Recent Progress of Public Education in the South.

BY MARTIN V. CALVIN, AUGUSTA, GA.

It must be peculiarly gratifying to the friends of Free Public Instruction, to note the progress everywhere made in advancement of this great interest. In the Old as well as in the New World, we have abundant evidence of the fact that, within the last decade, a deep-seated determination has taken hold upon the people--and in some instances upon the lawmakers--hitherto lethargie, to organize and perfect school systems where none existed, and to remodel and improve those having the semblance of existence.

THE WORK IN EUROPE.

Vigorous efforts are being made in England for the establishment of a National System of Schools upon the most liberal plan--the desire being to rid the people of sectarian organizations, and to secure the education of every child in the Kingdom. Prominent men are at the head of the movement. We judge from the discussions which have occurred on the subject that the projectors of the reform are in the right path. Great stress is laid upon the importance of a decided improvement in Primary and Normal Instruction.

The compulsory system has recently been adopted in Portugul. Russia, always prominent for her support of higher education, is now bestowing merited attention upon the wants of that larger class, whose greatest boon is elementary instruction. All Austria is aroused to the necessity of improving the established system. In Italy elevating influences are at work; not only the day, but the evening schools are thronged. One year ago, Turkey stood last of all the European States on the educational slate, in reference to elementary instruction. A system of compulsory education has been proclaimed by the Sultan. The law provides that in cases where parents fail or refuse to comply with it, they shall be remonstrated with three times, and if they do not heed remonstrance, then a fine of from five to one hundred piasters shall be imposed; then if they will not be reconciled to the law, the State may assume the guardianship of the children.

Mexico has taken the next best step in decreeing "more ample liberty in teaching, and the popularization of the exact 00034and natural sciences." One of the States has established a law requiring a Public School in every village of five hundred inhabitants.

AT HOME.

In our own country, the interest in the work has been constantly augmenting, and the agencies adopted for its spread and gradual completion, are generally in consonance with the spirit of the work itself. The fruits of years of ceaseless, oft-discouraged, wise, and ultimately successful efforts of those peerless advocates of a healthy Public School system--Hon. Horace Mann, Dr. Barnas Sears, Dr. Henry Barnard and Prof. Page--are now being enjoyed in almost every section of our wide-extended country. These results are reproductive--gradually, yet surely attaining a higher degree of perfection, except perchance they be manipulated by political capitalists.

THE DEPARTMENT OF EDUCATION.

The rapid growth of public sentiment in favor of the Public School system, and the desire of having some central point whence information, touching the progress of popular education in the sister States of the Union, might be obtained and disseminated, led to the creation of the National Department of Education at Washington. The matter was projected at a meeting of the National Association of State and City Superintendents of Public Schools, February, 1866. The Act of Congress organizing the Department was approved March 2d, 1867, and the Hon. Henry Bernard, L.L.D., a gentleman of great energy, and profoundly versed in everything pertaining to enlightened School systems, was appointed Commissioner. The collection and comparison of school statistics, and the distribution of Public School documents, calculated to enlighten and interest teachers and people, have accomplished much good. This office, if managed in the interest for which it was created, must needs prove of no inconsiderable assistance to the several States, in keeping the people fully advised as to what is being done for the promotion of Public Education. The Department was not, as I take it, organized as a part of the machinery of a prospective National School Supervision, but solely for the collection and diffusion of information, appreciable because valuable.

LAND GRANTS IN AID OF POPULAR EDUCATION.

Following the example of the Continental Congress, which formed the nucleus of the Public Land Grants, in aid 00045of Popular Education, adopted March 20th, 1785, the United States Congress, by Act of July 2d, 1862, greatly enlarged our Educational Endowment system_donating to each State 30,000 acres of public land for each Senator and Representative, on the basis of representation in 1860; the proceeds of sales of such lands to be used by the several States in support of Agricultural and Mechanic Art Colleges.

