturers were the late honored chancellor of the University, Kev, Dr. P. H. Mell, and Dr. A. A. Lips- comb, ex-chancellor of the same and emeritus professor of Vanderbilt University (Tennessee). The faculty of instruction has been organized into six schools ; viz, schools of science, languages, mathematics, music, art, and English. The course of study is both academic and collegiate. The former is sub- divided into First Academic and Collegiate ; the latter into Freshman, Sophomore, Junior, Senior, and Graduate, classes. " Only young ladies holding a diploma of this school, or one of the same standard, can enter the Graduate class, which is intended to supplement the Senior course in all high schools and colleges." The regular college course embraces mental and moral philosophy, ancient and modern history, Latin, mathe- matics, the natural sciences, physiology, general literature, and book- keeping. The art department is under the direction of Miss Jennie Smith, a graduate of the institution, and a lady of unusual attainments. SENEY-STOVALL CHAPEL. It was chiefly through the exertions of one of its alumnae that the Lucy Cobb Institute became possessed of its beautiful chapel. In 1881 Miss Nellie Stovall, of Athens, wrote to Mr. George I. Seney, of Brook- lyn, N. T., a letter in which she represented her alma mater as an ob- ject worthy of his bounty. The result of this graceful appeal was the handsome edifice to the left of the main building, known as the "Seney- Stovall Chapel." Mr. Seney erected it at a cost of ten thousand dollars. He has also placed in it a large' pipe organ, valued at three thousand dollars. The chapel is octagonal in form, is tastefully decorated within, and is altogether quite a gem of its sort. Another noteworthy feature of the institution is its boarding department. We conclude with the quotation of an opinion expressed by a writer in the Atlanta Constitu- tion of October 27, 1885, in regard to the excellence of the system which regulates this branch of the institute. He says : " I have visited and inspected the methods of most of the prominent schools of this kind in this country, and never have I seen one that comes as near as it does to supplying all the requirements which I con- sider should enter into the organization of a school to which we are to intrust the care of our daughters. It is like a perfect home, and, under the care of its affectionate and attentive teachers, every young lady in ' It sljould be stated that before 187^ no diplomas ha4 been confetred bjrthesc^oo;, 112 EDUCATION IN GEOKGIA. attendauce becomes one of a circle which partakes more of the family hearthstone than of strangers bound together by the mere ties of asso- ciation and collegiate discipline." MAKTIN INSTITUTE, The school now known as Martin Institute was incorporated by act of the Legislature, November 20, 1818, under the name of Jackson Ooun- tj' Academy.' It was afterward called the Jefferson Academy. In December, 1859, the charter was amended and the name changed to Martin Institute, in honor of its benefactor, William D. Martin, through whose munificence the institution had been liberally endowed.^ During the long period that has since elapsed the school has been in successful operation, the number of students in attendance seldom being less than one hundred, and often nearer two hundred. Prior to the Civil War several distinguished teachers were at va- rious times connected with this institution. Among them was Dr. Gustavus J. Orr, late State School Commissioner. Under him the present principal, Prof. John W. G-lenn, and one of the teachers were instructed. In 1869 Professor Glenn came from the East Alabama Male College, took charge of the institute, and extended its influence to the neighboring States. In 1874 the charter of the Martin Institute was enlarged so as to con- fer upon it all the rights granted to other colleges. ' These rights it has never exercised except in graduating classes in the female department. It has turned its attention unpretentiously to preparing young men for colleges of higher claims, if not better advantages. Classes of young ladies were graduated regularly until 1882, when Principal Glenn was called to the University of Tennessee, to take charge of the department of agriculture in that institution. From 1870 to 1882 Martin Institute enjoyed a liberal patronage, the number of scholars ranging from one hundred and twenty to two hundred and seventy. About October, 1883, the old building was burned down. The pres- ent structure was not completed until two or three years later. Prof. Benjamin T. Hunter, from the Agricultural School at Cuthbert, Ga., became principal of the institute in 1885-86. Upon his resignation, in the fall of 1887, Professor Glenn resumed his old place, which he still retains. He is assisted by a corps of five teachers. The curriculum of Martin Institute is similar to that of other male colleges, embracing the usual English, classical, and mathematical studies, together w ith a practical course in the physical sciences and 'Lamar's Compilations, p. 20. ''See Section Ilof act of December 9, 1859 (Laws of 1859, pp. 77-9). From the pream- ble of this act it appears that Mr. Martin had given by will to the trustees of the Jefferson Academy and their Nucoessors in offlco, one hundred and fifty shares of his stock of the Georgia Eailroad and Banking Company, the preamble interpreting the terms "Trustees of the Jefferson Academy" as none other than the institution incor- porated as the Trustees of the Jackson County Academy, MISCELLANEOUS INSTITUTIONS. 113 meclianical drawing. It has also business and normal courses. The standard of scholarship is high, especially in the department designed for young ladies. lu the latter case the requirements are greater than in most of the female colleges. In Martin Institute, as originally in Jackson County Academy and in Jefferson Academy, there exists co-educatiou of the sexes. By refer- ence to the catalogue for 1885-86, it will be perceived that of the one hundred and flfty-two students in attendance during that session, eighty were males and seventy-two were females. This institute is located in the town of Jefferson, the county seat of Jackson County, nearly midway between Athens and Gainesville. The situation is elevated, overlooking the town, and commanding a beauti- ful and extensive view of the surrounding country. The institute building was completed in 1886, and equipped at a cost of more than fifteen thousand dollars. The structure is large and im- posing. It is built of brick, is slate-covered, and is well arranged in its appointments. The first floor contains recitation rooms, with seating capacity for nearly three hundred students, and ample blackboard fa- cilities for every school purpose. A spacious chapel, approached by two broad stair-ways in front and one in the rear, together with vesti- bule, stage, and music rooms, occupies the entire second story. The building is surmounted with a belfry, provided with a sweet-toned bell of more than a thousand pounds' weight, the peals of which are dis- tinctly heard at a distance of several miles. HOME SCHOOL POK TOXJNG LADIES.^ In the year 1865 two institutions for the higher education of young ladies were established in Georgia — one, which is the subject of this section, at Athens ; the other, presently to be considered, in the city of Atlanta, The Home School was founded by Madame Sophie Sosnow- ski, a lady of German birth, of long residence in this country, and dis- tinguished for her high character, fine culture, and ability as a teacher. She came to Athens from Columbia, S. C, whence the fortune of war had driven her. This institution was founded with a view to meet a real want felt by many parents in the selection of a school for their daughters, a want which is Implied in its name, and which Madame Sosnowski's long ex- perience had made plain to her, namely, of a school that should combine the advantages and discipline of a real home with those of a school for mental training ; one that would command the personal attention and influence of the principal in behalf of each pupil, and avoid the rather casual training and promiscuous association of a large boarding school or college. This school was never intended for more than a limited number of scholars, who might be, at all times, under the eye of the ' For my information in regard to this school, I am iu the main indebted to a sketch I prepared by Prof. Charles Morris, of the University of Georgia. "' 11409— No. 4 8 114 EDUCATION IN GEORGIA. teachers, and who, while enjoying the opportunities of more special in. struction, should, at the same time, form a home circle with the princi- pal as its centre. In this point of view, the school has been very succepsful. The at- tendance has been good, and the plan of the worthy madame, the. pro- jector and organizer of the institution, has been steadily and faithfully carried out. The Home School is under the management of Madame Sosnowski, assisted by her daughter. Miss Caroline Sosnowski, and an eflScient corp? of teachers. Among them are the accomplished grand-daughters of the principal, one of whom. Miss Ida Schaller, a thorough musician, having been well instructed in the Boston Conservatory of Music, has charge of the m.usical department. Excellent advantages in drawing and painting are afforded by Miss C. Sosnowski, who is herself a skilful artist. The school offers a full course of instruction in the English branches, history, French and Latin, mathematics and physics, and in drawing, painting, and music, both vocal and instrumental. ATLANTA FEMALE INSTITUTE AND COLLEGE OP MUSIC. This school was organized by Mrs. J. W. Ballard, its present prin- cipal, in 1865, and is located at Atlanta. In 1882 * it received a charter containing full power for conferring college diplomas. The faculty of instructors and lecturers, independent of the principal, number thir- teen, all of whom are specialists in th«ir several branches. The insti- tute embraces a literary department, a department of modern languages, an art department, and a music department. The last mentioned department constitutes, perhaps, the greatest attraction of the school. Mr. Constantin Sternberg, of repute as a pianist, is the general musical director. Two other teachers are asso- ciated with him in the department. The course iu the art department is very thorough. It embraces charcoal and pencil drawing from casts, still life, and nature ; crayon portraiture; painting in oil and water colors; china painting; silk, velvet, and plush painting; lustra painting; brass hammering; and all the decorative and ornamental branches. Primary-, intermediate, academic, and collegiate departments are all represented in the general curriculum. The literary and classical train- ing, as afforded in the collegiate course, is excellent, French, Latin, mathematics, and the natural sciences entering into and forming the subjects of every one of the classes. Instruction in elocution is also imparted. According to the catalogue of 1886-87, the attendance of students on the various schools and departments of the Atlanta Female Institute, I See Report of tho Commissioner of Education for 1885-86, p, 371. MISCELLANEOUS INSTITUTIONS. 116 including the kindergaBten, which has been established there, is one hundred and forty-six. The new institute building is said to be the finest in the city of At- lanta, and is well supplied with art,^ musical, chemieal,. and physical apparatus. YOUNG FEMALE COLLEGE.* Major E. E. Young, a wealthy planter of Thomas County, died in 1860, leaving a legacy of thirty thousand dollars to be used in the es- tablishment and support of an institution for the education of females, to be known as " Toung Female College," and appointing seven trust- ees' of his own selection to carry out his wishes. His will was con- tested, and no decision was had upon it until 1868. The board of trustees organized June 23, 1866, when Mr. Thomas Jones was chosen president and A. H. Hansell, secretary. In February, 1868, the board purchased the residence of Mr. James Kirksey, with fifteen acres of land attached, and engaged Mr. John E. Baker, formerly of Liberty Couuty, to take charge of the institution, which was opened that month. As soon as it could be conveniently done, a handsome chapel, with recitation and study rooms, was built, and the college entered upon a prosperous course. While changes have from time to time occurred in the faculty, Mr. Baker has beett continued as its head from the beginning, giving striking evidence of his faithfulness and fitness for the position. He is assisted by six teachers. The college shows an attendance, from year to year, of over one hundred scholars* and the house of the president, who lives at the college, is full of boarding pupils from the adjoining sections of Georgia and Florida. The course of study embraces five classes; viz. First, Second, Sophomore, Junior, and Senior. Young Female College has been largely instrumental in hel'ping to build up the little city of Thotnasville, in which it is located. BUTLER PEMALB COLLEGE AND MALE INSTITUTE.' This institution, situated in Butler, Taylor County, was organized under the name of " Johnston Institute," in the year 1872. Through the action of the stockholders in 1875^ a charter was obtained and= the name was changed to " Butler Female College and Male Institute^" The 1 There is, among other things, a large and choice collection of art models, num- bez-iug over five thousand,, the property of Mr. William Lyoett, the professor of art. 2 Henderson's Commonwealth of Georgia, pp, 277-8. Catalogue for 1886-87. 'The trustees named in Major Young's will were Messrs. Thomas Jones, James T. Hayes, David S. Brannon, "William J. Young, James L. Seward, A. T. Mclntyre, and A. H. Hansell. ■* The catalogue for 1886-87 gives an onrolmeilt of one hundred auft twenty-fovtr. ^ Henderson's Commonwealt^h of Qfeorgia, p( 378, g^talogue for 1885-86, , 116 EDUCATION IN GEOEGIA. original building, which cost about ten thousand dollars, was consumed by fire in 1882. It was rebuilt upon an improved plan and supplied with suitable furniture. In pursuance of an act of the Legislature of Geor- gia, the town of Butler appropriated to this college certain sums of money annually accruing from various sources, and in this way tuition has been so far reduced as to make it a comparatively free school. The course of instruction includes primary, preparatory, and colle- giate departments. In the collegiate department both classical and scientific courses are open for the choice of the students. Those com- pleting these courses receive the respective degrees of bachelor of arts and bachelor of science. The catalogue for 1885-86 gives the college an attendance for that session of ninety males and eighty-six females. The president of the faculty is P. E. Davant, A. M., who has three assistants. GAINESVILLE COLLEGE. This is likewise a co-educating school, and was regularly chartered in 1875. Its curriculum consists of primary, kindergarten, preparatory, and collegiate departments. Beside the bachelor of arts or regular college course, there is a licentiate instruction course, which differs from the other only in the fact that the Senior studies are omitted. Music' and art receive attention in the college. The faculty is at pres- ent composed of four teachers, of whom E. B. Mitchell, A. B., is the president. The Annual Eegister of 1886-87 shows an attendance of two hundred and one pupils of both sexes. WEST GEOEGIA AGEICULTITEAL AND MECHANICAL COLLEGE. The West Georgia Agricultural and Mechanical College, situated in the town of Hamilton, Harris County, was incorporated in the fall of 1881. In the following year efforts were made to effect a union between it and the University of Georgia, to the end that it might become a branch college of the latter. The attempt, however, failed, and the institution remains separate from, and in nowise connected with, the State University. Oapt. John W. Dozier is at the head of the school. He has four as- sistant teachers. The course of instruction embraces primary, academ- ic, and collegiate departments. Music is also taught. The enrolment of students (male and female) for the session of 1886-87 was one hun- dred and six. The college building, comprising six study rooms, with a commodious chapel and an ante-room on the second floor, was completed in 1884 at a cost of about ten thousand dollars. SOUTH GEORGIA MALE AND FEMALE COLLEGE. The seat of this college, which was established about 1882, is at Daw- son, in Terrell Count y. The faculty consists of seven members, Morgan 1 The chair of music is at present vacant. MISCELLANEOUS INSTITUTIONS. 117 L. Parker, A. B., being president, Tliere are literary, music, art, and business departments. The literary department is divided into three schools, viz, primary, preparatory, and collegiate. In addition to the regular college classes, there is a post-graduate class. The attendance during 1886-87 was one hundred and six males and seventy-six females. OTHER COLLEGES. In addition to the colleges already considered may be mentioned the Middle Georgia College, at Jonesborough, the county seat of Clayton County; Washington Seminary in Atlanta, which was founded by Miss Lola Washington about 1878, is presided over by Mrs. Baylor Stewart, and numbers among its faculty Mr. Alfredo Barili, a nephew of the celebrated Adelina Patti, and a musician of some note; Blberton Female Collegiate Institute, in Elbert County; Brad well Institute, at Hinesville, in Liberty County ; and the Agricultural College, at Cuth- bert, in Eandolph County, the latter at present forming a part of the State University at Athens.^ BUSINESS SCHOOLS IN GEORGIA. Moore's Business University. — Four principal commercial col- leges have been established in the State, two at Atlanta, one at Macon, and one at Augusta. Of these, Moore's Business University, located in the city of Atlanta, is the oldest and, perhaps, the best known. Founded by Prof. B. F. Moore, at Savannah, Ga., in 1858, and opened in Oc- tober of that year, Moore's Commercial Institute was conducted with marked success until the inception of the War in 1861. Its operations then ceased. In 1862 President Moore moved to Atlanta, where, six years later, viz, in October, 1868, the present institution was reopened, commencing its work with nine students. From that small beginning the school has increased so rapidly that it now numbers on its roll nearly four thousand graduates. About three hundred students are in annual attendance. " Moore's Business University is devoted to the ed- ucation of young and middle-aged men and women in the commercial branches, and in instructing them in technical knowledge, by qualify- ing them for transactions of business, and the proper management of business affairs." The school is a completely organized community, with its necessary adjuncts, banking houses, and insurance, transporta- tion, and other agencies. The system of teaching is eminently practical, and embodies an actual business training. Among the subjects em- braced in the curriculum are single and double entry book-keeping, plain and ornamental penmanship, commercial arithmetic, merchandis- ing, political economy, actual business, business correspondence, and mercantile law. ' The school at Cnthhert, as has been intimated above, has become once more (1889) a member of the State University system, and consequently falls ander the general description of the "Branch Colleges." 118 EDUCATION IN GEOEGIA. Macon OoMiiiEECiAL Coi.lbgb.— This institution dates from 1881, Its founder was tlie present principal, Prof. W, McKay. " I opened this school," he says,^ " in connection with my own practice as a pro- fessional accountant, and have sought rather to give a thorough train- ing to a few students than a smattering to a larger number, and have had ample proof of the truth of my theory of conducting such schftols." Beside penmanship, business arithmetic, correspondence, bill-making, and general business routine, peculiar stress is laid upon the different details of book-keeping and accounts, " accounting being recognized and taught as a science," and, by reason of the excellent facilities afforded, constituting an important department in the college. Instruction is gblso given in stenography and type-writing. A special feature of the Macon Commercial College is its department for the graduation of fe- males in book-keeping and accounts. The other two commercial colleges to which we have alluded are Osborne's Business College, at Augusta, and Goldsmith and Sullivan's School of Business, at Atlanta. The former has been in operation since January, 1882, and was chartered in 1886.^ LXTERAUY INSTITUTIONS — THE GEOUaiA HISTOEICAL SOCIETY.' Among the institutions of higher education in the State we should not omit to mention one which, aside from its importance as illustrating a phase in the development of the country, has exerted a truly potent influence in the departments of literature and original research. We refer to the Georgia Historical Society, at Savannah. This excellent organization dates from 1839. For many years previous, the need for some such association in the city of Savannah had been felt and ac- knowledged, but it was not until April, 1839, that any definite action was taken in regard to the subject. Then the Rev. William B. Stevens, Israel K. Tefft, Esq., and Dr. Eichard D. Arnold addressed a circular to a number of gentlemen whom they thought most likely to interest themselves in the design, inviting them to attend a meeting for the pur- pose of forming an historical society. The convocation was accordingly held, and a society was formed. The officers " selected to give nascent tone, character, and impulse to the institution," were John McPherson 'In a letter dated January 23, 1888. ^See Report of the Commissioner of Education for 1885-86, p. 614. " White's Historical ColleotiouB of Georgia, p. 315. The Georgia Historical Society : Its Founders, Patrons, and Friends. Anniversary address delivered in Hodgson Hall on the I4th of February, 1381, by Charles -C. Jones, Jr., JiL. D. Savannah, Ga,, 1881. Pp. 40. Historical Record of the City of Savannah. Savannah, 1869. Pp. 160-1. Address of Bichard D. Arnold, M. D., on the orftanization of the Georgia Historical Society and of the Savannah Library Association, delivered July '24, 1871. (Collec- tions of the Georgia Historical Society, Vol. Ill, pp. 415-28. Savannah, 1873.) Proceedings of the Dedication of Hodgson Hall, by the Georgia Historical Society, on the occasion of its thirty-seventh anniversary, February 14, 1876. Savannah, 6a., 1876. Pp.29. MISCELLANEOUS INSTITUTIONS. 119 Berrien, of naitional reputation, president; James Moore Wayne, re- men^bereJ as an Associate Justice of the Supreme Court of the United States, vice-president ; Matthew Hall McAllister, vice-president ; Israel K. Tefft, whom Colonel Jones^ describes as the fons et origo of the so- ciety, corresponding secretary ; G-eorge W. Hunter, treasurer ; Henry K. Preston, librarian ; William Thorne Williams, Charles S. Henry, John C. NicoU, William Law, Eobert M. Charlton, Alexander A. Smets, Wttl'iam OBacon Stevens, and Eichard D. Arnold, directors. Under the guidance of these its first officers — ^than whom, we are as- sured,^ from out the entire circuit of the community none more compe- tent or trustworthy could have been chosen — the Georgia Historical Society entered upon a career of usefulness. In December, 1839,' the society was chartered; and its avowed object, as revealed in the preamble^ of the act incorporating it, was the collec- tion, preservation, and diffusion of information relating to the history of Georgia in all its various departments. To that end Its officers and memibers, with a zeal worthy of all commendation, by correspondence, circular, contribution, purchase, and petition, concentrated as rapidly as they could in the library of the institution all printed and manu- script matter within the range of present possibility.^ " So earnest," says Colonel Jones,^ " was the society in the prosecution of its mis- sion, and so eager to offer palpable evidence of its vitality, and to assert a right to honorable companionship) in the sisterhood of kindred insti- tutions, that in the second year of its existence it printed its first volume of collections." It was a valuable and interesting publication; and "it is not an exaggeration to affirm," continues the same author," "that this -first contribution of our oherished society will compare favorably with the transactions of any kindred society within the wide borders of this land." The second volume, like unto the first in historical value and genuine interest, was given to the public two years afterward ; and in 1848 appeared part first of the third volume of the Georgia Historical Collections. As early as March, 1841, the society invited Dr. William Bacon Ste- vens to undertake, under its auspices, the preparation of a new and complete history of Georgia. Liberal aid was extended to him in the prosecution of this most important labor, which resulted in the publi- cation of two octavo volumes, one in 1847 and the other in 1859. The 1 Colonel Jones's Address, p. 7. ^ Ibid., J,. 8. " See act of December 19 (Laws of 1839, pp, 132-4). ■■ "Whereas the members of a society instituted in the city of Savannah, for the pur- pose of collecting, preserving, and diffusing information relating to the history of the State of Georgia in particular, and of American history generally, have applied for an apt tof incorporation * * * JBe it enacted," eto. ^ Colonel Jones's Address, pp. 12-13. ^liid., p. 13. 120 EDUCATION IN GEORGIA. author concludes his history with the adoption of the Constitution of 1798. . « For nearly eight years after its organization the association possessed no building of its own, but through the courtesy of the Savannah Library Society was permitted to occupy its rooms as a place of convocation. In 1847 there occurred a practical consolidation of these institutions, and two years subsequently the Georgia Historical Society found a conven- ient abiding place in the edifice which had been erected for its accom- modation on Bryan Street, opposite the Bank of the State of Georgia. The library of the Savannah Library Society was merged into that of the Georgia Historical Society, and thus were the literary attractions of the latter enhanced by the addition of some twenty-five hundred volumes.' Through the generosity of one of Savannah's distinguished sons, Dr. James P. Screven, a liability incurred in the erection of its hall was, in 1852, discharged, and the society liberated from debt. During the next few years little of special moment transpired in the proceedings of the society. Then ensued the 01^11 "War, which neces- sitated an entire suspension of all its operations, and well-nigh put an end to the organization itself. Soon, however, after the termination of hostilities, under the encour- agement of its then president, the Eight Eev. Stephen Elliott, D..D., of blessed memory, the society revived, and entered upon a career of activity and usefulness. The impetus then given to its membership, its deliberations, and its exertions, was continued during the subse- quent administrations of the Hon. Edward J. Harden, Mr. George Wymberley-Jones De Eenne, Doctor Charters, and the Hon. Henry E. Jackson. In 1871 the society published an interesting brochure, entitled An Authentic Account of the Origin, Mystery, and Explanation of Hon. Eichard Henry Wilde's Alleged Plagiarism of the Lament of the Cap- tive. Two years afterward, through the liberality of Mr. George "Wym- berley Jones, the society was enabled to give to the public the third vol- ume of its historical collections, embracing letters from General Ogle- thorpe to the trustees of the colony and others, from October, 1735, to August, 1744 ; a Eeport of Sir James Wright to Lord Dartmouth on the condition of the colony, dated September 20, 1773; letters from Gov- ernor Sir James Wright to the Earl Dartmouth and Lord George Ger- main, secretaries of state for America, from August 24, 1774, to Febru- ary 16, 1782; an anniversary address of Col. Charles C. Jones, Jr., on Brigadier-General Count Casimir Pulaski; and an address by Dr. Eich- ard D. Arnold, on the Organization of the Georgia Historical Society and of the Savannah Library Association. In 1878 the society, the cost of the publication being defrayed by Mr. De Eenne, printed the fourth volume of its Collections, consisting of ' Colonel Jones's Address, pp. 15-16. MISCELLANEOUS INSTITUTIONS. 121 "The Dead Towns of Georgia," by Col. Charles O. Jones, Jr., LL. D., and "Itinerant Observations in America," reprinted from the London Magazine. On the occasion of the celebration of the thirty-seventh anniversary of the organization of the society, possession was formally delivered of Hodgson Hall, the present beautiful and commodious home of the society, a gift from Miss Telfair and Mrs. Hodgson. Here the society, with its twelve thousand volumes, Uvea and pros- pers, exerting a literary and refining influence, and conserving all mem- ories appertaining to the history of Georgia. THE TELFAIR ACADEMY OP ARTS AND SCIENCES.^ Through thei munificence of Miss Mary Telfair, the daughter of Gov- ernor Edward Telfair, the Telfair Mansion in Savannah, with all the furniture, fixtures, books, pictures, statuary, and works of art, was be- queathed to the Georgia Historical Society, to be erected into an acad- emy of arts and sciences. For the maintenance of this institution she bequeathed one thousand shares of the capital stock of the Augusta and Savannah Eailroad. Under the auspices of the Georgia Historical Society, and in pursu- ance of the charitable intent of this noble woman, wonderful progress has been made in the erection of the Academy of Arts and Sciences, in filling its halls with works of value, and in mating it what its founder designed it to be, a school for the development of a higher education in art. This academy, which is the only one of the sort in Georgia, is under the direction of Mr. < jarl N. Brandt, an artist of considerable reputation.^ 'See the fourteenth item in the will of Miss Mary Telfair, who died in June, 1875. 'A description of the academy, and an acconnt of the work which has been per- formed by Mr. Brandt in bringing the institution to its present state of usefulness, is given in Harper's Monthly Magazine for January, 1888. CHAPTER VII. MEDICAL INSTITUTIONSri THE MEDICAL COLLEGE OF GEORGIA.' This institution is the oldest' of its kind in the State, having been in active operation ever since 1829. The act establishing and. incorporat- ing the "Medical Academy of Georgia" was approved December '20, 1828.2 By tliat act a board of tweuty-fonr trustees was appointed for the government of the academy, to whom, under certain conditions, the authority was given to confer the degree of bachelor of medicjiie upon its graduates. Prominent among the members of this board was Dr. Milton Antony, who was the soul and spirit of the movement to which the academy ©wed its origin, and who has rightly been designated as its founder. As early as the year 1827 Doctor Antony proposed the establishment of a medical school in the city of Augusta. "Such an institution pre- sented itself to his mind as desirable and all-important. The scheme, although deemed by many impracticable, seemed to him simple and feasible. His indomitable spirit prompted him to leave no efforts un- triM in the accomplishment of his favorite design ; while his sanguine heart never dreamed of defeat. He was devotedly attached to his pro- fession, in which he ever held distinguished rank. * # » His de- sire was to assist in the perfection of his favorite science; and, in the accomplishment of his ends, he regarded nothing more important than the proper and thorough education of its young disciples."^ The first meeting of the board of truste es of the Medical Academy was held March 2, 1829, and on May 17 of the following year, the name of >See Georgia, GazBtteer for 18:!7, pp. litR-?. Georgia ninstrated, etc., by William C. Richards, Penfield, Ga., 1842. Pp. 41-4. White's Statistics of Georgia. Pp. 81-2. Lewis's Report on Public Eiliioation, oto., MillodsoviUe, Ga.., 18G0. Pp. 115,137. Sixth Annnal Report of tho State Boixrd of Hoal th of Illinois, Appendix A : Conspec- tnsof the Medical Colleges of Aitierica, pp. l.S-19, Springfield, 111., 1884. Henderson's Commonwealth of Georgia, Dtc. Atlanta, Ga., 1SS5. Page 282. Catalogue for 1886-87. ^Dawson's Compilations, pp. 190-7. 'Georgia Illustrated, pp. 41-2. 122 MEDICAL COLLEGES. 123 the institution having in the meanwhile been dianged,' lit was regularly organized as the board of trustees of the Medical luistitute of iGeorgia. Prom the Legislature of 1833 the institute received a donation of tea thousand dollars,^ and from the City Council of Augusta five thousand dollars more, by guaranteeing medicines and medical services to the city hospital for ten years. With the fifteen thousand dollars thus obtained, the trustees erected "tlieir beautiful Grecian-Doric structure which," wxote one of the professors' in 1842, '< while exteriorly adding to the beauty of the city, is, in its interior arrangements, unequalled, for the purposes of a medical college, by any edifice in our country."'' With the exception of twenty-five thousand dollars which the Legis- lature afterward gave the Medical College, the moneys above referred to constitute the only pecuniary aid from without, so far as the writer can learn, which this institution has ever received. Hence it may be said to have been, almost from its inception, self-supporting. Certain it is, that upon the seven thousand dollars individually contributed by Doctors Antony, Ford, Hoxey, Crawford, Banks, Jones, and Garvin, of the board of trustees in 1829, the school prior ito the receipt of those funds mainly subsisted. The act by which the State, in 1833, appropriated ten thousand dollars "for the use and benefit of the institute," contained a provision chang- ing its name' to that which it has ever since retained, viz. The Medical College of Georgia. The college was organized with Doctors Antony, Ford, J. A. Eve, Paul F. Eve, John Dent, and L. A. Dugas in its respective chairs. Early in the spring of 1834 the faculty raised upon its own re- sponsibility the sum of ten thousand dollars, and dispatched to Europe one of the professors, to purchase an anatomical museum, chemical ap- paratus, a surgical cabinet, etc., for the use of the college. A second application for pecuniary aid was made by the trustees in 1835, which was so far successful that the State generously turned over to the college all her interest in the premium resulting from the sale of the increased stock of the Bank of Augusta. This was valued at the sum of twenty- five thousand dollars. Thus assisted, the faculty liquidated- every outstanding debt, and preserved a fund for contingent expenses. "In the session of 1833-34 the class in attendance amounted to thirty, and at the second commencement the degree of M. D. was con- 1 Section 1 of an act to alter the name of the Medical Academy of Georgia and to extend the corporate powers of the same, passed December 19, 1829, declares that from and after the passage of this act the Medical Academy of Georgia shall be en- titledand known as "The Medical Institute of the Sfeute of Georgia." (SeeDawiSon's Compilations, p. 197.) * Lewis's Report, p. 115. Also Prince's Digest, p. 681. = Dr. PaulF. Eve, afterward of Nashville, Tenn. ■•The building, which stands upon a lot adjoining that occupied by the Richmond Academy and which was generously ceded by the trustees of the academy for the use of the college, was completed in the spring of 1834. "See Section 5 of act of December 20, 1833 (Prince's Digest, p. 681). 124 EDUCATION IN GEOEGIA.- ferred upon fifteen approved candidates. In the class of 1834-35 were thirty-seven students and fifteen graduates. In 1835-36, from extraordinary circumstances, the number of students was but thirty-one, with eight graduates. In the following winter the attendance was in- creased to forty-four, while fifteen graduates received the degree of M. D. "The class of 1837-38 numbered forty-one, and thirteen were grad- uated. During the session of the following year the number of stu- dents amounted to sixty, with twelve graduates. " The college was now fairly established among the many similar and rival institutions of the country ; and with but twelve graduates out of a class of sixty, there was every jirospect of a large increase for the next session. But, alas ! disappointment came-from a quarter least of all ex- pected. A fatal epidemic visited the city, for the first time, and all hope and enterprise sank under its withering influence. Among the victims of the terrible disease the institution had to mourn the death of its beloved and distinguished founder. Dr. Milton Antony fell a martyr to the cause of humanity and his jirofessional zeal, on the 19th of September, 1839.^ When the period arrived for commencing the session of 1839-40, but two professors were able to discharge their duties. In consequence it was found necessary to postpone the course of lectures. two weeks, and even then the exercises began with but four professors. Notwithstanding these disadvantages, the institution nobly sustained itself. The class that year numbered fifty-four students, and in the spring following eighteen were graduated."* The session of 1841-42 noted an increase of nineteen over the at- tendance of the preceding year. The number of graduates from the institution has multiplied proportionately with the students annually enrolled, until now' it has one thousand six hundred and fifty-three alumni. ADMINISTRATION OF DR. PAXIL F. EVE. ' Dr. Paul P. Eve became dean of the Medical College about the year 1842, being the successor to Doctor Garvin, the first incumbent. Under his wise rule the college passed through its most successful period. Never since has it enjoyed that high degree of prosperity to which it then attained. Indeed, Doctor Eve's administration is admiringly re- ferred to as exhibiting, and as being inseparably associated with, the college in its prime. Since Doctor Eve, six or seven persons have held the position of dean > Doctor Antony is buried in tlie college yard, and a slab designates his resting-place. A fine portrait of liim hangs in the library-room. 2 Georgia Illustrated, p. 43. " Taken from the University of Georgia catalogue for 1886-87. The 1885-86 regiB- ter of medical students showed an attendance of one hundred and three, and a grad- uation list of thirty-eight. During the session of 1837-88 forty -seven M. D. degrees were conferred. MEDICAL COLLEGES. 125 of the faculty, the present incumbent being Dr. Edward Geddings, who entered upon the discharge of his duties in 1883. The exercises of the college progressed without interruption until 1863, when, in consequence of the distractions of the Civil War, a sus- pension occurred which lasted until February 24, 1866, With this ex- ception the sessions of the college since its inception have been con- tinuous. A DEPABTMENT OF THE UNIVERSITY OP GEOEGIA. In 1873 the Medical College became a department of the University of Georgia, and since that time the chancellor has attended its com- mencements, and in the name of the University has conferred the de- grees. This direct association with the University of Georgia, and this change in the auspices under which the degrees are conferred, was suggested and favorably considered as long ago as 1856.i The college building is commodious, well located, and provided with every appliance requisite for the facile study of medicine, chemistry, pathology, surgery, etc. Here will be found the finest chemical and physical laboratory in the State outside of the University at Athens. It has also a library of five thousand volumes, a convenient dissecting hall,'' and a valuable anatomical museum. The latter, occupying an entire third of the second story, contains many pathological specimens (tumors, foetuses, foetal abnormalities, etc.), the accumulations of years, and the most admirable selections of preparations showing the different stages of the eruptive fevers, contagious diseases, phlegmons, etc., in the South, The City Hospital, located on the college grounds, and the Preed- man's Hospital, situated at no great distance, both under the immedi- ate control and support of the faculty, offer excellent facilities for clinical instruction. The peculiar advantages of Augusta as a great railroad and manufacturing centre, embracing many thousand opera- tives and their families, enable the Medical College to draw large num- bers of interesting cases to its polyclinic for treatment in the presence of the students, who often take charge of the cases and treat them under the direction of the clinical instructor. These clinics are held daily at the college or hospital. COUBSES OF STUDY. The lectures in the Medical College of Georgia embrace anatomy, physiology, chemistry, materia medica and therapeutics, theory and practice of medicine, pathology, surgery, obstetrics and gynaecology, ^ Lewis's Eeport, p. 137. * "Ample material and every facility for dissecting are offered in a hall well adapted to the pui'pose," says the 1886-87 catalogjae, p. 6. 126 EDUCATION IN 6EOEGIA. medical jurisprudence, ophthalmology, otology, aud pharmacy. There are eight professors representing the several branches. Prominent among them is Dr. Henry F. Campbell, who has charge of the depart- ments of surgery and gynaecology. Beside his noteworthiness as a gynsBOologist, Doctor Campbell is also a man of national reputation, having recently filled the presidency of the Medical Association of America.' With these professors two demonstrators and four clinical assistants are associated. A candidate for the degree of doctor of medicine must have attended two full courses of lectures in this or some other college in good stand- ing,, and pass a satisfactory examination on all branches taught in the institution.^ In addition to the regular course of two sessions,' the faculty offers and strongly recommends to the student a graded course of three terms. la this course the student is examined, on anatomy, physiology, and chemistry at the expiration of the first term, and on such of the remaining branches as he may elect at the end of the second, completing his examination and graduating at the end of the third. As has been already seen, the Medical College is one of the par- ticipants in the Charles McDonald Brown Scholarship Fund. An- other assistance which the institution affords to poor students operates through its beneficiary system. In compliance with its charter, two students from each Congressional district of Georgia are admitted to the enjoyment of its privileges gratuitously. All applicants, on their part, are required to state on honor that they are unable, alone or with the aid of friends, to pay their tuition fees. They are also required to furnish the customary certificate from their county as to moral character and fitness. THE SAVANNAH MEDICAL COLLEGE.* This institution belongs now to the past. While its corporate ex- istence relates back to a period almostcontemporaneous with the founda- tion of the Medical College of Georgia, its career of usefulness did not, in duration, transcend a quarter of a century. A charter to establish and incorporate a medical college in the city of Savannah was granted in 1838 f but no active measures were taken to erect a building until 1852, when J. Gordon Howard, M. D., took the initiatory steps to that end, and Drs. P. M. Kollock, R. D. Arnold, W. G. Bulloch, C. W. West, H. L. Byrd, E. H. Martin, J. Gordon Howard, 'Doctor Campbell is a graduate of the college, having received his diploma in 1842; and we find him two years later a member of its faculty, and serving in the ca- pacity of demonstrator. He was at the time hardly twenty years old. 2 See Code of Georgia, 1882, p. 2S5. 'The college session commences on the first Monday in November, and terminates- on the first of March following. * Historical Record of the City of Savannah. Savannah, Ga., 1869. Pp. 164-6. Savannah Medical College : Circular and Catalogue of the Trustees, Faculty, and Students; Announcements of Lectures, Session 1857-58, etc, " See act of Decenibe? 31, 1838 (Acts of imc, pp, 156-7). MEDICAL COLLEGES. 127 and J. B. Bead petitioned the trustees to organize them into a faculty. They pledged themselves to erect a suitable structure, and to provide all apparatus necessary for medical instruction and illustration. Owing to the opposition of a number of medical gentlemen, the de- sired privileges were withheld. Nothing daunted, however, the above- named physicians associated themselves together as a corporation under the name of the Savannah Medical Institute, and erected a college build- ing, the corner-stone of which was laid by Dr. E. D. Arnold in January, 1853. In the following November the first course of lectures was de- livered* During the session of 1856-57 there were twenty-seven stu- dents in attendance upon the Savaunah Medical College, as the insti- tution was then called, nine of whom received diplomas at its close. At that time the faculty, inclusive of a demonstrator of anatomy,, numbered ei^htprofessorsi Prominent among the instructors and lect- urers were Dr. Eichard D. Arnold, professor of theory and practice of medicine,' and Dr. Joseph Jones, now of New Orleans, who had charge of the department of medical chemistry. The former, as has been seen, was intimately connected with the organization of the college. The lat- ter. Doctor Jones, through his writings and discoveries, is well known te the scientific world, and is distinguished as a chemist, an original in- vestigator, and a physician. The exercises of the Savannah Medical College were interrupted by the War. The suspension thus occasioned continued until 1866. In that year the college was reopened, and its operations were conducted as well as the impoverished condition of its resources^ would allow. Bat after struggling on for a period of some fourteen years, the doors of the institution were permanently closed to students about 1880, THE GEORGIA COLLEGE OP ECLECTIC MEDICINE AND STXEGEET. * There are three medical colleges located at Atlanta. The first of them which we will consider is the Georgia College of Jlclectic Medi- cine and Surgery. This institution was chartered by an act passed by the General Assembly of the State of Georgia in 1839. It was at first located at Forsyth, Monroe County, and was known as the Southern Botanico- Medical College.* In 1846 it was removed to Macon, and ' Doctor Arnold remained in this chair, reflecting honor on himself and the college of which he was one of the chief ornaments, until his death, which, occurred about 1872. 