LIBRARY OF CONGRESS. 
 
 PRESENTED BY 
 
 UlflTED STATES OF AMEEIOA. 
 
[Ordered 1000 coi)ie.s for the House.] 
 
 REPORT 
 
 ON 
 
 PUBLIC EDUCATION, 
 
 BY 
 
 jlii^ ^enLL&y of Mcuicackj 
 
 WITH 
 
 ■J'" ■ APPENDIXES 
 
 Giving Statistics of School Eeturns, and other 
 Documents on the Subject. 
 
 ./OF coa^v ;^ 
 
 U.S.A. , 
 
 milledgeville, ga.: 
 
 BOUGHTON, NISBET & BARNES, STATE PRINTERS. 
 ISGO. 
 

REPORT. 
 
 Mr. Lewis, of Hancock, a member of the Committee on 
 Public Education, submits the foUowino; : 
 
 Having been for six consecutive years a member of the 
 House Committee on Public Education, and four years its- 
 chairman, and having, during that period, wdth some care 
 and labor and anxiety, observed all the eftbrts and measures 
 set on foot both in the Legislature and in educational con- 
 ventions, and by individuals, for the purpose of advancing, 
 the cause of education, and having been unable even with 
 the advantages of an eligible and responsible position in the 
 Legislature of securing the adoption by that body of any 
 of the wise suggestions which have emanated from the 
 sources named, it is conceived that no more valuable ser- 
 vice is possible now for me to render tlian to embody and 
 present in a single view the suggestions referred to as they 
 come from the minds of the authors, as well as at the same 
 time to give ideas which may have at different sessions 
 come into the General Assembly in the form of bills offered 
 by members for enactment upon the subject. A synopsis 
 of a number of the most important are here presented, 
 giving their idea only. An innumerable quantity are not 
 noticed, being merely local in their objects, such'^as to re- 
 quire Ordinaries of different counties to pay any number of 
 poor teachers for teaching of yoor children of poor schools. 
 The statutes of the State, for the last six or eight years, 
 are burdened with the enactments of this character. The 
 expense to the State in the per diem of the members while 
 enacting them, and of the printing of their progress through 
 the journals of both Houses, and in the pamphlet laws, 
 when enacted, has been sufficient doubtless, if closely calcu- 
 lated and put in one amount, to have endowed a normal 
 school upon the plan of the last Executive recommendation. 
 This trifling legislation has resulted from the refusal by the 
 Ceneral Assembly annually for the last six years, (and how 
 much oftener, the record is not at hand to note,) of the ap- 
 pointment of a department or head of education, here at 
 the Capitol, with authority to enable him to get at tl:e 
 wants of the State through the means of statistics and with 
 the ability to understand those wants when thus shown bv 
 
facts and figures, and with the wisdom to devise tlie reme- 
 dies for the admitted evils. The expense to the State of 
 such legislation would mauy times overpay the expenses 
 of the department alluded to. The House of Representa- 
 tives of ISGO have passed a bill establishing the depart- 
 ment, it is feared, however, at too late a period for it to 
 receive the favorable consideration of the Senate.* 
 
 Under the impression that nothing, on account of the 
 absorption of the legislative as well as the popular mind 
 with the grave question of the state of the country, will be 
 accomplished this session, the siiggeslions and ideas alluded to 
 are here given tor the easy reference of those to whose 
 hands, in future, this important subject is to be committed. 
 And, as the object of this report is to submit all that is 
 available of the suggestions of others, and not my own 
 opinions, attention is first invited to the Synopsis of Bills 
 introduced into the House of Representatives. 
 
 The following bills have been referred to the Committee 
 on Public Education: 
 
 A bill by Mr. Fain, of Gilmer, which only proposed such 
 a change in the Act of 1S58, "to aid education," as to in- 
 crease the appropriation of the net earnings of the Western 
 & Atlantic R. R., for purposes of education, from one hun- 
 dred thousand to one hundred and fifty thousand dollars. 
 
 A bill by Mr. Broyles, of Whitfield, proposing also to 
 add fifty thousand dollars of the net earnings of the Road 
 to the sum appropriated by the Act of 1S58, and author- 
 izing the Ordinaries to appoint persons who shall be sworn 
 to faithfully discharge their duty, and whose duty it shall 
 be to make a return by the first of October of each year 
 of all the children within the bounds of the district assigned 
 entitled by law to the benefits of the common school fund. 
 
 A bill by Mr. Tuggle, of Campbell, which i)rovides, 
 
 1st. That the fund given by the State for education shall 
 be a poor school fund. 
 
 2d. That the children of no person with a taxable pro- 
 perty of five hundred dollars and upwards shall participate 
 in its benefits. 
 
 3d. Requiring Ordinaries to pay amounts of teachers of 
 poor children, and requires the surplus to be used in the 
 purchase of books and distributed proportionably among 
 the schools. 
 
 A bill by Mr. Strickland, of Madison, which proposes to 
 repeal the Act of 11th December, 185S, "to provide for 
 the education of the children between certain ages; to ap- 
 propriate one hundred and thirty thousand doHars of the 
 
 * As apprehiMided, tlie liill appointing a Supenntendent of Education was not 
 reached in the Semite. A copy is appended for refeieutc. 
 
■5 
 
 net earnings of the Western & Atlantic Rail Road, and the 
 original poor school fund, as permanent funds ior the edu- 
 cation of poor children; to appropriate such portion of the 
 net earnings of the Road as may be necessary for the pay- 
 ment of the interest on the public debt, and the principal, 
 as it falls due; the balance of the net earnings to be appro- 
 priated to the reduction of the taxes of the people. 
 
 The bill distributes the funds appropriated by the bill 
 among the several counties according to the laws of force 
 prior to the 11th of December, 1S5S. 
 
 A bill by Mr. McDonald, of Lumpkin, which requires 
 the Ordinary of his county, hereafter, to divide the school 
 fund apportioned to the county among tlie districts accord- 
 ing, to the number of children in each, whether schools are 
 taught or not; and assigning, as the reason for the action 
 proposed by the bill, that the Grand Jury, from some cause 
 not stated, f;xiled to embrace, in the system devised by 
 them, several districts of the county. 
 
 This bill also attempts to provide for the payment of old 
 accounts of teachers of previous years. 
 
 A bill by Mr. Keeling, of Habersham, similar to the 
 above. 
 
 A bill by Mr. Jones, of Rabun, authorizing the Boards of 
 Examiners of the several counties to grant certificates to 
 teachers who may be able lo teach some but not all of the 
 elementary branches, — the certificate to specify what are 
 the elementary branches which the teacher receiving it is 
 qualified to teach. 
 
 2d. That the Ordinary of Rabun county shall have two 
 and a half per cent. 
 
 A Bill by Mr. Ely of Dougherty, to "permit a portion of 
 the Poor School Fund of the counties to be used in the 
 purchase of books and stationery, and to pay teachers for 
 the same when the books are furnished by them and charged 
 in their accounts." 
 
 A Bill by Mr. Ector of Meriwether, "for the creation of 
 a School Commissioner, to define the duties of said officer, 
 and for other purposes." The bill provides for the travel- 
 ing expenses of the Superintendent, under certain condi- 
 tions, for the appointment of a clerk, and prescribes the 
 mode of Ordinary's making returns. 
 
 A Bill by Mr. Henderson of Newton, "to regulate the 
 payment of Poor School teachers in Newton, to provide for 
 the examinations of teachers by a committee appointed by 
 the Inferior Court, and to authorize the Inferior Court to 
 prescribe the qualifications of teachers, and for other pur- 
 poses." 
 
 A Bill by Mr. Fain of Union, "for the encouragement of 
 education." It provides that hereafter when any person 
 shall make a bequest or other conveyance of money or pro- 
 
perfcy in trust for the benefit of education, such property 
 shall be exempt from taxation. 
 
 A Bill by Mr. Smith of Hall, "to require the Ordinary of 
 Hall county to pay all accounts in his office for teaching 
 poor children, without regard to their date, and to distri- 
 bute the balance left in his hands according to the recom- 
 mendation of the Grand Jury." 
 
 A Bill by Mr. Key of Jasper, 1st, Makes the Ordinary, 
 after taking oath and giving bond, School Commissioner for 
 the county. 2d, Shall furnish the names of children to the 
 Grovernor, and draw the funds from State treasury. 3d, 
 Requires this commissioner to appoint a fit person to as- 
 certain the children in each district, G. M. 4th, The 
 Grand Jury to assess tax not exceeding one hundred per 
 cent, for educational purposes, and may meet at any time, 
 (if they fail to do so at the Spring term,) at the Court 
 House, at the call of foreman tor that purpose, and they 
 may at such meeting select the names of the children be- 
 tween six and twenty-one, who shall participate in the 
 fund. -5th, The tax collector of the county shall collect 
 and pay over such extra tax without extra charge. 6th, 
 The commissioner shall keep a book with the names of 
 children entered, said book subject to the call of the Grand 
 Jury, who shall each year select the names of the children 
 they consider entitled to the fund, and the commissioner 
 shall pay the tuition only of such children. 7th, The pa- 
 trons of each school shall elect trustees, who shall regulate 
 the school, and teachers shall return under oath the num- 
 ber of children taught, and the number of days each child 
 was taught. Sth, The commissioner shall return to the 
 Grand Jury complete accounts, at the Spring term, of re- 
 ceij)ts and payments. 9th. The commissioner authorized to 
 receive and hold donations of all kinds for the benefit of 
 education, must give new bond as required, upon which 
 suit may be brought whcH directed by the J. I. C. 10th, 
 all old accounts of teachers of poor children shall be paid, 
 if meritorious, out of any balance of the fund of any one 
 year unexpended. 11th, Teachers shall present their ac- 
 counts by 1st November each year, and then be paid, as far 
 as the funds will hold out, j)ro rata. 12th, The Grand Ju- 
 ry may pa)'' the persons appointed to ascertain the number 
 and ages of children, such sum as they may think reasonable 
 and just, out of the funds raised out of the fourth section of 
 this act. 
 
 A Bill by Mr. Lewis of Hancock, "prohibiting, except- 
 ing by the consent of the legal voters, within three miles of 
 the institution, the sale of any spirituous liquors, within 
 said three miles, (in any quantities, small or large,) of any 
 institution of Learning." 
 
 A Bill by Mr. Lewis of Hancock, (the bill drawn by Mr- 
 
Cobb of Athens,) "to account with the Trustees of the Uni- 
 versity of G-eorgia for the interest due on the sale of Uni- 
 versity lands, and to provide for the payment of the same." 
 This bill recites that in the year 1783 the General Assem- 
 bly set apart forty thousand acres of land for the endow- 
 ment of a State University, and that five thousand acres of 
 said land were located in the State of South Carolina, and 
 thereby lost to the University. That the remaining thirty- 
 five thousand acres were sold for $150,000 or more, of 
 which sum the State only invested the sum of $100,000 in 
 bank stock for the benefit of the University, leaving, to- 
 gether with the value of the five thousand acres of land, 
 $75,000 unaccounted for in the hands of the State. The 
 bill further recites that the State for many years, from 1830 
 to 1841, acknowledged its liability by annual appropriations 
 of the interest thereon, ($6,000,) which appropriation was 
 withdrawn in 1841. It alleges that justice demands that 
 the State should not speculate on its University, and, 1st, 
 Enacts that six thousand dollars annually be appropriated 
 out of the Treasury to the Trustees of the University. 2d, 
 That the Governor account to and pay the Trustees the 
 amount due for the years transpiring since said appropria- 
 tion was withdrawn. 
 
 A Bill by Mr. Lewis of Hancock, (drawn by Wm. L. 
 Mitchell of Athens.) This is the same bill in words that 
 passed the House of Eepresentatives by a majority of four- 
 teen, (14) in the session of 1855. It is entitled "An Act 
 more effectually to carry into eftect the thirteenth section 
 of the fourtii article of the Constitution, to promote the 
 arts and sciences, and to provide for the education of teadi- 
 ers at the State University, and for other purposes." It 
 provided an annual appropriation of thirty-five thousand 
 dollars to the Trustees of the University, with which they 
 were to sustain at the University one young man of limited 
 means from every county in the State, upon the condition 
 that he should teach in the State as many years as he was 
 supported by the State in obtaining his education, 't fur- 
 ther appropriated the sum of twenty-five thousand dollars 
 to erect the additional buildings necessary for their reception. 
 This measure, it is now believed, can be presented to the 
 General Assembly with greater probabilities of success than 
 any yet suggested, and only because its claims to favor are 
 higher. For reasons unnecessary to mention, and perhaps 
 not sufficient if mentioned, it has not been urged since its 
 first introduction. At the suggestion of Dr. Crawford, of 
 Mercer University, there was added to this bill a section 
 appropriating a sum (85,000) sufficient to sustain at the 
 University three fellowships from each of the Colleges — 
 Mercer, Oglethorpe, Emory, and Franklin — the fellows to 
 be nominated out of their most meritorious graduates by 
 
8 
 
 their respective faculties, and to be entitled to a residence 
 of a year at the University, at the expense of the State, to 
 pursue and perfect themselves in the branches of learning 
 or science of most value to them in the business chosen for 
 life. 
 
 A Bill by Judge Andrews of Wilkes, "to bring about uni- 
 formity in the books used in the sciiools and academies in 
 this State, and to prevent a participation by any teachers in 
 the benehts of the school fund who shall refuse to consent to 
 such uniformity when established, and to authorize the 
 Governor to aj^point some suitable person to carry this Act 
 into effect," anti provides dollars for his services. 
 
 A Bill by Mr. Allen of Banks, "to prevent any teacher 
 in the State from receiving pay out of the school fiuid who 
 shall use any book in his school, the author of which, at 
 the time of its publication, was a citizen of a non-slavehold- 
 ing State." (Note. — This bill, with the proviso that it 
 shall not take effect until three years after its passage, was 
 put in as an amendment to the bill which passed the House 
 the present session, appointing a Superintendent of Educa- 
 tion for the State.) 
 
 So much for the indication of tlie Beprcsentaiive expression^ 
 as derived from Bills introduced by members from various 
 sections of the S'ate. As for the Legislative expression, to be 
 ascertained from an examination of the Ac's actually passed, 
 reference is made to the statute book ; and it is a humiliating 
 regret that those Acts w^ill be found so barren of great and 
 good results. The legislation relating to education for many 
 years, has been little else than to compel Ordinaries to pay 
 poor school teachers, to divide out the county fund, and 
 place it in the hands of little district treasurers, with ex- 
 press power to loan it out, and thereby increase a thousand 
 fold the chances of its ultimate loss, or of its improper use. 
 
 It only remains now to make a remark or two of expla- 
 nation in relation to some of the valuable documents em- 
 braced in the Appendix. 
 
 'J'o make complete the history of educational effort in 
 Georgia, there should be placed in the front of the other 
 documents attached, the report made by a conuiiission of 
 which Dr. Reese of Jasper was chairman, and submitted to 
 the Legislature of 1S37. No copy of it, however, has been 
 fonnd. It is believed that the Act of 1S37, which became 
 a dead letter on account of the fear of the Legislature to 
 raise a sufficient sum to make it vital and efficient, and was 
 in 1843 finally repealed, wjls the result of the facts and in- 
 formation furnished by this commission, who, under a reso- 
 lution of the Legislature had visited and examined the sys- 
 tems of other States for the purpose. Mr. Stephens, of 
 Taliaferro, was at that time a member of the Leaislature, 
 
8 
 
 and I have been informed was mainly the author of the 
 Act of 1837. 
 
 The reports and memorial which open the Appendix, and 
 the letters which follow, explain themselves; so, too, of the 
 school returns and trustees' report. 
 
 I have added, for the more convenient reference of those 
 especially interested in the subject, the laws of force on the 
 subject of education-^- Appendix E. 
 
 Also, are added the copies of two bills having in view 
 the establishment of common schools. The first was drawn 
 by Mr. Lomax, late editor of the Columbus Times, who 
 manifested much interest on the subject ; and he sat by me 
 at my request in the House of 1855, and assisted me while 
 I attempted but failed to secure its passage. The other 
 bill is Mr. Meminger's, of South Carolina ; and as his is the 
 best compend of argument on the subject, I subjoin it to 
 the two bills, in Appendix F. 
 
 Appendix G contains extracts from Executive messages on 
 the subject of education. 
 
 All respectfully submitted. 
 
 DAY. W. LEWIS. 
 
[APPENDIX A.] 
 
 RE PORT. 
 
 Whatever imperfections may have marked the various 
 plans of education in our beloved State, the Jiistory of her 
 legislation demonstrates that her people and their represen- 
 tatives have been deeply impressed with its importance, 
 and have been anxious to diffuse its benefits. In 1817, the 
 sum of $250,000, with certain lands, was set apart for the 
 support of Free Schools. In 1S21, $500,000 were appro- 
 priated, one half to the support of Free Schools, and the 
 other half to the permanent endowment of county academies. 
 Again, in 1836, one third of the surplus revenue, amount- 
 ing to $350,000, was set apart as "a permanent Free 
 School and Educational Fund," and a joint committee 
 was appointed, two of whom were authorized to visit other 
 States, personally to inspect the operation of their several 
 school systems, and report to the General Assembly a plan 
 of£!ommon Schools. They fulfilled the mission. The Legis- 
 lature amended and modified their report, and passed an 
 act establishing a system to take effect. in 1S39. By that 
 act the Academic and Poor School Funds were consolidated, 
 and with the interest on one third part of the surplus reve- 
 nue, were constituted "a General Fund for Common 
 Schools." In 1838, this act was modified in some of its 
 provisions, and the Inferior Courts, (at their discretion,) 
 on the recommendation of the Grand Jury, were author- 
 ized to levy an extra tax in their respective counties, not 
 exceeding fifty per cent on the general tax, the amount so 
 raised to be added to the Common School Fund of said 
 counties. 
 
 In 1810, the acts of '37 and '38, establishing a system of 
 Common Schools, were repealed, and the funds for their 
 support set apart as a Poor School Fund. This was 
 amended in '43, and the Inferior Courts authorized to raise 
 by ah extra tax an amount sufficient, when added to the 
 
12 
 
 pro rata distribution from the State, to educate the poor 
 children in their respective counties. This hasty reference 
 to our legislation shows that for more than thirty years, 
 the subject of general education has challenged the atten- 
 tion and enlisted the sympathies of the people and their 
 representatives. It moreover proves conclusively that 
 every successful scheme, with its several modifications, has 
 been ineffectual in realizing the hopes of patriotism, and 
 securing to every citizen of (Jeorgia that incalculable boon, 
 the ability to read and write. The failure of so many well 
 meant experiments naturally suggest tne inquiry, What is 
 the cause? — where lies the difiiculty ? Is it in the want of 
 funds, the inequality of population, the apathy of the peo- 
 ple, or the inherent effects of the plans which have been 
 tried"? One of the main reasons is doubtless to be found in 
 that very condition of society which it is the object of edu- 
 cation to change and to remedy. Any, every system, con- 
 sidered in itself, is mere theory, inert, inoperative, and 
 however wise in its arrangements and abundant in pecu- 
 niary means, cannot move or act of itself; it needs agents 
 — intelligent, active, indefatigable agents. In many coun- 
 ties, there are not to be found, either among the people or 
 their juries, a controlling mind — patriotic, enthusiastic — 
 to stimulate and direct. False views of the duties of citi- 
 zenship — a meagre sense of parental responsibility — a 
 morbid pride (to be enlightened rather than censured) — a 
 depreciated estimate of the benefits of knowledge compared 
 with the products of manual labor — the debasement and 
 stupefaction of a life of crime, extinguishing all noble aspi- 
 rations — and the relentless demands of poverty upon the 
 toil of parent and child — all these, and yet other causes, 
 (and these have been and yet are numerous.) We believe 
 that our capital error has been the attempt to organize and 
 apply a system which should adapt itself equally and at 
 once to the endless diversified wants and conditions of the 
 people. This is utterly impracticable. If we are to do 
 nothing till we can, on some magnificent scale, do everything 
 that is necessary or desirable, we must resign the hope of 
 ultimate general education, and leave the unlortunate poor 
 to the doom of ignorance, pitied, perhaps, but yet mire- 
 lieved. AVhat the State actually needs is one thing ; what 
 can be done legitimately and effectually to meet those ne- 
 cessities, is another thing. A regular, uniform, perfect 
 system, adapting itself with equal facility to the densely 
 and sparsely settled counties, to our towns and cities, and 
 to remote and obscure neighborhoods, would require an 
 outlay of money vastly exceeding the resources of the State, 
 in view of other imperative demands, and supposes a force 
 of conviction and warmth of desire yet to be created in the 
 minds and bosoms of our people. There is much prelimi- 
 
1-3 
 
 nary work to be done. The public mind is to be aroused 
 — the relation of intelligence to virtue, to freedom, to gov- 
 ernment, to be explained — the necessity of active co-opera- 
 tion on the part of the people to be urged, and the feelings 
 of the enlightened, the benevolent, the public-spirited, to 
 be propagated among that class of citizens whose families 
 we seek to instruct and elevate. This is a work of time — 
 of patient, repeated effort. A school originating in the felt 
 wants and wishes of a communit}^ created by the demand 
 not merely of an existing ignorance, but of an ignorance 
 willing, anxious to be enlightened, will accomplish far more 
 good, in every respect, than one which is organized in con- 
 formity to an arbitrary system, theoretic to its adaptation. 
 The one will live and flourish, because sustained by the af- 
 fections of those both personally and relatively interested 
 in its success, while the other will be left to neglect and 
 abandonment. The true policy, therefore, is to adopt a 
 scheme of education that is initial, introductory — having in 
 it elements capable of development, expansion, and appli- 
 cation, as means will justify and the desires ot the people 
 demand. The popularity of any mode of education de- 
 pends very much upon its practical operations. It must 
 vindicate itself by its visible results. A plan, then, which 
 provides prospectively for the most extensive supply, both 
 as to teachers and to money, and which shows its capabili- 
 ties by what it shall actually accomplish, is the desideratum 
 in the present condition of Georgia. This view is justified, 
 not only by the remembrance of our past failures, but by 
 the history of our education, both in Europe and our coun- 
 try. The most approved systems of common schools now 
 known to the v\'orhl have been maturing for more than a 
 hundred years. They had their infancy, progress, and per- 
 fection — if, indeed, they he yet perfect. They were not 
 the extemporaneous production of an annual session of the 
 Legislature, or the impromptu concej>tions of a committee 
 or community. But recognizing the great principles which 
 lie at the foundation of all wise systems, designed to act 
 upon generation after generation, their authors provided 
 ways and means, resources and agencies, by which the in- 
 cipient plan could begin its practical working, its inherent 
 capacity silence enemies, and multiply friends by its own 
 success. In this way confidence is awakened, means aug- 
 mented, individual enterprises enlisted. The enlighten- 
 ment of one family provokes the emulation of another ; 
 neighborhood acts upon neighborhood ; county stimulates 
 county, until what was originally in its design prejiares its 
 own way, suggests its own amendments, and ultimately 
 fulfils the largest expectations of all-embracing patriotism. 
 In all our previous plans, there has been this radical defect 
 — that they were left dependent for their vitality, their 
 
14 
 
 motive power, either to the agency of irresponsible com- 
 missioners, or to the voluntary, sell-moving interesi: of the 
 masses. The broad-cast proclamation that the Legislature 
 had altered or amended the existing lav^^, or set apart such 
 a fund for educational purposes, was, in relation to many 
 counties, the beginning and the end of all that was really 
 accomplished. In other States, as in Europe, two things 
 have been found essential to the ellective operation of a 
 common school system — an active, intelligent superinten- 
 dent, or general school commissioner, and normal schools 
 for the education of teachers. Hitherto these instrumen- 
 talities have formed no part of our schemes, nor have they 
 entered into our calculations. And yet, complex machinery 
 without an engineer, and a school without scholars, is quite 
 as plausible a speculation as a school system without 
 teachers. Your committee have turned their thouiihts 
 carefully to this whole subject, and arc deeply convinced 
 that no great movement can be sustained in the course of 
 general education, till this error is corrected, this indispen- 
 sable want is supplied. We, therefore, recommend the ap- 
 pointment, either by the Executive or the Legislature, of a 
 Superintendent, whose duties are specified in the accompa- 
 nying bill. If the duties of the otlice are properly per- 
 formed, the labors of the incumbent will be arduous and un- 
 remitting. For various reasons, his appointment should 
 extend over two years, and the salary should be ample 
 enough to connnand elFective talents and justify devotion 
 to the work. In providing a corps of teachers, with pro- 
 per moral and scholastic qualifications, we propose a plan 
 less complex, more economical, and quite as efficient as the 
 Normal School. There are in this State lour Colleges for 
 young men, all in successful operation — one erected and en- 
 dowed by the State, the other three fostered and sustained 
 by the religious denominations to which they respectively 
 belong. These institutions already command the confidence 
 and patronage of the great body of the people, ^hose pecu- 
 niary circumstances justify them in encountering collegiate 
 expenses, and they will doubtless continue to dispense the 
 benefits of education to the children of a large and influen- 
 tial class of our fellow citizens. 
 
 They have done, and are doing, a great work for the 
 State of Georgia. They are co-laborers in a common 
 cause. The interest of one is the interest of all. The ex- 
 tinction of one would be a detriment to all, and a fearful 
 subtraction from the moral and intellectual force which is 
 elevating Georgia to as proud a position in the world of 
 letters as she deservedly occupies in the world of internal 
 improvements. It is believed, nay, it is an undeniable fact, 
 that the church institutions, so far from restricting the pa- 
 tronage of the State University, have actually enlarged it, 
 
15 
 
 by the renewed impulse they have contributed to give the 
 public mind on the subject of education. There has been 
 no interference, no clashing one with the other, but each 
 has harmoniously filled its appropriate sphere, and needs 
 only legislative aid to supply Georgia with home born and 
 home educated teachers. The denominational character of 
 Mercer, Oglethorpe, and Emory, so far from being a reason 
 why they should be excluded from your legislative care, is 
 the very reason which entitles them to consideration, and 
 to employment as instrumentalities in providing for the 
 wants of the State. 
 
 The friends and supporters of these institutions consti- 
 tute no inconsiderable portion of the entire population, and 
 the people to be seryed by the provisions of any scheme of 
 education belong, in many instances, to tlie denominations 
 represented in these colleges. Various influences, auxiliary 
 to the great result contemplated in the present movement, 
 will be brought to bear in availing ourselves of the strong 
 predilictions, the religious prejudices, (if you please,) of the 
 people. There are Presbyterian, Baptist, and Methodist 
 neighborhoods, who would prefer the services of a man, if 
 not actually identified with them in church relationship, at 
 least educated under the auspices of their respective com- 
 munions. The religious element, combined with patriotic 
 emotion, would give enlargement, zeal, impetus, to the in- 
 terest cherished by their several communities in the work 
 of education. The distrust and apprehension commonly 
 felt in the employment of a stranger, and which often de- 
 feats a school enterprize, would be neutralized by the con- 
 fidence placed in one who comes to them with the testimo- 
 nials of their own church and people. Teachers identified 
 by birth, education, and religious association, with the 
 State and her citizens, would find ready employment, and 
 thus accelerate the spread of knowledge. We propose, 
 therefore, to employ these institutions as agents in provid- 
 ing for the State a supply of well instructed, competent 
 men to engage in the work of instruction. The demand 
 for such men is even now very great, and will be vastly 
 augmented whenever a system of general education gets 
 fairly in motion. And, if no general plan of free-schools 
 will work in Greorgia, the State will be reimbursed for her 
 expenditures by having multiplied the number of educated 
 men, — men, too, on whom the light of knowledge would 
 never have beamed but for the benevolent provisions of the 
 proposed arrangement. It is to be remembered that indi- 
 vidual education is a public benefit ; and that wdierever 
 there is an uneducated mind, there is an unknown amount 
 of lost energy, of dormant usefulness, while every well in- 
 structed man with sound moral character exerts a whole- 
 some and refining influence upon the community with whom 
 
IG 
 
 he dwells. Many of this latter class, too, even without the 
 free-school plan, from convictions of duty and the exigen- 
 cies of interest, would engage in teaching, and thus multi- 
 ply the agencies of knowledge and of good. An important 
 fact in the plan suggested, and one which should forestall 
 at least all captious objections, is, that this appropriation is 
 not an endowment, a bonus to the colleges, but a fund 
 merely which enables them to serve the State without loss 
 or embarrassment to themselves. The sole pecuniary Ijenefit 
 to tliem results from ihe tuition fees of the beneficiaries com- 
 mitted to their charije, and their chief "ain is in an enlarged 
 ability to execute their original design — the diffusion of 
 knowledge and the improvement of society. We wish to 
 be distinctly understood as not seeking to interfere with or 
 to diminish the claims of the State University upon the 
 fostering care of the Legislature. By no means. Yet the 
 conviction is decided that she cannot singly and alone meet 
 the imperative w^ants of our present condition, and that the 
 employment of the other three in the same great work will 
 best harmonize the feelings of the people and most subserve 
 the interests of the country. Moreover, the appropriations 
 to the colleges for the education of teachers need not be 
 continued for a long series of years. The result of the ar- 
 rangement proposed will, in a comparatively short period 
 of time, have provided an ample supply for every county 
 in the State, and the consequent multiplication of schools 
 and the more general diffusion of intelligence will have so 
 elevated the average standard of scholastic attainment as to 
 furnish teachers of proper qualifications for common school 
 purposes from among the great body of the people. We 
 regard these views as fundamental to any well organized 
 and effective system of general education. The defects of 
 the present poor school law are conceded on all hands, and 
 the law itself is the last step in a retrograde movement 
 which has marked our legislation for thirty years or more. 
 Unless, therefore, we intend to abandon tlie hope of teach- 
 ing all to read and write, we consider it indispensable at 
 this stage to introduce a feature into our plans long over- 
 looked, and without which the past authorizes no hope for 
 the future. In conformity with these general views, and 
 in obedience to a demand of public sentiment, we recom- 
 mend a free-school system adapted, as we suppose, to the 
 condition of the people and the present available resources 
 of the State. The provisions of the plan are general, and 
 all who will may adopt; but we think it likely that but 
 few counties at first will avail themselves of the plan, and 
 not more than the funds provided for will meet. In this. 
 way a beginning will be made, and, year by year, county 
 after county will come into the measure, until, in process 
 of time, the increasing income of the State and the grow- 
 
17 
 
 ing intelligence of the citizens will demand and justify its 
 universal adoption. As the system expands, the Legislature, 
 keeping the great object steadil)^ in view, will have time 
 and opportunity to provide for its growing demands, either 
 by the increasing income of the Western & Atlantic Rail 
 Road, or from such other sources as their wisdom may 
 suggest. And, as the revenue of the State may augment 
 from the growing prosperity of the country, the Legisla- 
 ture may offer additional inducements to the counties to 
 adopt the measure by paying two-thirds or three-fourths of 
 the sum necessary to sustain it within their respective dis- 
 tricts, and the day may come, at no distant period, when 
 the resources of the State will establish the system univer- 
 sall}^ without the necessity of local taxation in the counties. 
 We allude in general terms only to the scheme, and refer 
 you to the accompanying bill for its details. 
 
 The peculiar structure of society among us forbids the 
 attempt to introduce the intricate and complicated regula- 
 tions of the more elaborate systems of the Northern States, 
 and we consequently submit little more than a clear and 
 well-defined outline of a plan, to be filled up from time to 
 time, as experience may suggest. Numerous and minute 
 details would not only complicate but obscure what we de- 
 sire mainly to keep prominent and unembarrassed. Sup- 
 posing, from present indications, that an Ordinary will be 
 provided for each county, the plan commits to him, as the 
 most suitable person, tlie general superintendence of this 
 interest, as County Commissioner. If we are mistaken in 
 this, we sufi-gest that the bill be so altered as to authorize 
 the election of a commissioner in every county accepting 
 the provisions of this act. 
 
 The responsibility connected with this office had better, 
 perhaps, be thrown upon an individual rather than upon 
 the Judges of the Inferior Court, as more likely to secure 
 unity and efficiency. The failure of the poor-school system 
 is chargeable partly upon the fact that a great deal was at- 
 tempted witli means wholly inadequate to the necessity of 
 the case. A small sum of money was so divided that no 
 one beneficiary was materially aided. Your committee, in 
 view of these facts, have labored to devise a plan general, 
 ^nst and equitable, but which, nevertheless, should com- 
 mence on a scale suitable to the finances of the State, re- 
 quiring no taxation save that whick the law now prescribes, 
 and leaving the counties to co-operate with the Legislature 
 as their own sense of want and duty may dictate. For the 
 purpose of introducing the free-school system, the com- 
 mittee recommend that the income from the poll-tax of the 
 State be set apart as the fund from which the superinten- 
 dent may draw, in meeting the demands of the county com- 
 missioners for free-schools. This amount, together with 
 
18 
 
 tlic sum raised by the extra tax levied by the luferior Court, 
 will, in all probability, for a year or two, be adequate for 
 the commencement of a plan which, once set ftiirly in mo- 
 tion, will work itself into universal adoption. To facili- 
 tate this result, to give confidence to the public, and to 
 l>rovidc for the future necessities, the prospective increased 
 demands of general education, we recommend that the net 
 proceeds of the State Road, after the redemption of its lia- 
 bilities, be set apart as a free-school and education fund. 
 
 The committee have endeavored to discharge the duty 
 assigned them with all fidelity, and with a single eye to the 
 present well-being and future glory of the State, and now 
 submit their views and recommendations, with the accom- 
 panying outline of a scheme of education, to the wisdom 
 and calm consideration of the General Assembly. 
 
 George F. Pierce, 
 Sam'l K. Talmage, 
 Leonidas B. Mercer. 
 
 A BILL 
 
 To be entitled An Act to provide for the education of 
 Teachers, and to establish a general system of free 
 Schools. 
 
 Sec. 1st. Be it enacted by the Senate and House of Rep- 
 resentatives of the State of Georgia, in General Assembly 
 met, and it is hereby enacted by the authority of the same, 
 that from and after the passage of this Act, there shall be 
 elected by joint ballot of the two Houses of the General 
 Assembly, at every regular session of the same, a Superin- 
 tendent of the Public Education and Free Schools, who 
 shall have a salary of one thousand six hundred dollars, and 
 who who shall be provided with an office in the Capitol. 
 
 Sec 2d. The income from one thousand seven hundred 
 and thirty three shares of the capital stock of the bank of 
 the State of Georgia, and the income from eight hundred 
 and ninety shares of the capital stock of the bank of Augus- 
 ta, heretofore constituting the poor school fund, be, and the 
 • same is hereby set apart and appropriated as a fund for the 
 education of teachers ao^'eeably to the subsequent provisions 
 of this Act, and for the salary and contingent expenses of 
 the Superintendent of Public Education and free schools. 
 
 Sec. 3d. That the renuiinder of tlu; aforesaid fund, after 
 the payment of the salary and contingent expenses of the 
 Superintendent, shall be divided betwixt Emory College, 
 Oglethorpe University, Mercer University, and the Univer- 
 
19 
 
 ty of the State of Georgia ; provided that they comply re- 
 spectively with the subsequent provisions of this Act. 
 
 Sec. 4th. That it be the duty of the Superintendent of 
 Public Education and free schools, to contract with the Re- 
 gents of aforesaid College and Universities for the education 
 (including the tuition, board, clothing and contingent ex- 
 penses,) and preparation as teachers of such young men, 
 as may be selected by the several counties of this State, 
 agreeable to the conditions hereinafter specified, provided, 
 the expenses for each scholar, so boarded, clothed and 
 taught shall not exceed three hundred dollars. 
 
 Sec. 5th. That the Inferior Court of the several counties 
 of this State are hereby authorized to select from each of 
 their respective counties, one young man, not being less 
 than sixteen years old, and who in their judgment from 
 poverty, desire to learn, and good character, is the most 
 worthy recipieat of the beneficient provisions of this Act ; 
 and they shall report his name, age, and residence to the 
 Superintendent of Public Education and free schools. 
 
 Sec. Gth. That each scholar selected accordino- to the' 
 provisions of the foregoing section, shall, before he shall 
 be entitled to the benefits of this Act, enter into written ob- 
 ligations, (having first obtained permission in writing so to- 
 do from his parents or guardian,) with the Superintendent, 
 to devote himself to the business of teachina: within tiie 
 limits of this State, for not less than four years, after he 
 shall have completed his course of preparation for teach- 
 ing. 
 
 Sec. 7th. That no county shall be entitled to more than one- 
 beneficiary under the provisions of this Act, until every county 
 in the State shall have had, or shall have failed within a limit- 
 ed time, to" be fixed by the Superintendent, to signify its in- 
 tention to apply for the benefit contemplated in this Act, and 
 that in the selection of pupils, if more than the number 
 provided for, at one time under this Act, apply, the Super- 
 intendent shall be determined in his selection by priority of 
 application. 
 
 Sec. 8th. That any scholar who shall be educated under 
 the provisions of this Act, and who shall refuse, or fail to 
 comply with his obligations, entered into with the Super- 
 intendent to teach four years in tliis State, after completing: 
 his education, shall forfeit, and pay the Superintendent fo"r 
 the benefit of the fund herein above set apart for the educa- 
 tion of teachers, the whole sum which may have been ex- 
 pended by the Superintendent for his benefits ; Provided, 
 how^ever, that if he shall have fulfilled his obligation as 
 aforesaid in part, he shall be entitled to a pro ra'ta deduc- 
 tion. 
 
 Sec. 9th. That if the Regents of one or more of the Lit- 
 erary Institutions, named above, shall decline to contract 
 
20 
 
 with the Siiperiiitemlont upon the tonus horeiii autliorized, 
 it shall, find may be lawful for him to distribute the fund 
 herein set apart for the education of teacliers, between so 
 many of said institutions as shall contract with him agree- 
 ably to the provisions of this Act. 
 
 Sec. 10th. That the Superintendent shall have authority 
 in contractinc: with the Collegiate Institutions above men- 
 tioned, to stipulate for such an irregular and special course 
 of instruction for such pupils as he nuiy contract for, as will, 
 in his judgment, best promote the objects of this Act. 
 
 Sec. 11th. That it shall be the duty of the Superinten- 
 dent to assign each of the pupils, selected agreeably to the 
 terms of the fifth section of this Act, to either of the Insti- 
 tutions contracted with, which he or his parent or guardian 
 may elect, provided, however, the same can be done with- 
 out violating the provisions of this Act. 
 
 Sec. 12th. That the net income from the poll tax for the 
 year 18-52, and for every succeeding year, be, and the same 
 is hereby set apart as a fund for the support of a general 
 system of free schools. 
 
 Sec. 13th. That the Inferior Court of any county, wish- 
 ing to avail itself of the provisions of this Act, shal! have 
 authority upon the recommendation of the Grand Jury of 
 such county, to levy an extra tax for that purpose, upon the 
 property and citizens of said county not exceeding 
 per cent, upon the general tax, the said extra tax to be col- 
 lected by the Tax Collector as other taxes, and paid over to 
 the county Treasurer. 
 
 Sec. l4th. That the Judges Ordinary of those counties 
 which may determine to establish free schools under this 
 Act, be. and they are hereby constituted connnissioners of 
 free schools in their respective counties. 
 
 Sec. l-5th. That the Tax Collector of each county levy- 
 ing an extra tax as aforesaid, shall, upon application made 
 by the Commissioner of free schools of said county certify to 
 said Commissioner in duplicate, the net amount arising from 
 the extra tax levied for the above mentioned purpose as 
 soon as they shall have been ascertained by him. 
 
 Sec. 16th. That it shall be the duty of the Commi.-isiou- 
 er of free schools of said county, to forward one copy of said 
 Tax Collector's certificate to the Superintendent of Public 
 Education and free schools, whose duty it shall be to pre- 
 sent the same to the Comptroller of the Treasury, who shall 
 thereupon issue his warrant upon the Treasury for the 
 same amount, payable to the Superintendent, provided that 
 the sum so drawn, shall not exceed three dollars per capita 
 of the white inhabitants of said county, betwixt the ages of 
 six and sixteen years. 
 
 Sec. 17th. That it shall be the duty of the Superinten- 
 dent to transmit the sum of" money so drawn to the Treasu- 
 
21 
 
 rer of said county, to be by him added to the sum raised by 
 extra tax for the support of free schools in said county, the 
 whole of which shall constitute a fund for the support of 
 free schools in that county. 
 
 Sec. 18th. That the Inferior Court of such county, may, 
 and they are hereby authorized to raise the bond of the 
 county Treasurer so much as shall in their judgment secure 
 the county free school fund. 
 
 Sec. 19th. That the county Treasurer shall be entitled 
 to per cent for receiving, and per cent, for pay- 
 
 ing out the free school monies. 
 
 Sec. 20th. That it shall be the duty of the Ordinary of 
 any county establishing free schools under this Act as Com- 
 missioner of free schools, to proceed and lay off such county 
 into school Districts, containing each, as near as maybe 85 
 white inhabitants, betwixt the ages of six and sixteen years, 
 and having due regard to the convenience of the citizens 
 thereof. 
 
 Sec. 21st. That it shall be lawful for the commissioner 
 of free schools to alter the boundary of the several Schools Dis- 
 tricts, from time to time at the request, and to suit the 
 convenience of the inhabitants, and to accommodate the 
 School Districts to the fluctuation of the population, due 
 regard being always had to keeping in each District, as 
 near as may be, eighty-five white inhabitants, between the 
 ages of six and sixteen years. 
 
 Sec. 22d. That it shall be the duty of the commissioner, 
 when he shall have laid out the county into School Dis- 
 tricts, to give public notice of the same, with their several 
 metes and bounds, at the Court House of the county, and at 
 one or more of the most public places in the several School 
 Districts. 
 
 Sec. 23d. That it shall be the duty of the Commissioner 
 to cause elections to be held in each School District for 
 three Trustees of the free school in that District, who shall 
 hold their office until their successors are elected; such 
 election to be held at the most public place, at or near the 
 centre of the several Districts. 
 
 Sec. 24th. That the Commissioner shall give at least ten 
 days' notice of said election, at one or more public places in 
 the District, and the qualified voters for members of the 
 General Assembly, residing within the District, shall be en- 
 titled to vote in said election. 
 
 Sec. 25th. That said election shall be held under the 
 same regulations, as are now provided by law for the elec- 
 tion of Justices of the Peace, and that the Superintendents 
 of said election shall transmit a certified copy of the same to 
 the Commissioner of free schools who shall file it in his of- 
 fice. 
 
 Sec. 26th. That the Trustees of each District shall have 
 
22 
 
 power and authority to select the places where the free 
 school of" said District shall be located, having due re- 
 gard to its central position and the convenience of a major- 
 ity of the inhabitants of the scholastic age ; they shall have 
 power and authority to eni2)loy and dismiss teachers, to ex- 
 pel pupils for immoral, disorderly conduct; to prescribe the 
 course of study, and the books to be used in the absence of 
 instruction from the Superintendent of Public Education, 
 and to visit the school as often as the}' may deem necessary 
 to observe its condition and progress. 
 
 Sec. 27th, That it shall be the duty of said Trustees to 
 make a semi-annual report, shewing the name, age, and sex 
 of every pupil, for what length of time each has received 
 instruction, and in what branch ol' learning, together with 
 a true and detailed account, verified by the oath of one of 
 them ,of their receipts and expenditures, to the Commission- 
 er of free schools, who thereupon shall be authorized to 
 draw his order upon the county Treasurer in fovor of said 
 Trustees for their distributive share of thq free school fund 
 of the county. 
 
 Sec. 2Sth. That in thinly settled School Districts the 
 Trustees shall have power and authority to cause the school 
 to be kept alternately in two or more places in such Dis- 
 tricts, and for such a length of time as they may deem just 
 and equitable to the citizens, and so as to extend the bene- 
 fits of education to all the inhabitants, of scholastic age. 
 
 Sec. 29th. That the District Trustees shall hold their of- 
 fices until the day of of the year succeeding 
 their election at which time and in each and every year 
 thereafter, an election for three Trustees to succeed them 
 shall be held at the District School house under the same 
 rules and regulations as established in the foregoing sec- 
 tion. 
 
 Sec. 30th. That it shall be the duty of the Conunissioner 
 of free schools to consolidate the semi-annual returns of the 
 Trustees of the several Districts, and to transmit the same, 
 together with a true account of the receipts and disburse- 
 ments of the free school fund in his county, to the Superin- 
 tendent of Public Education and free schools. 
 
 Sec. 31st. That it shall and may be lawful for the Inferi- 
 or Court of any and every county establishing free schools 
 under this Act, to allow to the Commissioner of free schools 
 such compensation annually for his services as may to them 
 seem just and e(|uitable, and they may draw an order in fa- 
 vor of said Commissioner upon the Treasurer of the county 
 to be paid out of the free school fund. 
 
 Sec. 32d. That the Commissioner of free schools before 
 entering upon the duties of his office shall take and sub- 
 scribe an oath, to be filed in the office of the Clerk of the 
 
23 
 
 Inferior Court, faithfully and without favor or partiality to 
 discharge the duties of his office. 
 
 Sec. 33d. That it shall be the duty of the Superinten- 
 dent of Public Education and free schools to consolidate the 
 returns of the commissioners of the several counties and re- 
 port the same to each regular session of the the General As- 
 sembly. 
 
 Sec. S4th. That it shall be the duty of the said Superin- 
 tendent to submit to each regular session of the General 
 Assembly, accounts of the expenditure of the free school 
 fund, and of the fund for the education of teachers, and esti- 
 mates for the two succeeding years, and plans for the man- 
 agement and improvement of these funds, and for the bet- 
 ter organizition of free schools, and all such matters per- 
 taining to his office as he shall deem it expedient to commu- 
 nicate, or such as shall be required by either bj'anch of the 
 General Assembly. 
 
 Sec. 35th. That it sliall be the duty of the Superinten- 
 dent to visit from time to time, the several Collegiate In- 
 stitutions, which shall have received pupils on the terms be- 
 fore specified, to enquire into the condition and progress of 
 said pupils, and also to visit the several free schools, which 
 may be organized, disseminate information generally as to 
 the objects of this Act, and the importance of general edu- 
 cation. 
 
 Sec. 36th. That the necessary traveling expenses of the 
 Superintendent shall be allowed by the Comptroller of the 
 Treasury, and shall be paid out of the fund hereinabove pro- 
 vided for the education of teachers, provided, the same shall 
 not exceed the sum of dollars. 
 
 Sec. 37th. That every free white inhabitant, being a cit- 
 izen of the United States and of this State, and residing 
 within the limits of any School District, organized under 
 this Act, between the ages of six and sixteen years, shall be 
 entitled to the instruction in the free school of said District, 
 without charge for Tuition or incidental expenses. 
 
 Sec. 38th That all laws, and parts of laws militating 
 against this Act, be, and the same are hereby repealed. 
 
[APPE-NDIX B.] 
 
 Report of the Commiillf'e appoijited fey the Edneatlosial 
 €©E¥€ffitloa held at Marietta. 
 
 A few friend.s of education, during the past year, publish- 
 ed a call for a convention, to take into consideration the 
 great subject of common schools. To tliat call about sixty 
 counties in the State responded by sending delegates, num- 
 bering about one hundred and fifty, who met in convention 
 at Marietta in July last. The large number of delegate?, 
 comprising so many of our most intelligent citizens, men 
 known to feel a deep interest in this matter, and in all things 
 likely to aftect the condition of the people ; also many ex- 
 perienced and practical teachers, shewed the interest that 
 was taken in the subject by the people of Georgia. Al- 
 though there was not that unanimity so much to be desired, 
 although a great diversity of opinions and views were en- 
 tertained and urged in the convention, yet all seemed to 
 have the same great objects in view, an anxious desire to do 
 something to excite that interest among our people in the 
 subject, v/ithout which nothing eftectual can be accomplish- 
 ed, either by legislative enactments, or much less by the re- 
 solves of a convention. After much deliberation, and a vei'y 
 full expression ot opinion by a large majority, the conven- 
 tion adopted a preamble and resolution, recommending the 
 establishment of a system of common schools for the State 
 of Georgia, and the establishment of a Bureau of Ed- 
 ucation. Under a resolution of the convention, the 
 undersigned were appointed a committee to address the 
 people of Georgia upon the subject — sustaining and 
 urging the viev,'s of the convention. We well may, as 
 w^e sincerely do, distrust our ability to do justice to 
 that body, much less the great subject of education — 
 a subject so intimately connected with the interest and hap- 
 piness of the people individually, and its unspeakable im- 
 portance in a social and political point of view. The cause 
 of education received an early attention, and a liberal pa- 
 tronage, from the framers of our government ; large appro- 
 priations have been made from time to time; various sys- 
 tems of education have been adopted, modified, then rejected 
 and repealed, and the present system, but a modification of 
 some others, must be abandoned and superceded, as not cal- 
 
2G 
 
 culated to effect the object intended to be accomplished — 
 tlie education of" the poor. We believe that tliere sliould 
 be a new system adopted — one that can be understood and 
 enjoyed by the whole people — that the time has arrived 
 when the system in force in other States, both free and 
 slaveholding States, a system approved and in practical oper- 
 ation, and that, too, after a trial of many others, should be 
 introduced into (Jeorgia, by which, wholly abolishing the 
 odious distinction of " poor scholars," all the children of 
 the State should be educated at common schools to be es- 
 tablished and supported, if not entirely, mainl}^ at least, by 
 the State. As tlie establishment of " common schools " in- 
 volves the rejection of the present "poor school system," it 
 may be proper to state as briefly as we can, the leading pro- 
 vision of the law establisliing it : The law makes it the 
 duty of the magistrate in the district, to report to the "In- 
 ferior Court" annually, the names of all the children in their 
 respective districts deemed by them proper persons to re- 
 ceive a portion of the fund set apart for the education of the 
 p6or; these returns are sent by the Inferior Court to the 
 "Executive office," and fonn the basis for the distribution 
 of the fund, which is about twenty thousand dollars. To 
 supply the balance of the means necessary to educate the 
 poor, the grand juries are requested, not required, to recom- 
 mend to the "Inferior Court," the levying of such percent, 
 on the State tax as they may think necessary to educate the 
 poor in their respective counties. A statement of a few 
 facts will, we think, clearly show that the above plan adopt- 
 ed in 1843, is very defective, unjust in its operation, and not 
 at all calculated to accomplish the object in view, and that 
 it should be superceded or greatly niodified, if the common 
 school system should not hnd favor with the Legislature. 
 In the first place, any one who will take the troubleto look 
 into the matter, will find that the duty of the magistrates 
 under the law to make returns of the poor children, is often 
 entirely neglected, and that the returns which have been 
 made are very imperfect; not more than three-fourths of the 
 jioor children are returned, and of those returned, it is as- 
 certained from the commissioners of the poor school fund in 
 a few of the counties, little more than half are sent to 
 school, and their average attendance is not four months in 
 the year. 
 