These national gifts aggregate as follows:

Acres. For Common Schools67,983,914For Universities1,082,880Colleges of Agriculture and Mechanic Arts9,510,000__________Grand Total.78,576,794

The question whether it is best for the States to establish separate institutions under the last named grant, or create a special department in existing Universities, is fraught with interest, and is eliciting considerable discussion. In Europe, as a general rule, separate institutions for the purposes mentioned, have proved impracticable.

UNITED STATES EDUCATIONAL STATISTICS.

The census shows the number of educational establishments in the United States, in 1860, to have been 113,006, with 148,712 teachers and 5,417,880 pupils. The annual income amounted to $33,990,482. Of the foregoing 445 were Colleges, with 54,969 students; 6,636 Academies, etc., with 455,559 pupils; and 106,915 public schools, having 4,917,552 pupils.

THE SOUTH.

The anomalous circumstances prevailing in the South since the close of the late war; the absolute anarchy reigning in certain localities; the excitement consequent upon elections; and an innumerable class of greater or less evils, were all calculated to exercise other than a healthy influence on the popular mind in the interest of Education. But, despite these untoward events, there were found those who bethought themselves of the surest means of recovering their lost fortunes, and securing them against untimely disasters. A man's greatest treasure are his children; and he gives them riches who guarantees to each of them the priceless boon of an education. Right heartily have large numbers of our people learned to appreciate the proposition just enunciated. The masses are rapidly tending to the same point. Shall we wonder at the earnestness with which so many take hold of 00056this subject, when we consider that adverse circumstances, coupled with the want of an enlightened Public School system, deprived them of even the commonest educational advantages? Their own disadvantages have, under the moulding hand of ennobling influences, aroused them to the necessity of securing their loved ones against liked evils. The lessons taught by experience, we all know to be lasting, moving, and powerful. This desire for improved educational facilities on the one hand has aroused the feelings of the more favored, and the conceptions of both--the unlearned and the learned--as to the duty of individuals and the State in the premises, are clearer and stronger than ever before. This desire has survived the excitement, the depression, and the anomalies following the close of the war. Believe me, there is a great undercurrent, which awaits development at the hands of proper men--men enthused upon the subject of educating the people. This undercurrent is as it were, just below the surface. Could there be less excitement over measures of far less importance, the day would be hastened when in the heart and upon the lips of every patriot would live and act the immortal words of the immortal Dinter, applied to our own:

"I promised God, that I would look upon every Prussian peasant child as a being who could complain of me before God, if I did not provide for him the best education, as a man and a Christian, which it was possible for me to provide."

No apology will suffice. "The education required for the people is that which will give them the full command of every faculty: which will call into play their powers of observation and reflection; which will make thinking and reasonable beings of the mere creatures of impulse and passion; which in the physical sciences--especially those of chemistry and mechanics--will make them masters of the secrets of Nature." All this, and more, is demanded.

Prejudice, with its narrow grasp, may cramp this feeling in some, but like a great flood it will rise and sweep away such weakly barriers. Why, this interest constitutes the subject matter of conversation more frequently than ever before; more thought is bestowed upon it; and a deeper degree of earnestness is evinced. I know whereof I speak when I assert that the genuine progress made in these particulars is perfectly wonderful when we consider the unparalleled difficulties under which we have labored and are laboring. There is a quietness in this educational reform; but, mark you, it comes all the more steadily, and its demands are being made known in a more audible voice. Pettifogging politicians have heretofore kept this great interest under their heels, while others of the same class have made it a mere hobby to 00067subserve other and not praiseworthy ends. But, unless I mistake the signs of the times, the days of such men are numbered.

As intimated, this desire of the people for free public instruction must be wrought into an actuality--it must not only exist, but be made to act. Just here there is work enough for all. Men feel the importance of covering the land with a network of railroads; but, tell me, do they ever act until aroused through the usual agencies--I mean the press and the rostrum, public meetings and working meetings? One of the chiefest reasons, I venture, why we have been so far behind other sections in Public Education, is that the press and our orators have been so silent on the subject. When other measures, which are claimed to be for the benefit of the people are sought to be inaugurated, what course do the advocates thereof pursue? Why, they agitate! agitate! agitate! You read of it in your morning paper; it is talked of on the streets; in the lecture room; at your firesides; it is on the lips of almost every person, until presently almost every one feels an interest, acts an interest, and very soon that measure is successfully inaugurated and works much good for all the people--a measure which, perhaps, had been at first inveigled against and denounced as unnecessary.