'After the capture of Savannah, in 1864, the college building was used as a United States hospital, and from it th« Federal troops carried off the fine apparatus, the valuableioollections of minerals, the engravings and paintings for illustration, the anatomical preparations, and the pathological specimens which belonged to it. " Sixth Annual' Report of the State Board of Health of Illinois. Appendix A : Con- spectus of the Medical Colleges of America, pp. 19-21. *The preamble of the act incorporating this college, approved' December 11, 1839. (Laws of 1839, pp. 134-6), recites that "Whereas the friends of the Botanic (commonly oadled the Thomsouian) System of Medical Practice in the Southern States are de- sirous of establishing a medical college at the town of Forsyth, Monroe County, in. : which the doctrines they advocate may be sgieiitiftp^ly timgbt, together with, the 128 EDUCATION IN GEOEGIA. its name was changed ' to the Eeform Medical College of Georgia. At Macon, previous to the war between the States, the career of the col- lege was successful, graduating hundreds of physicians. Later,^ the title of the institution was altered to College of American Medicine and Surgery.' In pursuance of the provisions of an act of the Legis- lature, in 1880 the college was transferred to Atlanta ; and in 1884 the College of American Medicine and Surgery, and the Georgia Eclectic Medical College,* which was partly conducted by professors who had been connected with the College of American Medicine and Surgery in Macon, were united under the original charter. The name of the institution was once more changed by the General Assembly of Georgia to the Georgia College of Eclectic Medicine and Surgery. This name it still retains. The course consists of didactic and clinical lectures, practical demon- strations — anatomical and chemical — and recitations, coupled with the presentation and defence of theses by the students. The subjects em- braced in the lectures are anatomy, physiology and hygiene, principles and practice of medicine, obstetrics and diseases of women and children, chemistry and toxicology, surgery, materia medica and therapeutics, pathology and medical jurisprudence, and clinical surgery and urine analysis. A two years' study of these branches is required before the students are allowed to graduate. In this respect the institution corre- sponds with the medical college at Augusta. The faculty of this col- lege likewise recommends a three years' graded course after the usual studies have been completed. The college building offers comfortable accommodation to three hun- dred students ; and, beside containing a general lecture-room, a chemical lecture-room, and a laboratory where general pharmacy and a course of toxicology are united with chemistry, is said to have a good museum of pathological and other specimens, and a fairly complete physico-chemical apparatus. usual iDranohes taught in other medical institutions ; and whereas the friends of such a college have already subscribed liberally, in money and property, in aid of said object : Be it therefore enacted," etc. ' This was done in 1854. The college had then been for thirteen years in active operation, having graduated its first class in 1841. In 1852 the State Legislature ap- propriated five thousand dollars to enable the board of trustees to erect a building, procure apparatus, etc., for the college. (White's Historical Collections of Georgia, p. 269.) ^ Viz, in 1874. Classes had been graduated every year until 1861. Operations were suspended during the Civil War, but were resumed in 1867. Students were graduated in 1868, and in each subsequent year until 1374, when the college changed its name. ' The first class graduated under this name was in 1874. There were no graduating classes in 1877, 78, 79, 80, or 81. During the session of 1882-83 there \vas a class of twenty-four matriculates, of whom fourteen were graduated at the close of the session. •"This institution, organised in 1877, graduated its first class the same year, and classes in each subsequent year until the date of its coalition with the College of American Medicine and Surgery. MEDICAL COLLEGES. 129 This institution has until recently been a mixed college, women having been admitted to an attendance upon the winter course. Of the grad- uates during the session of 1886-87, twenty three in number, three were females. This plan, however, not having met with the success antici- pated, the board and faculty have determined to provide a spring course specially for women, equal in every respect to that arranged for male students. The faculty consists of eleven professors and one demonstra- tor, and A. G-. Thomas, M. D., LL. D., is its president. ATLANTA MEDICAL COLLEGE. This college is said to be the oldest institution of learning in the city of Atlanta, having been organized in 1854. With the exception of the war period, it has been in active operation ever since. Its graduates num- ber more than one thousand, fifty-four having received the degree of M. D. at the last annual commencement, March 1, 1888. The faculty is composed of thirteen instructors, including a demon- strator in anatomy and an assistant to the chair of eye, ear, and throat diseases. Prof. H. V. M. Miller, M. D., LL. D., is its dean. Prominent among the professors is Dr. A. W. Calhoun, of Atlanta, who has charge of the department of the diseases of the eye, ear, and throat. With this branch of medical science Doctor Calhoun is thoroughly conversant, and as a successful and skilful operator his reputation is established beyond the borders of his own State. SOXJTHEEN MEDICAL COLLEGE. This institution dates from 1879, and is the most recently established of the medical colleges in Georgia. It is located in Atlanta. The num- ber of its students has steadily increased since its opening. In 1881-82 one hundred and twenty-six were in attendance, of whom thirty-seven received diplomas at the end of the session. There are about three hun- dred graduates of this college. The last degrees conferred were in March of the present year (1888.) The faculty is composed of eight reg- ular instructors and three auxiliary professors and special lecturers. William Perrin Mcolson, M. D., is the dean. 11409—^0. 4 9 CHAPTER VIII. CHARITABLE INSTITUTIONS. AUGUSTA OEPHAN ASYLUM.' We have seen under what circumstances and with what intents the Bethesda Orphan House was established at Savannah. Similar motives prompted the erection of an orphan asylum at Augusta. In furtherance of a desire, entertained by certain benevolent persons, to provide a home for orphans in that city, the Legislature of the State of Georgia, by an act approved January 22, 1852, incorporated " Thomas W. Miller, Henry H. Gumming, Edward F. Campbell, John Milledge, Artemas Gould, Lewis D. Ford, and John E. Dow, and all others who may asso- ciate with them and their successors," a body politic and corporate, by the name and style of <* The Augusta Orphan Asylum," and authorized the City Council " to make a donation of lots of land in said city, money, or the bonds of said city, to such amount as they might deem proper, to the Augusta Orphan Asylum, to be used for the purposes of the said association."^ PROVISIONS FOB ITS SUPPOKT. Some time elapsed before the society was prepared to undertake the care of orphans. Meanwhile, earnest effort was made, chiefly by Mr. Thomas W. Miller, to raise money by means of individual subscriptions. In May, 1854, the first board of managers, composed of Artemas Gould, president ; Thomas W. Miller, Lewis D. Ford, James Gardner, E. H. Gardner, Dr. James Mackie, and John E. Dow, adopted a consti- tution and by-laws. Early in 1855 a house was rented and placed in charge of a matron, and four orphans were admitted to the privileges of the asylum. At the same time, steps were taken looking to the erection of an orphan house upon a lot appropriated by the City Council for that purpose. This, however, became unnecessary, in consequence of a liberal bequest made to the society in the will of Isaac S. Tuttle, Esq., who died on De- cember 12, 1855, leaving the house formerly occupied by him on Walker ' Augusta Orphan Asylum: Auuual Reports from 1869 to 1877, and Reports of its Thirty-foartli Annual Meotiug, April 20, 1837, and Thirty-fifth, April 18, 1888. * Sections two and three of act. (Laws of Georgia, 1851-52, p. 437.) 130 CHARITABLE INSTITUTIONS. 131 Street, and other property, amounting in all to fifty thousand dollars, for the use. of the association. This gift, added to the ineome from two hundred shares of Georgia Eailroad stock, previously donated to the asylum by the City Council, provided amply for the institution in its infancy. The " Tuttle house" was at once fitted up for an orphans' home, and, with subsequent additions, was occupied as such about sev- enteen years. DONATION OF GEORGE M. NEWTON. The death of Dr. George M. Newton in January, 1859, brought to the asylum property valued at two hundred thousand ddllars. This large increment to its resources opened to the society a field of usefulness wholly beyond the expectations of its founders and early friends. An amendment to its' charter was obtained from the Legislature, December ■9, 1859, allowing the board of managers, at their discretion, to receive ohildren who were not orphans, and from any county in the State, and prescribing severe penalties for leaving children at the asylum without the consent of the proper officers.^ The income of the society, under the careful management of its first president, Mr. Gould, so far exceeded its necessary expenditures that at the time of his resignation of the trust, in April, 1870, the par value of its capital was $347,071. Soon after the death of Mr. Tuttle, the board of managers adopted resolutions looking to the building at some future time, on the "Tuttle Jot," on Walker Street, of an orphan house large enough to accommodate «ixty children, with the necessary officers. The War and other causes prevented the accomplishment of this purpose for a number of years; and when in 1869 the society was preparing to build, its condition and prospects called for a larger structure than was formerly contemplaied, and a more desirable location. The subject of removal was carefully weighed in all its. bearings, and a,n eligible site was finally agreed upon, viz, an ample lot fronting the Georgia Eailroad, between Harper and Boundary Streets, near the western boundary of the city. For this wise choice the society is largely indebted to the influence of Dr. Lewis D. Ford, the second president of the association. THE NEW OEPHAN HOUSE. The present orphan house was begun in December, 1870, and com- pleted sufQciently for occupation In December, 1873.^ It is a hand- some and imposing structure, capable of accommodating one hundred and twenty-five children, having every provision for their care and <5omfort, and containing apartments for officers and employes. The cost of the building and grounds was about one hundred and seventy-four thousand dollars. ' An act in addition to the act for incorporating the "Augnsta Orphan Asylum," and for punishing certain offences touching the same, (Laws of Georgia, 18^9j pp. ia2~3.) ^ A portion of the interior is still unfinished. 132 EDUCATION IN GEORGIA. This asylum is now in charge of a matron and two teachers, who to^ gether constitute its faculty of instruction. According to the presi- dent's report, as submitted April 20, 1887, there were one hundred and twenty-four children in the house on January 1 of that year, sixty-two of whom were boys and sixty -two girls, while in April of the following year we find one hundred and eight children in the asylum,^ fifty-seven being boys and flfty-one"girls.i Viewed as a whole, the Augusta Orphan Asylum represents, perhaps, the best type of its class in the South. It is certainly one of the most extensive, well-ordered, and successfully conducted institutions of it& kind, SAVANNAH FEMALE ASYLUM.^ Although the Female Asylum at Savannah is not so extensive as the Orphan Asylum at Augusta, it is much older. It had a common origin with the Union Society^ which was founded in 1750, and its object was to arrange for the care and education of orphan and destitute children. These, without distinction of sex, enjoyed the benefits of its charitable appropriations until the 17th of December, 1801, when, for the greater advantage of both classes of children, the Eev. Henry Holcombe, then resident pastor of the Baptist Church of Savannah, suggested to several ladies of piety and benevolence the propriety of a separation of the sexes. The suggestion was approved, and was promptly acted upoa by the parties interested in the charitable scheme.* The female asylum, in 1801, commenced an independent existence,, under a board of directors composed of fourteen ladies. In 1810 the Legislature of Georgia granted an act of incorporation, founded on a system of rules for the better government of the institution.* Past experience demonstrated the necessity for a larger building and a more suitable location than the one occupied in the eastern part of the city, but the limited funds of the society, at the time, prevented the desired change. In 1838 Mrs. M. Marshall and Mrs. M. Eichardsone ' The eligibility of children for admission to the ju'lvileges of the asylum depend* upon their being orphans between the ages of three and ten. Unusual applications are submitted for the special determination of the board. (See Third By-Law.) ^ Jesse H. Campbell's Georgia Baptis ts. Eichnioud, 1847. Page 33. Historical Record of the City of Savannah. Savannah, 1869. Pp. 1C7-8. Henderson's Commonwealth of Georgia, pp. 295-6. ' The plan of this society was projected by some three or four persons of as many dififerent religious persuasions, and it was called " Union " to designate the amalga- mation of all creeds. The object of the society has ever been the maintenance and education of distressed orphan boys. (A-nniversary Address by Thomas U. P. Charl- ton, April 23, 1823. Union Society Records, 1750-1858.) We are further told by Mr. Charlton that since the Revolutionary War one hundred and twenty-nine children have been supported and educated by the bounty of the society. * "The ' Savannah Female Asylum' (a society for supporting and educating helpless female orphans) was formed," we are told, " in his (Mr. Holoombe's) parlor, under a constitution and by-laws drawn up by himself." (Campbell's Georgia Baptists, p. 33. > ' Act of December 15, 1810. (Cuthbert's Digest, pp. 193-5.) CHAKITABLE INSTITUTIONS. 133 volunteered to assist the endeavors of tbe board of managers to in- crease, by a public collection, the available means of the society in the accomplishment of so laudable an object. Their combined efforts happily })roved successful, and the erection of a substantial and commodious •edifice on the corner of Bull and Charlton Streets was the result.' Tlie Savannah Female Asylum has been maintained by annual sub- scriptions, and has received many valuable bequests. Writing of it in 1847, Mr. Campbell says, that from its formation up to that time it had been the favorite of all denominations; and that individuals as well as bodies, in both the civil and religious departments of the community, had vied with each other in supporting it.^ The affairs of the institution are managed by a board of directors wh© meet once a month, and a visiting committee is appointed to purchase the necessary food and raiment. The charity is conducted by a matron, a second mation, and a cook. A teacher also instructs and resides in the asylum. The number of orphans in the asylum in 1885= was fifty- six. Children are admitted at the age of three years, and are bound to the asylum "as apprentices indented to a master, to learn any trade, profession, or calling," until they reach the age of eighteen years.* OTHER ORPHAN ASYLUMS.^ Orphans' Home of the South Georgia Cowperenoe.— There are two other asylums in the State, which have been erected for the •care and education of orphans. One is the Orphans' Home of the isouth Georgia Conference of the Methodist Episcopal Church South, and is located in Bibb County, near Macon. It was founded by Mr. Maxwell, of that city, as his private benevolent enterprise in 1857, and so continued until 1873, when it passed into the hands of the above specified conference, by the voluntary contributions of whose members it is now supported. The superintendent of the asylum in 1885 was the Eev. L. B. Payne. Five hundred and forty-eight orphans had up to that time been received, and of this number five hundred and ten had been cared for since the asylum became the property of the conference. The Home has ninety acres of land, and the property is worth about «ight thousand dollars. The children are taught in the elementary branches, are instructed in farm and household work, and are retained until good homes can be secured for them. Orphans' Home of the North Georgia Conference.— The other asylum to which we have alluded is the Orphans' Home of the Iforth Georgia Conference. It was established by that Conference of ■Historical Record, etc., p. 168. ^ Georgia Baptists, p. 33. 'Henderson's Commonwealth of Georgia, p. 295. < Acts of 1851-52, pp. 357-8. 5 Janes's Hand-Book of Georgia, pp. 194-5. Bdtler's History of Macon, p. 303. nniidersi>ri'8 Couuiioinvoallli of Georgia, p]i. 994-5. 134 EDUCATION IN OEOKGIA. the Methodist Episcopal Church South in 1867. The venerable Jesse Boring, M. D., D. D., originated the plan, and it was founded mainly through his efforts. This home is located near Decatur, De Kalb County. It owns a comfortable house of eight rooms, and a farm of three hundred acres, which is partly under cultivation. The institu- tion has no endowment, but is entirely dependent upon voluntary contributions from the people. About sixty otherwise homeless children are here well cared for, properly trained in mind and morals, and fitted to fill honest and honorable vocations in life. Eev. A. J. Gibson, super- intendent and agent in 1885, was assisted by his wife. They resided at the home. GEORGIA INSTITUTION FOR THE DEAF AND DUMB.^ At the session of the Legislature in 1833, Mr. John L. Flournoy pre- sented a memorial praying for the establishment of an institution for the education of deaf-mutes. It was referred to the Governor with a request that he obtain full information, and report to the next meeting of the General Assembly. At the next session, in November, 1834, His Excellency Hon. Wilson Lumpkin laid all the information he had ac- ' quired before the Legislature, expressing himself as particularly in- debted to Governor Foot, of Connecticut, and Lewis Weld, the princi- pal of the Deaf and Dumb Academy at Hartford. In consequence of this correspondence Mr. Weld came to Georgia with a class of deaf- mutes, and exhibited their educational attainments before the members of the Legislature. The result was, the General Assembly appropriated .three thousand dollars for the education of the "indigent deaf and dumb of the State, between the ages of twelve and twenty," at the asy- lum at Hartford.^ This experiment, as will be seen, proved unsatisfac- tory, on account of the great distance and the unwillingness of subjects to go so far from home, and among strangers. In March, 1835, Rev. Elijah Sinclair was appointed by Governor Lump- kin State commissioner to ascertain who were the indigent deaf and dumb children of the State ; to collect and convey them to Hartford •, and to have them supported and educated there at the expense of the State. He was faithful and zealous in the execution of the trust. He was re-appointed to the same work by two of the successors of Gover- nor Lumpkin, and was complimented by the Legislature for his effi- ciency and integrity. He travelled extensively over the State search- ' White's Statistics of G«orgia, p. 85. White's Historical Collections of Georgia, p. 455. Janes's Hand-Book of Georgia, pp. 192-3. Code of Georgia, 1882, pp. 257-9. Henderson's Commonwealth of Georgia, pp. 293-4. Twenty-fourth and Twenty-fifth Reports of the Board of Trustees and Officers of the Georgia Institution for the Education of the Deaf and Dumb, published respect- ively in 1886 and 1888. i>Law8 of 1835, pp. 330-32. CHAKITABLE INSTITUTIONS. 135 ing for deaf-mutes, but succeeded in sending only six to Hartford. In 1836 he found sixteen in the State who came within the provisions of the law, but only three could be induced to go. In 1842 and 1843 Cedar Valley Academy made successful experi- ments in teaching deaf-mutes ; and in December, 1845, the Legislature required all the State beneficiaries to be withdrawn from Hartford and educated in Georgia.' The Eev. Jesse H. Campbell, then State commis- sioner, arranged with the Hearn Manual Labor School at Cave Spring, Floyd County, to make the education of deaf-mutes a department of that institution. Mr. O. P. Fannin, then associate instructor in that school, was sent to Hartford, in order to acquire the methods of teaching. He * returned with the Georgia pupils and entered them in the deaf-mute department of the Hearn School, which was opened with four scholars, in a log cabin May 15, 1846. PEOVISION OP THE LEGISLATUEE. In 1847 the Legislature provided the means for ejecting a suitable building.* Cave Spring was the site chosen, and the building was fin- ished in June, 1849, and occupied on the first of the following July. From that time until March, 1862, there was no break in the operations of the school ; but the turbulence of the times and the enlistment of two of the teachers in the army decided the trustees then to suspend its ex- ercises. It was reopened, however, in February, 1867, the Legislature having made an appropriation for that purpose during the preceding year. Ever since it has been in active existence. TEEMS OF ADMISSION. In 1876, pursuant to a recommendation made by the board of trus- tees^ in their report to the Governor for 1875, the General Assembly authorized and provided for the erection of a suitable building for the admission of negro pupils, and since its completion the colored deaf- mutes have enjoyed equal facilities for instruction with the whites, under the immediate care of teachers of their own race. All deaf-" >■ Jaaes's Hand-Book of Georgia, p. 192. 2 See an act to provide for the establishment and location of an asylum for the deaf and dumb, to raise a board of commissioners for the same, and to define the rules under which persons may receive its benefits, and for other purposes. Approved De- cember 16, 1847. (Laws of Georgia for 1847, pp. 94-6.) The eighth section declares that indigent deaf and dumb persons, resident anywhere within the State, shall be received into the asylum and school, and maintained and educated gratuitously, so far as the funds of the institution will permit : Provided, That no person under ten nor more than thirty years old shall be admitted, and that uo beneficiary shall be allowed to remain more than four years. ' See act to provide a form of government for the Georgia Institution of the Deaf and Dumb, and for other purposes. (Laws of 1877, p. 32.) The number of trustees was fixed at seven. 136 EDUCATION IN GEOEGIA. mutes of the State who are over ten and under twenty-seven years of age, mentally and physically unimpaired and free from any immoral habit or contagious disease, are entitled to all the benefits of the acad-, emy, free of charge, for the term of seven years; and an additional terim is also allowed to "such pupils as have exhibited a cocomendable energy and a mental capacity to be benefited ; the conferring of this privilege being conditional upon good behavior and diligent applica- tion."' Deaf-mutes from other States are admitted upon payment of one hundred and seventy-five dollars each per school term of ten months. The annual State appropriations for the support of the institution . have averaged about fifteen thousand dollars.^ The estimated value of the property in 1876 was twenty-five thousand dollars, and there were then almost one thousand volumes in the library.^ In 1886 the number receiving instruction was ninety-one, sixty-one of whom were whites and thirty colored. There were four instructors in the white and two in the colored department, and Prof. W. O. Con- nor was principal. During the present year (188S), there has been an attendance of eighty-six deaf mutes, fifty-seven bsing white and twenty-nine colored. GEORGIA ACADEMY FOE THE BLIND.* This institution was incorporated by an act of the Legislature of Georgia assented to January 2, 1852. It originated in a movement made by the citizens of Macon, at a meeting held for this purpose on the 18th of April, 1851.= In January of that year Mr. W. S. Fortescue had arrived in Macon from Philadelphia, with letters of recommendation as a suitable person to introduce into Georgia a system for the education of the blind, and it was at the convocation just referred to that the first publication on the subject occurred. The result of the meeting was the appointment by the chair of five persons to solicit subscriptions, with a view to en- abling Mr. Fortescue to educate four blind children until the convening 1 Section 1235 of Georgia Code of 1882. ^The last sum, nine thousand dollars, was donated by the Legislature at the fall session of 1887. 1 Janes's Hand-Book of Georgia, p. 193. ^lUd., pp. 191-2. Butlers History of Macon, pp. 306-S. Code of Georgia, 1882 Eevision, pp. 256-7.. Henderson's Commonwealth of Georgia, pp. 292-3. Thirty-Fifth Annual Eeport of the Trustees of the Georgia Academy for the Blind, Macon, Ga., to the Governor of Georgia (1886). Also Thirty-Sixth and Thirty- Seventh Annual Eeports (1887 and 1888). Origin and History of the Georgia Academy for the Blind, with documents from the befiinning, 1851 to 1887. Macon, Ga., 1887. '^ Butler's History of Macon, p. 306. CHARITABLE INSTITUTIONS. 137 of the next Legislature. The committee selected were, W. S. Fortescue, Dr. J. M. Green, E. A. Smith, E. S. Lightfoot, and Edwin Graves. A number of ladies and gentlemen subscribed liberally on the first call. On the 4th of July the subscribers met, and Doctor Green, chairman of the committee, read his report, which showed that six hundred and fifty dollars had been promised. It also stated that appliQation had been made for a copy of the Bible in raised characters ; that a piano had been purchased and an apparatus engaged; that the General Assembly would be petitioned for aid; and that the statistics showed that there were two hundred and twenty blind children in the State without the rudi- ments of .education. The report was adopted. The committee then submitted a preamble and articles organizing the Georgia Academy for the Blind, to be located in Macon. This was fol- lowed by the election of seven trustees as follows : J. M. Green, N. C. INIunroe, E. B. Weed, John B. Lamar, E. A, Smith, Edwin Graves, and A. H. Chappell. Before the adjournment of the meeting, one hundred and fifty-two more dollars were subscribed. The school was opened in July, 1851. Mr. W. S. Fortescue was the first principal, and Miss Hannah Guillan the female teacher. It was sustained by charitable donations of citizens until the session of the Legislature in the ensuing January, when it received a charter. The act required the trustees to "select indigent blind persons from different counties of the State, between the ages of twelve and thirty, and main- tain and educate them gratuitously," and appropriated five thousand dollars per annum for the years 1852 and 1853, to aid in supporting the institution.' On January 22, 1852, Mr. Munroe resigned the presidency of the board, of which he was the first chairman, and was succeeded by Doc- tor Green, who continued in office for nearly thirty years. In July of the next year, the board presented their first Annual Eeport. In it the president stated : THE president's REPORT. " The class of pupils was ten, three boys and seven girls, and had made astonishing progress in arithmetic, geography, and other depart- ments of knowledge. Some of the female pupils made an equally re- markable progress in crochet work, sewing, and other varieties in use- ful and ornamental needlework." Shortly after, Governor Howell Cobb, in an eloquent lecture before, the Milledgeville Lycenm, proposed that "one-third of the large reve- nue of the State Eoad should be devoted to the maintenance of tie three great objects of the State charity, — the Lunatic Asylum (at Mil- ledgeville, opened in 1842), the Deaf and Dumb Institute, and the School for the Blind; "^ but the suggestion was never adopted. 1 Acts of 1851-52, pp. 4-6. ^ Butler's History of Macon, p. 307. 138 EDUCATION IN GEOKKIA. APPBOPKIATIONS BY THE LEGISLATUEE. The necessities of the academy having greatly increased, application was made in 1855 for an appropriation of twenty thousand dollars to- erect suitable buildings. This was granted in 1856. Half that amount had been obtained from the Legislature for the same purpose in 1854.* Upon investigation, however, it was found that the sum was inadequate to the expense of the undertaking. Further appropriations were after- ward made, and the academy was finished and occupied by pupils in 1859. Its cost was about sixty-five thousand dollars. The ceremony of laying the corner-stone of the academy, located on a beautiful lot on College Hill, was conducted on July 5, 1852, with imposing -effect, in the presence of two thousand spectators. Hon. Thomas Hardeman was. chosen the orator on that occasion, in appreciation of his signal efforts in the House of Eepresentatives to secure the requisite increase of appropriation. During the War the academy building was used for a Confederate hospital. The teachers and pupils moved to Fort Yalley, where the school was kept in operation until their return to the academy in 1865. In the meanwhile, the Federal Army had occupied the building, and had destroyed and carried off five thousand dollars' worth of property belonging to the institution. The school was continued by loans until the State was in a condition to resume the payment of its accustomed a^ppropriations. The first principal of the academy was Mr. Fortescue (already alluded to) in 1852, with Miss Hannah Guillan as assistant, who still retains her position. In 1853 and '54 H. Button was in charge; in 1855 and '56, M. Home ; and in 1857 and '58, Rev. "W. K Chaudoin. In August, 1858, the present incumbent, Prof. W. D. Williams was elected princi- I)al. Beside Professor Williams and Miss Guillan, who supervises the department of literature, there is an instructor in music. In 1876, we are told,^ there were fifty-six pupils in the academy; and that since its opening one hnndred and forty-five had been admitted, of whom seventy-five had been discharged as educated in one or more of the departments. Many of them had acquired trades, by which they could earn their support. Pupils were then admitted between the ages of eight and twenty ;' males over twenty were taken into the workshop to learn trades. The value of the buildings, grounds, and property was at that time seventy-five thousand dollars, and there were about one thousand volumes in the library, including those in embossed print. > Section 12 of act of February 18, 1854. (Laws of Georgia, 1853-54, p. 16. ) '^ Janes's Hand-Book of Georgia, p. 191. 'This has been altered. In accordance with Section 1215 of the Georgia Code of 1883, "AH indigent, blind persons, residents of this State, between the ages of seven and twenty-five years, shall be selected by the trustees from the different counties of the State, received into the academy, and supported and educated gratuitously to the extent the funds will permit." And it is further specified that " a beneficiary shall not remain at the charge of the institution longer than four years." CHARITABLE INSTITUTIONS. IS^ DEPARTMENT OF THE COLORED BLIND. In 1882 a department for the colored blind ^ was opened, and is doing^ a good work for this class. Of the ninety-one names on the 1885-8& register, twelve belonged to colored pupils. Of the two hundred thou- sand dollars and more which the State has appropriated, first and last,. for grounds and improvements, fourteen thousand were for the benefit of the colored blind.^ 'The establishment of this department was largely due to Hon L. N. Whittle, •who was the first, it is believed, to suggest the advisability of calling the attention of the State Legislature to the colored blind, and requesting an appropriation from them " to purchase or rent necessary buildings and provide for the support and edu- cation of such pupils as may offer." ^ Henderson's Commonwealth of Georgia, p. 293. CHAPTER IX. INSTITUTIONS FOR COLORED PEOPLE, These institutions are all of recent growth, having come into exist- ence since the War. So long as slavery continued, little attempt was made to educate the blacks, except in a religious way.' In fact, it was forbidden by statute ^ to teach a slave to read or write. This inhibition did not, however, deter some masters and mistresses from teaching their domestics to read the Scriptures, and sometimes to use the pen. Field hands, as a class, were almost universally illiterate. Carpenters, wheelwrights, blactsmiths, and mechanics often read and understood something of arithmetic. The instances of slaves being able to read, write, or cipher were, however, very few. ' Religious Instruction of the Negroes in the United States, by Charles C. Jones. Savannah, 1842. Part II, Chapter II. An Historical Sketch of Slavery from the Earliest Periods, by Thomas R. E. Cobb. Philadelphia and Savannah, 1858. Chapter XVII. The Education of the Negro— Its Rise, Progress, and Present Status: being an Address delivered before the National Educational Association at its Late Meeting at Chautauqua, N.Y., by Hon. Gustavus J. Orr, LL. D., State School Commissioner of •Georgia. Atlanta, Ga., 1880. Pp. 15. ' By Section 39 of " An Act for ordering and governing slaves within this Province, and for establishing jurisdiction for the trial of offences committed by such slaves, -and other persons therein mentioned, and to prevent the inveigling and carrying away slaves from their masters, owners, or employers," approved May 10, 1770 (Cobb's Digest of Georgia Laws, p. 981), it is declared " that all and every person and persons whatsoever, who shall hereafter teach, or cause any slave or slaves to be taught to write, or read writing, or shall use or employ any slave as a sori be in any manner of writing whatsoever, every such person and persons shall, for every such offence, for- feit the sum of twenty pounds sterling." Again, in Section 11 of an act approved December 2-2, 1829 {Ibid., p. 1001), we find this provision : " If any slave, negro, or free person of color, or any white person, ehall teach any other slave, negro, or free person of color, to read or write either writ- ten or printed characters, the said free person of color or slave shall be punished by fine and whipping, or fine or whipping at the discretion of the court; and if a white person be found so offending, he, she, or they shall be punished with fine, not exceed- ing five hundred dollars, and imprisonment in the common jail at the discretion of the court before whom the offender is tried." See also act of March 7, 1755. (Acts passed by the General Assembly of the colony •of Georgia from 1755 to 1774— now first printed,— pp. 73-99. Wormsloe, 1881.) Itwas there provided that the penalty for teaching or causing any slave or slaves to be taught to write, or for employing a slave as a scribe, should be fifteen pounds ster- ling. 140 INSTITUTIONS FOR COLORED PEOPLE. 141 A wonderfal change occurred upon the termination of the War and the establishment of the public school system. Then the doors were freely opened for the instruction of the blacks in the elementary branches- of an English education. They were allowed to participate with the whites in the benefits of the school fund raised by general taxation, and multitudes^ availed themselves of the privileges thus afforded. Never- theless, but little progress has been made by the race in what may be termed higher education. In the ordinary common schools of the rural districts the education, as we have previously shown (Chapter III), is of a very primitive sort, being conflued to reading, writing, and arith- metic, and a smattering of geography and history. In certain local- ities, on the other hand, schools have been opened in which the pupils are fairly taught, not only reading, writing, and arithmetic, but also history, geography, mental and moral philosophy, and advanced math- ematics, and where colored females are making commendable progress io learning to play upon the melodeon, the parlor organ, and the piano.. To a consideration of the characteristics of, and the advantages afforded by, the six prominent institutions in Georgia for the higher education of the colored race, the remaining sections of this paper will be devoted. ATLANTA UNIVERSITY.^ At the close of the War the Freedmen's Bureau, together with va- rious Kortbern aid societies, began the work of educating the negroes in the South. By far the most prominent among these aid societies was the American Missionary Association. They were not content with primary education, of which the negroes stood most in need, but they turned their attention to the erection of schools for their higher instruction. From its central and healthful location Atlanta was chosen as the best place for such a school. The efforts made to raise money through the Iforth met with success ; and in October, 1867, the board of trustees was organized and the Atlanta University was duly chartered. Funds were obtained from the bureau, and about fifty acres of land were se- cured in the westeru part of the city. In June, 1869, the corner-stone of the first building was laid, and in the following October the building was occupied by the school. It was designed for a girls' dormitory, but, during the first year, it furnished accommodations, both school and ' From the State School Commissioner's last report (1888) we learn that during 1887 there were in attendance upon the public schools of Georgia 133,429 colored pupils,, and this number is steadily increasing. ^ Janes's Hand-Book of Georgia, pp. 187-8. , The Bulletin of Atlanta University, June, 1883. Ibid., November, 1885. Henderson's Commonwealth of Georgia, p. 274. Catalogue for 1886-87. The University of Georgia and the Atlanta University — Reports of the Board of Visitors, 1887. Pp. 7 and pp. 8. The writer is also indebted to Mr. C. Meriwether, of the Johns Hopkins University,, for material collected by him. 142 EDUCATION IN GEORGIA. t)oarding, for boys and girls. In August, 1870, another buil}Jing of the same style, but larger, containing sleeping apartments for about sixty boys, beside temporary school-rooms, was completed. To this, during the ensuing year, a wing was added, providing rooms for about forty additional pupils. None of the money expended in the erection of these structures was derived from the State. The last Republican Governor of Georgia, Mr. Conley, sold the land donated by Congress under the act of July 2, 1862, comprising some two hundred and.seventy thousand acres, at the rate of ninety cents per acre. The sum realized from this sale, when invested in State bonds, was, in round numbers, two hundred and forty-three thousand dollars. When the Democrats came into power in 1872, under the administration ■of Governor James M. Smith, this entire fund was transferred to the State University at Athens. That college being already firmly estab- lished and organized with suitable buildings, it seemed best to make this disposition of the fund. In 1870 the Legislature appropriated eight thousand dollars to the colored school at Atlanta. During the session of 1871-72, in which the colored race was strongly represented, vig- orous attempts were made to undo the work of Governor Smith. A compromise, however, was effected for that year, on condition that the Atlanta University should receive eight thousand dollars from the State. This was deemed a fair offset to the seventeen thousand dollars annually given to the State University. The Legislature in the following year refused to continue this appro- priation; but In 1874 a bill entitled, "An Act to equitably adjust the claims of the colored race for a portion of the proceeds of the agricult- ural land scrip," ^ and providing for an annual appropriation to the At- lanta University of eight thousand dollars, was introduced and almost unanimously passed by the General Assembly. It appropriated the money with the understanding that the board of visitors of the Uni- versity of Georgia should also visit that school ; that the money should not be paid by the Governor until the plan of the trustees for its expen- diture had been approved by a commission of three members of the faculty of the University of Georgia; and that the school should edu- cate, free of charge for tuition, one pupil for every member of the House of Eepresentatives, to be nominated by the members. In defence of the bill it was urged that Congress could not have intended the agricultural fund for the whites alone; that on the ground of policy it was advisable to appropriate a large amount to the colored school, since measures were already^pending in Congress for an increased appropriation of land, and the share of Georgia might be curtailed if the money should be confined to the whites; and that it would not be right to deprive the State Uni- versity of any of its portion, as sucli action would cripple it in its agri- cultural department at Athens and the branch college at Dahlonega. • ' Laws of Georgia, 1874, pp. 32-3. INSTITUTIONS FOE COLOKED PEOPLE. 143 Supported by these arguments tbe bill became a law, and its provis- ions have been regularly carried into effect until a very recent date.^ THE UNIVERSITY CUBRIOULUM. The curriculum of the Atlanta University at first consisted of a pre- paratory and a normal department. In 1872 the collegiate department ■was opened, and provision was subsequently made for instruction in theology on a broad catholic basis, and without regard to any particular denomination.' The prepar£),tory department, in the second year of the school's operations, embraced higher arithmetic, algebra, geometry^ ancient history, ancient geography, Latin, and Greek. The normal course then included a careful survey of the elementary branches, with reference to teaching them, algebra, geometry, natural science, mental and meral philosophy, drawing, English literature, Latin, and the theory and practice of teaching. This latter department has, in its conduct, subserved an important and useful purpose. It is steadfastly borne in mind by the institution, and every effort is made to prepare the pupils for their chosen calling of teachers. Many of those who have attended its classes are now busily engaged in teaching, not only in Georgia, but also in adjoining States.' Beside the three courses already named — collegiate, preparatory, and normal — the University has a mechanical course and a grammar school coarse. INDUSTRIAL EDUCATION. The former covers three years, and all male students above the third grade are required to take it in addition to their regular studies in other courses, six and a half hours in each week being devoted to this work. ' Those charged with the control and management of the Atlanta University having recently declined to stipulate against the co-education of the races, the payment by the State of its annual appropriation of eight thousand dollars for the support of that University, as an institution for the exclusive instruction and training of colored pupils, has been temporarily withheld. (See Laws of 1887, p. 901.) The Governor is directed not to draw his warrant for the amount until such a plan of expenditure as will secure the use of the same for the education of colored children only, iuaccordance with the declared and settled policy of the State on the subject of the co-education of the races, ehall have been submitted and approved by the commission constituted in the act (^f March 3, 1874, for the supervision of the expenditure of the appropriation. See, in this connection^ the section in Governor Gordon's Annual Message of November 9, 1888, relating to the Atlanta University and the eight thousand dollars appropriation. 'The only theological classes graduated at Atlanta University were in 1871, when the class consisted of one member, and in 1876, when it was composed of three mem- bers. (Catalogue for 1886-87, p. 5.) 3 We find by the catalogue of 1886-87 that nearly all the graduates, and many who left before finishing their course, are now engaged in teaching during a portion or all of the year; and that beside these, during the four months of the summer vacation, a. large number of students engage in teaching. It is estimated that over ten thousand children in Georgia are taught, annually, by those who have been connected as pupils with this institution. It is also stated that of the one hundred and flfty-five graduates up to 1886, one hnndred and fourteen were from the normal classes. 144 EDUCATION IN GEORGIA. In the shops the boys are taught the principles of wood and metal- working, the use of wood-turning lathes and tools, glazing, and drawing. The facilities for the pursuit of this mechanical course. have been greatly increased by the erection of the Knowles Industrial Building. This structure was the gift of Mrs. L. J. Knowles, of Worcester, Mass., through whose generosity it was erected in 1884 as a memorial to her husband. The building is of brick, one hundred by forty-four feet, and three stories high. It has a good outfit of tools and other appliances. One room contains eighteen cabinet benches, each with a set of tools j another has twelve wood-turning lathes, run by steam-jjower; and a third, the forge room, recently put in operation, is supplied with twelve forges and anvils. Special emphasis must be laid upon the industrial education aftbrded at this Atlanta University. It appears to be complete and satisfactory. The mechanical work of the shops is united with an agricultural train- ing on the farm, embpdying instruction in the methods of farm man- agement and in the details of stock raising and gardening.' The girls, on the other hand, are taught various branches of household duties, such as sewing, cooking, dress-making, and general house-keeping. The industrial department has always claimed the attention of, and received an honorable mention from the visiting boards. Eeferring to the progress it had made and its excellent workings, the visitors in June, 1884, said in their report tp the Governor : " Your committee would state that there was no department of this University that struck them more favorably than the industrial education in all its various forms. * * » The boys are taught practical agriculture and gardening. * * » The house-keeping department, under a competent lady for the graduatiujf girls, we especially liked. " Again, in the report for 1886, we read : " The domestic arts of cooking, sewing, and dress-making are taught by competent instructors. Garden- ing and farming are closely looked after by a very capable and trust- worthy agriculturist. # # • The results achieved in this direction are eminently satisfactory. In the mechanic arts, including carpentry and. wood-turning, very gratifying progress has been made. * * * . With better equipments, we have the germ of a technological school that will be a blessing to the State." And in the report for 1887, we find that i' the agricultural exhibit, consisting of varieties of corn, wheat, grass, and the like, raised upon the farm, was very creditable;" and that " instruction in the art of printing likewise forms a part of the indus- trial training, though the appliances in this department are as yet in- complete." CAPACITY FOR A HIGH GRADE OF CULTURE. Thomas Jefferson has been credited with saying that ho pure African could ever grasp the forty-seventh proposition of Euclid. This remark ' The rule lias been for the boys to speucl oue hour a day in practical work oq the farm. r S i\ ,K""'''''lii'''iiil|'i;;' ,'" '""i|iiiiiilf"" """ INSTITUTIONS FOE COLORED PEOPLE. 