 The whole number of poor children in the State, may be 
 safely estimated at from forty to fifty thousand ; about one 
 third of all the children in the State between the ages of 
 six and sixteen — the whole number being by estimation 
 something over one hundred and forty thousand. It is as- 
 certained from the returns in the Executive Department, 
 that in the year 1849, thirty thousand and eight hundred 
 poor children were returned, and in 1S50, thirty-two thous- 
 
27 
 
 and nine hundred were returned. The imperfect returns, 
 together with the fact that little more than half of those re- 
 turned are sent to school, and that their attendance is not 
 more tluin four months in the year, show conclusively, we 
 think, that there is something essentially wrong in the pres- 
 ent system. Again, the provision of the law of 1843, au- 
 thorizing, not requiring, the Grand Juries to recommend, 
 not to require, the Infierior Court to levy such tax as they 
 iuay deem necessary'to educate the poor in their respective 
 counties, has not accomplished the intended purpose. We 
 have conclusive reasons for asserting that in many counties 
 no recommendations have been made, and in some, when 
 luade, they have been entirely disregarded by the Courts ; 
 nor can it be expected that the Grand Juries, who are usu- 
 ally together only for one week, and who have so much other 
 business requiring their attention, or that the Inferior Courts, 
 with their many duties, can give the subject that attention 
 whicli is necessary in order to form a correct conclusion 
 what amount of tax would be necessary, and which would 
 be agreeable to the people. We have ascertained from the 
 proper record in the " Executive office," that in the year 
 1849, thirty-two counties made no returns of their poor 
 children, and in 18-50, fifteen counties made no return. Can 
 it for one moment be believed that the people in these coun- 
 ties were taxed, or that their poor childi'en recei^'ed the 
 benefit of this provision, when the magistrates and judges 
 of the Courts did not feel sufficient interest in the matter to 
 take the necessary steps in order to get their share of the 
 $20,000 — the State fund lor the education of the poor. — 
 The law provides, that counties making no returns, shall 
 receive of the educational fund agreeably to the last return 
 or record, and even with this provision, eight counties, in 
 1S50, received nothing, never having made a return. 
 
 But another objection to this plan, and which we think 
 is flital to its continuance, is its gross injustice to tlie poorer 
 counties, where there is the greatest number of poor chil- 
 dren, and the least ability to bear taxation. It is deemed 
 unnecessary to argue this point — an example will illustrate 
 it conclusively. The counties of Newton and Jasper pay 
 into the treasury as a State tax, eight thousand nine hun- 
 dred and ten dollars, and return some hundred and twenty 
 poor children; whilst the counties of Union and Gilmer, 
 which pay fifteen hundred and ninety-four dollars of State 
 tax, return two thousand, eight hundred and eighty-four 
 poor children. Thus in the two counties where compara- 
 tively little is wanted, there is much abilit}^ to bear taxa- 
 tion, and in the other two, where much is wanted, the peo- 
 ple are unable to bear the tax necessary to educate their 
 children. All must see the injustice of such a plan. The 
 children of Union and Gilmer, and all counties similarlv 
 
28 
 
 situated, must grow up in igiiorauco, or tin; people l)e ruined 
 by taxation. Tliu.s we believe that we have demonstrated 
 that the present system has not, and cannot answer the objects 
 of general education, or the education of the poor, and that 
 it should be superceded by another. We believe that Geor- 
 gia should profit by the experience of other States. The 
 experience argmnent is worth all others in this matter, and 
 adopt at once the system of " Common Schools," discounten- 
 ancing the odious distinction of poor children, which has 
 kept so many at home and in ignorance, and adopting the 
 name of "common schools," for all the children of the State. 
 This was the opinion of the convention in whicti the com- 
 mittee fully concur. 
 
 The recommendation of the convention that there should 
 be established a " Bureau of Education," is directly con- 
 nected with this matter. The committee deem this indis- 
 pensable in giving life and force to au}^ hiw upon the 
 subject. At the head of this department, should be placed 
 a superintendent, whose duty it will be to receive all re- 
 turns and all coilimunications connected with education in 
 the entire State. He wnll be the head or Executive under 
 the law to superintend the whole subject, and to carry out 
 the law. He will annually report to the Legislature, the 
 working and progress of the system, suggesting such defects 
 and alterations as his experience and high qualifications will 
 enable him to detect. It will be his duty personally to visit 
 the different school districts, and to consult the selectmen 
 in each, in order to ascertain the want of the ditferent coun- 
 ties, and the adaptation of the system to such as may be pe- 
 culiarly situated on accoimt of the sparseness of population. 
 The Superintendent is an important and indispensable officer 
 in every well regulated system of common schools known 
 to the Connnittee. We have stated that the convention 
 was not unanimous in its recommendations. Some believed 
 that the present plan was the best ; we think we have shewn, 
 no matter what mny be the objections to the " common 
 school systenj," that the system now in force in Georgia, 
 does not, and has not, answered the wants of the country. 
 Some of the friends of the proposed system doubted its prac- 
 ticability, on account of the inherent difference in the char- 
 acter of the people of Georgia and those of the States in 
 which the system is in vogue, and that slavery and the sparse- 
 ness of population would interfere with its successful oj>era- 
 tion. We must be allowed to spurn the insinuation that the 
 sons of the Cavaliers are not as capable of appreciating and 
 sustaining any great and good cause, as the (lesceiidants of 
 the Puritans Neitherdoes slavery nor sparseness of popu- 
 lation constitute objections to this system. Kentucky and 
 Tennessee have good common school systems, and we infer 
 that Louisiana has, from the fact that a verv distinauished 
 
29 
 
 gentleman lias recently been chosen superintendent of her 
 schools, and tiiey are slave States. To meet the difficulty 
 of sparse population, there is in every good systenra power 
 of extension or expansion. In the State of Maine, (which 
 has long had one of the best systems of " common schools,") 
 some of the counties, from the sparseness of their popula- 
 tion, have not yet received the full benefits of the system, 
 but it is extended to them as they become fitted for its op- 
 eration. And in Wisconsin, just settling, the common school 
 system was adopted before the formation of her constitu- 
 tion, preparatory to her admission into the Union. 
 
 A portion of the State of Tennessee has been only a few 
 years organized, poor and thinly settled, and yet her system 
 was adopted as far back as the year 1830. It may be that the 
 sparsely settled portions of the State, would not receive as 
 much immediate benefit from the system as those in which 
 the population is more dense, but we would ask if it would 
 not be great folly to defer the adoption of the system, be- 
 cause all portions of the State are not ready — are not in a 
 situation to receive equal benefits from its provisions. Such 
 a course of reasoning involves the rejection of all those 
 laws passed for the public welfare. But we contend that 
 all would be benefitted, for it would not be necessary to lay 
 off school districts of equal sizes, and in sparsely settled dis- 
 tricts, where the children are scattered, the superintendent and 
 selectmen could have them taught from one to two or three 
 months in different sections of the district, and thereby ac- 
 commodate all. The supposed difficulty in procuring teach- 
 ers, is made an objection to the establishment of this system. 
 The convention recommended that measures be taken to 
 educate young men for that purpose. This is a matter to 
 which too much importance cannot be attached, involvingthe 
 immber that will be sent to schools, for good schools will se- 
 cure the attendance of thousands over the present — it is 
 paramount to every .other consideration. If those to whom 
 the whole people of the State are to entrust the training 
 and instruction of their children, be not qualified, at least 
 for the instruction in all the branches usually taught in pub- 
 lic schools, any system of education would be a failure. — 
 Men of surticient attainments to teach the children reading, 
 writing and arithmetic, with geograpliy, can be easily ob- 
 tained — but they should be at the same time men of undoubted 
 moral character, so that the youths of the country, at the sanle 
 time that their heads are enlightened with knowledge, may 
 be trained to virtue, prepared in their hearts and tlieir heads 
 to be useful to the State and their fellow men, and to know 
 that within their own breasts are all the fountains of liap- 
 piness — fed by the spring of intelligence and virtue. But 
 what are the resources of the State in regard to this matter V 
 We asst'rt without boasting, that it] no State in the Union 
 
30 
 
 are the higher and luitklliug classes better educated than 
 they are in the State of Georgia at this day. Besides our 
 " State University," now realizing the fondest hopes of its 
 founders and friends, we have a Colh'ge under the superin- 
 tendence; of each of the three groat religious denominations 
 in the State, all of them holding out liberal offers to such 
 young men as are not able, without assistance, to obtain an 
 education, sending out ammally hundreds of young men to 
 be blessings to society, who, though t;mght in religious de- 
 nominational institutions are not made; bigots — are reujuired 
 to sign no articles of faith, but are introduced in the great 
 fundamental principles of religion, common to all chris- 
 tians. Hundreds of young men are annually <3ducated in 
 Georgia, cpialilied to enter our academies and conunon 
 schools as teachers, and who would have failed in obtaining 
 an education without the establishment of our denomina- 
 tional Colleges. They well deserve the patronage of an 
 enlightened people. Besides, we have " high schools" in 
 nearly every section, under able and ellicient teachers, and 
 the State is checkered with county Academies, the larger 
 portion of which are well patronized and ably conducted. 
 We cannot doubt but that from these various sources, 
 a large number of teachers, educated here among us, which 
 is an iuiportant consideration, might be obtained, particu- 
 larly in the now crowded condition of what are termed the 
 "learned professions." And then there are our many *' fe- 
 male colleges" with their fifteen hundred students, if 
 proper inducements ai'e held out, hundreds of excellent 
 teachers may be found among them. Although we have 
 mentioned this great resource last, it is by no means the 
 least. No, what a wonderful moral and intellectual change 
 must follow the education of our daughters, the future 
 mothers of the country, the radiant centres of social circles. 
 AVhat new lights to happiness, to intelligence and virtue, 
 will break upon our State. The purest sentiments, the 
 highest rational enjoyments, and all the great wells of hu- 
 man bliss, are alone to be found in the family ciicles, 
 where modest, virtuous, pious and intelligent woman pre- 
 sides — her children grown not up in ignorance, but. content- 
 ed at home, they experience intellectual enjoyments, which 
 even poverty cannot invade nor take away. The most ap- 
 proved plan of procuring qualified teachers is the "normal 
 schools." We hardly think that it will be indispensably 
 necessary to resort to them, seeing that we have such great 
 resources ibr a due sui)ply ; we will simply suggest that 
 our Colleges can be used as substitutes for such schools by 
 establishing in each a department for the education of teach- 
 ers. It cannot be urged as an objection to this system, 
 that it will interfere with our academies iun\ colleges, for 
 they will work well together; the common schools TTerving 
 
31 
 
 as feeders to them, and they, in their turn, furnishing tlie 
 necessary teachers, thus making their advantages, and ob- 
 ligations eqnal and reciprocal. The failure of the law of 
 1837 ]Dnrporting to establish common schools, cannot, in 
 truth, be urged as an objection to their establishment now. 
 For the law reported at that time to the legislature, was 
 never adopted until it was so modified, and so many of its 
 essential provisions stricken out, that the friends and fram- 
 ersof the original bill, had no confidence in its usefulness, 
 and the law of 1838 gave us a new system, allowing no 
 time to test even the bill as passed in 1837, relative to com- 
 mon schools. And besides, the condition of Georgia has 
 materially changed since that time ; her population has 
 become more dense ; her resources are vastly more ample, 
 and there is so much more interest felt in tlie subject of 
 general education. But the question is asked in objection, 
 where are the means, and how are they to be obtained ? 
 This matter was very properly referred by the Convention 
 to the Legislature, for on their wisdom and liberality every 
 thing at last depends. We would, however, respectfully, 
 offer a few remarks on this subject. In most of the States 
 there is a permanent school fund, the interest of which 
 only is expended annually; generally this fund is insuffi- 
 cient, and the balance is raised, either by a State tax for 
 that purpose, or by requiring each town or county to raise 
 a certain amount to entitle them to their distributive share 
 of the education fund of the State. In the State of Con- 
 necticut the fund set apart yields an amount sufficient to 
 meet all the wants of education. In Maine and New 
 Hampshire, where they have no permanent fund, the ne- 
 cessary amount is raised annually by taxation upon the 
 whole State, which is evidently the most equitable plan. 
 Be not alarmed at the idea of taxation, for we assert that 
 there is scarcely a county in the State, in which there is 
 not more money expended at this time, than would be re- 
 quired to sustain, within its limits, the school system which 
 we are recommending. The State of Georgia, by her leg- 
 islature, at different periods, has appropriated as an educa- 
 tional fund (exclusive of specific appropriations to difter- 
 ent counties) more than one million dollars in bank stock, 
 includmg one-third of the surplus revenue received from 
 the treasury of the United States, which w^as three hun- 
 dred and fifty thousand three hundred and thirty-three dol- 
 lars. Of all this vast amount in 1843, there remained only 
 $262,000 in bank stock, which, at this time constitutes the 
 State educational fund. The interest upon which, about 
 $20,000, is distributed through the State for the benefit of 
 the poor children. As far back as 1836, forty thousand dol- 
 lars were annually distributed for this purpose. It is very 
 pertinent to the subject, that we enquire what has become 
 
:12 
 
 of these liberal appropriations. Except the loss b}- the 
 '' Darien Bank," the whole amount, " surplus revenue" and 
 all has been expended in con,structing the AVestern »& At- 
 lantic Rail Eoad. So that is evident, that in strict justice, 
 the cause of education has a lien upon the State Road, and 
 should the State determine to sell it, or any part thereof, 
 the amount of the sale, after discharging her liabilities, 
 should be made a permanent school fund. "We are far from 
 recommending that policy — an opinion ujion that subject is 
 not within our duty. But we will say that when that 
 great work, of which the State may well be proud, is per- 
 fected, and all the connections are completed under good 
 management, it will yield a net revenue ample and sufficient 
 to sustain a "systtnn of common schools" as perfect and 
 efficient as can be found in the Union. The plan of edu- 
 cating all the children of proper ago at common schools, 
 free of charge, must commend itself to all classes ; but most 
 especially to those who cannot spare both the labor of their 
 children and the money necessary for their instruction. 
 The larger portion of the children of the State, besides the 
 advantages of education, have money and fiimily influence 
 to raise them to distinction among their fellows. The only 
 chance for the poor boy, is to educate him, and he may rise 
 to distinction by his intelligence and worth. The many 
 distinguished instances of this great fact cannot have failed 
 to attract your attention ; and every reflecting poor man 
 must feel that his sons may be distinguished if they are 
 educated, intelligent and virtuous. Far be it from us, to 
 excite the envy or the prejudice of the poor against the 
 rich ; we would rather extinguish these hateful feelings, 
 for by educating the poor — by increasing their intelligence, 
 and improving their condition, we would remove all tempt- 
 ation to the exercise of such feelings. In this very short 
 and plain address, only touching the important points of the 
 subject, we think we have clearly shown that the educa- 
 tion of the children of the State is shamefully neglected, 
 and consequently that there is great necessity of some ac- 
 tion by the legislature that may wipe out the reproach. 
 We may safely estimate the number of the children in the 
 State not attending school, at from twenty-five to thirty 
 thousand, and this estimate is not confined to the poor, for 
 there are thousands of children whose parents are able to 
 pay for their instruction, who never enter a school house. 
 Education to be universal, must be free. Fellow Citizens, 
 we have but imperfectly performed the duty imposed by 
 the Convention, l)ut this great subject will be up before 
 you again, when we hope more light will be thrown upon 
 it. The Judges of the Supreme Court were appointed a 
 committee to draft a bill to be presented to the next Legis- 
 lature, the wisdom of the selection you cannot doubt. 
 
33 
 
 A more compotent coiniiiittee could not be selected ; and 
 from their high character and elevated position, trom their 
 acquaintance with the wants of the State, and the deep 
 interest which they take in this subject, and the general 
 welfare of the people, we anticipate that their action in 
 this matter will command as it will deserve the respect, 
 a,ttention, and consideration of the Legislature, and of the 
 people of Georgia. 
 
 Your iState is called the model, the " Empir(! State of 
 the South." and when we look at her long lino of Rail 
 Roads, her Colleges and Seminaries, and her busy Factories, 
 we feel with pride that she has earned and deserves the 
 appellation ; but our pride is humbled when we reflect how 
 many of her children are growing up in ignorance. We 
 greatly fear the number is increasing. Should you not 
 then arouse and demand of your Legislators action upon 
 this )natter ■/ Ask of them, how is this? Do not be put 
 off with the paltry excuse that the means are wanting. 
 A people possessing three hundred millions of taxable prop- 
 erty, cannot lack the means to accomplish any great under- 
 taking. And if you are in favor of action on this great 
 subject (and we hope and feel that you are) we say to you, 
 in conclusion, proht by the experience of the wisest and 
 best informed individuals, and the Legnslatures of more 
 than two thirds of the States, atid establisih " common 
 schools." Under this system, education is- more general 
 and useful. Jf you desire that the youths of the countr}" 
 shall be prepared to take their places in society, the future 
 Legislators of the country, and if you believe that the 
 wisdom of our laws, and their faithful execution, the 
 blessings secured by well regulated government, the great- 
 lu^ss of our country and the permanency of our institutions^, 
 depend upon the intelligence and virtue of the people, 
 establish "common schools." Every consideration of 
 public policy and benevolence, a proper regard for the 
 happiness of our people, the honor and the greatness of the 
 State, require that abolishing every odious distinction, wc 
 should educate all our children. You have the right to 
 demand it of the Legislature, and we demand it of you in 
 l>ohalf of the children of the State. 
 
 DAVID A.REESE, 
 ALONZO CHURCH, 
 3 * GEORGE F. PIERCE. 
 
[APPENDIX C.J 
 
 bj: J53 3m: ^o :e^ X -^ Xji -■ 
 
 To the General Assemhly of the State of Georgia . 
 
 The undersigned Committee respectfally represent tliat, at a 
 large meeting ot the friends of Public Education: held in Atlanta 
 during the late exhibition of the "Southern Central Agiicnltural 
 S'^ciety," the following resolution, among others, was passed . 
 
 "9. That a committee of five be appointed by the Cliairman of 
 this meeting, to p'/epare and present a Memorial to the Legislature 
 at its approaching Session, setting forth the claims of a general 
 system of Public Schools, as affording the only hope oi ever secur- 
 ing the great object in view— the education of all the children of 
 the State." 
 
 Under this resolution, your memorialists were appointed, and 
 they trust your Yo^y will consider this sufficient authority for the 
 presentation of this memorial. 
 
 We deem it unnecessary to argue upon truths acknowledged by 
 all-— such as the benertts of ageneral diffusion ef Education amo'ig 
 the people—nor the duty of the State, as far as possible, as Parcn'< 
 Patriot— the mother of us all--in return for our allegiance and sup- 
 port, to give us protection and education. These truths are " in- 
 grain " in our fundamental law---woven by our forefathers---and 
 will never be repudiated by us. 
 
 Nor do we deem it necessary to inform your body of the fact, 
 that the people of our State are aroused upon this important suo- 
 ject, and through public meetings--the Presentments of Grand 
 Juries---the Newspaper Press, ('hat index of public feeling,) and 
 every other known channel expressive of the popular wiil---are 
 demanding loudly of your Assembly to take some initiative steps 
 towards the establishment of a more perfect sy.^tem of General 
 Education in our State. 
 
 Nor do we deem it necessary, by argument or persuasion, to in- 
 duce you---tlieir representatives — to carry out their will. But sat- 
 iSiied that you sympathize fully in the general sentiment of our 
 State, we propose only, in obedience to the behests of the respect- 
 able meeting by which we were appointed, to submit for your con- 
 sideration a i'ew reflections; y^"' at! upon our wants; 5trc»/i(?, the feas- 
 ibility of supplying those wants to a very great extent. And 
 even in doing tliis we desire to disclaim any intention of trespass- 
 ing upon your Legislative function — of devising the best plan to 
 remeay existing evils. 
 
36 
 
 Fii-Kt. 0\\{. Wants — These are coinpendiously summed up in 
 the resolution under whieli we are appointed — the Education ofthf 
 cMldnn of our Statr. 'J'hat the present system fails to effect this 
 ohject is a fact too well known to require reference to the census 
 for proof. What are its defects? (We refer to the voluntary 
 system, and Poor School system.) We mention only a few : 
 
 1st. It can never reach a large number of children whose par- 
 ents — too poor to pay — are too proud to take charity. T//>s chi.'ot 
 fcv /ari^e, and will boas long as the spirit of freedom burns strongly 
 in their breasts. We will not amplify. We call upon your own 
 observation lor proof. 
 
 2d. The miserable pittance paid for tuition out of the Poor 
 School Fund can never command competent teachers. The sala- 
 ries of teachers in (Georgia — outside of cities and towns — from our 
 best information, Avill not average Sir)0 pr/- annum in cash. The 
 law of cause and eiVect applies here as elsewhere. We do not 
 mean to condemn a/l who are thus eng;iged. Many are worthy 
 men and women. We speak only of the necessary consequence 
 of these facts. 
 
 3d. We mention as another drawback on our present system, 
 the too fre([uent absence of anything like a comfortable house for 
 school purposes. Some ruined hut, abandoned as tenantable, is 
 too often considered good enough for a school house. 
 
 4th. A general result of all these and other causes in the absence 
 of all pride on the part of patrons in the school — the introduc- 
 tion of private teachers iu the families of the wealthy, and the 
 congregation in the towns of the children of those not willing to 
 indulge in the expense of a private teacher, and still mcne unwil- 
 ling to be satisfied with the country school. 
 
 Need we argue these points? Who denies their truth ? 
 
 What, then, is our want .', A system which shall remed}' these 
 defects, avoiding others. A school to which the children of the 
 poorest citizen shall be sent, without submitting parent or child to 
 the jeer of pauperism. A teacher who .shall be able to impart solid 
 and useful instruction — suthcieut to prepare our youth for the ac- 
 tive business of lifl^. School Houses which shall awaken a feel- 
 ing of pride in every neighborhood, and cause the richest to feel 
 that no private teaching can afford e([nal advantages to the Com- 
 mon School ; and thus bring together on a common platform, the 
 children of all classes of our communities. To effect these ob- 
 jects, we naust have Free Puhli: Schoola in every School District 
 in Georgia. In the language of our resolution, this " /.v Me ow/y 
 iutpc of i'vvr siruri/iir the great cud." 
 
 So universal is the admission, that this is an object devoutly to 
 be whhad, if prarfirahlr, that we will not tax you with further ar- 
 gtiment to show this to be our great uant. 
 
 We coaie, then, to the second SlwHl far most important inquiry: 
 Is snch a system of Common Schools practicable in Georgia ^ 
 Two very grave difficulties are suggested, each deserving calm 
 consideration. One is the sparse population in many portions 
 of our State — especially the cotton-growing regions occupied by 
 extensive plantations. The other is the necessity for very consid- 
 ftble funds aninuilhf for the support of so large a number of 
 teachers. 
 
 As to thcjirst, we say, to some extent, this is a very formidable 
 ditliculty iu many parts of onr State, and that, in that portion iu- 
 
•37 
 
 fiicated above, it may prove a constant obstacle in the way of*^ a 
 thorough establishment of this plan. But we suggest, ihat the 
 increasing population annually bringing into cultivation more and 
 more of the waste lands of our State, will each year diminish the 
 number of localities thus unfortunately situated. And that the 
 prospect of securing a good school for their children will induce 
 immigration and settlement oh lands up to this time unmfirketable, 
 in part, on account of the absence of educational facilities. 
 
 Such, we have been informed, has been the result of this sys- 
 tem upon the sparsely settled portions of our sister State of Ken- 
 tucky, and such seems to be a conclusion rationnl and philosophi- 
 cal. But we remark, ngain : Admitting the full force of this ob- 
 jection, shall the State refuse to extend the benefits of this system 
 over vastly the major part of her territory, because of the ina- 
 bility of certain portions to avail themselves of its blessings — es- 
 peciall}'" (as will be seen hereafter) when it is proposed that all 
 taxation for this purpose shall be imposed only upon those inhab- 
 iting the Districts benefitted thereby ? It seems to us there can 
 be but one ansAver to a proposition so plain. Let us do all that we 
 can — extend the system as far as practicable — perfect its opera- 
 tions — ^just so far as our institutions and condition allow, and not 
 be staggered at the outset by the distant tops of some apparently 
 impassable mountains. 
 
 For a long time this ol)jection was held to extend over every 
 slave-holding State, and the palpable reasonableness of it, to some 
 extent, dro^■e good and great men from all eftort in favor of Com- 
 mon Schools. But the successful establishment of the system in 
 Kentucky and Tennessee, and the rapid strides which are being 
 made in the same direction in other Southern States, have convinc- 
 ed thinking men that too much force has been nllowed to that ob- 
 jection. 
 
 The other difficulty suggested is the want of means to carry out 
 so grand a project. 
 
 Have we the means ? We have at present a School Fund, the 
 annual income of which is distributed under the Poor School law, 
 
 amounting to the sum of SoOjOOO 
 
 From the profits of the State Road, either immediately, 
 or from the ultimate working of Go\^ Brown's plan, or 
 from the interest on the proceeds if sold, whichever may 
 be adopted by your body— ^we can obtain an additional 
 sum of. ! ' 220,000 
 
 Making an annual increase of ' $250,000 
 
 Distributed among the dift'erent counties in Georgia, pro 
 rata, according to the entire number of white children, 
 
 an average county would receive 82,000 
 
 We do not pretend that this fund alone would be sufficient— ^as 
 such a county would require St least ten school districts, and to 
 secure a competent teacher in each District for the entire year 
 would require at least Si, 000 more to be laised by a voluntary tax 
 imposed by its citizens. Such a tax would not draw as much from 
 its citizens for the education of the children as is now voluntarily 
 paid in tuition. The few statistics we have been enabled 
 to attam on this point, in a few counties, proves this asser 
 tioii incontestably. But should any county decline to im- 
 pose any tax, two other courses are left. The one, to adopt 
 
as 
 
 the itinerating system, by which one toaolicr sliDuld divide 
 the year — .spendiiifr, say four montlis in eacli District, and 
 thus supply three schools. Jj^jur months instruction by a compe- 
 tent teacher is better than four years instruction by one incompe 
 tent. This plan, we are informed, is found to woik well in the 
 State of Tennessee. tStill another plan has been adopted in some 
 States, and that is, tor the School Duniuiissioners, after receiving 
 the State fund, to notify each School District of the amount com- 
 in<? to it from the fund, and then each District raises by voluntary 
 snl)Scriptioq as much more as they see proper, which is added to 
 the finid for tliat J~)istrict, and tlie best teacher employed which 
 . tlie combined fund will authorize. I'liis plan also, we have been 
 informed, has been found to work well. 
 
 AVc do not ask your body to compel any county to abandon the 
 Poor School system, whose citizens are satisfied with its opera- 
 tion"?. 'I'o such we only wish to add an additional fund from the 
 proiits of the State Road, and thus render their system more ef- 
 ficient. But we do ask that your body will so frame your 
 leji'islation as to enable the people of each county to choase bv 
 ballot between these respective systems, and wherever the citizens 
 of a county are sufKciently aroused to the necessity of a more 
 efficient educational scheme, to adopt the one proposed, they may 
 have the liberty of doing so. In fact, we would respectfully sug- 
 gest that it might be extended even to the towns and cities in a 
 county, and allow them within their own School Districts to adopt 
 this plan. 
 
 Wo do not hope to perfect at once, a Free School system in our 
 entire State. But we can do much, and by inaugurating it even in 
 a iew counties, we are satisfied that, as it has been found in every 
 other State where tried, to gain annually upon the affections of the 
 people, so it will in Georgia soon be voluntaiily adopted in every 
 portion of the State where practicable. Surely those sections of 
 the State which, from any cause, can never successfully adopt the 
 system M'ould not seek to deprive the other counties in the State of 
 its blessings, when the State fund is fairly distributed to all, and 
 the difference arises only from the mode of appropriation of the 
 fund by the counties themselves. Because Southern and other 
 counties are so sparsely inhabited as to preclude the idea of conve- 
 nient School Districts, should the counties of Upper and Middle, 
 or Eastern Georgia be denied the privilege of inaugurating such 
 a system within their bounds. 
 
 We are aware that some are wedded to the idea of appropriating 
 the profits of the State lload to the reduction of taxes, and such 
 an idea is generally very popular with the people — and justly so, 
 when the fund otherwise is spent in a manner bringing no immedi- 
 ate benefit to the })eople : but that is not the issue now. The 
 question, is: Shall thin fund he given to the people in the. 
 (vai/ of education, or hy redneins; the taxes l TI7' say that threc- 
 J'ourthx of the voters of Georgia will derive more direct pee miiary ben- 
 efit by devoting it to Free Education, than by relieving them entirely 
 of taxation. And the assertion is easily proved. Because to pay 
 tuition under the present sj'stem for their children, cost more to 
 three-fourths of our people than the present tax imposed on them. 
 To illustrate : A citizen now pays S.i3 for tax, (and three-fourths 
 of them do not pay that much.) llelieve him entirely of taxes, 
 and you give him §.3. The same citizen has a single child to edu- 
 
39 
 
 cate, and lie pays from >^J0 to $50 for tuition. Give him a Free 
 Scliool and you put in his pocket from $10 to $50. Which isbest 
 for him ? 
 
 Again, by a reduction of taxes who Is most benefitted ? Tho 
 rich man — who, on his thousands, paj^s his hundreds to the State. 
 He who needs least the bounty of the State, is the greatest bene- 
 ficiary. The poor man, who pays a Poll Tax is benefitted to the 
 amount of that pittance. On the contrary, by Free Education, 
 who is most benefitted l The rich man, who hardly feels its loss 
 when he pays hundreds to educate his children, or the poor man, 
 who can hardly, from his scanty earnings, lay uj) enough to give to 
 his children that education, the want of which in himself he has 
 so severely felt ? The question answers itself. We feel, there- 
 fore, that Ave pander to no popular prejudice and seek noDem- 
 agogues's crown. When we say that the tjuestion of apply- 
 ing the profits of this Road to Education, or to a reduction of 
 taxes, is a question betM^cen the poor man and the rich man, to 
 which shall the Legislature extend the bounty of the State ? 
 
 Were our taxes high or oppressive, we would say deal justly by 
 the tax-payer, and relieve him of the burden of the State. But 
 when, as demonstrated by your Comptroller General, almost every 
 sister State levies more than double as much taxation as Geoigia, 
 and some of them nearly -nine times as mu.ch, we almost blush at 
 the spirit of those Georgians who approach your body with the 
 cry of ^/ig7/ taxes ! Consult the digests of the counties where 
 ■such croakers live, and you will find them returning their thous- 
 ands and hundreds of thousands of taxable property. The jteople 
 make no such demand. 
 
 ■ All of which is respectfully submitted. 
 
 THOMAS R. R. COBB, 
 SOLOMON COHEN, 
 D. E. BUTLER, 
 GREENE B. HAYGOOD. 
 
[API'ENDIX D.] 
 
 . REP O E T 
 
 OF THE 
 
 UNIYERSITY OF (lEORGIA. 
 
 GO 
 
 UNIVERSITY OF GEORGIA, ) 
 Athens, Octobeij 2d, ISGO. j 
 
 To His Kxcdlcncy, 
 
 JOSEPH E. BROWN, 
 
 The Board of Trustees of the Uiiiversit}^ of Georijia, in terms 
 of tlie Act of the General Assembly, entitled an Act to aboiisli 
 the Senatns Academicus — to give its powers to the Board 
 of Trustees of the University of Georgia, and to vest the 
 government of said University in said Board of Trustees,, 
 assented to, December lith, 1859, ])eg leave to submit thitt 
 'their first annual Report. 
 J. The receipt and Expenditures : 
 The receipts for tlie year, ending July 31st, .,v' 
 
 18GU, amount to the sum of 82(>,772'>>3'5 
 
 of which $4,740, v^^as received for Tui- 
 tion, and the balance was recived for 
 Banks Dividends, House ^nit and Inter- 
 est on BoTids and Notes. 
 The expenditures for the same period were 
 
 for salaries of Officers, 14,350 OO 
 
 Repairs and improvements, 1^337 00 
 
 ^ Servants hire. Library, Postage, Wood, 
 Incidentals, .' 913 87 
 
 S 10,000 90 
 The Board also bought a piece of land for the 
 
 Collegiate Institute, for which they paid 
 
 the sum of,.. $ 2,500 00 
 
 The Board also paid towards the House now 
 
 in progress of construction, the sum of,. $ 4,000 00 
 This $6,500, was met in part by Ijonds and 
 
 Notes collected. 
 
42 
 
 2. The accompiinying Ciit'ilogne will funiisli the number of 
 Students, their nanies and their diil'erent studies. 
 It should be remarked that from January to July ^Jlst, 
 there was no President's salary paid, and that the buildinus 
 and improvements now in progress, will exiuiust all tin; in- 
 come oftheBoard,exc('])l what will arise from the bank stock, 
 tuitioi* and house I'ent, wiiich may be estimated as follows : 
 
 Tlieban!\ stock guaranteed by "tlie State, S 8,000 
 
 Tuition,..." 0,000 
 
 House Rent, 700 
 
 Terrell Fund, , 1,200 
 
 Taylor Scholarship, 350 
 
 8 10,2-30 
 
 The annual expenditure may be estimated as 
 follows, to-wit : 
 
 Officers salaries, 810,000, which will leave an insufficient 
 balance to cover the expenses of servant's hire, library, 
 wood, postage, repairs, painting and other incidental expen- 
 ses, including the benehciary of the scholarship. 
 
 At the meeting of the board began, and held from the 
 27th July, to the 3d of August inclusive, there was a large 
 attendance of Trustees, and much interesting action had 
 for the re-organization of the Institution. 
 
 The Board created the offices of Chancellor and Vice 
 Ohancellor of the University and organized as follows : 
 
 Rev. Andrew A. Lipscondj, 1). D., Chancellor, and Rev. 
 P. H. Mell, D. D., Prof, of Moral and Mental Philosophy,, 
 Vice Chancellor. 
 
 Wm. A. Rutherford, Jr., A. i\[., Prof, of Mathematics and 
 Astronomy. 
 
 Wm. H. Waddell, A. M., Prof, of Ancient Languages. 
 
 Richard M. Johnston, A. M., Prof, of Oratory and Belles 
 Lettres. 
 
 James Woodrovv, P. H. D., Prof, of Natiiral Philosophy, 
 Chemistry and Natural Sciences. 
 
 Win. D. Wash, A. M., Adjunct, Prof, of Mathematics avA 
 Natural Philosophy. 
 
 Dr. Daniel Lee, Terrell Prof, of Agriculture. 
 
 The following paper was agreed to, and submitted at* 
 part of this report. The paper was offered by Mr. Cochrane, 
 and reads as follows : 
 
 Whereas, By the recent n^-organization of the Universi- 
 ty, the perfection of the system, will require several other 
 additional professorships to be endowed to make the Uni- 
 versity what its founders contemplated, a large surplus rev- 
 enue, annually fiovving into the State Treasury from the net 
 earnings of the State Road. 
 
 It w therefore Resolved, That the Trustees in their report 
 
43 • 
 
 to the Executive, under the late laws of the State, be re- 
 quested to bring this subject to his notice, and througli 
 him, to make application to the Legislature lor the appro- 
 priation of One Hundred Thousand Dollars per annum, for 
 live Years, for the permanent endowment of the Universi- 
 
 The Degree of Bachelor of Laws was coni'erred upon the 
 following CTraduating Class of the Lumpkin Law School, 
 viz : 
 
 O. A. Bacon, 
 Pope Biirrow, 
 P. H. Brown, 
 R. A. Chambers, 
 J. M. Cleveland, 
 Lamar Cobb, 
 V. C. Cook, 
 James Gardner, 
 James S. George, 
 W. Robt. Gignilliat, 
 Geo. G. Grattan, 
 A. A. Franklin Hill, 
 W. C. Ploward, 
 W. P. Johnson, 
 Rosvvell King, 
 L. A. Lane, 
 S. C.Mitchell, 
 L. 0. Niles, 
 Geo. L. Peavey, 
 A. C. Perry, 
 H. J. Randal, 
 J. H. Reece, 
 Jas. M. Reid, 
 Jno. H. Stephens, 
 L. J. Winn, 
 
 LaGrange, 
 
 Oglethorpe, 
 
 Griffin, 
 
 Columbus, 
 
 Washington, 
 
 Athens, 
 
 Rome, 
 
 Talbotton, 
 
 Decatur, 
 
 Mcintosh, 
 
 Lexington, 
 
 Athens, 
 
 Oglethorpe, 
 
 Jefferson county. 
 
 Savannah, 
 
 Monticello, 
 
 Griflfin, 
 
 Griffin, 
 
 Zebulon, 
 
 Chattooga county, 
 
 Atlanta, 
 
 Rome, 
 
 Sparta, 
 
 Crawfordville, 
 
 Decatur, 
 
 The Degree of Barchelor of Arts was conferred upon the 
 following Graduates of the University : 
 
 W. D. Anderson, 
 R. B. Baxter, 
 A. M. Brown, Jr., 
 T. J. Burns, 
 J. H. Cline, 
 W. F. Craver, 
 J. E. Harper, 
 VV. D. Mitchell, 
 T. A. Murray, 
 C. J. Reese, 
 J. C. Rutherford, 
 
 J. H. Thomas, 
 Hugh Harris, 
 J. J. Head-, 
 N. C. Kimbal, 
 W. H. Lee, 
 Frank Lumpkin, 
 Robt. C. Lumpkin, 
 R. J. Thomas, 
 S. S. Tumlin, 
 John Weatherly, 
 A. G. Whitehead, 
 
. 44 
 
 W. A. 'reiiille, Thomas Wniy, 
 
 E. J. Thomas, 
 An<l the Drgrpe of Miwter ol" Arts was confi'iTed on 
 
 Thomas A. Merrct,. .1. P. C. Whitehead, 
 
 James R, Tolbert, S. W. ITanis. 
 
 John I). MeGelie(% ' V>. AV. Hogan, 
 John Me^Iilliail, Wui. H. ^imms, 
 
 G.W. Philpot, . ]5. M.Heard, 
 
 .). A. Dunn, 
 
 And the Honorary Degree, A. M., on Thomas J. Bacon, 
 and the Degree of L. L. 1)., oi> Rev. Joseph C- Stiles. 
 
 The Board lias altered the Commencement, which will 
 take place hereafter, on the -Jd AVednesday in July, and 
 ^lavc also altered the vacations, so as to make tliem take place 
 as follows : 
 
 Summer vacation from Commen-cement to the 1st Sep^ 
 tcmber, and Winter vacation from 1st December to 5tli 
 
 January. 
 
 The Board finally organized itself by electing Col. Wm. 
 H. Jackson, its permanent Piesidetit, and requiring its an- 
 nual report to be aullienticated to the Governor by his sig- 
 nature. 
 
 Th(! foregoing with the connnunications to the Senatus 
 Academicus in November last, will fully exhibit the actings 
 and doings of the Board for the past College year. 
 
 In testimony whereof the President of the Board has 
 hereunto set his hand this October 2d, ISGO. 
 
 WILLIAM M. JACKSON, 
 
 President. 
 
 LNIVEBSITY OF GEORGIA, } 
 AtiiKXs, OcT0REi{ 4th, ISGO. 5 
 
 IJlx KxccUenai, 
 
 JOSEPH E. BROWN.: 
 Dear Sir — In the communication made a few days ago, 
 exhibiting the actings and doing of the Board of Trustees 
 of this Institution, it was omitted to be stated, that the 
 rates of tuition had beeri advanced from S50 to $75 per an- 
 num, and tiie object of this note is to supply such omission. 
 Very Respectfully, 
 
 ^'our obedient servant, 
 
 ASBURY HULL, 
 
 Secretary. 
 
 Please havt; the alteration nnide in the printed Cata- 
 logue, where the rate is printed fifty. 
 
 Tln^ $7') now charged, ^covers tuition, Room rent. Library 
 fee and seivants' hire. 
 
-[APPENDIX K.] 
 
 THE LAWS OF FORCE 
 
 ON Till': 
 
 SUBJECT OF E D U ( A T 1 N . 
 
 -Oo- 
 
 An Act to provide for the Education of the poor, asseuted 
 to, December 27th, 1843.' 
 
 Sec. 1. Be U enacted, That fi'oia aud after the passage of 
 this Act, it shall be lawful for, the. Justices of the Inferior 
 Courts of the several counties in this State, and thevare 
 hereby authorized to levy and collect an extra tax in their 
 respective counties sufticient, together witli such funds as 
 may be received from other source^s, to (educate tiie poor 
 children of their respective counties j Vromdcd, such, tiax 
 shall not be levied without the recommendation of the 
 Gtand Jury of the first Coui't in each vinir, and tliat said fund 
 shall be kept separate from all other county funds and used for 
 no other purpose whatsoever. 
 
 Sec. 2. Said Justices of the Inferior Court are hereby au- 
 thorized and empowered to require the Justices of the 
 Peace, or other person in the several militia districts in 
 their respective counties, to furnish them, at such times as 
 they may require, with a list of such children, between the 
 ages of eight and sixteen, in their several districts, as may 
 need total or partial assistance in obtaining their education ; 
 to apportion tiie funds among them at their discretion, ac- 
 cording to their respective necessities ; to appoint Coinmis- 
 iiioners or such other persons as they may deem proper, 
 without compensation, to superintend the proper applica- 
 tion of the fund, and the education of the poor ; and to paiss 
 and enforce such rules and regulations as they may deem 
 best calculated to promote the objects of this Act, Piovkhd^ 
 the same are not repugnant to the laws of this State. 
 
 Sec. :i. For the purpose of aiding in the education oftb« 
 
• 46 
 
 poor, as herein before provided, seventeen liundred and 
 thirty-three sliares of the capital stock of the bank, of the 
 State of Georgia, eight liundred and ninety shares of the 
 bank of Angusta, and all of the available assets of the Cen- 
 tral i'ank, after the payment of its debts, be, and the same 
 are hereby set apart, and a{)pro])riated as a permanent edu- 
 cation I'uiul, the annual income whereof shall be <listribut- 
 ed to the several counties of this State, and paid to the 
 Justices of the Inferior Courts thereof rateably in proportion 
 to the niunber of })Oor children therein, as herein set forth. 
 And the scrip for the bank stock aforesaid shall be deliver- 
 ed to the Treasurer of the State, and said stock shall hence- 
 forth be under his nianaji^enient and control, lor the purpos- 
 es .iforesaid: 
 
 An Act .to provid(? for the education of the children of this 
 State between certain ages, and to provide an annual sink- 
 ing fund for the extinguishment of the public debt. 
 
 Sec. I. T/ic (icnrral Ast^r.mhhj (if Genrgia do cmtct, That one 
 hundred thousand dollars of the net earnings of the Wes- 
 tern and Atlantic Railroad shall be annually appropriated 
 to the purpos(!s of education hereinafter specified. 
 
 Sec. 2. The fund set apart in the lirst section of this Act 
 shall be added to the present school fund [l] of this State 
 to be divided out among the several counties thereof ac- 
 cording to the return of all white children thereof between 
 the ages of eiii'lit and eighteen, and that each county hereby 
 have the power to use, enjoy and dispose of the fund they res- 
 pectively receive for educational purposes, in such manner 
 as they ' may see fit and proper ; the plan for each county 
 to be devised by the Grand Jury thereof with the Ordinary, 
 and if the Grand Jury and Ordinary fail or n-fuse to devise 
 a plan, then said liind to be used and employ <mI under exist- 
 ing laws ; FrovuJcil, that in all cases the said fund shall be 
 used for instruction of children in the elementary branches 
 of education ; Afid provided Otrfher, that that portion of said 
 funvl to be distributed to (Chatham county shall be expended 
 by the Justices of the Inferior Court through the school 
 (Commissioners of said county. 
 
 Sec. 3. Be. it further enacted, Th^it the Receiver of Tax Re- 
 turns of each county shall recpiire'of each tax payer, when 
 giving in ])is taxable property, to returu, imder oath, the 
 n\imberof his children between the ages eight and eighteen 
 years, and it shall be the duty of tin.' Grand Jury of each 
 county, at the next term of the Court after the Tax Receiver 
 has completed his digest, to examine the same, jand if any 
 of said children are left out of the returns," then the said 
 nVaud Jury shall make every elfort in their power to as- 
 
47 
 
 certain the names of those omitted and have them added to 
 the rest. • 
 
 Sec. 4* Be it further enacted, That in order to augment 
 8aid,educational fund, whatever fund may be in the Treas- 
 ury not otherwise appropriated at the time of such appor- 
 tionment, over and above the expenses ordinary and extra- 
 ordinary ot the State Grovernment, shall be added to the 
 fund herein before set apart for educational purposes, and 
 distributed in the same manner. 
 
 Sec. 5. Be itfartfirr enacted, hij the anthoriti/ a/hresaid, That 
 the Inferior Court of each county, shall, upon a recommen- 
 dation of the Grand Jury thereof, assess such per cent upon 
 the State tax as they may deem right and proper, if any, to 
 augment said educational fund for said county ; and the Or- 
 dinary of each county shall be the Treasurer of said fund, 
 and shall give bond to the Justices of the Inferior Court in 
 the sum of double the amount appropriated to his county, 
 and the scvcrarOrdinaries shall make out and present to 
 the Grand Juries at the Spring Term of the Superior Courts, 
 a full account current of all receipts and expenditures, stat- 
 ing items and amounts left over from previous 3'ear.s, and 
 shall mak-e oath to the truth of their accounts, and a false 
 oath thereon shall be punished as perjury. 
 
 Sec. 6. Be it further enacted, Tliat the tuition of those chil- 
 dren entitled to participate in this fimd, who shall attend 
 school out ot the county in which they reside, shall be paid 
 out of the fund of the county in which they do reside. 
 
 Sec. 7. Beit further enacted. That the Governor be, and is 
 hereby authorized to draw his warrant on the Treasury for 
 such sums as may be in the Treasury, subject to distribution 
 under this Act, in favor of the Ordinary of each county, on 
 the third Monday of November of each year; Provided, the 
 Ordinary shall have lirstfurnished the Governor with the num- 
 ber of children in his county between the ages aforesaid, the 
 number taught the elementary branches of an English educa- 
 tion, the nundaertaught the higher branches ,of education, and 
 the rates of tuition in the elementary, and in the higher 
 branches, and all other facts and statistics which His Ex- 
 cellency may require said Ordinaries to obtain and return, 
 and which he may deem useful in aid of future legislation. 
 
 Sec. 8. Be it further enacted, That the several Ordinaries, 
 as a means of collecting of the Teachers or 'I'rustees of 
 schools and Academics, the information and statistics con- 
 templated in this Act, shall have the power to withhold the 
 'fund appropriated or due any Teacher or Trustees until 
 his terms or requisition for information are complied with ; 
 and no teacher shall participate in the benehts of tiiis fund 
 ior any tuition rendered, until he shall obtain the certificate 
 of a Board of examiners appointed for that purpose, by the 
 Justices of the Inferior Courts of his qualifications to teach 
 the branches of education contemplated by this Act, and 
 
4S 
 
 also of good moral character; and the s.ild Hoard orcxam- 
 iiR'rs shall iiiakf oath in exef\' instance, to discharge i'aith- 
 lully their duties aud to decide inipartially. 
 
 iivc. iK Ik k.fardicr luacud, Tiiat the Governor shaU he 
 hereby authorized and required, as far as may be practica- 
 ble, to substitute other State bonds bearing the same rate 
 of interest, for those now in the hands of holders, and that 
 he issue new bonds, and arrange them upon such a sclH^luie 
 and payable at such ]){;rio<l or periods in the future, as that, 
 by providing annually a sinking fund of a certain amount, 
 the whole princi})al of the public debt, (tiie interest being 
 semi-annually paid as now provided by law,) this sinking 
 fund, when ■ ascertained, shall be regularly and punctually 
 paid out of tlie net earnings of the Western and Atlantic 
 liailroad, and uutil the schedule of the public debt is lixed, 
 diid the ajnount of sinking fund is ascertained, the Govern- 
 or shall use so much of the earnings of the road as shall be 
 uecessary to meet the bonds annually falttng due, in pay- 
 ment of "the sanu?, aud in the purchase or payment ofotln'r 
 bonds, the period for the payment of v/hich is lelt to the o[i- 
 tion of the 8late. 
 
 Sec. 10. Jk'il I'urlher rnacicd, That whenever the Govern- 
 or shall, by means of the sinking fund or by any other fund 
 applicable to the purpose, pay and take up any portion of 
 the bonds of public debt, he sliall issue an equal amount of 
 bonds in suuis of one thousand dollars, bearing interest at 
 six per cent, payable at sucli period in the future as he may 
 deem best for the objects and intercuts in view, to the Sec- 
 retary of State as.thp Trustee of the educational fund of 
 Georgia, so tliat as the public debt is extinguished, the ed- 
 ticational fund shall be increased^ and the interest on said 
 educational iund shall be annually appropriated to educa- 
 tional purposes. 
 
 i^ec. 11. Be It fuillirf aiackil, That the Governor be au- 
 thorized to make a deposit in either of the banks of Savan- 
 nah or Augusta, on the best terms practicable, of any mon- 
 eys which may accunmlate in the Treasury, and which may 
 be subject to the a[»[»ropriations contemplated by this Act: 
 vsuch deposits to be made upon the condition that such por- 
 tion of it as shall belong to the fund provided for distribu- 
 tion for school purposes in this Act, shall be drawn by the 
 third Monday in November in each year, and such portion 
 of said deposits as fornis a pait of the sinking fund under 
 the provisions of this Act, shall be drawn at any time, at 
 tlie option of the Governor, wheji he may have an opportn- 
 nity to purchase at par tlie bonds of the State. 
 
 Sec 1'2. This Act shall take effect immediately. All coja- 
 Hicting laws to the contrary notwithstanding. 
 
49 
 
 AN ACT 
 
 To alter and amend an Act entitled An Act to provide for 
 the Education of the Children of this State between cer- 
 tain ages, and to provide an' annual sinking fund for the 
 extingLiisliment of the public debt, assented to Decem- 
 ber the l-itli, ISoS. 
 
 Sec. 1. Be /■/. c/KfcleJ, ^1:, Tliat the sums of money appro- 
 priated in the above recited Act, for educational purposes, 
 and whatever sum or sums of money may be hcieafter ap- 
 propriated for purposes of education, by the General As- 
 sembly, shall be expended for said purposes, as hereinafter 
 provided. 
 
 See. 2. Be it farllu:r cikicIcu, Tiiat the above recited Act 
 is hereby so altered and amended as to entitle children be-- 
 tween the ages of six and eighteen to its benefits; and the 
 number of children between certain ages shall be aseer-- 
 tained in the same manner as that of children between the 
 ages of eight and eighteen, contemplated in the above re- 
 cited Act. 
 
 Sec. 3. Be it further enacted, That the words Elementary 
 Branches, wherever occurring in the Act of which this is 
 amendatory, shall be construed to mean Spelling, Reading, 
 Writing and Arithmetic; but the children entitled to the 
 benefits of the Public School Fund shall not be debaired 
 from pursuing the studies of English Grammar and Geo- 
 graphy, — the tuition of which shall be paid for out of said 
 funds, p-omded said tuition shall not exceed the rates of six- 
 teen dollars per annum. 
 