Honorable agencies, which have proved valuable and effective in other great and good enterprises, must not be disregarded by the friends of the cause which we advocate.

We need concert of action to make our oneness of purpose available.

We must cultivate what Lord Macauley declared to be essential to success in any undertaking, "an active and an aggressive spirit."

Our difficulties are great, but instead of appalling us, they should increase our zeal and enliven our energy.

It may be proper here to say, that the foregoing assertions as to Education in the South are not intended to convey the idea that Southerners were, or are wholly careless of this important matter. The liberality of our people in sustaining private institutions of learning of rare value; and the large sums annually appropriated by the several States, in support of what have been unfortunately termed "Free Schools," establish the fact that we are friends of Education in every sense of the term. The trouble has been, however, that, as a general rule, we lost sight of the importance of systemizing our Public Schools. Bountiful appropriations made in a commendable spirit, were too often absolutely thrown away by the workings of the crude, ill-adjusted machinery called the "School Law."

00078

A man who attempts to imitate literally some other worthy and very successful person, will fail. One may note and seek to develop in himself the excellencies which distinguish a friend, but such a one find that the charming traits he brings to the surface, will, in the very order of nature, be of his own manner, though modelled over so carefully. A Connecticut School Law, in detail, would fail in Massachusetts. We shall find this the case in the South. To accomplish great results, the School enactments of the several States must be adapted to the peculiar circumstances of each

THE COLORED PEOPLE

No man can feel a deeper interest in the education of the colored people as a class than the native Southron. Intelligent and influential citizens throughout the South are out-spoken on this subject. All our people desire that the School Law shall dispense its ennobling light over all in common, but they at the same time demand, for reasons not necessary here to enumerate, that the white youth and the colored youth shall be instructed in separate schools.

ESSENTIALS.

Before referring to the States in their order, I propose to touch briefly upon what I esteem as essential in the school systems South. I pass from the State Superintendent, County Superintendent, and Local Board, the importance and absolute indispensability of each, of which are established beyond peradventure in the history of the Prussian Schools and those of our sister States, North and West, to the agency which stands hand in hand with the Normal School--I mean the Teachers' Institute. Aside from a wide-awake superintendence, there is no agency, promotive of school interests, from which teachers can derive so much benefit.

There should be conducted and supported in each State an Educational Journal.

0008

THE STATES.

MARYLAND.

In 1823, provision was made in Maryland "for the public instruction of youth in Primary Schools throughout the State," and the office of State Superintendent created. One hundred years prior to the date just mentioned, similar acts were enforced, and the idea of superintendence acted upon. The present provisions are liberal and as the result, as admirable system of schools is in operation in the State. Both white and colored are provided for. In the city of Baltimore alone, there are some thirteen or more schools for the especial accommodation of colored children. The schools were at first Primary, but as the pupils showed signs of advancement, Grammar Schools have recently been opened for them.

During 1867, there were in operation ninety-three schools for white children, employing four hundred and sixty-eight teachers, and attended by nineteen thousand pupils. There were seventeen Evening Schools, employing seventeen teachers, attended by nearly seven hundred pupils.

In 1862, the city expended for school purposes $143,978; 1863, $161,859; 1864, $202,138; 1865, $275,967; 1866, $312,578; 1867, $460,856.

During 1869, there were in operation in the city 102 Day Schools, for white pupils, conducted by 558 teachers, with 23,913 pupils. Expenditures for schools, $481,871, of which $26,322 was for colored schools. In 1867, the State expended $477,177.93 for 1,279 public schools, attended by 71,060 pupils.

The schools outside of Baltimore are seeking to emulate her noble example in efficiency, thoroughness, and liberality, so that the census of 1870 will materially and most favorably change the educational statistics of the State for 1860, viz: 935 public schools; 943 teachers; 36,216 pupils; $243,079 as a school fund, of which $125,160 was raised by taxation.