145 was widely quoted through the South as a strong indorsement of the popular view regarding the mental incapacity of the negroes, and their inability to understand or appreciate the higher branches of education. Later developments, however, and the results arrived at by this and other schools, seem destined to bring about a modification of that view : for, while the course of study is almost as advanced as that of many of the white colleges, including, as it does, the Latin of Cicero, Tacitus, and Livy, and the Greek of Homer, Demosthenes, and Plato, trigonom- etry and surveying,! history, English literature, mental and moral phi- losophy, and approved text-books in political economy and the sciences, the students, by the testimony of the whites themselves, perform their work with commendable success. Witness, for instance, the confession contained in the report of Senator Joseph E. Brown, chairman of the first board of visitors appointed by the Governor : "At every step of the examination we were impressed with the fal- lacy of the popular idea (which, in common with thousands of others, a majority of the undersigned have heretofore entertained) that the members of the African race are not capable of a high grade of intel- lectual culture. The rigid tests to which the classes in algebra and ge- ometry, and in Latin and Greek, were subjected, unequivocally demon- strated that under judicious training and with persevering study, there are many members of the African race who can attain a high grade of intellectual culture. They proved that they can master intricate prob- lems in mathematics, and fully comprehend the construction of difficult passages in the classics." Note also the report of the committee of the board of visitors of the University of Georgia for 1874: "The progress made by the students, as a whole, is highly satisfactory, while there were not wanting many instances of superior merit and proficiency among their members." Soon after the close of the Civil War, an unnatural feeling of hostility sprang up between the whites and the blacks in the South. A mutual sentiment of distrust was the inevitable consequence. To add to the difficulty of the situation, a horde of adventurers came in from other States, seeking wealth and political preferment through the instru- mentality of colored votes. They were in many cases sharp and unprin- cipled, and fanned the slight flame of race prejudice into a mighty blaze, which it required years to subdue. When, therefore, the whites were restored to power in Geofgia, and the Legislature appropriated the money to Atlanta University, much dissatisfaction was manifested by the people of the State.^ It is even 1 Mathematics is only studied through the Freshman and Sophomore years. 2 Objections have been urged against Atlanta University, on the ground that such a. " movement in favor of university education for the feolored people is far in ad- vanceofthe demands of the present condition of colored society;" and that "the money thus expended should be exclusively devoted to instructing and training teachers specially for the work of elomontilry schools." (State School Commissioner Orr'sEeport for 1875.) J1409— No. 4 10 146 EDUCATION IN GEOKqtIA. stated that some iutiuential persons endeavored to iirevent the appro- priations to the school. The secret of this dissatisfaction lay in the cir- cumstance that the teachers employed at the institution were all North- erners, who, it was alleged, sedulously instilled in the mind of the col- ored pupil feelings of dislike for his native State, and of bitter hatred for the whites. But better counsels at length prevailed, and the State board of visit- ors adopted the rational plan of allaying the feeling of animosity on the part of the colored people. Their attention, in this connection, was first called to the manner of instruction in the school. They noticed the sectional books in use, and urged upon the president the propriety of changing the tendency of the teaching. The aim of the instructors, they said, should not be to alienate the aifections of the pupils from their country, and induce a feeling of opposition to the whites, but to cultivate kindly relations between the two. They had enormous power over those who controlled almost one-half the votes in the Empire State, since their pupils were eminently " clay in the hands of the potter." The pupils trained there would go forth and exercise a great influence on the others whom they might teach j and it was highly incumbent on the instructors to make faithful, devoted citizens of them. Such arguments had their weight with President E. A. Ware, and bore in time the desired fruits. The committee of visitors for 1877 re- ported : " Members of the Board thought that the animus of the inipils this year seemed much better." Agaiu, in the report of the board for 1878-79, we find it announced that " the objectionable sectional books have disappeared from the library, and your committee are assured, not only that those Northern teachers do not try to alienate them [the pu- pils] from old masters and homes, and from their native State, but that every effort is used to counteract any tendency towards such aliena- tion." The reports on the educational work accomplished at Atlanta Uni- versity have continued to be favorable to the present time. In all of them is evinced a sincere faith in the capacity of the colored race. In the report for 1883 occurs this passage: "We confess to some degree of surprise and gratification at the pro- ficiency exhibited by many of the pupils in every department of study in which they were examined before us. This was particularly true in relation to those studies which pertain to the higher culture." Thus has this institution, in the brief period of its existence, become a large and influential medium for the education of the colored race. Commencing with only a preparatory and a normal department and eighty-nine students in 18C9, it has by gradual steps risen to its pres- ent status' of five courses of study, and an attendance of four hundred and thirteen.* I ts faculty, which in its early years consisted of but nine ' Catalogue for 188f)-87. ' 'Of this niiraber, one hniulred and seven ly- five were boys and two hundred and til irty-oiglit were girls, INSTITUTIONS FOE COLOEED PEOPLE. 147 teathers, is now numerically more tbau twice as strong as it was tbeu.' Its curricnlum, while soniewliat restricted in its compass at the start, is now as complete and advanced as that of not a few of the older white colleges in the South. The school, though indebted to Georgia for its principal patronage, has extended its constituency beyond the limits of that State,* and its one hundred and sixty or more graduates may be seen engaged from Washington to Texas in spreading the influence of the Atlanta University. EESOXJRCBS OF THE UNIVEESITY. A word now in regard to the general resources of Atlanta University. The institution, as has been seen, owes its existence almost entirely to donations from liberal Northern friends in the American Missionary As- sociation, and is very largely beholden for its support to the same generous source. lu the financial statement of May, 1872, for the pre- ceding twelve-month, it appears that out of tne thirty-one thousand dol- lars which had been received, fourteen thousand were donated by the American Missionary Association. In the printed register of gifts of twenty-five dollars and upward, all except a small fraction came from the North, the "Sew England States furnishing, on an average, about two-thirds. In a similar list for 1886-87, out of sixty-five hundred dol- lars in round numbers, the entire amount, with the exception of six hundred and fifty dollars, was contributed by Northern and Western States. It was a New York man, Mr. E. E. Graves, who chiefly founded the library of Atlanta University, and permanently endowed it with five thousand dollars. This library now contains some six thousand vol- umes, and through the aid afforded by the endowment fund is experi- encing a steady growth. The John P. Slater Fund has, for some years, appropriated fourteen hundred dollars a year to the school. Mr. Tuthill King, of Chicago, and Mr. J. H. Oassedy, and the late Hon. William B. Dodge, of New York, have each established scholarships of five thousand dollars. The Plainfield and Garfield Scholarship Funds are smaller than the others. Mrs. Valeria G. Stone, of Maiden, Mass., who has deeply interested herself in the intellectual improvement of the colored people both North and South, having, it is said, donated over one million dol- lars to that object, built what is known as Stone Hall, and has given fifty thousand dollars to the University. The building here alluded to was erected in 1882, and contains the chapel and library, the school- room, recitation and lecture rooms for the more advanced students, and ' There is no regular presifleut of the faculty. Its acting president is Eev. Horace Bnmstead, D. D. 2 Of recent years nearly one-half of Georgia's one hundred and thirty-seven counties, and from five to ten States, have been represented on the University register. Accord- ing to the board of visitors' report for 1887, sixty-four counties of Georgia and eight other States were represented at the University. 148 EDUCATION IN GEORGIA. the philosophical' and chemical laboratory. Of the Knowles Industrial Building, likewise an individual gift to the institntion, we have already spoken. The annual appropriation from the State has, until its recent discontinuance, invariably been confined to the payment of teachers' salaries. . Atlanta University is now in the twenty-first year of its corporate existence. During that period it has acquired a vested capital in lands, buildings, library, and valuable appurtenances fairly estimated at two hundred thousand dollars.^ The college structures are four in number, consisting of the two buildings just mentioned, and the two dormitories, which are respectively designated as ITorth Hall and South Hall. There is also a large barn on the premises. It was erected in 1882, and fur- nishes facilities for the development of the farm worlc of the University, These buildings are situated on high ground in the western part of the city of Atlanta, and are surrounded by about sixty acres of land be- longing to the institution. ATLANTA BAPTIST SEMINAKT.^ This seminary, for the education of colored ministers and teachers in Georgia, is sustained chiefly by the American Baptist Home Mission Society, the headquarters of which are in New York. Established in 18G7, it was located for a time in Augusta, under the name of the "Augusta Institute," where it struggled with many difiBculties until 1871. At^ that time an un.worthy party, Seigfried, by name, who was at its head, was dismissed; and the institution was organized in a more efl"ective form by his successor in the office of principal, Eev. J. T. Eobert, LL. D. Doctor Eobert was a Southerner by birth, although long a resident in Ohio and Iowa, and had been strongly recommended to the society by the white Southern Baptist ministers as a suitable person for the conduct of the enterprise. Eight years of prosperity and progress followed, and, in 1879, the seminary was transferred to the capital of the State, at Atlanta, and now bears the name of Atlanta Baptist Seminary. We are informed that during the ten years of Doctor Robert's adminis- tration, ending with 1881, three hundred and seventy-one students had received instruction in the school, of whom one hundred and forty-two contemplated teaching, and two hundred and twenty-nine had the min- istry in view. Of the eighty students -then in attendance, fifty or more ' Instruments for surveyiug and engineering purposes, and au excellent telescope, may bo enumerated among the philosophical apparatus. ■^Report of the Board of Visitors for 1885-86. ^History of the Baptist Denomination in Georgi.a, with Biographical Cou-.pondinm, etc. Compiled for tho Christian Index., Atlanta, Ga., 1S81. Page 242. The Baptist Encyclopsodia, by William Cathoart, D. D. Philadelphia 1883 Pn. 47-8. ' ■ r Ciitalogue for 1880-87. INSTITUTIONS FOR COLOEED PEOPLE. 149 were pastors or candidates for the miuistry. According to the 1886-87 catalogue, the number in the seminary was one hundred and forty-six ; eighteen being in the theological department, thirty-two studying for the ministry, and forty-two preparing to become teachers. The present faculty consists of five instructors, of whom the Eev. Samuel Graves, D. D., is president. The studies pursued in the semi- nary are comprehended in the normal, preparatory, collegiate (which includes a classical and a scientific course), and theological depart- ments. The theological course has been extended so as to embrace two years. A library is attached to the institution, which now contains up- ward of seventeen hundred volumes. CLAEK ■UNIVEESITY.l Founding of the University. — This institution is supported by the Freedmen's Aid Society, a charitable organization of the Methodist Episcopal Church. Bishops Clark and Haven were chiefly instrumen- tal in founding it. From the former, in consideration of his distin- guished labors in its behalf, the University takes its name. It was be- gun in 1869 as a primary school, with a department for the training of preachers. It was not chartered as a University until 1877. The col- lege was located at Atlanta.^ For the first few years it occupied a small building on Whitehall Street, and was afterward (in 1880) removed to its present desirable position at the southern end of Capitol Avenue. In 1872 the institution passed under the control of the city, the un- derstanding being that the latter would pay the teachers' salaries and furnish the necessary buildings. The other funds were then applied- to the establishment of a theological department, in accordance with th,e wish of Bishop Clark, who had left, by will, several thousand dollars for that purpose. The city failed to comply with that part of its agree- ment providing for the erection of buildings, and new arrangements had to be made. Through the hearty co-operation and generous contributions of its Northern friends, Clark University has been liberated from all embar- rassment and placed upon a firm and excellent basis. It has fine col- lege buildings,^ situated upon a tract of some four hundred acres of land ' Henderson's Coaimonwealth of Georgia, p. 279. Catalogues for 1885-86 and 1886-87. ^This city was chosen, as it "might give character and influence taour movement," writes A. W. Cammings (Early Schools of Methodism, p. 410); "for Atlanta is the gateway to the Sonth, and exerts a controlling influence over it." 'There are three of these structures. Chrisman Hall, a cut of which is here ap- pended, was erected at a cost of twenty-seven thousand dollars, and was dedicated in 1880. It bears the name of Mrs. Eliza Chrisman, of Topeka, Kans., that lady having donated ten thousand dollars toward the building fund, the balance being raised by subscription in. the North. The Gammon Theological Hall, opened in 1883, was com. pleted and furnished at a cost of thirty thousand dollars. It is built of brick, with stone trimmings, and is one hundred and ten feet long by fifty-two feet wide, and is four stories high. Rev. E. H. Gammon, of Batavia, 111., beside contributing eight thousand dollars to this object, has recently added a gift of two hundred thousand 150 EDUCATION IN GEORGIA. which it owns, in the suburbs of Atlanta. It also has a numerous and well-organized faculty, a comprehensive system of instruction, embrac- ing, in addition to the collegiate, academic, normal, and grammar school courses, a school of theology, business and industrial departments, a college' of music, and good philosophical apparatus and libraries. The Theological School.— The theological school, which is pre-eminently the strong feature of the institution, is handsomely endowed and pos- sesses a valuable library of over four thousand volumes. It receives students from nearly every Southern State.i The full theological course occupies three years; but partial courses of one or two years have been provided for those who are not able to pursue the regular classes. Graduates in the former case receive the degree of bachelor of divinity; in the latter, a certificate from the institution. Free tuition as well as free rooms are accorded to the regular members of the theological school.^ The Industrial Department. — The industrial department is also a specialty. Its excellence is indorsed by Dr. Atticus G. Haygood, who says that "Glark University is second only to Hampton^ in this line." The work, running through three years, includes carpentry, carriage construction, house-keeping, dress-making, printing, and shoe-making. Agricultural training is also afforded, and a nurse-training department has been recently opened under the direction of the resident physician, assisted by some of the best medical talent of the city. The course in the college of music is thorough as far as it goes. Pu- pils are there instructed in the principles and practice of playing upon the piano and the organ. There are twenty teachers in the University faculty, exclusive of its dollars for tlie permanent endowment of the hall (Catalogue of 1886-87). Warren Hall is the new building just finished, and is intended for the use of the females. It contains a number of dormitories, a large reading-room, and a dining-room capable of seating several hundred persons. Twenty-seven thousand dollars were expended in its erection, one-half of which amount was supplied by Doctor Gammon. Ballard Hall, so called because Mr. Stephen Ballard, of Brooklyn, N. Y., donated toward its construction five thousand dollars, is still in process of erection. 1 Nine Southern States were represented among the fifty-six students who were in attendance during the session of 1886-87. 2 In proof of the general excelleuco of this department of Clark University, we quote the following from Dr. Atticus G. Haygood, who is already familiar to the public as the author of Our Brother in Black. He says: "It is to he questioned whether any single institution under the care of the Methodist Episcopal Church holds a place of importance and responsibility equal to that which is possible to the Gammon School of Theology. * * * It may well be questioned whether any sin- gle institution in the Southern States could not be better spared. • * ' I tliiuk I may say without exaggeration that the Gammon School of Theology is, in many respects, the most important single experiment made by Protestantism in this coun- try—so far as I know in any country — in the momentous matter of teaching and training colored preachers." See also Catalogue of Gammon School of Theology for 1888, pp. 3-9. " The Hampton Normal and Agricultural Institute for colored and Indian youth in Virginia. (See Eeport of the Commissioner of Education for 1885, pp. 273, 275.) o I "j. i"*-' 'J^l _^_" =rr^l -n^ T-X ^U/^' V INSTITUTIONS FOK COLORE© PEOPLE. 151 president, Eev. E. O. Thayer, A. M. Three of these are connected with the Gammon School of Theology ,i and eleven with the industrial de- partment. The catalogue of 188G-S7 shows an attendance upon all the branches of Clark University of three hundred and twenty-two students. There are five literary societies in the institution, prominent among which is the theological and debating society of the Gammon School of Theology. SPELMAN SBMINAKY. This institution, designed especially for the instruction of colored wo- men and girls, was opened in the basement of the Friendship Baptist Church, in the city of Atlanta, April 11, 1881, by the present principals, Misses Sophia B. Packard and Hattie E. Giles, who were commissioned by the Woman's American Baptist Home Mission Society of Boston. There the work of education was carried on for nearly two years. The school began with eleven pupils. The aggregate number in at- tendance during the seven years of its existence has been over 3,580 pupils, six hundred and nine names appearing on the 1887-88 register. The faculty at present comprises twenty-seven teachers, beside as- sistants; and the course of study embraces preparatory, normal, and sci- entific or higher normal courses. Musical and industrial departments are also connected with the seDiinary, and a training school for nurses, established in 1886, is among the advantages which it affords. The present property of the school, which is valued at over eighty thousand dollars, consists of several acres of land, four double houses, Eockefeller Hall, and the large brick building which is now being erected to take the place of Union Hall, destroyed by fire in June of the past year (1887). THE PAINE INSTITUTE.^ "They (the colored Methodist Episcopal churches) have no institution under their management for the education of those who are to occupy their pulpits and preside in their schools. Their preachers and teach- ers, if educated at all, must for the most part be educated by those who are not in sympathy with their organization. If they are to make any progress, or even to maintain their existence, they must provide for the education of those who are to take charge of their schools and religious congregations. They have neither the money to establish schools, nor the men competent to conduct them; and they look to us for aid." Such was the language of the committee on education in the Gen- eral Conference of the Methodist Episcopal Church South. It was to meet the necessities of the case, and to carry out the provision as in- troduced by the General Conference of 1882, that the Paine Institute ' This school has also eight special lecturers. "This school was named in honor of Eev. Moses U. Paine, of Iowa, to whom it is indebted for an endowment fund of twenty-five tUoi^sand dollars. 152 EDUCATION nrTJECfltGia. — - was orgauized. Located at Augusta, it was opened in January, 1884, and is now in the fifth year of its operations. Eev. Morgan Calloway, D. D., vice-president of Emory College, was its first president. The present incumbent in that position is Rev. George Williams Walker, A. M. He is assisted by four teachers. The course of study comprises a normal, a theological, and an industrial department; the first occu- pies four years and the second three, while the industrial department affords instruction in printing and carpentry. There is also a music class in the school. The register for the session just closing (1887-88) shows an attend-, ance at the institute of one hundred and thirty-three pupils of both sexes. Of these, one hundred and three are pursuing normal, and twenty-four theological courses. The class in music numbers fifteen. The property of the institution consists of ten acres of good laud and three buildings; one of these is the home for the teachers,vanother the home of the matron, while the third has been arranged for class-rooms and a dormitory for boys. MOEEIS-BROWN COLLEGE. This college, as it is called, is principally indebted for its existence to the African Methodist Episcopal Church of the State of Georgia. In 1880 the ministers of that organization, realizing the necessity for an institution which would not only educate and prepare their young men for the ministry and their young women for Christian work, but which would also prove an industrial training school for both sexes, deter- mined upon the erection of the Morris-Brown College. In February of the following year the present site, overlooking the city of Atlanta, was purchased ; and in 1884 the foundation of the east wing of the college was laid. It was completed in November, 1885, at a cost of nine thou- sand dollars. Thirty-five hundred dollars were expended in the pur- chase of the grounds ; and itis said that about eighteen thousand dollars in addition will be needed to finish and thoroughly equip the building. On the 15th of October, 1885, the institution was opened to students, and the attendance during its first session was one hundred and seven. The present number of pupils (session of 1887-88) is two hundred and eleven, of whom one hundred and nine are males and one hundred and two are females. The curriculum consists of a college preparatory and a normal course,— the former occupying three and the latter four years,— and of an English course. The faculty is composed of three teachers, Eev. E. W. Lee, B. A., being principal. Eev. W. J. Gaines, recently ap- pointed bishop, is the general superintendent, and it is to his efforts, perhaps, more than to those of any one else that the establishment of the Morris-Brown College is due. CONCLUSION. Thus have we endeavored, clearly and faithfully, to convey an im- pression of the opportunities afforded for the acquisition in Georgia, both of a common school and of a higher education. We have attempted to revive the recollection of the schools of limited means and partial courses which ministered to the instruction of youth prior to the Eev- olution, and just after the close of that period of distraction and pov- erty. We have traced the development and decline of the poor school system. We have considered at length the inauguration and the pres- ent status of the public school system. We have noted the opportuni- ties afforded for the acquisition of higher education in the University of the State of Georgia and its branches, in various denominational uni- versities and colleges, and in sundry institutions inaugurated under the auspices of private benefactions. We have not omitted to mention all charitable institutions, and colleges designed to facilitate studies in law, medicine, theology, technology, science, and art. In a word, we have been careful, so far as our inquiry could ascertain, to ignore the men- tion of no institution, however limited, the mission of which is to pro- mote the intellectual development of the community. Upon a review of the whole subject, we iind cause for congratulation that Georgia, in her educational advantages, has made such signal prog- ress. Opportunities for acquiring superior learning are a|jundant and satisfactory ; while through the generous provision made by the State for the support of her common schools, — supplemented by acts empow- ering cities and populous districts by local taxation to increase their numbers and render certain their sustentation, — the means of acquiring an elementary education requisite for the needs of every-day life are placed within the reach of all. Education in Georgia is now practically free^ and illiteracy should nowhere exist. In the benefits of these edu- cational advantages both races participate equitably. Each year bears testimony to the progress made in the intellectual training of the masses, and brings joy to the heart of the philanthropist. When we reflect upon the condition of affairs a quarter of a century ago ; when we remem- ber the embarrassing questions which arose upon the conclusion of the Civil War; when we recall the general penury which pervaded the land, and the lack of money for the inauguration and sustentation of schemes of general benefit, and contrast the present attitude of things 11409— No. 4 11 153 154 EDUCATION IN GEORGIA. and the development which has occurred, we are surprised and delighted at the tokens of benevolence, of order restored, of the recognition of relative rights, of domestic peace, of mental, moral, and political ad- vancement, and of intellectual progress, which confront us on every hand. Among the factors which have brought about this happy con- dition, none is so potent as the liberal provision made at the general charge for the inauguration and good support of common schools, and for rendering a university education within the limits of the Comraon- weal'th practically free to all who desire to avail themselves of it. In the coat-of-arms of Georgia appear three emblematic columns, in- scribed respectively with the words, " Wisdom, Justice, and Modera- tion," and supporting an arch upon which is engraven, in bold relief, the word " Constitution." Eightly judging that the intelligence of the citizen and the education of the masses are indispensable prerequisites to the comprehension and maintenance of wise, just, and moderate views necessary for the under- standing and conservation of all constitutional rights and privileges, the General Assembly and the people of Georgia have made, and are making, most praiseworthy efforts to promote the general good, and render learning, both primary and liberal, popular and accessible within the limits of the Commonwealth. CHARLES EDGEWOETH JOiTES. Augusta, Oa., June 11, 1888. BUREAU OF EDUCATION OrROULAR OF INEORMATION NO. 7, 1888 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS lS"o. 6 HISTORY OF EDUCATION IN FLOEIDA BY GEOKGE GARY BUSH, Ph. D. WASHIKGTOlSr GOVERNMENT PRINTING OFFICE J88? LETTER. Department of the Interior, Bureau of Education, Washington, D. G., Novemher 8, 1888. The Honorable the Secretary op the Interior, Washington, D. C: Sir : I have the honor to forward herewith a monograph upon the History of Education in Florida, by Prof. George Gary Bush, Ph. D. (Heidelberg). This is one of the series of Contributions to American Educational History, edited by Prof. Herbert B. Adams, Ph. D., of Johns Hopkins University, the preparation of which you approved by your letter of March 29, 1888. This monograph, though written to accompany the series of histor- ical papers upon higher education in the United States, treats not alone of higher education in Florida. Its purpose is to set forth, in addition, the growth and development of tbe Gchool system of the State, and to emphasize particularly the rapid advance made in all educational matters during the past decade. Beginning with the earliest organized efforts to furnish instruction under the auspices of educational societies, and the attempt to intro- duce the system of Fellenberg, a review is given of the journals of the Legislature previous to the adoption of the Constitution of 1868, and such facts are presented as bear upon the subject of education. The legal organization of the school system, as it existed previous to the Civil War, is thus shown, together with the history of the school lands donated to the State, and the funds by which the schools were in part or wholly sustained. The point is made that the early legislation with reference to schools, though effected largely by men of wealth, was for the beueflt princi- pally of the children of the poor. Attention is called to the establishment in 1852 of the first public school to be sustained by a tax levied upou individual property, and (though no uniform system had been secured) to the great improvement made during this decade in the condition of the schools. 3 4 HISTORY OF EDUCATION IN FLORIDA. The War era passed, the elaborate system of common schools provided for in the State Constitution of 1868, and by legislative acts in 1869, is reviewed at length, and the substance of these provisions embodied in the monograph. The favor with which the system was apparently received, and the rapidity with which the State board and the county boards were organ- ized and entered upon their duties, are touched upon, and then a his- tory is given of the development of the system, of the opposition which it later encountered, of the lack of competent teachers, as also of school buildings and school funds, until an era of brighter promise is reached. From that period, less than a decade ago, the progress made in public school education has been most satisfactory, and it is shown that the aggregate results will bear favorable comparison with the educational statistics of any of the States. Statistics are given which place in con- trast the earlier and later years, and exhibit the rapid increase in the number of schools, in pupils, and funds. Mention is made of the valua- ble aid rendered to the State by annual contributions from the Peabody Fund and other agencies organized for like purposes. The duties of the State Superintendent of Instruction and of the Board of Education, of the county boards and county superintendent, of the loca 1 trustees, and the teachers employed in the common schools are defined, and the relations they sustain to one another indicated. The admirable work done by I^Torthern societies, by the State, and by the agent of the Peabody Fund for the education of the freedmen, from the year in which the War closed until schools for colored chil- dren were placed upon an equal footing with the other schools of the State, is traced at some length, while the eagerness of the freedmen to learn and the progress they have made is noted, and a history of some of the more important schools established for them is briefly given. During the past five years nothing else hg,s done so much to elevate the standard of education in Florida as the efflcient aid rendered by teachers' institutes and normal schools. These instrumentalities, which owe their success, in large measure, to the earnest labors and wise supervision of the present Superintendent of Public Instruction, are described and their importance to the existing educational system ac- knowledged. Eeference is next made to the academies established before the War,- and to the present condition of the high schools, which, with a single exception, do not compare favorably with schools of like name in the older States. With a statement of the public lauds received from the National Government for the establishment of "two seminaries of learning" and an agricultural college and university, the paper takes up the his- tory of secondary and higher education. This begins with an act of the Legislature in 1851, in which it is provided that "Two seminaries of learning shall be established, one upon the east, the other upon the LETTER OF THE COMMISSIONER OF EDUCATION. 5 west side of the Suwannee Eiver. " These seminaries were located, the one at Ocala (later removed to Gainesville), the other at Tallahassee, and long remained the only public high schools in Florida. Historical sketches of these institutions are introduced, showing the work accom- plished by them, their financial resources, the condition of the academic buildings and grounds, their educational appliances, and the character and attainments of their boards of instruction. ' No public institution of Florida has passed through so many vicissi- tudes or suffered so much for the lack of friends as the State Agricult- ural College. The endeavor has been made in this monograph to present with impartiality the facts of its history, including the acts of various Legislatures with reference to its location, establishment, board of man- agement, and finances; and evidence is adduced to show that it is now well wprthy of the patronage of the State, possessing as it does an able and energetic faculty, commodious buildings and grounds, collections in natural history, mineralogy, and geology, a well-equipped laboratory, an experimental station furnished with excellent appliances for the study of agriculture, and a manual training school, which affords practice in working in wood and metal and the best facilities for draughting and de- signing. A page is devoted to the Florida University, with its meteoric appearance and brief history. The remainder of the paper is devoted to a description of the colleges founded and sustained by various religious societies, to which are added a brief mention of the State Institute for the Blind and Deaf, and ref- erences to certain schools whose aim is to furnish a good secondary edu- cation. Of the denominational colleges, EoUins College at Winter Park and De Land University at De Land, are placed in the first rank of the higher educational institutions of the State, and their history, as herewith pre- sented, shows that in the quality of their work, the devotion of friends, and increasing resources, promise is given of a successful future. I beg leave to recommend the publication of this paper as a Circular of Information, and to subscribe myself. Very respectfully, your obedient servant, N. H. E. Dawson, Commissioner. CONTENTS. Page Florida Education Society 12 Early Legislation Affecting Primary Education 13 The School Lands 1 15 Taxation for the Support of Schools ^ 16 The New School Law 16 Time Needed to Develop the New System 18 Statistics -19 Present Outlook '. 21 School Officers and their Duties 21 The Education of the B^reedmen 23 Cobkman Institute : A Normal and Biblical School for Colored Students 26 Teachers' Institutes 27 Normal Schools 28 Academies and High Schools 30 Public School Lands ,. , 30 History of the Seminaries and Colleges ' 31 East Florida Seminary 33 West Florida Seminary 36 The State Agricultural College 40 Florida University 46 Rollins College. 47 DeLand University 50 The Florida Conference College 53 The St. John's Conference College 53 7 ILLUSTRATIONS. Page State Agricultural College 11" East Florida Seminary 34 Eollins College 48 De Land University ; 50 9 STATE AGRICULTURAL COLLEGE, LAKE CITY, FLA. HISTORY OF EDUCATION IN FLORIDA. The present educational system of Florida has been created since the formation of the Constitution of 1868. Previous to that period there was lack of organization, and the facilities afforded for obtaining an education were inadequate to meet the demands of a rapidly increasing population. During the past twenty years the material progress of the State, though very great, has not kept pace with the advance in all matters pertaining to education. This statement finds its confirmation principally in the history of the past five years, during which, not alone the public school system has been perfected, but educational advan- tages of the highest order have been placed within the reach of all. The question may well be asked why, after the close of the Civil War, Florida did not proceed more quickly to the establishment of schools. It is not enough to say that it was due to her poverty, or to the vast- ness of her undeveloped territory and the sparseness of her population. There were other reasons of greater import, which grew out of the in- heritance received from the established order before the War. This led the people to adopt ideas respecting education that had prevailed in the earlier history of the State. Moreover, it blinded their eyes to the fact that the leaven of a new spirit was at work, and, though many barriers were in the way of. its rapid development, that nothing would be able to arrest permanently its progress. Here again was the old battle of age with impetuous but clear-sighted youth. The adherents of the new order were sure to win, but their success was greatly promoted by the addition to their number of a large body of settlers from other States, who brought with them broad views of the importance to the State of affording the opportunity for the highest intellectual training. Thus the entire system of education was changed, and the benefits resulting therefrom have since continued to receive wide acknowledg- ment. The old order was well-nigh void of any system ; the new order has adopted the mbst advanced methods known to our time. It has learned that the only way to have efflcient schools is to provide eflcient teachers. Hence, normal schools for both the white and colored popu- lation have been established and supported by the State, and teachers' institutes, under the supervision of the Superintendent of Public In- struction, are regularly held in many of the counties. H 12 HISTORY OF EDUCATION IN FLORIDA. Until within a very brief period there were no studies pursued in the schools that would be classed under the higher education. By the strict- est definition there is doubtless still very little collegiate instruction j but so great has been the advance in all educational work, and so hope- ful is the promise for the future, that Florida well deserves to have her progress in this respect placed beside that of other and more favored States of the Union. More than in most other States is the history of higher education intertwined with that of the secondary and common schools, and very unsuccessful, as it appears to the writer, would be the attempt at the present time to write a history of the first which should not include a history of all. FLOEIBA EDUCATION SOCIETY. In Volume I of the American Annals of Education, published in Bos- ton in 1831, the following notice appears with reference to one of the earliest literary movements in Florida : " An important step has been taken by some friends of education — the organization of a society, ar- ranged upon substantially the same plan as a State lyceum." This was called the Florida Education Society, and was organized at Tallahas- see, January 23, 1831, Its object was to collect and diffuse information on the subject of education, and endeavor to procure the establishment of such a general system of instruction as would be suited to the wants and condition of the Territory. A membership fee was required, direct- ors appointed, and monthly and tri-monthly meetings arranged for. Steps were also taken to organize branch societies, and the delegates and secretaries of the latter were required to report to the parent soci- ety all the information they could obtain relative to education in their respective districts. Later in the year the Governor of the Territory was authorized by law to appoint three commissioners, whose duty was to inquire into the condition of schools, the wants of the people re- specting education, and ascertain the number of schools, qualifications of teachers, branches taught, mode of instruction, and the number of children favored with and destitute of the means of education. They were to report upon the " best system of education and the best means of carrying the system into full effect." In the same year and as an outgrowth of the Florida Education Society, which had awakened such general interest throughout the State, a ladies' educational society was formed and a zeal for intellectual im- provement manifested, such as is rarely seen in a newly settled region, At this time the agricultural or manual labor schools established by Fellenberg in Switzerland were finding many admirers in America. Through the recommendation of the education society a few of the citizens of Tallahassee decided to organize a " Fellenberg" school. In the American Quarterly Eegister for May, 1832, appears this record: "Five individuals have agreed, if it can be done at an expense within their means, to purchase a small tract of land and form a small manual EAELY LEGISLATION AFFECTING PEIMARY EDUCATION. 13 labor school somewhere in the neighborhood of Tallahassee. A teacher is to be employed to take charge of the limited number of pupils ; suita- ble buildings are to be erected for the accommodation of the teacher and pupils, who are to board together, with as little connection as possi- ble with the inhabitants in the vicinity. The pupils will be required to devote a certain number of hours daily to agricultural and mechanical employments of the simplest kinds. No pupil will be admitted except with the consent of the teacher and each of the proprietors, nor suffered to remain in the school unless he submits to all its regulations. The studies, at the commencement, are to be confined to the usual branches of a good English education, including mechanics, botany, chemistry, etc." This project met with such favor that between six and seven hundred dollars were subscribed, to be paid annually, besides a free offering of as much land as might be needed. It was thought that, if the lands set apart by Congress for a seminai-y and for common schools could be appropriated to the use of the Fellenberg schools, ample funds would soon be in hand to inaugurate successfully the new system. The branch of the educational society established in St. Augustine reported an " alarming neglect of education in the Territory since the cession ; " that by most the matter was viewed with indifference ; and that the obstacles which the scattered population presented rendered the establishing of even a limited system of common schools extremely difficult, if not impracticable. There were then (1832) 341 children be- tween the ages of five and fifteen, but only 137 of these were receiving any school instruction. An attempt was made to establish a free school, and though at first greatly encouraged, there is no evidence that either this project or the more important one at Tallahassee was ever carried to a successful termination. At this time meetings resembling lyceums were held in St. Augustine for discussion and mutual improve- ment, which called forth " the resources of every individual for the benefit of the community." Unfortunately the ardor of this progressive spirit of which we have spoken seems to have been soon quenched. In a brief time the Florida Education Society and its auxiliaries ceased to exist, and no others were established in their place.^ . Could some wise system of education have found encouragement and been developed so as to have kept pace with the growth of the Territory and State, it might have secured for Florida an educational rank not inferior to that of any commonwealth in the Union. EARLY LEGISLATION AFFECTING PRIMARY EDUCATION. A review of the journals of the Legislature, previous to the adoption of the Constitution of 1868, will help us to form a just estimate of the <■ A Historical Society was organized in St. Augustine in 1856, but it was short-liTed. This is much to be regretted, as Florida furnishes' a fruitful field for historical re- search. 14 HISTORY OF EDUCATION IN FLORIDA. interest taken by the people of Florida in the matter of education. In December, 1835, while Florida was still a Territory, " the register of the land ofiSce was charged with the duty of selecting and securing the various lands granted by Congress ' for schools, seminaries, and other purposes." By act of March 2, 1839, three school trustees were or- dered to be chosen in each township. They were to hare the care of the sixteenth section lands in their township, lease the same, and apply the rents or profits for the benefit of the common schools; and, in case such schools did not exist, it was their duty to organize and support them. . In March, 1843, these duties were intrusted to the sheriffs of counties, who were commissioned to give special care to the education of the poor children of the county. But the legal organization of the school system, as it existed previous to the Civil War, was substantially ef- fected by the act of 1839, already referred to, to which amendments were made in 1840, 1844, and 1845. As amended, the old school law provided not only for township trustees to look after the raising of a revenue from the sixteenth section school lands, and its application to the establishment and support of common schools, but also for at least a partial supervision of the acts of these trustees by the judges of pro. bate, who were to serve as superintendents Of common schools in their respective counties. They were to see that the sixteenth section lands were held inviolate for the use of schools ; to receive and appropriate the money derived from them ; and attend to all matters connected with the advancement of education. The trustees were required to report to the judges, on or before the first Monday in December of each year, the number of teachers employed in the township, the number of children of both sexes, the different branches taught, and such other information as might pertain to the welfare of the schools. The judges were to consolidate the returns and forward their report to the Secre- tary of State, by whom it was laid before the General Assembly of Florida. Beyond the revising of these reports by the Secretary it does not appear that the State exercised any supervision over her schools, or that there was any law which required that the schools established out of the proceeds of the township school lands should be free to all, or any provision for a tax on property or persons for their support. It is probable that they were of brief annual duration, and attended mainly, if not wholly, by children of the poor, except in those cases where the latter were placed in other schools and their tuition fees paid out of the public school fund. In 1849 an act was passed to provide for the establishment of com- mon schools, whose doors should be open only to white children. In the same year the Legislature provided that the school fund should con- sist of the proceeds from the school lands, and five per cent, of the net re- ceipts from other lands granted by Congress; also the proceeds from all estates, real or personal, escheating to the State, and from all property found on the coast or shores of the State. In 1850 the counties were THE SCHOOL LANDS. 