 Sec. 4. Be it farther enacted, That, in each county of this 
 State, there shall be a Board of Education, which Board 
 shall consist of the Justices of the Inferior Court, the Or- 
 dinary, and some other person to be selected by said Jus- 
 tices of the Inferior Court and Ordinary, having reference 
 to his proficiency in the "Elementary Branches" upon 
 which teachers are now or shall be required to be exam- 
 ined; and a majority of this Board shall constitute a quo- 
 rum for the transaction of business. 
 
 Sec. 5. Be it further enacted, That it shall be the duty of 
 the said Board of Education, in each county, to disburse 
 whatever amount of the Common School Fund to which 
 the county may be entitled by law, together with any funds 
 which may be raised by taxation or otherwise, in such 
 county, for educational purposes, in such way as shall, in 
 the judgment of said Board, best promote the cause of 
 general education in their respective counties; it shall be 
 the further duty of said Board of Education to act as a 
 Board of Examiners, who may examine all teachers who 
 participate in the public school funds, upon the '^Elemen- 
 
 4 
 
tarv liram-lics," — also iijxni Knglisli CJraniiiiar and Geo- 
 graphy, it' the teacher applying for examination shall de- 
 sire; and the said Board shall give the eertiticates now re- 
 quired bv law, upon being satisfied f'roni e.xaminution <»• 
 otherwise! that the said teachers are competent to teach the 
 *'El«>mentary liranches"' contemplated by this Act, iiro- 
 vidcd said certificates shall, in all cases where teachers pro- 
 pose to teach the English ( {rammar and Geography, specify 
 their com})etenc)' to teach the same; and the aforesaid 
 Board shall be allowed to make examinations, and give 
 certificates, without taking the oath now prescribed by law. 
 Sec. G. Be it further enactcil, That the Ordinary shall be 
 the Treasurer of the Board of Education, and disburse the 
 school funds according to their orders, — said orders to be 
 signed by a majority of the I'oard, exclusive of the Or- 
 dinary, and they shall be kept by the Ordiiuuy as vouchers 
 to be exhibited, with the accounts of disbursements, to the 
 Grand Jury, at the spring term of the Superior Courts of 
 their respective counties; the said Ordinary shall give bond 
 and good security, to be judged of by the Board, as is now 
 required by law; and, in the event the Ordinary shall refuse 
 to act as Treasurer, or be unable to give such security, the 
 Board of Education shall have power to select some other 
 jesponsible person, to act as Treasurer of said Board, who 
 shall be re([uired to give bond and security as aforesaid. 
 
 Sec. 7. Be it farther enacted, That, in all cases where the 
 said Treasurer shall refuse to pay out any school funds in 
 the manner now n'quired by law, which may be in his 
 liands, and complaint of such failure being known to the 
 Board, said Board, or a majority of them, shall issue a Bvle 
 Xini against such defaulting Treasurer, reipiiring him to 
 appear before the Board within ten days, to show cause of 
 such refusal ; and, upon failing to appear, or to show good 
 and suflicient cause for such ]-elusal, the Board shall issue 
 execution against such Treasurer and his securities, which 
 judgment shall be conclusive. 
 
 Sec. 8. Be it further enacted, That au)^ Treasurer who 
 shall fail or neglect to pay out such money, at the propei- 
 time, shall be liable to pay interest on the amount not jiaid 
 out, at the rate of twenty per cent, wliicli shall be recpiired 
 in the execution issued as aforesaid. 
 Sec. 9. Repeals confficting laws. 
 
 (Pakt of PinvATE Act, Ko. 12S.) 
 
 Sec. 1 . Be it enacted, That the Act for the relief of certain 
 teachers of poor children, in the county of Decatur; also 
 to provide for the payment of accounts of teachers of poor 
 children, throughout the State, where such children have 
 not 1 een returned according to law, — approved March oth, 
 
51 
 
 1856, — shall be so construed and understood as giving Or- 
 dinaries, only, the power of paying such accounts of teachers 
 of poor cliildren, as therein described, out of the poor school 
 funds which may be in their hands, unappropriated, for the 
 years in which said accounts may have been made. 
 
 AN ACT 
 
 For laying out two or more counties to the westward, &c., 
 (Franklin and Washington,) — approved Feb. 2-3, 1784. 
 
 And AVhereas, the encourangemc'nt of religion and learning 
 is an object of great importance to any community, and 
 must tend to the prosperity, happiness and advantage of 
 the same: 
 
 Sec. 11. Be it fiirlltcr enacted, ^v., 'Vhixt the county Sur- 
 veyors, immediately after passing of this Act, shall proceed 
 to lay out, in each county, twenty thousand acres of land 
 of the first quality, in separate tracts of five thousand acres 
 each, for the endowment of a college or seminary of learn- 
 ing, and which said lands shall be vested in and granted in 
 trust to his Honor the Governor, for the time being, and 
 {seven persons named,) and their successors in office, who 
 are hereby nominated and appointed trustees for the said 
 college or seminary of learning, and empowered to do all 
 such things as to them shall appear requisite and necessarv 
 to forward the establisliment and progress of the same, and 
 all vacancies shall be filled up by the said trustees; and the 
 said county surveyors shall, in six months after passing of 
 this Act, make return to the trustees herein before men- 
 tioned, of regular plats of all such tracts as shall have been 
 laid out and surveyed by virtue of this Act, 
 
 Sec. 12. The land granted as aforesaid shall be exempt 
 from taxes. 
 
 AN ACT 
 
 For the more full and complete establishment of a public 
 seat of learning in this State, — approved Jan. 27, 1785. 
 
 As it is the distinguishing happiness of free governments 
 that civil order should be the result of choice, and not ne- 
 cessity, and the common wishes of the people become the 
 laws of the land, their public prosperity, and even exist- 
 ence, 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 happv 
 
wliere tlie jmblic- piiucipU'.s and oj»iiiioiis are properly Ji- 
 V(^cted, and their iiiaiiuers reiiulated. Tliis in an intiuence 
 beyond the stretch of laws and punishments, and can be 
 claimed only by religion and education. It should, there- 
 fore be among the first objects of" those who wish well to 
 the national prosperity, to encourage and support the 
 principles of religion and morality, and early to place the 
 youth under the forming hand of society, that by instrnc- 
 tion they may be moulded to the love of virtue and good 
 order. Sending tljem abroad to other countries, for their 
 education, will not answer these purposes, is too humiliating 
 an acknowledgment of thi; ignorance or inferiority of our 
 own and will always be the cause of so great foreign at- 
 tachments that, upon pi'inciples of policy, it is inadmissible. 
 
 This country, in the times of our common danger and 
 distress, found such security in the principles and abilities 
 which wise regu ations had before established in the minds 
 of our counti'ymen, that our present happiness, joined to 
 the pleasing pi'ospects, should conspire to make us feel our- 
 selves under the strongest obligation to form the youth, the 
 rising hope of our land, to render the like glorious and 
 essential services to our country. 
 
 And Whkijeas, for the great purpose of internal educa- 
 tion, divers allotments of land have at ditferent times been 
 made, particularly by the Legislature, at their session in 
 July 17s:), and February 17S4, all of which may be com- 
 prehended and made the basis of one general and complete 
 establishment: 
 
 Therefore enacted, 
 
 Sec. 1. That the general superintendence and regulation 
 of the literature of this State, and in particular of the pub- 
 lic seat of learning, shall be committed and intrusted to 
 one board, denominated "The Board of Visitors," hereby 
 vested with all powers of visitation, to see that the intent 
 of this institution is carried into eftect. 
 
 Article 4th, Section 13th, of the Constitution of 
 Georgia. 
 
 The arts and sciences shall be promoted in one or more 
 seminari«'s of learning, and the Legislature shall, as soon as 
 conveniently may be, give such further donations and privi- 
 leges to those already established, as may be necessary to 
 secure the objects of their institution; and it shall be the 
 duty of the (general Assembly, at their next session, to pro- 
 vide effectual measures for the im})rovement and permanent 
 securitv of the funds ;ind endowments of such institutions. 
 
 Approved and assented to, the l;Uh May, 17!)s. 
 
[APPErsDIX F.] 
 
 A BILL to be entitled An Act to provide for the education 
 of the yo 
 education 
 
 of the youth of Georgia in the rudiuients of an English 
 
 Sec. 1. B( ii ruaded, i]r., That at the next general elec- 
 tion for county officers, there shall be elected in each and 
 every county of this State, by the legal voters, two Super- 
 intendents of Education, who shall hold their office for four 
 years, or until their successors are elected and qualified, 
 \vho, together with the Ordinary of the county, shall be 
 and are hereby constituted a body corporate and politic, for 
 the supervision and encouragement of education in each 
 county in this State, with power to sue and be sued, and 
 to have and to hold all real and personal estate which may 
 be given, granted, or bequeathed to them and their succes- 
 sors in oflice, for the purposes of education. And in the 
 event of any vacancy occurring in said Board of Education 
 by death, resignation, or otherwise, it shall be the duty of 
 the Justices of the Inferior Court to advertise, after twenty 
 days notice thereof, to order an election by the people of 
 the county to fill said vacancy. 
 
 Sec. 2. Be it further enacted, ^c., That it shall be the duty 
 of said Board of Education, on the second Monday in Jan- 
 uary of each year, to assemble at the court house of their 
 respective counties, for the purpose of examining all such 
 persons as may apply to tliem for a license to leach school 
 in their counties, and fix their tuition fees for said year, 
 provided said board shall have power to discriminate in said 
 rates between the teachers applying. It shall be the duty 
 of said board to issue licenses to all such, and those only, 
 whom they shall find, after strict examination, to be com- 
 petent to teach reading, w^riting, arithmetic, English gram- 
 mar, and geography ; provided, however, that if competent 
 teachers cannot in all cases be provided, the Boards of Edu- 
 cation may license the most competent they can get, giving 
 preference, however, to the most competent ; and in case 
 there be more applicants than can be supplied with schools, 
 qualifications being equal, that said commissioners shall se- 
 lect Southern men and Southern ladies as teachers in said 
 schools, to the exclusion of all others. Said board shall 
 
o4 
 
 koop a docket, ooiituiniiig the names of all persons whom 
 they may license to teach, and the dates of their license; 
 and tiiat said Board of Education be authorized to retain 
 the sum of one dollar out of said fund raised by tin' fifth 
 section of this Act for each license so granted, or so much 
 as shall be necessary to purchase the recpiisite books in 
 which to record their proceedings. 
 
 Sec. :J. Be it further enacted, i^c.. That it shall be the duty of • 
 all licensed teachers, in every county in the State, on or be- 
 fore the first Monday of Scpteniber of each and every year, 
 to make return on oath to said Boaj'ds of Education, the 
 names and places of residence of all their pupils, and their 
 parents or guardians, who are taught the branches 6f Eng- 
 lish education enumerated in the second section of this Act 
 in their schools, and in those branches only, the length of 
 time taught, and the amount of tuition fees due for the 
 education of said pupils; and it shall be the further duty of 
 said teachers to make such other returns of statistics and 
 other information required by a circular for that purpose, 
 that may be issued and directed by the Board to said teach- 
 ers. It shall be the duty of said Board of Education to 
 meet at the court house of their respective counties on the 
 second Monday of December of each and every year, to au- 
 dit said accounts; if doubt shall arise as to the accuracy 
 and justness of said accounts, they shall ]:ave power to 
 summon and examine witnesses; if they shall hnd them 
 correct, they shall approve theni and draw^ an order for 
 their payment upon the tax collectors of their respective 
 counties in favor of said teachers or their order; if they 
 shall disapprove of them, they shall i-eject them. 
 
 Sec. 4. Be it further enacted, ^'c, That if any licensed 
 teacher shall charge and collect tuition fees from the citi- 
 zens of this State, for teaching the branches of English edu- 
 cation enumerated in the second section of tliis Act, he or 
 they shall forfeit his or their licenses, and be subject to an 
 indictment for misdemeanor, and on conviction shall be 
 fined in a sum not less than one hundred nor more than live 
 liundred dollars. 
 
 Sec. r5. fk it further enercfrd, i!)c., That it shall be the duty 
 of said Board of Education, on or before the lirst ^Monday 
 in October, v.hen all the accounts of teachers and lists of 
 pupils in theii- respective counties have been returned, as 
 provided for in the preceding section of this Act, to consoli- 
 date the same, and upon ascertaining the amount due to li- 
 censed teachers for tuition fees as aforesaid, to assess a tax 
 upon the State tax in each county of sufHcient amount to 
 pay the tuition fees due the licensed teachers of each coun- 
 ty, provided the same does not exceed one hundred per cent, 
 on the State tax. And if said assessment shall not be suf- 
 hcient to pay all the tuition fees of the licensed teachers in 
 
oo 
 
 any county in this State, it shall be the duty of the (lover 
 nor to draw his warrant on the treasury on the fund here- 
 inafter set apart for that purpose, in favor of the Board of 
 Education of said counties in which such deliciencies occur, 
 for amounts wiiich shall be sufficient to supply the defi- 
 ciencies aforesaid ; and if there shall not be any portion of 
 the fund in the treasury hereinafter to be set apart, it shall 
 then be th(i duty of the Governor, witli the act of the 
 Comptroller fTeneral, to levy an assessment upon the State 
 tax of all the counties in the State, sufficient to pay the de- 
 ficiencies in amounts due, teachers in the counties where 
 such deficiencies occiir, provided that no county shall par- 
 ticipate in the new assessment which had not, in the first 
 assessment made by the county Board of Education of said 
 county, raised tlie sum of one hundred per cent, on their 
 State tax. 
 
 Sec. 6. Be iffi/rther enacted, S)V., That wlien the taxes col- 
 lected in any county in the State for educational ])urposes 
 are insufficient to pay the order of the Bonrd of Education 
 in their respective counties, for tuition ft;es as aforesaid, 
 said orders shall be presented and paid at the treasury of 
 the State. 
 
 Sec. 7. Be It further e/iacied, c^';-., That the orders of the 
 Boards of Education paid by tax collectors, shall be received 
 as cash from the tax collectors of the diiferent counties in 
 the State, in the settlement of their accounts with the State 
 treasury, and shall be accounted for as cash. 
 
 Sec. S. Be it further enacted, &c.. That the present poor 
 school system is hereby abolislied, and the poor school funds 
 of the State are hereby merged in the conunon fund of the 
 State, and may be used in the payment of the ordinary ex- 
 penses of the Government. 
 
 Sec. 9. Be it further enacted, ^v., That this system of 
 Common School Education shall take effi^ct from and after 
 the first day of January, 135 — . 
 
 Sec. 10. Be it further enacted, if^'c, That all laws and puts 
 of laws militating against the provisions of this Act are 
 hereby repealed. 
 
 The Committee on Education, to whom was referred a 
 Bill to extend the system of Public Education in this State, 
 beg leave to report that they have duly considered the same, 
 and recommend that the bill do pass, with the following 
 amendment, to be added as a new section at the end of the 
 bill, to-wit : 
 
 Sec. 7. Jnd he it further enacted, hy the authorittj aforcsaio, 
 
56 
 
 That the said Treasurer shall give homl to the State, witli 
 sufficient sureties thereto, in such sum tis the Coniinission- 
 rrs may deem necessary, conditioned for the taitlilul dis- 
 charge of his duties, and shall receive such compensation ;is 
 said Conmiissioners may determine. 
 
 Respectfully submitted, 
 
 C. P. SULLn^AN, Chairman. 
 
 In the House of Representatives, [of South Carolina,] 
 November 29, 1850. 
 
 A JilLL to extend the system of Public Education in this 
 State. 
 
 Sec. 1. Be it vnacicd h)j the Srnatc and House of Ilcprcscnla- 
 tirr.it now met cnid sitting in general asscmbhj, and bij the aiithort- 
 tij of the same, That the Commissioners of Free Schools in 
 each District and Parish are authorized to lay out and es- 
 tablish one or more School Districts in their respective Dis- 
 tricts and Parishes, for the pui-pose of receiving the benefit 
 ofiered by this Act; and in every such School District to 
 erect a school house, upon the plan most approved for their 
 purpose, and to furnish the same with suitable school fur- 
 niture and arrangements. 
 
 Sec. 2. As soon as any such school house shall be com- 
 pleted and furnished, it shall be the duty of the Board of 
 (.'onmiissioners for the District or Parish in which such 
 school is located to })rocure teachers for as many children 
 as can be taught therein. And all the children residino- 
 within the particular School Disti'ict, between the ages of 
 seven and seventeen, shall have an equal right to receive 
 education at the said school ; and the number and salaries 
 of the teachers, and the books to be taught, and the system 
 and conduct of the said school shall be subject to the regu- 
 lations which shall be made in each respect by the l->oard 
 of Commissioners. 
 
 Sec. 'i. The whole expense incurred in erecting each 
 school house, and in furnishing the same, and in purchasing 
 tlu! land suitable for its use, shall be defraycnl one-half by a 
 tax upon the persons and pro[)erty within the School Dis- 
 trict in which such school house is situate, and the other 
 half by the State Treasury ; and to that end, the Board of 
 (Commissioners of Free Schools in each District or Parish is 
 hereby made a body politic and corporate, to purchase and 
 hold such school liouses and the lands, furniture, books and 
 property which they deem suitable ibr the same, and also 
 to receive any donations, devises, or bequests for the use of 
 any school ; and the said Boards respectively are author- 
 ized to raise and levy a tax upon all persons and property 
 %\-ithin the limits of each School District, in the sanse man- 
 
5t 
 
 ner and upon the same principle as is now allowed by law 
 to the Commissioners of the Poor, to &n extent not exceed- 
 ing twenty-five per centum on the general tax of each per- 
 son, which said tax the Tax Collectors are hereby required 
 to collect and pay over as is by law requii-ed wlien taxes 
 are laid by Commissioners of the Poor; and whenever the 
 Tax Collector of any District or Parish shall certify to the 
 Comptroller General that any such tax has been levied and 
 paid, the Comptroller General shall cause an equal amount 
 to be paid from the State Treasury to the Board of Com- 
 missioners of Free Schools of each District or Parish, for 
 the use of that particular School District in which such tax 
 shall have been raised ; and all the monies so raised and 
 paid over shall be expended for the exclusive use of the 
 School District so taxed as aforesaid, by a Treasurer to be 
 appointed for tliat purpose by the Board of Conmiissioners, 
 and shall be accounted for to the said Board, and by them 
 reported to the Court of Common Pleas, in the manner now 
 required by law as to monies expended by the Commission- 
 ers of the Poor. 
 
 Sec. 4. The annual expenses incurred in the education of 
 pupils and in furnishing books in each School District shall 
 be paid partly by the State and partly by a tax to be levied 
 and assessed upon all the persons and property within the 
 limits of such School District. The said tax may be levied 
 and assessed in th" same manner and to the same extent as 
 is prescribed above in Section -kl of this act. The portion 
 to be paid by the State shall be equal to that raised by the 
 tax upon the School District, until such payment by the 
 State shall amount to five dollars for each pupil taught in 
 the school ; and after the first year no pupil shall be reck- 
 oned who shall not have been taught at the school for at 
 least six months of the preceding year, including vacations 
 and temporary absences ; and whenever pupils for such 
 fractions of a year are reckoned, their number shall be re- 
 duced to an equivalent number of pupils for the whole 
 year. And all monies raised and expended under this clause 
 shall be paid over, expended and accounted for in the same 
 manner as is provided in (he third section of this act. 
 
 Sec. 5. In those Districts or Parishes wherein no School 
 District shall be established under this act, the Commission- 
 ers of Free Schools may continue to apply as heretofore the 
 appropriations made for Free Schools ; and in those Dis- 
 tricts or Parishes wherein School Districts shall be estab- 
 lished under this act, the respective Boards of Conmiissioner.s 
 shall certify to the Conq>troller General the amount which, 
 in their judgment, is the just portion of the monies now ap- 
 propriated for Free S.^.hoois which ought to be paid for the 
 use of that part of the District or Parish embraced within 
 such School District, and the Comptroller General shaii 
 
•)S 
 
 cause such })ortiou to be paid to tlic Treasurer of such 
 School District, and shall crfidit the same against the 
 amount directed by this act to be paid I'wr education in such 
 School District. 
 
 Sec. <). For the purpose of f>ivinu- j)rop('r information to 
 the various l^)oards of Connnissioners, and of producing uni- 
 tonnity as far as may be practicable, the Governor is au- 
 thorized and reqilired to furnish each IjoaVd of Commission- 
 ers of Fi'oe Scliools with such appi"ovcd pUins and designs 
 of school arcliitectnre and furniture, and with such books, 
 documents or other information as he may deem most use- 
 ful in p!0)noting the cause of general education in this 
 State. 
 
 SPEECH OF MR. MEilMlNCiEK, 
 
 licforc tltc House of Jleiirfsoifatin's of' South Carolnid, on the 
 Bill to (s/ahlish tltc Common School Stjslcm ojEduciUion. 
 
 Mr. Si'EAKEit': There are some subjects wliich liowever 
 frequently discussed, carmot fail to engage attention. They 
 involve the hopes and destiny of new generations, and are 
 as vital to the interests of each, as the yearly renewal of the 
 seasons or the dully return of the sunbeams. Education 
 stands prominent .-mong these subjects, and the annual 
 discussions which have been heard on this floor, evince the 
 interest which is felt both by the people of our State and 
 by their Representatives. From every ([uarter comes up a 
 cry for help to this great cause. Everywhere its impor- 
 tance is acknowledged— eviMywhere the inadequacy of the 
 agencies for its advancement aricr deplored. Urged forward 
 })y these loud ctdls, the State v.-as induced to double the 
 amount of money which she had' contributed. Still, how- 
 ever, the same cry continues, and the concurring testimony 
 of the Commissioners of Free Schools throughout the State 
 assures us, that the present system fails to accomplish the 
 ends for which it was instituted. 
 
 Upon a question so eminently practicable, the experience 
 of others in circumstances analogous to ours would offer the 
 most natural and certain solution of tlie difliculties which 
 surround it. Our nearest neighbor, North Carolina, for six- 
 ty-ibur years tried the same system of Free Schools, and 
 the result was, that, in all that State, there were at school 
 only 19,493 pupils. In 1S40 she changed her system and 
 adopted the Common School S3^stem, and after fifteen yeai's 
 the children at school amounted up to 140, 000 ; a corrcs- 
 
59 
 
 poiuliiig cliange took place in the iminbers of students at 
 colleges and acadamies. 
 
 The students at college were I'aisod from I5S to J.,000 ; 
 and tliose at academies from -i^JOS to 9,000; thus proving 
 tliat the whole cause of education had been advanced. The 
 Superintendent of Education in that State, i-eports that lif- 
 teen years after t!ie Conanon School sj-stem weut into ope- 
 ration, the numbers of those who .could not read and write 
 were reduced froiu 1 in every 7^ adults to i in evei'V 1-5 Oi' 
 ■20. " , " 
 
 This remarkable result, under all the (lisadvautages. wliiQli 
 the system has had to contend with, in North Carolina, is 
 CQnfirmed by the experience of other States, to whicii- re- 
 ference will hereafter be made. Jiut in this connection I 
 will mention the experience of Upper Canada, for two rea- 
 sons, first — because the system there adopted is similar to 
 that which is proposed by the bill now under consideration, 
 and secondly, because the extent of the country and the 
 sparseiiess of its population furnish analogies completely 
 litting the condition of our own State. Prior to lSl-1 Up- 
 per, Canada was so discontented with her system of public 
 schools, that she reduced the appropriation for them from 
 $i4,000 to $10,000 per annum. Jn ISil the present Com- 
 mon School system was adopted and $80,000 were appro- 
 priated by the Legislature fiom the public treasifiy. The 
 same amount Vv-as raised by assessments and subscription of 
 the inhabitants. After eight years trial of the system, the 
 voluntary assessments had amounted up to S.250,000 ])er an- 
 num ; and in 1854: upwards of half million of dollars was 
 cheerfully paid by the people to the support of Common 
 Scliools. The attendance of pupils had increased from GG^- 
 000 to 104,000, which after making allowance for the in- 
 crease of population, raising the proportion of educational 
 increase from 100 to upwards of 400 percent. 
 
 These facts distinctl}^ point to the remedy which it is my 
 purpose to urge upon your attention. We all agree th.at 
 the State is dee[)ly interested in the education of all her 
 children. We all de!-;ire to see this education extended to 
 every one — we have freely opened the purses of the tax- 
 payers to effect this great end. Hitherto the point of our 
 exertions has been manifested only in one direction. The 
 South Carolina College has returned to the State its whole 
 outlay, with ample interest. The intelligence and learning 
 of the higher classes of society in our State will compare fa- 
 vorably with any State in the Union. Where can be found 
 a body of more intelligent gentlemen than those who occu- 
 py the seats of our Legislature, and the learned professions 
 in our State ? What class of men anywhere to be found 
 excel in courtesy and intelligence the educated planters and 
 merchants of our State ? But when we turn to the other 
 
60 
 
 walks of" life, tlio clinngo is most strikiiia-. The mechanics 
 and moving elements of society — those who work the actu- 
 al machinery of the body politic, and ar(^ its main stay and 
 support — these exhibit few of the results of education. 
 Those advantages which common schools have placed witii- 
 in the reach of the same classes elsewiiere, are not enjoyed 
 by our middling classes, and the ditterence is apparent in the 
 superior intelligence and activity manifested in the business 
 ranks in other States. The common schools bi-ing forward 
 the whole intellect of the State — ever\' separate mind is 
 brought forward and cultivated to the extent of its capacity, 
 and the State is the recipient of the united aggregate of 
 contribution. This is evident from the o-reatly increasins; 
 nuinbers of children which that system brings into the 
 schools, and the higher grade of education which is furnish- 
 ed to each. In our own State, out of one thousand capable 
 of going to school, the entire number who attend school, 
 even the fraction of year, are foi'ty thousand ; and according 
 to the last census there arc fifteen thousand white adults 
 who can neither read nor write. 
 
 Even theae figures must be much below the truth; fori 
 observe in the total amount are set down only 1S3 for the 
 whole district of Charleston, an amount which any one ac- 
 quainted .j^vitli either town or country knows to be greatly 
 below the mark. The in([uii-v, tharefbre, naturally arises 
 ns to the barrier which keeps back these numbers — as to the 
 cause which prevents the extension of education among all 
 classes. Wliy is it that 9,697 i'eniales — those who arc the 
 mothers and teachers of the vounii; — are unable to impart to 
 them the merest rudiments of education, or even to spell 
 out for themselves the name of that God, who has entrust- 
 ed to their training the innnortal souls of the children 
 whom He has given them .^ As far back as ISll, the Leg- 
 islature had declared that any " citi/en of this State shall 
 be entitled to send his or her child or children, ward or wards 
 to any free school in the district where he or she may reside, 
 free from any expense whatever on account of tuition." 
 
 How comes it to pass that in 1S5G there are so many of 
 our citizens who liave derived no benefit iroin tliis declara- 
 tion ■? Why is it that the returns of the Commissioners 
 from every quarter of the State declare that the benevolent 
 objects of the Legislature fail to be accomplished ? The ex- 
 perience of other States gives the answer. Because you 
 have separated the poor and put them in schools by them- 
 selves — because you have required from them as a condi- 
 tion for admission that they shall make a confession of pau- 
 perism. Try the same experiment upon an}'- other institu- 
 tion of learning. Set up at the door of the South Carolina, 
 College a condition that no one can be admitted but on the 
 iooting of charity. Say to the honest and frugal father, put 
 
asiile your houovable desire of indepoiidence — confess 3^onr- 
 se]f a pauper — accept the boon of the State as charity, and 
 your son inay be adniitleJ to receive liis education xX-ith 
 other paupers — aud can any one fail to foresee the result? 
 
 And yet this is just the course tiiat has been talvcn with 
 th(^ free schools. By giving preference in them to the poor, 
 tiie higiier classes ot society are excluded in terms, and mid- 
 dling classes are practically excluded by that feeling of 
 pride which is always excited by such discrimination. 
 Those which remain are "the poor" by confession, and the 
 result is a poor school in every sense of the word. The 
 pupils are deprived of the leaven infused by the upper class- 
 es of society. They le;irn witiiout spirit — they avoid the 
 school as a badge of infej-iority — they give irregular atten- 
 dance, and leave it before they attain the necessary rudi- 
 ments of education. The teacher is dishearteiied ; he re- 
 ceives no sympathy from the connnunity ; their children 
 go to other schools. It is only the obscure and unknown 
 poor whose children are with him, and these have neither 
 sufficient knowledge or leisure to see after the school. 
 Neither can the disheartened teacher find his compensation 
 in the attainments of his pupils. They attend too irregular- 
 ly, learn too unwillingly, and leave too early for him to 
 make any effectual impression ; and thus, without any 
 effectual impression ; and thus, without any fault of his own 
 he feels himself a laborious drudge, shorn even of his first 
 reputation by a system which bears him dov»'n by its own 
 inherent difliculties. 
 
 The simple remedy which we propose is the adoption of 
 the system of common schools for the common education 
 of the rich and the poor. The system administers imme- 
 diate relief to all these evils. It infuses new life into teach- 
 ers and pupils. It removes the barrier wdiich has shut out 
 the schools from the sympathy of the community, and ad- 
 vances the whole circle and standard of education. It 
 possesses the immense advantage of having been fully 
 tried elsewhere. From Prussia it has advanced all over the 
 continent of Europe, and has received the sanction of 
 every enlightened State, saving England alone. These 
 various causes have prevented its adoption, and the results 
 are apparent in the great excess of persons in that country 
 who are unable to read or v>Mite. 
 
 In our own country it has been adopted by nearly all the 
 States. In the cities of New Yoi-k and Piiiladelphia, the 
 results are t!ie largest. In the former city about 75,000 
 children daily attend the connnon schools, at an annual ex- 
 pense of nearly .§1,000,000, and are eijoying the advan- 
 tages of such an education as we find it nnpossible to pro- 
 cure under any other system. During the last spring, a 
 committee from the Charleston free schools spent about six 
 
G2 
 
 weeks in visit ii)u- tlic schools in Nt'w York nnd IMiihidcl- 
 pliiy. We wore tVocly admitted into all of tliein, and took 
 pains to observe as well those parts of the city occupied 
 chiefly by the lower classes as those occupied by the better. 
 Wewercofconr.se not expected at any, so that what we 
 saw was the daily routine of the system. 
 
 If T were to say in i^cneral terins that we were not only 
 uratitied but surprised at the urade ot education which we 
 found, it would express my own opinion, but it would not 
 convey to you, Mr. Speaker, an<l to the House, a knowledge 
 sutticiently precise to enable you to form your own opinion . 
 I will, therefore, at the risk of being tedious, mention a 
 singhi inst;iiicc as a fair specimen of what we saw. In the 
 class room into whicli we happened to go, was a class of 
 boys, working suujs in Algebra, upon equations with tbree 
 unknown quantities. At the request of the teacher, I se- 
 lected one of the movo dilHcult sums, and each boy slate in 
 hand, set about his work, and as soon- as each finished, he 
 caHed oat, "done."' This was accomplished in less time 
 than my narrative, and the slates were handed to me. To 
 my great satisfaction, and 1 may add surprise, the sum was 
 done in every variety of foi'm which it was capable. Some 
 eliminated by subscraction or addition — some by substitu- 
 tion — some by comparison or combination. Nothing could 
 more satisfactorily |')rove that the pupils understood what 
 they were about — they v\'ere thoroughly trained. Even 
 those who failed to give the right answer showed that they 
 understood the })rinci[)]es — for n-cnj one in the class worked 
 out the sum, and then one boy taken indiscriminately from 
 among them was required to explain the work on the black- 
 board. In the same mannti' another class worked out with 
 (iqual dispatch in our presence the hardest sums in the Cal- 
 culus of Radicals, and what I would particularly notice is, 
 that each and every pupil was equally active and diligent, 
 though not equally prompt or successful in the solution; a 
 fact which indicared tliorough training and the effect of the 
 system in educating the faculties of the pupils. The 
 schools varied in number from1,oOUto 400 or 500, and 
 among all these numbers, during the long and frequent vis- 
 its which we made, we never saw a single exhibition of 
 corporal punishment, nor did we perceive an instance of dis- 
 order or disobedience whi(di called for it. 
 
 Now let it be borne in nund that this is ou\\ elcnuntary 
 education at the common schools. For, according to the 
 New York system, there is above the common schools a free 
 academy, in which the classics and a higher grade of Eng- 
 lish education are taught at the public expense. So that 
 the common schools take the classes of pupils which are 
 taught at our free schools, and they are enabled to effect 
 these results chiefly by the instrumentality of female tfach- 
 
 n 
 
G3 
 
 ers. There are about eight Iiundred of these attached to 
 the common schools in New York. They are generally 
 youn"' urirls from the middle walks of life. For tive days 
 of the week they are engaged in teaching, and on Satur- 
 day they attend a Normal school, where they are taught 
 themselves, for the great dilHculty every where is to pro- 
 cure competent teachers. There is an agency however, 
 which heretofore has been lost to us, but which is most 
 happily brouglit to aid this great work. Its results are 
 mpst happy, both upon the pupils and teachers. 
 
 i. Thelirst g'-eat advantage, then, wiiich this system of 
 common schools olfers, is a grade of education wholly un- 
 attainable at our poorest schools, and at a price less than 
 one half of the amount paid at ordinary schools. The 
 cost of education at our private schools in Charleston is very 
 large; but I presume taking the average of the whole 
 State it cannot be less than S-50 per annum. Even our 
 tree schools, if taken at an average per head of pupils 
 going to school for an entire year, cost over Sll per pupil. 
 The expenses of the whole system in New York, includ- 
 ing books and stationery, is about $l2 per pupil, and in 
 Philadelphia it is less than $10. In Charleston, where 
 the experiment of a common school is new, and tiierefore 
 more expensive, the expense is less than $12 per pupil. 
 Of course numbers assist in reducing the expense per head ; 
 ])ut a result proportionally benelicial will be felt, wherever 
 there is population sutlicient to make a school by the union 
 of the rich and poor. 
 
 2. The next advantage to -be derived from the common 
 school system is the elevation of the free schools, and the 
 extension towards tiiem of the superintending interest and 
 sympath}^ of the community. So soon as the pupils of 
 these schools perceive that they are treated with the like 
 consideration as pupils from other classes of society, the 
 school becomes to them more desirable. An association 
 with the pupils of more favored parents raises their self- 
 respect, and with that, their desire to stand well in the es- 
 timation of their associates. The school itself no longer 
 remains neglected by the community, — each parent whose 
 €hild is there begins to make inquiry into its condition. 
 The commissioners and trustees are stimulated to discharge 
 their duties. The teacher is roused up to energy. He finds 
 that his pupils remain longer at school, and there is now a 
 high class which calls forth all his powders and offers a fitting 
 reward to his exirtions. The whole scene is changed. Zeal 
 and generous emulation have taken the place of languor, 
 and the cause of education is once more in progress. 
 
 3. The association betw^een the ditterent classes of society 
 in the school fits them better for that association which is 
 called for by our institutions later in life. A boy, sur- 
 
64 
 
 toiiihKmI by all the ;; jipliaiiccs of wcaltli, and acciisroiiicd to 
 the subiuissioi) and olK'dieiico of domestics, is naturaliv led 
 to ail arrogant bearing. On the other hand, the privalions 
 to which the poor are subject fre(|uently produce envyiiigs 
 and jeahiusy of their more fortunate neighbors. Associa- 
 tion niodilies both th(^se extremes, and the; kindly feelings 
 produced by early friendsjiips tend to unite more closely 
 the dilferent portions of society. Tlie boys who meet at 
 school learn to valui' each other soKdy on the grounds of 
 talent and character. External ditferences are disregarded, 
 and merit alone becomes the standard of excellence. 
 
 4. It is a singular inconsistency in our present system, 
 that those who furnish the means are practically excluded 
 from the benefits of the school. The tax-[>ayers are obliged 
 first to provide the funds which siipjiort tlie free schools, 
 and then they must provide other schools for their own 
 children. In general, the most valuable portions of society 
 are those who are dependent upon their own exertions, and 
 many of these are more des«!rving of aid than those who 
 are willing to make an avowal of pauperism. Under the 
 present sysfeem, all of these are practically excluded from 
 the schools, and are doiibly burthened, as already stated. 
 The connnon school equalizes these inequalities. It admits 
 the whole community to a common enjoyment of the means 
 of education, — it returns to the tax-payer his share of those 
 means which he has assisted in providing, and makes what 
 was before regarded as a burthen now sit lightly upon the 
 shoulders of the whole community. 
 
 '5. The inquiry here naturally arises, by what means it is 
 that such an education is provided as will satisfy the whole 
 community, and that, too, at a diminished cost. We answer, 
 that it is effected by bringing together the united strength 
 of the conununity, and thus cond)ining all the aids and con- 
 veniences which are found beneficial to education. A pri- 
 vate school, however effective, cannot aflbrd to lay out the 
 money required for a large school and its conveniences. 
 And then a single teacher cannot find sufficient time for 
 teaching properly a large number of pupils. Take one of 
 our present free schools, where a teacher has some fifty or 
 sixty pupils. Probably one-half of these must be taught 
 separately the rudiments of reading and spelling. From 
 nine to two o'clock there are five hours, of which one is 
 probably consumed by recreation and intcM'ruptions. The 
 remaining four give him two hundred and forty minutes, or 
 about four minutes to each pupil. Under such circum- 
 stances, the best and most willing teacher can effect little. 
 
 Ikit when you locate the pupils in a miserable room, 
 scarcely protecting them from the weather, cold and com- 
 fortless, the benches suspending the unfoi'tunate pupils with 
 their feet <langling in the air, and the desks (if any) ricketty, 
 
65 
 
 ill-assorted, and in every possible position, — tlie seliool- 
 master obliged to keep order at the top of his voice, and 
 with the continual aid of what should be the ultima ratio, 
 it is not surprising that the system should fail entirely. 
 
 The common school system starts with locating the 
 school in a proper building, furnished in such a manner as 
 to show tiie pupils that education is regarded as a great in- 
 terest by the State. The pupils are then thoroughly clas- 
 sified according to their attainments. Each class is then 
 taught in a separate room, by a separate teacher, without 
 interrupting or being interrupted ; and, by this means, a 
 single teacher is just as effective for fifty pupils as he could 
 be for ten. The best teachers are thus enabled to devote 
 their whole time to the more advanced pupils, and the in- 
 ferior pupils can 'be taught by teachers of inferior attain- 
 ments; and this leads to the consideration — 
 
 6. Of the next advantage oflered by the common school 
 system, which is the employment it affords to .young ladies 
 as teachers. Experience has shown that females are emi- 
 nently qualified for this employment. Their higher moral 
 nature, their more refined taste, their greater sympathy and 
 patience, make them moi'e successful teachers of the young 
 than men. With all these high qualifications, they have 
 hitherto been excluded in a great degree* from this honorable 
 mode of acquiring a support. The absence of motive to 
 intellectual cultuVe has rendered them less careful in seek- 
 ing proper education, and has also lessened the inducement 
 both to parents and teacliers for providing proper female 
 schools. This error has been exposed everywhere by the 
 common school s-ystera, and it has the great merit at one 
 and the same time to offer this new employment to intelli- 
 gent and deserving females, and to prepare them for the 
 work. 
 
 And now, Mr. Speaker, having thus fully developed the 
 advantages of the common school system, I will next pro- 
 ceed to answer some of the objections which have been 
 urged against it. 
 
 1. The most formidable of these is the injury which it is 
 supposed will be suffered by the higher classes of society by 
 being brought in contact with the lower. Unfortunately 
 for mankind, neither class nor refinement can exclude vice; 
 and it is only necessary for each of us to recall his school 
 days, and we can have the benefit of our own experience as 
 to the force of this objection. Who were the swearers and 
 blasphemers, and whose mouths uttered the language of 
 contamination ? These are the questions which are to be 
 answered, not by reasoning, but by testimony, and the ob- 
 jection is of the same character. It is only to be dealt 
 with as a fact. Is it true that the mixture of classes ope- 
 rates to contaminate the higher ? We have before us the 
 
 5 
 
66 
 
 experience of Europe and America — let that decide the 
 question. 
 
 During my examinations of the scliools at the North, I 
 made many inquiries on this point. 1 inquired of tlie teach- 
 ers as to the social conditions of tlie'pu}>ils before me, par- 
 ticuhirly of the' girls. I found them sitting on the same 
 benches from the opposite ends of society — the daughter of 
 themerchant and alderman sitting alongside of tin; mechan- 
 ic and Irish laborer. I am not aware that any of the soi 
 J/sa?;/ fashionables were represented, but certainly the rest 
 of the social circle \ya's fully represented, and to all my in- 
 quiries the teachers and trustees of the schools answered 
 that no evil result had ever been observed. In fact, the 
 time of the pupils is so completely occupied with their 
 studies, that there is no opportunity for the development of 
 evil companionship. The intervals of recreation are very 
 short, and each pupil is so fully under the observation of 
 her coinpanions and of some teacher assigned to superin- 
 tend the play ground, that an evil communication would 
 be promptly exposed and be followed by imniediate dismis- 
 sal from the school. 
 
 The experience of the European schools seems to be 
 equally conclu>^ivc. Some years ago a distinguished schol- 
 ar from Oxford, no\Y known as Sir James Kay Sliuttleworth, 
 was sent to the continent to make a report as to the conti- 
 nental school systems. Upon his return he j^ublished a 
 work, from w'hich the following passages are extracted: 
 
 " The education given in all the public schools of Prussia 
 is gratuitous, and open tq all classes of society. All the 
 children of the small shop keeper and artizans, many of 
 the boys who afterwards enter the teacher's colleges, as 
 well as many others whose parents are to be found in the 
 very humblest walks of life, and even children of the 
 noblest and of the richest classes of society are to be found 
 pursuing their studies together there in the same class 
 rooms and on the same benches. The sons of counts, physi- 
 cians, clergymen, shop-keepers and poor laborers, may be 
 seen working together in one of these classes. The classi- 
 cal colleges, called Gymnasia, are also open gratuitously to 
 all who wish to avail themselves of the education which 
 tliey afford. Even in these, children of poor laborers are 
 to be found studying on the same benches on wliich sit the 
 sons of the rich. 
 
 "I do not hesitate to say, (continues the author in another 
 place,) that at the period of my visit to Prussia, I had 
 never before seen so polite and civilized and seemingly in- 
 telligent a peasantry as that of Prussia. Were a stranger 
 introduced into some of the lowest schools, I am quite con- 
 vinced he would not believe he saw peasants' children before 
 him. They are generally so clean and neatly dressed, and 
 
67 
 
 their manners are always so good, that I was several times 
 obliged to ask the teachers if I really saw the children of 
 the poor before me. The appearance of the girls was par- 
 ticularly gratifying. Their dress was so respectable, their 
 manners so good, their way of dressing their hair showed 
 so much taste, and their cleanliness was so great, that no 
 one who liad not been informed before hand to what class 
 they belonged, would have believed them to be children of 
 the poorest of the people. The lov»^est orders of Germany 
 are so much more refined than our poor that the childnni of 
 the rich very often attend the primary schools, while the 
 children of trades-people and the middle classes ahiiost in- 
 variably do so. The richer parents know that their chil- 
 dren will not come into contact with any coarseness. This 
 miiiQ-lino; of the children Of the hio;her and lower classes 
 tends to civilize the peasantry still more, and to produce a 
 kindly feeling between the different ranks of society." 
 
 If, then, in a country where its institutions call for an 
 entire separation of classes when they advance in life — 
 where refinement of manners is an indication of position in 
 social life, this contact in the common school^produces no 
 ill effect, how can it possibly be injurious in a country like 
 ours, whose institutions are based upon a principle pf social 
 equality? If an English gentleman, with all the preju- 
 dices inherent to a condition of society such as an English- 
 man proverbially prefers, could find nothing tocensuTein 
 all that he saw throughout the common schools of Europe, 
 how is it possible that Americans could find just ground of 
 exception on this score? 
 
 If the observation of a mere traveler conld influence your 
 judgment as to the eflfects of this kind of intercourse be- 
 tween the classes of society, I would merely add the im- 
 pression produced on my own mind in a casual visit to a 
 part of Prussia. I happened to be in Cologne when a con- 
 siderable force was stationed there by the Prussian Govern- 
 ment, in anticipation of difficulties growing out of the East- 
 ern war in lS-54. The soldiers v^'ere almost entirely young 
 men, and when released from drill, their appearance and 
 demeanor struck me as so much above their position as com- 
 mon soldiers, that I was led daily to pause on the bridge 
 of boats over the Rhine, where many of them were contin- 
 ually passing, and observe their conversation and behavior. 
 They constantly reminded me of the Seniors in our college, 
 and I could not realize that they were common soldiers^ 
 taken from the lower classes pf society. I was informed 
 that in a corps numbering 10,000 there was not one- who 
 was unable to read or write. 
 
 2. The next objection which is urged against the common 
 school system is the injury it will inliict upon private 
 schools. Unquestionably it will extinguish all inferior pri- 
 
68 
 
 vate Sfhools. But that can only be dono tlirongli tlie pre- 
 ttM-onco of parents ; antl that pivfcrence will be induced by 
 superiority, and .surely it cannot be considered an objection 
 that the children are transferred to better schools. The 
 private schools must necessarily improve in order to exist 
 at all, and that improvement will, itself, be a public benelit. 
 They will confnie themselves to the higher branches of edu- 
 cation. Up to a certain point the common school will 
 bring the whole community. But' beyond that the higher 
 grades of education, required by professional and scientific 
 pursuits, must still be pursued ; and these" will furnish am- 
 ple employment to private schools, until the time shall 
 come in which the State may feel disposed to take into her 
 keeping both the teacher and his higher school. 
 
 In this connection, it is important to state that in New 
 York it has been found advantageous to teach the boys a 
 complete course of English before they connnence their clas- 
 sical studies. I had the opportunity of examining a class at 
 the Free Academy, who had been but seven months at La- 
 tin, and they were then translating Caesar with more ease 
 and accuracy than boys under our system who had been for 
 three years at the classics. They were, it is true, more ad- 
 vancedjn age, but then tliey had made a corresponding ad- 
 vance in all the English departments. If we were permit- 
 ted to draw conclusions from this amount of information, it 
 would lead to the important fact that the whole community, 
 including all those intended forcomplete classical education, 
 would derive equal benelit from the connnon schools. And 
 to make the system of education a complete whole, it would 
 onl}^ be necessa.iy to interpose high schools, or a high class 
 between the connnon schools and the college, and every por- 
 tion of society would receive the equal benefits of public 
 education without preference or conflict. 
 
 Having thus, Mr. Speaker, developed the common school 
 system, I proceed to lay before the House the plan by which 
 the billon your table proposes to carry it into execution. It 
 starts with being entirely voluntary. Any district whicli 
 prefers the existing system, is fi'ee to stand still and receive 
 just the, same appropriation which it now receives. But in 
 any district, where it i^ desired to introduce a common 
 school, the Connnissioners of Free Schools for the district 
 are authorized to lay oft" any particular town, village or 
 neighborhood into a school district. This distict is then first 
 to build a proper school house and to fui-nish it- in the most 
 approved manner suitable to its wants. One half of the ex- 
 pense of the school liouse is to b<; paid by the State from 
 the Treasury, and the other half by assessment on the gen- 
 eral tax of the persons residing within the school district as 
 laid off. 
 
 After the school house is built and furnished, all the chil- 
 
69 
 
 dreii residing in that particular school district, between tlie 
 ages of seven and seventeen years, are free to attend the 
 school ; and the expense of their education is to be paid in 
 equal portions by assessment upon the general tax of the 
 persons residing in the school district, and by the State 
 Treasury, limiting the amount from the State to five dol- 
 lars, the amount which this particular district is now entit- 
 led to receive from the general appropriation for free schools. 
 The commissioners of free schools for the district are to 
 have the cliarge of all the schools, unless any particular dis- 
 trict should prefer to have trustees of its own, in which case 
 an election is to be had for trustees, and these are then to 
 have charge of the scliool. 
 
 Thefee are the general features of the plan ; from which 
 it will be perceived that it interferes in no manner with the 
 existing system, in those portions of the State which deem 
 it expedient to adopt the plan. For even districts where 
 the village at the Court House, or any other neighborhood, 
 may be dispossed to try the plan, the rest of the district un- 
 dergoes no change or disturbance, and receives precisely the 
 same amount of money which, it now receives. The only 
 difierence produced as to them is the small portion of the 
 general payment from tlie State Treasury contributed by 
 them for the establishment and support of the new 
 school. 
 
 The compensation for thiscontribution is to be found in 
 the general advantage to theVhole State of which they are 
 a part, by the- promotion of education ; and in the particu- 
 lar advantage to their own district in having one or more 
 schools within the ^anui, at which teachers will be trained 
 at homeland which operate as centres of light and improve- 
 ment to all around. The wealth of a State is as m,uch con-, 
 tained in its material as in its physical resources. We free- 
 ly vote millions upon Railroads, canals, and river naviga- 
 tion for the purpose of developing the natural resources of 
 the State ; arc not. the resources shut up in the mind of her 
 citizens of still more value '/ Of what use were all the trea- 
 sures of mineral wealth shut up in the soil of England, when 
 they wbre trod upon by the Dane and the Saxon ? And 
 what would become of the millions upon millions of wealth 
 with which these United States are teeming, if the countly 
 were' again restored to the uneducated savage * The very 
 engines that rtowin the view of this House are setting, with 
 the precision of living intelligence, the masses of stone 
 which are rearing our new State House, bow as it v/ere in 
 homage to the educated science which erected them and 
 guides their movements, and will any citizen of- our State- 
 any representative of our people — occupy the the suicidal 
 position of voting for the machinery and refuse to bring for- 
 ward the mind which is to direct and give it efficiency? 
 
70 
 
 The very earth on which he lives would speak out his con- 
 demnation. For what is the whole material universe, but 
 a vast theatre prepared by the Almighty tor the use and 
 devloj)ment of mind / 
 
 I am not aware that any system can be devised which 
 can completely answer the exigencies of a populous and of 
 thinly settled neighborhood. But if a pl^an is adapted to 
 the vvants of one, why should not the other permit them to 
 have its benefits "? If a good school can be established at 
 each Court House, surely the district incndentally gains a 
 great deal more than it loses by the slight addition to taxes. 
 It is not likely that the districts will simultaneo.usly adopt 
 the new system. It will probably take as much as ten 
 years to establish it all over the State. But suppose each 
 distiict should at once undertake to act. The bill authori- 
 izes in the whole a draft of twenty-five per cent, per an- 
 nimi on the gener.-il tax for the support of schools, which 
 would amount to about S100,000. But against this "is to be 
 credited the $74,000 now already appropriated. So that 
 the whole annual burden added would only be $:2G,000. To 
 this must be added the amount allowed tor school houses, 
 which, at the same rate upon the general tax, vfould be in 
 all about $100,000 distributed over the series of years dur- 
 ing which the school houses would be erected. 
 
 The amount assessed in the district upon tax payers 
 would be in most cases a substitute for tuition mone}^ now 
 paid to promote schools, and would probably be far less. 
 So that instead of the amounts paid being a burden upon 
 the community, they would be rather an adequate return 
 for the benefits confierred. 
 