Maryland realized $150,000 from the sale of her public land. The money goes to an Agricultural College already in existence.

THE OLD DOMINION.

Three years after the formation of the first Constitution of Virginia, Thomas Jefferson appeared as the advocate of 000910Public Schools. Five years afterward, that is in 1784, the bill drawn up by Mr. Jefferson was printed, and twelve years from that date it passed the General Assembly, with a prociso, leaving it to the County Courts to decide when the same should take effect, which action effectually killed it.

The revised Constitution of 1864 retained the provision of 1851, for the support of Free Primary Schools. The Constitution under which the State is now acting, makes the inauguration of a system of Public Schools obligatory upon the Legislature. A State Superintendent of Public Instruction has but recently been elected by the Assembly, and has submitted a Common School plan, which in many particulars is to be Provisional until July, 1871. The object is obvious. A State Board of Education, Normal Schools, and separate schools for the races, are recommended. The present city systems are not to be disturbed.

Petersburg, in this State, had been expending for what were practically pauper Schools, the sum of $5,000 annually--"educating somewhat imperfectly, an average of less than 300 pupils." In 1868, under the advice of Dr. Sears, and the awakening of the citizens to the importance of improving their schools, a reform was inaugurated, the city determining to raise the sum of $10,000 in addition to $2,000 from the Peabody Fund. An admirable system is the result and the people are becoming more and more wedded to the interest. Both classes of population are provided for in separate schools. Richmond, Manassas, Winchester, and other places, have adopted a similar plan.

The statistics for 1860--including West Virginia, not then a State--are as follows:

3,778 public schools; 3,896 teachers; 85,443 pupils.

Annual income for school purposes, $498,638, of which $72,338 was derived from taxation.

The Virginia teachers have an Educational Journal, supported by a Stock Company, if I mistake not.

WEST VIRGINIA

Has been constantly progressing in School matters since the adoption of her first Constitution. The number of schools increases yearly, and there is no abatement in the interest manifested in the work by the people. Normal Schools have been organized; Teachers' Institutes are an established fact; and new and substantial school houses are being erected on every hand. The Fourth Annual Report of the Superintendent, that for 1867, shows 1140 schools; 1246 teachers; 35,304 pupils. School fund, $200,093.99. Amount paid to teachers, $140,445.38; to county superintendents, $14,752.07: total expenses, $167,130.17.

001011

During 1869, four hundred and two additional school houses were erected. Total value of school property in the State, $958,992.55. Amount expended for building purposes, $250,000. Total number of educable youths, 59,028, of whom 834 are colored. Number attending the public schools during the year, 36,684; teachers, 2,283; school districts, 2,308; schools, 2,198. Total expenditures in support of schools, $329,152.73.

For the scholastic year, September '69-'70, aid in the sum of $11,600 was received from the Peabody Education Fund for twenty Towns, two County Institutes, and the Educational Journal.

West Virginia received $85,000 for her 150,000 acres of public lands.

The Schools are separate for the races.

NORTH CAROLINA

The first Constitution of North Carolina, 1776, contained and article requiring the establishment of schools "for the convenient instruction of youth, with such salaries to the masters, paid by the public, as may enable them to instruct at low prices." The instrument adopted in 1868, directs the inauguration of a Public School system, connects the State University inseparably with said system, and obliges the Legislature to provide "that the benefits of the University, as far as practicable, be extended to the youth of the State, free of expense for tuition." The adoption of the compulsory system is left to the option of the General Assembly. The new School law went into operation in January, 1870. There are 350,000 educable youths in the State, which has a fund of about $300,000. The sum of $122,040 was realized from the sale of 270,000 acres of public lands. The Agricultural College will constitute a Department in the University. A similar arrangement is made for a Normal School. Separate Schools and separate Departments in the University will be provided for the races.

Not a little interest, has been excited in the State on the subject before us. The indefatigable Agent of the Peabody Fund has contributed largely to this end. Public Schools have been organized in Wilmington, Newport, Newberne, Salisbury, and other places, supported mainly by voluntary contributions, liberally assisted by the fund just referred to. The Baltimore Association of Friends have done a good work in the State.