15 authorized to provide by taxation for the support of schools, but the amount levied could not exceed four dollars annually for each child of school age. The school fund was also enlarged by all moneys received by the State from the sale of slaves under the act of 1829. THE SCHOOL LANDS. It was not the original intention that the sixteenth section lands should be sold and merged into a common fund, but rather that by rental, or by the interest on the purchase-money if sold, such section should con- fer its benefits upon the township alone to which it belonged. Ac- cordingly the Governor and Legislative Council were authorized by act of Congress to take possession of the school lands thus reserved, and rent or lease them for the support of common schools in the township ; but as far as can be ascertained only one township ever organized to get the benefit of the act. As the sixteenth section lands that were valuable were, in the days preceding the abolition of slavery, mostly iu the hands . of men who had no need of assistance in educating their children, and who were, as a rule, too proud to receive it ; and as, in other townships less fertile, where the population was sparse and the settlers generally poor, these lands had little intrinsic value, and no value at all for the purpose named in the act, the result was that this law wrought injus- tice, since its benefits accrued to the rich and not to the poor. The Leg- islature, therefore, directed that the lands thus reserved should be sold and the fund consolidated. This act, done in most part by men of wealth, was highly commendable, as it was practically a concession by them for the benefit of the poor. Though considerable time was con- sumed in mating the transfer and patenting- these lands to the State, yet as early as the years 1852-54, on the Journals of the Legislature, will be found the biennial report of the State Superintendent of Public Instruction, with full statistics respecting the school fund, the sales of school lands, the investment of the proceeds, and the apportionment of the interest among the counties according to the number of children of school age. The apportionment, however, was so small, amounting to only thirty cents per capita, that it was probably of little practical ben- efit anywhere. At first few counties organized so as to put the school system into operation, and only two contributed anything from the county treasury to augment the sum received from the State. By a re- vision of the common school law in 1853 the apportionments were placed in the hands of county commissioners, who were authorized to take from the county treasury such sum as they might deem necessary for the support of the schools. As these oflBcials were not required to ac- count to any one for their disposition of the fund, it generally happened that it was distributed among the teachers of private schools according as their necessities demanded. It may readily be inferred that in the midst of this chaos of affairs with respect to administration, there was as yet no common school system. But still, even in these years there 16 HTSTOEY OF EDUCATION ITST FLORIDA. was some progress, for though the sales of land might be small, yet they formed the basis of a fund, inviolate and perpetual, which was to in- crease from year to year and lend more and more help towards the edu- cation of the children of the State. TAXATION FOE THE STJPPOET OP SCHOOLS. As early as 1852 another movement had been set on foot by the Hon, D. S. Walker, since Governor of the State, and now Judge of the Cir- cuit Court. By him the idea was conceived of a public school for white children that should be sustained by a tax levied upon the property of the city where he resided (Tallahassee). Through his influence such a school was established and successfully conducted, and this is worthy of mention, since it was among the earliest attempts in the South to support schools by taxation. In 1858 the Superintendent reports that there were 20,855 children of school age ; that the amount of interest apportioned to the counties was $6,542.60; and that "a few of the counties were taking hold of the matter of schools and engaging teachers, but usually for a term of only three months." He states it as his conviction that public schools supported by taxation were not only superior to private ones heretofore patronized, but that the cost to the individual tax-payer did not equal half the amount of his former tuition fees; and that in addition to this, and of even greater value, was the fact that nearly all the children were in school. It is evi- dent from the history of Florida during the decade ending with 1860, that a sentiment favorable to free public schools was developing, and that it was in great part checked, or its further growth rendered impossible, by the events of the following years. Still, even during the Civil War, the State and its officers earnestly devised plans and labored for the perfecting of a system of public schools ; yet little progress could be made, as the thoughts and energies of the people were absorbed in the conflict impending. In the Constitution of the State framed immedi- ately after the close of the War an article was incorporated which was designed to secure to the schools of the State the income derived from the " school lands." But the turbulent days of reconstruction were un- favorable to the development of any deep interest in education, and, accordingly, no effective legislation with reference to schools was secured until the adoption of the Constitution of 1868, and the passage of the school law of 1869. THE NEW SCHOOL LAW. According to this law the State assumed the education of all her chil- dren without distinction or preference. The Legislature, as authorized b^ the Constitution, established a uniform system of common schools. It provided for a superintendent of publ ic instruction, whose term of office should be four years. It ordered the forming of a school fund out of the following sources: "The proceeds of all lands that have been or may THE NEW SCHOOL LAW. 17 hereafter be granted the State by the United States for educational purposes; appropriations by the State; the proceeds of lands or other property which may accrue to the State by escheat or forfeiture ; the proceeds of all property granted to the State when the purpose of such grant shall not be specified; all moneys which may be paid as an exemp- tion from military duties; all fines collected under the penal laws of the State; such portion of the per capita tax^ as may be prescribed by law for educational purposes; and 25 per centum of the sales of public lands which are now or may hereafter be owned by the State." Only the income derived from this fund could be used, and this mast be ap- plied to aid in the maintenance of common schools and to the purchase of books and suitable apparatus. The law further provided that there should be an annual school tax of not less than one mill on the dollar of all taxable property in the State ; moreover, that each county should be required to add to this for the support of schools a sum not less than one-half the amount apportioned to each county for that year from the income of the common school fund.^ The income of the fund was or- dered to be distributed among the several counties in proportion to the number of children, residing therein between the ages of four^ and twenty-one years ;^ but the neglect of any school district {i. e., of any county) to maintain a school or schools for at least three months in the year should work a forfeiture of its portion of the common school fund during such neglect. It provided also for a board of education, whose duties were to be prescribed by the Legislature.* The school law of 1869 was received with great favor, and no time was lost in putting it into operation. Kearly every member of the Leg- islature had been, or now became, its earnest advocate, and even before they left for their homes they took steps to initiate the work of organ- ization in every county. The law required that State and county super- intendents be appointed by the Governor and approved by the Senate ; iBy the Coustitntiou of 1886 the fines and the per capita tax, in addition to the county's proportion of the income from the State school fund and the "mill tax," are ordered to form a part of the county school fund, to be disbursed by the county board of public instruction "solely for the maintenance and support of public free schools.'' ^ Art. XII, Sec. 8, of the Constitution of 1886 orders that each county be required to " assess and collect annually for the support of public free schools therein a tax of not less than 3 mills nor more than 5 mills on the dollar of all taxable property in the same." 'By the new Constitution six and twenty-one years. ■•Exception was to be made "in favor of small schools in neighborhoods where the number of youth who should attend is small and their average attendance at school ranges high." * This, with a few modifications, is still in force, having proved itself one of the best school laws of this country. It was largely framed by Hon. C. Thurston Chase, State Superintendent of Schools, after he had made a study of the diflerent school sys- tems of the older States, and consulted with some of their most eminent educators »u4 school officers. 11410— Ko. 7 2 18 HISTOEY OF EDUCATION IN FLORIDA. that the board of instruction for each county, to consist of five members, be recommended by the representatives of the county and appointed by the State Board of Education on the nomination of the State Super- intendent. As soon, therefore, as recommendations for boards of public instruction were received, as provided by law, the appointments were made. Where county superintendents had been appointed and had qualified, organizations were speedily effected. In other cases tempo- rary organizations were formed, and the names of persons suitable for superintendents sent in to the Governor for appointment. Thus, in a brief time, after long years of waiting, Florida inaugurated a system of education. TIME NEEDED TO DEVELOP THE NEW SYSTEM. But it must not be supposed that this important movement met with no opposition. To some, any system, or lack of system, when shielded by the usage of years, comes to have a value and sacredness out of all proportion to its rightful claims. Thus it happened that, through bitter opposition on the part of a few, the benefits to be derived from the school law were not speedily realized. The Commissioner for 1870 re- ports that the new system " has made little or no progress, notwith- standing the ability and utmost endeavors of the newly-appointed Su- perintendent ; " and adds that "education encounters fearful obstacles." Less than one- fifth of the children and youth between four and twenty- one years were then enrolled in the public schools. The Superintendent, in a more hopeful spirit, says that the schools are rapidly gaining favor with the people, and " there is every reason to believe that the system will triumph, and, becoming a part of the permanent policy of the State, will endure to bless through party changes and successive administra- tions." The agent of the Peabody Fund says of it in 1872 : "During the three years of its history it has had unusual difiaculties to contend with, but a great advance has been made, and it is gaining rapidly in popular esteem. What some of those difficulties were can be understood when it is known that in many counties in 1869 there was an almost total lack of school-houses ; added to this was the small number of com- petent teachers and the insufficiency of the school funds. One county reports that previous to 1869 " the schools were kept in small cabins, out-houses, and sometimes in dwellings, by itinerant teachers who scarcely ever professed to teach anything higher than Webster's Spell- ing-Book, and arithmetic as far as compound numbers." During the years 1868 and 1869 the General Government, at an ex- pense of $52,600, caused some twenty school buildings to be built, which accommodated about 2,500 pupils. In the decade beginning with the year 1870 many of the more prominent towns of the State of Florida (reaching one year to the number of sixteen) received from the Peabody Fund donations for the support of schools, varying in amount from two hundred to one thousand four hundred dollars each. STATISTICS. 19 In the report of schools for 1874 (a very able and suggestive paper by the Secretary of State, the Hon. Samuel B. McLin, who was acting Superintendent), the school question is very fully considered. " Half a decade ago," he says, " there were no schools outside a few of the larger towns or cities. We have now nearly six hundred, scattered throughout the State. They are springing up by the high-ways and by- ways as pledges of future improvement and progress. * * * This is a revolution that cannot go backward. It creates its own momentum. It moves "by a power within itself, and strikes out the light and heat of its own vitality." A law enacted in 1872 provided that all elementary schools should be graded, and divided into primary, intermediate, and gram- mar, and that the branches taught be confined to spelling, reading, writing, arithmetic, geography, and history; but up to 1877 little re- gard had been paid to the law, except by such schools as were aided by the Peabody Fund. These were uniformly graded and the school year lengthened to ten months. In the years following 1877 the system of grading was rapidly adopted, and it now generally prevails. The record of the progress made by the public schools, more particu- larly since 1880, forms a very bright page in the history of Florida. Bach year has chronicled a steady advance, and the aggregate results will bear favorable comparison with the educational statistics of any other State. The Superintendent has been able to report a gratifying progress in nearly every particular ; in the growth of the schools in pub- lic favor ; in the increased number of schools and school children ; in im- proved buildings and enlarged funds ; in a more intelligent and better instructed body of teachers ; in a lengthened school year ; and in a ratio of daily attendance which, if correctly reported, probably can not be surpassed in any of the older States.' STATISTICS.^ The school statistics during the earlier history of Florida are not very satisfactory, being apparently very incomplete. In 1840, five years be- fore the admission of the State into the Union, there were 18 academies and grammar schools, with 732 pupils, and 51 common schools, with 925 pupils. The census report of 1850 gives the population of Florida as 87,000, of whom 47,000 were whites, and states that there were then 10 academies and 69 common schools, with 3,129 pupils. In 1860 (popula- tion 140,000) there were 97 public schools, with 2,032 pupils, and 138; ' The school year consists properly of three terms of three months each, each month having twenty-two teaching days. In order to receive aid. from the State fund the school must be in session for at least three months. Where schools are kept only for this short period in the year (and this until recently has been very generally the case outside of the villages) the ratio of daily attendance is doubtless much higher thau it would be if the school were continued throughout the year. 5 For fuller statistics the reader is referred to the census reports, and to the Annual Reports of the Commissioner of Education since 1867. 20 HISTORY OF EDUCATION IN FLORIDA. academies and other schools, with 4,486 pupils. The iDcome from the school fund was $22,386. In 1872, three years after the inauguration of the school system, with a population of about 195,000, the number of public schools was 400, and the expenditures in support of them $80 000. The permanent school fund amounted to $300,000. In 1880 the 'population had increased to 269,493 and the number of public schools to 1,131. In 1883-84 there were: Youth of school age 1 - , 66,798 Youth enrolled in public schools 58,311 Average daily attendance 35,881 Number of public schools ...'. 1,504 Number of school-houses — • -,- 1,160 Expended during the year for public schools 8172, 178 Value of school property iu the State $210,115 Permanent school fund ■ $429,984 In 1887, as follows : Youth of school age enrolled •• -.- 82,453 Average daily attendance 51,059 Number of public schools , 2,104 Number of teachers : White 1,739 Colored 579 2,318 Expended during the year for school purposes |449, 299. 15 Value of school buildings and grounds owued by the State and counties.. $521,500.00 Value of school furniture $29,399.00 Permanent school fund 2 $500,000.00 By the close of 1888 the number of public schools had increased to 2,249, the number of teachers to 2,413, of whom 620 were black and 1,793 white, while the number enrolled and the average daily attend- ance remained about the same as stated for the year 1887. The amount received from the school tax, from the common school fund, and from the State one- mill-tax, and expended for the support of schools during the year, was $484,110.23. The number of private schools and colleges in the State, as reported by the counties, is 137. It will be seen that the increase in the number of schools since 1884 is 745. The gain for the same period in the total attendance is over 24,000, and the increase in the value of school property (not reported above for 1888) is not less than $335,000. ' The enumeration of children and youth between the ages of four and twenty-one years and also between the ages of six and twenty-one years must be taken every four years by the county tax assessor. ^ In addition to this there remain 400,000 acres of the lands donated to the State for common schools, which have an estimated value of $1.25 per acre. It should be re- membered also that Florida expended, during the Civil War, the principal of her cohimon school fund and seminary funds for "arms, ammunition, and other purposes," and that she came out of the great struggle without other means for the reorganiza- tion of her schools than what could be derived froiB the lands remaining unsold and from the taxation of the people for purposes of education. PRESENT OUTLOOK. 21 As an indication of the interest taken in education, it may be said that thirty-four out of the forty-five counties in the State levy the max- imum tax of five mills toward the support of schools. PRESENT OtrTLOOK. Much of the credit for this remarkable advance in public school ed- ucation since the beginning of 1884 is due to the Hon. A. J. Eussell, the present efficient Superintendent of Public Instruction. In a paper prepared by him in 1886, he makes use of the following language : " Thus we have reached a climax of which the. people may be grate- fully proud, and confidently hope for the very best results upon the next generation of its citizens. School-houses, suitably furnished, are now scattered in neighborhoods in most of the counties, while there is not a county in the State not organized in accordance with the school law, having good schools in operation for both white and colored chil- dren, the latter receiving the selfsame provisions for their tuition as the former." In his annual report for 1887 to the Grovernor he says : " There has been a steady growth of interest throughout the State in the public schools, a constant advance in their efficiency, while a most health- ful esprit de corps animates the teachers as a rule, a result of which is that much better work has been accomplished. Patrons are becoming more identified with the schools and manifest a deep and lively inter- est in their encouragement and success. " It can be safely said there are but few children who live in isolated places now in the State to whom the door of the school is not opened without fee or hinderance, of any race or condition of the population, and there is every reason for believing there are comparatively very few of the youth of school age who are not able to read. ******* " While the people of Florida may congratulate themselves upon their school system, there are localities where great room exists for improve- ments and progress, but I find the spirit and desire for such advance- ment present with all concerned, and I have no fear but in a short time these counties, will move upon the line and take their places in the front rank. "The increase in the number of schools is very gratifying, also the increase in the number of teachers employed. New and neat, comfort- able school-houses have been built all over the State, new and modern improved sittings have been supplied, and much closer attention is given in many parts of the State to the' hygiene, ventilation, and light of the school-room and grounds." SCHOOL OFFICERS AND THEIR DtTTIES. The State Swperirttendent of Public Instruction, who was formerly ap- pointed by the Governor with the consent of the Senate, is now elected 22 HISTOEY OF EDUCATION IN FLORIDA. quadrennially by the qualified voters of the State. He is required to have the oversight, management, and charge of all matters pertaining to the public schools, school buildings, grounds, furniture, libraries, text-books, and apparatus; to furnish school officers with the necessary blanks for official returns; to provide plans and specifications for con- structing and furnishing school buildings; to call meetings of county superintendents and other school 'officers; to grant certificates to teach- ers, and fix the grades and standards of qualifications ; to apportion to each county its share" of the school funds of the State; to decide ques- tions of appeal, or refer the same to the Board of Education; and also to preserve educational and historical documents and specimens of natural history. The State Board of Education is a corporate body, with full power to perform all corporate acts for educational purposes. It is composed of the Governor, Secretary of State, Attorney-General, State Treasurer, and State Superintendent of Public Instruction, — the Governor being presi- dent, and the Superintendent of Public Instruction, secretary. It has charge of the school lands and school funds of the State ; to it is in- trusted the organization of the State University; it audits the accounts of the Superintendent, removes subordinate officers ; and to it the Su- perintendent refers questions and appeals. It has also a co-operative power in the organization of the department of instruction for the dif- fusion of knowledge throughout the State. Each county board of public instruction, of which the county superin- tendent is secretary and agent, is also a body corporate, and may take and hold real and personal property for educational purposes. It has charge of all school property in the county; locates and maintains schools when needed ; examines candidates, and grants teachers' cer- tificates which are valid in the county. The county superintendent, who is now chosen by the people, is " the necessary agent between the State Superintendent and the county schools, and in his hands are the details of the whole organization. He is the medium through which all the operations of the entire system are carried on." He must familiarize himself with the needs of all the schools in the county, confer with and aid the teachers in their work, advise with the patrons of each school about the selection of suitable persons for trustees, over whom also his supervision extends. He is required to visit the schools in the county at lesist once during each term, and to him is qften delegated by the county board the examina- tion of teachers and other duties belonging to said board. District trustees are appointed by the county boards, and have like charge and responsibility w ithin their narrower spheres. It .is their ' The Superintendent apportions tlie interest on the school fund among the count: according to the number of children of school age, but the county boards apporti.. according to the average attendance of pupils between the ages of six and twenty- one years. By law of February, 1885, the tax collector pays over to the county treasurer the " mill tax," to be disbursed with the other school funds. jes lion THE EDUCATION OF THE FEEEDMEN. 23 duty to visit the schools within their jurisdiction at least once in each month, and make quarterly reports to the county superintendent of their condition and efficiency; to co-operate with the teacher in maintaining order, and to suspend or expel pupils for misconduct. Usually a single school selects three trustees, but ofttimes but one, and for groups of schools from two to five trustees are sometimes appointed. Their ap- pointment is made on the recommendation of patrons, and their term of office cannot exceed four years.^ In choosing teachiers, whenever the selection is not made by the trustees, it is customary to give notice to the patrons of the school that an election for that purpose is to be held. The candidate who receives the most votes is selected, unless he or she is found to lack the requisite qualifications. In cases where differences arise between school officers and teachers the matters in dispute are submitted to arbitration, or an appeal is taken to the county board, from which an appeal may be made to the State Board. The authority to grant teachers' certificates is vested in the State Board, Superintendent of Public Instruction, county boards, and county superintendents when authorized by county boards. The certificates received from the county boards are valid for one year in the county in which they are granted. Certificates issued by the State Superintendent are of three grades, and are valid in any part ot the State for the time specified therein. A diploma from a normal col- lege confers equal privileges and power. The laws of Florida require that " teachers licensed by State or county authorities must teach de- portment and morals, and must inculcate the principles of truth, hon- esty, and patriotism, and the practice of every Christian virtue, and they may give instruction one half-day in each week in some branches of needle- work and manual labor." HE EDUCATION OP THE FEEEDMEN. Among the first agencies employed in .the effort to educate the freed- men were two which were under the control of colored people in the Northern States, and were known as the African Civilization Society, and the Home Missionary Society of the African M. E. Church. These societies established schools at different points in the Southern States, a few of which were opened in Florida, and were of much value in lay- ing the foundation for the education of the colored race. Other north- ern societies had their representatives here, the "Sew York branch of the American Freedmen's Union Commission being foremost. Through these different agencies about half of the colored schools of this period I According to the Conatitution of 1886, "the Legislature may provide for the divis- ion of any connty or counties into convenient school districts ; and for the election biennially of three school trustees, who shall hold their oflSce for two years, and. who shall have the supervision of all the schools within the district." It may provide, also, for the levying of a limited district sohool-tas: whenever the qualified electors who pay a tax on real or personal property shall vote in favor of such levy. "Any incorporated town or city may constitute a school district." 24 HISTORY OP EDUCATION IN FLORIDA. ■were sustained. Nearly as many more were taught by freed persons ■who had acquired a little learning in their bondage, and -were anxious to elevate the condition of their race. In all, some thirty colored schools were in successful operation at the close of 1865. In January, 1866, a bill ■was introduced into the Legislature providing for the education of the children of the freedmen, and levying a tax of one dollar each upon "all male persons of color between the ages of 21 and 45 " years, and a tui- tion fee of fifty cents a month to be collected from each pupil. As soon as this became a law, a commissioner was appointed by the Governor with authority to organize colored schools, and enlist in his work the co-operation of all good citizens. This officer was everywhere welcomed and aided by the planters of the State ; and during the first year he organized twenty day schools and thirty night schools. The latter were intended specially for adults, who often formed weird groups as they studied their books around the changing and uncertain light of the pine fire. There were enrolled in these schools 2,726 pupils, and, in addition, as many as 2,000 were thought to be receiving private instruc- tion. In this movement for the education of the freedmen Florida is believed to have taken precedence of all the other Southern States. During 1866 and 1867 the number of colored schools rapidly increased. The freedmen, in many instances, erected school-houses at their own expense, and heartily seconded the action of the Legislature. And just at this point the Freedmen's Bureau proved itself the efficient friend and ally of the colored people. This it did, principally, by aiding in the promotion of " school societies," whose object was to acquire by gift or purchase the perfect title to eligible lots of ground for school purposes. Each of these lots, not less than an acre in extent, was to be vested in a board of trustees. The Bureau also supplied lumber and other materials necessary to the construction of school buildings. This work was ably seconded by many lauded proprietors, who furnished school lots and otherwise rendered moral and material support. But this prosperity was soon checked by reason of the " hard times," and the un- settled political condition of the State which followed after the War. For the four years from 1865 to 1869 the largest number of schools was seventy-one and the largest number of teachers sixty-four. Of the teachers one-half were white. The average number of pupils in attend- ance was thought to be about 2,000. The studies were " the alphabet, easy reading, advanced reading, writing, geography, arithmetic, and higher branches. The cost of these schools was reported to be, for 1867, $21,000, and for 1868, $19,200, of which amounts $600 were contributed each year by the freedmen. At a later period we find the Freedmen's Bureau rendering aid by paying a rental often dollars each on seventy- five school-houses, which were scattered through nine counties. In reality this money was devoted to the payment of teachers' salaries. In the common school law of 1869 no reference is made to the com- plexion of the children for whom it was framed, and henceforth it be- THE EDUCATION OP THE PREEDMEN. 25 came the business of the State to see that equal school privileges were accorded to the two races. That progress among the colored peo- ple was for many years slow is evident from the annual school reports. The teachers employed were largely men and women of their own race, who, having had very inadequate opportunities for education, often brought the schools into disrepute. 'But, as the years passed, one im- provement followed another, until, as early as 1878, the Superintendent reports that the colored people expressed themselves satisfied that jus- tice had been done them. To-day their children are taught in separate schools, but they have the same help from the school funds, the same supervision, and are subject to the same regulations as those of "the white race. Teachers' institutes and normal schools have been provided for both, but it is yet too soon to expect that in general the qualifica- tions of the colored man will compare favorably with those of the white man. As the former is still the teacher of the colored children, these must to a certain extent suffer loss. It is to be hoped, however, and from the superior advantages now offered to colored teachers it is fair to conjecture, that this inequality will ere long be remedied. Secondary Colored Schools. — Lincoln Academy at Tallahassee and Union Academy at Gainesville were the first schools established with the view of furnishing instruction to colored youth in advanced studies. Some time after their organization an appeal was made to the agent of the Peabody Fund .to contribute to their support. This was granted, and at first $300 was given annually to each academy, but on the con- dition that it should be used principally for the training of teachers. After 1879 the amount was increased to $400, and this, or the former sum, continued to be donated for many years. In 1881 Lincoln Academy had an efficient corps of teachers, consisting of a principal and four as- sistants, with two hundred and fifty pupils, and the school year ex- tended through nine months. The Legislature of 1886 ordered the establishment of a normal col- lege for colored youth. This was opened in Tallahassee in 1887. Its history will be given in connection with the normal college for whites. Probably the best equipped colored school in Florida is the public school in: Jacksonville. In addition to its regular work an industrial department has been recently added. This was brought about as follows : During 1887, through the earnest efforts of the State Superintendent^ seconded by the county board of Duval County and the colored people of the City of Jacksonville, the necessary steps were taken to secure from the agent of the Slater Fund an annual appropriatioh of $1,000 to be used for the teaching of the industrial arts. Through the commend- able enterprise of the colored people a suitable building was speedily erected on the grounds of the graded school above referred to, and this was opened for instruction in October a year ago. "Eight sets of wood-working tools were procured, woi'k benches built, and everything in readiness. A teacher was employed, a white man, a practical archi- 26 HISTORY OF EDUCATION IN FLORIDA. tect and draughtsman, and mechanic and builder, and of excellent character and qualiilication. Instruction in the nature and use of the various tools, and in the working of wood was commenced for the boys on the first floor ; and the girls were taken to the second floor, where needle-work, cutting, darning, and other needful work of the kind are taught, and where it is designed that cooking, laundry work, and other things qualifying the good housewife shall be taught." Two hours each day, so appointed as not to interfere with his studies in the school, are spent in this way by each pupil, and the results have already been most satisfactory. This, it is hoped, will be but the beginning of the adoption of industrial training in the schools of the State. Cookman Institute — A normal and biblical school for colored students. — This Institute was founded and is sustained by the Freedmen's Aid Society of the Methodist Episcopal Churcb. Its mission is set forth in the following language : " The public schools need a better class of teachers, and the pulpits a more intelligent ministry. ♦ * * Cook- man Institute supplies a great want of many of the colored people whose future largely depends upon our efforts. We have enlarged our plans to meet the demand and hope to fill teachers' positions and pulpits with more efflcient workmen." The president Of the school says : " Our grad- uates honor themselves in their success in life, and show what education will do for the people when extended courses of study are pursued. The lawyer, the doctor, the minister, comes to be a man of power when he avails himself of such facilities for study." The school, which is open to both sexes, was founded in 1872, in Jack- sonville, and had as its object the education and elevation of the needy and neglected masses among the freed people. Since its founding it has made a great advance in the quality of the instruction given and in its courses of study. The growth of its material interests has been no less pleasing. Beginning in a " little old church," it finds itself to-day in a commodious brick building, free of debt, which is capable of accommodating 60 boarders and 150 day pupils. The school year continues through nearly seven months, viz, from the second week in October to the close of April. The number of pupils in attendance' during the year 1886-87 in the academic and normal departuftents was 167. The courses of study seem well adapted to the needs of the pupils. There is a thorough course in English, a course in history, and a four years' course in the following branches : In mathematics, ending with the sixth book in geometry ; in Latin, in which the most advanced au- thors read are Cicero and Virgil; and in descriptive and physical geography, to which latter are to be added the primary principles of botany, geology, mineralogy, and natural history. Besides these studies there are in the curriculum political economy, pedagogy, mental science, philosophy, and rhetoric. The necessary expenses for tuition and board are very small, and none who have an ambition to obtain an education ought to feel debarred on this account. The president, Eev. S. B. Dar- teachers' institutes. 27 nell, has been at the head of the Institute daring the whole of its history, and deserves much credit for his wise management of its affairs. There are seven others associated with him in the board of instruction. A college for colored youth has also been established; by the Bap- tist Missionary Society of the North, at Live Oak, in Savannah County, which is said to be doing good work. Besides its aim to furnish a lit- erary education, it insists that its students shall pursue an industrial course of study. The Congregational Church has interested itself in a like work, and has established near Lake City the " Florida Normal and Industrial College." This school was opened in 1886, and a colored man placed at its head. teachers' institutes. The training of teachers is now recognized as one of the most im- portant educational agencies in the State. Since the organization in 1879 of the first teachers' institute they have rapidly grown in favor, and their beneficent effects are seen in a greatly improved corps of teachers, whose laudable ambition is " to excel in everything that tends to make a real teacher." Generous appropriations have been made by ■the Legislatures to defray the expenses incident to holding the insti- tutes, and the State Superintendent has, since 1880, visited annually many of the counties and personally organized and conducted them. In February, 1886, a State Teachers' Institute was held and a State association organized. At the Florida Chautauqua, held each year since 1885 at De Funiak Springs, much profitable instruction has been given to a large body of the teachers of the State. The subjects have related to the most important methods of teaching, and the lecturers-have been some of the most eminent men who to-day adorn the teachers' profes- sion. In June, 1887, the State Superintendent organized a corps of five in- structors, who for a period of sixteen weeks successfully conducted teachers' institutes in thirteen counties. At the head of these instruct- ors was Prof. H. N. Felkel, and in his report to the Superintendent he states that their work " has resulted in giving a new impetus to educa- tional thought in our State ;" that the citizens generally are disposed to foster it, and that " the trustees and patrons by .attending these in- stitutes will better understand what a teacher's qualifications should be, and in this way it will come that only true merit will be recognized. * * * These teachers receive in the institutes suggestions on the most approved methods of instruction, and are thus enabled to incorporate them in their work. In the second place, by this means, a uniformity in school-room work is secured throughout the State, a fact which can but result in benefit. And lastly, but most important perhaps, these meetings attract attention to theschools and thereby stimulate that in- terest in education which is so much to be desired, and which could not be accomplished so well in any other way," 28 HISTORY OF EDUCATION IN FLORIDA. NORMAL SCHOOLS. In taking the initiatory steps for the training of teachers Ploridar was greatly assisted by the Peabody Fund, In 1877, through aid from this fund, provision was made for three scholarships in the normal depart- ment of the Nashville University. Two years later five scholarships were added, and in 1880 the number was increased to ten, each scholar- ship drawing ati annual income of $200. These were for the benefit of white students. In addition aid was offered to schools that would maintain a normal department. In the course of ten years $52,650 were donated by the agent of the Peabody Fund to schools in Florida, a large portion of which was definitely set apart for the training of teachers.' All schools receiving this aid were required to have an enrolment of a hundred pupils, with a teacher for every fifty. The average attendance must be not less than eighty per cent, of the whole number enrolled, and the school year must continue through ten months. The first normal class for whites appears to have been formed in the East Florida Seminary at the close of 1879 or beginning of 1880. In the latter year the seminary was organized as a State normal school. It offered free tuition to one student from each legislative district. In 1881-82 forty students were enrolled in the normal course. In 1883-84 there were normal departments in both the East and "West Florida Seminaries, besides the normal schools for colored teachers at Tallahas- see and Grainesville. A very flourishing Normal School and Business Institute has been established at White Springs, in Hamilton County, of which Professor J. L. Skipworth is president. This is an incorporated institution (act of June, 1887), and it has already an attendance of one hundred and fifty pupils. Normal classes are now conducted in a large number of the colleges and secondary schools, and instruction is given in the most improved methods by experienced teachers. At the session of the Legislature in 1887 provision was made for the organization of two normal col- leges—one for each race. In October of the same year these colleges were opened and put in operation, the one for white students at Be Funiak, in Walton County, and the one for colored students at Talla- hassee. The president of the former, Prof. H, N. Felkel, writes that " the initial term began October 5, 1887, with an attendance of sixteen students. There were accessions from time to time until, at the end of the fifth month, there were fifty-seven matriculates. * * * There are 1 In 1884 the sum of $1,500 was given from this fund on the condition that it should be expended upon teachers' institutes and public schools. But at the meeting of the trustees of the fund in 1885 the usual donation to Florida was denied "upon the alleged ground that the State refused to pay either principal or interest oncer- tain funds held by the trustees, said to be bonds of the State of Florida." A full statement of the position taken by the State is given in the report of Hon. Henry E. Jackson to the Trustees of the Peabody Fund, a copy of which appeared in the " Annual Trade Number. 1886," of the Jacksonville Times-Union. NORMAL SCHOOLS. 29 at present three instructors — a president and two assistants." A year later it is reported to have seventy-five students and to be doing most excellent work. The president of the colored normal, Prof. T. De S. Tucker, gives the following history of the college : " Up to the assembling of the conven. tion of 1885, which framed the present organic law of the State, there was a growing conviction in the public mind that the colored people of the State should be given the advantages of an education higher than that furnished in the com mon schools. This found expression in an article in the Constitution providing for the establishment of a normal school for the race. * * * The benefits of the institution are open to persons of both sexes ranging from sixteen years and upwards. The first session began on the 3d of October last with an attendance of fifteen schol- ars, who had successfully passed the examination requisite to admission. There are now (February, 1888) enrolled thirty-nine,' with an average daily attendance of thirty. About half as many as the enrolled number have been rejected, owing to failure to pass the examination. In every respect the school promises splendid results. The race for whom it is established not only prize it, but have already learned to esteem it as a potent factor to their elevation. The scholars are delighted with the facilities for higher training which they enjoy, and ate making very CO m mendable progress in their studies. As yet we have representatives from only six counties, but the indications are that by next session we shall have students from nearly every section of the StatQ." The Superintendent in his report speaks very highly of the heads of these colleges, and says of the latter that he understands fully " the needs of his race." The course " consists of two years in the art of teaching and impart- ing instruction." Diplomas are granted to the graduates, who are thus made licentiates of instruction. " These diplomas constitute life certifi- cates of the first class in the State of Florida. An academic, or prepar- atory course, which is the same in both institutions, is also given, so that students who have not been well prepared in their academic work may be thoroughly prepared to enter upon the college course." The studies in the colored normal college, though equivalent, differ in some respects from those pursued in the normal at De Funiak. Be- sides being qualified educationally to enter upon scliool work, the grad- uates from both colleges will be well versed in improved methods of teaching, in hygiene, in ventUating, lighting, and beautifying the school- room, and in "making it a place to win the esteem and affection of the pupil and command the respect of the patrons." Both of these schools have been supplied with modern furniture, "with globes, atlases, blackboards, and all other requirements for first-class work. A new building has been erected for the use of the colored nor- mal, a simple Grecian temple, cruciform in shape, having three distinct • Tie number was iacreased to fifty-two before tlie close of the aoademio year. 30 HISTORY OF EDUCATION IN FLORIDA. departments for study and recitation. A college building was furnished tlie white school at De Funiak." ACADEMIES AND HIGH SCHOOLS. A.t the close of the War, t)r soon thereafter, most of the old acade- mies, which were formerly managed by boards of five to nine trustees, ceased to exist. Subsequently some of them were revived and con- ducted as free schools, though not always with success. Jefferson Academy, at Monticello, which survived the War, adopted the free school system and so continued for ten years (being aided by the Peabody Fund), but in 1877 it reverted to the old system of tuition fees. In 1875 there were reported to be twelve high schools, aside from the Bast and West Florida Seminaries. Their curriculum embraced " Greek, Latin, chemistry, natural philosophy, astronomy, physiology, botany, and the higher branches of arithmetic." In the annual report for 1878 the number of high schools is placed at fifteen. It is doubtful if more than one or two of these compared favorably with schools of like name in the older States. Exception should be made in the case of the high school at Jacksonville. This was established in 1877, and has now an enrolment of about one hundred pupils. It has two courses of study,, an English and a classical, each extending through four years, and in the quality of instruction, and in the advanced studies pursued, it is scarcely inferior to the colleges of the State. Still, it does not affect a college course. The most advanced branches taught are, in mathematics, trigonometry ; in Latin, Virgil's J5neid and Cicero's Orations ; in Greek, Xenophon's Anabaisis and Homer's Iliad. It has a course of one year in history and of two years in French. To all who complete either course of study and obtain an average of excellence equal to 75 per cent, diplomas are awarded. Two honors are also as- signed, and two medals awarded each year fof excellence in scholar- ship and deportment. Fi'ee 'tuition is given to all pupils resident in the county; others are admitted by the payment of forty dollars annually. PUBLIC SCHOOL LANDS. In the famous Ordinance of 1787, setting apart " Section 16 of every township" for the maintenance of public schools, there is this memora- ble declaration: ^^Eeligion, morality, and Imowledge being necessary to good government and the happiness of manMnd, schools and the means of education shall be forever encouraged.''