 And, why, Mr. Speaker, should it be assumed that our 
 people are less willing than others to contributed to the 
 cause; of education '? They have cheerfully sustained the 
 South Carolina College for half a century ; they have doub- 
 led, without a murmur, the free school appropriation. We 
 have seen that wherever this system has been tried it has 
 succeeded, and the people have cordially responded with the 
 additional sums recjuired for its support. I have already 
 shown you what our next neighbor. North Carolina, has 
 done, what our distant ally, Canada, is doing, what the 
 great cities, New^ York and Philadelphia, are doing, ami, 
 in conclusion will add, what our own metropolis, Charles- 
 ton, is doing. There we have built at our own expense a 
 school house, and have commenced the system which is 
 proposed by this bill. The building Jind lot have cost 
 about S25,000, a«d can accommodate eight hundred pupils. 
 The first story is occupied as a primary school for children 
 under nine years of age. In the second story is a grammar 
 school for girls, and in the third story a grammar school 
 tor boys, in both of which are offered a complete English 
 
71 
 
 education. The lot and house are so arranged as complete- 
 ly to separate the boys from the girls ; the object of their 
 union in the same building being economy in school room, 
 and in liaving tlie same principal teacher over the whole. 
 In each department there are class rooms whicli enable 
 each to be subdivided in five or six classes, and thus to pro- 
 cure the classihcation and order which is so essential to 
 progress. Although many disadvantages have attended the 
 commencen;cnt of this, as of every new enterprise, there 
 are now 700 pupils in the school, and the progress made 
 by them is such already, as to secure to the school tlie ap- 
 probation of the community. ' 
 
 We have, therefore, the advantage of being able to pre- 
 sent to the Legislature the system in actual operation. 
 We are anxious that the benefits which we enjoy should be 
 extended over the whole State. .Although these benefits 
 will be felt more abundantly in the towns and villages, yet 
 we are satisfied they will also be felt in a great degree 
 throughout the country wherever the principle is intro- 
 duced of uniting the rich and poor in the same schools. 
 The masses of socitty are everywhere the middling classes, 
 and where liberal education is afforded to these it is in fact 
 raising the condition and knowledge of the whole State. 
 
 Mr. Speaker, I have done — my task is accomplished. I 
 have set before the country, as I think, a great public 
 good — I have endeavored to develop it with the best lights 
 I can command. This House has given, as it always does 
 to noble and patriotic plans, its patient and earnest at- 
 tention ; and I well know that if its judgment is satisfied, 
 it will not stop short of decisive and energetic action. To 
 that judgment I submit the wdiole subject, earnestly im- 
 ploring the Fountain of all Wisdom to guide us to the true 
 welfare of our beloved country. 
 
 Take the northwest corner of Muscogee, and run a line 
 due east, striking the Savannah River not far from the 
 mouth of Black Creek. The area of the portion south of 
 this line is about 27,000 square miles. 
 
 Its white population in 1850 was 110,000 ; its children 
 from five to fifteen was 33,000. If the ratio of increasing 
 population shall be the same from 18-50 to 1860 as from 
 1840 to 1850, the white population of the whole State in 
 
 1860 will be about 660,000 
 
 And the children from five to fifteen 185,000 
 
 The white population south of the line above des- 
 cribed will be about 150,000 
 
72 
 
 And the cliildren from five to fifteen •4::J,000 
 
 Making the scliool districts each six miles square, 
 
 tlie 27,000 square miles would give districts. . . . 750 
 
 Divide the 42,000 children by 750, would give to 
 
 each district an average of children 50 
 
 Su})posing one teacher to have three months for 
 each district, eacli teacher could tench four dis- 
 tricts, and the 750 districts would require 187 
 
 teachers ; and, at S250 per luinuni, cost $ 10,000 
 
 If we take thii whole State, there will l)e children, 1^7,000 
 
 To- each district give children GO 
 
 Supposing only three-fourths to attend school, 
 
 This will give districts 3,1 IG 
 
 If each teacher has tour districts, it v^ill require 
 
 teachers 779 
 
 Tiie cost of teaching will of course be in ])roportion to 
 salary. 1 believe th;it in a short time 8200 will be consid- 
 ered ample salary in schools where only elementaiy branches 
 are taught. School houses, by proper management, could 
 be furnished almost entirely by the labor of the citizens of 
 the district, with scarcely any outlay of cash. 
 
 A BILL to be entitled An Act to create and establish a 
 Commissioner of Public Schools, to define the duties, 
 and provide for the appointment of the same. 
 
 Sec. 1. Br it enacfcr/, by the Seiialc and Iloi/se <>/' Rt'-j)rcsc?it(y 
 tu'cs of tht State of Georgia, in General AssnnOh/ viet, and it is 
 hercbij enacicd hij the avihoritij of the same, That for the aiTange- 
 ment, supervision and improvement of such schools as may 
 be supported in any manner ont of appropriations from the 
 Treasury of the State, or out of taxes sp'.'ciaily levied upon 
 the counties for tlie purpose df education, the dovernor 
 shall uppoint an oificer to 'be called a Commissioner of Pub- 
 lic Schools, who shall hold his office for two years, and 
 until his successor is appointed, and who shall receive from 
 the Treasury of the State, as ^ compensation for Ijis ser- 
 vices, the sum of three thousand dollai's a year, payable 
 quarterly. That thej[lonnnissioner is authorized, and it is 
 hereby made his duty, for the first two years of his incum- 
 bency, to visit, as far as practicable, the various sections of 
 the Sta>te, in such order as he may deem expedient, and in- 
 vestigate their wants in the matter of education, and digest 
 the same for the information and action of the next Legis- 
 lature. 
 
 Sec. 2. And he it fart Iter enacted, hij tlie at/thorilij aforesaid. 
 
73 
 
 That, in the preparation of this digest it shall be the duty 
 of the Commissioner of Public Schools to ascertain if any 
 one plan can be made available for the entire State, and if 
 not, to group and classify the counties of the State under 
 various schedules, according to their respective M'ants, and 
 to suggest the plans of education best adapted to each of 
 these schedules, as well as the most suitable county organi- 
 zations for carrying said plans into effect. And it shall be 
 among the first duties performed by this Commissioner, by 
 correspondence and such other communication with teach- 
 ers* as he can effect, to accomplisii, as far as practicable, 
 nniformity in the books used 'in the schools and academies 
 of this State, with a view to cheapening the price of such 
 books by the purchase from any one or more publishing 
 house of the larger quantity. The Commissioner shall have 
 the same authorities and duties for the collecting statistics 
 from the counties as are now conferred upon the Governor 
 by the Act of December 11th, 3S-5S. 
 
 Sec. 3. And he. it farther enacted, by the authority aforc-midj 
 That it shall be the duty of the Commissioner of Public 
 Schools, during the progress of this investigation, to diffuse 
 as widely as possible, by public addresses, a knowledge of 
 the defects and desirable improvements in the present sys- 
 tem and government of schools in this State, and to arouse 
 the people to a sense of the importance of a more eificient 
 diffusion of education throughout the State. 
 
 Sec. 4. And. be it further enacted, by the aulharity aforcftaid. 
 That it shall furthermore be the duty of the Commissioner 
 of Public Schools to report upon the propriety and expe- 
 diency of establishing one or more thoroughly organized 
 Normal Schools in this State, where teachers and such as 
 propose to teach may become acquainted with tiie most ap- 
 proved systems and successful methods oi arranging the 
 studies and conducting the discipline and instruction of 
 public schools. 
 
 Sec. 5. And be ii/i/rthcr enatcted,. That when money here- 
 after shall be drawn from the Treasury in favor of any Or- 
 dinary or Treasurer of any county, the. Board of Commis- 
 sioners for said county may apportion the said fund among 
 the militia districts or school districts, in proportion to. the 
 number of children in each, and such apportioned fund 
 shall be held by the county Ordinary or Tj-easurer for the 
 use of the district to which it is set apart, and if there shall 
 be no school kept in any district, the Treasurer shall hold 
 the same for two years as the separate fund of said district, 
 lending the same upon such security as shall be approved 
 by the Board of Commissioners for the county, and the 
 notes upon which it is loaned shall in all cases specify that 
 such notes are to bear interest from date, if not punctually 
 paid at the rate of ten per cent., and there shall also be 
 
14: 
 
 specified in sucli notes an obligation that tlie maker and his 
 securities sliall pay all court and attorneys' costs incurred 
 in its collection. If at the end of two years from the receipt 
 of said fund into the county treasury, there shall be ntf 
 school kept in any one or more of the several districts of 
 the county, that then such fund reserved for any particular 
 district shall be apportioned among those districts having 
 schools, and in no case whatever sliall said fiind be paid to 
 and held by distiict treasurers. And provided, further, 
 that this act shall not interfere with such counties as by 
 special act have adopted for themselves any plan or system 
 for the application of the school fund as. may be incompati- 
 ble herewith, nor shall the same by any means apply, in 
 any of its terms, to the county of Madison. 
 
 Sec. G. And be it fnrtlier enacted. That any Treasurer or 
 Ordinary who shall embezzle the funds committed to his 
 keeping under this act, or who shall fail to make satisfac- 
 tory settlement when called on by the County Commission- 
 ers, shall be deemed guilty of felony, and, upon conviction, 
 shall be ])unishcd with imprisonment in the Penitentiary lor 
 not less than two nor more than ten years. 
 
 Sec. 7. And he it further enacted, That no part or portion 
 of the funds appropriated for school purposes, shall in any 
 instance be paid to any person who may have been born in 
 a non-slaveholding State, unless such person shall have been 
 a resident of this State, or some other shaveholding State, 
 for five years prior to the time of payment; provided noth- 
 ing in this act shall be so construed as to apply to persons 
 who may now be engaged in teaching within this State. 
 
 Sec. 8. Be it farther enacted, That the County Commis- 
 sioners shall make annual returns of the distribution of the 
 county fund, w^hat portion of the fund has been paid to 
 tuition, and what portion has been loaned out, and what 
 portion has been lost or failed to be paid over when called 
 for as provided by law. 
 
 Sec. 9. And he it further enacted, That no part or portion 
 ,of the funds appropriated for school purposes shall be paid 
 to any teacher or teachers who shall use any primary school 
 books in their schools whose authors or publishers are or 
 were, at the time of publication, a resident or citizen of the 
 non-slaveholding States, of which the School Commissioners 
 of each county sinill be the judges ; provided that the pro- 
 visions of this section shall not go into operation until the 
 first day of January, 1863. 
 
 Sec. 10. And he it further enacted. That all laws and parts 
 of laws militating .against this act be, and the same are, 
 hereby repealed. / 
 
[APPENDIX G.] 
 
 THE EIFEESSION 
 
 OF 
 
 EXECUTE MESSAGES OK EDOCATIOI. 
 
 00 
 
 [Extract from Gov. Lumiildii's Message o/"lS35.] 
 
 I would respectfully recommend to the General Assem- 
 bly, their liberal support and fostering care of our State Uni- 
 versity. Franklin College is based upon the constitution of 
 the State, and should continue to -be considered the foun- 
 dation of the literary hope and pride of the people of Geor- 
 gia. Its rising prosperity and utility, are every year more 
 clearly developed in the various avocations of life through- 
 out the State. This important institution is emphatically 
 the people's. It is under the control of no religious sect, 
 or political party: therefore, the liberal of every religious 
 denomination, and every party in politics, are invited and 
 admonished to its support, by every consideraT;ion of eri- 
 lightened patriotism. I view the voluntary efforts of indi- 
 viduals and societies, to establish literary institutions, with 
 entire approbation ; and would recommend the protection 
 of all their rights and privileges, to the favorable conside- 
 ration of the Legislature. But I am not prepared to admit 
 the opinion, which prevails to some considerable extent, and 
 which is probably gaining ground in our community, that 
 literary institutions are productive of the greatest good, 
 when under the exclusive and undivided control and man- 
 agement of a religious sect or de,nomination. In a free gov- 
 ernment, where liberty is regulated by law, and where reli- 
 gion is regulated by the enlightened consciences of men, 
 unshackled by religious establishments, the important sub- 
 ject of college education forces itself upon the consideration 
 of the whole community, and should never be surrendered 
 by the agents who adpiinister such a government, tp the 
 safe keeping of any sect or party. 
 
 I consider it a matter of growing importance to the Uni- 
 versity of Georgia, that its library should be greatly extend- 
 ed and enlarged. In such institutions, it is a very desirable 
 object, that the student, who is in pursuit of profound 
 knowledge in any branch of science or literature, in all the 
 
7G 
 
 vast range of Imnjan intellect, should have ready access to 
 all those treasures of knowledge and information, which 
 have been arranged and compiled in the form of books, by 
 the arduous labours of proecding ages. Our present col- 
 lege library is exceedingly limited, when compared with 
 the collections of similar institutions of high grade and 
 standing. We are particularly deficient in works relating 
 to the early history of our own country — such as sliould be 
 found in every college library in America. From the best 
 inlormation which I have been able to obtain, many of the 
 most valuable and rare works, connected with the' history 
 of our own country, are now nearly out of print, and can 
 only be obtained in England by diligence and research. 
 
 If one of the prominent officers of our college could be 
 permitted to visit London, for the purpose of purchasing, 
 and making arrangements for the purchase of such books as 
 might be considered most useful to the college — and more 
 particularly, ibr tlie purpose of procuring the colonial re- 
 cords, and other information necessary to a complete histo- 
 ry of our own State — tlie object is believed to be of suffi- 
 cient mngnitude and'interest to the people of Georgia, to 
 justify the Legislature in making the necessary appropria- 
 tion to defray the incidental expenses. 
 
 The important subjects of public education, internal im- 
 provement., banking institutions, and other leading interests 
 of society, will continue to claim, and I trust will continue 
 to receive, the most deliberate consideration of the General 
 Assembly. My views and special recommendations upon these 
 various branches of public interest, have been so fully and 
 repeatedly pressed upon the attention of the Legislature, that 
 I have not, on the present occasion, deemed it necessary or 
 expedient, to xjonsuine much of your time with a view of 
 further impressing my well knov^n and unchanged opinions 
 upon these several subjects. 
 
 ^^ \_K.Liract from Gov. Schlcifs Message of iS'37 .'j 
 
 The great cause of Education deserves your fostering care. 
 About forty thousand dollars are novv annually distributed 
 to the counties, and constitute what are denominated "the 
 Academic and Poor School Funds." This system is believ- 
 ed to be radically defective. There should be no such des- 
 ignations as " Academic" and " Poor School^' because they 
 are invidious and insulting. Poverty, though a great in- 
 convenience, 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 are poor." Thousands of freemen v. ho, 
 though indigent, are honest, patriotic and valuable citizens. 
 
77 
 
 will refuse your bounty and despise the iiand that offers it, 
 because it is accompanied with insult. 
 
 These funds should be consolidated under the title of 
 "Education Fund," and applied to the uses of primary 
 schools, teaching only the rudiments of an English educa- 
 tion. 
 
 By a Resolution of the last session, a committee of gentle- 
 men was appointed to visit the North for the purpose of 
 collecting information on this subject, which may enable 
 the General Assembly to adopt a plan better suited to effect 
 the object in view, than that now in operation, and it is 
 hoped they may make a satisfactory report. 
 
 None but an educated people can preserve tlie liberty 
 and happiness vouchsafed to us by the blood and treasure 
 expended by our forefathers, and therefore the Legislature 
 should extend, as far as possible, the means of intellectual 
 improvement to the whole mass of the community. Too 
 much ought not to be attempted ; but it is believed that a 
 great deal of good may be done by distributing the money 
 set apart for education, to the different counties, to be ap- 
 plied for the use of common schools, at which all may be 
 taught for a portion, at least, of every year. A system of 
 this kind is in successful operation in some of the States, 
 and will, if adopted here, it is hoped, effect the great object 
 of the Constitution in rei^-ard to education. 
 
 [Kxl met from Gov. Gihnerh Message of 18'JS.] 
 
 • 
 
 At no time has public opinion been more alive to the value 
 of education, in producing individual excellence, the secu- 
 rity of public rights, aiid the general prosperity of society. 
 
 The Presbyterian, Baptist, and Methodist denominations 
 of Christians, have, by the libera;! zeal with which they 
 have endowed and are supporting the Oglethorpe Universi- 
 ty, Mercer University, Emor}^ College, and the Georgia Fe- 
 male College, given the full weight of their highly impor- 
 tant influence in favor of the benefits to be derived from in- 
 tellectual cultivation, and the diffusion of knowledge. The 
 flourishing state of these sectarian literary institutions, has 
 not at all impeded the increasing prosperity of Franklin 
 College, its last graduating class having been its largest. — 
 The interest of the College is, however, sutiering from the 
 difficulty of forming a board of trustees for the management 
 of its aflliirs. It is nccessaiy either to lessen the number 
 of trustees, or the number which is required to form a quo- 
 rum for doing business. 
 
 The law passed at your last session, to establish a general 
 
78 
 
 system of education by common schools, was delayed in go- 
 ing into operation, for the purpose of enabling the people 
 to express their opinions, through their representatives, in 
 relation to its cxpedienc3% You are, therefore, no doubt 
 prepared to act in such manner upon this subject, as your 
 cniiistituents niav have deterniiueJ to be for their interest. 
 
 [^ExOac/. from ihe Message of Gov. George R. Gilmer, 1839.] 
 
 No distribution has been made during the past year 
 of the funds appropriated 'by the acts of 1837 and 1838, to 
 establish a oeiieral system of education bv Couiuion Schools. 
 This delay has proceeded from the exhausted state of the 
 Treasury, and the inability of the Central Bank to advance 
 the amount, except in the bills of the Duricn Bank, which 
 the Treasurer refused to receive. 
 
 Whilst the general system of education is yet iuDperate, 
 a suitable opportunity is afforded the Legislature of again 
 inquiring whether the means proposed to be used by it are 
 calculated to answer the end designed. With a view to 
 such an inquiry, it may be proper to observe, that the pri- 
 mary objects to be attained in establishing such a system, 
 are generally understood to be the building of comfortable 
 school houses, of durable materials, in every school district ; 
 the placing in thou a library for the use of all the scholars, 
 of books calculated to impress upon them religious, moral, 
 and practical truths ; and the increase of the number and 
 qualifications of the teachers, by providing certain and 
 su^icient public funds to efl'ect that purpose. A veiy slight 
 examination of the Acts of 1S37 and 1838, will show, that 
 these objects are not provided for at all, or very inadequatel}^ 
 by the proposed system. These laws direct tluit the trustees 
 of the school districts shall locate and superintend the erec- 
 tion of suitable school houses in their respective districts; 
 but expressly prohibit their using the school fund for that 
 purpose; no books can be purchased except what may be 
 necessary for the children whose parents are unable to sup- 
 ply them; although the State could perhaps in no way 
 advance the cause of education more efficiently than 'by 
 causing the highly improved class books which have lately 
 been published in this country, to be placed in the hands of 
 every child. Neither does the system provide adequate 
 funds to procure the necessary supply of qualified teachers. 
 The academic and poor school funds, and the interest de- 
 rived from one-third of the surplus revenue received from 
 the United States, make up the entire sum appi-ojiriated for 
 the support of the general system of education, and may 
 be considered equal to sixty thousand dollars per annum. 
 
79 
 
 The law intends that this sum shall be so expended as to ex- 
 tend the advantages of education equally to all the chil- 
 dren of the State. The extent of the State is equal to 
 sixty thousand square miles, so that if there should be a 
 school house in each sixteen square miles, as there mnst be 
 to bring a school-house within reach of all the children, 
 the whole sum applicable to the payment of the teachers 
 of- each school, will be sixteen dollars, including in that 
 sura what may be necessary for purchasing books and sta- 
 tionery for the poor children. 
 
 Another view may perhaps present the subject in a yet 
 clearer light. The whole number of children between the 
 ages of five and fifteen, being those who are entitled to the 
 benefits of the system, exceed one hundred and six thou- 
 sand. Ah equal expenditure of the sixty thousand dol- 
 lars among them, will allow somewhat more than fifty 
 cents to be applied to the education of each child. — 
 When, therefore, from this sum^ of fifty cents for each 
 scholar, or sixteen dollars for each school is deducted, 
 what duay be necessary to supply the poor children with 
 books and stationery, what may remain undrawn from the 
 Treasury, and that which mdy be misapplied or not ap- 
 plied at all by agents, it will scarcely be necessary to esti- 
 mate the sum which will remain of the sixty thousand 
 dollars, to show its entire inadequacy to pay teachers for 
 all the school districts, and to educate all the children in 
 the State. It is true that the law provides that .in aid of 
 the funds which have been appropriated, the trustees of 
 the school districts may raise money by voluntary sub- 
 scriptions, and that the Inferior Courts of the counties 
 may levy a tax. But that system is no system at all which 
 depends upon voluntary assistance to sustain it. Its oj)e- 
 rations must be too uncertain and variable tO be relied upon 
 for any valuable purpose whatever. In addition to these 
 defects of the system, it may be added, that the expendi- 
 ture of the school funds as directed by it will be very im- 
 equal. In all the populous and wealthy districts and coun- 
 ties, where school houses will be erected, teachers employed, 
 and children taught whether any aid is received from the 
 public funds or not, the proportioii of the school fund to 
 which such counties and districts may be entitled, will be 
 received and expended, whilst the sparsely populated and 
 poor districts and counties, where schools are not supported 
 at present, will receive nothing; because their proportion 
 of the school fund will be too small to enable them to em- 
 ploy teachers or maintain schools. Entertaining these 
 opinions of the ineificiency and inequality of the general sys- 
 tem of education by common schools, I consider it my duty 
 to recommend to the Legislature, either to amend it so as to 
 make it what purports to be, or to abandon it altogether. 
 
80 
 
 [E.i-tnul j)om the Message of Gov. C/iar/cs J. McDo?Hild, 1840] 
 
 The system of Education Ihrougli tlie in.struineiitulity of 
 Common Scliools, as at prcsoiit arraiigtM,!, is far from an- 
 swering the purpose intended by its projectors. The fund 
 to be distributed is so small in proportion to the mimber 
 of children entitled to share it under the existing laws, 
 that none can derive any substantial benefit i'roni it. It is 
 impossible for the State, with its limited means, reduced as 
 they are by the mal-appropriation of the taxes, to afford 
 gratuously the blessing of education to every child within 
 her boundary. I would therefore reconmiend tiiat the laws 
 on this subject be revised, and that the ciiildren of such 
 parents only, as are unable to educate them, be embraced 
 within their provisions. Our political institutions being 
 based upon an onlightened view of the rights of man, 
 cannot be supported but by the virtue and intelligence of 
 the people. These should be nurtered and fostered by the 
 State, and the door of instruction should be opened to the 
 humblest child of poverty. Every citizen, then, by proper 
 industry and application, might acquire such a knowledge 
 of the history of his Government, its true policy, and the 
 tendency of its measures, as would enable liin/to detect 
 the machinations of the corrupt politician, and to dis- 
 tinguish properly between the mad pageantry and low ap- 
 peals of the demagogiie, and the lofty and .principle-sus- 
 tained arguments of tljc patriot. 
 
 [Exlructfroin /he Message of Goc. Charles J. McDonald, 1S41.] 
 
 Among the constitutional duties which you are called 
 upon to discharge, is the promotion of the arts and sciences 
 m on(! or more seminaries of learning. The university is 
 in a tipurishing condition, and from the liberal patronage of 
 the State is enabled to aflbrd the benefits of education to 
 jnany who would otlierwise be compelled to dejiend upon 
 the institutions of other States, or, for the want of means 
 to defray so heavy an expense, abandon the pursuit of 
 knowledge. The first thing to be regarded in a republic, 
 is the virtue of the people ; the second, their intelligence; 
 both are essential to the maintenance of our i'l'aa institu- 
 tions: thefi'*st inspires them with a disposition to do right, 
 the second arms them with power to resist wrong. The 
 precepts of morality are mingled with the lessons of litera- 
 ry instruction, in almost every system of modern t'duca^ 
 tion ; and he who attains a high degree of mental improve- 
 ment cannot fail to be impressed with those lofty sentiments 
 of right which tend to social happiness. 
 
SI 
 
 The suiii now distributable among the several counties a?? 
 a poor school fund, is twenty-one thousand and eighty-nine 
 dollars and sixty-four cents ; an amount so inconsiderable, 
 I regret to say, as to afford them but little means of de- 
 fraying the expenses of the education of those for whom it 
 was intended. But for engagements that may have been 
 made with teachers for the present year, dependent on the 
 funds expected from the State, I would recommend its be- 
 ing retained until another dividend shall arise upon the 
 stock applicable to this object, which will be in April next. 
 
 [Extract from the Message of Gov. Charles J. McDoiiald, 1842.] 
 
 After the repeal of the annual appropriation of six thou- 
 sand dollars for the support of the University, the Trustees 
 found it necessary to diminish the number of professorships, 
 as well as to reduce the salaries of the members of the Fac- 
 ulty, who were retained. Organized as it is, with the same 
 able President at its head, it promises as much usefulness, 
 as, under its adverse circumstances, could be expected from 
 it. So well aware were the wise framers of the Constitu- 
 tion, that the strength of a Republic depends upon the in- 
 telligence of the people, #hat they were careful to lay it 
 down as a fundamental principle of the government, that 
 the arts and'sciences should be promoted, in one or more 
 seminaries of learning. It is a historical truth, that human 
 rights have been more boldly asserted and daringly main- 
 tained in those countries, where the enlightment of the 
 public mind, has enabled the people to understand them 
 best. All improvements in society and government, and in 
 the condition of a people, depend, more or less, on the de- 
 gree of general intelligence that prevails. It is the duty of 
 every State, therefore, whose government is based upon an 
 acknowledgement of an equality of human rights, to en- 
 courage and foster some public institution of learning, at 
 which the most finished education can be obtained. Other- 
 wise, the wealthy, who alone can sustain the heavy expense 
 attendant upon the foreign education of children, will be 
 able to afford their sons a thorough knowledge of the pro- 
 founder sciences, and place within their reach the rich treas- 
 ures of polite and elegant literature. It is that numerous 
 class of our citizens, of moderate property, who, not being 
 able to send their children abroad, could encounter the ex- 
 pense of an education within our limits, that are to be 
 benefited by a State institution. Every consideration of 
 policy and justice, then, recommends to you a renewal of 
 the liberal patronage which so long sustained our Universi- 
 ty. 
 
S2 
 
 Tlni eftbrts lieretofore made to coiifor the benefits of edu- 
 cation upon all, through the instrunieutality of connnon and 
 poor schools, have not been attended witii the success that 
 was hoped for. The great abuse to wliich the system is 
 subject, atlbrds conclusive evidence that it is I'adically de- 
 fective. In many places the fund set apart and distributed 
 for this object, has been grossly misapplied, and its intended 
 beneficiaries have received no aid from it. Indeed, so small 
 a sum is now subject to distribution, that if it were equally 
 divided among the children entitled to it tinder the law, 
 and h should be distributed in no other manner, it would 
 not be sufficient to purchase the books and stationery neces- 
 sary for their use. At the last apportionment, the sum 
 of seventy cents only was assigned to each child, and 
 there must be even a further reduction at the next. This 
 is trifling with the subject of education, and wasting the 
 public revenue to no purpose. I woidd therefore earnestly 
 recommend a thorough and radical change of the system, 
 and advise that as soon as the condit'on of the treasury will 
 justify it, a seminary for the education of the poor exclusive- 
 ly, be established, in a section of the State, eligible on ac- 
 count of its health, and the cheapness of provisions, where 
 it could be sustained at the least possible expense. Each 
 county should be entitled to send to it an equal number of 
 its poor children, the whole amounting to such number as 
 can be supported and educated, annually, by the fund set 
 apart for the purpose. The children thus receiving the 
 benefits of education, at the hands of the State, should be 
 required, under a penalty, and an obligation, to which you 
 have the power to confer on them the legal ca^iacity to 
 bind themselves, to return to their respective counties, and, 
 as a compensation to the public, teach poor children gra- 
 tuitously, for such term of time as might be reasonable and 
 just. Their counties should be required to board and 
 clothe them for 'the time, provided the tuition money for 
 the children of persons able to pay for their education, 
 should not be sufficient tor the purptse. A system of this 
 sort, could not fail to become extensively useful, and the 
 funds now wasted in the fruitless attempt, oinder a difl\3rent 
 plan, to accomplish the same great object, ought to be care- 
 fullv husbanded to carry.it into elfect. 
 
 [Evtrart/rom the Message of Gov. C/uis. J. McDonald, 1S43.] 
 
 The inability of institutions of learning, which depend on 
 the meagre means to be derived from private liberality for 
 their endowment, to afford thorough scientific education, 
 manifests both the wisdom of that provision in the Consti- 
 
83 
 
 tution which imposes on you the obligation to provide for 
 the promotion of the arts and sciences, and the necessity 
 that that patriotic duty should be faithfully executed. 1 
 commend to your liberal patronage the institution which is 
 peculiarly the State's, and that it be placed in a condition 
 to enable every Georgian to find at liouie all the facilities 
 for mental culture that are to be had in sister States of the 
 Union. 
 
 For my views in regard to a system of education for the 
 poor, I refer you to the full communication on that subject 
 placed before the last Legislature. Reflection has conlirmed 
 the opinions then expressed. One hundred young men, an- 
 nually discharged with a good education, and who would 
 o-enerally engage in the business of ."school keeping, would 
 produce an impression on society that would soon be seen 
 in tlie moral and intellectual improvement of the people. 
 Such men, adding experimental and practical knowledge to 
 that acquired from books, would become valuable accessions 
 to our State and National Councils. 
 
 {Extract from the Message of Gov. Geo. IV. Crawford, 1S45.] 
 
 It must be confessed that the present system of free 
 schools has not diffused the blessings that were anticipated 
 by its benevolent and patriotic projectors. Its failure may 
 be mainly ascribed to the irregular aid derived from the 
 State, the unfortunate administration of its funds, and a 
 general popular indifference to the subject. The Poor 
 School Fund, amounting once to half a million of dollars, is 
 now reduced to two thousand six hundred and thirty shares 
 of the capital stock of the Banks of the State of Grcorgia 
 and Augusta. Until the last session of the Legislature, it 
 formed a part of the capital of the Central Bank, and during 
 two years of this period no dividend was declared and dis- 
 tributed for educational purposes. Moreover, it is now 
 stated as an illustration of general indifference on tliis sub- 
 ject, that, during the past year, only fifty-three of the 
 ninety-three counties of the State made applications at the 
 Treasur3^for their allotments of the Poor School Fund, and 
 when too the penalty for default was known to be an abso- 
 lute forfeiture of claim. 
 
 The numerous acts of the Legislature, which have been 
 as only so many innovations upon the system, have related 
 principally to the administration of the funds in the hands 
 of public officers, and have been frequently passed under 
 the allegation of its actual or -supposed misapplication. 
 
 As a remedy for these evils, it is respectfully proposed 
 for your consideration that the system be changed so as to 
 
84 
 
 infuse into it more of public care, by coinbiuiug witli it 
 public responsibility. This end, it is thought, may be ac- 
 complished by immediately distributing the Poor School 
 Fund among the several counties upon a basis similar to the 
 one by which dividends are now declared — giving to the 
 Grand Juries the approval or disapproval of the direction 
 and application of the fund — holding each county liable for 
 the principal amount receiv(!d, and in case of loss or diminu- 
 tion of the same, from any cause whatsoever, the deficiency 
 to be replaced by an extra tax levied by order of the In- 
 ferior Court, on the representation of any Grand Jury, and, 
 in its default, then to be collected by a mandate of the Su- 
 perior Court of the county. 
 
 In making distribution according to the foregoing plan, 
 it will be necessary to make provision that as the shares of 
 the bank stock constituting the Poor School Fund are in 
 amounts of one hundred dollars each, fractional sums may 
 occur which may be advanced from the Treasury without 
 inconvenience, as an equal amount in the undistributed 
 shares of stock would necessarily be retained, and which, 
 when sold with the accunjulating dividends, wouh) soon re- 
 imburse the State. 
 
 It is proper that I state that this remnant of public 
 bounty under an act for the education of the poor, passed 
 by the last Legislature, was transferred from the Central 
 Bank to the Treasury, where I hope it will remain un- 
 touched unless for the sj>ecific object to which it was ori- 
 ginally dedicated. Be the dividends large or snjall, one 
 desirable object will be attained, — that of certainty in a 
 fund reliable for some amount. It will give the assurance 
 that the plan of general education, commended to our care 
 by every political and social consideration, is not aban- 
 doned. The amount received from the fund during the last 
 year, and subject to distribution, was $2,22-5. The estimated 
 amount of the' current year will be $18,000. 
 
 In connection with this subject, I would respectfully refer 
 you to the constitutional recpiirement in relation to the 
 liberal and continuing endowment of one or more seminaries 
 of learning. Its obvious purpose was to elevate as well as 
 to diffuse learning. Both plans are constitutionally united, 
 and, in the spirit of their original conception, should move 
 harmoniously 'together. The means of a liberal education 
 were intended to be cheap, and easily accessible to the 
 aspiring youth who has no other fortune than his genius 
 and perseverance — who springs up vigorously in the midst 
 of the people, and partakes their sympathies. To-day 
 they are his patrons — to-morrow he is their advocate. This 
 is a part of the policy of our educational system which was 
 planned by ancestral wisdom, and perpetuated by constitu- 
 tional command. 
 
85 
 [Extract from the Message of Gov. Geo. W. Cravford, 1S47.] 
 
 Other considerations of equally grave import cannot fail 
 to attract your attention in connection witli the industrial 
 pursuits of the State, and the policy if not necessity of 
 effecting some modifications in them. The great defect is 
 the want of diversity in our labor. It has been concen- 
 trated on the 'rearing of one great staple, which, with the 
 contributions of other States of a like production, has, 
 through a series of years, so accumulated in the markets of 
 the world as scarcely to leave the planter remunerating 
 profits. In the meantime, an exhausting system of tillage 
 has rendered the soil less productive. Firmly convinced 
 that the amount of labor, as now and heretofore directed 
 in the State, is greatly disproportionate to the other indus- 
 trial processes of life, and its tendency is to decline and 
 ultimate decay, I would suggest, as a remedy, the incorpo- 
 ration of manufacturing companies with the most liberal 
 charters. The grant of these cannot injuriously affect 
 other interests, but, on the contrary, promote them. The 
 charters will be inducements to new investments, and, as 
 they may divert capital and labor from other employments, 
 especially from agriculture, to that extent the planter will 
 be removed fi'om a competition that has been dragging 
 down the price of his staples. 
 
 Like all the great works of internal improvement, the 
 plan in view contemjilates that there should be joint effort 
 and co-operation. A v^dse policy wall awaken the incentive 
 to action, and impose no restraint that will retard its pro- 
 gress or mar its success. An .exemption from taxation, or 
 the imposition of a small tax for a specified number of 
 years, and also an exemption of the private property of 
 the stockholder from liability for the debts of the company 
 of which he is a member, would in my opinion conduce to 
 the establishment of extensive manufactories, and, as a 
 consequence, give an injpulse to all the useful mechanical 
 arts and their train of attendant blessings. Of these, in a 
 paper like this, it can scarcely' be expected that I should 
 address you at large, except by suggesting for your conside- 
 ration a comparison between those communities, however 
 extended into States, Empires, or Kingdoms, in which the 
 pursuits of labor are so diversified as to supply general 
 wants, and those vrhich are confined to the production of a 
 few rich staples to the neglect of the common necessaries 
 of life — the general effect of that trade, in which the raw 
 materials are returned in manufactured fabrics at increased 
 prices, varying from two to five hundred per cent., and an 
 impartial examination of the natural advantages in motive 
 power, climate, and a home market. 
 
 Nor will this subject, in relation to the exemption of the 
 
86 
 
 private property of the corporator, be dismissed without 
 adverting to the probable effect of sucli policy. It will be 
 an invitation to foreign and domestic cu[»italists to invest in 
 mannfacturing companies, and so far from inducing an abnse 
 of it, will operate as a restraint on credit. Unlike the bills 
 of a bank, which pass by delivery, and for the time being 
 constitute the holders thereof the creditors of the bank, the 
 contracts of manufacturing companies are usually special 
 and restricted to the original parties. The prudence of the 
 creditor, in such instances, generally guards him against 
 injury or loss. As an equivalent for this privilege, I recom- 
 mend that each incorporated company be required, under a 
 specific penalty, to give to each indented apprentice the 
 opportunity of accpiiring, free of expense to the appren- 
 tice, the rudiments of an English education. In this as- 
 pect, the plan is fraught with philanthrophy. Our educa- 
 tional system is in some respects deficient, by reason of the 
 sparseness of population, and tkc distance of the pupils 
 from places of instiuction. By the proposed scheme, 
 classes will be assembled, and the fiicili-ties of mental im- 
 provement be afforded without public aid. At the same 
 time, the apprentices will be accustomed to habits of in- 
 dustry, so that on reaching the end of their apprenticeship 
 they may go forth furnished with the means of success in 
 life. It is this combination of mental culture and habits 
 of bodily labor which has produced the most energetic and 
 successful men of the modern age. Socially, it is worthy 
 of trial, if experience may be presumed to teach the same 
 lessons everywhere — individually it teems with promised 
 blessings, as it disarms poverty of want, and rescues igno- 
 rance from folly. The objection that the population of 
 manufacturing districts in other countries is usually dwarf- 
 ish and dependant, cannot be supposed to exist with us, 
 unless we overlook the proofs of experience in other States. 
 The people of the Eastern States, in which the mechanical 
 arts mostly flourish, are carrying their pursuits into, and 
 impressing in some degree their opinions on every part of 
 the Union. So far then from creating a class of depen- 
 dants, the reverse may be affirmed to be true. What con- 
 dition of life, however humble, has not furnished its quota 
 of men who have illustrated that neither ionorance nor 
 poverty can repress the successful aspirations for wealth or 
 honor? The genius of our institutions forbids that man 
 should be a dependant, when tempted or trained to exercise 
 his body and mind. A wise forecast, partaking of the gene- 
 ral freedom with which we are surrounded, should apply 
 the incentive to both. 
 
/ S7 
 
 \Exlract from the Message of Gov. G. TV. Toicns., 1S51.J 
 
 Under a Joint Resolution of the last General Assembly, 
 as also the preceding one, it was made my duty to appoint 
 a Committee to inquire into the state of Education in. (leor- 
 gia, to report to the next Legislature on the present Poor 
 School laws, to recommend any alteration in the same, that 
 might to them, seem advisable, or to suggest a plan for 
 general education, if conceived by them expedient, accom- 
 panied with a Bill for carrying out the same. Under the 
 tirst Resolution, adopted in 1847, the Hon. A. H. Chappell, 
 Bishop Elliott, and Dr. Leonidas B. INJercer, were appoint- 
 ed a Committee. They failed, however, to report to the 
 last Legislature. 
 
 It is proper I should also state, that a part of the Com- 
 mittee, as came to my knowledge, bestowed considerable 
 la|)or in collecting materials preparatory to the Report. A 
 regret was felt, and by none more than myself, that a re- 
 port from these gentlemen, so favorably and geuerall)^ 
 known, was not made. The last Legislature substantially 
 adopted the Resolution of the preceding one, containing 
 the same highly objectionable feature, requiring me to 
 appoint a Committee to prepare a report upon this 
 subject to the Legislature. " provided the same could be 
 done without cost to the State, or cost upon the School 
 fund." 
 
 During the early part of the last year, an opportunity 
 was offered for consultation with an eminent citizen, who 
 from education, pursuits and practical experience, was well 
 informed of the wants of the country in reference to the 
 subject, and who kindly assured me of his willingness to 
 serve the public in this respect, if, upon reflection, he should 
 become satisfied that he could do so with satisfaction to 
 himself, or with benefit to others. Within the last forty 
 days," the Rev. George F. Pierce, the gentleman referred to, 
 through a friend, notified me of his readiness to engage in 
 this arduous duty. Dr. Talmage, President of the Ogle- 
 thorpe University, and Dr. L. B. Mercer, of Lee, were asso- 
 ciated with him, from each of whom, the gratifying assur- 
 ance has been received, of their ready co-operation. From 
 the Report of this Committee, which may be expected at an 
 early day, valuable information and suggestions, deserving 
 the consideration of the Legislature, may be confidently 
 anticipated. 
 
 I consider, from the higli character, literary attainments, 
 the zeal, and general knowledge of the wants of the State, 
 which these gentlemen will bring to the task of preparing 
 a Report on the subjects embraced in the Resolution, the 
 countiy has a guarantee of its ability and practical utility. 
 
S8 
 
 It is conteiiiplated by the terms of tlie Resolution, that 
 the report will be made directly to the Legislature, by the 
 Committee. 
 
 Upon this important subjcet, of universal interest, I 
 have, in the discussion ol other questions, incidentally re- 
 ferred'to some of the considerations that may arise in this. 
 One or two additonal suggestions only, will be offered at 
 this time. 
 
 .Judging from the demonstrations made during the past 
 summer, in behalf of Education, it may be assumed, that a 
 large proportion of the intelligence- of the State is in favor 
 of abolishing the present system, (if it can so be regarded,) 
 of educating the poor, and adopting free schools common 
 to all, in its stead. A system of common schools, I doubt 
 not, may be established, adapted to the wants of our peo- 
 ple ; but to plant and rear so delicate a bud, and at the 
 same time, of such incalculable importance to the future 
 character of the Sti^te, requires the fostering hand of the 
 Legislature. 
 
 The arguments in favor of Common Schools, to my mind, 
 are clear and unanswerable ; but obvious propriety will not 
 allow me to notice but one or two. 
 
 Equality in the' distribution of benefits by the State to 
 its people, is a cardinal principle of Justice. When this'prin- 
 ciple is observed, you produce amity, concord and friend- 
 ship ; when disregarded, the consequence is heart-burnings, 
 discontent and opposition. Success in this noble work of 
 educating the youth of the State, and thereby jDreparing 
 them, in some measure, at least, for future usefulness to 
 themselves, their families, and their countr3%is the business 
 of all classes and conditions, conjointly and harmoniously co- 
 operating to bring about one general result. 
 
 There is in the human heart, a feeling of approbation and 
 security in systems of education, as well as others, that are 
 based upon equal rights ; while the opposite feeling of re- 
 pugnance and mistrust, springs np for that munificence that 
 degrades the objects of its care, by odious distinctions. The 
 poor parent may desire to see liis child educated, and feel 
 himself unable to furnish the means, but he does not wish 
 to be pointed at as an improvident father, who, from folly 
 or crime, is unable to discharge this duty to his child ; and, 
 again, the generous, high-sonled youth would sooner grope 
 his way in ignorance throngh life, thail to eiiter the school- 
 room to bo taunted and jeered by' his fellows as a charity 
 scholar. False as may be deemed this pride, it is a part of 
 the nature of man, and if it is the design of your policy to 
 be useful, your education must be general, and every diffi- 
 culty removed, as far as possible,to the consummation of this 
 object. You must invite, encourage, and induce parents to 
 discharge their duty to their children, in this respect. You 
 
89 
 
 cannot, and ouglit not, to force them. But all disgrace, real 
 or imaginary, all inequality between the rich and the poor, 
 is swept away the moment your system of education is com- 
 mon to all. * 
 
 A commendable emulation is excited, a closer communion 
 produced, ties of friendship created, and a broader field is 
 opened for the full exercise of manly feelings, which, if not 
 planted in youth, never take root, by the rich and the poor 
 mingling together, and deriving instruction from the same 
 source. But conclusive as I believe the arguments to be, 
 in favor of Common Schools, over the system of educating 
 the poor, provided by the act of 18-13, 1 forbear further re- 
 marks, and apply myself to the consideration, briefly, of the 
 capacity of the State to furnish adequate means for a system 
 of Common Schools. 
 
 What are the resources of the State, and by what means 
 is the required sum to be raised, for the object under con- 
 sideration ■? This is the great question, and upon the cor- 
 rectness of your decision in this regard, hangs the destiny 
 of this measure. 
 
 The Bank-Stock, the income from which is, under the 
 law of 1843, applied to educating the poor, is an appropri- 
 ate fund to be applied to this object, whenever the State 
 ■provides for the holders of bonds of the Central Bank. The 
 next source of permanent income for this object, should be 
 the net income from the Western and Atlantic Railroad, af- 
 ter the present liens, and such as may be necessary to incur 
 for its irrmediate equipment and repairs, have been re- 
 deemed ; and the deficiency, if any, should be supplied by a 
 'l)er capita tax. 
 
 From these three sources, it is believed, adequate means 
 for the most enlarged usefulness might be obtained, if not 
 presently, at no distant day. In the meantime, while the 
 Kailroad is engaged in discharging its liabilities, let the in- 
 come from the Bank-Stock, and the Poll-Tax, be applied to 
 the preparation of teachers,«electcd from among our own 
 young ladies and gentlemen, and educated atour own Schools 
 and Colleges. The leading Christian denominations in our 
 State have, within a few years past, founded Colleges, and 
 are annually returning to society, highly cultivated and 
 moral young men, eminently qualified to take the lead in 
 this great w^ork. Besides these Denominational Colleges, 
 there is the University of the State ; what may it not ac- 
 complish in the preparing and qualifying of young men to 
 engage in this important service. 
 
 Encourage these several Colleges, by selecting in some 
 equitable mode, such young men as are willing, for a period 
 of years, to engage in the duties of teaching, to indemnify 
 for the money expended in educating them, and you have a 
 
90 
 
 guarantee of securing a corps of teachers, thus organized, of 
 greater usefulness to the countrj^ tliau by any other phm 
 that has suggested itself to my mind. 
 
 But it this plan be not acceptible, let a better one be ad- 
 opted. It has occurred to me, that providing the necessary 
 means and securing competent teachers, unexceptionable in 
 all respects, would be the greatest ditTiculty to overcome. 
 For immediate use, no income need be expected from the 
 Railroad. The deficiency from that source, if it should be 
 deemed ndvisable to commence the system at once, might 
 bo supplied by taxation, or 'by the State issuing bonds, the 
 interest accruing theicon only, to be paid by the State, 
 which should be an ultiniate charge upon the receipts of 
 the Western and Atlantic liailroad. This, I should consid- 
 er, however, obnoxious to some objections, and therefore, 
 do not press it ; but would, with great deference, advise the 
 assessment of a poll-tax, which, with the income from bank 
 stock, should be applied, lirst, to the qualification of teach- 
 ers ; but if it is believed a sufficient number could be en- 
 gaged qualified, not merely from literary attaiimients, but 
 from association, principle, and sympathy with the people 
 of ' Georgia, the experiment might well be made, and its 
 beneficial results tested, from the sources of income alluded 
 to. Should, however, the poll-tax and bank-stock not fur- 
 uii!5h a fund, commensurate with the high claims of educa • 
 tion upon the Legislature, let the deficiency be supplied by 
 an open and undisguised re(|uisition upon the property of 
 the State. 
 
 If it is the wish of property-holders, to see the blessings 
 of education extended to all classes and conditions of our 
 people, they will yield to the. necessity that demands the 
 means; but if they do not, the hope of success must be de- 
 ferred to a more favorable season. But, whatever may be 
 the fate of your efforts to mature a system of common 
 schools at this time, I cannot too earnestly urge upon you 
 the importance of pledging the Western and Atlantic Rail- 
 road, with its net income after discharging its liabilities, to 
 the great object, in which all are interested, of common 
 schools. Should the system recommended, or any other, 
 receive the favorable consideration of the Legislature at 
 this time, however limited the means may be at your com- 
 mand, you must have a head — an able and responsible 
 Agent or Superintendent, whose duty it shall be to see to 
 the fiiithful execution of your own plans; or your brightest 
 hopes will end in disappointment. 
 
[Extract from, the Message of Gov. Howell Cobb, 1S53.] 
 
 At the last session of the General Assembly, provision 
 was made by law for the education of a certain number of 
 cadets in the-INlilitary Institute, located at Marietta. A re- 
 port is herewith transmitted from the Board of Visitors of 
 that institution, which will present to the Legislature all the 
 information on that subject in my possession. The system 
 of military education is growing m popular favor through- 
 out the country. In other States of the Union, these acade- 
 mies receive liberal endowments from the Government, and 
 are becoming more and more. the favorites of the people. 
 So far as I am enabled to judge, the Marietta Institute has 
 been as eminently successful as any of its sister institutions, 
 and as deserving of State patronage. 
 
 The cause of Education numbers among its friends, no 
 supporters more zealous or liberal than the people of Geor- 
 gia. It is with sincere pleasure and honest pride, that we 
 can point to the progress of education throughout our State. 
 Our University was never in a more flourishing condition, 
 and never more deserving of the confidence and patronage 
 of the State. Other colleges have sprung up in generous 
 rivalry with this institution, under the patronage of private 
 enterprise, affording the most extensive facilities for a liber- 
 al education to all who may be possessed of the necessary 
 means. Colleges and Seminaries for the education of our 
 daughters are to be found in almost every neighborhood, 
 founded upon private munificence, and conducted with 
 marked energy and ability. I would not unnecessarily mar 
 this picture, so grateful to our feelings, and so gtatifying to 
 our State pride ; but a sense of duty demands that our at- 
 tention should be turned to another branch of the subject, 
 which presents for our consideration far different results. 
 Whilst the minds of those who have been blessed with the 
 necessary means, are being stored with all the rich treasures 
 of knowledge, placed in their reach by these flourishing in- 
 stitutions, there is to be found another class, less favored of 
 Heaven, who are growing up in utter ignorance. The pro- 
 priety of providing for the education of the poor is recog- 
 nized by every one ; but I anl not sure that its importance 
 is fully appreciated. I do not speak of that complete and 
 finished education, which can be acquired only in our higher 
 Seminaries and Colleges, but I refer to it in its more limited 
 sense. The man who can read and write is a well educated 
 man, in comparison with one to whom the alphabet is an 
 unmeaning njystery; and the gulf that separates these two 
 classes is far wider and deeper than the one which lies be- 
 tween the humblest scholar and the most learned professor. 
 Give to every son and daughter of the State an opportunity 
 of learning to read and write, and we become that day an 
 
92 
 
 educated peoj)lo, for all the practical purposes of govern- 
 ment. Tlie honesty, purity and intelligence of the people, 
 constitute the firm foundations of a Republican Government. 
 To the extcMit of our ability, it is our duty to foster and nur- 
 ture these elements of security and stn^ngth. -(xeorgia has, 
 in some degree, realized this truth, and exhibited a disposi- 
 tion to act upon it. Her ablest sons have been sunnnoned 
 to the task of devising systems for the education of the poor, 
 and our legislative tables groan under the accumulated re- 
 ports of committees ap})ointed to investigate and report upon 
 the subject. All that could be done in this way has been 
 done, and yet the sons and daughters of poverty are unpro- 
 vided with the opportunity of learning to read and write. 
 Can nothing more bo eflected? Is this field of labor, so 
 inviting to the patriot and philanthropist, to be abandoned 
 and forsaken? To answer these inquiries, we must ascer- 
 tain first, what has occasioned the failure heretofore? and, 
 secondly, are we able and willing to overcome the difficul- 
 ty in the future? The first point is very clearly presented 
 in the statement of this simple fact — the number of children 
 returned under our poor school law, is (38,000) thirty-eight 
 thousand, and the money appropriated for their education 
 is ($23,000) twenty-three thousand dollars. In other words, 
 for the education of each child, the Legislature appropriates 
 the sum of sixty cents. I can use no argument or language 
 that will present in more forcible terms the main detect in 
 our past system, than is to be found in this statement. We 
 have failed to educate the destitute children of the State, 
 because we have failed to appropriate a sufficient sum of 
 money to effect the object. It is more than useless to dis- 
 cuss plans and systems, until the necessary means are fur- 
 nished to make any plan successful. This view of the sub- 
 ject brings me to the second inquir3^ Can this difficulty be 
 met and overcome ? In other words, will the Legislature 
 appropriate the neccosary amount of money? At present, 
 [ am not prepared to recommend any large increase of the 
 appropriation. My object is more particularly to call your 
 attention to a period in the future, when the required sum 
 can be devoted to this object, without the imposition of any 
 additional tax upon the peo})le. If I am right in the view 
 which I have already presented of the financial condition of 
 the State, present and prospective, in the course of a few 
 years the public debt will be paid of}*, and there will be no 
 necessity for incurring another. When that time shall have 
 ari'ived, our present tax law may be reduced one-half, and 
 still furnish ample means for an economical administration 
 of the Government — giving no just cause of complaint on 
 the ground of taxation. The State Railroad, under the 
 system I have recommended, will bring into the Treasury 
 a certain and regular revenue of two hundred and fifty 
 
9:i 
 
 thousand dollars, To that sum I look to supply the present 
 defect in our educational system for the poor. To that pa- 
 triotic object, as well as to the necessities of the InstitutioTis 
 established by the State for the Deaf and Dumb, the Blind, 
 ana the unfortunate Lunatic, it should be sacredly devDted ; 
 and until the wants of each and all should haye been fully 
 supplied, not one dollar should be withdrawn for any othei' 
 purpose. I have invited your attention to the subject at 
 this time, that the public mind may be directed to its con- 
 sideration in advance of the period when the policy may, 
 with propriety, be adopted. 
 