The statistics for 1860 were as follows: 2,294 schools; 2,928 teachers; 105,025 pupils. Annual school income, $268,719, of which $85,800 was raised by taxation.

SOUTH CAROLINA.

The Legislature adopted a Bill in 1855, looking to the establishment of a system of Public Schools. From various causes this law was practically inoperative, except in the city of Charleston, where the first new school house--the St. Phillips strect-was opened in May, 1856. Annual appropriations were made by the General Assembly from time to time, in support of Free Schools--rather in paying the tuition of indigent pupils. In 1858, the sum of about $75,000 was appropriated for school purposes.

Hon. C.G. Memminger, the able head of the Board of Public School Commissioners, of Charleston, was indefatigable in his efforts to secure a regular system for the whole State.

During eleven years, ending September, 1869, 25.000 children had availed themselves of the advantages of these admirable schools. The sum expended for teachers' salaries, etc., during said time amounted in round numbers to $350,000. Since the close of the war, one of the finest buildings, under the care of the Board--the Morris Street School--capable of accommodating 1,000 pupils, has been given to the use of colored children.

The new school law is being put into operation the current year; $50,000 was appropriated for school purposes last year. It has been discovered in every State that the advantages of a Public School system have but to be brought to the notice of the people, and clearly demonstrated for them to become interested in it; and very soon they become its advocates. This is true of the people of the Palmetto State. There will be no mixed schools. $50,000 was appropriated for the present year, in addition to the capitation tax.

Aroused and interested by the Rev. Dr. Sears, agent of the Peabody Fund, the citizens of Greenville, Columbia, Abbeville, Beaufort, and smaller places, have organized Public Schools, supported, for the most part, by voluntary contributions.

The Agricultural College, when organized, will be attached to the State University.

The reports of the County Commissioners under the present law, as they appear in the General Superintendent's Report, show for 1869, 381 public schools; 528 teachers; 16,418 pupils; of whom 8,255 are white, and 8,163 colored. Number of white educable youths in the State, 68,108; colored 100,711.

The statistics for 1860 are as follows: 757 public schools; 811 teachers; 20,716 pupils; annual income for schools $204,593; of which $39,470 from taxation.

GEORGIA.

In Georgia we have had any number of Constitutional provisions and Legislative enactments, but the means were never wisely adapted to the end. We all know the deep interest felt in this subject by the people. The fiat has gone forth--Georgia must have a system of schools worthy of the State, cost what it may.

I trust that when we do secure this much desired boon, wise and healthy in all its parts-we shall also have provision made for County and State Teachers' Institutes. I desire too, to see, as the counterpart of this last agency, a good Educational Journal established.

Some of our leading cities have demonstrated not only the practibility but the economy of such a scheme, and the influence of the schools of those cities is being felt all over the State.

The Public Schools of Savannah were organized under a special act of the Legislature, March 21, 1866. They comprise a regular graded system, and are deservedly popular with the citizens. The total expenditures for all purposes during the years 1866--7, were $16,279; 1867--8, $20,054; 1868--9, $21,316.79. Cost of tuition per pupil, a year, for 1869, $15.05. Columbus organized her Public Schools October 14th, 1867. As in Savannah, progress was the watch-word in Columbus. In three years there were three separate school buildings, with twelve teachers. The schools are an honor to the city. The present school property is valued at $20,000. The people have ofttimes been in peril, and embarrassed financially, but they stand manfully by their schools. The annual expenditures for school purposes in Columbus amounts to over $7,000

In both cities the schools are under the direction of public spirited Boards of Education, ably and powerfully assisted by working Superintendents and live teachers.