^ By this ordinance there was also set apart not more than two complete townships of land in each State, to be given perpetually for the purposes of a university. Besides the sixteenth-section lands which Florida received. Congress enacted in 1823 " that an entire township in each of the districts of east and west Florida shall be reserved from sale for the use of a seminary of learning, to be located by the Secretary of the Treasury." Again, in 1845, when Florida became a State, Congress voted " two entire town- HISTORY OF THE SEMINARIES AND COLLEGES. 31 ships of land in addition to the two townships already reserved," in consideration " of the concessions made by the State of Florida in re- spect to the public lands." By act of Congress, in 1841, five hundred thousand acres of the public lands were added to her school fund. In 1862 Congress appropriated to the several States thirty thousand acres of the public lands for each Senator, and Eepresentative in Congress, for the purpose of establishing a fund for the endowment of agricult- ural colleges. In the Constitution of Florida adopted in 1865, we find under "Edu- cation" the following : "Sec. 1. The proceeds of .all lands for the use of schools and a semi- nary or seminaries of learning shall be and remain a perpetual fund, the interest of which, together with all moneys accrued from any other source applicable to. the same object, shall be irrecoverably appropri- ated to the use of schools and seminaries of learning, respectively, and to no other purpose. " Sec. 2. The General Assembly shall take such measures as may be necessary to preserve from waste or damage all lands so granted or ap- propriated for the purpose of education." Altogether there have been donated out of the public domain in Florida, for the benefit of common schools, 908,503 acres ; for the endow- ment of a State college or university, 92.160 acres; and for the endow- ment of two seminaries, 85,714 acres. HISTOEr OP THE SEMINARIES AND COLLEGES. "The men. who laid the foundations of our institutions were not guilty of the absurdity of supposing that any system of elementary edu- cation, however excellent, could long thrive, unless there were vitally joined with it, as part of the same system, provisions for a broad and generous higher education."' The first step taken by Florida towards the establishment of schools ifor higher education is found in the act of the Legislature January 24, 1851, in which it is provided that " Two seminaries of learning shall be established, one upon the east, the other upon the west side of the Suwannee Eiver, the first purpose of which shall be the instruction of persons, both male and female, in the art of teaching all the various branches that pertain to a good common school education ; and next, to give instruction in the mechanic arts, in husbandry, and agricultural chemistry, in the fundamental laws, and in what regards the rights and duties of citizenship." " Lectures on chemistry, comparative anatomy, astronomy, and the mechanic arts, agricultural chemistry, and on any other science or any branch, of literature that the board of education may direct, may be delivered to those attending the seminary in such manner, at such time, and on Such conditions as the board of education may prescribe." 1 From the American Educational Anmiiil, Vol. I, 1875. 32 ' HISTORY OF EDUCATION IN FLORIDA. This act was followed by others in 1853, 1857, 1861, 1862, and 1866— all having reference to provisions for these schools which were established, the one at Tallahassee, the other at Ocala,i and which continued up to the formation of the State Constitution of 1868, and practically for a dec- ade following, the only public educational institutions of higher grade than common schools. In 1862 the Governor was authorized to create a board of education consisting of six persons besides the county super- intendent of schools, who was to be secretary and member ex officio. This law has since been modified and now reads substantially as follows : There shall be appointed by the Governor, by and with the consent of the Senate, seven persons, not more than three pf whom shall be residents of the town or county in which the seminary is located, for each of the two seminaries of learning as members of a board of education, who shall hold their oflice for four years, and the members of said board of education shall annually elect one of their number as secretary, and one as president. The treasurers of the counties in which the seminaries are situated shall be, respectively, by virtue of their office, treasurers of the board, and each shall give such security for the faithful performance of his duty as the board for which he is treasurer may require of him. Among the powers intrusted to this board were the following: The appointment of principal and assistants ; the establishment of an ex- perimental school in connection with the seminary; the purchasing of grounds and the erection of suitable buildings, and furnishing them with apparatus, books, and all necessary appliances, and the providing in. struments of husbandry and mechanical tools. They were to establish rules and regulations for the admission of pupils ; appoint annually a board of visitors, who were to report to the State superintendent ; pro- vide courses of lectures upon chemistry, comparative anatomy, etc., and upon any science or branch of literature that they might think best adapted to advance the interests of the seminary. The control of all funds belonging to the seminary was placed in their hands, and no money was to be dtawn from the treasury except " upon the warrant of the comptroller, issued in. pursuance of a certificate of the board of education, signed by their secretary and countersigned by their presi- dent." Other and enlarged powers were conferred upon this board, making it a body corporate and empowered to "purchase, have, hold, possess, and enjoy" goods, chattels, and effects of every kind, and grant, alien, sell, invest, and dispose of the same; "provided the same be not repugnant to the Constitution and laws of this State or of the United States." In brief, to this board was intrusted the supervision of the entire interests of the seminary. It is made the duty of the county commissioners of each county to se- lect the candidates for admission to the seminaries. The number of these is in proportion to its representatives in the State Assembly, each county being "entitled to as many free students as it has members in ' See below. JSAST FLORIDA SEMINARY. 33 the lower house of the Legislature." Other pupils are admitted at a reasonable rate of tuition.' The State Superintendent is required to visit each seminary at least once a year, and embody in his annual re- port to the Governor a statement of its condition, its "prospects, prog- ress, and usefulness," in order that this may be laid before the Legis- lature at each regular session thereof. EAST FLORIDA SEMINARY. In 1848 the Governor of Florida requested the citizens within each county east of the Suwannee Eiver to say how much in lands, build- ings, or funds they would give to secure the location of the seminary within their bounds. In reply, the citizens of Marion County agreed to give sixteen lots, located in the city of Ocala, with a building erected thereon, and $1,600 in money. Accordingly, by act of 1852 Ocala was selected, and the seminary was opened in the following year. Here it remained until 1866, When by act of Legislature it was removed to Gainesville!* The object designed by this removal seems hardly to have been attained, for the fact still remained that the income of the seminary fund was expended in maintaining a local high school, the counties within the legal territory of the seminary very rarely taking advantage of the privilege accorded to them of sending pupils free of charge for tuition. Superintendent 'Edwin P. Cater, A. M., who has for many years been the eflacient head of the seminary, makes the following contribution to. its history : "During the period of Florida's territorial organization the General Government donated two townships of land for the purpose of estab- lishing a seminary of learning, and, when the Territory became a State, two other townships were added to the original donation. * # * About three-fifths of these lands have been sold and the proceeds ($91,000) invested in State bonds, the interest of these bonds consti- tuting the present income of the two seminaries. * * * Up to the year 1877 the seminary was little more than a public school for Gaines- ville. At that time certain imijrovements were inaugurated, the school was thoroughly graded, and the foundation laid for steady progress in all respects. The age of the students ranged from four to twenty- four years, and the range of studies w,as correspondingly great. Since then the policy has been to gradually drop the lower classes and in the same 1 See below in regard to tuition in the West Florida Seminary. ^The Constitutional convention of 1885 decreed that Ocala should be reimbursed for the damage to her interests occasioned by the removal of the seminary, and the Legislature of 1887, in order to settle aud pay this claim, made an appropriation of $5,400, and directed thatit should be used "for the erection of public school build- ings and the purchase of apparatus necessary for carrying on graded schools." One thousand six hundred dollars of this appropriation was voted by the town of Ocala to assist in defraying the expense of a building for the colored school, now known as the Howard Academy. The balance is invested, and is to be used in maintaining a high school for white pupils. 11410— No. 7 3 34 HISTORY OF EDUCATION IN FLORIDA. proportion raise the age limit, so that at present no students are re- ceived under thirteen years of age. The number of classes is now lim- ited to four, and the course of study embraces the following branches, viz: In mathematics, arithmetic, commercial arithmetic, algebra, book- keeping, and plane geometry ; in science, descriptive geography, his- tory of the United States, physiology, physical geography, elementary physics, and elementary chemistry; in English, spelling, reading, gram- mar, elocution (including thestudyof authors), and rhetoric; in ancient languages, a three years' course in Latin and a two years' course in Greek. In writing and drawing there are daily lessons. There are also in the curriculiim, as stated in the annual calendar, general history, plane trigonometry and surveying, geology, and bofjany. "There are three examinations during the annual session: (1) The entrance examination at the beginning of the session, to determine the classiflca.tion of candidates for matriculation ; (2) the intermediate ex- amination of classes at the close of the first term ; (3) the -final exami- nation at the close of the session. " Since 1883 the school has been strictly military in its organization and government., and the military department has been under the charge of an ofScer of the United States Army, detailed for that pur. pose by the Secretary of War. At the same time the military duties of the students are not allowed to interfere with their academic work, but all drills, etc., occur in the afternoon at the close of the regular school work. The hours spent at Northern military schools in the heated drill-rooms are here spent in the open air, with all nature's re- sources supplementing the art of man. " The seminary has a full equipment of infantry arms and accoutre- ments; and also two three-inch steel rifled guns for instruction in artillery drill. • " This institution is a school, not a college. The design of its course of study is to prepare boys and young men for admission into university classes, or for entrance at once upon the active duties of life. " Of thfe twenty-eight counties which constitute its legal territory, twenty -one have representatives now in school. " Up to 1883 the building consisted of a wooden structure badly de. signed and poorly constructed. There are now two buildings, one a handsome brick edifice, of the most approved style of school architect- ure, the other of wood, 197 feet long and hi feet wide, built in the form of a quadraiigle, enclosing an open court 150 feet long and 50 feet wide. This latter building is the barracks, or dormitory, and all teachers and non-resident male students are required to live in it. " The seminary is entitled by law to grant diplomas and to confer de- grees. On completion oftheEnglish course the English diploma is given, and on completion of the other courses, viz, the commercial, classical, and scientific, appropriate diplomas are given. In 1882, when these diplo- mas were first granted, there were three graduates ; in 1883,five ; in 1884, one; in 1885, four; in 1886, seven; in 1887, seven; and in 1888, eleven. EAST FLORIDA SEMINARY. 35 "The semiuary has maintaiued for a namber of years a normal depart- ment, the State making a special appropriation therefor. In this any white person of sufficient educational attainments and sixteen years of age, by agreeing to make teaching a profession, has been granted free tuition in classes which were independent of the regular seminary course. As the new Constitution of the State provides for separate normal schools this department has been discontinued. " In consequence of the increased requirements for admission there has been a marked reduction in the number of pupils in attendance at the seminary, but full compensation in the age and advancement of those enrolled. During the past academic year — the 35th since its founding — the average of the actual daily attendance was 75.30, and the whole number enrolled ninety-three. The average age of the sev- enty-nine male students was seventeen years, and of the fourteen female students sixteen years. " E"otwithstanding the epidemic of iSSS, which delayed for two months the opening of the school year of 1888-89, the superintendent reports in March, 1889, that the institution is prospering beyond their expectations ; that there is a slight decrease in the number enrolled, but that among the students there are representatives from South Car- olina arid Texas. " In the academic building there is a room devoted to the library.' This now contains between 800 and 1,000 volumes, all said to be works of solid merit." The board of instruction and government consists of seven members, who have proved themselves very efficient in their several departments. To the president the prosperity of the seminary is eminently due. Colonel Cater was born in Columbia, S. C, and is a descendant on both ancestral lines from clergymen of the Presbyterian Church. He was graduated from Oglethorpe University, Georgia, in May, 1861, and a month later en- tered the Confederate army, in which he served until the close of the War. From that time on he has devoted his life to teaching, meeting with uni- form success, first as principal for four years of academies in Tennessee, and then for seven years at the head of higher or collegiate insti buttons in Georgia. In June, 1887, ho was called to the principalship of the East Florida Seminary, which position he has since held. Throughout his career as a teacher he has so distinguished himself as to win from the most eminent friends of each institution over which he has presided > There lias been and is still a great lack of good public libraries in Florida. In 1850 there were no college libraries, no student libraries, only one public school li- brary with a. list of 200 volumes, and two State libraries with an aggregate collection of 4,000 volumes. During the next twenty years a, gratifying advance was made, so that in 1872 there were reported to be seventy-five public libraries with 25,374 vol- umes, and one hundred and seventy-eight private libraries with 87,554 volumes. In Bowker's Library List, published in 1887, the number of volumes in the public libra- ries is stated to be 26,660; but this publication eliminates minor libraries of under a thousand volumes. 36 HISTORY OF EDUCATION IN FLORIDA. the highest encomiums respecting his character, scholarship, and ability as a manager and disciplinarian. His most important work has been done in connection with the East Florida Seminary, He found it merely an ungraded public school without reputation, and miserably housed. It has now commodious and suitable buildings, and is patronized by the entire State; and, as the record shows, is doing excellent educational work. WEST PLOEIDA SEMINARY,' On November 24, 1856, it was resolved by the board of trustees of the Florida Institute (owned by the city of Tallahassee) that the intendant address a letter to the President of the Senate and Speaker of the House of Eepresentatives of the State of Florida, offering to the said Legislature on and in behalf of the city of Tallahassee $10,000 as an inducement for the location of the State seminary in said city, the seminary edifice (then in use of the Florida Institute) with its appliances to be given at au appraised value, and the rest to be paid in money. The city also agreed to pay $2^000 annually for the tuition of the chil- dren of Tallahassee. The tender was made and accepted, and on the 27tU of March, 1857, the property and school, known as the Florida Institute, was turned over to the board of education chosen for "the Seminary West of the Suwannee Eiver." On December 23, 1857, this board authorized the pur- chase of the lots adjoining the seminary property. The property above enumerated embraces about nineteen acres, on which there is a two- story brick building, the whole being worth about $10,000. Up to June 14, 1858, only males had received instruction. On that day it was resolved, "That the Board provide for the instruction of females from and after the 1st day of October next." August 28, 1858, the board accepted a deed of conveyance from the president of Leon Female Academy of two lots in the north addition of the city of Talla- hassee, and the seminary has ever since maintained a female depnrt- ment. This department was conducted in the building just referred to, separately from the male department, until October, 1882, when the two were merged. From that date to the present time the males and females have been taught in the same building and classes. This " Seminary West of the Suwannee Eiver" (popularly known as the West Florida Seminary) has been in operation from February, 1857, except that the male department was suspended about one year during 1862-63. Sup- ported by the interest from the seminary fund and a fund given by the city of Tallahassee, as also by tuition fees until 18G9, it was able to offer good facilities for instruction, and did in fact for many years sustain an excellent local reputation. For some time after the War aid was given to it from the Peabody Fund, and occasionally, as 'Much of this sketoli of the West Florida Seminiiry is collated from a paper fur- nished me hy its president, Col. George M. Edgar, LL. D. WEST FLORIDA SEMINARY. 37 would appear from the report of 1878, the county board of public in- struction contributed towards the payment of the teachers' salaries. In 1877-78 there were one hundred and twenty students of both sexes in attendance, but in 1880, by reason of the increased requirements for admission, the number was greatly reduced. During the year 1883-84 there was a corps of seven professors and seventy-four matriculated students, only eighteen of the latter being beneficiaries, who had been sent from seven counties within the legal territory. At that time the academic buildings were enlarged, new school furniture procured, and the appointments of the school in many ways improved. It was in the above named year that the West Florida Seminary was organized as the literary college of the Florida University, but this coalition was of brief duration. "The assets of the. seminary are as follows: $45,000 in bonds, draw- ing interest at the rate of 6 and 7 percent., and about $15,000inreal es- tate. Besides this, it is the residuary legatee of the late Judge J. D. Westcott. It is not known yet what amount will be realized from this source, but I should say not less than $30,000. Six per cent, on that amount has been received the past year, and we expect to receive more nextyear. Further, the seminary owns a half interest (the East Florida Seminary owning the other half) in 30,000 acres of land, much of which is valued at $5 per acre. The institution may be safely estimated to be worth from $115 ,000 to $120,000. The $45,000 to which I refer is half of theproceeds from thesale of the seminary lands donated to the State by Congress in 1823 and 1845, of which grants 30,000 acres remain unsold. " For several years the institution did not flourish, but recently it has revived, and the attendance in 1887-88 was 50 per cent, greater than in the preceding year, viz: seventy-four pupils. It is expected that there will be a still greater increase in the near future. The appliances of the seminary for instruction are not adequate to its wants, but the manage- ment hope to be able soon to add to them. Tuition in the seminary is free to all Florida youth. The institution has power to confer degrees, and its charter is ample in its provisions for the maintenance of a uni- versity. We have now two college classes and two high school classes." Dr. Edgar was called to the presidency of the institution in August, 1887, and from a report made by him to the Superintendent of Public Instruction in the ensuing December I extract the following : "After a careful examination into the condition of the seminary it seemed to me that the institution was neither subserving the main pur- poses for which it was established, nor was it, in a proper sense, organized upon a 'collegiate basis,' as authorized by the act of 1861, though teach- ing a nominal collegiate course in connection with the common school ■branches. It appears, however, from the secretary's books that the • annuity of the institution had never been adequate to provide for eflfi- cient technical instruction in the mechanic arts and husbandry, and that instruction in pedagogics had only been maintained by legislative ^rppropriations which the last Legislature discontinued. 38 HISTORY OF EDUCATION IN FLORIDA. " Under these circumstances I recommended to the board oif education to limit the scope of instruction in the seminary for the i)resent to high school and collegiate courses, and, in view of the fact that in the past five years special schools have been founded for ijromoting technical training, to leave open the question of its development in the technical departments * * * and to discontinue training in the primary branches, for which amijle provision is already made in all of the counties of the State, Further, desiring that the institution should be characterized by its high standard of instruction and graduation, rather than by any non-essential feature, like the military, * * * I recom- mended that this feature be not adopted for the present at least. The board of education adopted the above recommendation, and I accord- ingly outlined a high school course and two collegiate courses leading to appropriate degrees. " The board of education completed the reorganization of the institu- tion by-the election of Prof. A. F. Lewis, A. M., of the College of New Jersey, Princeton, and of Miss Elizabeth Bangs, A. B., of the University of Michigan, as my associates," teachers of superior qualifications and successful experience." The buildings of the seminary are unpretentious and ill adapted to meet the wants of the school under its present management. Plans, however, have already been drawn, and it is pi?oposed, with hopeful au- gury of success, to erect within the coming year (1889-90) two commo- dious and ornate buildings upon the present campus ; or, in lieu of that, to choose a new and more central site and build thereon. President Edgar, whose management has already given new life to the seminary and added many to the number of its friends, is a gradu- ate from the Virginia Military Institute, and has now for more than twenty years devoted himself to the teacher's profession. Besides other prominent positions with which he has been honored, he was for some years the successful president of Oakland College, in Mississippi, and later of the Arkansas Industrial University. So satisfactory is the present management of the seminary, that within the past year the Governor of the State and the Superintendent of Public Instruction have taken occasion to express' their good opinion of it, and to recommend the institution to the people of west Florida. The following, which is taken from the catalogue of 1888, gives an exhibit of the courses of study and the work which the seminary hopes to accomplish : "In the collegiate department two courses are taught,— the classical course, heading to the degree of bachelor of arts (B, A.), and the liter- ary course, leading to the degree of bachelor of letters (B. Let.). "The classical course embraces Latin, Greek (or French and German), • mathematics, English, history, philosophy, and natural science. "The literary course embraces Latin (or French and German), mathe- matics, English , history, philosophy, and natural science. ' Another iiistnictdr Iiiis since been :uU1eiration8 of the people with reference to education. With this completer knowledge there has come also a higher appreciation of the work done and a stronger confidence in the future excellence of the school system of the State. In comparing Florida with other and especially with older States, it should be remembered that the former has a large territory with no centres of wealth, with no aggregation of the people in large cities, with immense tracts of unoccupied lands, with a scattered population and comparatively poor facilities for intercommunication ; with a climate delightful beyond that of other States of the Union, and yet, withal, too enervating during a portion of the year for the highest intellectual activity, and, besides, with more than a third of the inhabitants num- bered among the colored race, and bearing still, intellectually, the marks of their bondage. These are hindrances of greater or less mo- ment in any effort to build up and perfect a system of education, and, in reviewing the past and estimating the present condition of Florida, they should be entitled to adequate consideration. BUREAU OF EDUCATION N. H. E. DAWSON, Commissioner CIRCULAE. OF INFORMATION NO. 1, 1889 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS N"o. 7 HIGHER EDUCATION IN WISCONSIN WILLIAM F, ALLElJ and DAVID E, SPENOEE UmVEESITX OF WISCONSm WASHINGTON GOVERNMENT PRINTING OFFICE 1889 11411— No. 1- — 1 LETTER. Department op the Inteeiok, Bureau of Education, Washington, D. G., October 25, 1888. The Honorable the Secretary of the Interior, Washington, D. G. Sir: I have the honor to transmit herewith the manuscript of the history of Higher Education in Wisconsin. The preface will explain the nature of this work, which was prepared under the supervision of the most accomplished historian of the West, Prof. William F. Allen, of the University of Wisconsin, aided by Mr. David E. Spencer, one of the Instructors in that institution. This is the first of a series of monographs relating to higher educa- tion in the group of north-western States composed of Ohio, Indiana, Illinois, Michigan, and Wisconsin, and was undertaken with the ap- proval and by the direction of the Hon. L. Q. O. Lamar, late Secretary of the Interior. It will prove a very valuable addition to the educa- tional history of the country. I respectfully recommend that the same be printed as a circular of information of this Office. Very respectfully, your obedient servant, N. H. E. Dawson, Gommissioner. PREFACE, The following sketches of the colleges of Wisconsin do not aim to give more than a very general outline of the career of each. For details of their statistics, organizatioUj history, and tendencies, reference must be had to the sources of information, lists of which are appended to the several sketches. In the sketch of the State University, only such matters are dwelt upon as have had a direct bearing upon the fortunes of the institution, - and those which concern its relations to the educational miovements that have taken place during its history, to the school system of the State, and to the practical progress of the people. While the graduates of the University are filling positions in many cases of greatest trust and use- fulness, it is yet too early to estimate the precise drift and measure of the influence of the school upon the educational, political, and social life of the community. The older graduates are but now in the prime of life, in the midst of the years of greatest activity and influence. The University has not a sufiSciently distant past to make its inner life of special interest as matter of history ; nor does it fall within the scope of this sketch to trace, in any special manner, the" influence of the graduates of the institution beyond its walls. There is considerable variety in the character of the chapters devoted to the five private colleges, since the sketches for the greater part are adapted from articles previously published ; but the leading features in the character of each college, and the scope and tendency of its work, are indicated. Many other colleges have from time to time, especially in the first twenty-five or thirty years of our history, been established in Wiscon- sin. Of two of these which still exist, brief notices are given at the end of this work. CONTENTS. I. — The University of Wisconsin. the tbkuitoriai. pehiod. Page Territorial Universities 11 Summary 13 LANDS AND FUNDS. Selection of tlio University Lands. 13 Appraisal and Saleof tbo Lauds 13 System of Investments ' 15 Disposition of the University Funds Iti ORGANIZATION AND EARLY YEARS. Constitutional Provisions 17 Board of Regents 17 Early Conditions - 17 Necessity of Early Organization 18 Selection of a Site IH Preparatory Scliool 19 The Chancellor 19 Cabinet 19 Opening of the University 20 Professorships 21 College Classes 21 Buildings 22 Agriculture and Mechanics 22 Completion of the College Faculty 23 Normal Department 23 Attendance and Growth .-... 23 A Critical Period 24 The Chancellorship 26 The Civil War 27 The Female College : '. 28 Dawn of Prosperity 28 Summary ., 29 REORGANIZATION AND GROWTH. Endowment, Funds, and Buildings 30 Board of Eegents ,.. 32 Internal Progress , 33 Co-education 37 ' 7 8 CONTENTS. Page The University and the Common Schools 41 Popular Aspect of the University 42 Recent Progress - 43 Bibliography 44 II. — Beloit College 4>5 III. — Lawrence University 51 IV.— EiPON College 55 v.— Racine College 58 VI. — Milton College 62 VII. — Galesville University, Waylano University, and Carroll Col- lege 66 ILLUSTRATIONS. Fagh University of Wisconsin, Madison — General View 1 University ofWisconsin .. 30 New Science Hall, University of Wisconsin 3 Beloit College — General View 46 Memorial Hall of Beloit College 48 Eipon College— General View - 54 New Ladies' Cottage, Ripon College - 56 Racine College — General View 58 Taylor Hall, Eacine College i 60 Galesville University 66 New Carroll College Building 66 9 COLLEGES m WISCONSIN. I. univbhsity op Wisconsin. THE TEREITOEIAL PERIOD. Territorial Universities. — When the Territory of Wisconsin was formed, in 1836, the policy of Federal grants of land to the new States, for the support of higher institutions of learning, had long been well es- tablished. Bach of the four States already carved out of the North- West Territory had received two seminary or university townships. In order to make the aid to Wisconsin available at an early date, Governor Dodge, in his first message to the Legislature, October 20, 1836, recom- mended an api)lication to Congress for the donation of one township of land for the foundation of an academy. By this a school of high grade was evidently intended. This suggestion to memorialize Congress was not followed. During the session, however, an act was passed to es- tablish the " Wisconsin University" at Belmont ; trustees were named, to the number of thirty-one ; but no steps were taken to carry the act into effect. A year later the " Wisconsin University of Green Bay,'' afterward called "Hobart University," was incorporated. At the same session an act of the Legislature provided for the "Uni- versity of the Territory of Wisconsin ;" and here we find the conception of the future State University taking definite shape. The institution was to be under the government of a Board of Visitors not exceeding twenty-one in number. Of these the Governor, the secretary of the Territory, the judges of the supreme court, and the president of the University were visitors ex officio ; the remainder were named by the Legislature. The merits of this organization of the Board need not detain us, since these Visitors never had an actual university under their control. This attempt to establish a university was genuine and earnest ; a joint resolution of the two houses of the Legislature directed the ter- ritorial Delegate in the House of Representatives to ask of Congress an 11 12 HIGHER EDUCATION IN WISCONSIN. appropriation of twenty thousand dollars for the erection of buildings for the new institution, and also an endowment of two townships of land. It was desired that this grant should be located east of the Mis- sissippi Eiver, as ifc was known that that stream would be the western boundary of the new State. ^ The Delegate was unable to secure the twenty thousand dollars ; but by an Act of Congress approved June 12, 1838, the Secretary of the Treasury was authorized to set apart and reserve from sale, out of any public lauds within the Territory of Wisconsin to which the Indian title had been, or might be, extinguished, and not otherwise appropriated) a quantity of land not exceeding two entire townships, for the support of a University, and for no other use or purpose whatsoever. This land was to be located in tracts of not less than an entire section each, cor- responding with any of the legal divisions into which the public lands are authorized to be surveyed. • One or two portions of this Act are worthy of note here. The earlier Congressional grants for university purposes had provided for the loca- tion of the townships en bloc. In the grants to Michigan and Wisconsin a different policy was inaugurated. Authority was given to select the lands in seventy-two parcels from unoccupied lands in any portion of the State, and opportunity was thus given to secure, by judicious choice, excellent lands for the endowment of the University. The sequel will show how shamefully this opportunity was abused. Again, the land was given for the sujjport of a University. The grant seemed to contemplate that the proceeds should be used for the mainte- nance of an institution whose grounds, buildings, apparatus, and all es- sentials to its organization should be furnished by the State at its own expense. The results of ignoring this manifest intent of the grant were most disastrous, and in time brought the University to very narrow straits. An attempt was made by the Board of Visitors of the Territorial University to have these 46,080 acres of land put under their control; but the land was never so appropriated. The powers of the Board of Visitors continued throughout its existence of nearly ten years to be merely nominal. Its only office was to keep alive the university idea. Something was accomplished during the territorial period in the way of selecting the lands. Commissioners for this purpose were appointed by the Legislature in January, 1839. But nothing was done by them, and, in 1841, Nathaniel P. Myer was appointed to select a quantity, not exceeding 10,248 acres. The duty was performed with care and good ' The Territory of Wisoonsiu iu 1837 included, outside the boundaries given to tlie State on its admission into tlio Union, wliat now forms the States of Iowa and Min- nesota, together wibli a largeportion of Dakota. By Act of Congress, Juno 12, 1833, the limits of the Territory were contracted so that of all the territory beyond the present bounds of the" State, the north-eastern portion of Minnesota alone remained. This, iu turn, was lopped off when the State was admitted in 1848. UiNlVJiKSlTY OP WISCONSIN. 13 judgment. The subject of the appraisal of the university landy will be treated lu another connection. Summary. — Up to the tiine of the admission of Wisconsin as a State, in 1848, no progress had been made toward the establishment of a University beyond the location and appraisal of part of the seventy-two sections of land donated in 1838 by the General Government. A Board of Visitors of the " University of the Territory of Wisconsin " had been in existence, but had served no function other than the merely passive one of perpetuating the expectation of a University, and thus prevent- ing the dissipation of the resources of the prospective institution. LANDS AND FUNDS. In the 46,080 acres of the grant of 1838 was the possibility of a most liberal university fund. But, although Wisconsin might have taken warning from the evils that had accompanied the administration of the university grants in the four States previously created out of the North- West Territory, she neglected to take counsel from this experience and even fell into special error of her own. The history of the Wisconsin grants is important and interesting, not only as a contrast to the more enlightened and faithful management of similar trusts in other States, especially those admitted in later years, but also as being intimately connected with the fortunes of the University, at least in the earlier portion of its career. Selection of the Lands. — By joint resolution of January 11, 1840, the Governor of the Territory was authorized to appoint one competent person in each of the land districts in the Territory to locate a portion, not exceeding two-thirds, of all the lands given by Congress ior the support of a University. The lands were to be selected by the commis- sioners in equal quantities in each of the districts, as best to promote the interests of the fund. No improved land or lands claimed by actual occupants should be selected. Within thirty days after making the selections in any one district, the commissioner was to give public notice thereof, in a newspaper printed in his land district, for six suc- cessive weeks, and on completing the selections, make a report to the Governor, to be by him approved and transmitted to the Secretary of the Treasury of the United States, with a request that the several tracts of land therein mentioned might be set apart and reserved for the in- tended purpose. During the year 1840, 30,748 acres were located ; but the lands set apart in the Mineral Point land district, although twice selected, were not approved by the Secretary of the Treasury. In the other two districts about 20,497 acres were reserved, leaving yet to be set apart on February 3, 184G, a fraction over 25,582 acres. This resi- due of the seventy-two sections was located during the territorial period. Appraisal and Sale of the Lands. —Notwithstanding steps were taken to induce the Legislature to apply the grant of 1838 to the "University of the Territory of Wisconsin," aijd to put the proceeds of sale under 14 HIGHER EDUCATIUIN IJN WlSUUiNOU>i. the control of the Board of Visitors of that nominal institution, it was never so disposed of. The State Constitution made these lauds a basis for the support of a State University. Measures were immediately taken to ma^e the fund available. The Legislature, by an act approved Au- gust 12, 1S4S, authorized the appointment of three persons m each county as State appraisers of school and university lands. They were required to take an oath " to appraise the same at a fair valuation, with- out reference to any improvements made thereon, but giving duo con- sideration to other circumstances, such as proximity to settlements, credit for purchase money, etc." Sixty-three sections were soon ap- praised at an average valuation of $2.78 per acre, ranging from $1.13 in Grant County to $7.06 in Washington County. In many cases the ap- praisements were ridiculously small. Immigrants were pouring into ■ the new State and the country was being rapidly settled. The lands in a short time would be worth many-fold the appraised value. The policy adopted by the State was not that of securing the largest possible fund for the University, but of attracting settlers by the low prices of laud. This course, though undoubtedly of temporary advantage to the State atlarge by promoting immigration, was disastrous to the permanent interests of the University. The Congressional grant was bestowed, not for the foundation, but for the support of the University ; not as an original basis, but as an en- doivment. These lands were not the property of the State to be disposed of at will and pleasure; they were held in trust to be sacredly guarded. A faithful administration of this trust would have required that the lands should be sold at the highest possible price, and, if necessary for this purpose, they should have been withheld from sale for a consider- able time. But the State was recreant to the trust reposed in her. Eeasouable care and judgment had been bestowed upon the selection of the lands, and the appraisers had opportunity to insure to the Univer- sity the basis of a magnificent endowinent; but it was preferred that even the best lands should be sold at the low Government price, in order to enhance the attraction to settlers to the highest possible extent. The lands selected were often found to be pre-empted under the United States homestead laws, and new lands had to be selected and appraised at considerable expense. In January, 1850, the regents called the attention of the Legislature to these illegal appropriations and ap- praisals. They pointed out that " while the school lands, which are of course lands of ordinary quality, are appraised at an average value of $3.44 per acre, the selected university lands are appraised at the average value of $2.78, being sixty-six cents less per acre than the appraised value of the school lands." Of course no effort was made to obtain more than the appraised val- uation for the lands. A law of 1849 authorized sales and provided for the investment of the proceeds. The minimum price was fixed at the appraised v{^luq,tioQs, but these \yeve too easily couvertecj- into q. maxi- UJNIVEKSITY OF WISCONSIN. If) muiu. Miiuy sales were made during the followiug year. lu 1850 a better policy was adopted, looking to a larger ultimate fund ; tbe miui- muin price was raised to ten dollars per acre. Notwithstanding the sale during the next year of more than a thousand acres at or above the increased price, the pressure brought to bear upon the Legislature was sufttcient to procure the passage of an act reducing the minimum price to seven dollars an acre, with some exceptions. Pre-emptors were given credit for the excess over the new minimum price. But this more enlightened policy in reference to the university trust was but temporary. The particular evil in the administration of the educational trust funds in Wisconsin was that of using the national grants in a way to attract immigration at the expense of the interests of the trusts. The advancement of the material interests of the State was laudable in itself, but there is not a particle of justification for sac- rificing permanent educational interests to more rapid settlement. But the latter became the settled policy of the State. In 1852 new ap- praisals, at a minimum of three dollars per acre, were directed, and most of the remaining lands were accordingly valued and sold at that price. The sum of one hundred and fifty thousand dollars was all that was realized from the seventy-two sections. From a similar grant Michigan realized over half a million. In 1848 seventy-two sections of saline lands were granted to Wiscon- sin. As there were no saline lands in the State, the Legislature peti- tioned Congress to substitute for them seventy-two additional sections for the University. The desired substitution was made in 1854. But, although the lands were carefully selected, the errors and shortcomings displaced in the management of the former grant were repeated in this. Sales were made on the terms fixed by the law of 1852, absurdly low as they were. In 1859 the provisions for appraisal were repealed, leaving the minimum price, however, at three dollars ; and in 1864, in spite of the constitutional provision requiring appraisal before sale, the price of all lands never appraised was fixed at three dollars per acre. System of Investments. — The system of investments was pernicious, and caused great losses to the fund. The proceeds of sales were loaned by the commissioners — the secretary of state, treasurer, and attorney- general — to individuals in sums of not over five hundred dollars to each, upon real estate mortgages. It was impossible for three individuals at the capital to make safe investments to thousands of persons all over the State, of whose responsibility they knex nothing. The absurdity of the system was exposed by the land commissioners in their report for 1861 : " The State government having assumed the management of a trust fund, ought, at least, to manage it as prudently and carefully as a man of ordinary judgment and discretion would manage his own af- fairs. Tet, would any prudent capitalist invest his own money in loans to men he did not know, taking security upon lands he never saw, with flO better evidence of their vajue tUap the appraisement of two ipen of 16 HIGHER EDUCATION IN WISCONSIN. whom he knew nothing r' In 1862 investments in State bonds were autliorized, and subsequent laws provided for loaning the fands to cities and counties, and for investments in United States bonds. But great losses had occurred under the old system of loaning to individuals; ex- actly how much these were it is impossible to say. Disposition of the University Funds. — Not only was the trust reposed in the State betrayed and the interests of the University sacrificed by the illegal or inadequate appraisals of the lands and the low prices fixed, but the fund when accumulated was diverted from its true objects. The grants were bestowed, not for the foundation, but for the support of the University. But loans of twenty five thousand dollars and fifteen thousand dollars were authorized by the Legislature from the principal of the fund to build ISTorth and South Dormitories. It was necessary, therefore, to use the interest largely for the repayment of these loans, instead of for its true purpose of carrying on instruction and providing a library and appliances. The grant of 46,080 acres in 1854 renewed the hopes of the friends of the University. The report of the regents for that year pictures the future in glowing terms : "After the reduction of this new grant to the productive form, and the extinction of the debt, the annual income of the whole endowment will not fall far short of twenty- two thousand dollars, and receipts from other sources will swell this amount to twenty-five thousand dollars. These conditions will enable the Board to carry on successfully the collegiate, normal, and agricultural departments; to provide for the additional structures without the accumulation of debt; to make yearly additions to the apparatus, library, cabinet, and other collections ; and, finally, to establish the professional schools of law and medicine." But these just hopes of what should be realized from the new endowment were vain ; in a few years the University passed through the severest crisis in its history ; fresh loans for the erection of the main hall threw an additional burden upon the funds, so that the closest economy barely sufficed to prevent thjB temporary closing of the Uni- versity. Finally, the income of the University in 1S66 had dwindled .to a mere pittance of five or six thousand dollars. In 1862 Wisconsin received two hundred and forty thousand acres of laud by virtue of the Agrvpultural College Act. It is not necessary to review the old tale of low appraisals and of sales at almost nominal prices. The history of the application of this grant, in its pr6ductive form, be- longs properly to the second period of our history. And we may now leave this story of mismanagement and fraud to review the internal affairs of the University. When we return to the subject of the funds and endowments of the institution, we shall find that the year 1866 forms a real and decisive turning-point; we shall observe a different attitude toward the school on the part of both Legislature and public, and we shall see au attempt to atone for these eiTors of the past. UNIVERSITY OF WISCONSIN. - 17 ORGANIZATION AND EARLY TEARS. Constitutional Provisions. — In addition to provisions for the appraisal and sale of the university hinds, the State Constitution, which went into e^ect in 1848, contains the following section in relation to the Uni- versity : '• Provision shall be made by law for the establishment of a State University, at or near the seat of State government, and for connect- ing with the same from time to time such colleges in different parts of the State, as the interests of education may require. The proceeds of all lands that have been or may hereafter be granted by the United States to the State for the support of a University, shall be and remain a perpetual fund, to be called the * University Fund,' the interest of which shall be appri)priated to the support of the State University, and no sectarian instruction shall be allowed in such University." Board of Regents. — An act of incorporation was passed soon after the organization of the State government. The control of the University was vested in a Board of Eegents, consisting of a president and twelve members. The twelve were to be chosen by the State Legislature; they were to elect a chancellor, who should be ex officio president of the Board. State Universities were at this period a new departure ; the compar- ative merits of different systems of control had not yet been tested by experience, nor had events as yet called for thorough discussion of va- rious plans of external management. Harly Conditions. — The first meeting of the Board of Eegents was held October 7, 1848 ; but the first steps toward the organization of the University were not taken until January 16, 1849. Subsequent events indicate that the attempt to create a State collegiate institution was premature. Indeed,*these preliminary steps had in view only a prepar- atory school ; regular college classes were yet in the future. Even the common schools of the State were still in a low and struggling condi- tion. There were no high schools, intermediate in grade between the district school and the college. Academies under private management were extremely few in numbers. Altogether, there were no such ade- quate facilities for preparatory instruction as would be necessary to give the University the quality and number of students requisite for the highest success: Add to this, that there was no general public interest in higher education, and that such enthusiasm as there was attached almost exclusively to denominational schools. ■'The toils incident to the development of a new country leave little opportunity for devotion to intellectual culture, and those labors are even hostile to growth in this direction. All energy and zeal are occupied in the daily practical duties of life. In addition to this, the people generally had not become recon- ciled to the idea of State control of higher education. Even now, many who concede fully the right of the State to establish and control the 11411— No. 1 2 18 HIGHER EDUCATION IN ' WiBL ' C rJNSXJN. common schools are opposed to extending tlie same principle to higher education. But in 1849 the support of common schools by general tax- ation was a very recent departure from the old rate system. There was a general feeling that it is not the proper function of the State to foster higher education, and that this should be left to private and de- nominational efflbrt ; and this the early settlers were taught by the ex- ample of their native States, from which they migrated, where govern- ment had done but little to build up the best institutions of learning in the land. Necessity of Early Organization. — But notwithstanding these formi- dable obstacles, it was necessary that the University should be imme- diately organized and launched upon its care(^r. The reason for this lay in the danger that the funds would be lost if au earnest were not given of a genuine intention on the part of the State to maintain a University. An actual University must be put into operation, to which the friends of State support of higher education could point, to empha- size the necessity of a careful management of its funds. A living uni- versity interest had to be created, that should rally its supporters to ward off all attacks upon the University's resources. For, as we have seen, the experience of Michigan in the mismanagement of university grants was being repeated in Wisconsin, and to an even greater extent. The possibility that the University might never be more than a name would give free scope for other educational "interests" to seek to share its funds. There was also a manifest tendency to appraise and sell the university lauds at merely nominal rates in order to attract settlers. Thus it became necessary to organize the University, even though, from one point of view, the people were not ready for it. If an actual school were not at once instituted, there would soon be no adequate resources left to establish and sustain one in the future. Accordingly the regents, in tlieir first annual report, were able to set forth some measures taken during the year, looking to the development of the nascent University. Selection of a Stte.