 ^Extract from the Message of Gov, Herschcl T . Johnson, JS55.] 
 
 Our political system is based upon the maxim, that the 
 people are capable of self-government. This presupposes 
 intelligence, to know how to govern, and virtue, to give that 
 intelligence proper direction. Hence, the importance of a 
 system of public education to enlighten the intellects and 
 moralize the hearts of the masses. The importance of this 
 subject i,s paramount, and should bring into requisition all 
 the wisdom of the Legislature; whilst the thousands of 
 poor children within the State, too indigent to provide for 
 themselves the blessings of education, but who must have 
 it, as an indispensable qualification for good citizenship, 
 should awaken an enlarged and benevolent lil)erality. The 
 returns for 1854 show that 4:?,4G7 belong to this class, who 
 are entitled to participate in the pittance of $23,388 provided 
 for their benefit. The considerations which shou-ld prompt 
 to efficient action are apparent to every reflecting mind. 
 They are such as challenge the attention of the highest 
 statesmanship. We see them not only in the necessity of 
 education to the perpetuity of popular liberty, but in the 
 thousand social blessings which it confers. It promotes 
 public peace, gives security to property, dihiinishes crime, 
 lightens the expense of administering the law, stimulates 
 enterprise, directs industry and capital, and hastens the 
 march of civilization. The difficulty is, not to determine 
 what ought to be done, but how it shall be done. The 
 subject becomes more and more embarrassing, each succes- 
 sive year, because the increase of poor children renders the 
 amount of money adequate to the emergency more difficult 
 to be raised. Hence, if the Legislature ever intend to come 
 up fully end fairly to the high mark of enlightened duty, it 
 would seem that the time has arrived when they should 
 initiate a system capable of gradual expansion and self-sus- 
 tentation. I shall venture no specific recommendation. I 
 prefer rather to submit the great subject to your wisdom, 
 
94 
 
 aiiiiniitetl as it must be by })atnotic desire to promote the 
 happiness and prosperity ot" the tState. lint if I coukl com- 
 mand tlie power to awaken the pro})er spirit and excite the 
 proper liherality, I would njake the appeal with an. urgency 
 which shonkl be overwhelming, that the General Assembly 
 will not rise, until it shall have redeeintid the high obliga- 
 tions of the present, to fidarc generations. Georgia is in ad- 
 vance, in material prosperity and improvement; she is in 
 the rear, on the subject of common school education. The 
 ship, driven before the wind, may- sail rapidly, for a time, 
 without a helmsman, but she will be wrecked at last. 
 Education is to State progress, what the helmsman is to 
 tJje ship; the more rapid her career, without it, the sooner 
 slu; will be stranded. 
 
 In this connection, the State University is earnestly com- 
 mended to your fostering care. l)y refereiice to the act of 
 i7So, "lor the more full and complete establishment of a 
 public seat of learning in this State," it is quite evident that 
 our forelathers designed to erect a University of the highest 
 character. It is apparent, from the preamble to the bill, 
 and from the very liberal endovv'uient for which they pro- 
 vided. In view of the paramount importance which they 
 attached to liberal education, as a means of sustaining and 
 perpetuating free government, they felt that it was a humilia- 
 ting acknowledgment of the ignorance or inferiority of our 
 own State, to send our youth abroad to others, for its ac- 
 (piisition. If this were true in 17S.5, the policy which they 
 then deplored, is still more to be deprecated now, when, by 
 sending them to other States, they are surrounded by pre- 
 judices and influences against onr domestic institutions, 
 calculated to give an unwholesome direction to their senti- 
 ments. The original design of the founders of our State 
 University ought therefore to be com[)leted and perfected. 
 It should be so endowed, and furnished with all the iacili- 
 tjes for the prosecution of scientific research, as to enable 
 the devotees of learning to reach the highest attainmeiits. 
 Several other professorships should be created, and ample 
 appropriations made for such compensation as will command 
 the highest talent to fill them. 
 
 By the liberality of the late Dr. William Terrell, an Agri- 
 cultural chair has been established, and 820,000 donated, 
 the interest of which is to be applied to the support of its 
 Professor, in the State University. But this is inadequate. 
 To render the department etticient and useful, the Legisla- 
 ture should not oidy increase the snm to the extent of an 
 ample endowment, but also make a suitable appropriation 
 for fitting it up with'ample means ot instruction, illustra- 
 tion, and experiment. The appeal, upon this score, will 
 not be in vain. It is the first movement, in Georgia, in fa- 
 vor of iVgricultural education, hitherto more neglected, al- 
 
95 
 
 though more important, than any other brancli. The Pro- 
 fessor may produce annually his course of Lectures, and 
 delight his class with the theory of Agriculture, but he 
 must liave the means of illustration and experiment to un- 
 fold its relations to, and dependence upon, Mineralogy, Ge- 
 ology, Botany, Chemistry, Natural History, and Mechanics. 
 Agriculture is the most important, because it is the founda- 
 tion of all other pursuits. It supplies Commerce and Manu- 
 factures, in all their various and multiplied departments, 
 with whatever imparts to them activity, proispeiity aijd vi- 
 tality, Hence the indispensibility of its being directed and 
 dignified by the light of science and the devotion of edu- 
 cated mind. 
 
 The promotion of Agriculture and the development of 
 our mineral resources should engage the, earnest attention 
 of the Legislature. In the older region of the Stnte, much 
 of the lands have become exhausted by tillage, and planters 
 are (turning attention to the reclamation of swamps, by 
 ditching and embanking. The latter process, in many in- 
 stances, is prevented by the fact that embankments throw 
 back water over the land of adjacent owners. When this 
 is the case, the apprehension of an injunction ai'rests the 
 enterprise. I recommend the passage of a law to authorize 
 any person owning swamp land, on one side of a stream or 
 creek, to embank the same, although it should have the ef- 
 fect to increase the water over the swamp of the other side, 
 owned by another. Such an act will grcatl}" promote such 
 enterprises, and lead to the reclamation of thousands of acres 
 of the most productive lands, which are, otherwise, valueless. 
 
 As a further means of encouraging Agriculture and the 
 development of the mineral wealth of the State, I recom- 
 mend that provision be made by the Legislature for the ap- 
 pointment, with a suitable salary, of a kState Geologist, Min- 
 eralogist and Agricultural Chemist. His office should be 
 located at the Capital, and his general duty should be to 
 make a Geological survey of the State, direct the mode of 
 testing for ores, analyze soils, and point out the various 
 kinds of manures for their fertilization. To make the or- 
 ganization of such a department efficient and useful, it 
 would require the State to be divided into Geological Dis- 
 tricts, and the employment of assistants. Its details, how- 
 ever, will readily suggest themselves to the Legislature, and 
 the policy once adopted i.n good earnest, time and expe- 
 rience will very soon perfect it. A similar appointment, 
 in other States, has been attended with the most beneficial 
 results. It, is more oasj to adduce than to select illustra- 
 tions of its advantages. In Georgia, but little^ attention 
 has beeh devoted to Agricultui-al education ; and without 
 disparagement to our planters, it must be confessed that 
 their success is mainly the result of fertility of soil, and un- 
 
90 
 
 coiKinerablc energy and industry. They owe but little to 
 the api>licatioii of scientific principles to tlie multiplied de- 
 tails of the plantation. But as the lands become exhausted 
 by such a system of cultivation, they will refuse their 
 wonted yield, until science shall come to their rescue, by 
 showing the means of their resuscitation. The office under 
 consicUn-ation will, to a considerable extent, remedy this 
 wide-spread evil. l')y his analysis of specimens of soils fur- 
 nished to him, he will explain to the owners the character, 
 components and quantity of the manures required to fertilize 
 them. By delivering public lectures as often, and at as 
 many Doints, as he may be able, he will instruct the in- 
 habitants of whole Agricultural districts, as to the qualities 
 of their lands, and the fertilizers best calculated to confer 
 upon them the highest capacity for production. This will 
 soon awaken the proper spirit among the people, and lead, 
 as an ultimate result, to a just appreciation of the impor- 
 tance of Agricultural education. The aggregate of advan- 
 tage could be ascertained only by knowing fully the loss to 
 the country from the absence of, and the amount gained by, 
 the application of science to the operations of the planta- 
 tion. And how shall we estimate the thrift and activity 
 which such an appointment will impart to the Mining in- 
 terests of the State ? Her mountains and hills are rich in 
 embedded mines of ore. As yet, we have made but little 
 progress in their discovcny. Vast sums are expended, iu 
 blind experiments to ascertain their location, resulting often 
 in the hopeless ruin of the zealous seeker after hidden 
 wealth. The large amount saved, in the work of testing 
 for ores, is the least of the advantages of the appointment 
 under consideration. The actual wealth which would be 
 developed by the scientific direction of these operations, is 
 absolutely incalculable, whilst it would, at the same time, 
 open new channels for capital and industry, and furnish em- 
 ployment for thousands of laborers. I may not dwell at 
 greater length upon this interesting topic. I trust it will 
 engage the serious deliberations of the IjCgislature, and that 
 they will act as becomes enlightened statesmen. 
 
 V [Extract from the' Message of Gov. Hersehcl V. Johnson ^ 1857.] 
 It is needless to adduce argument to convince intelligent 
 men of the educational wants of Georgia. It is de- 
 monstrated by the fact, that there are many thousand adults 
 in our midst who can neither read nor write, and as many 
 poor children who must be forever debarred the bless- 
 ings of education, in consequence of the poverty of their 
 parents ; by the great deficiency of teachers to supply the 
 demand in almost every section of the State ; by the char- 
 
97 
 
 acter of our political institutions, which are based upon the 
 assumed capacity of the people for self government; by 
 the fact that too many of our children are sent to distant 
 States for education, where they are liable to imbibe doc- 
 trines hostile to our peculiar social organization, and are 
 surrounded by influences calculated to impart an" anti- 
 southern tone to their sentiments and feelings ; by the crime 
 that burdens our criminal dockets, and levies its thousands 
 of tribute upon the earnings of honest industry, to sup- 
 port paupers and prisons; by the violence and corruption 
 that desecrate the ballot box, at all our popular elections; 
 by the exhaustion of the soil, under a system of agriculture 
 that glories in excluding the application of scientitic princi- 
 ples. I am aware that education, to be eftective, must com- 
 mand the zeal and appreciative energies of the parents ot 
 each succeeding generation. lam equally aware that the 
 establishment of any general scheme will require in the 
 end, a large expenditure of money. But, as it may not be 
 accomplished in a day or a year, so the entire amount need 
 not be appropriated at once. It must be a work of 
 time, and its fruits gathered through successive years of 
 patience and toil. But shall this be an argument for post- 
 poning indefinitely itsconmiencement V Is it not rather an 
 incentive to speedy action, stimulated by the promptings 
 of patriotism and pliilanthrophyV But the obligation of 
 the Legislature rests upon special grounds. The Constitu- 
 tion is mandatory. Article iv. Section xiii. declares tiiat 
 "The arts and sciences shall be promoted in the establish- 
 ment of one or more seminaries of learning, and the Leg- 
 islature shall, as soon as conveniently may be, give such 
 further dona'tions and privileges to those already estab- 
 lished, as may be necessary to secure the objects of their 
 institution; and it shall be the duty of the General Assem- 
 bly, at their next Session (that is, tlie next session after the 
 adoption of the Constitution,) to provide efTectual means 
 for the improvement and permanent security of the funds 
 and endowments of such institutions." What has been 
 done to carry into effect this clause of your Constitution Y 
 How little ? It has reference mainly to the State Universi- 
 ty, which had been chartered in 1785. Hence, it is ob- 
 vious, that it is the sworn duty of the Greneral Assembly, to 
 place our State University upon the footing contemplated 
 by its wise and patriotic founders, or in other words, ''give 
 it such donations and privileges as may be necessary to se- 
 cure the objects of its institution." Indeed, the whole 
 subject of education is confided to the General Assembly, 
 with the 'positive injiuiction to such action as may be proper 
 to supply the wants of the State. That contracted policy 
 whicFi is ever standing at the door of the Treasury, with 
 a flaming two-edged sword, is but little better than moral 
 7 
 
98 
 
 treason to the Constitution, which, for more than half a 
 century, lias been pleadingfor conl'orniity ontliepart ofthose 
 who swear to obey. Education is the friend of the State. It 
 will elevate the people, it will diniinish crime and the ex- 
 pense of executing the laws. It will pri/^e out the poor from 
 the niiVe into which innocent poverty has sunk them, and 
 place them on an intellectual ecjuality with the favored 
 sons of fortune. It will dig from the mine many an un- 
 ]>olished gem, to glitter in the crown of cultivated society. 
 Ft will stimulate enterprise, and direct its energies to proiit- 
 able objects. It will dignify labor, and open new channels 
 for capital. It will disinter the mineral wealth of the 
 .State, and add millions to the productions of agriculture. — 
 It will bring into the field of science an array of mind that 
 will adorn our escutcheon, and dazzle tlie world by its 
 achievements. In a word, Georgia must fail of her i^reat 
 mission, without the adoption of a wise and comprehensive 
 educational policy. Away, then, with that narrow stingi- 
 ness which begrudges a dollar to such a cause, while it is 
 often wasteful of thousands, upon objects that possess lit- 
 tle or no merit. Go forward boldly, firmly, liberally, to 
 meet the wants of the State. Adjust your scheme to the 
 character of our po]Hilation. Apply to the task your 
 wisest deliberations. Impart to it the element of self-vin- 
 dication and self-support. Make it simple in its details, and 
 dependent, for its success and growth, upon the volun- 
 tary support of the people. 
 
 Can such a system of common school education be de- 
 vised V What has been accomplished in other States, can 
 be done here. Upon so delicate and difficult a subject, I 
 present the outline of a plan with diffidence. But I make 
 the venture for what it is worth, hoping that it may, at 
 least, prove suggestive of something better. 
 
 I. Authorize each county, at its option, to be divided 
 iuto common school districts of such dimensions that chil- 
 dren can walk from their several boundaries to the school 
 houses, to be located in the centers. 
 
 "2. Jjct each district be clothed with the power of self- 
 taxation, and tlu^ appointment of a Treasurer. 
 
 -3. Let each district, by public meeting, annually to be 
 held, declare what sum they are willing to raise for common 
 school purposes therein, to be collected by taxation, as the 
 State tax is now collected b}' law, and to be ])aid over to the 
 district Treasunn'. 
 
 4. Upon the report of the district Treasurer to the Ex- 
 ecutive, of the amount actually collected, let the Governor 
 be authorized to draw his warrant on the State Treasury for 
 a like sum, to be paid ^to the said district Treasurer, which, 
 together with the money thus collected by voluntary taxa- 
 
99 
 
 tion, shall constitute a common school fund for such dis- 
 trict, for the year for whicli it may be intended. 
 
 5. Let the common school district Treasurer be required 
 to give bond and security, under the approval of the In- 
 ferior Court of the county, for the faithful application of 
 the fund, and to make annual returns to the Interior Court,. 
 on the first Monday in January, in each year, accompanied 
 with vouchers for his disbursement!?. 
 
 The advantages of this plan are palpable. First, it is 
 simple. Secondly, it addresses itself to the voluntary ac- 
 tion of the people of each district — if they wish a school 
 they can have it; if they do not, it will not be forced upon 
 them. Thirdly, this appeal to the voluntary principle, will 
 beget thought and debate, so that if rejected at first, 
 truth will hnaliy prevail, and the system be adopted; it 
 will therefore prove to be a growing, self-vindicating, self- 
 sustaining system. Fourthly, it meets the objection v.'hich 
 is so formidable, that, in sonie sections, the population is 
 so sparse, that the connnon school system is impracticable. 
 It is intended to operate only where there are inhabitants, 
 and even then, alone upon the condition, that they are will- 
 ing and ready to do their part towards it. Last!}', the ab- 
 sence of school privileges will no longer deter immigra- 
 tion to destitute regions. This plan will invite immigra- 
 tion, and thus soon fill up the uninhabited districts. 
 
 It may be thought that the adoption of such a syste.u 
 will at once create a demand for money which the State 
 Treasury cannot meet. That it will require a considerable 
 sum of money is obvious ; but not so much as to deter 
 from the experiment. It will not be adopted in every coun- 
 ty of the State at first, much less by every school district. 
 Many wnll not have the population ; many will reject it, for 
 years, until they have discussed it thoroughly, and risen to 
 a proper appreciation of education ; many more, either 
 from inability or disinclination, will impose on themselves 
 a very light tax. Therefore, the amount called for from 
 the State Treasury will, in the infancy of the system, be 
 comparatively small. Besides, in this particular form, it 
 need not be perpetual. When it shall have diffused popu- 
 lation and the blessings of education over the State, it can 
 be modified as experience may show to be necessary. The 
 great desideratum for the present, is to arouse our people to 
 the importance of the subject. When this shall have been 
 accomplished, they will not stop to weigh dollars and cents 
 against education. 
 
 But this, or any other system of education cannot be 
 carried into effect, without a vast increase of the corps of 
 teachers. How can the requisite number be supplied 'f — 
 The mode is simple, if the Legislature will will respond to 
 the promptings of a liberal spirit. We have several de- 
 
100 
 
 iioniinutioual Colleges inGcorgin, fouiidod by pr'uate enter- 
 prise. Why .should not the Lt^gislatiire endow an Agricul- 
 tural Professorship in one of each tlenominatiou, upon the 
 condition that it will educate gratuitously, a specilied num- 
 ber of young men, in each Congressional District, to be 
 selected as the Legislature may direct, who shall pledge 
 themselves to teach a given number of years after their 
 graduation, in tiie District from which they were selected y 
 This will rapidly supply educated teachers, native born, and 
 sympathizing with Soiithern interests and institutions. 
 
 As an additional me'ans of obtaining native teachers, let 
 the State educate, at he'- own expense, in the State Univer- 
 sity, one young man from each county in the State, to be 
 chosen by the Inferior Conrt thereof, and to be pledged to 
 teach a given nnmber of years, in the county from which he 
 shall have been chosen. This will very soon supply the 
 deficiency, and render us independent ol' those itinerant ad- 
 venturers from other States, who are too often hostile to 
 our peculiar institutions. 
 
 But our necessities do not stop here. We need a Univer- 
 sity proper. Such, its founders designed our State College 
 to be; and the Constitution, as I have shown, has made it 
 obligatory on the General Assembly to carry that design 
 into effect. When young men have been graduated, whith- 
 er can they resort, if they desire to pursue a course of studv 
 in the advanced sciences? Finding no suitable institution 
 for such purposes, at liome, they are compelled to go 
 abroad, or to abandon their high and laudable aspirations. 
 The consequence is, that most of our educated men, greatlv 
 to the detriment of the Commonwealth, plunge into poli- 
 tics, as tin; only path to distinction, or permit their culti- 
 vated powers to rust in inglorious ease. 
 
 That this or some other scheme for the object indicated, 
 should be adopted, is obvious to all who reject upon the 
 educational wants of the State. Indeed, past attempts de- 
 monstrate the hold which the subject has upon the public 
 mind. It seems, however, that they have all been bafHed by 
 the idea that the pecuniary means cannot be furnished. — 
 But this difiiculty will vanish from the mind, if the re- 
 sources and increasing wealth of the State be duly es- 
 timated. As a Georgian, I am proud to believe that she is 
 aljle to accomplish whatever she dare attempt, if the object 
 be worth}' of her renown, and within the competency of 
 patriotic energy and enterprise. 
 
 ^ [Extract from Gov. Broiv/i's Message of 1858.] 
 The public debt of the State amounts at present to S'J, 
 GGOj.^OO, payable at different times during the next twenty 
 years. A large portion of this debt has been contracted 
 
101 
 
 from time to time on account of tlie State Road. The debt, 
 it will be remembered, is subject by legislation, already had, 
 to be increased $900,000, on account of the State's subscrip- 
 tion for stock in the Atlantic and Gulf Railroad Company. 
 This would make the whole debt $3, 530,000, should no part 
 of it be redeemed before the bonds of the State for the above 
 mentioned $900,000, sliall have been issued. By the terms 
 of the contract with the bond holders, $289,500 of this debt 
 is now subject to be paid at the option of the State, though 
 payment cannot be demanded till 1863 and 1868. The Cen- 
 tral Bank bonds are also falling due in considerable sums 
 annually. Good faith requires that the debts of the State 
 be promptly met when due. And sound policy dictates 
 that such bonds as arc due or not, at the option of the State 
 be taken up as fast as she has the means. 
 
 The net earnings of the Western and Atlantic Railroad 
 are already pledged for the payment of a large portion of 
 this debt. I therefore recommend the passage of an act set- 
 ting apart $200,000 per annum of the net earnings of the 
 Road, to be applied in payment and purchase of the public 
 debt. And, in view of the great and acknowledged neces- 
 sity existing for the education of the children of the State, 
 and of the immense advantages wliich would result from the 
 establishment of a practical Common School system, I fur- 
 ther recommend that a sum as large as the entire amount 
 of the public debt, be set apart as a permanent Common 
 School Fund for Georgia, to be increased as fast as the pub- 
 lic debt is diminished; and that the faith of the State be 
 solemnly pledged that no part of this sum shall ever be ap- 
 plied to, or appropriated for any other purpose than that 
 of education. Let the act make it the duty of the Govern- 
 or each year as soon as he shall have taken up the $200,000 
 of the State's bonds, to issue $200,000 of new bonds, paya- 
 ble at some distant period to be fixed by the Legislature, 
 to the Secretary of State as trustee of the common School 
 Fund of the State, with semi-annual interest at six per cent 
 per annum. The bonds to be deposited in the ofhce of the 
 Secretary of State. As the public debt is thus annually di- 
 minished, the School Fund will be annually increased, until 
 the whole debt is paid to the creditors of the State, and the 
 amount paid converted into a School Fund. And as the 
 fund is increased from yeai- to year, the amount of interest 
 to be used for school purposes will be likewise increased. 
 
 Should this plan be adopted, in a few years the school 
 fund of Georgia, including the present fund for that purpose 
 would be in round numbers $4,000,000. The amount of 
 interest accruing from this fund, to be expended in erecting 
 school houses and paying teachers, would be $240,000, per 
 annum. I am aware of the difficulties which have been en- 
 countered by those who have attempted heretofore to de- 
 
102 
 
 vise a practical and equal school system for the State, ow- 
 ing in a great degree, it is believed, to the tact that portions 
 of our State are very densely, w^hile others are quite sparse- 
 ly populated. But the fact of our inability to accomplisji 
 all we may desire is no sufKcient reason why we should 
 neglect to do that which is in our power. Probably the 
 principal cause of our failure in the past is attributable to 
 a lack of funds and of competent teachers. 
 
 With the gradual increase of the fund proposed, it is not 
 doubted that the wisdom of our State would, from time to 
 time, improve our present defective system till it woultl be 
 so perfected as to attbrd the advantages of an education to 
 all or nearly all the children of the State. Let the teach- 
 ers be paid by the State, and let every free white child in 
 the .State have an equal right to attend and receive instruc- 
 tion in the public schools. Let it be a Common School, not 
 a Poor School System. Let the children of the richest and 
 the poorest parents in the State meet in the school room on 
 terms of perfect equality of right. Let there be no aristoc- 
 racy there but an aristocracy of color and of conduct. In 
 other words, let every free white child in Georgia, whose 
 conduct is good, stand upon an equality of right with any 
 and every other one in the school-room. In this way the 
 advantages of education might be gradually ditTused among 
 the people; and many of tlic noblest intellects in Georgia, 
 now bedim uied by poverty and not developed for want of 
 education, might be made to shine forth in all their splen- 
 dor, blessing both church and State by their noble deeds. 
 
 Should $4,000,000 be insufficient to raise annually the 
 sum required, the fund might be increased from the incomes 
 of the Road, to any amount necessary to accomplish the ob- 
 ject. The interest on this fund should be semi-annually dis- 
 tributed equally, among the counties, in proportion to the 
 whole number of free white children in each, between six 
 and sixteen, or of such other age as tlie legislature may 
 designate. Authority should also be left witli each county 
 to tax itself, at its own pleasure to increase its school fund, 
 as at present. And it should be left to the Inferior Court, 
 or school commissioners of each county to lay oft' the coun- 
 ty into such school districts, as will be most convenient to 
 its population, having due regard to their number and con- 
 tion. 
 
 Educadon nf Teachers. 
 
 Assuming that provision will be thus made to raise all 
 the funds necessary to build school houses and pay the 
 teachers to educate all the free white children of the State, 
 the next question which presents itself, and perhaps the 
 
103 
 
 most iiiiportant one of all, is, how shall the State supply 
 herself with competent teachers? raised in her midst and 
 devoted to her interests and her institutions ? — southern men, 
 with iSouthern hearts, and Southern sentiments ? 
 
 For the purpose of educating Georgia teachers in Georgia 
 colleges, I propose that the State issue her bonds payable 
 at such distant times as the Legislature may designate, bear- 
 ing interest at seven per cent payable semi-annually. The 
 interest to be paid out of the net earnings of the State Koad ; 
 and the bonds to be redeemed out of its proceeds, should it 
 ever be sold. That she deliver $200,000 of these bonds to 
 tbe State University at Athens, as an additional endowment; 
 $50,000 to the Georgia Military Institute, at Mar/etta, and 
 $50,000 to each of the three denominational Colleges in the 
 State, in consideration that each of said five Colleges, will 
 bind itself to educate annually, one young man as a State 
 student, for every $200 of annual interest which the endow- 
 ment given by the State pays to the College ; furnishing him 
 with boanl, lodging, lights, wasliing, tuition, and all neces- 
 sary expenses except clothing, wliich might be furnished bv 
 the student himself or his parents. The interest on this 
 $400,000 of bonds would be $28,000 per annum. This sum 
 would maintain and instruct as above suijffcsted one bun- 
 dred and forty young men annually, being one from each 
 county in the State, and two from each of the fourteen coun- 
 ties having the largest population, unless other new eoun- 
 t'ies are formed. I propose that these young men be select- 
 ed from all the counties in the St?ite, from that class only 
 of young men whose parents are unable to educate the;n, 
 and that only such be selected as are of good moral charac- 
 ter, industrious and attentive, who desire an education, and 
 who give promise of future usefulness. That the selection 
 be made in each county by a competent committee appointed 
 by the Inferior Court, after an examination at some public 
 place in the county of all such young men as desire to be- 
 come beneficiaries, and who will attend on a day to be fixed 
 by the Inferior Court, aftev giving due notice. Let the com- 
 mittee be sworn that they will be governed in the selection 
 by the merits of the applicant, without prejudice or partial- 
 ity ; and that they select no one whose parents are known 
 to be able to give him a collegiate education without doing 
 injustice to the rest of his family. And I propose that the 
 place of any such student in college be supplied by another 
 whenever the faculty of the college shall certify to the In- 
 ferior Court of his county, that he is neglecting his studies 
 or failing to make reasonable progress, or that he has be- 
 come addicted to immoral habits. I propose, that the State, 
 in this manner, give to each of the poor young men thus se- 
 lected his collegiate education, on condition that he will en- 
 ter into a pledge of honor, to make teaching his profession 
 
104 
 
 ill the county from which lie is sent, for as many years as 
 hi! siiali have been maintained and educated by the State in 
 college ; the State permitting him to enjoy the incomes of 
 his labor, but recjuiringhini to labor as a teacher. 
 
 Many of these young gentlemen would no doubt, adopt 
 teaching as their profession for life. This would supply tbe 
 State after a few years with competent teachers. And as 
 tlu'se young men while teaching in the various counties in 
 the State would prepare others to teach without going to 
 , college, pure streams of learning would thus be caused to 
 How out from the colleges, and be diffused among the masses 
 of the people thi-oughont the State. Then we woidd not so 
 often iiear the complaint, that the child must unlearn at one 
 school what it has taken it months perhaps to learn at an- 
 other under an incompetent teacher. This plan is intended 
 to equalize as far as possible, the poor with the rich, by 
 giving to as niaiiy of them as possible, at the expense of the 
 State, an opportunity to educate their sons in college, a 
 ])rivilege at present confined almost exclusively to the rich; 
 as poor men have not means to educate their sons, however 
 deserving or promising they ma}' be. 
 
 Under the plan above proposed it is not intended to make 
 a donation, or absolute gift to the colleges, of a single dol- 
 lar of the bonds of the xState. It is intended only to deliv- 
 er the bonds to the colleges and to pay to them the interest 
 i^emi-annually, as a compensation for them to maintain and 
 educate annually, one hundred and forty young men of 
 promise, who could in no other way enjoy the advantages 
 of a liberal education; who in turn are to difiuse intelli- 
 gence among the great body of the people, thereby supply- 
 ing the State with Georgia teachers well qualilied to teach 
 the youth of Georgia ; and who would be, at the same time 
 tlie natural friends of her institutions. As a part of this 
 plan I also propose that a General Supeiintendant of schools 
 for tlie State, be appointed with a salary sufficient to secure 
 the best talent, whose duty it shall be"^ to collect valuable 
 information upon the subject, and report annually to the 
 Executive, to be laid before the Legislature. And to trav- 
 erse the State in every direction, visit the schools, address 
 the people, and do all in his power to create a lively inter- 
 est on the subject of education. 
 
 Carry out tin's plan and who can estimate its benefits to 
 the State ? I regard the education of the children of the 
 State as the grand object of primary importance, which 
 should, if necessary, take precedence of all other questions 
 of State policy. For I apprehend it will be readily admit- 
 ted by every intelligent person, that the stability and per- 
 manence of our republican institutions hang u}>on the intel- 
 ligence and virtue of our people. No monarch rules here ! 
 And it is the pride of our system of government that each 
 
105 
 
 citizen at the ballot box possesses equal rights of sovereign- 
 ty with every other one. Thanks be to our Heavenly Fath- 
 er, the popular voice cannot here be hushed in the silence 
 of despotism, but the popular will dictates the laws. May 
 it thus ever remain ! How important it is, therefore, that 
 the masses of the people be educated, so each maybe able 
 to read and understand for himself, the constitution and his- 
 tory of his country, and to judge and decide for himself, 
 what are the true principles and policy of his government. 
 But how much more important it is, in my opinion, that 
 every person in the State be enabled to read for liim or 
 herself the Holy Bible, and to comprehend the great prin- 
 ciples of Christianity, in the eternal truths of which, I am a 
 tirm, though humble believer. Educate the masses and in- 
 culcate virtue and morality, and you lay broad and deep, in 
 the hearts of our people, the only sure foundations of re- 
 publican liberty and religious toleration ; the latter of 
 which is the brightest gem in the constitution of our coun- 
 try- 
 
 By adopting the proposed line of policy we have it in our 
 power, without increase of taxation or burden to our people, 
 to place Georgia, so far as education is concerned, in the 
 proudest position of any State in the Union. Let her edu- 
 cate every son and daughter within her limits, and she may 
 then justly boast that she is the empire State of not only 
 the South, but of the whole Union. By this plan the pub- 
 lic debt would be reduced, and the school fund increased, 
 annually, $200,000 ; and the interest amounting yearly to 
 S28,000 on the bonds delivered to the Colleges, would be 
 paid semi-annually, out of the net earnings of the State 
 Road ; and there would be left an annual income from that 
 source of $72,000, to be applied to other purposes. 
 
 '•^ [Extract from Gov. Broini's Message of 1859.] 
 
 The last Legislature, by its liberal enactments and en- 
 lightened views upon the subject of Common School Educa- 
 tion, not only rendered the State a most valuable service and 
 entitled itself to the thanks of the whole people, but set an 
 example of liberality in favor of education which challen- 
 ges the approbation and deserves the imitation of all its suc- 
 cessors. It is true, the Common School System adopted, 
 was not perfect, nor was this to have been expected. So 
 great a work must be progressive and a succession of wise 
 enactments, guided by the light of experience, can alone 
 perfect it. But the last Legislature did take a most impor- 
 tant step in the right direction. It laid broad and deep the 
 
100 
 
 foiiiidations of a system upon Avhicli, if its successors are 
 equally wise, a most beautiful ami perfect structure in all 
 magnilicent and symmetrical proportions, will soon be 
 reared. 
 
 In addition to the sum heretofore appropriated and dis- 
 tributed annually for education, it made an ammal appropri- 
 ation of SlOOjOOO, to be paid out of the net proceeds of the 
 W. & A. Eoad ; and provided that the school fund should 
 be further increased, annually, as last as the public debt is 
 decreased ; and that the interest heretofore paid to the 
 State's creditors, shall in future as fast as the debt is paid, 
 be added to the school fund, and distributed for educational 
 purposes. 
 
 This $100,000 appropriation was made under the suppo- 
 sition that the net incomes of the State Road would not 
 exceed $300,000, per annum. As before stated, the Road 
 has during its last fiscal year, paid into the Treasury of the 
 State 840:2,000, clear of all necessary expenses and* repairs. 
 
 Estimatins: the future incomes from the Uoad at a like 
 sum per annum, I see no just reason why the annual appro- 
 priation for school purposes, may not be safely increased to 
 $150,000, exclusive of the interest on the old fund, and the 
 interest on the bonds which are to be issued for educational 
 purposes as the State debt is paid. I earnestly recommend 
 this increase of $-50,000, per annum, in the annual appro- 
 priation. If this be Uiade, the amount for distribution, next 
 year, from the State Treasury for Educational purposes, will 
 be nearly $200,000. 
 
 DEPOSIT WITH BANK OF SAVANNAH. 
 
 The School Act of last year authorized n)e to deposit the 
 School Fund, and other surplus funds in the Treasury, with 
 any of the banks of Augusta or Savannah, at interest, upon 
 the best terms I could make with the banks. Under this 
 authority, I was able, on the 14th day of January last, to 
 deposit the sum of $100,000 with the Bank of Savannah ; 
 for whicii it gave its obligation to pay interest on the 
 amount, at the rate of seven per cent per annum till the 
 third Monday in the present month, whicli is the time fixed 
 by the statute for the distribution of the fund among the coun- 
 ties. The interest to be received from the bank will be 
 nearly $6,000, which wall be added to the amount to be dis- 
 tributed, together with some $10,000 of surplus in the 
 Treasury. As an inducement to the bank to take the 
 $100,000, on these terms, I agreed to give it the benefit of 
 the other deposits of the State, for which it furnishes the 
 Treasurer, without premium, all the Northern Exchange 
 needed in payment of the interest on the public debt, &c. 
 Justice to the bank of Sanvannah requires me to state, that 
 
107 
 
 it has been prompt and liberal in the discharge of its obli- 
 gations to the State ; and that I was fully convinced, after 
 a correspondence with several other banks in the cities of 
 Augusta and Savannah, in reference to this deposit, that 
 the bank of Savannah was disposed to act a more liberal 
 part towards the State, for the increase of the School Fund, 
 tiian any other bank with which I corresponded upon the 
 subject. It was the Jirsi to obey the law, and make its re- 
 turns as required by the Act of ] 857. I consider it not on- 
 ly a solvent institution, but as prompt and reliable as any 
 bank in the State. 
 
 SCHOOL COMMISSIONEES. 
 
 The second section of the School Act of 18-58 imposes 
 upon the Grand Jury and Ordinary of each connt3^ the duty 
 of devising a plan for the advancement of education in the 
 county, and gives them sbsolute control over the applica- 
 tion of the fund. This portion of the law would seem to 
 require amendment. The appropriate duties of the Grand 
 Jury connected with the Court, usually require their entire 
 time, while in session ; and they cannot, in connection with 
 their other duties, give to this subject the attention which 
 its importance demands. I therefore recommend such 
 change in the law as will transfer this jurisdiction to an in- 
 telligent Board of School Commissioners, to be chosen an- 
 nually by the Justices of the Inferior Court and Ordinary 
 of each county. 
 
 SUPERIXTENDENT OF EDUCATION AND ORDINARIES. 
 
 The School Fund of each County is now paid by the 
 Treasurer of the State to the Ordinary of the county, who 
 is under bond for its proper application and faithful dis- 
 bursement. The sum no\v annually distributed is large, 
 and there is no provision of law which requires each Ordi- 
 dinary to report to the Governor or the Legislature, or to 
 any other authority at the Capitol, how" he has disposed of 
 the fund in his hands. To prevent any misapplication of 
 this fund, and for the purpose of holding all persons who 
 have control of public money to a strict accountability, I 
 recommend the appointment, in such mode as may be 
 thought best, of a Superintendent of Education for the 
 State, who shall keep his office in the State House, and to 
 whom every Ordinary in the State shall make annually a 
 full and complete report of the disbursement of the school 
 funds which he has received from the Treasury, accompa- 
 nied by the necessary receipts and vouchers, to be recorded 
 in the office of the Superintendent, in a book or books, to 
 be kept by him for that purpose, with power in the Super- 
 intendent to call any Ordinary in the State to an account, 
 
lOS 
 
 at any time; and, in case any one sliall be found in default, 
 to issue execution immediately against such Ordinary and 
 his sureties for the sum for which he may be so in default, 
 with 20 per cent, upon the amount, till the same be paid. 
 Common prudence would seem to dictate tiiis necessary 
 safeguard, where so large an amount of public money is 
 distributed among so numerous a class of persous. 
 
 •MODE OF ASCERTAIXIXft THE NUMBER OF CHILDREN. 
 
 The statute makes it the duty of the Ileceiver of Tax Re- 
 turns, and the Grand Jury, in each county, to ascertain the 
 number of children between the ages of eight and eighteen. 
 It is believed this has not been so successl'ul in practice as 
 the old laws upon the subject of the enumeration of the 
 poor children, which made it the duty of the Justices of the 
 Peace, in their respective Militia Districts, to ascertain 
 the number, under the supervision and control of the Ordi- 
 nary. 
 
 SUBSTITUTION OF NEW STATE BONDS FOR OLD ONES. 
 
 I have found it impossible to call in all the bonds of the 
 State in the hands of her creditors, as contemplated by the 
 ninth section of tlie School Act, and to issue to the credit- 
 ors, in lieu of them, other bonds falling due in equal annual 
 installments, till the whole debt is extingushed. The bond- 
 liolders are under no obligations to return their bonds and 
 receive others of like amount falling due at difi'erent times ; 
 and many of them refuse to do so. 
 
 S 100,547 r50 OF BONDS and interest not due, and S-50,- 
 
 500 OF BONDS DUE, PAID. 
 
 There being a large unexpended balance in tlie Treasury, 
 after providing for all legal appropriations, including inter- 
 est upon the public debt, and fifty thousand five hundred 
 dollars of the bonds which fell due during the year, with a 
 view' to carry into effect, as far as possible, the objects of 
 the Act. I ordered the Treasurer to give notice, in the pub- 
 lic gazettes, that he would redeem, at par, at the Treasury, 
 or in Augusta or Savannah, the bonds of the State not yet 
 due. After several months of advertisement, he was able 
 to find only $99,250 of bonds not due, which the holders 
 were willing to part with at par. These he redeemed, to- 
 gether with $1,297 50 of interest which had accrued upon 
 them, which was not yet due. 
 
 $150,000 OF EDUCATIONAL BONDS ISSUED. 
 
 As directed by the statute, I have issued, upon the re- 
 demption of these bonds, $150,000 of new bonds, dated the 
 
109 
 
 iirst clay of this montli, due twenty years after date, bear- 
 ing six per cent, interest, payable annually. These bonds 
 are payable to the Secretary of State, as the Trustee of the 
 Educational Fund of Georgia, and are deposited in his 
 office ; the interest upon which will, in future, be distribut- 
 ed annually as part of the School Fund. 
 
 [Extract from the Message of Gov. Joseph E. Brown, 1S60.] 
 COMMOX SCHOOLS. 
 
 The School Act of 1858 makes it the duty of the Gover- 
 nor, as the public debt is paid, to issue new bonds for an 
 amount equal to the sum paid; which are to be made pay- 
 able to the Secretary of State, as Trustee of the Educa- 
 tional Fund of Georgia. Considering the State's subscrip- 
 tion for stock in the A. & G. R. Road Company, when made 
 under the provisions of the charier, as part of the public 
 debt, I have issued and filed in the office of the Secretary 
 of State, $iJOO,000 of School bonds, which sum in- 
 cludes in round numbers the amount paid in cash on sub- 
 scriptions for stock in the A. & G. R. R. Co., and the amount 
 paid to bondholders, not including interest during the year. 
 These bonds bear date the first day of November, 18G0, and 
 arc due twenty years after date. The interest accruing on 
 them, at six per cent, is payable annually at the Treasury, 
 and is to be used solely for educational purposes. I think 
 it our true policy to continue to increase the School Fund, 
 and to encourage, by every means in our power, a general 
 spirit of education among our people. 
 
 During the past year, SloO,000 have been distributed 
 from the Treasury, among the counties, for educational pur- 
 poses, less a small balance not drawn by the counties en- 
 titled to it. Under existing laws, a like sum of $150,000 
 may be distributed this year. I am happy to say that this 
 fund is enabling thousands of children to acquire the rudi- 
 ments of an education, who, without it, would be entirely 
 destitute of the means of doing so. 
 
 I again renew the recommendation made in my last an- 
 nual message, that the proper authorities in each county 
 be required by law to assess, and cause to be collected, at 
 least twenty-five per cent, on the State tax, to be added to 
 the school fund of the county; and that, on failure of any 
 county to make the assessment, such county be deprived of 
 all participation in the State fund for distribution, during 
 the year in which no county collection is made. 
 
 I also recommend the enactment of a law making it a 
 crime punishable by confinement and labor in the Peniten- 
 
no 
 
 tiary, should any Ordinary or Treasurer of the educational 
 fund, in any county, convert or dispose of the school fu!id, 
 or any part of it, to his own use, or fail or refuse, when 
 called on, to pay it out promptly in obedience to the order 
 of the legal authority in the county for which he is Trea- 
 surer. 
 
 I am informed that the Board of Education, in many of 
 the counties, have provided thnt the fund bo distributed 
 among the school districts of the counties in proportion to 
 the number of children in each; and that, when no school 
 is taught in a district during the year, the portion assigned 
 ^to it bo kept for another year. I recommend the passage 
 of a law requiring the Ordinary or Treasurer of the fund, 
 in every such case, to keep such portion of the fund at in- 
 terest, till paid out by him upon the draft of the Board of 
 Education of his county; and that, in case any district fails 
 to have a school for as long as two years in succession, that 
 the fund set apart for that district be apportioned among 
 the other districts of the county in which schools have been 
 taught. 
 
 NOKMAL SCHOOL FOR FKJIALES. 
 
 I am informed by a highly intelligent citizen of this 
 State, who has given much attention to the subject, that a 
 Normal School for the education of female teachers, where 
 one hundred and fifty may be educated annually, can, after 
 the necessary buildings are erected, (which will not be 
 costly,) be maintained upon the interest of one hundred 
 thousand dollars; and that the State, if she will make that 
 appropriation, can secure an ample guaranty for the success 
 of the school. The school would be organized upon the 
 plan that the girls educated there divide among them- 
 selves, and do in their turn, all the cooking, washing and 
 other labor necessary to be done at the school. Each would 
 be required to furnish her own clothes. The actual cost of 
 maintaining each in the school would therefore be the 
 prime cost of the proAasions used by each, together with 
 books, lights and fuel. 
 
 At this school, which should be located in soma healthy 
 portion of our State, large numbers of young females, whose 
 parents are unable to educate them, might be prepared to 
 teach our primary schools, or, indeed, to teach in any of 
 our schools. While receiving their scholastic educatiou at 
 the Normal School, these young ladies would also receive a 
 domestic education which would be of great utility to them 
 in any position which they might occupy in after life. 
 
 I apprehend no argument will be necessary to convince 
 the General Assembly of the great importance of educating 
 
Ill 
 
 our female teachers at home. For the accomplishment of 
 this object, I recommend the establishment of a Normal 
 School upon the plan above proposed. 
 
 GEORGIA MILITARY INSTITUTE. 
 
 As President of.tlie Board of Visitors of the Georgia 
 Military Institute, I attended the examination of the classes, 
 and the commencement in July last, and I feel confident 
 that each member of the Board will concur in the state- 
 ment that the discipline and government of the Institute 
 are greatly improved. The result of the examination was 
 alike creditable to the young gentlemen composing the 
 classes, and to the Faculty by whom they were instructed. 
 The present Superintendent is a gentleman possessed of 
 liigh cp.ialifications, long experience and great moral worth, 
 and will, I have no doubt, in a few years, place the Insti- 
 tute in a position of equality with any Military School be- 
 longing to any State in the Union, if the legislature will 
 make the appropriations which are necessary to complete 
 the buildings, provide comfortable quarters for the Cadets, 
 and secure the salaries of the faculty so as to place them 
 in a position of independence in the government of the In- 
 stitution. 
 
 I recommend the appropriation of twenty-five thousand 
 dollars foi the construction of* the buildings which are ne- 
 cessary. I also recommend the passage of a law increasing 
 the number of State Cadets to one from each county in the 
 State, and requiring each State Cadet, wdien lie enters the 
 Institute, to sign a written obligation and pledge of honor 
 to refund to the Treasury of this State, so soon as he is 
 able, the money expended by the State in his education, 
 with interest; or to teach school within the county from 
 which he is sent, for as many years next after he leaves the 
 Institute as he was instructed there. In an educational 
 point of view, this would be of incalculable value to the 
 State, as it would supply our people with a large number 
 of highly educated Southewi born teachers, and would 
 tend to stop the influx of Northern teachers, who have too 
 often been abolition emissaries in disguise, sowing the seeds 
 of discontent among our slaves, and planting outposts of 
 abolitionism upon our territory. Let it not be forgotten 
 by our people that the high-priest of the present Black Re- 
 publican party of the North, in his youthful and more 
 humble days, was fostered, as a Northern teacher, in the 
 bosom of Georgia; and that after she had warmed him into 
 life, and put mone}^ in his pocket, he deserted her, and now 
 attempts to sting her very vitals. He is only the most dis- 
 tinguished of a class. It is cheerfully admitted, however, 
 that all Northern t(;achers are not subject to the above 
 
112 
 
 cliarge. Many of them are anions: o^i" most reliable and 
 valuable citizens. JJut, to avoid the contamination of the 
 wicked and desii^ning, it is the duty of the State to edu- 
 cate and (Miiploy iSouthern teachers only, and stop all fur- 
 ther ini[)()rlation of such as may, or may not be, true to 
 Southern interest. 
 
 In a nnlitary point of view, also, I consider the above 
 recommendation as highly important. It would not only 
 put th(^ Institute upon a solid basis, and add largely to the 
 number of educated persons in our State, atlbrding a colle- 
 giate education to nuuiy of the poorest though brightest 
 and most intellectual boys in Georgia, but would ditiuse a 
 knowledge of military Science among the people of every 
 county in the State; which all must admit, in these perilous 
 times, is a dcs'idenitum second in importance to no other. 
 
 We should not only arm our people, but we should edu- 
 cate them in the use of arms and the whole science of war. 
 We know not how soon we may be driven to the necessity 
 of defending our rights and our honor by military force. 
 Let us encourage the development of the rising military 
 genius of our State, and guide, by the lights of military 
 science, the energies of that patriotic valor which nerves 
 the stout heart and strong arm of many a young hero in 
 our midst who is yet unknown to fame. Three or four of 
 the most gallant and promising young volunteer corps in 
 the State have been organized, and are now conmianded by 
 young gentlemen educated at the Military Institute. It 
 would be gratifying to see this number largely increased. 
 These young commanders reflect great credit upon the In- 
 stitute where they were educated, and arc looked to in fu- 
 ture, should emergencies require it, to lead our armies in 
 the field, and strike in the front rank, for the protection of 
 our rights and the vindication of our honor. Hence, I ear- 
 nestly commend the Georgia Military Institute to the fos- 
 tering care of the Legislature; and I trust it will not be 
 wanting in liberality to an Institution so important to the 
 future protection and greatness of our noble State. 
 
 For the preservation of the buildings of the Institute, it 
 became necessary during the past year to re-cover one of 
 them, and to make substantial repairs on others. These 
 repairs were made under my direction. The sum due the 
 carpenters for the material and labor is Si,:i2;2 30. I re- 
 commend that this sum be appropriated at an early day. 
 
113 
 EXECUnVE DEPARTMENT, ^. 
 
 MlLLEDGEVILLK, GrEO. Nov. 2(i, 185-5. 5 
 To tJic H(>usc of Representatives : 
 
 To the Kesplutioii of the House of Representatives, re- 
 questing me to furnish you with "a correct account of the 
 several appropriations which have been made to literary 
 and medical colleges in this State, together with the dates 
 of said appropriations," I have the honor to communicate 
 the following response. 
 
 By an act of the Legislature, approved February the 
 25th, 1784, " for laying out two or more counties to the 
 westward," the county surveyor was directed to lay out in 
 each county twenty thousand acres of land, of the first qual- 
 ity, in separate tracts of five thousand acres each, for the 
 endowment of a college and seminary of learning. Under 
 this act two counties, Franklin and Washington, were laid 
 out, and consequently forty thousand acres of land dedi- 
 cate,d to the permanent endowment of the State Univer- 
 sity. 
 