Dr. Sears succeeded in interesting the citizens of La-Grange, Rome, and one or two other smaller towns, in the subject of free public instruction, but I am not advised as to the progress made in either place. Atlanta, with characteristic energy and foresight, has addressed herself to the work of inaugurating Public Schools, and only awaits the necessary legislation to proceed at once to the erection of elegant school buildings. Her Board of Education, composed of twelve of her best and ablest citizens, is fully organized. Macon has two regular Free Public Schools, with two teachers and about ninety pupils each. One is supported in part by the City Council; it is exclusively for boys. The other derives its support from the "Elam Alexander Fund," which is ample. Both 001314institutions are for the benefit of white children. Macon, too, is preparing to strike hands with Savannah, Columbus, and Atlanta.

In Augusta, there are ten or more Free Public Schools for white children. With one exception, (a city institution) these schools are under the control of the County Board of Education, as organized under what is familiarly known as the "Poor School Law." A Superintendent--Hon. Henry W. Hilliard--has recently been appointed, and schools organized for colored youth. The Board does all it can to promote the welfare of the schools, both in the city and county, under the law. The structure lacks symmetry. That there is not a want of appreciation, witness the large sums in which the people tax themselves for said purpose. Upwards of $22,000 will be expended by city and county during 1870, for the schools referred to. The annual expenditures have always been liberal, averaging for four years (inclusive of the present) from $15,000 to $18,000. The obstacles to the formation of a beautiful and more beneficial system must be removed just as they were in Savannah and Columbus. So long as teachers are made to depend on a per diem for each pupil in attendance and wait until the expiration of the year for their pay--as is the case in all the schools in view, except the city institution, just so long will the schools fall short of that higher degree of efficiency and vitality discoverable in those operating under special laws, as in Savannah and Columbus.

The statistics for 1860 are as follows: 1,752 public schools; 1,884 teachers; 56,087 pupils; $449,966 annual school income, of which $53,276 is from taxation.

FLORIDA.

The Constitutions of 1839 and 1860 contained provisions for Public Schools, in applying the proceeds of sale of public lands to that purpose. The Constitution of 1868 makes a more positive requirement in this behalf. The necessary School laws have been passed. The State Educational Fund is too small to accomplish much just now. It is believed that a favorable change will soon occur, and that the rural districts, which have suffered so long from a lack of educational facilities, will be ministered to.

Evidence of the general progress made in Popular Education, as claimed in this paper, is afforded in Florida. We find that, despite the want of a State Fund, the people show a lively appreciation of the value of free public instruction, by liberally and cheerfully contributing sums of money, sufficient with the aid given by the Peabody Fund to carry on schools in Tallabassee, Lake City, Monticello, Apalachicola, Jacksonville, 001415Quincy, St. Augustine, Bartow, Madison and Marianna. Proffered aid from the Fund amounts to $6,650.

The Report of the State Superintendent for the first three month the schools were in operation, ending December 31, 1869, shows over 250 school organized, and a total registration of about 7,500 pupils.

The statistics for 1860 are as follows: 97 public schools; 98 teachers; 2,032 pupils; school fund, $20,0999--of which $776 was raised by taxation.

ALABAMA.

The Constitution of 1819, in force in 1860, provided that schools and means of education should be forever encouraged in the State. The Constitution of 1865 retains the provision, adding another, making it the imperative duty of the Legislature to enact necessary and proper school laws. The instrument adopted in 1867 confers full legislative powers on the Board of Education, composed of the State Superintendent and two members from each Congressional District, and makes it its duty to establish schools throughout the State, the same to be separate for white and colored.

The Agricultural College is to be a part of the State University.

The Report of the State Superintendent of Public Instruction for the scholastic year, ending September 39, 1869, shows that there were upward of 400 schools, in successful operation, attended by about 160,000 pupils. $524,621.68 was appropriated for school purposes the year just mentioned. Of this amount $5,371.85 was expended for Normal Schools, of which there are several in the State.

The schools of Mobile and Selma operate under special laws.

The economy, efficacy, and desirableness of Public Schools were satisfactorily demonstrated to the citizens of Selma, a town of 28,000 inhabitants, by Dr. Sears, during a visit in 1868. So thoroughly convinced were the people that, in response to a proposition on the part of Dr. Sears to give $2000 in aid of Public Schools, if the citizens would raise double that amount, they proceeded immediately to subcribe the sum of $5,000 instead, which was afterward increased to $20,705. 508 pupils were thus educated, with a saving of $27,395 to the city.