— Among the locations available near the village of Madison, the regents decided that the one that had long been known as "College Hill," in recognition of its fitness for the purpose, was the most suitable. The eminent wisdom of the choice was perhaps not fully realized at the time. The advantages to be offered by Madison as a centre of educational, social, and political activity could not indeed have been foreseen. But popular choice had long fixed upon the site chosen because of its natural attractions; and in this regard no place more thoroughly adapted for a University could be desired. As was sa,id by President Bascom, long after the time we are now considering, "In the natural beauty of its grounds, and the desirableness of its loca- tion on Lake Mendota, it stands almost unrivalled among the colleges: and universities of the United States. When this beauty shall be fully developed, it will be a constant source of inspiration, and an wer to- UNIVERSITY OF WISCONSIN. 19 newed invitation to the student to a thorough delight in the natural world. Adding itself to the enthusiasm of youth and the enthusiasm of inquiry, it makes the morning hours of knowledge bright in reality and glorious in memory." The terms of sale offered by the owner of the property were accepted, and recommended to the Legislature for the required approval. The choice and the terms were sanctioned, and fifty acres were accordingly purchased. » Preparatory School. — There were, at this time, few academies in the State where the requisite preparation for a college course could be ob- tained. In new States a considerable period must elapse before the growth of population, the accumulation of wealth, the development of educational interest, and the appreciation of liberal culture lead to the establishment of high schools and academies in sufficient numbers to supply the colleges with adequate and abundant material. Accord- ingly the regenta established a preparatory school. The western col- leges and universities generally have found it necessary to create and maintain, for many years such adjuncts to the regular college instruction. The people of Madison tendered the use of a building rent-free, and the school was opened in February, 1850, under the charge of Prof. John W. Sterling. Professor Sterling was connected with the Univer- sity for thirty-four years, and his services to the institution, whether in its severe trials or in its prosperity, were of incalculable value. The regents limited their liability in respect to salaries to five hun- dred dollars. This illustrates the feeble beginnings and the scanty resources of the new University. It was expected that the avails of the tuition fees, which were fixed at twenty dollars per pupil, would supply sufficient additional means. The preparatory course embraced the usual amount of classical study required for admission to the east- ern colleges. The Chancellor. — Although it was not expected that regular Univer- sity classes would be organized for some years to come, the regents elected a chancellor, in order that they might have the benefit of his professional skill and experience m all preliminary action. In view of prospective headship of the school, he would of course feel a great in- terest in all measures relating to it. As also the chancellor was made by the act of incorporation ex officio president of the Board, the law seemed to contemplate the election as one of the first duties of the regents. John H. Lathrop, then president of the University of Mis- souri, was chosen. His duties were to commence with the next col- legiate year. The chancellor's salary was fixed at a maximum of two thousand dollars per annum, which was then the average salary of Ameri- can college presidents. This amount was recommended to the Legisla- ture and approved. Cabinet. — Steps were taken to form a cabinet of natural history. H. A. Tenney, Esq., of Madison, was made the agent of the Board to coL- 20 HIGHER EDUCATION IN WISCONSIN. lect specimens, aucl served iu this capacity and as librarian for some yeavs. At the end of this period he hiid formed a very respectable nucleus of a cabinet. Said Prof. S. H. Carpenter, writing in 1876, " Under his able and efficient linmagement this department of the Uni- versity soon reached a develo])ment far beyond the most sanguine ex- pectations of its friends. It is to the self-denying labors of this early and true Iriend of the University that our present cabinet owes its ex- istence." But these collections, together with very valuable and ex- tensive subsequent accumulations, were destroyed by fire iu 1884, and cannot easily be replaced. The subject of buildings was also considered by the regents during the first year, but no definite plan was adopted. Opening of the University. — Section 9 of the act of incorporation pro- vided that " The University shall consist of four departments : 1. The department of science, literature, and the arts. 2. The department of law. 3. The department of medicine. 4. The department of the theory and practice of elementary in- struction." The preparatory school was, of course, intended to fit pupils for the " department of science, literature, and the arts." The opening of the University proper did not occur until January 16, 1850, when Chancellor Latlirop was formally inaugurated. The question of immediate practi- cal interest and importance was that of the organization of the fourth department mentioned above. Special stress was laid upon this, both iii the inaugural address and in that of one of the regents on behalf of the Board. The Constitution of the State provides that the residue of the school fund beyond the amount required for the support and maintenance of common schools in each school district, and the purchase of suitable libraries and apparatus therefor, shall be appropriated to the support and maintenance of academies and normal schools. One of the most prominent educational topics under discussion in the country at the time was that of normal schools, and it was foreseen that earnest efforts would be made to establish them in Wisconsin and to secure a large fund for the purpose. It was the object of the University to secure these resources, or part of them, in aid of the normal department. But in providing for the support of normal schools, the constitutional provision rather had in view separate schools for purely professional training. It does not fairly embrace a branch of the University, such as IS indicated in the charter and such as is now being revived in our university chairs of tlieory and practice of teaching. But iu the absence of normal schools it was thought that the patronage of the University would be increased by the attendance of those seeking preparation as teachers, and that the teachers' institute work could be most readily carried on for a time through the medium of the University. Zealous ex- UiNIVERSITY OF WISCONSIN. 21 crtions were made, year after year, to secure aid for the normal depart- ment from the school fund. Professorships. — Previous to the inauguration, at a special meeting in November, 1849, the regents liad taken the first steps toward opening two of the departments marked out in the organic law : The depart- ment of " science, literature, and the arts," and that of the " theory and practice of elementary instruction." There were established in the first- mentioned department the following six professorships : 1. Ethics, civil polity, and political economy. 2. Mental philosophy, logic, rhetoric, and English. 3. Anci(iut languages and literature. 4. Modern languages and literature. 5. Mathematics, natural i)hilosophy, and astronomy, 6. Chemistry and natural history. Here were incongruous unions of unrelated subjects. But these sub- divisions of the field of learning, although not as minute as the special- ization of knowledge and research even then required, were as extended as the resources would permit. It will be noticed in particular that his- tory was not provided for at all. But with all its imperfections, viewed from the stand-point of to-day, the scheme was not inadequate to give the University a very respectable rank, as American colleges then were. A nornial professorship was established for the other department. The salary of each professor was fixed at a maximum of one thousand dollars per annum. The chancellor took the chair of ethics, civil polity, and political economy; to Professor Sterling was assigned that of mathematics, natural philosophy, and astronomy. The other profes orships were to be filled as fast as means would allow ; in the meantiE the labors in these were divided among the existing professors a^ tutors. College Glasses. — Meanwhile, the preparatory school was in successful operation, and the first university class was formed August 4, 1850. The chancellor and Professor Sterling constituted the instructional force during the ensuing year, with the addition of O. M. Oonover, who was employed as tutor tbe second term. Mr. Oonover was also destined to long and useful service in the University. In their report of January 16, 1850, the regents again called special attention to the desirability of an early beginning in the normal de- l)artment. The plan contemplated the admission of female as well as male teachers to all advantages of the school. A model school was to be conducted for observation and practice. The plan in itself was wise and eflficient; but the State furnished no aid, and the resources at the command of the regents were not sufficient. For many years thereafter the lack of funds prevented any serious consideration of departments of law and medicine. The Faculty remained unchanged until the third year, commencing September, 1852, when Mr. Oonover was made professor of ancient 22 HIGHER EDUCATION IN WISCONSIN. languages and literature. His place as tutor was filled by Stephen H. Carpenter. A Sophomore class was formed iu September, 1851, a Junior class tlie next year, and a Senior class in 1853. In 1854 the first class — two young men — was graduated. Buildings. — There was not sufficient interest and faith in a State Uni- versity to secure a State appropriation for needed buildings. The re- gents were consequently obliged to Lave recourse to a loan of twenty- flve thousand dollars from the principal of the University Fund. This was, in reality, an illegal measure, as it was the income merely of the Federal grants that were to be applied to the support of a University. It became necessary to apply the income of the fund, which sh<5uld have been appropriated solely for the salaries of professors and to the in- crease of library, cabinet, and apparatus, to the repayment of theloan. The University was thus serionsly crippled for many years. But with the loan, in 1851, North Dormitoiy, the first University building, now known as Forth Hall, was constructed. Some of the rooms were used for lectures, recitations, library, and apparatus, and others afforded apartments for study and lodging for from fifty to sixty-five students. The foundations for a second structure, intended for the use of the nor- mal department, were laid at the same time, but lack of means prevented the continuance of the work for several years. Finally, a loan of fifteen thousand dollars from the principal of the University Fund was author- ized by the Legislature, and the South Dormitory was ready for use in the fall of 1855. Again the fatal policy of making the cost of these ,f tructures lie as a dead' weight on the income of the University Fund ^as seen. The cost of the work exceeded the amount of the loan by t^ ee thousand dollars. This deficit was swelled by the cost of super- ■pendence, furnaces, and fitting up of public rooms to four thousand Wve hundred dollars. The diversion of large sums to extraordinary ^uses compelled the regents to defer the appointment of a professor of modern languages,- and the enlargement of the library, cabinet, and ap- paratus. Ifevertheless the regents were full of hope. An additional grant of seventy-two sections of land was made by Congress in further endow- ment of the University. It has already been shown in what glowing terms the regents iu their report for 1854 pictured the future of the University, and how these bright prospects were soon overclouded. A further loan for a building that was finished in 1859 added to the em- barrassments already mentioned. Agriculture and Mechanics.— A.S, etirly as 1851 the regents had urged the need of a department of the practical applications of science, and also of a school of agriculture. These were then subjects of intense and wide-spread interest throughout the country, and public opinion was forcing the colleges to taUe measures for providing facilities for scientific and technical studies. The report of 1851 was, therefore, largely taken up with the subject, and year after year the hope was ex- UNIVERSITY OF WISCONSIN. 23 pressed that by means of national or State bounty the University might be able to comply with the public sense and demand in these directions. But it was not until 1854 that the first slight advance was made; in that year the regents were able to provide specially for the teaching of natural science. In May S. P. Lathrop entered upon the duties of pro- fessor of chemistry and natural history. A small appropriation of one thousand dollars for chemical and philosophical apparatus was ex- pended in judicious purchases by Professor Lathrop. He died in Decem- ber, 1854, and a year passed before his place was filled by the appoint- ment of Dr. Ezra Carr to the vacant position. Professor Oarr delivered a course of lectures on agriculture, chemistry, and the applications of science to the useful arts, but the limited time, the lack of appliances, and the limitation of the instructional force to one professor made the work in mechanics and agriculture entirely superficial and inadequate. This was due, not to any lack of ability or fitness in the professor, but to the very necessities of the case in the infant institution. Completion of the College Faculty. — Duringthe collegiate year 1855-56, the College Faculty was completed by appointments to all. the remain- ing professorships, as provided for in the plan adopted six years before. Dr. John P. Fuchs, previously employed as tutor, was appointed to the chair of modern languages and literature ; Daniel Read, JjL. D., was made professor of mental philosophy, logic, rhetoric, and English litera- ture ; and Dr. E. S. Carr, as above stated, professor of chemistry and natural history. . Normal Department. — In addition to his collegiate appointment, the regents elected Professor Read to the normal chair in the department of " theory and practice of elementary instruction." Professional in- struction was " to be rendered in the art of teaching, during the sum- mer term of each year." Thus the first step was taken in the long- cherished project of normal training. The experiment was continued only to the extent of two courses of lectures by Professor Read. The first, beginning in the latter part of May, 1856, continued through the eight remaining weeks of the term. Eighteen students attended these lectures. The second course, in 1857, was attended by twenty-eight students. Several years passed thereafter before a special course for teachers was revived. Attendance and G^rotc^. —Meanwhile the number of students was steadily increasing. The hostility of a large portion of the public to the new institution was, however, but slowly overcome. There was little popular appreciation of State universities. Chancellor Lathrop, in his report of December 25, 1851, thus indicated the state of the pub- lic mind : " Were the funds of the institution in a productive form and now adequate to its liberal support, there wonld not be, in my judg- ment, any lack of liberal patronage arising from any supposed bias in the mind of the community against a University under the control of the State, and constituting a part of its educational system. If a preju- 24 HIGHER EDUCATION IN WISCONSIN. dice of this kind ever existed, it is fust disappearing before more en- lightened views of the duty of the State to make the range of its institutions of learning co-extensive with the entire educational wants of the community. " In a new country, and among a pioneer population, there is not, generally, the same appreciation of a liberal education as prevails in older communities. The immediate objects of men m the formation of new settlements do not so manifestly require high intellectual culture. From the operation of this cause, the patronage of a new University in a new State is not likely, during the first generation, to keep pace with the progress of wealth. " It is also true iu a new country, that in proportion to the popula- tion, there are fewer families than in older communities who are able to send their sons from home for the prosecution of a liberal course of study. " There is another cause which lias greatly retarded the growth of western institutions. There is, not unnaturally, a disposition on the part of those of our citizens who have been most successful in the ac- cumulation of wealth to finish the education of their sons at eastern institutions, with whose reputation they had been familiar from their earliest years. " From the operation of these causes it cannot he expected that the classes which pursue the whole collegiate course through to gradua- tion will be large for the first ten .years. This has been the universal experience of western institutions ; and the most that can be reasona- bly expected of the University of Wisconsin is, that it should not fall behind, in the number of its graduates, the most successful of the new institutions of the like grade." The whole number of students up to 1852 was but 46 ; the attend- ance in 1852-53 was 66, and, with the exception of two years, we find a steady increase. In 1858-59 the attendance was 243. There were five graduates in 3857, the largest number until 1859 and 1860, in each of which years there were eight. A Gritieal Period. — Yet, this increase in patronage was in spite of the growing feeling of hostility which has already been noted. Criticisms upon the University were rife, and there were constant charges of gen- eral mismanagement and failure to meet the wants of the people. But the fortunes of the University had been so largely taken out of the con- trol of the regents by the action of the State that the Board was power- less to accomplish more than it did. From authorizing loans from the principalof the University Fund the Legislature had gone on to the as- sumption of complete control ; and the idea was fostered and spread abroad that the State might do as it pleased with the trust reposed in her. " Indeed," says Professor Carpenter, " many members of the Leg- islature came to the capital ignorant of the fact that the University was supported by a trust fund ; and looked upon the funds used in its main- UNIVERSITY OF WISCONSIN. • 25 tenauce as so much takeu from the State treasury (as it was by the flctioa of the law of 1854), aad therefore so ranch added to the burden of general taxation. The deuomiiiatioual colleges sent up p'etitions asking that the University Fund and its income be divided among them, and the State University be abandoned. Many names were attached to these petitions, and the local press favored the measure, until a press- ure was brought to bear upon the Legislature that was almost irresisti- ble." " On the 19th of March, 1855, a member of the Board of Regents (elected on the 15th) introduced a bill into the Assembly to repeal the charter of the University, distribute its funds, and give its in- come to the denominational colleges of the State. This was looked upon as such a manifest betrayal of his trust as a regent that his prop- osition met with but little favor, and he obtained permission to with- draw it. The next year (in March, 1S56) a bill was introduced into the Senate ' for an act to regulate the disbursement of the income of the University Fund.' The reasons assigned in support of this meas- ure were the general mismanagement of the institution, and its alleged failure to meet the wants of the people. The temper of the Legisla- ture is shown by the fact that the Senate ordered the document printed at the expense of the State, and two thousand copies were scattered over the State." In order to obviate some of the criticisms, the Board .of Regents pro- ceeded to organize the departments of law and medicine. The latter . of these was established in 1855 with eight professorships, to which in- cumbents were named. But the medical school only existed for a short time, on paper. Professors of law were elected in 1857, but, owing to lack of funds, this attempt at organization of a department of law came to naught. But an outcry against the additional expenditure involved in the small appropriation made by the regents for the support of the law and medical schools caused the Board to rescind their action at a meeting called specially for the purpose. Soon after a bill for the total reor- ganization of the University was presented in the Legislature, and finally failed of passage only by not being reached in the last hours of the session. As a result of the agitation the regents were compelled "to yield to the popular demand by voluntarily adopting substantially the same plan as was contained in the defeated bill. The following communica- tion from Chancellor Lathrop to the Board of Regents, in June, 1858, indicates the points wherein the failure or inefficiency of the Univer- sity was conceived to lie : "The agitation of the University interest in the late Legislature developed two ideas connected with the adminis- tration of the institution, of sufficient importance, in the opinion of sev- eral members, to justify a call of the Board. « The first is, that the time has arrived for a full development of the 26 HIGHER EDUCATION IN WISCONSIN. normal department of the duiversity. As the regents of normal schools indicate a disposition to co-operate with the regents of the University in this behalf, I would recommend this subject to the favor- able consideratiou and action of the Board. "The other idea is, that in the administration of the department of 'science, literature, and the arts' in the University, a more distinct bias should be given to its instructions in the direction of the several arts and avocations as they exist among men; that the practical should take rank of the theoretical in the forms as well as the substance of University culture." These two points, in fact, had been specially prominent in the popu- lar demand from the very beginning. In the plan proposed in the Leg- islature the departments were enumerated as follows : (1) Normal in- struction; (2) agriculture; (3) commerce; (4) civil and mechanical en- gineering; (5) natural science; (6) philosophy; (7) jurisprudence; (8) philology; and doubtless these were enumerated in about the order in which the supporters of the bill conceived they should take rank. The Legislature also broke over the ancient college tradition in proposing to admit women to the full benefits of the University. In the plan of reorganization adopted by the Board of Regents there was a somewhat diflerent arrangement of departments, or schools: Philosophy, philology, natural science, civil and mechanical engineer- ing, agriculture, polity. The order in wliich these departments are named is significant of the opinion held by the regents as to the proper place of the humanities in the college curriculum, as contrasted with the views put forth in the Legislature. Immediately after this reorganization Chancellor Lathrop resigned-, and was elected to the chair of ethical and political science. But this position, too, he resigned soon after, and withdrew entirely from the University, in order that the institution might not be embarrassed by any odium which had attached to him, though unjustly, on account of his part in the late struggle. This crisis in the history of the Univer- sity is thus summed up by Professor Carpenter : " Thus ended the long and eventful struggle between the University and its critics. In the end the justice of much that was urged against its management was acknowledged by the substantial acceptance of the proposed plan by the Board of Eegents, and by the fact that with its adoption all legis- lative interference ceased, and a firm and generous friendship took the place of the old coldness and lack of confidence." The University was yet to pass tiirough a period of trial and decline ; but it was not again obliged to contend for its very existence; it did not again have to meet such extreme and virulent hostility. The GhancellonMp.— Hv. Henry Barnard was chosen us successor to Chancellor Lathrop. In addition to the presidency of the University, Doctor Barnard received an rtp|)ointinent ai* agent of the normal school board, to conduct institutes and deliver educational addresses. Great UNIVERSITY OF WISCONSIN. • 27 expectations were formed of the benefits to accrue to all parts of the school system from Doctor Barnard's coDuection with it. But these hopes were not destined to be realized, althoua^h they were justified by the reputation and by the well-known zeal and energy of the new chancellor. Dr. Barnard's health was poor, and for considerable pe- riods he was unable to attend to his duties. Such effort as he was able to make was put forth in discharge of his duties as agent of the normal school board. The uplifting of the common schools was the ob- ject of his special labor and enthusiasm. The University saw little or nothing of him, and suffered greatly in consequence from lack of a guiding and controlling hand. Dr. Barnard's resignation, offered in June, 1860, was accepted in February of the next year. The chancellorship remained vacant for a number of years. Professor Sterling, as "dean " of the Faculty, acted meanwhile as executive officer of the University. To him the Univer- sity owes a great debt for faithful and untiring services in these criti- cal years. Doubtless the Board of Eegents should have given him in name the position and the power that he held in fact. The lack of responsible headship was of great detriment to the University ; its po- sition was lowered in the opinion of both students and public. The Civil War. — Financial embarrassments, which became very se- rious about 1860, obliged the regents to lessen the working force of the University and reduce expenses to the lowest possible figure. An or- dinance of June 11, 1860, limited the instructional force to five profes- sors and one tutor. Salaries were reduced at the- same time. In this way the University was able to tide over a period of extreme adver- sity. The following were the members of the faculty as reorganized : John W. Sterling, Dean of the Faculty and Professor of Mathe- matics and Wattcral Philosophy. Daniel Read, Professor of Mental, Ethical, and Political Science, Rhetoric, and English JAterature. Ezra S. Carr, Professor of Chemistry and Natural History. James D. Butler, Professor of Ancient Languages and Literature. John P. Fucbs, Professor of Modern Languages and Literature. J. B. Parkinson, Tutor. David H. Tullis, Instructor in Commercial Calculations and Boolc- Tceeping. The military spirit developed by the War pervaded the University not less than the community at large. At the beginning of the year 1801, a military company was organized among the students. It was en- couraged by the Faculty, who state, m their report of 1862, "Besides enabling most who have left us for the army to start as officers, it has heightened the physical vigor of all who liave shared in it, and thus given aid to true mental eftbrts." The War' of course caused a great 28 fllGHEE EDUCATION IN WISCONSIN. decrease in attendance. Not only did it prevent tbe accession of new students, but it drew many away from the University itself. Nineteen students are. reported as serving in the army in 1861, and thirty-five in 1862. All the class of 1864 were in tbe field, and, for the first time since 1854, no commencement exercises were held. The annual attend- ance was reduced to fifty or sixty. In the face of extreme discourage- ments and in spite of meagre compensation the little band of professors toiled bravely on, until the return of peace and a new era of prosperity infused fresh life into the University. The Female College. — During the spring term of 1863 a normal depart- ment was opened under charge of Prof. Charles H. Allen. Seventy-six ladies at once took advantage of the course. For the first time women were allowed the privileges of the Uni^ ersity. The members of the normal school enjoyed the full course of University studies. While the department was established primarily for the training of teachers, the regents explained that the lectures in the University courses, upon chemistry, geology, botany, mechanical philosophy, and English litera- ture, would be free to all. The Faculty in 1865 say of the normal school : " The Faculty are of the opinion that the normal department has made the University a more useful institution, during the past three years, than otherwise it would have been. It is not, however, to be disguised that, among many former students of the University, and among leading ones now in the institution, there has been a strong feel- ing of opposition to the department, mainly on the ground of its bring- ing females into the University. There has been an apprehension that the standard of culture would be lowered in consequence. No reason whatever has as yet existed for this apprehension. There has been no such mingling of classes in the higher and more recondite subjects as to render this effect possible, even if it would be the result; and, in point of fact, there has not been a period in the history of the University when some few students have carried their studies to a higher or wider range than in recent classes." The time was to come when it would be recognized that these young men must look well to their laurels in the " higher and more recondite subjects." Professor Allen resigned in January, 1865, intending to leave at the end of the school year. He remained, however, a part of the fall term. Prof, Joseph L. Pickard was his successor, serving during the winter and spring terms of 1866. Baivn of Prosperity. —The close of the War and the revival of business prosperity increased the number of students and led to plans for ex- panding the scope of tbe university work. But the prospects were not yet sufficiently bright to induce Hon. J. L. Pickard to accept the chan- cellorship, which was offered him- in Juiie, 1865. The ofQce of vice- chancellor was created, and held by Professor Sterling until 1866. But increased resources and a radical reorganization were necessary UNIVERSITY OF WISCONSIN. 29 to enable the University to meet the requirements of the work dema.nded from it. From the report of the Secretary of State for 1866 it appears that the whole amount at the disposal of the regents for the year 1866-67 was about $5,646.40. Out of this were to be paid the salaries of six or seven professors, two assistants in the normal department, and incidental expenses, such as fuel, repairs, etc. And, in order to create confidence in the University and secure the needed aid from the State, a reconstruction of the Faculty, and, in fact, an entire change in the organic law were necessary. The people were now jirepared to sustain a public institution for higher education, if it were made adequate to its purpose. Summary. — The history of the University thus far has been one of ad- versity and, at times, even of struggle for life. There has been little to recount of progress and expansion in its work. The causes of this lack of vigor and progressiveness were two— the hostility to State institutions of higher education and the dissipation of the resources of the University through the mismanagement of its finances. Yet, meagre as the origi- nal endowments proved' to be as compared with what was justly ex- pected, they were snfiftcient to maintain the University until public sentiment was ripe in favor of State support of higher education. The foundations were then laid upon which a goodly structure could be raised. But without the nucleus of the national aid there would in Wisconsin, as in other States, be no State University. It would have been impossible in the first twenty years of Wisconsin's history to in- duce the people to tax themselves for the support of higher education, and probably the time would yet be distant when. they would do so to build up an institution from the very corner-stone. At the time now reached, however, the old dislike toward " State " universities had largely disappeared. An institution already in existence and with at least a local reputation could command general favor and generous support. EEOEGANIZATION AND GROWTH. The development of Wisconsin's resources, the increase of wealth, the broadening educational interest, stimulated by the success of such State institutions of higher education as those of Michigan and Iowa, made it necessary to reorganize the University and enlarge the scope of its work, in order to adapt it to the new and larger demands. The curricu- lum was narrow and inflexible. The University could not be lifted out of the accustomed rut without a radical change in its spirit and methods. The traditional college course must be superseded by an, organiza- tion capable of expanding in response to the requirements of the active educational thought and experience, and which would bring the University closer to the real needS' and life of the people. The plan of reconstruction adopted in 1866 was sufa'ciently broad to embrace new elements of progress for many years. 30 HIGHER EDUCATION IN WISCONSIN. The history since this reorgaDization presents a marked change from the former period in the spirit and attitude of the public toward the University. Distrust and neglect are replaced by confidence and gener- osity. The history of the past twenty years is one of steady growth, progress, and prosperity. Endowment, Funds, and Buildings. — The act to reorganize and enlarge the University was approved April 12, 1866. Provision for its support is made by Section 13 : " For the endowment and support of the Uni- versity there are hereby appropriated : 1st, The income of the Univer- sity Fund. 2d, The income of a fund to be derived from the sales of the two hundred and forty thousand acres of land granted by Congress to the State of Wisconsin, by virtue of an act approved July 2, 1862, entitled 'An act donating to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts,' which fund shall be designated as the Agricultural College Fund. 3d, All such contributions to the endowment fund as may be derived from public or private bounty. The entire income of all said funds shall be placed at the disposal of the Board of Regents, for the support of the aforesaid colleges of arts, of letters, and of such colleges as shall be established in the University, as provided in Section 2 of this act: Provided, That all means derivable from other public or from private bounty shall be exclusively devoted to the specific objects for which they shall have been designed by the grantors." The University Fund consists of the proceeds of the grants of 1838 and 1854. The income, aside from taxes levied since 1866, is derived from interest on land certificates and on loans. At the time of the re- organization the Fund amounted to $160,230.70, and the receipts for the year ending September 30, 1867, were $11,894.20. In 1887 there were 1,710 acres of university lands unsold. The principal of the Fund, ex- cept a small cash balance in the State treasury, is i>roductive, drawing interest mainly at seven per cent. On September 30, 1886, the amount of the productive University Fund was $190,998.35. The second item of the endowment accrues to the University by the i ncorporation with it of the school of agriculture and mechanics, founded on the so-called agricultural- college grant of 1862. One of the most difficult questions involved in the reorganization was the proper disposi- tion of this grant. Inducements were offered to secure the connection of the s^iool of agriculture and mechanics with some private denomi- national school, as was done in other States. Two successive Legisla- tures refused to apply the fund to the establishment of an independent school. Action was postponed until near the end of the period of five years within which the school must be in existence in order to avoid a forfeiture of the grant. Fin ally it was deemed best to incorporate the school with the University, especiiiUy in view of its character as a State institution. Accordingly it fas ni ade the duty of the Board of Regents, as soon as organized, to make arrangements to secure suitable lands in UNIVERSITY OF WISCONSIN. (Catalogue, 1887-88.) UNIVEESITY OF WISCONSIN. 31 the vicinity of the University for an experimental farm, and to make such improvements thereon as would render it available for experi- mental and instructional purposes, in connection with the agricultural schools. To enable the Board to purchase and improve these lands, Dane County, under authority of the act, issued bonds for forty thou- sand dollars. With this amount nearly 195 acres of land west of the old university gi-ouuds and adjoining them were purchased at a cost of $27,054. The amount of productive Agricultural College Fund, Sep- tember 30, 1886, was $258,597.74. The Fund yielded in the two years, 1886 and 1887, $32,990.91? The number of acres unsold, 1887, was 4,974. Both the University and the Agricultural College Funds have very nearly, if not quite, reached their maximum limits. Before the reorganization in 1866 the State had never appropriated one dollar toward the support of its University, notwithstanding its serious financial embarrassments. The income was reduced from $18,- 397.70 in 1861, to $13,005.56 in 1862, and to $11,540.90 in 1863. The amount of University Fund income on hand September 30, 1866, was $5,501.47. This, with $144.93 belonging to the income of the Agricult- ural College Fund, constituted the whole amount at the disposal of the Regents for defraying incidental expenses and paying the salaries of six or seven professors, and two assistants in the normal department, during the year 1866-67. But immediately after the reorganization, the Legislature adopted a more liberal policy. By a law of 1862, $104,- 339.42 had been taken from the University Fund. This sum was virtu- ally restored by an act of 1867, which appropriated annually for ten years to the income of the University Fund $7,303.76, being the interest on the amount takfen from the Fund by the law of 1862. Hitherto the burden of caring for its funds had been thrown upon the University ; but now the State treasurer was made ex officio treasurer of the Uni- versity. The same liberal policy was still further pursued by the Legis- lature of 1870, which appropriated fifty thousand dollars for the erection of Ladies' Hall. A gymnasium was built in that year; but this is ill- constructed and poorly equipped, and must soon be replaced by a struct- ure better adapted to the purpose. By an act of the Legislature approved March 22, 1872, it was provided that there should be levied and collected for the year 1872, and annually thereafter, a State tax of ten thousand dollars, to be used as a part of the University income. The preamble cites in justification of this ap- propriation the reckless way in which the State had disposed of its grant from the General Government, thereby diminishing byone-half thefund which a faithful administration of the trust would have produced. Thus, when It was too late, confession of the wrong done the University was frankly made. The increasing good- will of the people of the State toward the Univer- sity was further shown in 1875 by an appropriation of eighty thousand 32 HIGHER EDUCATION IN WISCONSIN. dollars for the erection of Science Hall. This building was completed in 1877. In 1876 the annual tax of ten thousand dollars was replaced by one yielding a larger amount. The new tax was based ou the assessed valua- tion of the taxable property of the State, being one-tenth of a mill on the dollar. This tax was declared " to be deemed a full compensation for all deficiencies in the income arising from the disposition of the lands do- nated to the State by.Cougress in trust for the Uni versii y." This tax was increased to oue-eighth of a mill on the dollar in 1883, and the Increase is devoted to the maintenance of a chair of pharmacy and materia medica, and to an agricultural experiment station. The State tax in 188G yielded $01,017.45. It now forms the chief resource of the Uni- versity. In 1879 an assembly hall and a library were completed at a cost of thirty thousand dollars. December 1, 1884, Science Hall was burned with all its contents. At its session that winter the Legislature appro- priated out of the general fund of the State the sum of one hundred and fifty thousand dollars for a new Science Hall, machine shop, and boiler house ; twenty thousand dollars for chemical laboratory ; twenty thousand dollars for heating apparatus ; a total of one hundred and ninety thousand dollars. Science Hajl, first occupied in February, 1888, was the last of these buildings to be completed. In 1885 a permanent appropriation, not to exceed five thousand dol- lars in any one year, was made for farmers' institutes. These will be treated of in another connection. From private munificence the University has received Washburn Ob- servatory, named in honor of the donor, the late Governor C. G. Wash- burn, at whose expense it was erected and equipped in 1878. In 1878 Hon. John A. Johnson, of Madison, endowed ten scholar- ships of thirty-five dollars annual value each, and in 18S8, Hon. John Johnston, of Milwaukee, established a scholarship of two hundred and fifty dollars per annum, in addition to a fellowship, mentioned elsewhere. Board of Regents. — The method of election of the regents by the Legis- lature was abandoned in the reorganization, and the power of appoint- ment was vested in the Governor. The president of the University was no longer to be a member of the Board. In both these respects events have shown that the new organization was faulty. The States gener- ally have given the presidents of their Universities a voice in the delib- erations and decisions of the boards of control. By this means the skill and experience of the president, and his intimate acquaintance with the condition and needs of the school of which he has immediate charge and for whose welfare he feels himsolf most responsible, are made avail- able and effective. The almost universal agreement on the poiiru among institutions of the kind indicates that experience has shown the desirability of this feature. Without it there is lack of mutual confi- dence and helpfulness, a constant tendency to irritation and conflict. NEW SCIENCE HALL, UNIVERSITY OF WISCONSIN. UNIVERSITY OF WISCONSIN. 