 By the appropriation act of 27th November, 1802, $5,- 
 000 were loaned to the Trustees of the University of Geor- 
 gia, to aid in the erection of collegiate buildings, on the 
 Trustees giving bonds with security, to be approved by the 
 Governor, to return the same vi'ithiu five years with law- 
 ful interest thereon, and on condition that previous to re- 
 ceiving the same, should deposite in the Executive Office a 
 full, complete and unconditional relinquishment from Dan- 
 iel Easley of all claims or title whatever to the lands con- 
 veyed by him to John Milledge, Esq., for the use and ben- 
 efit of the University, against the said Daniel Easley, his 
 heirs, executors and administrators forever. 
 
 In 1818, by an act approved December l(3th, several 
 tracts of the. University land, lying respectively in the coun- 
 ties of Green, Oglethorpe, CMark and Franklin, were au- 
 thorized to be sold and the proceeds vested in some profit- 
 able stock. Tliese lands were sold on a credit, and the pay- 
 ment secured by bonds and mortgages. 
 ' By an act approved December 18th, ISIG, the Legisla- 
 ture loaned to the State University $10,000 upon the taith 
 of those bonds and mortgages. 
 
 By a resolution approved December the ISth, 1819, the 
 Legislature appropriated, by way of donation, $2,000 to 
 build a house for a grammar school, connected with the 
 State University. 
 
 For a permanent endowment of the University of Geor- 
 gia, the Legislature by an act approved December the 21st, 
 1821, provided for the certain payment of $8,000 per annum. 
 In relation to this, it is proper to observe, that this sum was 
 
 8 
 
114 
 
 to b.o raised from the dividends arising from the bank stock 
 granted to the University, and tliat said bank stock was se- 
 cured to the iiistitntions in consideralio/i of the proceeds of 
 sale of the lands which was made nnder the act of 1S15, be- 
 fore alluded to. lu the event that the dividends arivsing 
 from the bank stock, should not be equal to the ^m of 
 SS,000, the Treasurer was required to make up the defici- 
 ency semi-annually out X)f any money .in the Treasur}' not 
 otherwise appropriated. It is believed, however, that the 
 dividends rarely it ever fell short, and frequently went over 
 the amount, so that the University is not a debtor to the 
 Treasury on this score. 
 
 The 2d section of the same act authorized the Trustees 
 of Franklin College to collect and retain the sum of SIO,- 
 000 from the fund arising from the sale of fractional surveys 
 previous to the year 1 821. 
 
 The .3d section of the same act directed the sura of $1-5.- 
 OOO of the funds arising from the sale of its lauds to bo paid 
 to the Treasurer of the University. These two sums were 
 directed to be applied, under the direction of the Trustees, 
 to the building of a new collegiate edifice at Athens. 
 
 In the early part of 1830, the edifice erected with the 
 sums above stated, was burned down ;,aud by an act ap- 
 proved December the 21st, 1830, the sum of $10,000 was 
 loaned to the Trustees of the University for the purpose of 
 rebuilding and replacing the library and instruments. 
 
 The same act appropriated annually to the University, as 
 an absolute donation, the sum of $0,000 for the purpose of 
 enabling the Board of Trustees to rebuild the College, re- 
 place the library and instruments, which were destroyed by 
 fire, and for the purpose of defraying the annual expenses of 
 the College. The annual appropriation was repealed by 
 the provisions of an act approved December the 2d, 1S41. 
 Hence the University received from the State under the act 
 of the 21st December, 1830, up to December the 2d, 1841, 
 when it was repealed, the aggregate amount of $06,000. 
 
 Such is a brief summary of our legislation in relation to 
 the pecuninry aid given to our University by the State. It 
 appears that all the advances, except in two instances, were 
 made upo-n tlu; credit ol' the sales of tli(^ University lands, 
 which constituted its original endowment undei- the act of 
 1784 ; and in the memorial of the Trustees; laid before the 
 Legislature, it is distinctly asserted, that " the State Treas- 
 ury has Ix-'en reimbursed for these approjniations out of the 
 40,000 acres of laud before referred to." Hence, all that 
 lias been actuall}^ appropriated by the State to the Universi- 
 ty of Georgia, is the original endowment of 40,000 acres of 
 land/from wliich it has realized the nett sum of $100,000, 
 which constitutes its present endowment; $2,000 to build a 
 
115 
 
 grammar school, under the act of the ISth December, J819, 
 miJ SGG.OOO under the act of December 21st, 1830 — amount- 
 ing, in the aggregate, to $168,000. 
 
 By an act approved December tlie 20th, 1833, the Legis- 
 lature appropriated $10,000 for the use and benefit of the 
 Medical Institute of the State of Oeorgia, and also fifty lots 
 on the town common of Augusta. I am uninformed as to 
 whether these lots have been sold, and if sold, what amount 
 was realized by the sale. • 
 
 The sum of $-5,000 was appropriated by the act approved 
 January 21st, 1852, for the use and benefit of the Southern 
 Botanico Medical Colle2;e of the State of Georgia. 
 
 In the hurry of investigation, slight errors may have been 
 committed, but it is believed that the foregoing is a substan- 
 tially correct reply to the Resolution of the House. 
 
 HERSCHEL V. JOHNSON. 
 
[APPENDIX H.] 
 
 [Extract from a Commuidcatmi from Governor Lumj^ldii, dated 
 November, 1855. 
 
 , The inliabitants of the State, liave at all times, and un- 
 der all circumstances, not only appreciated the value of ed- 
 ucation,; but have as constantly been striving, and making 
 efforts, to accomplish that object. 
 
 Hence we find, that shortly after the acknowledgement 
 of our Independence by Great Britain, as asovereign and in- 
 dependent State, in the year 1784, the General Assembly 
 of the State of Georgia, set apart 40,000 acres of the best 
 land in the State, for the permanent endowment of our 
 State University — declaring at the same time, that these 
 lands should never be appropriated, or diverted to any oth- 
 er object whatever. And at the next Session of the Legisla- 
 ture, in the 3'ear 1785, the University was chartered, Trus- 
 tees appointed, and provisions ijiadofor the location and or- 
 ganization of the University. And in the preamble to that 
 charter, our wise and patriotic fathers, of revolutionary fame, 
 have, in a most beautiful and impressive manner, sot forth 
 the great and important objects which they had in view, in 
 thus founding our State University. 
 
 Again in 1798, the wise and patriotic men, who framed 
 our present State Constitution, declared the Arts and 
 Sciences sliould be promoted, in one or more seminaries of 
 learning, and that it should be the duty of the Legislature, 
 as soon as conveniently may be, to give such further dona- 
 tions and privileges to the University already established, 
 as may be necessary, to secure the objects of the institu- 
 tion, and that it should be the duty of the Legislature at 
 their next Session, to provide effectual measures for the im- 
 provement and permanent security, of the funds and en- 
 dowment of the University. But the duties required by 
 the Constitution, for the endowment of the College, have 
 never been performed, and after the lapse of nearly 60 
 years, we find the University of Georgia endowed to but 
 a limited extent. 
 
 In the early days of our progress, as a State, an ample 
 apology may be found, for the omission to endow our State 
 University. We had neither population, or wealth, to 
 carry out such objects. It is true our wide domain, and its 
 futility, abounded in illimitable resources, which have to 
 some extent, been since developed, by subsequent genera- 
 tions. But, at the close of the last, and at the beginning of the 
 present century, the people of Georgia were but just entering 
 
lis 
 
 upon their ricli inlieritenco. Tlu>y licad not, tlifn, driven 
 out the heatlien before tliem. Under these circumstan- 
 ces, tlu^ friends and guardians of our State University found 
 Ihemsehes in a most embarrassing situation. 
 
 They felt, that it was not only important, hut that it was 
 absolutely necessary, to secure the high destiny which 
 awaited their beloved State, that her University sliould go 
 into operation without I'urtlier delay. The people, then, 
 were generally poor, and tin; Treasury of the State empty, 
 and not able to meet just demands. Thus were they forced 
 to linger, in anxiety and council, until about the beginning 
 of the present centuiy, when the bold, and sanguine spirits 
 of the days of our Revolution, influenced them to enter 
 upon active operations, with scarcely a dollar in hand, re- 
 lying upon what could be raised upon the landed endow- 
 ment of the University. These operations were com- 
 menced, by locating the University, where its extensive, 
 and various improvements now stands. What gave to this 
 location a decided preference, over all others, within the 
 then settled limits of the State, was the liberal and patriot- 
 ic donation of ()iO acres of land, to locate upon, by Geor- 
 gia's venerated and distinguished statesman, the late Gov. 
 John Milled^^e, who was at that time, one of the most ac- 
 tive and useful members of the board of Trustees of the 
 University of Georgia, and whose many useful services to 
 the State, will never be forgotten, by the faithful pen of 
 the historian. The only remaining, and great difficulty, 
 which .now retarded public progress, was the want of funds; 
 and to raise a sufficient amount to erect the necessary 
 buildings, an effort, under Legislative sanction, was made, 
 to sell one fifth part of the University lands, an attempt was 
 also made, to rent or lease the University lands, in small par- 
 cels, or lots. But the amount realized, by these efforts, 
 were small indeed — and the Legislature was several times 
 induced to make appropriations of small amounts, to en- 
 able the Institution to maintain its vitality — rarely, if 
 ever, failing to take a lien on the University lands, to secure 
 the Treasury of the State, in the reimbursement of the 
 funds thus advanced. Tlu; University was struggling into 
 life, under the most discouraging emb^Tassments, until it 
 was clearly demonstnited, that nothing, within the grasp 
 of its friends, could ]»rolong, and perpetuate its existence, 
 without sacrificing the larger portion of the value of its 
 landed endowment. Therefore the Legislature of 1815, 
 taking into consideration the situation of the lands belong- 
 ing to the University, and being satisfied that the pi'oceeds 
 therefrom, were incompetent for the support of the institu- 
 tion, pursuant to the laudable designs of its founders — and 
 believing that a judicious sale of .those lands, and a proper 
 management of the fluids arising therefrom, would be bet- 
 
119 
 
 ter calculated to promote the welfare of the institution, 
 accordingly authorized the sale of the University lands, 
 upon certain terms, and conditions, as is set forth in the 
 Act of Legislation. Under the provisions of this Act, 
 the University lands were sold, and as nearly as has been 
 ascertained, the aggregate amount of the sales, was about 
 $150,000^$ 100,000 of which, under the direction of the 
 Legislature, was converted into Bank Stock — and the 
 balance, it is supposed, was applied to the purpose of 
 reimbursing the State, for advances from time to time, made 
 by the State to the University. The financial ditficulties 
 of the University did not end here, as it wan soon found 
 that the dividends on Bank stock were from year to year 
 varying, to an extent which forbid any stabie reliance on 
 such resourcesto sustain the regular and systematic operatioLS 
 of a College. Finally, what has been called the permanent 
 endowment of the University, was made by the Act of the 
 Legislature of 1821 , by which the State took into its own 
 keeping the $100,000 of Bank stock, owned by. the Univer- 
 sity, and secured to to the Univtn'sity the payment of eight 
 percent per annum, on one hundred thousand dollars, since 
 which date the limited financial condition of the institution 
 has been free from any serious embarrassment. Thus it 
 will be seen from this brief sketch, that the princely en- 
 dowment of 40,000 acres of the best lands in our Sitate, in 
 the year 17S4, proved to be, from tlie then existi ng circunivstan- 
 ces, wholly unavailable to accomplish the enlarged and 
 patriotic views of its founders. And that the whole of 
 those lands, now worth not less than $400,000, has been re- 
 duced down to the meagre endov^'ment of $8,000 per an- 
 num. It is believed that from first to last, that the Univer- 
 sity has not received from the State more $150,000 — and 
 that in lieu of the original donation of lands, by the Leg- 
 islature of 1785. And now let us look into the manage- 
 ment of the endowment, and take a view of the proceeds 
 arising therefrom, and we shall thereby be enabled to come 
 to the most accurate conclusions in regard to the profit and 
 loss of such investments, to a great and sovereign State. 
 
 Franklin College has now been in operation about 54 
 years, under the guidance of a faculty, wdiich, when taken 
 altogether, it is firmly believed, would compare fa- 
 vorably wnth any other institution of a similar grade, in our 
 broad land. As nearly as can be ascertained, aboift 2,500 
 students, have received more or less instruction in this institu- 
 tion — about 800 have been regulai-' graduates, and have re- 
 ceived their Diplomas as such, and a large proportion of the 
 balance have received an araount of instruction, which have 
 placed them in the ran'ks of well educated men, and scarcely 
 less useful to society than the graduates themselves. 
 
 There is no station of life, either private or public, in 
 
120 
 
 our great cuuiitry, which might not be well siipj)liecl from 
 men educated in this institution. To sustain this asser- 
 tion it is only necessary to look and consider what is daily 
 passing before our eyes. Franklin CoHege is rei)resentcd 
 on the 8iiproni(; liench of, not only our own State, but that 
 of the United States. Kot only in the Senate and House 
 of Representatives of the State of Georgia, but in that of 
 the United States. The chief magistracy of our own State 
 is filled by one of her sons. Many similar institutions are 
 deriving high benefits, by inviting her sons to the niostcon- 
 spicious places in their College faculties. The Church as 
 well as the State, has strengthened its stakes and length- 
 ened its cords, out of t'ho iiiateriiil furnished by Franklin 
 College. 
 
 The benefits which the State has derived from the labors 
 of this institution, can never be estimated by dollars and 
 cents. The magnitude of its benefits is not conceived of, 
 except by those who tkhil:' It is doubtful whether there 
 is a neighborhood in the State, which has not derived some 
 special benefit — directly or indirectly — from Franklin 
 College. When we take into view, that almost our whole 
 people are more or 'less agricultural, may we not appreciate 
 the benefits of education, to agriculture? 
 
 The number of Officers employed from time to time, as 
 well as that of their salaries, has necessarily varied, ac- 
 cording to the pecuniary necessities of the institution. 
 The enlargement and elevation of the Collegiate course, has, 
 however, been gradually increasing, throughout the career 
 
 of the institution. 
 
 * * * # # # i/f. * * 
 
 Let it constantly be kept in mind, that our only resour- 
 ces, to accomplish what has been done, is from the State 
 .*!8,000 per annum, and from the sale of lots, in the town of 
 Atliens, laid out upon the lands graciously donated to the 
 University, by tlK^ late Gov. Milletlge. It is from the pro- 
 ceeds of those lots, that we have been enabled to ac- 
 complish the improvements, add .to the Library, an<^ otlier 
 facilities of acquiring knowledge at this institution, that 
 we are chiefly iiulcbted, and notwithstandhig these expen- 
 ditures have be«'n heavy, we have not only kept entirely 
 free from embarrassn)ent and debt, but w(! have permanent- 
 ly invested about §20,000 of these proceeds, chiefly in 
 State* bonds, bearing an inteiest of 6 or 7 per cent, per 
 annum. 
 
 Besides the late liberal donation, of onr distinguished 
 fellow citizen. Dr. \^m. Terrell, of S20,000 — six per cent 
 l^onds — to endow a professorship of Agriculture, and which 
 we trust wull receive from the present Legislature a suffi- 
 cient appropriation to demonstrate the problem of the 
 benefits of science, when applied to practical Agriculture. 
 
• 121 
 
 This is the parent interest of the whole State. And 
 what has the Legislature of Georgia ever done to promote 
 it'^ The true answer is, incidently much, but directly 
 nothing! It wil). be seen, from what has been stated, that 
 our University now has a permanent investment of $240,- 
 000., An amount about equal to every dollar which has 
 ever been expended by the State to promote the interest of 
 our State University. Moreover, the other property of the 
 College, including buildings of every kind, library, ap- 
 paratus, cabinet of minerals, and other valuable collections 
 — together witli unsold lots, now in the town of Athens, 
 is at this day worth more than 6150,000 in gold and silver. 
 ' Thus it is seen, that the funds applied to the endowment 
 of the University of Georgia, have iiot only been so. used 
 and applied as most extensively and efficiently to dispense 
 the inestimable blessings of light and knowledge, but have 
 in fact, been so wisely and economically managed, as to 
 retain in safe keeping every cent of the original endow- 
 ment, and add thereto at least a similar amount of value, 
 
 in the best of all property. 
 
 *** * # * * * * 
 
 We want a practical scientific school, attached to the 
 State University, where yOung men may receive all man- 
 ner of instruction, which may be necessary to quality 
 them to conduct all the operations connected with all the 
 useful avocations of life. We wish to be prepared to im- 
 part to young men, in the shortest practicable time, and at 
 the least expense, such knov/ledgc as shall tit and qualify 
 them to direct all agricultural operations, upon principles 
 of science, and to the greatest possible advantage. And 
 so of men to manas-e our Rail Roads, Cotton Factories, 
 Flour Mills, Iron Works, and every other Art connected 
 with the welfare of our advanl^dng civilization. Moreover, 
 we want a normal department, l.for the proper preparation 
 of school teachers. A •man'^well qualitied and apt to 
 teach, will benefit his pupils more in oneycrsr, than they 
 can be benefited in three years, in most of the schools of 
 our country, even at this advanced stage of our progress. 
 * '* * * * * * * * 
 
 We desire more than a common College. We want a 
 University. A school where a finished education, where 
 any useful branch ot human learning may be obtained. 
 An Institution equal to any in Europe or America. Geor- 
 gia has but to will this thing, and it will be done. Duty 
 and expediency both demand that, it should be done, and 
 ■ done quickly. Why may not Georgians learn everything 
 at home, which can be learned abroad? Why may not 
 Georgia become a central point for all her Southern sisters 
 to concentrate upon, as the place for a finished education? 
 All the other literary institutions of our State may well 
 
122 
 
 fool proud of making their own State Univorsity tlio cen- 
 tre of -attraction to men of learnino: and iiitelligencq. 
 
 The University is the property of our \vhoh> people, re- 
 gardless of their religious tenets, or party political preju- 
 dices Here Jew and Gentile, Catholic and Protestant, all 
 stand on equal ground. IMethodist, Baptist, and Presby- 
 terians, with their numerous adherents, from a large major- 
 ity of the people of Georgia, and if they are not disposed 
 to have our institution in common, of higher grade than 
 an}'' one of them alone can accomplish ; it is admitted, 
 that their combined power might pavalize the eftbrts 
 of the friends of the University — an institution demanded 
 by the wants of a great and noble State. 
 
 But we will not doubt the hearty co-operation of the en- 
 liglitened christian men of all these denominations. They 
 stand ready, in taking a leading part, in appealing to 
 our Legislature, to arise from their long slumber, and carry 
 into full effect the views of the wise framers of our State Con- 
 stitution, by a liberal endowment of our State University. 
 
 We avsk for no local, sectarian, or party interest, to be 
 taken into the consideration of this matter, our object soars 
 far above all such petty and paltry considerations. It is 
 
 limited by no consideration, but the purest patriotism. 
 
 **** ** #** 
 
 AVe invite every man, wdio is willing to labor, and take 
 the trouble of thinking, to examine the financial history of 
 the Legislation of Georgia. He v^'ill there find, what has 
 been appropriated, for not only the State University, but 
 for county academies, for poor schools, for common schools, 
 for medical schools, for the improvement of river naviga- 
 tion, for canals, for market roads, for railroads, &c. Let 
 him tlien consider and compare the benefits to the State, 
 wiiich has actually resultedfrom these several appropriations, 
 and he will rise from the investigation, without entertaining 
 a doubt of the truth of what has been stated, in regard to 
 the wisdom of the investment, lieretofore made in favor of 
 the University, and find himself disposed to exercise a 
 liberal confidence in regard to the future. Why .do I thus 
 plead, for the liberal endowment of the University of Geor- 
 gia V Can any selfish motive infiuence my action, at this 
 late day V No, sir, no. But Georgia has been my home, 
 for upwards of 71 years. And who has been here longer t 
 Perhaps, no man among the living, has received a larger 
 share of the kindness and confidence of the people of Geor- 
 gia, than my humble self. I have sj)ent upwards of fifty 
 years of my lifi', in the service of the people of Georgia — ^1 
 •love them as an aftectionate lather loves his children ; witli 
 all their faults I love thefn still. I have been permitted to 
 out-live, tijl the political prejudices of my yonnger days. 1 
 am satisfied with my condition iu life. I have never felt 
 
123 
 
 the burthens of poverty, or the anxieties and perplexities of 
 wealth. I still enjoy what I am pleased to consider, a 
 moderate competency. 
 
 But why should an old man, who has seen his three score 
 years and ten, and a man too, who has never received,' but a 
 very limited portion of school education, display so much 
 zeal, for the liberal endowment of a great State Universi- 
 
 I answer, it is because my eye is now fixed on posterity. 
 I liave no selfish or personal considerations, to influence eith- 
 er my judgment or my action. I have deeply felt the want of 
 an early and liberal education, at every step of my life. It 
 has cost me great labor to accomplish, what little I have 
 accomplished, to what it would have done, if I had have en- 
 joyed the advantages of an early and good education. Sir, if 
 I had have enjoyed such advantages as Franklin College 
 now gives, in my 3^outh, I could have accomplished with 
 ease to myself, more than double, what I have done. 
 
 Very Respectfully, 
 
 WILSON LUMPKIN. 
 
 [JVih'o?i Lnmpliri to W. L. MkclietlJ] 
 
 At HOxME, Athens, Oct. 31, 1S59. 
 
 Col. Wm. L. Mitchell — Mij Dear Sir: As I do not expect 
 
 to attend tiie approaching meeting of the Board of Trustees 
 of the University of Georgia, at Milledgeville, I submit to 
 vou the followin2: remarks, connected with its interest, 
 which you are at liberty to use in any way you may deem 
 proper. I have just read that portion of Mr. Thweatt's the 
 Comjitroller General's report, published in the Constitution- 
 alistjof the 2Gth inst.,with nnich gratification, that the duties 
 of that important ofiice.to the State, is now filled by a man 
 of capacity and industry, equal to the discharge of the com- 
 plicated duties of the office. I duly appreciate the efforts 
 and merits of that officer to render the State useful service. 
 Nevertheless, his statement of facts and figures, in connection 
 with the history of the University of Georgia, without com- 
 ment or explanation, will lead many strangers to the subject, 
 to the most erroneous conclusions in reo;ard to the available 
 means which the Trustees of the University of Georgia have 
 had to operate on, fromtime to time, and from beginning 
 to end. Now, please to accompany me in a faithful, unvar- 
 nished review of this whole subject. 
 
 In the year 17S-4, forty thousand acres of land was set 
 apart, by Act of Legislature, for the endowment of a State 
 University. The next year, 1785, tfie Board of Trustees, 
 &c., were incorporated, which act I will call the charter of 
 
the University of Geornia. In 17 9S, the constitution made 
 it the imperative duty of the Legislature, at their next ses- 
 sion, to provide effbctnal measures for the improvement and 
 permanent security of the funds and endowment of the Uni- 
 versity, and as soon as conveniently may be, give further 
 donations, and privileges. (It Is proper to state, that up to 
 this time, the Uuiversit}^ had uo tunds or donations, except 
 the forty thousand acres of wild land, entirely unproductive 
 of income.) Shortly after the adoption of our present con- 
 stitution, the University of Georgia was located at Athens, 
 on the six hundred acres of land donated \)y Gov. J\Iilledge 
 for that purpose; wliich land, at the time, was estimated to 
 be wortli about $1,200. It is proper here to state, that from 
 the adoption of our presentj constitution, in 1798, a constant 
 and increasing desire was manifested by all the most intelli- 
 gent and patriotic njen of Georgia, to establish and put in- 
 to operation at once, a College, which should be the germ of 
 a great State University, such as was contemplated by fore- 
 cast of Abram Baldwin, John Milledge, James Jack- 
 son and their associates, when Abram Baldwin drew the tirst 
 charter of such an Institution, for the Legislature of Geor- 
 gia, in 1785. But the great dilliculty of these patriotic men 
 was, that the funds at their command was wholly inade- 
 quate to carry their views into execution. They had tried 
 faithfully, for several years, to raise funds, by leasing out the 
 University lands in small parcels. The result was that the 
 lands were greatly injured, by the destruction of the best 
 timbers, and every other depredation which could be com- 
 mitted on wild lands, and little or no rents could be collect- 
 ed from that class of tenants who occupied the lands. For 
 indeed, in those days, no sensible, industrious man in Geor- 
 gia would lease or rent land ; because it was pjeferable to 
 take up. land, at that time, under the head right laws of 
 Georgia, and become the fee-simple owner, than to be a 
 mere tenant for a limited time. In the year 1800, good 
 lands could have been bought in almost any part of Georgia 
 for one dolhir per acre. I was boru in the year 1783, and 
 my grandfathei-, who was the grantee of a large quantity 
 of land in Oglethorpe county, since my distinct recollection, 
 sold four hundred acres of good medium land, in that coun- 
 ty, for one rifle gun, and another four hundred acres, of a 
 like quality, for a iancy saddle horse. Thus it may be seen 
 how very poor the University of Georgia was, at the com- 
 mencement of the present century. And but for the inde- 
 fatigable exertion and untiring energy of the men whose 
 names may be found on the list of tin; Trustees of the Uni- 
 versity of Georgia, throughout its struggles, where would 
 the educational pride of Georgia stand, at the commence- 
 ment of the year 1800? In 1801, the Trustees determined 
 to put a College into operation. By the patriotic donation 
 
125 
 
 of Gov. Milledgc,. tlicy had plenty of grouiul, and a most 
 elligible site to build upon ; but they had no houses, or 
 money in hand to build tliem, or even funds to pay a Presi- 
 dent of a College an adequate salary, or aid him by a Facul- 
 ty of any sort. Yet that most excellent man, with alibis 
 attainments, Josiah Meigs, L. L. D., was induced to accept 
 the Presidency, of what has been called Franklin College, 
 ever since the year 1801 ; with a limited and pre- 
 carious salary, and if I am to rely upon record, without the 
 aid of a Professor, or even a Tutor, and he confined iti that 
 office, until 1811, his first classes sometimes reciting under 
 the shades of a large oak, for the want of a better shelter. 
 Yet, in the eleven years of Mr, Meigs' Presidency, upwards 
 of fifty students were graduated, and received their regular 
 degree of A. B. If curiosity prompts the inquiry, how Mr. 
 Meigs was able to carry on the ordinary studies of College, 
 with but little aid of Professors or Tutors, I am no( prepar- 
 ed to answer. But I can affirm that these graduates, as a 
 whole, were ranked amongst well educated gentlemen, and 
 many of them have been distinguished, in the annals of our 
 country, for their distinguished usefulness, and occupancy 
 of high official stations. It is proper to state, that Presi- 
 dent Meigs, during five years of his service had the assist- 
 ance of one Professor, and five years the assistance of one 
 Tutor, and that the College ceased operations one year, at 
 the close of his service, for the want of funds. After which, 
 the Institution struggled on five years more, -under the 
 Presidency of Doctor Brown, assisted by a Faculty of four 
 Professors ; during which time, there were upwards of 
 twenty graduates. And for several years after this, the In- 
 stitution was greatly impeded for' want of funds, in its pro- 
 gress. But in regard to the financial condition of the Insti- 
 tution, it may be proper for me to state, that I presume the 
 several appropriations referi-ed to by Mr. Thweatt, are cor- 
 rectly stated, and afforded the means to erect College and 
 other buildings, which were indispensable to its operations 
 and continuance. For there never had been any nett profit 
 derived from the University, until after they were sold, and 
 converted into bank, stock, and according to Mr. Thweatt, 
 which I believe to be correct, these lands sold at a very de- 
 preciated value-»^-ought about $1-50,000, the bonds and 
 mortgages for whrcli, was graciously taken by the State, for, 
 and in consideration of $100,000 in bank stock, guaranteed 
 to pay an interest of eight per cent. And here commenced 
 the first and only efficient, endowment of the University of 
 Georgia, by th,e State taking the depreciated proceeds of the 
 forty thousand acres of University land, at a discount of 33i 
 per cent. No man among the living, more highly appreci- 
 ates the character of Governor Milledge, than I do. I would 
 be the last man to detract from his merit and character. But 
 
126 
 
 it i8 altogether wi-oiig to estimate liis donation at $40,000, 
 wlien in fact, J presume it did not exceed twelve or fifteen 
 hundred dollars* The enhanced value of" the lands donated 
 by Gov. Milledge arose entirely frojii tlie location of the 
 College, and the skillful manner in which the Trustees have 
 disposed of lots, &c., and their exertions inbringing.com- 
 7iierce to the place by Railroad. After all, I believe that 
 the State has been fully re-indjursed for all its appropria- 
 tions, out of the proceeds arising from the sale of the thirty- 
 iive thousand acres of the University lands, and still stands 
 indebted to the University fund, the value of five thousand 
 acres of the best .Georgia land, to make npthe deficit in the 
 forty thousand acres donated to the University in 1784; 
 live thousand -acres of the land given to the University, not 
 being within the limits of the State, but lying and being in 
 the State of South Carolina-. , 
 
 At any rate, no competent man, who will take the labor 
 to investigate the subject thoroughly, can possibly come to 
 a' conclusion difterent from the following, to wit: 
 
 If the Legislature of Georgia in the year 1784, had set 
 apart, sacredly and inviolably, $100,000, with a guarantee 
 of 8 per cent, interest on th« same, e.s a permanent endow- 
 ment of a State Universit}^ and if said endowment could 
 have been as well managed as hiwe been the' assets which 
 have come into the hands of the Trustees of the University, 
 during that time, Georgia would at this day have hadaLiter- 
 ary Institution, inferior to none in our Confederacy of 
 States. It can be maintained from the Legislation of the 
 State of Georgia, its whole Legislation on the subject in- 
 cluded, that the University has not, from first to last, re- 
 ceived an endowment equal to $100,000, at an interst of 8 
 per cent, per annum; and yet, the facts and figures are so 
 arranged in tJie Comptroller General's report, -as 
 to make it appear that the University endowment aniounts 
 to the large sum of $:i04,500. This is done^ however, by 
 adding the individual donations of })atriotic and liberal- 
 mind individxtals, which cost the State nothinii', and leavino: 
 out of the calculation the gratuitous labor of converting 
 much raw material into most valuable fabrics. 
 
 But taking this Report as we find it, audas it was doubt- 
 lessly intended by the author and for wl^pli I give him all 
 due praise, and without intending to cast the slightest cen- 
 sure upon him, what is the result before us"? The Report 
 shows that from first to last — since the year 17S4--5, there 
 has come into the hands and been placed under the manage- 
 ment of the Trustees of the University of Georgia from all 
 sources, 
 
 The aggregate amount, total of , $304,500 
 
 Tlie same Report shows that at this time, that the 
 
127 
 
 Trustees have in safe keeping for the State, cash 
 
 and cash assets, to the amount of $306,500 
 
 The stock invested has increased $ 2,000 
 
 Now let us for a moment investigate the profits which 
 the State have received upon its stock thus invested, under 
 the management of this Board of Trustees, who work for 
 nothing and find themselves. ^ 
 
 This Institution lias graduated about a. thousand young 
 men. It has, to a greater or less extent, educated about 
 two thousand more ; so far as to enable them to tjlke rank 
 amongst well educated and professional men, in all the use- 
 ful departments of life ; scarcely a drone in society to be 
 found amongst the vvdiole. Look to the sacred and liisrli 
 office of the Gospel Ministry ; look to the Bench, which pre- 
 sides over our Judicial Tribunals ; look t-o the Bar; look to 
 the Halls of our Legislature — State and Federal ; look to all 
 the elevated positions among men — farmers and all ; and 
 you will find this often disparaged but glorious old Institu- 
 tion, Franklin College, nobly represented ; represented by 
 men, able to measure strength with giants of our glorious 
 land. 
 
 Our State Institution has its representatives on the Pa- 
 cific Ocean ; Presidents of Colleges, and many other high 
 schools. Our Judges are found on the Bench of the highest 
 Courts. It is true that we are now favored with having 
 many of our most valuable and distinguished citizens, who 
 were educated out of Georgia ; but the graduates of old 
 Franklin will be found at the basis of our best educational 
 hopes, and has laid the foundation for the multiplication of 
 similar Institutions, which are now doing a noble work. 
 
 In conclusion, allow me to say, that I do most firmly be- 
 lieve, that the history of no similar institution in the United 
 vStates, or elsewhere, will con^pare favorably with the one 
 now under consideration when we compare resources, eco- 
 nomy, success and everything appertaining to such Institu- 
 tions. I am only at the threshold of what I had intended, 
 but the sun is gone, and I must close. 
 Yours as ever, 
 
 WILSON LUMPKIN. 
 
 \_Lcltc7- from Wm. J. SasmttJ] 
 
 OxFOi{D, Ga., Oct. 16th, 1857. ' 
 Thomas R. R. Cobb, Esq.: 
 
 Dear Sir: — Deeply interested as I am in the cause of 
 education everywhere, and especially in my own native 
 State of Georgia, it affords me great pleasure to comply 
 
128 
 
 with your request so kindly conveyed in your letter-of Otli 
 inst., that I should give you myyiews as to the policy that 
 ought to be adopted in the future ujanagcnicnt of the In- 
 stitution at Athens. 
 
 ■It must be evident, it seems to me, to any one who gives 
 the slightest reflection to the subject, that that Institution 
 can no longer prosper under its present organization as a 
 mere college. If there were no other causes for this, if 
 there were no causes for this existing inside the establish- 
 ment itself, the theory and practice of denominational edu- 
 cation, as it is destined to prevail throughout our State, 
 will inevitably crush it, or at least reduce it to an inferior, 
 second-rate aiibir. The doctrine that it is the business of 
 the Church to provide for the education of its young, fos- 
 tered by denominational feeling and pride, has already led 
 to the practical subjection of most of the liigher education 
 of the State to the control of the Cliurch. And such has 
 been the success of the ex])eriment thus far, and such is the 
 growing liberality and zeal of the ])eople in this direction, 
 that it is safe to conclude that the day is not far distant 
 when all the churches of which the population of Georgia 
 is composed will have provided in their own \wiy, and upon 
 their own responsibility, all the necessary facilities for im- 
 parting at least the collegiate education which their youth 
 of both sexes require, and when none other but denomina- 
 tional colleges will have sufficient hold upon the public 
 mind to secure a respectable support. It cannot be denied 
 that there is a grov\ing public sentiment that the educa- 
 tional process, especially as it respects the moral aspects 
 involved, is.saier when conducted under the auspices of the 
 Church. And this sentiment, strengthened as it is by de- 
 nominational predilection and preference, is destined with- 
 out doubt to secure to the Chuich the monopoly of at least 
 tlie collegiate education of the people. Ami Franklin (Jol- 
 lege, which, by virtue of the conditioiis of its establish- 
 ment, can never be classed among denominational institu- 
 tions, or at least be publicly managed as such, must go 
 down under its influence. ' <• 
 
 lUit denominational (education w'ill tend to crush Fi-ank- 
 lin College as such, not nu^rely directly by diverting from 
 her patronage, but likewise indirectly, by causing to be 
 withheld from her that legislative aid which she must from 
 time to time have, in order that she may be furnished with 
 the facilities necessary to make her what a college should 
 be, and to enable her to keep pace in her capabilities with 
 other competing colleges. Without assuming to be well 
 ac(piainted with the internal condition of Franklin College, 
 we suppose that in order that lu.'r buildings may be- pro- 
 perly kept up and enlarged, as occasion may require, her 
 Tjibrary Apparatus and Museum sustained and increased, as 
 
129 
 
 her wants may suggest, her Professorships increased in 
 number, as the growing demands for fuller, more elevated 
 education may call for, she requires means more ample 
 than her ordinary income will supply, — in other words, oc- 
 casional appropriations from the State Legislature^ In fact, 
 her frequent applications to the Legislature for aid of this 
 kind, and for' these specific purposes, justify this opinion. 
 But it is perfectly natural, as the various denominations of 
 the State constitute the principal payers of the taxes from 
 which these appropriations are to be drawn, that they 
 should feel that common justice requires that their colleges 
 should share equally in the benefit of this aid, and should 
 withhold their support from any movement to sustain, by 
 pecuniary assistance, a rival educational establishment 
 which did not embrace theirs within its provisions. And 
 numerous as these colleges are now, and especially as they 
 will be when all the denominations are fully represented in 
 this respect, it will be at once evident that any effort to 
 secure for Franklin College these appropriations so abso- 
 lutely necessary to her proper progress, and to her success- 
 ful struggle with other conqieting institutions, must be so 
 far embarrassed as always to insure its defeat. 
 
 But even if the prosperity of Franklin College were not 
 rendered impossible by these different causes, there is a 
 cause of drawback and decay found inside of the establish- 
 ment itself, that must always cripple and depreciate it. We 
 refer now to that want of harmony, those elements of dis- 
 cord and mutual distrust, which must always exist to some 
 •extent in the Board of Trust, and largely in the Board of 
 Instruction, so unfavorable to the successful management 
 of the Institution, and so well calculated to maintain in the 
 public mind a want of confidence in its claims tnid efficiency. 
 We forbear to enlarge upon this point. The recent history 
 of the Institution affords a lamentable illustration of the po- 
 sition here assumed. And we have only to say fuither, in 
 regard to it, that w^hile this particular cause of damage is 
 enough in itself, whatever might be the chances of Franklin 
 College for success otherwise, to work out its decline and 
 utter failure, yet it is one not merely temporary and occa- 
 sional, but one which necessarily and inevitably follows 
 from the mode by which its Faculty and Board of Trust 
 are constituted; and hence may be expected to be always 
 both prominent" and active. 
 
 But, if Franklin College must go down, if continued un- 
 der her present organization, the question is, cannot some 
 plan of re-organization be adopted — cannot the Institution 
 be placed upon some new basis Vvhich will prevent this un- 
 toward issue, and still make her a most valuable educational 
 agency. I take leave to answer in the affirmative, that this 
 something can be done, and that the present is a most aus- 
 9 
 
130 
 
 picious period lor taking the necessary steps to iu;coniplisli 
 it. Surely, if this can be done, do Georgian can be indif- 
 ferent to it. The desire to continue the active existence of 
 au Institution which has liitherto contributed so elhciently 
 to further the higliest interests of tlie State, the conscious- 
 ness of the value of education as the great instrument of 
 amelioration and progress, must surely enlist in behalf of 
 this object the zeal, not only of every ahunnus of the Insti- 
 tution, but of every citizen of Georgia interested for the 
 weal of the commonwealtii and the progress of his race. 
 
 The plan I propose is this, that she should surrender her 
 organization as a mere college, and adopt that of a univer- 
 sity proper. There are two distinct conceptions of what 
 constitutes a university. First, the English conception, ex- 
 amples of which we have in tlie Oxford and Cambridge 
 Universities. Sccund, the German conception, examples of 
 which we have in the Gottingen and Halle Universities In 
 the English scheme, the college feature is not only retained, 
 but is prominent — the University being in fact but a con- 
 federation of colleges and its superiority consisting in the 
 fact that, by reason of the extent of its resources and facili- 
 ties, and the combination of talent and learning found in 
 its extended list of instructors, greater advantages for ex- 
 tending and perfecting education are enjoyed than can be 
 provided in a single, isolated college. In the German 
 scheme, however, the University is an establishment en- 
 tirely in advance of the college, and is strictly supplemen- 
 tary to it. It pre-supposes and rests upon the preparation 
 of the college, just as our colleges in this country pre-sup- 
 pose and rest upon the preparation of the acadeuiy. Just 
 as in this country the college is an institution after and 
 higher than the academy, so the University of Germany is 
 an institution after and higher than the Gymnasia (institu- 
 tions which correspond to our colleges) — the latter sus- 
 taining to it strictly the relation of preparatory schools. 
 Now it is the German conception of the university, and not 
 the English, which I would seek to realize in the proposed 
 change at Athens. Not, however, on the ground of par- 
 tiality for German methods, but because the Englishs cheme 
 of an assendjlage of distinct and numerous colleges is in 
 this instance wholly impracticable, and because the scheme 
 of an establishment in advance of the college, whose object 
 is the elevation and further extension of'pthe educational 
 course, is both simple and feasible; and because, further, 
 this scheme is disconnected from grounds of o])position 
 which, in numerous quarters, will be felt to apply to the 
 other, and which, in my judgment, would and ougiit to be 
 fatal to all unanimity in its support. 
 
 The scheme, then, of a University which I would pro- 
 pose, would embrace the following specific conditions: 
 
131 
 
 1. That it be an establishment whose object is, first, to 
 give opportunities for extending and perfecting edncation 
 beyond the limits attained to in the colleges. Second, to^ 
 encourage, by the facilities and opportunities it affords, re- 
 search, invention, discovery and authorship. 
 
 2. That, to make it in fact what it is designed to be, an 
 institution in advance of the college, and to secure in its 
 members that previous discipline and scholastic acquire- 
 ment, adapting them to this contemplated and implied 
 •stage of advancement, the exhibition of a diploma from a 
 college below, certifying the fact of graduation, shall be 
 the condition upon which admission to membership de- 
 pends, — the college being made thereby to sustain the rela- 
 tion to the university of preparatory schools! 
 
 4. That the course consist of lectures in the three great 
 departments of Law, Medicine, and Literature proper, — 
 the Literary Department embracing every branch of study 
 which belongs to a course of education considered in its 
 most extended sense. 
 
 4. That it be authorized to confer Degrees upon those 
 graduating in the Departments of Law and Medicine; and 
 that the course in the Literary Department shall consist of 
 two years, at the end of which the Degree of Master of 
 Arts may be conferred. 
 
 5. That the Faculty, whose duty it shall be to deliver 
 these Lectures, shall be constituted of the first talents and 
 learning, which it is practicable to secure in our country, 
 and that, to provide such a Faculty, the salaries snail be of 
 the most liberal and attractive character. 
 
 6. That arrangements be made in the way of Buildings, 
 Library and Apparatus, including Cabinet and Museum, on 
 the most enlarged and commanding scale which the present 
 progress of the world will allow ; so that every possible 
 facility may be offered for the highest possible extension of 
 the course of education, and every possible advantage may 
 be ofiered to authors, and all engaged in the prosecution of 
 literary and scientific researches, who may be disposed to 
 resort hither, to aid them in their labors. 
 
 7. That the policy, if not adopted at first, be gradually 
 looked to, of establishing Fellowships, such as obtain in the 
 English Universities, by which, learned men and promising 
 authors being placed upon them, may be enabled to give 
 themselves without let or hindrance to science or litera- 
 ture ; thereby conferring blessing upon the country, and 
 reputation and honor upon the Institution. 
 
 It will be perceived that the grand distinction of this 
 proposed Institution is, that in its course and objects it is 
 above and after the college ; this fact being made sure, by 
 requiring a Diploma from some one of the regular colleges 
 as the indispensable qualification for admission into any of 
 
1'52 
 
 its Dcpartmc'iits. It may be tlioiiglit at first view, that 
 however judicious this may be for tliose proposing to enter 
 the Literary Department, yet that it is too rigid and exchi- 
 sive ill respect to those wlio may wish to avail themselves 
 of the Law and Medical Departments. But the slightest 
 reflection will show that the etfect of this will be directly 
 to elevate the standard of Professional edncation. indeed, 
 the entire cast and tone of Professional life. The easiness 
 with which men may get into the professions now with an 
 exceedingly limited literar)' education, has, without doubt, ex- 
 ercised a degrading influence upon the position of the profes- 
 sions in this country. This feature in the proposed Universit}", 
 which requires a lull collegiate education as a condition pre- 
 cedent to admission to the advantages of its Professional De- 
 partments, in that it presents a favorable mode for counter- 
 acting this depressing system, and for securing a needed pro- 
 gress in the character and position of professional lite, is 
 abundantly vindicated, not only as wise and judicious in it- 
 self, but as one of the most important that could be em- 
 braced in the scheme of such an institution. 
 
 The great design of the University is to carry forward 
 education beyond the limits reached by the College. If it 
 were the policy, then, that others besides graduates of Col- 
 leges could enter it, of course this end would be defeated. 
 But if on the contrary the principle is adhered to, as the 
 great characteristic of the Institution, that onlv those 
 whoso education has alreadv reached the maxiuuun limit of 
 the College are eligible to membership in it, then, of course, 
 whatever education the University dispenses, is that much 
 in advance of and supplementary to the usual curriculum 
 of the College ; and the great object of a more elevated 
 educational system would be through its instrumentality 
 realized. There can be no doubt that the civilization and 
 progress of this country has outgrown its existing educa- 
 tional agency. The time has come when we need a more 
 extended course of education, than is at present provided 
 tor in any of our existing institutions of learning ; when 
 the studies now embraced in our systems must be more 
 thoroughly and criti('ally taught, and when a variety of 
 other studies, whi<di the progress of society has made indis- 
 pensable, but which are now left out, must be embraced. 
 But our college system is incapable of the expansion neces- 
 sary to meet these wants. To attempt it, would be to re- 
 strict its capacity to fulfill its own peculiar functions, 
 would be .to diminish its j>ower to diffuse education, an ob- 
 ject which is not less important than to elevate it. It is 
 by means of a supplementary class of institutions, which 
 begin their courses where the College leaves ofl', that this 
 higher work is to be performed — this great and growing 
 demand is to be met. And if the institution at Athens be 
 
133 
 
 converted into a University, fulfilling the conditions I have 
 specified, it will be the glory of Georgia, that she was first 
 to lead the way in the provision of this higher class of edu- 
 cational instnniienlality. 
 
 I have no idea that the scheme for converting Franklin 
 College into a University, will be sustained by the people 
 of Georgia, unless the College feature is entirely abandoned. 
 First, because if the College remains, and the making that 
 institution a University consists simply in adding on cer- 
 tain new educational provisions, it will be understood by 
 the friends of the other Colleges, that the appropriations 
 made by the Legislature will only go to increase the advan- 
 tage of that department of the University, constituting the 
 College proper, for a successful competition with these 
 Colleges; and they never will t^.onsent to these appropria- 
 tions unless these oilier Colleges are made objects likewise 
 of the public munificence. Second, because if it retains 
 the College feature, the whole theory of Denominational 
 education, and the feeling which it engenders, will press 
 against the institution precisely as it does now% and pre- 
 cisely the same antagonism will be experienced to its pro- 
 gress and prosperity. But if it abandons its Colh^ge or- 
 ganization, taken, then, out of the competition with the 
 Colleges as it will be, and constituted as it will be of young 
 men having passed through the processes of the Colleges 
 below, these institutions will all rally to its support. It 
 will be then to the interest of every College in Georgia to 
 uphold the UniversitjT, and to co-operate in the most liber- 
 al eftbrts to promote it ; since the reflex influence of the 
 University will be favorable to the prosperity of the Col- 
 leges. The Colleges, then, in foct, will become the feeders 
 of the University, the broad basis upon which this great 
 central institution will rest; and every denomination and 
 every class of interest in Georgia, delighting in its prosper- 
 ity, will unite with promptness and zeal in the most liberal 
 measures for its support. 
 
 It may be, that constituted as the University would be 
 of those only who had graduated at the Colleges, its patron- 
 age would be at first small. The demand for Collegiate 
 education was at first small. The flrst demand for a higher 
 type of education is always comparatively restricted. But 
 the only question always to be asked is this : Has the time 
 come when the country needs — when the existing civiliza- 
 tion needs, this higher class of educational agency, this ad- 
 vance in the educational provision. If so, as the history of 
 the College has proven, the assurance is already given that 
 the supply will both create and invite demand. 
 
 The grounds upon which a large and growing patronage 
 of such an institution may be confidently expected, are 
 these : 1st, the consciousness which is beginning to be gen- 
 erally felt of the insufliciency of the education of the Col- 
 
loges, and of tlie necessity of prosecuting the educational 
 course beyond the limit of the Colleges, in order that it 
 may accomplish its full results as au intellectual discipline, 
 and in order that it may be practically more available in 
 actual life. 2d, the growing demand for elevated profes- 
 sional education, and the growing uses of higher science 
 and the profound principles of knowledge in the arts and 
 business of practical life. 3d, the length of time which 
 often intervenes between the period of graduation in the 
 Colleges, and the period of legal and actual manhood, and 
 the reasonable presumption that many will avail themselves 
 of this interval to prosecute their educational course in the 
 University, especially those whose pecuniary means interpose 
 no barrier, and especially, too, in view of the eclat which in 
 a growing sense is destined to attach to University education. 
 4th, the influence which fashion 'and conventional under- 
 standing will inevitably give to University education ; so 
 tliat, as once Academical (xlucation was regarded as ample 
 to entitle one to the reputation of an educated man, but the 
 establishment of the College superseded this standard, and 
 erected a higher one in its stead, so the establishment of the 
 University will in like manner, and for the same reasons, 
 correspondingly elevate the standard of educational respec- 
 tability; a result, as is at once evident, that would insure 
 the ample popularity, and patronage, and success of the 
 University system. 5th, the fact that this University, 
 opening up as it would a new era in the education of our 
 country, and as the first and only one in the land, would 
 have the entire range of all the Southern Colleges to rest 
 upon as a basis; the fact that it would be located in the 
 Empire State of the South, which has already a noble pres- 
 tige among her sisters of the South, and the fact that com- 
 ing into existence at a time when her sons are being shut 
 out by a fierce fanaticism from the institutions of the North, 
 to which they have hitherto resorted in search of a higher 
 education, it is an auspicious period for concentrating an 
 entire Southern interest upon the enter])rise, are all favor- 
 able indications, indeed, indisputable evidences, of the cor- 
 rectness of the position taken, that this Institution, once 
 established, will not lack of the most extended support. 
 
 I conclude with the expression of the hope, that Georgia 
 will not fail to do herself the enduring honor of availing 
 herself of the splendid opportunity now before her to lead 
 the way in the provision of this higher educational instru- 
 mentality, now the great demand of her people, now, in- 
 deed, the great demand of American civilization, by the es- 
 tablishment in her midst of a noble University. 
 Very Respectfully, 
 
 Your Obedient Servant, 
 
 WILLIAM J. SASNETT. 
 
135 
 
 [Letter from Rev. N. M. Crauford.'] 
 
 Mercer University, October 6th, 1856. 
 Mif Dear Sir : 
 
 According to my promise, I will now endeavor tq write 
 you the substance of the remaris.s on our educational policy, 
 which I expressed in conversation with you when I last 
 saw you. I am pressed for time, and must write hastily. 
 
 Besides a good system of Common Schools, we need in 
 Georgia, first, a more uniform system of instruction in our 
 Colleges and Academies ; and secondly, a more elevated 
 and thorough course than any of our Colleges can give, or 
 indeed profess to give. 
 
 The only attempts that have been made to produce uni- 
 formity, have been the voluntary Conventions and Associa- 
 tions of Teachers v^^hich, from time to time, in the last 
 twenty-five years, have been organized. These have all 
 been abortive; and all similar attempts must be failures. 
 
 We have attempted to provide an elevated and extensive 
 course of instruction by increasing the number of studies 
 taught in the regular College course. But, in a four years 
 course, to teach everything that ought to be taught is im- 
 possible, and to attempt it is absurd. The public may be 
 imposed upon by our catalogues, but both Professors and 
 Students know very well that it is an imposition. A con- 
 siderable portion of the studies laid down in the course is 
 either not taken up at all, or skimmed over in the most un- 
 satisfactory and perfunctory manner. If we relieve ourselves 
 of the charge of imposition by saying that we profess to give 
 a smattering only of some of the sciences, and that the public 
 so understand, our apology furnishes the strongest proof of 
 the necessity of an institution where the most elevated, the 
 most extensive, and the most thorough instruction in all the 
 sciences can be communicated. The age demands some- 
 thing better than smatterers and sciolists, and the State 
 should furnisli facilities for supplying the demand. 
 