Greensboro', Talladega, Opelika, Union Springs, and Girard have fallen into line--the last three modeling their schools after those of Columbus, Ga.

The statistics for 1860 are as follows: 1903 public schools; 2,038 teachers; 61,751 pupils. Educational fund, $489,474-- $63,845 raised by taxation.

MISSISSIPPI.

001516The educational provision in the Constitution of 1817, '32 and '55 was in substance the same as that in the Constitution of Alabama for 1819. The instrument of 1868 is more explicit in requiring the establishment of a uniform system of Free Public Schools, by taxation or otherwise. Little, if anything, has been done toward carrying out this requirement up to the present time.

Under the advice and encouragement offered by the Agent of the Peabody Fund, favorable movements towards the establishment of Public Schools were made in Meridian, Canton, Brookhaven, Jackson, Granada, Hernando, Summit, Hazlehurst, Crystal Springs, and Biloxi. Vicksburg was already spending $12,000 per annum in support of one school of 500 pupils. Natchez had the best system in the State. $6,150 appropriated by Peabody Fund in aid of schools at Natchez and five other towns.

The Agricultural College not determined upon finally.

The statistics for 1860 are as follows: 1116 public schools; 1215 teachers; 30,970 pupils. Annual school income, $385,679, of which $29,689 raised by taxation.

LOUISIANA.

The Constitution of Louisiana for 1812 was silent on the educational question. That of 1845 provided for the inauguration of a school system, and the creation of the State superintendency. The instruments of '52 and '68 retained this provision. That of 1868, declares that "there shall be no separate schools or institutions of learning established exclusively for any race by the State." The effect of this provision is to give the schools up to one race--the colored. Such enactments are unwise, because productive of feelings at variance with the best interests of the two races.

The white people of Louisiana must depend on their own exertions for schools, while they pay enormous taxes in support of a system which is of no value to them. They will long and constantly bear in mind the name, the virtues, and munificence of George Peabody, from the fund left by whom they derive so much assistance.

The people of twenty towns propose to contribute, say $40,000, expecting aid from the Peabody Fund in the sum of $11,900 the current year.

The New Orleans, Plaquemine, Clinton, Bastrop and Mt. Lebanon Normal Schools and Departments have received aid from the Peabody Fund in the sum of $3,500.

The State Seminary has recently been denominated the 001617State University, and will doubtless be made to embrace the Agricultural College.

$350,000 were expended by New Orleans last year under the city system, educating 25,000 pupils in 58 schools, of which 16 are set apart for the especial accommodation of colored children, taught by 59 teachers. It is feared that these schools will be literally undone by the State assuming control of them.

The statistics for 1860 are as follow: 713 public schools; 856 teachers; 31,813 pupils; $469,210 as school fund; $223,593 of which was raised by taxation.

TEXAS.

In the Constitution of 1845 ample educational guarantees were contained. The office of State Superintendent of Schools was also created. The 7th section of Article X (Education), was in these words:

"The Legislature may provide for the levying of a tax for educational purposes; provided, the taxes levied shall be distributed from year to year, as the same may be collected; and, provided, that all the sums arising from said tax, which may be collected from Africans, or persons of African descent, shall be exclusively appropriated for the maintenance of a system of Public Schools for Africans and their children; and it shall be the duty of the Legislature to encourage schools among these people."

The new Constitution requires the inauguration of a system of Public Schools. Prominent citizens are interested and working earnestly in that behalf.

The statistics for 1860 are as follows: 1,218 public schools; 1,274 teachers; 34,611 pupils; $414,168 as school fund, of which $15,847 raised by taxation.

KENTUCKY.