33 No Other State besides Wisconsiu, except Ohio, has ventured to leave so important a trust as the selection of regents in the hands of the Gov- ernor alone. However smoothly such a system as this may work under favorable circunistances, the possibility that the power of appointment may be used for political or personal ends is too great to warrant such a prerogative. These objectionable features of the act of 1866 remain unchaoged; but of late a movement has sprung up looking especially to securing for the alumni a voice in the election of regents and a representation in the Board. A bill to that effect was defeated in the Legislature in the ses- sion of 1887. A substitute bill, providing for elections by the people, after passing both houses was vetoed by the Governor on merely tech- nical grounds. In all the legislative discussions upon the subject no valid objections were oftered to the proposed plans upon their merits. Either of them would be au improvement upon the present system. The Board of Regents consists of twelve members, of whom the State Superintendent is ex offiaio regent, two are appointed from the State at large, and nine from the respective congressional districts. The term is three years from the first Monday of February in the year of appoint, meut, unless the member is sooner removed by the Governor. Internal Progress. — The organic law of 1806 systematizes the Univer- sity thus : The college of arts, the college of letters, and such other col- leges as from time to time may be added thereto or connected therewith. Under the authority of this latter clause a law school was established, so that, as at present constituted, the University comprises three col- leges : Letters, arts, law. ^ Sections 2 and 3 of the act point out the scope of the instruction : " Section 2. The college of arts shall embrace courses of instruction in the mathematical, physical, and natural sciences, with their applica- • tions to the industrial arts, such as agriculture, mechanics, and engi- neering, mining and metallurgy, manufactures, architecture, and com- merce; in such branches included in the college of letters as shall be necessary to a proper fitness of the pupils for their chosen pursuits, and in military tactics ; and as soon as the income of the University will allow, in such order as the wants of the public shall seem to re- quire, the said courses in the sciences and their application to the practical arts shall be expanded into distinct colleges of the University, each with its own Faculty and appropriate title. " Section 3. The college of letters shall be coexistent with the col- lege of arts, and shall embrace a liberal course of instruction in language, literature, and philosophy, together with such courses or. parts of courses in the college of arts as the authorities of the University shall pre- scribe." The long vacant presidency was filled by the election of Paul A. Chadbourne, then president of the Agricultural College of Massachu- setts. J. L. Pickard had before this been offered the position, but de- ll 4X1—1^0, 1 3 34 HIGHER EDUCATION IN WISCONSIN. clined to accept. Doctor Chadbourne likewise had once refused to take the presidency. He had twice visited the State to inquire into the condition and prospects of the University, but feared that the admission of women to the full privileges of the University would prevent its growth and usefulness. Not until the Legislature of 1867 had passed an act allowing the regents to provide for women in a separate depart- ment and " under regulations and restrictions," was he prevailed upon • to accept the presidency. Then, says Professor Carpenter, " he entered with great zeal and ability upon the task of a thorough reorganization of the University. A new Faculty was to be selected, new courses of study to be provided, the female college to be adjusted in its relations to the University, besides the numberless details and unforeseen difScul- ties that beset any new undertaking. So radical a change in the man- agement of the University of coarse awakened more or less opposition, and the acts of the new managers were in some quarters severely criti- cised, but, on the whole, piiblic sentiment sustained the new Board." On account of ill health President Chadbourne resigned in 1870. For a year the University was again under the charge of Professor Sterling, as vice-president. In June, 1871, Eev. J. H. Twombly was elected president. After his resignation, January 21, 1874, John Bas- com was chosen to the presidency, and hejd the office until June, 1887. T. C. Chamberlain, formerly State geologist and professor in Beloit College, now holds the position. Professor Sterling was the only one of the former Faculty perma- nently retained after the reorganization. Yet the difficulty met with in securing a president necessitated a temporary retention of the profes- sors under the old regime, as well as a continuance of the old course of instruction. Agriculture, however, was at once added to the list of studies. In 1867 the Faculty was wholly re-constituted, except that Professor Sterling, as above stated, was retained. A list of the suc- cessive additions to the Faculty, with the dates of the same, is appended for the purpose of showing the progress in the expansion of the uni- versity work and in the specialization and division of the various de- partments. 1867. T. N. Haskell, Rhetoric and English Literature. William T : Allen, Ancient Languages and Literature. John B. Parkinson, Mathematics. 1868. W. W. Daniels, Agriculture. W. E. Pease, Military Engineering and Tactics. John B. Fenling, Modern Languages and Comparative Philology. John E. Davies, Chemistry and Natural History. Addison B. Verrill, Comparative Anatomy and Entomology. 1869. S. H. Carpenter, Rhetoric and English Literature. UNIVEESITY OF WISCONSIN. 35 1870. Alexander Kerr, Orecl:, Language and Literature. E. D. Irving, Geology, Elining, and Metallurgy. William J. L. Nicodemus, Military Science and Engineering. 1871. John B. Parkinson, Civil Polity and International Law. 1875. E. B. Anderson, Scandinavian Languages. 1876. James 0. Watson, Director of Washburn Observatory. D. B. Prankenburger, Bhetoric and Oratory. 1880. W. H. Eosenstengel, German Language and Literature. J. 0. Freeman, English Literature. E. T. Oweu, French Language and Literature. E. T. Birge, Zoology. A. D. Conover, Civil and Mechanical Engineering. 1881. T : A. Parker, Music. W. A. Henry, Botany and Agriculture. Charles King, Military Science qnd Tactics. 1882.* E. S. Holden, Astronomy. 1883. Lucius Heritage, Latin. 1884. H. P. Armsby, Agricultural Chemistry. 0. A. Van Velzer, Mathematics. W. H. Williams, Greelc. T: B. Power, Pharmacy and Materia Medioa. G. N. Chase, Military Science and Tactics. 0. E. Vauhise, Metallurgy. William Trelease, Botany. 1885. J. W. Stearns, Science and Art of Teaching, 1886. Luigi Lomiii, Military Science and Tactics. Storm Bull, Mechanical Engineering. 1887. Asaph Hall, Consulting Director of the Washhtirn Observatory. C. E. Barnes, Botany. G. C. Comstock, Astronomy. J. E. Olson, Scandinavian La,nguages and Literature, V. T. Atkinson, Veterinary Science. S. M. Babcock, Agricultural Chemistry. 36 HIGHER EDUCATION IN WISCONSIN. A few of these were, at the dates given, assistant professors, most of whom have since been promoted to full professorships. No mention is made in the above list of many instructors and assistants. Many named in the list were instructors before being elected to professorships ; in very many cases they were advanced, after varying periods of service as tutors, on true civil service principles. Various successive changes ia the titles of several of the chairs are not indicated in the above list. Further than this brief outline and suggestion of the lines and times of development iu the respective departments, little can be added here. At the time of the reorganization the need of better facilities for in- struction in the various branches of physical science occupied attention most largely for the moment. The material development of the country after the Civil War brought into sharp contrast the desirable and the l)ossible with the actual fruits of scientific teaching. The deficiency of the University in natural science was one of the principal causes of the public distrust, and it was these studies that assumed special promi- nence under the new order of things. In fact, the University of Wis- consin, especially in recent years, may seem to have leaned toward scientific rather than literary studies. But this is only apparent. It is due to the large appropriations for the erection of buildings for the scientific departments and for the supply of apparatus and appliances. The cost of furnishing the scientific departments is of necessity much greater than that which secures the outfit for the college of letters. But there has been no intention to give any preference to physical sci- ence, and future appropriations, which will doubtless be made, will temporarily give the same apparent preponderance to the literary courses. The " modern classical" course was established in 1872, and has served as a model for similar courses in many private colleges iu the West. The course was identical with the " ancient classical," except that Ger- man and French, were substituted for the Greek of the latter course. The adoption of this course was a part of the general movement then prominent for replacing the traditional curriculum by studies of a more modern cast. The degree of bachelor of letters is given upon the com- pletion of this course. A portion of the Faculty strongly advocated granting the same degree, bachelor of arts, to graduates in this course as was bestowed upon those who completed the ancient classical course; but it was finally decided not to give the new course the equal rank that this would imply. A distinct course iu general science was arranged in 1873. The English course, in which there is only one language required— and that a modern, French or German,— was adopted in 188C; the degree of B. L. (English) is given at graduation in this course. The College of Arts now includes the general science course, and the special technical departments of agriculture, pharmacy, civil engineer- ing, mining and metallurgical engineering, and mechanical engineer- UNIVERSITY OF WISCONSIN. 37 ing. The College of Letters embraces three courses ; ancient classical, modern classical, and English. Ill- 1879 an increasing teaching force rendered it possible for the University to offer a wider range of studies than before, and also oppor- tunity for more extended study in the several branches. A somewhat extended election of studies was granted in the Junior and Senior years. The system of prescribed studies for the first two years, with large opportunities for election in the last two years of the course, has since been maintained and improved. One year's study at the University, after having received the baccalaureate degree, or three years if carried on elsewhere, leads to the degree of master in the four general courses. Corresponding study and practice for one year, not necessarily, how- ever, at the University, entitles the graduates in the special courses of the College of Arts to the degrees of civil engineer, mining engineer, metal- lurgical engineer, and mechanical engineer, in the respective depart- ments. The medical schools at Chicago having preoccupied the field, no attempt has been made since 1855 to establish a medical department in the University. If this addition of a school of medicine should be made, it would probably be established in Milwaukee, where alone in the State there are sufiacient opportunities for clinical and surgical practice. On the other hand, the capital city of the State, with a large law library and frequent sessions of courts, both State and National, offers unusual facilities for the study of law. The College of Law was opened " in 1868, with five professors and fifteen students. The attendance in 1887-88 was 113. The course as at first established comprised but one year's work; afterward, it was enlarged to two years. The professors thus far have always been lawyers actively engaged in practice in the city of Madison. With a view to the improvement of the school in accordance with its growing importance as the principal training school for the profession in the North- West, the Board of Eegents, in June, 1888, directed the president of the University to recommend a suitable person as dean of the law Faculty, who should give all his time to the work in the College of Law. The rapid increase in the number of stu- dents has also justified a considerable advance in the tuition fees charged. The new rates, which go into effect after 1889, will furnish means for the extension and improvement of the work. Co-e^Mca^iow.— Probably the most important change made by the re- construction, at least as viewed from the stand point of the time, was the open and avowed recognition of the claims and the right of women to an equal share in the benefits of higher education. They were no longer to find entrance to the University only under the shelter of a "nor- mal department," or other annex. Section 4 of the act of 1866 declares, " The University in all its departments and colleges shall be open alike to male and female students." But in looking about for a president, 38 HIGHER EDUCATION IN WISCONSIN. the regents were obliged to ask the State to recede slightly from this advanced position. Dr. Chadbourne, to whom the presidency was of- fered, refused it from fear that the University would lack public con- fidence and support on account of this dangerous innovation. To obvi- ate this difiaculty, the charter was amended the next year as follows : " The University shall bo open to female as well as male students, un- der such regulations and restrictions as the Board of Eegents may deem proper." So early as 1857 the Board of Eegents called attention to the success of co-education in the normal schools and higher academies of the East- ern States ; and, while they felt that public sentiment in Wisconsin might not yet be ripe for the admission of women to the University, they announced their intention to prepare to meet the wishes of those parents who might desire to send their daughters there. But very little was done Xo carry out this plan for some years. In the spring of 1860 a ten weeks' course of lectures was given to a " normal" class of fifty- nine, of whom thirty were ladies. Thereafter no women appeared in the institution until 1863, when the regents opened the " department of the theory and practice of elementary instruction " in charge of Prof. Charles H. Allen. A three- years' course of study was arranged; but it was intended that women entering this department should enjoy sub- stantially the full privileges of the University. This, then, was the first entrance of women into the institution in a regular course. No substantial change in the female college course -was' made until 1868, when it was enlarged to four years. The recitations of the young women were separate from those of the young men. In 1871 the young women were allowed at their option to enter the regular college classes, chiefly on account of lack of a suificient number ot professors and in- structors to carry on separate classes. But experience showed that no harm resulted, and that in some respects the admission of women on equal terms brought about a subs tantial improvement. Hence all dis- criminations were soon abolished. The University thus entered upon the experimental test of the widely-mooted question of co-education. In the president's report for 1875 we find : "During the first year the young, women have been put. in all respects, on precisely the same footing in the University with the young men. No difficulties have arisen from it. There were eight young women among the graduates at the last commencement. Their average scholarship was certainly as high as that of the young men, and they are apparently in good health." The Board of Visitors for 1877, how- ever, thought that the. health of the young women deteriorated iu the University. As far as intellectual attainments were concerned, the dif- ference, if any, was, they thought, in favor of the young women. But they were "deeply impressed with the appearance of ill health" pre- sented. The hygienic condition of the University they regarded as excellent, and the only cause of ill health, in their opinion, was the UNIVERSITY OF WISCONSIN. 39 undue mental strain to which the young women were subjected. The visitors therefore recommended that more attention* be paid to phys- ical training, even if the course of study were not modified. The president of the Board of Regents, replying to these criticisms, in his annual report deprecated the idea of limiting female students to a minor degree of culture by lowering the standard of education for them. On this point no compromise could be made with adverse opinion. But as regards the question .of health the visitors seem to have drawn upon their imaginations. President Bascom took issue with them thus : '' Oue thing we profoundly regretted in the report of the Board of Vis- itors, and that was the opinion expressed by them as to the health of the young women. * * * Contrary to the opinion of the visitors, the young women do their work with less rather than with greater labor than the young men, and certainly do not fall below them in any respect as scholars. "We also believe this labor to be done by them with perfect safety to health, nay, with advantage to health, if ordinary prudence is exercised. The young women, whose health was primarily the ground of criticism, have improved in strength, rather than deteriorated, since they have been with us, though they have burdened themselves with extra work, which we do not counsel." A record of excuses kept by the presi- dent revealed the fact that the number of absences on account of ill health was relatively greater among the young men than among the young women. It was found also that a correspondingly large number of young men were compelled from the same cause to leave the Univer- sity altogether. Further than this it was shown that the absences of the young women were almost exclusively in the lower classes, while those of the young men were evenly distributed through the entire course. A slight concession was made, however, to the conservative feeling represented by the Board of Visitors. At the semi-annual meeting of the regents in January, 1877, resolutions were introduced in favor of restoring the female college. The subject was referred to a committee which, at the annual meeting of the regents in June, reported adversely to the resolutions, notwithstanding the representations of the Board of Visitors. The whole matter was then turned over to the Faculty of the University, with the request that they "report to this Board at its next meeting whether the course of study can not be so arranged as to re. lieve ladies from some of the severe studies, and allow them to take some ot&ers in lieu thereof, without increasing the number, cost, and labor of the teachers ; and if so, in what way." The subject was re- ferred to a committee of five, who submitted a report in November, 1877. The committee were of the opinion that a complete separation of stu- dents according to sex would be impracticable, and that a partial sepa,ra- tion in the same manner would be injudicious. Distrust and irritation on the part of patrons and students would result. The committee main- 40 HIGHER EDUCATION IN WISCONSIN. tained that the physical strength of young women was fully equal to the task of maintaintag a creditable standing in any of the courses of study, and they exposed the absurdity of the opposite view when they said, " It can not be presumed that a college course taxes to the utmost the physical power of young men, so thai any presumed deficiency on the part of young women would debar them from attempting it." It was shown also that separate instruction would be impracticable. Young women were found in about equal numbers-in the scientific ami classical courses, and the separation proposed would make four classes instead of two, and would require four hours for recitation. The instructional force was not adequate to i>ermit of such a duplication of instruction, and the committee were of opinion that a partial separation would not be advisable. But in order to meet exceptional cases of physical weakness, and also to supply tlie wants of those desiring instruction in music, painting, and drawing, for which the regular course would not allow sufficient time, the committee proposed the adoption of a six-years' course, cover- ing the regular modern classical studies. Students comijleting this course were to receive the same degree as those received who completed the course in the usual time. There was to be no lowering of the re- quirements for the degree; the object was simply to give more time for the completion of the course. The report was accepted by the Faculty, and unanimously adopted by the regents at the meeting of the Board, January 15, 1877. Very few have chosen the six-years' co»urse, but its establishment was un- doubtedly beneficial. The Board of Visitors for 187S, with the exception of cie member who had been one of the Board that had, the year before, so severely criticised the health of the lady studonts, were " on the whole, not ill- pleased with the evidence of physical strength on the part of the ladies." But the Board recommended systematic physical exercise. The i)resi- de'nt reported that " the record of ill health, kept through the year, shows, especially in the upper classes, less interruption in work by ill health among the young women than among the young men. In the last Senior class the young women were one-fourth of the whole num- ber; their absences from sickness were one-tenth. In the Junior class the first ratio was one fourth, the second one-eleventh. We certainly see no proof that the health of the young women suffers with us from their work. There are clear indications to the contrary." With this the discussion closed. The opponents of co-education were signally routed on the ground that they had chosen for the encounter. It was, in fact, the final struggle of the conservative feeling that was fast passing away. The opposition to the admission of women to the University did not openly rest upon hostility to their claims to higher education; it was professedly based upon the subordinate question of physical capability to perfonn the entire work accomplished by young UNIVERSITY OF WISCONSIN. • 41 m^ in the University. But no reasons were advanced on this point that would not have applied with equal force to separate institutions for women; and it was finally shown that those who made much of this- alleged ill health were mistaken in their facts and conclusions. On its merits, this issue also was decided against them. The question was now permanently set at rest as far as the University of Wisconsin is concerned. Never since has the propriety and expediency and the com- plete success of co-education been questioned here. The drift of public opinion everywhere is clearly toward the recognition of the justice of opening the doors of institutions of higher education to women equally with men. The example set by the young State Universities of the West is being followed, slowly though it be, by the older colleges of the Bast. In Europe, also, and especially in England, some progress has been made. The University and the Common Schools. — The University was long in reaching its true place in the educational system of the State, and in establishing an organic connection with the common schools. Its real function was not served and the conditions of its highest usefulness at- tained until its relations as a part of the public school system were clearly defined and systematized. The preparatory department was retained for many years after the reorganization of 1866. Candidates for admission to the college of let- ters were examined in the studies of the preparatory course, or their equivalents. These included Latin and Greek, which were not required for entrance into the College of Arts. When the modern classical course was established, candidates were examined in Latin in addition to those studies prescribed for the College of Arts ; in 1874 some knowledge of German was made an additional requirement. The standard of admission was raised as fast as could be done with- out wholly severing connection with the common schools. President Bascom, in his report for 1875, said : " Vv'e shall be glad to yield the en- tire field, a portion of which we now occupy with our Sub-Freshman classes, to the high schools, as soon as the interests of the University will allow us to do so. * * * Just at present, for the University to reject altogether preparatory students, would be to endanger a portion of its labor." In 1875 more stringent requirements for admission were exacted. The number of students taking a special or partial course was reduced by the more systematic and thorough examinations. The steady increase in the number and efficiency of the high schools enabled the University to raise the standard from year to year. Finally, in 1880, the preparatory department was abolished. But, owing to the lack of instruction in Greek in almost all the high schools of the State, a pre- paratory class in that study is still maintained. In 1877 the system of accredited schools was adopted. A law of 1872 providing for free tuition to " all graduates of any graded school of the State who shall have passed an examination at such graded school sat- 42 ■ HIGHER EDUCATION I>( WISCONSIN. isfactory to tho Faculty of the University," indicates that even then*he need of a closer and more methodical connection with the common schools was felt. In 1876 tuition was made free to all who had been residents of the State for one year. This was perhaps the immediate occasion of the system adopted the next year. Any high school of the State, whose course of instruction covers the branches requisite for ad- mission to one or more of the colleges of the University, may make ap- plication to be entered on its accredited list.- On such application, the University sends a professor to examine the course and methods of in- struction in the school, and on his favorable report, enters it on the ac- credited high school list of the University. The graduates of high schools so entered are received by the University into any of its colleges for which they have been fitted, without further examination. This arrangement holds good until the administration of the high school is changed, or until notice is given by the University of unsatisfactory re- sults. (Catalogue.) Shortly after the professorship of the science and art of teaching was established, the subject of accredited schools was placed in the hands of the professor in that department. His supervision of the relation- ship between the University and the common schools greatly increases the advantages of the close organic connection already established. The iniiuence of the University, reaching downward to the rest of the public school system, is made doubly beneficial and effective. In June, 1888, there were fifty six accredited high schools. Of these, only six were accredited for all courses. For ancient classical and gen- eral science courses, there was one; for modern classical and general science courses, seventeen ; for modern classical, general science, and English, ten ; for general science, ten ; for general science and English, four; for the English course, eight. Popular Aspect of the University. — The leaning in the West has been toward the " practical " in education, and the University has gained favor by meeting the demand, as far as possible, by liberal support of teaching in natural science and its applications in the arts. A too par- tial devotion to these departments is not fulfilling the high function of the University ; yet the way is prepared for the recognition of the claims of all departments of study to State support. In order to achieve the success that is possible for it to reach, the University must be deeply rooted in the affections and pride of all the people of the State ; it must be looked upon as the source of that which is highest andbestin the life of the community, and the conditions of its prosperity and of efficiency for its work must be an object of greatest solicitude. During the last twenty years the University has been steadily gaining in public favor; but it does not yet command that general and enthusiastic devotion that a State University must command as a condition of full success, and which is exemplified in Michigan. The popular attachment to the University must be close and strong. UNIVERSITY OF WISCONSIN. 43 Prom this poiut of view one of the most noticeable and important feat- ures of tbe University of Wisconsin, and one that is thus far peculiar to it, is the system of farmers' institutes carried on by the University. These are an illustration of that striving that is everywhere manifest to secure a more vital connection between the people and the higher institutions of learning. Thus the professor of the science and art of teaching employs a portion of his time in giving lectures in connection with teachers' institutes. In this way the University does much to scat- ter its fruits abroad. The farmers' institutes are also notable as an agency for the direct propagation of the influence of the University be- yond its own walls. They were begun in 1885, and are held every win- ter, j^t the eighty-one institutes held in as many different localities during the winter of 1887-88, there were about fifty who read papers or delivered lectures. Some of these were noted specialists from other States. The total attendance was probably fifty thousand. The in- stitutes have been instrumental in broadening the view, in awakening thought, in instilling ideas. They have already accomplished great material as well as intellectual benefits. Farmers have learned to take advantage of opportunities and resources that before were ill-under- stood or entirely unknown. Altogether, with its practical lessons, its stimulating discussions, and its intellectual quickening, the institute is an educational agency of undoubted potency. These are the immediate results. But as regards the Universitj'^ a most valuable and permanent service of the institutes will be to bring the people of the State into close and friend,ly relations with their own University. Many who would otherwise have little or no interest in the institution are learning to appreciate its claims to generous recognitioii and support. But the special significance and value of the teachers' institute lect- ureship and the farmers' institutes lie in the fact that through these in- strumentalities the University is brought into close relations with the people and with the educational and material progress of the State, In two directions the University has thus taken the lead in the matter of University extension. Recent Progress.— Several changes and new features were introduced during the year 1888. Among these were special local examinations for admission, to accommodate candidates who live at a.distance; the devel- opment of a civic-historical course antecedent to the study of law and journalism, and of a special science course antecedent to the study of medicine ; the introduction of special courses for normal school gradu- ates; the development of courses in Hebrew and Sanskrit; and the intro- duction of Spanish and Italian. The German seminary system has been introduced into several departments. The departments of original inves- tigation and of extra-collegiate education have received more distinct recognition and development. -Two departments of the University are devoted almost exclusively to original research,— the Washburn Ob- servatory and the Agricultural Experiment Station. An increasing 44 HIGHER EDUCATION IN WISCONSIN. amount of origiaal investigation is done in other departments in imme- diate connection witli instructional work. At least fifteen per cent, of the resources of the University will be devoted the coming year to this fundamental class of work. The publications of the Washburn Observ- atory and of the Agricultural Experiment Station are well known, and the latter, in particular, disseminates information of great interest and value. In two lines of extra-collegiate education, or " University extension," viz., the teachers' institute lectureship and the farmers' in- stitute, the University is a successful pioneer. The Hon. John Johnston, of Milwaukee, has endowed a fellowship on a financial basis of four hundred dollars per annum for two years. The Board of Eegents have established eight fellowships, with an income of four hundred dollars a year each. BIBLIOGRAPHY. Butterfield's History of the University of Wisconsin. To 1879. Contains biographical sketobes of presidents and professors. Carpenter's Historical Sketch of the University of Wisconsin, To 1876. Bascom's University of Wisconsin; Descriptive America, October, 1884. Knight's History and Management of Land Grants for Education in the North- West Territory. Papers of Ihe American Historical Associa- tion, Vol. I, Ko. 3. Session Laws of Wisconsin, and \'arioiis Eevisions of the Statutes; also United States Statutes. Charters, land grants, finances, etc., uiider various headings. Annual Reports of Board of Kegents (including Eeports of President find Eeports of Board of Visitors), Annual Messages of the Governor. Eeports of Secretary of State. Eeports of Land Oommis.sioners. Eeports of State Superintendent of Public Instruction. Eeports of Commissioner of Educa''ion. Annual Catalogues. General Catalogue, 1887. Files of the Wisconsin Journal of Education. Also the local news- papers and the college papers. Eeports of State Agricultural Society. These contain information and discussions concerning the Agricultural Depart- ment and the experimental farm. Farmers' Institutes Bulletins. The Great West. Paper by Charles Dudley Warner, Harper's Mag- azine, April, 1888. Biographical sketches of professors and instructors may be found in the college "Annuals " (" Trochos," 1885, 1887 ; " Badger," 1888). II. BELOIT COLLEGE. The coarse of migration in our country runs naturally from east to west on lines of latitude ; there was thus a large infusion of Kew Eng- land elements in the stream of human life which first poured in to oc- cupy the Territory of Wisconsin and northern Illinois. Puritan ideas of the home, the school, the church, and the college were transplanted and took root here with the first upturning of the prairie sod. They were especially cherished in the Congregational and Presbyterian churches organized. Hence, within ten years of the time when the In- dian council fires were extinguished by the Black Hawk War, represent- atives of these churches were gathered in council, praying together and thinking on a college. These thoughts were deepened in conference with others at aconvention of representatives of those two denominations from the north-western States, held at Cleveland, Ohio, in June, 1844. They became defined and matured in four successive conventions, held in that and the following year, for the specific purpose of considering what could be done for the promotion of higher education for Wisconsin and northern Illinois. These deliberations resulted in a unanimous judg- ment of a convention which numbered sixty-eight members, that a col- lege for young men, and a female seminary of the highest order for young women, should be established, one in Wisconsin and the other in Illinois, near to the border line of the two States. The college was located at Beloit, Wis. ; the female seminary was subsequently located at Eockford, 111. In October, 1845, the fourth convention adopted a form of charter, and elected a Board of Trustees, to whom was commit- ted the charge of carrying forward the enterprise. Beloit was selected as the place for the college because it was central and easy of access to the population of the two States, and because the people of that village had already evinced an interest in the work of education by sustaining a seminary which offered facilities superior to any found elsewhere in the region. The Charter.— On application, the Territorial Legislature of Wiscon. sin enacted a charter for the college, approved February 2, 1846, and printed on pages 103-4 of the Laws of Wisconsin for 1846. The cor- porate title is " The Board of Trustees of Beloit College." By the act of incorporation the Board of Trustees consists of sixteen members, with power to increase the number to twenty-four. Any seven constitute 3 quorum for the transaction of business. The Board elects new mem- 45 46 HIGHER EDUCATION IN WISCONSIN. bers for no definite term of service, but failure for more than one year to attend to the duties of the trust may create a vacancy. The charter specifies no particular requirements for membership. Of the sixteen original trustees, one-half were clergymen and one- half laymen ; one-half resident in Wisconsin and one-half in Illinois. The charter passes the administration of the college into the hands of the Board of Trustees, with broad general powers, subject to no direct supervision or control by the State or municipal authorities. The col- lege is, however, always open to visitation, and, in accordance with a subsequent statute, a report of the condition of the institution is made annually to the State Superintendent of Public Instruction. The Con- gregational and Presbyterian churches of Wisconsin and northern Illi- nois are regarded as the proper constituency of the college ; but the charter precludes the prescription of any religious tenets or opinions as qualifications required of instructors, or conditions of admission for students. Its aim is accordingly to give a Christian, but not a secta- rian, education. The charter fixes the location of the college and all its departments in Beloit, and reserves to the Legislature full power to alter or repeal the act of incorporation. The Board of Trustees are em- powered to confer on those whom they may deem worthy all such honors and degrees as are usually conferred by like institutions. The original charter has served the purpose of the college thus far- without amendment or alteration. The Object of the College. — The American college is an institution sui ffeneris, developed by circumstances and conditions peculiar to this country. The founders of Beloit College had before them the type form, as presented in the colleges of the older States, especially in those of New England, and their aim was, not in servile imitation to copy a model, but as wisely as possible to adapt the leading ideas and features of those institutions to the fresh life and swift growth of the West. So the object of the institution they aimed to build was defined to be, to provide for the «^oroM(/fe, liberal, Christian education of young tnen ; edu- cation being understood to mean chiefly a self-development of the indi- vidual under training to a true self-possession and a command of his best faculties. The design comprehends a training in language as the great instrument and condition of all culture, civilization, or thought ; in mathematics and science, as means of both guiding the processes of in- vestigation and thought, and furnishing the matter of learning; in the histories of nature and of man, as the sources of practical knowledge ; and in those philosophic and moral principles necessary to complete the general preparation for a broad and useful life. Under the conviction that positive principles of religious faith are essential to right thought as well as to right life, the institution is intended to be a religious col- lege—not denominational, but distinctly and earnestly evangelical. Its endeavor is to combine in its culture learning, religion, and morality, so as to form habits of thought, faith, and rectitude, which will bestfft BELOIT COLLEGE. 47 men alike to succeed in the world, to do the world good, and to realize the Christian's hope in the world to come. History. — The Board of Trustees of Beloit College held their first meeting October 23, 1845, and took preliminary measures to secure a charter, select a location, and devise a plan for a building. The charter enacted by the Legislature was accepted October 13, 1846. On the 24th of June, 1847, the corner-stone of the first building was laid with appropriate ceremonies and public exercises. On the same day the first appointment of a professor was made, but that appointment was declined. The college was opened for its first class October 15, 1847, when five young men were examined, admitted as a Freshman class, and placed temporarily under the instruction of Mr. S. T. Merrill, then in' charge of the Beloit Seminary. On the 23d of May, 1848, Mr. Jackson J. Bushnell was appointed professor of mathematics and natural phi- losophy, and Mr. Joseph Emerson professor of languages, These two gentlemen entered upon their duties at once, and to them was commit- ted the class already received and the further internal organization and administration of the college. On the 21st of November, 1849, Eev. Aaron L. Chapin was elected president of the college. He entered upon the duties of that office February 1, 1850, and oo the 24th of July of the same year he was formally inaugurated with public exercises held in a grove near the north-west corner of the college grounds. The first class was graduated July 9, 1851. Siuce theii a regular succession of classes has been kept up. Site and Buildings. — The site of the college is near the centre of the city of Beloit, on the south line of the State of Wisconsin, midway be- tween Lake Michigan and the Mississippi River. The city is easily ac- cessible from all directions. The population of the city is about five thousand. , The college grounds inclose an area of twemty-four acres. The prem- ises are bounded by streets on every side, and the surface is diversified by groves and ravines, presenting a broad and elevated plateau front- ing to the east, and on the west sloping down nearly to the level of Eock Eiver, from which it is separated by a street and a narrow tier of lots on the west side. There are six college buildings : 1. Middle College, begun in 1847, was finished so far as to be occu- pied the following year. The attic is occupied by students' rooms. The remainder— three stories— is devoted to lectures, recitations, and lab- oratory work. Its cost was about ten thousand dollars, mostly donated by citizens of Beloit with the original site. 2. North College, a dormitory of brick, erected in 1854. The cost was about eight thousand dollars, a small portion of which was contrib- uted for the specific purpose. '3. The Chapel, erected in 1858. The cost was about six thousand dollars, one-half of which was contributed by the citizens of Beloit. 48 HIGHER EDUCATION IN WISCONSIN. 4. South College, costing five thousand dollars, was erected in 1868, to furnish additional dormitory accommodations. It has since been re- modelled to serve temporarily as a chemical laboratory. 5. Memorial Hall was erected in 1869, in honor of more than four hundred sons of the college who took part (forty-six of whom died) in the War for the Union. Its cost was twenty-six thousand dollars, pro- vided for mostly by special donations for the object, gathered in the region. The vestibule is devoted to tablets and memorials of the War. The main building. is occupied by the library and the cabinet. The library contains upward of thirteen thousand volumes. The permanent library fund is about twenty-five thousand dollars. The libraries of the literary societies number about one thousand volumes. 6. The Gymnasium was erected in 1874, at an expense, including ap- paratus, of three thousand nine hundred dollars, contrib uted chiefly by alumni and members of the college and citizens of Beloit. 7. The Astronomical Observatory was presented to the college by the liberality of Mrs. J. S. Merrick, as a memorial to her brother, Mr. John F. Smith, whose name it bears. The observatory is fully equipped with all the usual accessories, including a standard mean time clock, with which a time service is maintained in the city of Beloit. Meteorolog- ical observations are also published daily. 8. In 1883 the college purchased the residence and grounds of the late Judge Keep, situated on the brow of the hill south of the college grounds. The building is at present used for recitation-rooms and dormi- tory purposes, but it is expected that it will give place to some structure designed directly for college uses. Plans have been drawn for a building suitable to the growing wants of the preparatory school, which is to be erected at once. It is hoped that a science hall and a more commodious chapel may soon be built. Later History. — On the 8th of Julj^, 1857, at the close of the first dec- ade of the life of the college, a convention of its friends was held, when Prof. J. Emerson delivered a historical address, and resolutions were adopted recognizing the Divine favor to the enterprise, and commend- ing the college anew to the confidence of the friends of thorough educa- tion, with an earnest appeal for contributions to increase its resources. The annual commencement, July 14, 1869, was made an occasion of special interest by the formal dedication of the Memorial Hall, erected in honor of those connected with the college who had served in the War for the preservation of the Union. Hon. Matthew H. Carpenter, United States Senator from Wisconsin, delivered an oration, and several of the alumni and distinguished soldiers of the War gave brief addresses. In connection with the commencement of July 9, 1872, the twenty-fifth anniversary of the opening of the college was commemorated by appro- priate exercises, in which representatives from the trustees, the Faculty, and the alumni bore a part. President Obapin, after a service of thirty-six years, resigned in 1886, /rMv//7/nmWlWnW^mf^T \ MEMORIAL HALL OF BELOIT COLLEGE— LIBRARY. BELOIT COLLEGE. 