 The two great wants, then, which I have mentioned, 
 can, in my opinion, be provided for only by organizing an 
 institution of higher grade than any now existing, and by 
 securing concert of action among the existing institutions 
 by a stronger tie than mere voluntary co-operation. The 
 State can unquestionably establish a University of the high- 
 est order, and I have no doubt -can receive the co-operation 
 of all inferior institutions. 
 
 The fathers of our commonw^ealth, seventy-one years 
 ago, passed an act for the establishment of a University. 
 Our Constitution, adopted fifty-eight years ago, provides 
 that *'the arts and sciences shall be promoted in one or 
 more seminaries of learning," and directs that "the Legisla- 
 ture shall, as soon as conveniently may be, give such fur- 
 
136 
 
 tlier (lontitioiis and privileges to those already established as 
 may be necessary to secure the object of their institution." 
 Thus, in the most solemn manner, has CJeorgia recognized 
 the duty of educating her own youth. The policy of the 
 Legis]a][ure appears to have contemplated one University or 
 College for the State, and an Academy in each county ; and 
 the Senatus Academicus are em[)owered to "prescribe what 
 branches of education shall be taught and inculcated in 
 each" Academy and School. It is further enacted that 
 "The President of the University, moreover, as oi'ten as 
 the duties of his station will permit, and some of the mem- 
 bers [of the Senatus Academicus] at least once in a year, 
 shall visit them [the Academies] and examine into tlieir 
 order and performances." If this policy had been adhered 
 to, and these provisions faithfully carried out, complete 
 uniformity would have been secured ; and as constant su- 
 pervision would have detected all defects, remedies could 
 have been applied, and the system would have maintained 
 its symmetry, and might have been perfected. But from 
 obvious causes, the supervision was of the slightest Icind ; 
 no visitations ever took place, and no course of study was 
 ever prescribed. Incorporated Academies were multiplied 
 in the several counties, because every neighborhood that 
 wanted a school, desired assistance from the Academic 
 Fund, till at last aid was taken from them all, and the 
 Academic and Poor School Funds were consolidated, to be 
 called and only called a Common School Fund. 
 
 Our system, as originally planned, was sufficient for the 
 wants of the State at that time. The lapse of two genera- 
 tions, and the general improvement of the country and the 
 advancement of science, make the State University, as at 
 present organized, unequal to the demand, and, as we have 
 seen, uniformity never was attained. 
 
 Besides tlie State College, there are now three other 
 Colleges, Emory College, Oglethorpe University, and Mer- 
 cer University, besides the Military Academy at Marietta, 
 in operation with good degrees of success. There are also 
 some other institutions projected and just commencing 
 o})erations. When the Denominational Colleges were first 
 organized, many who claimed to be the peculiar friends of 
 the College at Athens, looked upon them with suspicion 
 and jealousy, as if their success must prove detrimental to 
 the more ancient seat of learning. The result shows that 
 these fears were groundless. The establishment and success 
 of these younger Colleges has been beneficial to the State 
 College in more ways than one, and the friends of Athens 
 are now most ready to acknowledge it. The Denomina- 
 tional Institutions have advanced the cause of Education. 
 They have educated numbers of young men who otherwise 
 would have been uneducated, and by a generous rivalry 
 
137 
 
 with each other and the State College have raised the 
 standard in all. But neither the State University, as at 
 present constituted, nor any other of otir Collegiate Institu- 
 tions, does or can give tlie liigh course which ought to be 
 within the reach of our sons. 
 
 The State needs a University in fact as well as in name. 
 Let Franklui College, at Athens, be made that University, 
 and let the present Denominational Colleges, and sucli 
 other local institutions as may hereafter be organized, be 
 brought into liarmony and co-operation with the University. 
 
 To make Franklin College properly a University will re- 
 quire an increased endowment. But is not Georgia able to 
 grant the funds necessary for that purpose? Are not the 
 Alumni of the College, and the friends of education sutE- 
 ciently numerous and influential — are not the people of 
 Georgia sufHciently enlightened to do v/hat the interest, the 
 honor of the State demands V I believe (and I have sufli- 
 cient means of forming a correct opinion,) that our Colleges 
 impart instruction as thorough as Northern Colleges ; but 
 we want somethinjT hisiher than the Colleoe. The Univer- 
 sity should have a department of Law, of Medicine, and of 
 applied and professional Science. For obvious reasons, 
 Theology should be left to the Denominational Colleges. 
 All the departments except the Medical should be in Athens. 
 The Medical College in Augusta, as the oldest, best estab- 
 lished, and most flourishing Medical Scliool in the State, 
 might be adopted as a branch of the University, but one or 
 more of the Professors mighf deliver a summer course of 
 lectures in Athens on Anatomy, Pliysiology, Medical Juris- 
 prudence,*or other suitable branches of science. If the 
 University in Athens be constituted in a manner worthy of 
 the intelligence, wealth and enterprise of the State, the 
 first want will be supplied ; and v/hen I look over the list 
 of your Colleagues in the Board of Trustees, I must believe 
 that you will find among them men zealous, ardent and ef- 
 ficient. Tlie object proposed is surely worth more than a 
 party triumph. 
 
 But the flrst want supplied, how may we secure the 
 second? How obtain a uniform course of instruction? I 
 answer, by keeping in view the model presented by the 
 wisdom and patriotism of Baldv^-in and Milledge, when 
 they planned and established the University of Georgia, 
 varying from it only as time and progress show that vari- 
 ance is necessary to the perfection of the system. Let the 
 educational establishments of the State be brought into 
 harmonious alliance — cemented into union. The common 
 schools shall form the broad and strong foundation; above 
 it shall rise the academies, then shall tower the colleges, 
 and, over all, the university shall ascend and constitute tlie 
 apex — the whole forming indeed "a mental pyramid" far 
 
138 
 
 more glorious than tile structures of Egypt, for, instead of 
 being a monument of a dead tyrant, it will be an edifice 
 which shall secure forever the intelligence, virtue and li- 
 berty of our peo})le. 
 
 In granting future charters of incorporations to colleges 
 and academies, provisos may be inserted to secure uniform- 
 ity and subordination. In regard to existing colleges, such 
 provisions should be adopted as will gain their assent to 
 the plan proposed. 
 
 I suggest that the denominational and local colleges (all 
 I mean which have been endowed by private munificence) 
 be brought into imion with the University, so as to be sub- 
 ject to certain regulations prescribed by the Senatus Aca- 
 demicus, and at the same time to maintain their separate 
 organization and peculiar characteristics. Mercer Univer- 
 sity, for instance, has been established and endowed by the 
 Baptists of Georgia, with direct reference to the education 
 of Ministers. But, in connection therewith, regard is wisely 
 had to thorough instruction in Literature, Art and Science. 
 And I am persuaded that tliis Institution has done and is 
 doing a work worthy of her honored name and of the 
 State. Now there is nothing sectarian or denominational 
 in literature and science, and Mercer University, while 
 maintaining her own system of Theological instruction, may 
 cheerfully co-operate with other institutions in a uniform 
 course of collegiate studies. I make this remark the more 
 confidently, because I know that her Faculty have felt se- 
 rious disadvantages from want of such uniformity. Let 
 each local college, then, have its own Faculty of instruc- 
 tion under its ovk^n Board of Trustees, and arrange all its 
 internal affairs in its own way, but let the course of literary 
 and scientific study be prescribed, or at least approved, by 
 the Senatus Academicus, and let it to a certain extent be 
 subsidiary to the University course. I would not lower 
 the education imparted at the colleges, but limit it in such 
 a way that what is learned shall be more thoroughly 
 known. Thus, while those wiiose whole academic training 
 shall be confined to a college course shall be benefitted as 
 much as at present, those whose circumstances make it de- 
 sirable and convenient for them to obtain additional instruc- 
 tion shall find their previous studies in full liarmony with 
 the University course. 
 
 It may be objected that this })lan, nevertheless, will de- 
 prive the colleges of their present independence, and place 
 them in an inferior position. Inferiority of position is 
 merely relative; and education, above all things should be 
 free from envy and jealousy. If the State shall establish a 
 University of high order, the colleges will in fact be infe- 
 rior to it, though there should be no 'recognized or legal 
 subordination. My desire is not to degrade the colleges. 
 
139 
 
 but to elevate them, and I believe this can be done by or- 
 ganizing a still higher institution, which shall be above 
 their rivalry, and shall help them to ascend. 
 
 For the loss of the absolute independence now enjoyed 
 by the colleges, however, some compensation should be re- 
 ceived. I suggest, therefore, that' each college submitting 
 to the regulations of the Senatus Academicus shall receive 
 from the State an annual stipend, say two thousand dolhirs. 
 Aside from the advantage to be derived from a uniform 
 system of instruction, it appears but just that the State 
 should aid those institutions which are performing a duty 
 which the Constitution devolves upon the State itself. No 
 one can deny that the local colleges are doing an important 
 work in educating the people, a work which the State 
 ought to do, which the State College did not and could not 
 do (for whatever its facilities for teaching might be, it did 
 not and could not rouse the people to avail themselves of 
 its advantages, as the local colleges have done). Now, as 
 the supporters and founders of the colleges have raised 
 large amounts by private liberality to do the State's work 
 of education, it is but right that the State should aid in 
 carrying on the work. And, on the other hand, when the 
 State gives aid, it is but right that it should have some 
 supervision in the use of the funds granted. Another idea 
 may not be inappropriate here. I have said that the State 
 University should not teach Theology; but the best inter- 
 ests of the State and people require that ample j)rovision 
 be made for the instruction of the ministry. This is best 
 done by the religious denominations, but it appears not un- 
 reasonable that the aid ot the State should be granted to 
 those institutions which are doing an important work of 
 education which the best interest of the people requires to 
 be done, and the State is incompetent to do. 
 
 If, however, the requirements of the Senatus Academicus 
 should be harsh and severe, the colleges may at any time 
 resume their independence and give up the State aid. 
 
 As a further bond of connection and source of sympathy 
 between the University and the colleges, the latter should 
 have the privilege of sending a portion of their graduates 
 (say one-fourth) free of cost, to the University, either in the 
 literary or professional departments. If reference be had 
 to scholarship in the selection of these, it will furnish a 
 more active stimulus and confer more substantial benefit 
 than the present system of honors. 
 
 On the other hand, the colleges might be required to re- 
 ceive, without charge, a certain number of students from 
 tlie academies. Not the poverty, but the scholarship, of 
 the applicant should decide their selection. Other provi- 
 sion should be made for charity scholars. 
 
 Before granting the State aid to any college, satisfactory 
 
140 
 
 evidence should be received, that such college is in posses- 
 sion of a certain endowment, say $oO,000, well secured. It 
 might be well to allow the institution to pay her endow- 
 ment into the State Treasury, to be funded at the regular 
 rate of interest. In order to cai-ry out the plans herein 
 suggested, it will be nec(,'ssary to remodel the fc>enatus Aca- 
 dbmicus. As at present constituted, that body is impotent 
 for good. I would suggest that it be composed of the Gov- 
 ernor of the State, the President of the Senate, the Speaker 
 of the House of Heprcsentatives, the Judges of the Supreme 
 Court, two gentlemen from each Congressional or Judicial 
 district, elected by the Legislature, (and, if such a thing be 
 possible in these days of blind party donrination, selected 
 on account/ of some other qualification than party allegi- 
 ance,) and one meniber selected by the Faculty or Trustees 
 of each college. A Senatus Academicus,- thus constituted, 
 would be competent to supervise and direct the educational 
 interests of the country, and to it the colleges would cheer- 
 fully submit their plans of instruction and course of study, 
 especially when this submission is attended by solid benefit 
 to themselves. 
 
 I believe I have criven you the substance of the suirges- 
 tious I threw out in our conversation, In giving this out- 
 line, I hav«.' avoided unnecessary detail. If there should be 
 a probability of the adoption of any general system of edu- 
 cation, the details jnust be determined by consultation of 
 wise and experienced men. I submit this project to you 
 as a tried friend of education, an ardent supporter of our 
 common Al^ma Mater, and enthusiastic advocate of whatever 
 may best advocate the interests of your countrymen. If 
 there is in this scheme a germ of merit, I trust tlnit you 
 will unfold it; if there is any chance of carrying out the 
 plan or any of its parts with successful and beneticial ope- 
 ration, — if anybody, you can accomplish it. I shall be 
 happy if I have succeeded in giving any view which, upon 
 mature rellection, you shall approve, or any impulse which 
 will induce you to d(?votc your time, talent and enthusiasm 
 to the great cause of education. You spent ten years in 
 establishing the Agricultural Association. Where can you 
 find a nobler object for the use of your abilities than in 
 establishing a great and beneficial system of education in 
 your native State V 
 
 "*Si qvid novis/l rrctius istis, 
 Candidus impiui, si not)., his ittcrc mecum.^^ 
 
 I am, very truly, your friend and brother, 
 
 N. M. CRAWFORD. 
 To the Hon. D, W. Lewis. 
 
Ill 
 
 Ogletiiokpe University, March 21, IS-'jG. 
 
 D. JV. Lewis, Esq.— Dear Sir : 
 
 In behalf of the friends of sound education. in Georgia, 1 
 thank you and otlier advocates of the good cause, for the 
 liberal and enlightened views you so zealously urged on the 
 attention of the Legislature at its late session. Those ef- 
 forts will be properly appreciated by a discerning public. 
 Patient perseverance in a good cause rarely fails of ultimate 
 success. 
 
 I cheerfully comply with your re(piest to give you such 
 thoughts as occur to my mind, as worthy of considera- 
 tion in future legislation. 
 
 As citizens of Georgia, native and adopted, we have, per- 
 haps, been ringing the changes long enough, for all the pur- 
 poses of an honest pride, upon our excellencies of soil and 
 climate, our extent of territory, and our unparalleled local 
 position and advantages. We may stand still, talking and 
 Ijoasting, until our soil is washed away from beneath our 
 feet, and our forty thousand men and women who cannot 
 read or write, are multiplied through their posterity into 
 a crowd of population that will prove utterly unworthy oi" 
 their inheritance and inadequate to meet the grave respon- 
 sibilities that appertain to such a domain. 
 
 The true glory of any kState, is the virtue, ititelligenc<! 
 and industry of its people, ayd these are the objects to 
 which true statesmen and philanthropists v>'ill address their 
 earnest energies. 
 
 I regret that the bill which you offered in the lower House 
 and which passed by a respectable vote, was lost in the 
 Senate. As I understand it, it provided means for the lib- 
 eral education, including board and tuition, of one promis- 
 ing youth to be selected from each county in the State. 
 With some small amendments, it would have been iu\ ad- 
 mirable practical advance on all former legislation. These 
 youth were to obligate themselves to teach school, for a 
 limited time, in the counties from vv'hich they were sent, as 
 a consideration for the boon conferred on them. 
 
 The present crying want of Georgia is a supply of com- 
 petent native teachers. Few persons, except those connec- 
 ted with literary institutions, have any conception of the 
 unsupplied demand for good native teachers. Probably 
 four tilths of the applications to the President and Profes- 
 sors of our Colleges for teachers, cannot be met. Your 
 plan would have gone far to meet these necessities, and with- 
 in a few years would have answered them all. And besides 
 drawing into the service of the country a large amount of tal- 
 ent and genius, that will else live and die in obscurity, it 
 would have awakened in nianv a familv and social circle an 
 
142 
 
 educational spirit, aud sent from a hundred centres of inllu- 
 ence, a benignant power all around. 
 
 The proposition of j\[r. Speaker Stiles, was also highly 
 worthy of a(lo[»tion. It proposed to send a State Superin- 
 tendent of Education to plead the cause in all th(; counties to 
 awaken public attention to the subject, and to investigate 
 the wants of the various sections. This feature, I think, 
 ought to be appended to any system that shall be adopted, 
 and it should be made the business of some (^me man to su- 
 pervise the whole matter. 
 
 An able State Geologist should be employed without de- 
 lay to analyze the soil of the various counties, and to spread 
 light in relation to agricultural chemistry. Besides this, 
 there should be an agricultural professor in each of the 
 leading Colleges of the State, supported, to some extent, by 
 public liuids, who should spend a portion of his time in de- 
 livering popular lectures to a section of the counties assign- 
 ed to him. 
 
 The State College ought to be munificently endowed and 
 officered by a corps of profound teachers, wliose duty it 
 should be to deliver lectures on every department of science 
 that is valuable to the people, and to which young men 
 might reso^'t with the assurance of getting the very ablest 
 instruction in every department of knowledge — Law, Men- 
 tal and ]\Ioral Science, Physiology, Philology, Modern Lan- 
 guages, Engineering, Mcc .anics. Manufactures, &c., should 
 be thoroughly taught to those seeking information. There 
 should be no necessity to send a son of Georgia out of the 
 State to secure the most finished education in any dejiart- 
 ment that looks to the advancement of socitity. 
 
 The Virginia Univeisity, and the Lawrence Institute, at 
 Cambridge, Mass., are the only two points in the whole 
 country to which a young man can resort with assurance 
 of obtaining a profound knowledge of the practical sciences; 
 and th(ur crowded halls demonstrate the wisdom of their 
 endowments and the necessity of their provisions lor the 
 wants of the age. 
 
 A plan, I apprehend, might be devised in Georgia to har- 
 monize the apparent conflicting educational interests and 
 concentrate them all into one beautiful and efficient 
 system. The liberal supporters and advocates of the res- 
 pective Denominational Colleges in the fc>tate sometimes 
 make objections to enlarged appropriationsto the State Col- 
 lege, on the plausible grounds that tliey choose another 
 mode of education, and that it would be unjust to tax them 
 for a State Institution, of which they do not avail them- 
 selves, whilst they are making sacrifices in another way, 
 more agreeable to them, to promote the enlightenment of 
 the age. These difficulties, I a])prehend, might be recon- 
 ciled by an enlightened and liberal plan, that would unite 
 
143 
 
 the views of all parties. My plan would be the following : 
 Let the State select a leading College from each of the dif- 
 ferent Denominations and endow a Professorship therein, 
 and aid to improve its Library and Apparatus. And then, 
 in turn, let all parties rally manfully and cordially around 
 the State College and give it a thorough and ample endow- 
 ment, and thus make it worthy of the State. One happy 
 collateral elFect of aid extended to the Denominational Col- 
 leges selected, would be the gaining and sustaining a high- 
 er standard of education in these Colleges. For, in some 
 of the Denominations, there is a dangerous tendency, just 
 now, to multiply their Colleges too fast. In this way there 
 is incurred the hazard of lowering the standard by a neces- 
 sary limiting of the patronage to too contracted a field for 
 the adequate support of a competent set of able teachers, 
 with the proper appointments. These Colleges have al- 
 ready done a great woi'k for Georgia in enlightening the 
 people and multiplying good teachers. They have never, 
 as yet, cost the State Treasury one cent, and it will be but 
 an act of sound policy and sheer justice to extend help to 
 them in a judicious and discrimating way, and to a limited 
 extent. If the enlightened christian public would confine 
 their views to the one fact alone of the increased enlighten- 
 ment of their religious teachers in the sacred desk, result- 
 ing from these denominational Colleges, they would feel 
 the wisdom of the fosterincj care of the State. 
 
 Let the State University bend its efforts mainly towards 
 finishing a complete course of education ; and let the other 
 Colleges confine their teaching to undergraduates alone. 
 This division of labor would prove judicious ; for it is found 
 by experience, that a professor whose business it is to de- 
 liver profound and learned Lectures to graduates, cannot 
 well come down from his high department, to drill youth 
 in the elements of Mathematics, Languages and Natural 
 Science. In the Virginia University, the instructors do 
 far more justice to resident graduates than to their under- 
 graduates. The Lawrence Institute, as I understand, is en- 
 tirely devoted to Lectures and Experiments, and its pupils 
 are graduates — if at all — either of Harvard College, in its 
 vicinity, or some other Institution. 
 
 In addition to all these provisions, there should be some 
 system adopted, as far as practicable, if necessary, by itine- 
 rating schools, in part, as in some portions of Europe, to 
 reach the forty thousand who cannot read or write. This 
 can be done only by degrees, as portions of our population 
 are so sparse, and the other methods would have a tenden- 
 cy gradually to meet this w^int. 
 
 My plan, then, embraces all these propositions, viz : the 
 liberal education of a boy from each county, at the public 
 expense ; a State Superintendent of Education ; a State 
 
Geologist ; a thorough euclowiueiit of the State University 
 and the endowment of an Agricultural Professorship in one 
 OoUege each, selected from the Denouiinational Colleges, 
 with the duty assigned of traveling during part of the year 
 to deliver popular Lectures. All of these appointments are 
 important, but the adoption of any one of them would be 
 making a good beginning, and would prove so much clear 
 gain. 
 
 And now it will be said by many, at first view, this is a 
 most extravagrant and an utterly impracticable scheme. 
 As to its extravagance, I have only to reply, that it will 
 prove the soundest economy, if the value of the object to be 
 gained is to be set over against its cost. Dut I go further 
 and say, that it is eminently practicable, without imposing 
 any onorous burdens on the people, even if it should re- 
 quire, to carry, it out, one hundred and fifty or two hun- 
 dred thousand dollars, annually. How, then, shall it be 
 done? I answer, simpl}^ by devoting to the great work 
 the whole income of the State Koad. I believi; that this 
 was the very thing that Providence had in view in suggest- 
 ing to our eminent statesmen the magnificent scheme of 
 constructing that road. Such an appropriation of its avails 
 would "make that road a double blessin"; and a crowninii: 
 glory to the State. 
 
 I have great doubts whether the State Road should ever 
 be allowed to pass from public control — unless by a tempo- 
 rary loan to a company. In the hands of the State, besides 
 imposing a salutary check on the Railroad Companies, it 
 would constitute a perpetual mine of wealth to the public. 
 It is objected, that it imposes too responsible and onoroiis 
 a burden on the Executive, and must necessarily be subject 
 to party s(iuabbles and corrupting influence. I reply, let 
 three or four men of integrity, business talents, energy and 
 industry, who shallbe above all party influence — andthereis 
 no lack of such men to be found in Georgia — be appointed 
 to manage the Road. Let them be liberally compensated, 
 so that they may give to its management the whole of their 
 time. 
 
 Or, if this does not meet the views of the public, let it 
 be loaned out to a company for a series of years ; or, if it 
 must be sold, let the whole of the proceeds of the sale be 
 first sacredly set apart to carry out a grand scheme of edu- 
 cation that will make Georgia a model State of the South, 
 and you have abundant means to meet all the measures I 
 propose. 
 
 Without these preliminary arrangements, I fear the sale 
 of the Road would result in the squandering or wasting its 
 avails on some comparatively inferior object. 
 
 And, now, how shall the public be brought up to these 
 high views of duty, interest and honor? Let the frfends of 
 
145 
 
 ediieatioii all over the State unite at once and begin to ag- 
 itate the question. Do for this sacred cause of popular, 
 universal enTightenmcnt and elevation, what politicians do 
 for party purposes — confer, and talk, and write, and plead. 
 Go for one decided educational Legislature — let this be the 
 one idea — seek for a legislature that will immortalize them- 
 selves by inaugurating a system of education broad as the 
 wants of the people, and which shall reflect glory on the 
 State for all coming time. The enactors of such a system 
 of education, could afford, if needs be, to be ostracised in 
 view of the solid and lasting good they had achieved. But 
 there would be no danger of this. The good people of 
 Oeorgia would be prompt in honoring them for their wis- 
 dom and far-reaching benevolence of action. 
 
 Let a comprehensive plan be matured and presented for 
 consideration at an early stage of the session, and not held 
 back, as many well-matured and elaborate measures of use- 
 fulness often are, to the heel of the session, to be hurriedly 
 thrown overboard, and left to lie forever " in limbo pat- 
 vum." 
 
 Very truly, yours, 
 
 SAM'L. K. TALMAGE, 
 
 [From tilt' Federal Union. 1 
 
 '[Letter from SamU. K. TalmageJ\ 
 
 MiLLEDGEVILLE, NOV. 9th, 185S. 
 
 Jffs.sT.s. Editors : M&y I ask the insertion of the following 
 patriotic and liberal views, of the able and distinguished 
 President of Oglethorpe University ? They arc wortliy of 
 the source from whence they came. 
 
 Respectfully, 
 
 Thos. R. R. Cobb. 
 
 T. R. R. Cobb, Esq.— % Dear Sir : You ask for a brief 
 and summary expression of my views as to the relation 
 which education bears to the State and Church, respectively 
 and the proper basis on which educational systems sliould 
 be organised and conducted. 
 
 These are grave questions, worthy of the profoundest re- 
 flection of the patriot and the Christian. 
 
 Their bearings are far reaching for time and eterni- 
 
 ty. 
 
 Some of the principles bearing on this subject seem to me 
 to be very obvious. But as to the practical details that 
 should guide the action of civil governments, I am looking 
 with intense interest after the result yet to flow from ex- 
 periments, now in operation in various States of the 
 Union. 
 
 10 
 
146 
 
 The State and the Church arc both divinely appointed 
 ordinances — both indispensable to the well being of man. 
 The State looks after the temporal interests ol society ; the 
 church mainly after its spiritual and eternal, and subordi- 
 nately, after its tempoial welfare. 
 
 The State — and especially a Ke^uiblic — depends for its 
 Iiappiness, upon the virtuous intelligence of its citizens, and 
 must therefore, ex nccfssimtc rcl cherish education as its life's 
 blood. The church again cannot enjoy enlightened piety 
 in her membership unless she cultivates tlie minds, as well 
 as the hearts other offspring; and she must have some au- 
 thority to direct education within her own fold, or she has 
 no guarantee for sound religious instruction. Fatal error 
 may sap her sacred foundations if she cannot direct the 
 teachings of her children. 
 
 How then shall we harmonise and reconcile the two, and 
 make them co-operate for the attainment of the greatest 
 good V Here lies the practical difficulty, viz: To se- 
 cure education for the greatest number and to the highest 
 extent, and yet to guard the Temple of Science from false 
 teachings and corrupt sentiments. 
 
 There are many districts in every State where the church 
 has but little power — where, from the fewm>sss of church 
 members, or their divisions as difl'crent denominjitions, they 
 cannot systematically and harmoniously co-operate effective- 
 ly. Here the State must do the work of education, or 
 leave it undone. Again, in the highest departments of art 
 and science, State endowments seem to be called for, to se- 
 cure the largest facilities for instiuction. 
 
 My conclusion, then, is, that both Church and State not 
 only have a right, but are bound to teach, or to secure its 
 being done ; and that it is a nairow and bigoted ultraisin to 
 discourage the one or the other from the work of teaching. 
 Let them both act ; there is abundant room i'or both. Let 
 neither be discouraged. There need be no collision, no 
 jealously, no antagonistic movements. There has been un- 
 founded jealousy against d<niominational education in Geor- 
 gia. It is giving way before the happy results which are 
 flowing from these institutions, in the idevation of the stan- 
 dard of eidightment in the churches, the increased supply 
 of good teachers, the enlarged intelligence of the Christian 
 ministry, the impulse and (piickening iujparted to the cause 
 of education generally. 
 
 As the churches are aiding the State to educate, hitherto 
 entirely without expense to the State, whilst church mem- 
 bers have been amongst the largest tax payers, the State 
 may now, in return, well and wisely, allbrd to aid clmrch 
 institutions and make them her agents to a very large and 
 increased extent, in benefiting both church and State. And 
 
147 
 
 as the clmrhes are interested deeply in the welfare of the 
 State, the various denominations may wisely encourage 
 their members to aid the State in doing, for the enlighten- 
 ment of the people at large, what the denominations can- 
 not do as separate bodies. 
 
 Georgia has now in her hands the facilities for making 
 the most enviable educational endowment of any State in 
 the Union, and of becoming emphatically the model State 
 of the nation. Now is the golden opportunity, and if not 
 improved, it will depart from us, probably never to return. 
 And shall any citizen of Georgia, from the paltry consider- 
 ation of the few dimes or dollars to be retained annually in 
 his coffers, by lowering of the taxes, oppose a grand educa- 
 tional scheme V The man that has one spark of honorable 
 State pride, cannot be so recreant as to trifle with this op- 
 partunity to aid in promoting the lasting glory of his State 
 — -such a man is unworthy of the bright heritage with 
 which God has entrusted him. 
 
 Let the income of the State road — as the Governor, and 
 other noble advocates of education has suggested — be main- 
 ly devoted to the cause of education. Let all parties and 
 interests unite in building up a free school system that will 
 guaranty a good education to every child in the State, en- 
 couraging the counties respectively^ by voluntary taxation, 
 to add to what the Treasury of the State may give them. 
 Let the denominational colleges be well endowed, and give 
 education to undergraduates. Let all interests unite for a 
 magnificent endowment of a State University, and let all 
 its teachings be confined to those who bring diplomas — ex- 
 cept in case of those who confine their studies to a scientific 
 course. 
 
 I do not mean by this suggestion to imply the abandon- 
 ment of the collegiate department at Athens — but the es- 
 tablishment of a separate and distinct University system. I 
 have no prejudice arising from the proximity of location to 
 Franklin College, provided the graduates from all the de- 
 nominational colleges shall enjoy its privileges upon an 
 equal footing. Li this connection, I would add, that in 
 providing for the education of poor young men for teachers 
 at the expense of the State, I see no objection to the State 
 giving a preference in numbers to her own college. The 
 several denominational institutions are sustained and sup- 
 ported by the religious sentiments of their respective 
 churches. The State should foster her own, at the same 
 time acknowledging the usefulness and efficiency of the other 
 colleges, by entrusting to their care also, a portion of the 
 teachers thus to be instructed. 
 
 I will add, that after the most mature reflection I have 
 been enabled to give this subject, I consider it important to 
 
MS 
 
 the citizens of Georgia, that there should be a State college 
 for undergra(hiates. The Episcopaliai), the Lutiieruu, the 
 Roman (Juthoiic, the Jew, and otlieis should not be forced 
 to the necessity of seuding their .sous beyond the bounds of 
 the State, or else placing them under the care of denomi- 
 national institutions to whose tenets they may object. For 
 while I know — from long connection with one of these col- 
 leges — that no such interference is exercised with the reli- 
 gious opinions of students, as would be objectionable to the 
 most fastidious, yet I am aware of the existence of such 
 scruples, and I would not put it beyond the power of any 
 })arent to respect them. 
 
 The Virginia University is doing a great work, and yet 
 there is one sad detect in its organization. It encourages 
 uneducated young men, to resort to the teachings of its 
 learned professors, who are utterly miqualified in attain- 
 ments of age, to be benefited by the lectures. Not more 
 than one fourth of the pupils are the better for their oppor- 
 tunities. The remainder leave those walls nearly as unedu- 
 cated as they were w4]en they repaired to them, and are cut 
 otf from ever getting a good education, by having been 
 tempted to undertake what they were utterly intompetent 
 to do. 
 
 The wisest heads and the maturest and soundest experi- 
 ence are eminently called for to devise a plan of education 
 for (jreorgia. Empyricism here should have no place. 
 
 Education should be sound and thorough, and great pains 
 should be taken to secure proper moral and religious influ- 
 ence in the teachings imparted ; tor education, without re- 
 ligious intluence, would j)rove a curseVather than a bless- 
 
 If the main portion of the income of the State road could 
 be set apart to promote some judicious system of public ed- 
 ucation, it would prove the greatest possible blessing to the 
 State. Indeed, the road can be made an exhaustless mine 
 ot riches to the people, not only by imparting a general 
 spirit of internal improvement which will develop the bound- 
 less resources of the State, but by pouring out its treasures 
 to the enlightenment of the public mind, and giving mental 
 power to the rising generation to mould wisely the rich ma- 
 terials that Clod is putting into their hands for the promo- 
 tion of His glory and the good of humanity. 
 
 It is an auspicious sign to see so many of our legislators 
 and citizens interested deeply in the noble cause of educa- 
 tion, and to see our excellent Governor leading the way in 
 enlarged educational suggestions. 
 
 I cannot close without expressing my high gratification 
 with the views 1 had the pleasure of hearing you express on 
 Saturday night in the Representative Hall of the State 
 
149 
 
 House. I believe I do not dissent from a solitary view pre- 
 sented by you on the occasion. And I feel that in common 
 with my fellow-citizens of Georgia, I owe you a debt of 
 gratitude for your noble exertions in behalf of the cause of 
 education. 
 
 I am, my dear sir, truly, yours, 
 
 SAM'L. K. TALMAGE. 
 
 [Letter from Thomas J. Bitrncy.'j 
 
 Madison, IGth Nov., I S57, 
 Hon. D. W.Lewis: 
 
 Dear Sir — I address you as the Chairman of the Com- 
 mittee on Education, and beg leave to suggest in a few 
 words a plan by which the Legislature, at but little cost to 
 the State, can extend material aid to the three leading de- 
 nominational male Colleges ; I allude, of course, to Ogle- 
 thorpe, Emory and Mercer. My plan is, to authorize the 
 Governor to issue to each of them an 8 per cent, stock, re- 
 deemable in twenty-five or thirty years, in sums of $500 or 
 $1,000, whenever the full amount in cash is tendered at the 
 Treasur3^ such guards to be provided as will confine the 
 benefit of the investment exclusively to the Colleges ; such 
 as making the stock unnegotiable, and resarving to the 
 State the privilege of redeeming it at any time before it is 
 finally payable, if it should become necessary for the Col- 
 lege to make sale of it. The whole benefit to the College 
 will be a aonation of one per cent, per annum upon their 
 investment, in the additional rate ot interest allow^ed, and 
 provide at the same time for a safe and permanent invest- 
 ment. The importance to our literary institutions of hav- 
 ing a certain and uniform income, needs no argument to 
 demonstrate ; and where can this be obtained, unless pro- 
 vided by the State ? The present condition of the Banks 
 and Railroads prove that they cannot be depended upon to 
 furnish it. If, then, the State is willing to do any thing 
 for the denominational Colleges, can she do it cheaper or 
 more efi^ectually than by the proposed plan '/ 
 
 I should like if you would interest yourself so far as to 
 ascertain whether the plan I propose, or some one similar 
 to it, can be through carried the Legislature. 
 
 Very Truly, 
 
 THOS. J. BURNEY. 
 
150 
 
 AGRICULTURAL EDUCATION. 
 
 CoLUMRUS, 20th March, lSo5. 
 Rev. C. r. D. Mart'm : 
 
 Dear Sir — Your esteemetl favor of the 17th inst. has been 
 veceived. You will please accept my thanks for the con- 
 cern which you are manifesting in the promotion of the 
 great agricultural interests of the country. I think your 
 plan is not only ])eautiful in theory, but well suited to im- 
 part valuable information, and perfectly practicable in its 
 adaptation to the wants of the country. It is difficult, 
 ho waiver, to anticipate what public sentiment will approve, 
 and it occurs to me that it might be well to elicit expres- 
 sions of opinion by a little agitation of the subject before 
 the public, and I therefore suggest the propriety of publish- 
 ing your letter, and tender to you th(! privilege of the col- 
 umns of The Soil for such additional thoughts as you may 
 desire to ofl'er, in supj)ort of the plan. This will probably 
 draw out others, and in this way the whole subject may be 
 discussed, and the public mind be prepared for its adoption. 
 [ have not thought sufficiently on the subject to very con- 
 fidently offer an opinion, l)ut should be glad to have the 
 question examined, and sec some move made for the train- 
 ing of the young men of our country, to meet the emergen- 
 cy which our wretched systems of culture have forced upon 
 us. You will please excuse me for not saying more on this 
 subject now, as it is one w^hicli concerns the whole country, 
 and I hope you will consent to let t/iou have the benefit of 
 what either of us may have to say. 
 
 I am, very respectfully. 
 
 Your obedient servant, 
 
 JAIilES M. CHAMBERS. 
 
 Synodical College, April 20th, 1S55. 
 Col. Chambers: 
 
 Dear Sir — Having reflected upon the suggestion of your 
 note to allow my letter to you, of March J 7th, to go into 
 T/ie Soil nf the South, I have concluded to submit it to you 
 for publication, hoping that by so doing, it may contribute, 
 at least so far as its suggestions are concerned, to the awa- 
 kening of thought and deeper interest among the people of 
 this State, upon the subject of wdiich it treats — Agricul- 
 tural Education. 
 
 CARLISLE r. B. MARTIN. 
 
 Col. Janus M. Chambers : 
 
 Dear Sir — The interest you have manifested in efforts to 
 promote Agricultural improvement, and the opportunity 
 your position, as editor of The Soil of the South, has given 
 
151 
 
 you to judge correctly concerning the practicability of the 
 plans which may be entered upon for that purpose, induce 
 me to address you and ask your opinion respecting the 
 probable success of an enterprise which I have long desired 
 to carry into operation, but concerning the success of whicli, 
 though all agree as to its desirableness and usefulness, there 
 has nevertheless obtained among my friends, to whom I 
 have submitted my plan, a difference of opinion. The en- 
 terprise to which I refer, is a scientific and practical 
 COLLEGE connected with Agriculture. That you may be 
 able to form a correct judgment concerning the enterprise, 
 I will lay my plan before you a little more fully. 
 First Item, 
 the course of study. 
 
 I. The English Language. — In its Orthography, its 
 (Irammar, its llhetoric, its Logic. 
 
 II. The Earth. — Its Geography, Mineralogy, Geology and 
 Chemistry. 
 
 III. Number and Quantity. — Embracing Arithmetic, Al- 
 gebra, Geometry, Trigonometry, Surveying, Civil Engineer- 
 ing. 
 
 IV. Natural and Moral Science. — Embracing Natural 
 Philosophy, Meteorology, Botany, Chemistry, Agricultural 
 Chemistry, Ethics. 
 
 V. Intellectual Philosophy, Political Economy. 
 
 VI. Ancient and Modern Languages, when desired. 
 
 Second Item. — In connection with the College, I pro- 
 pose to have a Farm, say of two hundred acres of land, to 
 be cultivated in the most careful and scientific manner, and 
 every operation of the farm to be made the subject of daibj 
 observation and note by the students of the College. A regu- 
 lar NOTE BOOK is to be used by each student, for the daily 
 record of every operation on the farm, and an hour each 
 day is to be appropriated i'orfarm inspection, as much as for 
 recitation in the school room. Observations will also be 
 made and notes taken concerning the weather, the amount 
 of rain, and other phenomena in Meteorology. 
 
 I do not deem it necessary to enter into a minute expla- 
 nation of the application or the carrying out of this plan in 
 detail to you, for you will at once perceive that it embraces 
 an observation o^ the character of the soil, the lind ofmamvrcs 
 used, and the manner ofjrreparing them, and also the mode and 
 time of applying them, the manner of plowing, the kind of 
 plow, the time of plowing, the time and manner of plant- 
 ing, the culture, the result. 
 
 The carrying out of the plan just sketched will be a 
 Scientific School, for all the knowledge acquired would be 
 classified, science being classified knowledge; it would also 
 be a practical school, for all the knowdedge acquired would 
 be at once applied. Agricultural Chemistry, in sonie form 
 
lo2 
 
 or other, would be a subject of daily study. With the 
 younger students, such a text-book as Johnston's "Agricul- 
 tural Catechism" would be used, and with the larger or 
 more advanced scholars, Gray's "Agricultural Chemistry," 
 or some other of equal value, as Johnston's, Liebig's, War- 
 ing' s, &c. 
 
 I do }\0T 2^n)posc to male It a Manial Labor School ; the 
 labor on the farm is to be performed by farm hands, as on 
 any other plantation. The farm and all operations thereon 
 are, so far as the school is concerned, merely for ohsermfion, 
 Uluslnulon, and experiment. It is to be the great laljonifori/ 
 of the school — it is to be its cabinet and Jurharium. This 
 being the case, you at once perceive that Botany, Mineral- 
 ogy, Geology and Agricultural Chemistry will be taught 
 praclicalbj. 
 
 I do not propose in this communication, any argument to 
 show the advantages, distinctive and characteristic, which 
 ]nust result from an education conducted on this plan. 
 They lie so apparent, it seems to me, upon the very surface 
 of the syiitem, that I only wonder that all the schools in the 
 land have not been modeled upon this I'UACTtcAL idea. I 
 will, however, simply add the remark, that the distinctive 
 ciiakacteristics of the plan of education I propose, are ob- 
 servation, EXPERIMENT, and practical application. For 
 this purpose, in addition to the facilities offered the stu- 
 dents in the Lecture Room and on the Farm Grounds, I 
 would have them make annual excursions for ]>otanic and 
 Geological study. 1 wish to see a system of education es- 
 tablished which shall develop more fully the pau-em of obser- 
 vation, of correct reasoning, of junt analysis, and of drawing 
 correct conclusiojis from the facts observed and the analyses 
 made. And would not the system I am laying before you 
 accomplish these ends V Is it not based upon the true Ba- 
 conian Philosophy, of induction of principles and practice 
 from observed facts ? Who can estimate the amount of 
 useful knowledge a youth would acquire in three or four 
 years, say from fourteen to eighteen years of age, und(,'r 
 such a system of observation and experiment as I have men- 
 tioned? Would he not know Arithmetic/ Could ho not survey 
 a field / Would he not be flmiiliar with Botany, Mineralogy, 
 Geology, Chemistry ? Would he not be familiar with the 
 composition of soils and manures? — of j)lants and grains ? 
 
 We hav<; had exhibited in Georgia within the past year, 
 a noble illustration of the high estimation in which agri- 
 cultural knowledge is held by one of our most distinguished 
 citizens. I allude, of course, to the liberal endowment of 
 the Terrell Professorship in the State University, for Agri- 
 cultural Chemistry, by Dr. Terrell, of Sparta. I can speak 
 of this donation, so far as the animus of the endowment is 
 concerned, in none other than in terms of the liiLdiest com- 
 
153 
 
 mendation, but I cannot think, however, that the mode of 
 applying it is altogether the most effective and best calcu- 
 lated to accomplish the end desired. Had the same amount 
 of money been expended in founding an institution such as 
 I have sketched, it does strike me that it w^ould have ac- 
 complished a vast deal more good. It is true that a learned 
 and competent Professor has been found in Dr. Lee, to fill 
 the Chair, yet we know that what we learn in-acticaUy in 
 all the sciences — Botany, Mineralogy, Geology, Chemistry 
 — which sciences are the frame-work and soul of agricul- 
 ture, is of infinitely more value to ns than the demonstra- 
 tions of the lecture room, however learned and beautiful. 
 
 These, we know, are soon forgotten. What we most 
 want to advance the noble science of agriculture, is the 
 blending together of the demonstrations of the lecture 
 room and the demonstrations of practice. Let the student 
 we tltc operatftm as well as learn the fact. 
 
 Much good sense is found in a short article in the Janu- 
 ary number of The Soil, taken from the WorJiing Farmer^ 
 called "Agricultural Education." Its recommendations 
 tally with my plan. Please let me hear from you at your 
 earliest convenience. If I have failed to make myself fully 
 understood, I shall be happy to write you again. I am 
 just out of bed from an attack of Neuralgia, and am scarce- 
 ly able to write at all. 
 
 Very truly, your obedient servant, 
 
 CARLISLE P. B. MARTIN. 
 
 Synodical College, Griffin, Ga., March, 1855. 
 
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 Comjianson of the Census Rryorls for the year ISoO and 1859 
 
 No. 1. White population for 1850 was 542,567 
 
 White population for 1859 is 5(11,534 
 
 Increase of 28,9^ 
 
 2. Slave population for 1S50 was 389,237 
 
 Slave population for 1859 is 439,592 
 
 Increase of 50,355 
 
 3. White males bet. 6 and 16 in 1850 78,140 
 
 White males bet. 6 and 16 in 1859 81,719 
 
 Increase of 3,579 
 
 4. White population bet. 6 and 15 years 
 
 of age, in 1850, was 70,100 
 
 5. Free persons of color in 1850 3,286 
 
 Free persons of color in 1859 3,292 
 
 Increase of 6 
 
 6. The deaf and dumb in 1850 432 
 
 The deaf and dumb in 1859 299 
 
 Decrease of 133 
 
 7. The number of lunatics in 1850 617 
 
 The number of lunatics in 1859 400 
 
 Decrease of 217 
 
 8. The total population in 1850 was. . . . 935,090 
 The total population in 1859 is 1,014,418 
 
 Increase of 79,328 
 
 9. The rep'tative population in 1850 was 778,054 
 
 10. The number of flimilies in 1850 was. . 99,695 
 
 11. The number of males under 6 years of 
 
 age, in 1859, is 62,108 
 
 12. The number of males over 16 years of 
 
 age, in 1859, is 131,592 
 
 13. The number of females between the 
 
 ages of 6 and 15, in 1859, is. . 73,480 
 
 14. The number of females under 6 years 
 
 of age, in 1859, is 59,895 
 
 15. The number of females over 15 years 
 
 of age, in 1859, is 138,323 
 
 16. The number of idiots in 1859 is 442 
 
167 
 
 TABLE Showing the Amount of School Fund distributed in 
 years 1854 S^ 1859, and the JSJumher of Children returned in 
 those years. 
 
 COUNTIES. 
 
 1854. 1 
 
 1859. 
 
 V No. 
 
 Children. 
 
 Amoiiut 
 
 No. 
 
 Amount 
 
 » 
 
 Diutiibuted 
 
 Children. 
 
 Distrihuted. 
 
 Appling. 
 
 405 
 
 S209 
 
 757 
 
 $877 
 
 Baker, 
 
 215 
 
 112 
 
 404 
 
 468 
 
 Baldwin, 
 
 3-^ 
 
 174 
 
 747 
 
 865 
 
 Banks, 
 
 
 
 663 
 
 768 
 
 Berrien, 
 
 
 
 667 
 
 772 
 
 Bibb, 
 
 774 
 
 398 
 
 2165 
 
 2507 
 
 Brooks, 
 
 
 
 755 
 
 874 
 
 Bryan, 
 
 104 
 
 55 
 
 343 
 
 397 
 
 Bulloch, 
 
 187 
 
 97 
 
 864 
 
 1001 
 
 Burke, 
 
 338 
 
 175 
 
 965 
 
 1117 
 
 Butts, 
 
 243 
 
 125 
 
 754 
 
 873 
 
 Calhoun, 
 
 140 
 
 74 
 
 353 
 
 409 
 
 Camden, 
 
 38 
 
 22 
 
 155 
 
 185 
 
 Campbell, 
 
 469 
 
 244 
 
 1619 
 
 1875 
 
 Carroll, 
 
 737 
 
 379 
 
 2417 
 
 2799 
 
 Cass, 
 
 678 
 
 349 
 
 3124 
 
 3618 
 
 Catoosa, 
 
 345 
 
 178 
 
 889 
 
 1029 
 
 Chatham, 
 
 567 
 
 294 
 
 1487 
 
 1722 
 
 Chattahoochee, 
 
 268 
 
 138 
 
 776 
 
 899 
 
 Chattooga, 
 
 481 
 
 248 
 
 1262 
 
 1461 
 
 Charlton, 
 
 
 
 207 
 
 250 
 
 Cherokee, 
 
 669 
 
 344 
 
 2287 
 
 2648 
 
 Clarke, 
 
 499 
 
 258 
 
 1260 
 
 1439 
 
 Clay, 
 
 136 
 
 75 
 
 502 
 
 581 
 
 Clayton, 
 
 
 
 785 
 
 909 
 
 Clinch, flt- 
 
 19 
 
 165 
 
 644 
 
 746 
 
 Cobb, 
 
 1533 
 
 789 
 
 2676 
 
 3099 
 
 Coffee, 
 
 
 
 477 
 
 552 
 
 Columbia, 
 
 418 
 
 215 
 
 714 
 
 827 
 
 Colquitt, 
 
 
 
 264 
 
 310 
 
 Coweta, 
 
 372 
 
 192 
 
 1605 
 
 1859 
 
 Crawford, 
 
 130 
 
 68 
 
 667 
 
 772 
 
 Dade, 
 
 251 
 
 129 
 
 761 
 
 881 
 
 Dawson, 
 
 
 
 892 
 
 1033 
 
 Decatur, 
 
 217 
 
 112 
 
 1218 
 
 1410 
 
 DeKalb, 
 
 337 
 
 174 
 
 1273 
 
 1476 
 
 Dooly, 
 
 339 
 
 174 
 
 1078 
 
 1248 
 
 Dougherty, 
 
 97 
 
 50 
 
 341 
 
 400 
 
 Early, 
 
 215 
 
 112 
 
 519 
 
 600 
 
 Echols, 
 
 
 
 257 
 
 300 
 
 Effinghaiu, 
 
 336 
 
 173 
 
 616 
 
 713 
 
 Elbert, 
 
 339 
 
 174 
 
 1128 
 
 1306 
 
 Emanuel, 
 
 434 
 
 223 
 
 78f 
 
 909 
 
 Fannin, 
 
 919 
 
 473! 
 
 1392 
 
 1612 
 
168 
 
 Table showing the amH School i\nd distributed, ^'c, — continued. 
 
 
 18S4. 1 
 
 1850. 
 
 COUNTIES. 
 
 N... 
 
 Ammiut 
 
 No. 
 
 Au:oiiiit 
 
 
 CliililrfMi, 
 
 DiKtribiiUd 
 
 nul(lr.>ii. 
 
 l)iNlril)iiti-<l. 
 