The people of this State have long enjoyed the benefits of common schools. A new school law has just been enacted, March 21, 1870. The present school fund approximates the handsome sum of $1,350,000. The Board of Education, composed of the Attorney General, Secretary of State, and Superintendent of Public Instruction, is empowered to organize and keep in existence a State Teachers' Association, and may also cause to be held annually a model State Teachers' Institute. County Institutes are authorized to be held annually in July or August. Article X of the law, defining the common school, contains a section, which is in these words:

"Any person to whom a white child may hereafter be 001718apprenticed, shall send such child, if between the ages of six and fifteen years, to a common school, if any such is located conveniently, not less than five months in each year; and for failure to do so, he shall be subject to a fine of fifty dollars for each annual omission." It is provided further that if such person send such child to any other than a common school for the required time, he shall be exempt from the provisions of the section. In 1867, there were 170,405 pupils; 4,401 public schools.

The schools are exclusively for white children; no provision as yet made for colored children.

This State realized $165,000 for her 330,000 acres of public lands. The Agricultural College, fully organized with 200 students, is attached to the State University.

The statistics of 1860 are as follows: 4,507 public schools; 4,646 teachers; 156,158 pupils; school fund $499,644; $167,218 from taxation.

TENNESSEE.

The Constitution of 1835 contained an article in the interest of education. Very little good was accomplished under the old school law, which practically pauperized the whole system. The revised school law was enacted March, 1867, and Gen. Jno. Eaton, Jr., appointed State Superintendent. This gentleman, now United States Commissioner of Education, immediately and with great energy, addressed himself to the work of selecting County Superintendents, School Boards, and the organization of schools in every county in the State--separately for white and colored children. Great obstacles were encountered, but these were gradually surmounted, so that at the expiration of two years, that is up to September, 1869, 3,405 schools for white, and 498 schools for colored children, had been opened, directed by 3,286 white, and 328 colored teachers, and attended by 185,845 pupils, of whom 160,027 were white, and 25,818 colored. Total disbursements approved up to the same time for school purposes $573,795.74; educable youths in the State, 1869,329,206 white, and 89,503 colored--a total of 418,709.

The Peabody Fund has been made the instrumentality of building up graded schools in Knoxville, Cleveland, Chattanooga, Clarksville, Memphis, Nashville, and other points. Aid is derived from the fund, the present year, by fourteen prominent towns in the State, in the sum of $9,700. An additional donation of $200 was made in aid of the Journal of Education.

The statistics for 1860 are as follows: 2,965 public schools; 3,064 teachers; 138,809 pupils; school fund $402,904, by taxation $22,297.

ARKANSAS.

Educational provision was contained in the Constitutions of 1836 and 1865. The instrument of 1868 continues the provision, more extended, and requires the establishment of a State University, with Normal and Agricultural departments.

Owing to the intense political excitement pervading the State, the school work has been greatly hindered. In this State there was a nearer approach to undisguised anarchy than in almost any other, yet the lapse of a comparatively short time shows the most remarkable progress in educational matters. Dr. Sears and the fund which he represents have done much to bring order out of chaos in the State. The excitement subsiding, schools have been successfully organized in almost every county. The people are aroused. Where one child never saw the inside of a school house, six are now attending school regularly. Fourteen towns receive aid the current year, from the Peabody Fund in the sum of $9,300.

The statistics for 1860 are as follows: 727 public schools; 757 teachers; 19,242 pupils; $120,613, as a school fund; $1,100 raised by taxation.

SUMMARY FOR 1860.

The summary for 1860, in the foregoing States, is as follows: Public schools, 23,462; teachers, 24,410; pupils, 778,873; annual income for school purposes from all sources, $4,466,789, of this sum $899,409 was derived from taxation.

CONCLUSION.

In conclusion, permit me to remark upon this great work in our sunny clune, that it is co-equal with every other Christianizing, enriching enterprise. Shall we be less careful of it, then, than our duty demands? Nay, verily. But we must exert ourselves untiringly in the interests of this cause, the success of which will greatly increase the happiness and usefulness of the people, while at the same time it makes more valuable our material and mineral possessions. While we thus work, we shall keep fresh in our minds grateful remembrance of the patriotism and liberality of one of the South's greatest benefactors, the lamented George Peabody, whose life, characterized as it was by system, energy, and development, should implant within us the same grand traits, so that our labors and expenditures in the cause of free public instruction shall be really an investment, the benefits of which all shall share,