49 and was succeeded in the presidency by Eev. E, D. Baton, a former graduate of the college. The inauguration of the new president, No- vember 4, 1886, was the occasion of a large gathering of the alumni and friends of the college generally. The number of students in attendance during the collegiate year 1887-88 was 265. Of these, 59 were in the regular college course, and the remainder in the Academy, or preparatory school. The whole number of graduates up to and including 1887 is 371. The classes of 1886 and 1887 each numbered sixteen. The college first began its work with the distinct object of training Congregational and Presbyterian ministers, and it held to that object with such tenacity that several whole classes became ministers. A map of the United States, says one writer, was shown, with the places where graduates of Beloit College had been pastors marked with red. Wisconsin and north- ern Illinois were studded close with these red dots, which covered over all the Western States quite thick, and were sprinkled all over the rest of the United States from Ifew England to the Pacific* Out of 311 grad- uates 107 are clergymen or theological students, 12 of whom are mis- sionaries. A very large number have adopted teaching as a profession. Of edi- tors Beloit has furnished scmie distinguished examples. Of lawyers and law students there have been 55 among the graduates of the college, and of physicians and medical students 21. These professions include the majority of the graduates. Of the 311 alumni 28 are dead. Of the rest nearly all are filling positions of usefulness and influence. The work of the college is now distributed to two departments : I. The College proper, with two parallel courses: {a) A classical course, giving prominence to ancient languages and literature. (6) A philosophical course, combining with Latin a wider range of science and of modern languages. II. The Academy. Thiscomprises three courses of study : a classical, a scientific, and an English or business course. The classical course gives ample preparation for college; the scientific course prepares for the philosophical course in the college, and for the best schools of tech- nology in the country. The English course meets the want? of those not intending to enter college, but wishing those studies helpful to an entrance upon a business life, or teaching. BIBLIOGRAPHY. Historical sketch of Beloit College. 1876. Files of the Eound Table, of the College Monthly, and of the local papers. Addresses at the Induction of President Eaton, November 4, 1886. Addresses at the Quarter Centennial Anniversary of Beloit College. 1872. 11411— No. 1 4 50 HIGHER EDUCATION IN WISCONSIN. Chicago Journal (Correspondence), September 2, 1885. Address of Prof. J. Emerson, Tenth Anniversary of Beloit College, July 8, 1857. Eeports of the Board of Trustees. Reports of the State Superintendent of Public Instruction and of the Commissioner of Education. III. LAWKENOB UiTIVERSITY. {CUeflij from the Alumni Eecord, 1881.) Lawrence Uaiversity, of Appleton, was fortunate in having as its founder and benefactor Amos Lawrence, whose name it bears. His wide benevolence found one of its most fitting objects in aiding the Methodist denominatioa in the new State, which still had its wealth to accumulate, in entering early into the work of higher education. Through aid given by Mr. Lawrence, the church was enabled to establish a uni- versity in this field much sooner than would otherwise have been pos- sible. April 17, 1846, a proposition was made by H. Eugene Eastman, agent ofMr. Lawrence, to Eev. W. H. Sampson in the following terms: "If there is any certainty of a vigorous co-operation by any other body, lay or clerical, I should be willing to put such sum of money in the hands of trustees as, placed at interest, will in ten years amount to ten thou- sand dollars, and also give (provided there should be no failure in case of my death) the sum of ten thousand dollars^ oue thousand dollars a year for the term of ten years, toward sustaining a competent salary for such instructors as may be required ; or, if necessary, I will pay ten thousand dollars in cash, now, to secure the desired object. But all this is founded on the expectation of a similar sum from other quarters." This proposition was made with the understanding that the institution should be located at or near De Pere, Brown County. But the city of Appleton met the requirements of the gift, and the location was changed to that place. In the earlier history of the University Mr. Lawrence gave in all about thirty thousand dollars to the institution. For several years prior to 1876 he gave five hundred dollars annually toward cur- rent expenses. On December 28, 1846, at Milwaukee, the proposition was laid before a meeting of clergy and laymen of the Methodist Episcopal Church, who then accepted the offer of Mr. Lawrence, and proceeded to meet the conditions upon which it was made, A charter incorporating " The Lawrence Institute of Wisconsin " was granted by the Legislature, and approved by the Governor January 17, 1847. On the 23d day of Sep- tember, 1847, the charter trustees organized the Board of Trustees, with Hon. Mason C. Darling, of Fond du Lac, as president ; iN". P. Talmadge, of Fond du Lac, and Henry A. Baird, of Green Bay, as vice-presidents ; 51 52 HIGHKR EDUCATION IN WISCONSIN. the Eev. W. H. Sampson, as secretary ; and Morgan L. Martin, of Green Bay, as treasurer. The Board thus organized immediately took measures necessary to make the enterprise a reality. The Hon. George W. Lowe, of Kau- kauna, and John F. Meade, of Green Bay, generously donated sixty- two acres of land situated in what was then known, as the " Grand Chute," but which is now the very centre of the City of Appleton, on condition that the Lawrence Institute should be located thereon. The Board of Trustees accepted the gift, and on the 9th of August, 1S48, located the Lawrence Institute on said lands. On the 21st of March, 1849, the Legislature changed the institute to " The Lawrence Univer- sity of AVisconsin," which it has since retained. During the same year a school b uilding seventy by thirty feet and three stories high was erected. November 12, 1849, the school was opened with the following corps of teachers: Eev. William H. Sampson, A. M., as principal, Komulus O. Kellogg as professor of languages, James M. Phinney as ijrofessor of mathematics, Emeline M. Crooker as preceptress, and Miss L. Amelia Dayton as assistant teacher. Thus constituted, the school continued as an academic department until 1853, when the first college classes were organized. Here again the necessities of a newly-settled country re- quired the organization of a preparatory department before the com- mencement of the proper college work. The number of students the first year was about sixty. The accom- modations were meagre, the surroundings in many respects disagreea- ble, and the means very scanty. But the school had an excellent rep- utation from the start, and increased in popularity. The sacrifices of those who had the immediate management were very great, and at times' the prospects quite discouraging. September 1, 1852, the liev. Dr. Edward Cooke, of Boston, Mass., was elected president of the University, and on the 29th of June, 1853, he was installed, took charge of the college, and organized the college classes. The frame building having been destroyed by fire, the present college building was commenced in 1853, and completed the following year. This building is one hundred and twenty feet long by sixty wide. It; is built of stone, and is three stories and a half above the basement. It contains a commodious chapel, capable of seating eight hundred or a thousand people, six recitation rooms, a large library room, two fine society halls, large cabinet and reading-rooms, apparatus rooms, and dormitories for about fifty students. November 7, 1854, a communication from Nathan Appleton informed the executive com mittee of a donation from the estate of Samuel Apple- ton, of Boston, Mass. , for the purposes of a college library. The trust was promptly accepted and made tbe foundation of the present excel- lent library, one of the best working libraries in the M'est. It now con- tains over eleven thousand volumes. From the income of the Appleton LAWRENCE UNIVERSITY. 53 fund often thousand dollars, and the liberality of friends, large addi- tions are annually made. A well furnished reading-room is supported by the students and faculty, and is well supplied with daily and weekly papers and the best periodicals. In 1860 the Hon. Lee Claflin, of Boston, gave property to the value of ten thousand dollars to found the Claflin Professorship of Ethics and Civil Polity. During the Civil War many of the students entered the military serv- ice of their country, a goodly number under the leadership of one of their professors, Henry Pomeroy. Some sacrificed their lives for their country ; others, after valiant service, returned to honor and be hon- ored by their alma mater. Of the alumni, the gallant Nathan Paine died in battle, and the brave Alfred P. Lamb, of the same class, in Libby prison. In 1859 Dr. Cooke resigned the presidency, and Prof. E. Z. Mason was elected to fill the chair. During his term the college suffered, as all institutions did, from the demands incident to the state of the coun- try during the Civil War. Yet in spite of the effects of that war the college was steadily progressing in reputation, scholarship, and attend- ance of students. In 1865 Dr. Mason retired from, and the Eev. George M. Steele was elected to, the presidency of the University. Fourteen years of untir- ing labor he devoted to the interests of Lawrence University, estab- lishing there thorough Christian spirit and scholarship. In 1879 Dr. Steele resigned, and Dr. E. D. Huntley was elected to the presidency. The latter, in turn, was succeeded by Dr. Bradford P. Raymond, in 1883. Like nearly all the colleges in the country, Lawrence University had its struggle with debt. Not until the commencement of 1880 could the president announce the college free from debt. But the revenues were not suflcient to meet the annual expenses, and it was necessary to make up the deficiency by donations and gifts, as far as possible, until such time as the productive property should be sufficient to provide the necessary revenues. Dr. Huntley's labor to secure the necessary funds was strenuous, and met with considerable success. During 1881 a commodious dwelling for the president was erected on the college grounds. A new building is in contemplation for the accom- modation of the lady students. Lawrence University, having admitted women to equal privileges with men in all respects from its organization, was one of the flrsb of Ameri- can colleges to accord to women the right and privilege to share with men the labors and honors of a college course. The courses of study are the ancient classical, the modern classical, the scientific, and the courses preparatory to the same. These courses cover for the most part the same fields in natural science, history, philosophy, and general literature. The ancient classical gives promi- nence to the Latin and Greek; the scientific excludes Greek, drops Latin 54 HIGHEU EDUCATION IN WISCONSIN. at the end of the Freshman year, and adds several terms of mathemati- cal and scientific studies, while the modern classical, introduced to meet the growing demand for the modern languages, gives to the French and German each six terms — a part of the last term being devoted to the history of the literature. It is also proposed for such as can not take a full collegiate course, to provide facilities for both a thorough English and a complete commercial course. The academic course — em- bracing modern languages, mathematics, natural science, history, phi- losophy, and general literature — and the commercial course are de- signed to supply these demands. There is also a musical and literary course, and instruction is given in painting and drawing. Besides the sketch in the Alumni Eecord, 1881, the chief sources of information are the catalogues, the files of the local papers, the reports of the State Superintendent of Public Instruction and of the Commis- sioner of Education, and the Historical Sketch of Lawrence University written for the Centennial Exposition, 1876. 5d Mi- 'f<^^ \'. 'f^t^^^'s ^^ <~ — _ I ■© * i ' A ll III I'll llll[lllililll'' IV. EIPON OOLLEGE.i Beginnings. — On a pleasant liill of what is now the city of Eipon, iu the autumn of 1850, two men might have been seen marking out the location of a college building. This was done amid the jeers of some, the indifference of others, and witli but slight anticipation, on the part of any interested, of the real significance of this small beginning. Only one of those concerned in the undertaking made any pretension to a liberal education, and none of them were men of wealth. There were but fourteen rude buildings in the village of Eipon, as only one year had elapsed since the first clearing had been made. Tet the novelty of founding a college among these rough -surroundings and at this early stage of the city's development won the sympathy and CO operation of most of the members of the young settlement. Wiscon- sin, as a State, was less than three years old, and its population about three hundred thousand. There were then but two colleges in the State, and they had in attendance only seventy-five students. The pioneers in this new college enterprise argued wisely that another institution more favorably located for the middle and northern parts of the State would soon be needed, and like many another company they " builded better than they knew." Contributions of materials, of money, and of land were made, and although lumber had to be drawn twenty miles over rough roads, the work of building was pushed rapidly forward. When the walls were comp le'ted and the structure roofed in, the funds were exhausted and the enterprise halted for a time. The next step was the obtaining of an act of incorporation, and under the name of Brockway College the new institution became known to the people of the State. The purpose of the corporation was declared to be " to found, establish, and maintain at Eipon, in the county of Fond du Lac, an institution of learning of the highest order, embracing also a department for preparatory instruction." It was now decided that it would be best to enlist some religious de- nomination in the enterprise. Accordingly a proposition was made to the Winnebago District Convention of Presbyterian Ministers and Churches to adopt the institution. The trustees offered to transfer all the property for four hundred dollars, but the churches were just be- ginning their work and felt too poor to accept the proposal. The min- ister at Menasha, however, Eev. J. W. Walcott, bought the property • Contributed in part by Pfof. Newton S. Fuller. 55 56 HIGHBK EDUCATION IN WISCONSIN. for the convention, agreeing to transfer it to that body whenever it was able to take it. One of the conditions of the trustees was that the building should be so far completed that a school should be opened in 1853. Mr. Walcott took possession of the property in November, 1852, and enlarged the grounds by the purchase of land adjoining. Two rooms on the east side of the building were soon finished, and a school for young ladies was opened in, June, 1853. The first teacher was Miss Martha J. Adams, and the number of pupils for the first term sixteen. In September a young men's department was added, Mr. Walcott as- suming the control of both departments as principal, and remaining in charge three years. In February, 1855, a new charter was obtained, and two years later Mr. Walcott conveyed to a Board of Trustees, designated by the con- vention, the grounds and building. During that year liberal subscrip- tions were obtained, and a second building, now known as Middle College, was erected. The financial disaster of the country in this year, together with a debt incurred in building, a second time crippled the resources of the school. Yet it struggled on till June, 1861. At that time many of the young men enlisted in the " Eipon Eifles," the first company that went from Eipon to aid in the War for the Union, and teachers and scholars devoted themselves to the work of fitting out the new volunteers. During the summer vacation the trustees leased the grounds to the Government for a camp. The white tents of the First Wisconsin Cavalry dotted the campus till the last of November, while troops occupied the East Building and used some of the rooms of Mid- dle College for hospital purposes. For nearly a year after this Mrs. C. T. Tracy and Miss Martha Wheeler, who had been connected with the school for two years previous, gave private instruction to a class pf young ladies. To the fidelity of these two women in this crisis, the continuous existence of the school is due. In July, 1862, a notable meeting was held by the Winnebago District Convention, to decide whether the institution should live or die. Its friends rallied to its support and raised a subscription which partially paid the debt. The trustees accordingly reopened the school, in Sep- tember, with Eev. E. H. Merrell at its head. This gentlenran was then recently graduated from Oberlin College, and has now been longer con- nected with the institution than any other professor. The school grew so rapidly, and its prospects seemed so favorable, that in April, 1863, the trustees began the organization of a permanent Faculty. Eev. Will- iam E. Merriman, of Green Bay, a graduate of Williams College, was elected president, and Eev. E. H. Merrell professor of languages. At the opening of the term in September, 1863, the first college class was formed. During that year the debts were all paid, the library was begun, and amendments to the charter were obtained, among other things changing the name of the institution to Eipon College. In 1866, three years after the permanent organization of the college, 7" / ^ '*' a fi n n fl m nn II n IF I NEW LADIES' COTTAGE, RIPON COLLEGE. EIPON COLLEGE. 57 the school had outgrowa its accommodations, and by the following year a third building, now West College, was erected and occupied. A lab- oratory has since been erected. The growing requirement for room has also necessitated the building of a "Ladies' Cottage," which will be much more pretentious in appearance and proportions than the name would indicate. The new building will be commodious, beautiful, and complete in all its appointments. The building was completed in the spring of 1888. Charter Powers and Control of the College.— The charter of the college incorporates the Board of Trustees of Eipon College, fifteen in number, including the president of the college, who is ex officio a trustee. The others hold ofBce for three years, one-third retiring each year. The Board fills its own vacancies. It has power to establish any depart- ment of learning, to confer the usual degrees, to control the finances, and in general to manage the affairs of the college. Design and Character. — Young men and young women enjoy equal ad- vantages at Eipon. It is the aim of the institution to keep its standard fully up to that of the best western colleges, and its methods in harmony with the most enlightened views of education. It aims also to furnish a thorough preparation for the pursuits of college courses, and to pro- vide a sound practical education for such as may desire .to fit themselves for common school teaching or for business. It is likewise the earnest purpose of the ofiflcers of the institution to conduct it on distinctively Christian principles, and to have it pervaded with a strong and healthy moral and religious influence. The institution comprises the following departments: The college, the preparatory school, the English academy, and the school of music. In the college two liberal courses of study — the classical and scientific — have been arranged, each extending through four years. The courses of preparation extend through three years. Besides these reguhir courses of study a select course, extending through five years, has been arranged for such as, are unable to take either of the degree courses. The course of study in the English academy extends through three years. Information about Eipon College may be obtained from Historical Sketches of the Colleges of Wisconsin (Madison, Wis.: Atwood & Culver, 1876); Proceedings of the Quarter Century of the Society for ■ the Promotion of Collegiate and Theological Education at the West, pp. 175-82 ; Historical Sketch of Eipon College, in the Eipon Enterprise, October, 1876; History of Eipon, by Captain Mapes; History of Fond du Lac County ; Catalogues of Eipon College ; files of the College Days. V. EACINE COLLEGE.' Eacine College was founded in 1852, under the auspices of the Epis- copal Church in the diocese of Wisconsin. It was incorporated by act of the Legislature March 3d of that year. The first president was the Eev. Eoswell Park, D.D., a graduate of West Point and Union Col- lege, and for some time a professor in the University of Pennsylvania. Por its real estate and its first building, the old Park Hall (destroyed by fire in 1864), the college was, mainly indebted to citizens of Eacine. An early circular states that " the location is a beautiful one, on the southern margin of Eacine, traversed by the main street of the city, in an oak grove, fronting on Lake Michigan, and commanding an exten- sive view of the lake in its ever- varying phases." The school opened on the 15th of November with nine students, closing with thirty-three the next summer. There were from the outset arrangements for two departments, pre- paratory and collegiate. There were also two courses, the " full course," intended to comprehend a full classical education, and the " shorter course," constituting a preparation for business. The degree assigned to the latter was that of bachelor of science. This was the degree generally taken during the earlier years of the col- lege. The classical course was apparently thorough, but much less ad- vanced than at the present day, though perhaps equal to that of the majority of American colleges thirty years ago. The degree of bache- lor of arts, however, was only granted to six candidates between the years 1852 and 1859. The moral supervision was somewhat more strict than is the case at the majority of colleges. The religious worship from the first was, of course, in accordance with the formularies of the Episcopal Church, and attendance at the chapel services, morning and evening, was en- forced. The new school was soon in a flourishing condition, and increased from year to year until it had attained to the number of eighty students in 1856-57. In the summer of that year, July 4th, the corner-stone of Kemper Hall was laid, subscriptions having been obtained in Eacine to the amount of twelve thousand dollars. But in 1857-58, the period of the great financial crisis, the decline in numbers was so rapid as to From Eaciiio College Register, 1885-8C. 58 .-» C'""'?^ ^ ^•i^ Ti •'i RACINE COLLEGE, 69 threaten the very existence of the youthful institution. It also became impossible to collect subscriptions previously made. The deliberations which ensued bring us to a new epoch in the history of the college. The preparatory department of N"ashotah Seminary had not long be- fore received a new organization, and had been placed in charge of the Eev. James DeKoven. This school was known as St. John's Hall. It was now determined to call DeKoven to Eacine, and to transfer the students of St. John's to Bacine College, thus combining the two insti- tutions and making Racine the preparatory school for Nashotah. This plan was carried into effect in the autumn of 1859. Dr. Park, through whose zeal and energy such substantial foundations had been laid, re- tained his connection with the ■ college as chancellor, but retired from the active management of affairs. DeKoven was appointed rector, and assumed the entire responsibility. A complete reorganization was effected, substantially after the present model. The genius of DeKoven soon gave the school a wide reputa- tion, and its numbers rapidly increased ; nevertheless, the presence of so large a proportion of candidates for orders, together with the rela- tion now assumed toward Kashotah, led to a widespread impression that the institution was exclusively a theological seminary or school, an impression which has not yet entirely faded from the public mind. But while there was a preponderance, for a time, of students destined for the ministry, and while the preparation of such students was declared to be an especial object of the college, it was never the exclusive object, and each year brought a larger number destined for all walks of life and seeking simply a liberal education, until in 1865 the statement of theological preparation as a special object finally disappears from the catalogue. The new statutes of 1862-63 indicate the ideal which was now had in view. The first was as follows : " Eacine College shall be a Christian home for the training of the youth committed to its care in Christian virtue and sound learning." In accordance with this, much stress is laid in the circulars and catalogues upon the family prganization, and this is still the underlying idea which distinguishes Bacine. The fol- lowing are some of the general principles of government and discipline: " To trust as far as possible to the honor of the boys, and at the same time to observe suflcient watchfulness to prevent secret disobedience;" " To insist upon obedience as a duty to God, and to encourage by every means possible the voluntary confession of offences ; " " To' govern the boys by means of a certain number selected for their fitness and gen- eral good conduct, who shall be the honored students of the college." In the primary organization much was borrowed from the tried and time-honored systems of the great English public schools, but with careful adaptations from the first to the conditions and requirements of American life and character. Further modifications were intro- duced as time and experience dictated, but the fundamental princi- 60 HIGHER EDUCATION IN WISCONSIN. pies have remained unchanged. During the period from 1859 to 1875-76, the college and grammar school were nearly homogeneous, much the same rules being in force and the same surveillance exer- cised in the one as in the other. In the development of the organi- zation, and in establishing the discipline of the school, DeKoven was ably seconded by Mr. E. B. Spalding, as head-master and after- ward sub-warden. But while the formation of the moral and spirit- ual life, and the establishment of a high tone and character in the school, absorbed much of the attention of Dr. DeKoven during these early years, there was also a steady advance in intellectual strength and efficiency. From 1858 Prof. Homer Wheeler ably filled the chair of mathematics. Steps which indicate the progress of the college as an.institution of learning were the addition to the Faculty of the late Dr. Passmore in 18G2, for twenty years previously professor in St. James's College, Mary- land; of Dr. Dean in 1865, as professor of Latin and Greek; of Dr. Hinsdale, since president of Hobart College, in 1867 ; and of Drs. El- mendorf and Falk a little later. Although there remained still much room, for improvement in the course, the Faculty of 1868 was a body of men which would adorn any institution. Under the combined influences of a carefully developed method of moral and spiritual training on the one hand, and of an effectual intel- lectual culture on the other, the growth of the college was vigorous and rapid. The time seemed to have arrived for a new adjustment. Hith- erto the college had been closely connected with the diocese of Wiscon- sin, but it was now determined to make it a more general institution, . and to place it under the patronage of the bishops and clerical and lay trustees from several adjoining States of the West and North- West. It was believed that it would be possible by a legitimate and natural development to establish here a true University, which should pro- mote the cause of sound learning in the North-West, and at the same time vindicate for religious and moral culture its true place in edu- cation, as opposed to the secularism and materialism which have become so widely spread. In 1875 the requisite changes in the statutes and internal organization were made, looking toward the establishment of a " University for the North-west." The college was organized in more distinct separation from the lower school, and in other respects its discipline was modified with reference to a higher de- velopment of intellectual life. Additions to the Faculty in close con- nection with these changes were the Rev. J. H. Converse, A. M. (Har- vard), in 1872, as Dr. Dean's successor, and somewhat later the Rev. F. S. Luther, A. M., in the chair of mathematics, and Robert C. Hindley, A. M,, as professor of chemistry, both of Trinity College. Racine is well known as a place where religious principles are fear- lessly taught and moral guidance carefully insisted upon; but few, ex- cept those who know it most intimately, are aware how steady and per- ' '"^r^f"^ *• rr-. t , --* —-^s . TAYLOR HALL, RACINE COLLEGE. KACINE COLLEGE. 61 sistent has beea the endeavor to raise the intellectual tone, and to make both college and grammar school second in thoroughness to none in the country. Up to the present date the college has lacked those endowments which are essential to give permanency to the work. With the exception of the several prize funds, as stated in the catalogue, the only endowment Eacine possesses, besides its ninety acres of land and its substantial buildings, is the Taylor foundation of thirty thousand dollars for the benefit of orphan sons of the clergy and candidates for holy orders. This was derived from the legacy of Mrs. Isaac Taylor in 1866. In this state of things the loss in 1879 of that commanding genius which had for so many years guided the destinies and shaped the life of the college, was a severe blow. But the work of DeKoven has proved strong enough to endure, and, without any departure from the great principles of education so long maintained, it is believed that the in- ternal organization and discipline were never better, the intellectual work never more effective, than at present. There is every ground of hope that with a body of officers and instructors sincerely commit- ted to the principles which have been here asserted, a Board of Trus- tees exercising a wise guidance of her substantial interests, and an army of devoted sons who have gone forth from her fostering care during these thirty years, and who never fail to respond to appeals in her be- half, Eacine College may fulfil the designs of her founders and vindi- cate the great principles of education for which she has invariably con- tended. The above sketch is taken from the YearBook of Eacine College, 1887-88. A Historical Sketch of Eacine College was prepared for the Centennial Exposition, VI. MILTON COLLEGE. In the summer and fall of 1841 an humble structure for the use of an academic school was erected in the village of Milton. The institution was established with no other purpose than to accommodate the young people of the immediate vicinity. There was no expectation that it would ever become a first-class academy or college. The nature of the locality and the character of the inhabitants have materially aided the enterprise. The intermixture of small prairies and woodlands with rich alluvial soils attracted, in an early day, the notice of the pioneers of the East, and led to the closely compact settlement of the country. The position, on a broad, rolling upland, one of the high- est elevations between Lake Michigan and the Mississippi Eiver, and one hundred and thirty feet above the beautiful Kock Eiver, which flows around in nearly a half circle at the distance of six to eight miles, is one of exceeding healthfulness. The scenery is surpassingly delightful. The present inhabitants migrated principally from New England and New York . A few families came from Scotland and Pennsylvania. All were acquainted with the workings of public schools, and some with the advantages of an academy. The ideas of education first formed by an experience under the school system of Massachusetts, and remoulded afterwards in the midst of the thrift and greatness of the Empire State, guided those who built up and patronized the school. One of the first teachers in th e Institution says : "Nowhere else have I ever witnessed the exhibition of more zeal and public spirit in Ihebehalf of education." It was ex pected that a few of the young people of this section might here fit themselves to enter some college, either in the West or in the East; but the instruction to be given in the school was designed almost exclusively for two purposes, viz, to aid young men in qualifying them- selves for the ordinary business pursuits, and both young men and young women to prepare themselves for teaching in the public schools. From the beginning every advantage which was to be offered to young men in the academy was also to be offered to young ladies. They both were to recite in the same classes. A school of this kind, it was thought, would tend to induce families coming into this new country to settle in the vicinity of thel place. Many persons were moving at the time into this region, and a well-regulated and enterprising academy would com- pensate them in part for the educational facilities which they left be- hind them in the East. MILTON COLLEGE. 63 The academy was opened in December, 1844, as a select school. Fop the first two or three years the average annual attendance was about seventy. In the winter of 1847-48 the citizens of the place combined together to secure a charter for the school, and to place it under the control of a Board of Trustees. Up to this time it had been solely under the man- agement of Hon. Joseph Goodrich, who had sustained all the losses for the teacher's salary and the incidental expenses. The advantages which the school had conferred upon the community were marked and satisfactory. It was settled that a school with academic privileges could be maintained here. The people had been partially educated to foster such an institution, and to look forward to its assuming a higher and more permanent position. Accordingly, an act of incorporation was obtained from the Wisconsin Territory February 28, 1848, granting to seven trustees the exclusive control of the school, which was entitled the " Du Lac Academy," a name that was never popular, nor used be- yond the charter and the correspondence of the officers of the school. In 1849, under the guidance of energetic and enthusiastic instructors, a decided impulse was given to the school. Young people from localities twenty or thirty miles distant joined the classes, ajid the attendance was raised to over a hundred a year. For the want of suitable accommodations the school was suspended two-thirds of the year in 1853. It became evident that better facilities by way of buildings, apparatus, and cabinets must be furnished or the enterprise must be abandoned. A larger Faculty must also be se- cured, and regular courses of study be adopted. A greater number of the people in the section must be enlisted in the support of the acad- emy and money contributed to place it in a better working condition. With this result the history of the school as the Du Lac Academy ended. The awakening of a new interest in the school led to the formation of a larger association of the citizens ; and a new charter was obtained from the Legislature March 31, 1854, naming the institution the "Mil- ton Academy." From the opening of the' fall term, 1851, Prof. A. 0. Spicer had the supervision of the academy most of the time for seven years. After his resignation in 1858, the trustees, faiUng iu several efforts to obtain a successor, prevailed upon Eev. W. 0. Whitford, then the pastor of the Seventh-Day Baptist Church of Milton, to assume the charge during the following fall term. Afterward he consented to remain in the same position the balance of the year. Finally he resigned the pastoral charge of the church, and became permanently connected with the school as the principal. At the time scarcely any other place could have been more uninviting. Heavy debts for the erection of the buildings had been contracted ; the community was sharply divided on questions which were connected 64 HIGHER EDUCATION IN WISCONSIN. wit'i tli3 management of the academy ; a rival institution bad been opened in the place ; and several academies within twenty-five miles of Milton had sprung into existence. The institution closed its operations under the charter as an academy July 2, 1867, in consequence of its incorporation as a college. A re- view of its history for the last thirteen years, under the title of the Milton Academy, will furnish the reasons why its friends sought and obtained the college charter. Beginning with the attendance of about one hundred students per year, the school registered, in 1866, four hun- dred and twenty-one pupils. Seventy-three students— thirty-nine gen- tlemen and thirty-four ladies— had graduated in all the courses of the academy. The opposition academy organized in the place had perished soon after its opening. All classes of people were united in maintain- ing the school at a high standard. While the institution had been sus- tained mainly by the means and labors of the Seventh-Day Baptists, yet it was very largely patronized by the young people from the other religious denominations in this section. Over five thousand dollars of the indebtedness had been cancelled. In all these thirteen years not the debt of a single dollar for teachers' salaries had been contracted, nor an obligation against the institution, in any form", had been added to the indebtedness. The philosophical and chemical apparatus had been enlarged, and some valuable collections had been made for the botanical and geological cabinets. The basement of the main hall had been refitted for boarding accommodations, and the grounds orna- mented with shade trees. Several thousand dollars in subscriptions had been received for the enlargement of this hall, and about five thou- sand dollars for an endowment fund.- Three courses of study had, most of the time, been sustained; namely, the normal and English, the scientific, and the classical, each extend- ing over a period of four years. In the normal department a large part of the work of the institution was performed. It was organized under the regulations of the normal regents of the State from 1S5S to 1865, and received some aid each year from the normal school fund. During the last eight years nearly one hundred teachers were annually pre- pared for the public and private schools. The report of the State Super- intendent for 1866 states that one hundred and fifty-nine students were in the normal classes of the academy, and that eighty one of this num- ber taught during that year. The Wisconsin Journal of Education for 1864 said that " no academy in the State furnishes so many teachers for the surrounding schools as this." The members of this department were trained for their profession, not only by daily recitations in the studies of the prescribed course, but by lectures and discussions ou the different principles and methods of education. The students who were pursuing the scientific and the class^ical courses had an opportunity to fit themselves for the Junior classes in our colleges. In these the mod- ern and the ancient languages wore most carefully taught. Marked MILTON COLLEGE. 65 attention was given to the natural sciences and tlie higher mathemat- ical studies. The more advanced students — both gentlemen and ladies — often expressed the wish that the institution would add to its curricu- lum the studies of the last two years of the college courses. Bighty-flve students were found, at the close of the academic year for 1867, ready to form the Freshman and Sophomore classes, under the organization of the college. It was no hasty or ill-advised movement on the part of the friends of the school in obtaining a college charter with university privileges. The responsibility and toil in building up such an institution were care- fully considered, and the risks to be encountered were thoroughly canvassed. The act incorporating the college passed the Legislature of the State in February, 1867, and was formally accepted by the stock- holders of the institution March 13th following. The charter grants the privilege of conferring degrees, and prohibits the exaction of any religious test or qualification of any trustee, officer, professor, teacher, or student of the institution. It was resolved to unite both the academic and the collegiate courses of study, an arrangement which the institution has since pursued in common with most of the colleges in the West. There are now three courses of study — a classical course, a scientific course, and a teachers' course. The classical course embraces all the studies of Ooth the pre- paratory and the collegiate departments, excepting those in the modern languages. Graduates from this course receive the degree of bachelor of arts. The scientific course accommodates those students who prefer the study of the G-erman and the advanced English languages to that of the Greek. Graduates from this course receive the degree of bachelor of science. In the teachers' course special attention is given to the preparation of students for teaching in the public schools of the State. The above sketch is in part taken from the Historical Sketch of Mil- ton College, prepared for the Centennial Exposition, 1876. The other chief sources of information respecting the college are the annual reports to the Bureau of Education at Washington, to the Su- perintendent of Public Instruction of Wisconsin, and to the Education Society of the Seventh-Day Baptists of the United States. 11411— No. 1 5 VII. GALBSVILLE UNIVEESITY, WAYLAND UNIVERSITY, AND CAEKOLL COLLEGE. Galesville University. — The charter for this institution was obtained January, 1854, by Hon. George Gale, who procured also the organiza- tion of the new county of Trempealeau, with its seat at the incipient village of Galesville, which was to be the location of the University. At first designed by the founder as an iudependent institution, the Methodist Episcopal Conference of West Wisconsin in October, 1858, accepted the official control of its management, in conjunction with a local Board, as tendered by its trustees. It was planned as a Uhiver- sity proper, with the several departments appropriate to such an organ- ization, and some of these were for a time in actual operation. The building of a college edifice, begun in 1858, was completed in 1862. In 1859 the preparatory department was opened with Eev. Samuel Fallows as principal, and Hod. Geo. Gale as president of Faculty and lecturer in law and history. Scholarships were issued to obtain funds for build- ing, and these after several years were redeemed in exchange for lands owned by the University, so that little was left for the maintenance of instruction except the agricultural farm attached to the building. Eev. Samuel Fallows was succeeded at the end of two years by Eev. J. S, Farleer, and he again by Eev. Harrison Gilleland in 1865, who as president of the Faculty remained at the head of the institution till 1877. At this date a change was procured in the terms of the charter through the agency of the local trustees and the consent of others, which transferred to the Presbytery of Chippewa, in the Presbyterian body, the prerogative of control in the choice of a majority of the trus- tees. John W. McLaury was then chosen president, and served for six years. The building was enlarged soon after, and a department of mili- tary instruction was added. January 6, 1884, the interior of the school building was destroyed by fire, and was restored for use in 1886. Rev. J. Irwin Smith, D. D., succeeded President McLaury in the duties of that office, and has continued to discharge them to the present time. The institution has now an establishment admirably equipped with buildings and teachers, and a fair library, together with apparatus for thorough cdlege work, iu a region unsupplied by any other agency of like grade, and with fair promise of enlarge ment and rapid progress.' ' This sketch is ooutributed by Pi-esLaeut J. Ii-vviu Smith. ( 6 GALESVILLE UNIVERSITY. y^^^^z-'refi/KP 'J NEW CARROLL COLLEGE, WAUKESHA. OTHER INSTITUTIONS. 67 lu addition to the colleges whose histories have been related in the foregoing pages, many others have been established and have met with varying degrees of success. Very often, indeed, these schools started with prospects fully as bright as those had that have secured a perma- nent footing. But some found the field already occupied, some were organized on too narrow a basis, while some, on the other hand, at- tempted too much work, failing as colleges when they miglit have attained great success as academies ; owing to these and various other causes, most of them have perished. Several, however, are still in existence as academies, sometimes adding also the first year or two of collegiate work. Carroll College, for instance, now an excellent acad- emy, granted degrees for some years, and Wayland University still offers part of a college course. ^Yayland University. — Wayland University, at Beaver Dam, was chartered January 31, 1855. The same year instruction began, the in- tention being to conduct a regular college, introducing other depart- ments as occasion required. Mistakes in management and the poverty of the Baptists of Wisconsin prevented the realization of the plans of the founders. Instead of a college curriculum, the Freshman and Sopho- more years are all that have been attempted in addition to preparatory and acad emic work. Through varying fortunes the school continued doing first-class academic work until, in the fall of 187C, a small Fresh man class was organized. About 1876 a movement for an endowment culminated in the collection of thirty -five thousand dollars. The school has at present a Faculty of eight — three gentlemen and five ladies, and in the fall of 1887 had ninety four students. Carroll College. — Carroll College, at Waukesha, was chartered by act of the Council and House of Eepresentatives of the Territory of Wiscon- sin, approved January 31, 1846. For some years preparatory instruc- tion was carried on in rooms procured for that purpose. On September 1 1, 1850, Eev, John A. Savage, D. D., of Ogdensburg, N. Y., was elected president, and filled the duties of that position until April 7, 1863. A building was erected in 1852, and was occupied the following year. College classes were forined, and four classes, numbering nineteen young, men, were graduated in the years 1857, 1858, 1859, and 1860. Owing to financial difficulties and the excitement due to the outbreak of the Civil War, the college was poorly sustained for the ensuing year, and on the 5th of December, 1860, the trustees took action suspending instruction. The institution was reopened in September, 1863, under the charge of Prof. Wm. Alexander, and continued for nearly two years. After a year's further suspension the trustees offered the charge of the institution to W. L. Eankin, a graduate of Princeton College, and at that time principal of one of the graded schools of Elizabeth, K J. He accepted the offer and opened the school March 5, 1866. Since 68 HIGHER EDUCATION IN WISCONSIN. then a persistent and earnest effort has been made to raise the institu- tion to a position of permanent stability. An academic course has been maintained, and one thousand and sixty-two pupils have been enrolled (1886). Since 1876 diplomas have been conferred upon its graduates. The possession of this diploma entitles the graduate to admission to the CJniversity of Wisconsin without examination. Students have been sent to Princeton, Yale, Williams, Lafayette, Wabash, Wooster, Ann Arbor, Lake Forest, and to the different colleges in our own State. Many have entered schools of law and medicine without further collegiate preparation. About two hundred have become teachers. /O /f . CSC PC ■: C C < . c c hC c :. c<.c. g; c .1- CI- ST cf t" >'--i- ^ . ^' :C/C ■ ^ cr.