 Fayette, 
 
 425 
 
 $219 
 
 796 
 
 S922 
 
 Floyd, 
 
 662 
 
 340 
 
 1957 
 
 22'66 
 
 Forsyth, 
 
 542 
 
 279 
 
 1773 
 
 2053 
 
 Franklin, 
 
 550 
 
 283 
 
 1419 
 
 1643 
 
 Fulton, 
 
 668 
 
 344 
 
 1362 
 
 1577 
 
 Gilmer, 
 
 656 
 
 338 
 
 1531 
 
 1773 
 
 Glasscock, 
 
 
 
 320 
 
 371 
 
 Glynn, 
 
 91 
 
 48 
 
 237 
 
 280 
 
 Greene, 
 
 428 
 
 220 
 
 1012 
 
 1172 
 
 Gordon, 
 
 646 
 
 332 
 
 2021 
 
 2340 
 
 Gwinnett, 
 
 783 
 
 403 
 
 2453 
 
 2841 
 
 Habersham, 
 
 808 
 
 416 
 
 120S 
 
 1399 
 
 Hall, 
 
 575 
 
 296 
 
 2000 
 
 2316 
 
 Hancock, 
 
 291 
 
 150 
 
 631 
 
 731 
 
 Haralson, 
 
 
 
 621 
 
 719 
 
 Harris, 
 
 510 
 
 263 
 
 150S 
 
 1746 
 
 Hart, 
 
 192 
 
 99 
 
 1128 
 
 1307 
 
 Heard, 
 
 297 
 
 153 
 
 1083 
 
 1254 
 
 Henry, 
 
 347 
 
 179 
 
 1625 
 
 1882 
 
 Houston, 
 
 370 
 
 190 
 
 1151 
 
 1333 
 
 Irwin, 
 
 103 
 
 5^ 
 
 286 
 
 331 
 
 Jackson, 
 
 458 
 
 236 
 
 1775 
 
 2055 
 
 Jasper, 
 
 208 
 
 107 
 
 798 
 
 924 
 
 Jefferson, 
 
 
 
 918 
 
 1063 
 
 Johnson, 
 
 
 
 429 
 
 497 
 
 Jones, 
 
 224 
 
 115 
 
 828 
 
 959 
 
 Laurens, 
 
 380 
 
 195 
 
 846 
 
 980 
 
 Lee, 
 
 356 
 
 1^ 
 
 458 
 
 530 
 
 Liberty, 
 
 122 
 
 65 
 
 486 
 
 563 
 
 Lincohi, 
 
 112 
 
 58 
 
 414 
 
 479 
 
 Lowndes, 
 
 477 
 
 245 
 
 394 
 
 456 
 
 Lumpkin, 
 
 977 
 
 503 
 
 922 
 
 1068 
 
 Macon, 
 
 132 
 
 68 
 
 792 
 
 917 
 
 Madison, 
 
 241 
 
 124 
 
 804 
 
 931 
 
 Marion, 
 
 635 
 
 327 
 
 886 
 
 1026 
 
 Mcintosh, 
 
 111 
 
 57 
 
 357 
 
 413 
 
 Merriwether, 
 
 428 
 
 220 
 
 1430 
 
 1656 
 
 Miller, 
 
 
 
 373 
 
 432 
 
 Milton, 
 
 
 
 874 
 
 1012 
 
 Mitchell, 
 
 
 
 479 
 
 655 
 
 Monroe, 
 
 305 
 
 157 
 
 1158 
 
 1341 
 
 Montgomery, 
 
 235 
 
 121 
 
 456 
 
 528 
 
 Morgan, 
 
 266 
 
 137 
 
 656 
 
 760 
 
 Murray, 
 
 604 
 
 311 
 
 1282 
 
 1485 
 
 Mus ogee, 
 
 676 
 
 348 
 
 1964 
 
 2274 
 
 Newton, | 
 
 574 
 
 296 
 
 15881 
 
 1839 
 
169 
 
 Table showing the aniH School Fund distributed, ^'c, — contmued. 
 
 
 1854. 
 
 185». 
 
 COUNTIES. 
 
 
 
 
 
 
 No. 
 
 Aiiouat 
 
 No. 
 
 Amount 
 
 
 ChiUriu 
 
 Distributed. 
 
 Cbildreu. 
 
 Distributed. 
 
 Oglethorpe, 
 
 251 
 
 $129 
 
 863 
 
 999 
 
 Paulding, 
 
 340 
 
 175 
 
 165C 
 
 1911 
 
 Pickens, ' 
 
 C12 
 
 315 
 
 1166 
 
 1350 
 
 Pierce, 
 
 
 
 267 
 
 314 
 
 Pike, 
 
 445 
 
 229 
 
 1020 
 
 1181 
 
 Polk, 
 
 297 
 
 144 
 
 813 
 
 941 
 
 Pulaski, 
 
 178 
 
 92 
 
 786 
 
 910 
 
 Putnam, 
 
 193 
 
 100 
 
 561 
 
 650 
 
 Quitman, 
 
 
 
 289 
 
 340 
 
 Rabun, 
 
 391 
 
 201 
 
 709 
 
 821 
 
 Randolph, 
 
 103 
 
 53 
 
 1023 
 
 1185 
 
 Richmond, 
 
 1032 
 
 530 
 
 2326 
 
 2690 
 
 Schley, 
 
 
 
 476 
 
 551 
 
 Screven, 
 
 176 
 
 91 
 
 900 
 
 1042 
 
 Spalding, 
 
 257 
 
 132 
 
 941 
 
 1090 
 
 Stewart, 
 
 348 
 
 179 
 
 1212 
 
 1403 
 
 Sumter, 
 
 336 
 
 173 
 
 1595 
 
 1847 
 
 Talbot, 
 
 333 
 
 171 
 
 1252 
 
 1450 
 
 Taliaferro, 
 
 115 
 
 59 
 
 306 
 
 354 
 
 Tattnall, 
 
 214 
 
 110 
 
 636 
 
 736 
 
 Taylor, 
 
 253 
 
 i3o; 
 
 787 
 
 911 
 
 Terrell, 
 
 
 
 572 
 
 662 
 
 Telfair, 
 
 145 
 
 75 
 
 505 
 
 585 
 
 Thomas, 
 
 351 
 
 181 
 
 1035 
 
 1199 
 
 Towns, 
 
 
 
 588 
 
 681 
 
 Troup, 
 
 373 
 
 192 
 
 1272 
 
 1473 
 
 Twiggs, 
 
 249 
 
 128 
 
 578 
 
 669 
 
 Union, 
 
 929 
 
 478 
 
 1147 
 
 1328 
 
 Upson, 
 
 403 
 
 207 
 
 1210 
 
 1401 
 
 Walker, 
 
 651 
 
 335 
 
 2072 
 
 2399 
 
 AValton, 
 
 528 
 
 272 
 
 1434 
 
 1661 
 
 Ware, 
 
 425 
 
 219 
 
 308 
 
 357 
 
 Warren, 
 
 315 
 
 162 
 
 788 
 
 913 
 
 Washington, 
 
 409 
 
 210 
 
 1337 
 
 1548 
 
 Wayne, 
 
 156 
 
 80 
 
 388 
 
 499 
 
 Webster, 
 
 
 
 591 
 
 684 
 
 White, 
 
 
 
 741 
 
 858 
 
 Wilcox, 
 
 
 
 375 
 
 434 
 
 Wilkes, 
 
 284 
 
 146 
 
 657 
 
 761 
 
 Wilkinson, 
 
 379 
 
 195 
 
 840 
 
 973 
 
 AVhitfield, 
 
 605 
 
 312 
 
 2067 
 
 2394 
 
 Worth, 
 
 
 
 411 
 
 476 
 
 
 82,4671 
 
 $21,891 
 
 129,5361 
 
 $150,000 
 
 Note.— The distribution in 1854 was under the Poor School Law; that of 1859 under the Act of 1853. 
 
170 
 
 RECAPITULATION. 
 
 No. 1. No. of children entitled to participate in 
 
 the school fund, in 1854 82,407 
 
 No. of children entitled to participate in 
 
 the school fund, in 1859 129,536 
 
 Increase of 47,060 
 
 No. 2. The whole amount distributed, in 1854, $21,891 
 
 The whole aAiount distributed, in 1859, 150,000 
 
 Increase of $128,209 
 
 The difference in the amount distributed, and the num- 
 ber of children, results from the addition to the School 
 Fund by the Act of 1858, and by adding to the number 
 entitled to participate in the fund all the children, rich 
 and poor, between the ages of eight and eighteen years. 
 
 Note.— Prefixed to tlie Tables showing the School Returns of 1859, is a Table 
 fihowinj,' the Distribution of the Poor School Fund, under the law jircvious to the 
 passage of the Act of 1858. The year 1854 is selected because the Tables for that 
 year were at hand. 
 
171 
 
 NUMBER OF FREE WHITE CHILDREN BETWEEN 8 AND 18. 
 
 Counties, 
 
 Appling, 
 
 Baker, 
 
 Baldwin, 
 
 Banks, 
 
 Berrien, 
 
 Bibb. 
 
 Brooks, 
 
 Bryan, 
 
 Bulloch, 
 
 Burke, 
 
 Butts, 
 
 Camden, 
 
 Campbell, 
 
 Calhoun, 
 
 Carrol], 
 
 Cass, 
 
 Catonsa, 
 
 Charlton, 
 
 Chatham, 
 
 Chattahoochee, 
 
 Chattooga, 
 
 Cherokee, 
 
 Clarke, 
 
 Clayton, 
 
 Clay, 
 
 Clinch, 
 
 Cobb, 
 
 Coffee, 
 
 Colquitt, 
 
 Columbia, 
 
 Coweta, 
 
 Crawford, 
 
 Dade, 
 
 Dawson, 
 
 Decatur, 
 
 DeKalb, 
 
 Dooly, 
 
 Dougherty, 
 
 Early, 
 
 Echols, 
 
 Effingham, 
 
 Elbert, 
 
 Emanuel, 
 
 Fannin, 
 
 Fayette, 
 
 Floyd, 
 
 Forsyth, 
 
 Franklin, 
 
 Fulton, 
 
 Gilmer, 
 
 Glasscock, 
 
 Glynn, 
 
 Gordon, 
 
 Greene, 
 
 Gwinnett, 
 
 Habersham, 
 
 Hall. 
 
 Hancock, 
 
 Haraison, 
 
 Harris, 
 
 Hart, 
 
 Heard. 
 
 No. enti- 
 tled to 
 Fund. 
 
 7-S7 
 
 404 
 
 747 
 
 6(13 
 
 6fi7 
 
 2165 
 
 755 
 
 343 
 
 864 
 
 965 
 
 754 
 
 J 55 
 
 161!) 
 
 353 
 
 2417 
 
 3124 
 
 889 
 
 207 
 
 1487 
 
 776 
 
 1262 
 
 2287 
 
 1260 
 
 7' 
 
 502 
 
 644 
 
 2676 
 
 477 
 
 264 
 
 714 
 
 1605 
 
 667 
 
 76 
 
 892 
 
 1218 
 
 12 
 
 1078 
 
 341 
 
 519 
 
 257 
 
 616 
 
 1128 
 
 785 
 
 1392 
 
 796 
 
 195 
 
 1773 
 
 1419 
 
 1362 
 
 1.531 
 
 320 
 
 237 
 
 2021 
 
 1012 
 
 2453 
 
 1208 
 
 2000 
 
 631 
 
 621 
 
 15()H 
 
 1128 
 
 1083 
 
 Number Taught within the Year 1859. 
 
 
 Klemt'iitary 
 
 Hig 
 
 her 
 
 
 Braut:lifs. 
 
 Biauches. 
 
 No. 
 
 
 
 
 Fe- 
 
 
 Males. 
 
 Females 
 
 Males. 
 
 males. 
 
 228 
 
 135 
 
 9:i 
 
 
 168 
 
 85 
 
 75 
 
 8 
 
 
 466 
 
 192 
 
 143 
 
 76 
 
 55 
 
 377 
 
 206 
 
 1.52 
 
 11 
 
 8 
 
 318 
 
 125 
 
 75 
 
 74 
 
 44 
 
 1128 
 
 319 
 
 210 
 
 235 
 
 364 
 
 709 
 
 314 
 
 251 
 
 96 
 
 48 
 
 158 
 
 93 
 
 43 
 
 13 
 
 9 
 
 424 
 
 127 
 
 89 
 
 104 
 
 104 
 
 464 
 
 230 
 
 147 
 
 53 
 
 34 
 
 1044 
 
 489 
 
 372 
 
 86 
 
 97 
 
 262 
 
 115 
 
 77 
 
 45 
 
 25 
 
 1665 
 
 78W 
 
 602 
 
 175 
 
 85 
 
 9^9 
 
 480 
 
 330 
 
 47 
 
 22 
 
 4(» 
 
 17 
 
 20 
 
 2 
 
 1 
 
 1340 
 
 580 
 
 580 
 
 90 
 
 90 
 
 546 
 
 19:. 
 
 18i. 
 
 84 
 
 87 
 
 891 
 
 443 
 
 331 
 
 77 
 
 4r 
 
 1277 
 
 630 
 
 497 
 
 88 
 
 62 
 
 1021 
 
 408 
 
 339 
 
 134 
 
 140 
 
 579 
 
 252 
 
 22;^ 
 
 67 
 
 37 
 
 250 
 
 134 
 
 69 
 
 28 
 
 19 
 
 149 
 
 71 
 
 78 
 
 
 
 1823 
 
 917 
 
 573 
 
 98 
 
 235 
 
 25 
 
 21 
 
 4 
 
 
 
 63 
 
 35 
 
 28 
 
 
 
 1174 
 
 420 
 
 320 
 
 235 
 
 199 
 
 4T8 
 
 194 
 
 114 
 
 80 
 
 90 
 
 543 
 
 302 
 
 206 
 
 18 
 
 17 
 
 489 
 
 242 
 
 161 
 
 46 
 
 40 
 
 243 
 
 106 
 
 7.5 
 
 37 
 
 25 
 
 241 
 
 118 
 
 103 
 
 10 
 
 10 
 
 82 
 
 38 
 
 32 
 
 6 
 
 6 
 
 328 
 
 76 
 
 71 
 
 124 
 
 57 
 
 546 
 
 266 
 
 208 
 
 44 
 
 28 
 
 277 
 
 147 
 
 101 
 
 22 
 
 7 
 
 640 
 
 295 
 
 295 
 
 25 
 
 25 
 
 492 
 
 203 
 
 136 
 
 96 
 
 57 
 
 1614 
 
 654 
 
 524 
 
 195 
 
 241 
 
 1138 
 
 700 
 
 438 
 
 
 
 1186 
 
 624 
 
 455 
 
 59 
 
 48 
 
 1474 
 
 580 
 
 738 
 
 94 
 
 62 
 
 609 
 
 355 
 
 254 
 
 
 
 204 
 
 63 
 
 68 
 
 22 
 
 50 
 
 1296 
 
 55b 
 
 443 
 
 144 
 
 151 
 
 846 
 
 205 
 
 205 
 
 260 
 
 176 
 
 602 
 
 461 
 
 372 
 
 196 
 
 160 
 
 987 
 
 532 
 
 373 
 
 56 
 
 26 
 
 499 
 
 85 
 
 103 
 
 184 
 
 127 
 
 300 
 
 167 
 
 123 
 
 10 
 
 8 
 
 1081 
 
 425 
 
 322 
 
 137 
 
 197 
 
 875 
 
 423 
 
 370 
 
 55 
 
 27 
 
 774 
 
 364 
 
 265 
 
 60 
 
 85 
 
 Rates of Tuition. 
 For session 20 weeks. 
 
 Elemen- 
 tary. 
 
 Higher. 
 
 $5 00 
 
 
 7 00 
 
 $13 00 
 
 10 00 
 
 14 00 
 
 5 00 
 
 9 00 
 
 11 00 
 
 13 00 
 
 12 00 
 
 26 00 
 
 10 00 
 
 12 00 
 
 6 00 
 
 9 00 
 
 6 00 
 
 9 00 
 
 7 00 
 
 9 00 
 
 6 00 
 
 12 00 
 
 6 00 
 
 12 00 
 
 6 00 
 
 13 00 
 
 7 00 
 
 12 00 
 
 5 00 
 
 7 00 
 
 5 00 
 
 6 00 
 
 11 00 
 
 20 00 
 
 9 00 
 
 14 00 
 
 6 00 
 
 14 00 
 
 5 00 
 
 10 00 
 
 9 00 
 
 20 00 
 
 10 00 
 
 16 00 
 
 10 00 
 
 16 00 
 
 9 00 
 
 
 () 00 
 
 15 00 
 
 6 00 
 
 8 00 
 
 7 00 
 
 
 8 00 
 
 16 00 
 
 7 00 
 
 13 00 
 
 7 00 
 
 
 5 00 
 
 5 00 
 
 8 00 
 
 12 00 
 
 11 00 
 
 25 00 
 
 15 00 
 
 
 7 00 
 
 10 00 
 
 7 00 
 
 11 00 
 
 7 00 
 
 14 00 
 
 8 00 
 
 12 CO 
 
 5 00 
 
 5 00 
 
 7 00 
 
 16 00 
 
 6 00 
 
 13 00 
 
 5 00 
 
 12 00 
 
 5 00 
 
 9 00 
 
 9 00 
 
 15 00 
 
 5 00 
 
 6 00 
 
 6 00 
 
 
 12 00 
 
 
 6 00 
 
 12 00 
 
 8 00 
 
 17 00 
 
 12 00 
 
 12 00 
 
 5 00 
 
 6 00 
 
 15 00 
 
 20 00 
 
 8 00 
 
 20 00 
 
 10 00 
 
 30 00 
 
 6 00 
 
 12 00 
 
 10 00 
 
 15 00 
 
172 
 
 Number of Free White Children between 8 and 18 — Continued. 
 
 
 
 Number 
 
 Taught 
 
 within the Year 1859. 
 
 
 
 Kltmentary 
 
 Hia 
 
 icr 1 
 
 Rate of Tuition 
 
 Counties. 
 
 Ni). cuH- 
 tlod to 
 
 
 Brancheii." 
 
 Brauf 
 
 hes. 1 
 
 For eeBBion 
 
 20 week«. 
 
 
 
 
 
 i 
 
 
 
 
 Fuud. 
 
 No. 
 
 
 
 
 Ff. 
 
 Elemen- 
 
 
 
 
 
 Mali-s. 
 
 ""cmales 
 
 Mttl.'s. 
 
 i.'ialfs. 
 
 tary. 
 
 Higher. 
 
 Henry, 
 
 16-25 
 
 909 
 
 454 
 
 352 
 
 46 
 
 57 
 
 $7 00 
 
 $14 00 
 
 Houston, 
 
 1151 
 
 770 
 
 197 
 
 213 
 
 193 
 
 167 
 
 9 00 
 
 12 00 
 
 Irwin, 
 
 '4^6 
 
 122 
 
 m 
 
 36 
 
 
 
 5 00 
 
 
 Jackson, 
 
 1785 
 
 1440 
 
 699 
 
 414 
 
 71 
 
 76 
 
 6 00 
 
 11 00 
 
 Jasper, 
 
 798 
 
 657 
 
 259 
 
 169 
 
 118 
 
 ml 
 
 7 00 
 
 12 00 
 
 Jefferson, 
 
 918 
 
 
 54 
 
 30 
 
 45 
 
 351 
 
 10 00 
 
 14 00 
 
 Johnson, 
 
 429 
 
 133 
 
 76 
 
 46 
 
 9 
 
 2| 
 
 8 00 
 
 10 00 
 
 Jones, 
 
 828 
 
 
 196 
 
 156 
 
 60 
 
 57 
 
 6 00 
 
 13 00 
 
 Laurens. 
 
 84(5 
 
 752 
 
 205 
 
 251 
 
 155 
 
 141 
 
 7 00 
 
 14 00 
 
 Lee, 
 
 458 
 
 229 
 
 90 
 
 100 
 
 28 
 
 11 
 
 10 00 
 
 20 00 
 
 Liberty, 
 
 486 
 
 486 
 
 150 
 
 125 
 
 115 
 
 96 
 
 9 00 
 
 15 00 
 
 Lincoln, 
 
 414 
 
 198 
 
 84 
 
 64 
 
 26 
 
 24 
 
 6 00 
 
 10 00 
 
 Lowndes, 
 
 394 
 
 240 
 
 110 
 
 130 
 
 
 
 6 0(1 
 
 10 00 
 
 Lumpkin, 
 
 922 
 
 567 
 
 289 
 
 278 
 
 
 
 5 00 
 
 7 00 
 
 Macon, 
 
 792 
 
 506 
 
 164 
 
 154 
 
 112 
 
 76 
 
 8 00 
 
 14 00 
 
 Madison, 
 
 804 
 
 549 
 
 266 
 
 204 
 
 49 
 
 30 
 
 6 00 
 
 9 00 
 
 Marion, 
 
 886 
 
 585 
 
 338 
 
 203 
 
 36 
 
 58 
 
 10 00 
 
 14 00 
 
 Mcintosh, 
 
 3.57 
 
 66 
 
 35 
 
 21 
 
 8 
 
 2 
 
 6 00 
 
 6 00 
 
 Meriwether, 
 
 1430 
 
 1094 
 
 353 
 
 332 
 
 155 
 
 209 
 
 8 CO 
 
 18 00 
 
 Miller, 
 
 373 
 
 128 
 
 73 
 
 42 
 
 9 
 
 4 
 
 13 00 
 
 24 00 
 
 Milton, 
 
 874 
 
 449 
 
 264 
 
 181 
 
 4 
 
 
 6 00 
 
 8 00 
 
 Mitchell, 
 
 479 
 
 116 
 
 57 
 
 47 
 
 6 
 
 6 
 
 8 00 
 
 10 00 
 
 Monroe, 
 
 1158 
 
 854 
 
 356 
 
 27() 
 
 180 
 
 42 
 
 8 00 
 
 14 00 
 
 Montgomery, 
 
 456 
 
 295 
 
 162 
 
 113 
 
 15 
 
 15 
 
 7 00 
 
 10 00 
 
 Morgan, 
 
 656 
 
 476 
 
 121 
 
 133 
 
 48 
 
 174 
 
 8 00 
 
 20 00 
 
 Murray, 
 
 1282 
 
 567 
 
 271 
 
 197 
 
 52 
 
 65 
 
 6 00 
 
 8 00 
 
 Muscogee, 
 
 1964 
 
 1443 
 
 572 
 
 523 
 
 115 
 
 233 
 
 11 00 
 
 22 00 
 
 Newton, 
 
 1588 
 
 957 
 
 443 
 
 228 
 
 150 
 
 127 
 
 6 00 
 
 11 00 
 
 Oglethorpe, 
 
 863 
 
 619 
 
 249 
 
 109 
 
 194 
 
 67 
 
 7 00 
 
 10 00 
 
 Paulding, 
 
 1650 
 
 741 
 
 395 
 
 296 
 
 30 
 
 20 
 
 6 00 
 
 8 00 
 
 Pickens, 
 
 1166 
 
 801 
 
 448 
 
 310 
 
 21 
 
 22 
 
 5 00 
 
 13 00 
 
 Pierce, 
 
 267 
 
 
 
 • 
 
 
 
 
 
 Pike, 
 
 1020 
 
 862 
 
 389 
 
 300 
 
 85 
 
 88 
 
 7 00 
 
 10 00 
 
 Polk, 
 
 813 
 
 813 
 
 233 
 
 231 
 
 177 
 
 1.52 
 
 5 00 
 
 9 00 
 
 Pulaski, 
 
 786 
 
 
 
 
 
 
 
 
 Putnam, 
 
 561 
 
 461 
 
 200 
 
 160 
 
 61 
 
 40 
 
 9 00 
 
 11 00 
 
 Quitman, 
 
 289 
 
 22ti 
 
 100 
 
 73 
 
 27 
 
 20 
 
 9 00 
 
 
 Rabun, 
 
 709 
 
 
 
 
 
 
 
 
 Randolph, 
 
 1023 
 
 700 
 
 192 
 
 95 
 
 211 
 
 202 
 
 9 00 
 
 18 OC 
 
 Richmond, 
 
 2326 
 
 1742 
 
 834 
 
 567 
 
 124 
 
 217 
 
 14 00 
 
 25 00 
 
 Schley, 
 
 476 
 
 
 
 
 
 
 
 
 Screven, 
 
 900 
 
 
 
 
 
 
 
 
 Spalding, 
 
 941 
 
 875 
 
 266 
 
 208 
 
 167 
 
 234 
 
 10 00 
 
 15 0( 
 
 Stewart, 
 
 1212 
 
 1038 
 
 366 
 
 34 J 
 
 163 
 
 168 
 
 8 00 
 
 14 00 
 
 Sumter, 
 
 1595 
 
 1046 
 
 37(> 
 
 322 
 
 181 
 
 167 
 
 8 00 
 
 13 OC 
 
 Talbot, 
 
 1252 
 
 828 
 
 342 
 
 231 
 
 131 
 
 124 
 
 8 00 
 
 15 00 
 
 Taliaferro, 
 
 306 
 
 251 
 
 124 
 
 105 
 
 11 
 
 11 
 
 9 00 
 
 16 00 
 
 Tattnall, 
 
 636 
 
 337 
 
 170 
 
 118 
 
 28 
 
 21 
 
 6 00 
 
 9 0( 
 
 Taylor, 
 
 787 
 
 207 
 
 109 
 
 89 
 
 9 
 
 
 7 00 
 
 10 OC 
 
 Telfair. 
 
 505 
 
 
 
 
 
 
 
 
 Terrell, 
 
 572 
 
 
 
 
 
 
 
 
 Thomas, 
 
 1035 
 
 
 
 
 
 
 10 00 
 
 20 OC 
 
 Towns, 
 
 5^'8 
 
 59) 
 
 314 
 
 226 
 
 35 
 
 16 
 
 5 0( 
 
 7 0( 
 
 Troup, 
 
 1272 
 
 1241 
 
 235 
 
 219 
 
 358 
 
 429 
 
 10 00 
 
 18 0( 
 
 Twiggs, 
 
 578 
 
 535 
 
 178 
 
 135 
 
 143 
 
 79 
 
 9 00 
 
 14 Of 
 
 Union, 
 
 1147 
 
 
 
 
 
 
 6 00 
 
 
 Upson, 
 
 12K 
 
 533 
 
 256 
 
 277 
 
 
 
 6 00 
 
 10 OC 
 
 Walker, 
 
 2072 
 
 1362 
 
 674 
 
 475 
 
 106 
 
 107 
 
 5 00 
 
 8 OC 
 
 Walton, 
 
 1434 
 
 1259 
 
 634 
 
 422 
 
 104 
 
 99 
 
 6 00 
 
 8 Ot 
 
 Ware, 
 
 308 
 
 
 
 
 
 
 
 
 Warren, 
 
 788 
 
 554 
 
 216 
 
 226 
 
 58 
 
 54 
 
 7 00 
 
 14 Of 
 
 Washington. 
 
 1337 
 
 788 
 
 330 
 
 202 
 
 127 
 
 129 
 
 8 OO 
 
 14 Of 
 
173 
 
 Number o 
 
 f Free White Children between 8 and 
 
 18 — Continued. 
 
 
 
 
 Number Taught within the Year 1859. 
 
 
 
 Elementary , Higher 
 
 Rate nf Tuition 
 
 Counties. 
 
 No. enti- 
 tled to 
 Fund. 
 
 
 BrHucUes. 
 
 Branches. 
 
 For session 20 weeks. 
 
 
 No. 
 
 
 
 
 Fe- 
 
 Elemen- 1 
 
 
 
 
 Males. 
 
 Females 
 
 Males. 
 
 males. 
 
 tai-y. 
 
 Higher- 
 
 Wayne, 
 
 388 
 
 
 
 
 
 
 Webster, 
 
 5^1 
 
 449 
 
 142 
 
 138 
 
 100 
 
 74 
 
 $7 00 
 
 $14 00 
 
 White, 
 
 741 
 
 402 
 
 212 
 
 142 
 
 21 
 
 27 
 
 6 00 
 
 8 00 
 
 Whitfield, 
 
 2J67 
 
 1392 
 
 637 
 
 452 
 
 135 
 
 16^ 
 
 7 00 
 
 11 00 
 
 Wilcox, 
 
 375 
 
 22(1 
 
 115 
 
 105 
 
 9 
 
 8 
 
 7 00 
 
 12 00 
 
 Wilkes, 
 
 657 
 
 540 
 
 82 
 
 121 
 
 107 
 
 130 
 
 10 00 
 
 18 00 
 
 Wilkinson, 
 
 840 
 
 602 
 
 261 
 
 205 
 
 6(; 
 
 76 
 
 8 00 
 
 12 00 
 
 Worth, 
 
 41] 
 
 200 
 
 87 
 
 73 
 
 21 
 
 8,593 
 
 19 
 
 8,191 
 
 8 00 
 
 10 00 
 
 
 Iii9,536 
 
 72,119 
 
 31,514 
 
 24,493 
 
 890 00 
 
 1375 00 
 
 RECAPITULATION 
 
 No. 1.— The whole number of children entitled to par- 
 ticipate in the school fund in 1859 129,.536 
 
 No. 2.— The whole number of children taught within 
 
 the year 1859 72 119 
 
 No. 3.— The whole number of males taught in the ele- 
 mentary branches in 1859 31,514 
 
 No. 4.— The whole number of females taught in the 
 
 elementary branches in 1859 24,493 
 
 No. 5.— The whole number of males taught in the 
 
 higher branches in 1859 6593 
 
 No. 6.— The whole number of females taught in the 
 
 higher branches in 1859 8,191 
 
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181 
 
 R E C A P I T U L A T 1(3 N . 
 
 No. 1. — The whole number of male children mider 8 
 years of age, who attended school within 
 the present year, 1859 4,232 
 
 Xo. 2. — The whole number of female children under 
 8 years of age, who attended school within 
 the present year, 18-59 3,921 
 
 No. 3. — The whole number of both sexes under 8 
 years of age, who attended school within 
 the present year, 18-59 8,153 
 
 No. 4. — The whole number of males over 18 years 
 of age, who attended school withirf the 
 present year, ] 850 4,666 
 
 No. 5. — The whole number of females over IS years 
 of age, who attended school within the 
 present year, 1859 1,083 
 
 No. (). — The whole number of both sexes over 18 
 years of age, who attended school within 
 the present year, 1859 5,089 
 
 No. 7. — The whole number of both classes and ages, 13,309 
 
 No. 8. — Total of all persons who attended school in 
 
 1859 : 85,007 
 
 No. 9. — The whole number of school houses 2,000 
 
 No. 10. — The whole number of schools taught in 
 
 1859 1,943 
 
18L> 
 
 1 
 
 er cent on StHtf Tax 
 
 
 
 
 
 2>i 
 
 
 issesucd for School 
 
 TEACHERS. 
 
 
 
 a-n • 
 
 
 piirpowcb. 
 
 
 
 
 
 lis 
 
 COUNTIES. 
 
 Per ce't 
 
 Amount. 
 
 Mtilc. 
 
 Fi- Mar- 
 male, ried. 
 
 Sin- 1 
 
 Total. 
 
 
 Appling, 
 
 
 
 13 
 
 
 7 
 
 G 
 
 13 
 
 
 Raker, 
 
 15 
 
 $43G 00 
 
 1 
 
 
 1 
 
 
 1 
 
 
 Baldwin, 
 
 20 
 
 ISOO 00 
 
 2 
 
 4 
 
 4 
 
 2 
 
 (i 
 
 2 
 
 Banks, 
 
 10 
 
 105 00 
 
 11 
 
 
 3 
 
 G 
 
 11 
 
 
 Berrien, 
 
 20 
 
 ISO 00 
 
 9 
 
 
 4 
 
 5 
 
 9 
 
 3 
 
 Bibb, 
 
 30 
 
 2500 00 
 
 24 
 
 18 
 
 23 
 
 19 
 
 42 
 
 i 
 
 Brooks, 
 
 10 
 
 350 00 
 
 12 
 
 1 
 
 4 
 
 9 
 
 13 
 
 
 Bryan, 
 
 
 
 3 
 
 
 1 
 
 2 
 
 3 
 
 
 Bulloch, 
 
 
 
 
 
 
 
 
 
 Burke, 
 
 26 
 
 1S50 00 
 
 14 
 
 5 
 
 11 
 
 8 
 
 19 
 
 3 
 
 Butts, 
 
 
 450 00 
 
 12 
 
 2 
 
 2 
 
 12 
 
 14 
 
 
 Camden, 
 
 
 
 
 
 
 
 
 
 Campbell, 
 
 20 
 
 4S8 00 
 
 13 
 
 4 
 
 9 
 
 8 
 
 17 
 
 1 
 
 Calhoun, 
 
 20 
 
 340 00 
 
 8 
 
 
 2 
 
 6 
 
 8 
 
 
 Carroll, 
 
 
 
 23 
 
 2 
 
 14 
 
 11 
 
 25 
 
 1 
 
 Cass, 
 
 20 
 
 120 00 
 
 
 
 
 
 
 
 Catoosa, 
 
 10 
 
 200 00 
 
 
 
 
 
 
 
 Charlton,'^ 
 
 
 
 2 
 
 
 1 
 
 1 
 
 2 
 
 
 Chatham, 
 
 G 
 
 1200 00 
 
 
 
 6 
 
 20 
 
 2G 
 
 1 
 
 Chattahoochee, 
 
 25 
 
 700 00 
 
 
 
 4 
 
 
 
 
 Chattooga, 
 
 7 
 
 194 00 
 
 G 
 
 3 
 
 5 
 
 4 
 
 9 
 
 1 
 
 Cherokee, 
 
 
 
 24 
 
 2 
 
 13 
 
 10 
 
 2G 
 
 1 
 
 Clarke, 
 
 50 
 
 3024 00 
 
 10 
 
 4 
 
 5 
 
 9 
 
 14 
 
 1 
 
 Clayton, 
 
 
 
 5 
 
 4 
 
 
 9 
 
 9 
 
 
 Clay, 
 
 20 
 
 400 00 
 
 8 
 
 2 
 
 G 
 
 4 
 
 10 
 
 
 Clinch, 
 
 12^ 
 
 100 00 
 
 
 
 
 
 •7 
 
 
 Cobb, 
 
 20 
 
 1000 00 
 
 32 
 
 11 
 
 20 
 
 23 
 
 43 
 
 2 
 
 Coffee, 
 
 
 
 2 
 
 
 
 2 
 
 2 
 
 
 Colquitt, 
 
 25 
 
 120 00 
 
 4 
 
 1 
 
 3 
 
 2 
 
 5 
 
 1 
 
 Columbia, 
 
 
 
 
 
 
 
 
 
 Coweta, 
 
 25 
 
 1400 00 
 
 17 
 
 3 
 
 9 
 
 11 
 
 20 
 
 6 
 
 Crawford, 
 
 15 
 
 450 00 
 
 13 
 
 5 
 
 3 
 
 15 
 
 18 
 
 
 Dade, 
 
 20 
 
 150 00 
 
 
 
 
 
 
 
 Dawson, 
 
 15 
 
 80 00 
 
 9 
 
 1 
 
 5 
 
 5 
 
 10 
 
 
 Decatur, 
 
 
 
 
 
 
 
 
 
 DeKalb, 
 
 
 
 
 
 
 
 
 
 Dooly, 
 
 15 
 
 500 00 
 
 10 
 
 2 
 
 4 
 
 8 
 
 12 
 
 
 Dougherty, 
 
 25 
 
 1400 00 
 
 4 
 
 4 
 
 5 
 
 3 
 
 8 
 
 
 Early, 
 
 15 
 
 450 00 
 
 5 
 
 
 2 
 
 3 
 
 5 
 
 
 Echols, 
 
 12^ 
 
 40 00 
 
 3 
 
 
 
 
 3 
 
 
 Effingham, 
 
 50 
 
 700 00 
 
 
 
 
 
 14 
 
 1 
 
 Elbert, 
 
 25 
 
 1300 00 
 
 
 
 
 
 14 
 
 2 
 
 Emanuel, 
 
 
 
 
 
 
 
 15 
 
 1 
 
 Fannin, 
 
 
 
 2G 
 
 1 
 
 11 
 
 IG 
 
 27 
 
 
 Fayette, 
 
 25 
 
 550 00 
 
 
 
 
 
 
 
183 
 
 
 Per iM'ut on Stute Tax 
 
 asSL'SHi'd for School 
 
 purposes. 
 
 TEACHEP>,S. 
 
 
 Total. 
 
 
 COUNTIES. 
 
 PL-r ce't 
 
 Ainouut. 
 
 Male. 
 
 Fe- 
 male. 
 
 Mar- 
 ried. 
 
 Sin- 
 gle. 
 
 < 
 
 Floyd, 
 
 25 
 
 1500 00 
 
 39 
 
 10 
 
 17 
 
 22 
 
 39 
 
 
 Forsyth, 
 
 50 
 
 600 00 
 
 25 
 
 
 13 
 
 12 
 
 25 
 
 
 Franklin, 
 
 30 
 
 620 00 
 
 20 
 
 2 
 
 11 
 
 11 
 
 22 
 
 
 Fulton, 
 
 50 
 
 2295 00 
 
 13 
 
 8 
 
 12 
 
 9 
 
 21 
 
 
 Gilmer, 
 
 
 
 13 
 
 2 
 
 
 
 15 
 
 
 Glasscock, 
 
 20 
 
 140 00 
 
 
 
 
 
 
 
 Glynn, 
 Gordon, 
 
 10 
 
 251 00 
 
 17 
 
 ' 4 
 
 13 
 
 8 
 
 21 
 
 
 Greene, 
 
 16S 
 
 966 00 
 
 10 
 
 2 
 
 
 
 6 
 
 12 
 
 
 Gwinnett, 
 
 
 
 
 
 
 
 
 
 Habersham, 
 
 15 
 
 200 00 
 
 10 
 
 1 
 
 5 
 
 6 
 
 11 
 
 
 Hall, 
 
 25 
 
 475 00 
 
 2 
 
 1 
 
 1 
 
 2 
 
 3 
 
 
 Hancock, 
 
 12i 
 
 750 00 
 
 
 
 
 
 
 
 Haralson, 
 
 12^ 
 
 65 00 
 
 4 
 
 
 1 
 
 3 
 
 4 
 
 
 Harris, 
 
 15 
 
 800 00 
 
 21 
 
 8 
 
 11 
 
 18 
 
 29 
 
 
 Hart, 
 
 15 
 
 230 00 
 
 13 
 
 4 
 
 6 
 
 11 
 
 17 
 
 
 Heard, 
 
 30 
 
 900 00 
 
 ]2 
 
 2 
 
 6 
 
 8 
 
 14 
 
 
 Henry, 
 
 10 
 
 400 00 
 
 
 
 12 
 
 17 
 
 28 
 
 
 Houston, 
 
 20 
 
 1400 00 
 
 
 
 10 
 
 11 
 
 21 
 
 
 Irwin, 
 
 10 
 
 50 00 
 
 1 
 
 2 
 
 1 
 
 2 
 
 3 
 
 
 Jacksan, 
 
 20 
 
 600 00 
 
 20 
 
 12 
 
 22 
 
 10 
 
 32 
 
 
 Jasper, 
 Jefferson, 
 
 10 
 20 
 
 500 00 
 900 00 
 
 5 
 
 
 1 
 
 4 
 
 18 
 5 
 
 
 Johnson, 
 
 
 
 1 
 
 1 
 
 
 2 
 
 2 
 
 
 Jones, 
 
 20 
 
 757 00 
 
 
 
 
 
 6 
 
 
 Laurens, 
 
 20 
 
 520 00 
 
 
 
 
 
 13 
 
 
 Lee, 
 
 10 
 
 425 00 
 
 1 
 
 
 1 
 
 
 1 
 
 
 Liberty, 
 Lincoln, 
 
 20 
 
 500 00 
 
 4 
 
 4 
 
 2 
 
 6 
 
 8 
 
 
 Lowndes, 
 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 Lumpkin, 
 
 
 
 14 
 
 5 
 
 
 
 19 
 
 
 Macon, 
 
 20 
 
 650 00 
 
 7 
 
 
 2 
 
 '5 
 
 7 
 
 
 Madison, 
 
 
 
 
 
 
 
 
 
 Marion, 
 
 20 
 
 600 00 
 
 8 
 
 2 
 
 4 
 
 6 
 
 10 
 
 
 Mcintosh, 
 
 m 
 
 242 00 
 
 5 
 
 2 
 
 2 
 
 5 
 
 7 
 
 
 Meriwether, 
 
 5 
 
 320 00 
 
 
 
 
 
 
 1 
 
 Miller, 
 
 25 
 
 80 00 
 
 3 
 
 
 1 
 
 2 
 
 3 
 
 
 Milton, 
 
 m 
 
 128 00 
 
 11 
 
 
 S 
 
 3 
 
 11 
 
 
 Mitchell, 
 
 10 
 
 126 00 
 
 
 
 
 
 
 
 Monroe, 
 
 37i'2000 00 
 
 17 
 
 2 
 
 6 
 
 13 
 
 19 
 
 
 Montgomery, 
 
 
 
 12 
 
 1 
 
 6 
 
 7 
 
 13 
 
 
 Morgan, 
 
 30 
 
 1500 00 
 
 10 
 
 
 6 
 
 4 
 
 10 
 
 1 
 
 Murray, 
 
 Muscogee, 
 
 30 
 
 2500 00 
 
 7 
 
 28 
 
 18 
 
 6 
 
 28 
 
 1 
 
 IS 
 
 7 
 46 
 
 1 
 
 Newton, 
 
 15 
 
 850 00 
 
 16 
 
 4 
 
 6 
 
 14 
 
 20 
 
 1 
 
184 
 
 ■ 
 
 Percput on Statu Tax 
 
 
 
 
 ■ — — 
 
 
 
 
 asM-RM-d for StBt" 
 purposes. 
 
 TEACHERS. 
 
 
 .« 
 
 lis 
 •< 
 
 COUNTIES. 
 
 Per (■•■•t 
 
 Aiuoimt, 
 
 1 
 
 F<- 
 inelo. 
 
 ' Mnr- 
 i ripd. 
 
 1 
 
 1 
 
 Sin- 
 gle. 
 
 Total. 
 
 Oglethorpe, 
 
 25 
 
 1400 00 
 
 
 
 I 
 
 
 1 
 
 
 Paulding, 
 
 
 
 7 
 
 . 1 
 
 3 
 
 5 
 
 8 
 
 
 Pickens, 
 
 
 
 19 
 
 
 1 12 
 
 7 
 
 19 
 
 
 Pierce, 
 
 
 
 
 
 1 
 
 
 
 
 Pike, 
 
 •2-5 
 
 900 00 
 
 15 
 
 5 
 
 8 
 
 12 
 
 20 
 
 
 Polk, 
 
 
 
 
 
 
 
 
 
 Pulaski, 
 
 
 
 
 
 
 
 
 
 Putnam. 
 
 .15 
 
 900 00 
 
 
 
 
 
 6 
 
 
 Quitman, 
 
 10 
 
 200 00 
 
 5 
 
 2 
 
 ^ G 
 
 1 
 
 7 
 
 
 Rabun, 
 
 
 
 
 
 
 
 
 
 IJandolphy 
 
 12i 
 
 423 00 
 
 
 
 
 
 
 
 Richmond, 
 
 3U 
 
 3000 00 
 
 5 
 
 
 5 
 
 
 5 
 
 1 
 
 Schley, 
 
 
 
 
 
 ! 
 i 
 
 
 
 Screven, 
 
 
 
 
 
 
 
 
 Spalding, 
 
 25 
 
 950 00 
 
 
 
 13 7 
 
 20 
 
 
 Stewart, 
 
 15 
 
 1200 00 
 
 5 
 
 20 
 
 S 17 
 
 25 
 
 1 
 
 Sumter, 
 
 30 
 
 ISOO 00 
 
 10 
 
 7 
 
 6 17 
 
 23 
 
 
 Talbot, 
 
 lr2 
 
 7SS 00 
 
 16 
 
 3 
 
 7 
 
 12 
 
 19 
 
 
 Taliaferro, 
 
 20 
 
 404 00 
 
 8 
 
 
 3 
 
 5 
 
 8 
 
 1 
 
 Tattnall, 
 
 10 
 
 128 00 
 
 13 
 
 
 2 
 
 11 
 
 13 
 
 
 Taylor, 
 
 30 
 
 600 00 
 
 
 
 5 
 
 3 
 
 s 
 
 
 Telfair, 
 
 
 
 
 
 
 
 
 
 Terrell, 
 
 
 
 
 
 
 
 
 
 Thomas, 
 
 
 
 
 
 
 
 26 
 
 1 
 
 Towns, 
 
 
 ^ 
 
 
 
 
 
 
 
 Troup, 
 
 ]0 
 
 800 00 
 
 15 
 
 9 
 
 
 
 24 
 
 
 Twiggs, 
 
 10 
 
 350 00 
 
 
 
 
 
 
 
 Union, 
 
 15 
 
 100 00 
 
 
 
 
 
 
 
 Upson, 
 
 30 
 
 1275 00 
 
 IS 
 
 5 
 
 9 
 
 14 
 
 23 
 
 
 Walker, 
 
 
 
 
 
 
 
 
 1 
 
 Walton, 
 
 25 
 
 1000 00 
 
 14 
 
 7 
 
 4 
 
 17 
 
 21 
 
 
 Ware, 
 
 
 
 
 
 
 
 
 
 Warren, 
 
 25 
 
 1000 00 
 
 
 
 
 1 
 
 
 
 Washington, 
 
 25 
 
 1329 00 
 
 25 
 
 1 
 
 
 
 26 
 
 1 
 
 Wayne, 
 
 
 1 
 
 
 
 
 
 
 
 Webster, 
 
 10 
 
 170 00] 
 
 
 
 1 
 
 
 10 
 
 
 White, 
 
 25 
 
 134 00 1 
 
 7 
 
 2 
 
 
 9 
 
 9 
 
 
 Whitfield. 
 
 
 
 1 
 
 23 
 
 12 
 
 12 
 
 24 
 
 
 Wilcox, 
 
 20 
 
 90 00 
 
 6 
 
 4 
 
 3 
 
 7 
 
 10 
 
 
 Wilkes, 
 
 20 
 
 1051 00 
 
 10 
 
 5 
 
 1 
 
 14 
 
 15 
 
 1 
 
 Wilkinson, 
 
 25 
 
 S92 00 
 
 14 
 
 10 
 
 SI 
 
 16 
 
 24 
 
 1 
 
 Worth, 
 
 20 
 
 125 00 
 
 ' 
 
 
 527' 
 
 7 
 
 7 
 
 
 
 
 S64,653' 
 
 90l' 
 
 28o' 
 
 iios'ei 
 
 (yOunties tlint deviwt^d L 
 
 flueatio 
 vise Ed 
 
 lull plan,- - . 
 
 
 
 ...55 
 
 
 
 Counties that did not de 
 
 ucational PIi 
 
 n,... 
 
 
 ...58 
 
 
ISO 
 
 RECAPITULATION. 
 
 No. Jl. The whole amount of per cent, on State 
 
 tax assessed for school purposes, 1859. 
 No.' 12. The whole number of Male Teachers in 
 
 the 3'ear lS-59 
 
 No. 13. The whole number of Female Teachers 
 
 in the year 1S59 
 
 No. 14. The whole number of nuirrit'd T^j^hers 
 
 in the year lSo9 
 
 No. 1-1. The wliole number of single Teachers in 
 
 the 18-59 
 
 No. IG. The total number of Teachers in the 
 
 year 1 859 
 
 No. 17. The whole number of county Academies 
 
 in the year 1859, 
 
 $6 
 
 •1,653 
 901 
 280 
 527 
 581 
 
 1108 
 (U 
 
 Counties that did not pay any tax for school purposes are 
 
 the following 
 
 Appling, 
 
 Bryan, 
 
 Bulloch 
 
 Camden, 
 
 Carroll, 
 
 Charlton, 
 
 Cherokee, 
 
 Clayton, 
 
 Cotiee, 
 
 Columbia, 
 
 Decatur, 
 
 DeKalb, 
 
 Emanuel, 
 
 Fannin, 
 
 Gilmer, 
 
 Gordon, 
 
 Gwinnett, 
 
 Johnson, 
 
 Liberty, 
 
 Lowndes, 
 
 Lumpkin, 
 
 Madison, 
 
 Montgomery, 
 
 Murray, 
 
 Paulding, 
 
 Pickens, 
 
 Pierce, 
 
 Polk, 
 
 Pulaski, 
 
 Rabun, 
 
 Schley, 
 
 Screven, 
 
 Telfair, 
 
 Terrell, 
 
 Thomas, 
 
 Towns, 
 
 Walker, 
 
 Wayne, 
 
 Whitfield, 
 
186 
 
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CONTENTS. 
 
 T» 1 • T^ Pujro 
 
 Kopoi-t ot Dav. W. Lewis, of Hancock Comity 3 
 
 Appendix A.— Keport of Commissioners appointed in 1849 bv Gov. Towns 11 
 
 Bill submitted by the Commissioners 18 
 
 Appendix B.— Keport of the Committee appointed by Educational Convention 
 
 held at Marietta 05 V 
 
 Appendix C— Memorial from a meeting held in Atlanta in 1858 35 4 
 
 Appendix D.— Eeport of the Trustees of the University of Georgia 41 
 
 Appendix E.— Laws of Force on the subject of Education 45 
 
 Appendix F.— Mr. Lomaxs Bill 53 
 
 Mr. Memminger's Bill 55 
 
 Speech of Mr. Memmiuger before the House of Ecpresentatives 
 
 of South Carolina 5g 
 
 >Schedule of System suggested by Dr. Church 71 
 
 The Bill of 1860 to create and establish a Commissioner of Pub- 
 lic Scliook 70 
 
 Appu-udix G.— Expression of Executive Mes.sages on Education.— 
 
 Extract from Gov. Lumpkin's Message of 1835 75 
 
 " " " Schley's " " 1837 76 
 
 " " " Gilmer's " •' 1838 77 
 
 •" " " " '• " 1839 78 
 
 " " " McDonald's " "1840 80 
 
 " " " " ■ " " 18-11 80 
 
 " " " 1842 81 
 
 " " " " 't " 1843 ^. 82 
 
 " " " Crawford's •' "1845 83 
 
 "1847 85 
 
 " Towns' " " 1851 87 
 
 " " " Cobb's " "18.53 91 
 
 " " " Johnson's " " 1855 ^ 93 
 
 ^" " . " " " " 1857 96 
 
 " " " Brown's " " 1858 100 
 
 " 1859 105 
 
 " 1863 109 
 
 Spec'al Message of Gov. Jjhnsou, 1855 113 
 
192 
 
 Ap])enJix II.— Extract I'rom a CVunmuiiication from Guv. Lumpkin, datvd No- 
 vember, 18or> ] 17 
 
 Letter from WilBOii Lumpkin to \V. L. Mitclifll l'-':{ 
 
 " IVof. W. J. Snsnclt r,'7 ' 
 
 " " Rev. N. M. Crnwforcl IV) 
 
 " Dr, S. K. Tnlraage to lion. D. W. L<Tvis 140 
 
 " T. U. iM'obb, Kwj 146 
 
 " '* Tliomas J. Burney, Es([ 149 
 
 Afcricullural Kducntion — Letter from (.'ol. .Inmes M. C}innibers.. JfjO 
 
 •' Kev. (;. P. H. Martin L50 
 
 Appendix L— Ccn.su.i IJeport* for tiie yenr IKW 1.>1 
 
 " " 18;'>9 ItXt 
 
 Tublc sliowiug the amount of the 8(i)oolFimd distributed in lHo4 
 
 and 1R59, and the number of children rtlurncd in thoee years . . l(w 
 No. of Free Wliito Childrfiu between 8 and 18 years of Qge, 1859.. 171 
 Number of Children under 8 and over 18 yoarn of age, who at- 
 tended School in la'iQ 17 4 
 
 Per cent, on State Tax— TeoeherK — County AeademieK, &:e IW 
 
 Counties that did not pay any tax for School Purposes 185 
 
 Btali.stiea of the Slate of Geoi^ia for the vear 18()(t 18ti 
 
BtBaammmSfB 
 
 REPORT 
 
 ON 
 
 PUBLIC EDUCATION, 
 
 BY 
 
 ^y^. .^LLLLS., af JfancacJ^y 
 
 WITH 
 
 APPENDIXES 
 
 Giving Statistics op School Returns, and other 
 Documen;j»'^ the Subject. 
 
 0/- 
 
 MILLEDGEVILLE, GA. : 
 
 BOUGHTON, NISBET & BARNES, STATE PRINTERS. 
 
 1860. 
 
/ 
 
LIBRARY OF CONGRESS 
 
 021 780 265 9