ORIGIN OF THE PUBLIC SCHOOLS.
A. D. 1837 TO 1842.
It will be remembered that in 1767 the first school was
incorporated by the Legislature of North Carolina, by the act in
favor of the academy at New Bern. In this, and subsequent
legislation for schools at Edenton and elsewhere, it had provided
that the teachers should all be communicants of the Church of
England. This stipulation was, of course, part of the English
Church and State system of government.
2. When, just previous to the outbreak of the Revolutionary war,
the founders of the "Queen's Museum," at Charlotte, a school so
named in honor of the queen of England, asked incorporation of
the Colonial General Assembly, it was not granted, for the reason
that this institution was Presbyterian, both as to trustees and
faculty. Up to that period dissenting ministers had not been
allowed any legal recognition, and it was considered a great
concession that the Presbyterian clergy were allowed to officiate
at marriages.
3. During the Revolution (in 1777) the useful seminary at
Charlotte was first legally chartered as "Liberty Hall." It was
in no way sustained by or connected with the State, but was to
the Presbytery of Orange what Davidson College is now to the,
Synod of North Carolina, and was sustained solely by the
contributions and patronage of private citizens. Indeed, this
had been the case all along with the chartered schools of New
Bern and Edenton.
4. In 1776, when the convention at Halifax framed the first
Constitution for the State, among the leading ordinances of that
instrument was that for the State's active aid to the education
of the people. With this clause in the Constitution which they
all swore to uphold, the legislators had done nothing so far,
except to provide, in 1790, for the establishment of the
University at Chapel Hill. *
*Section 41 of the Halifax Constitution declared "that a school
or schools shall be established by the Legislature for the
convenient instruction of youth, with such salaries to the
masters, paid by the public, as may enable them to instruct at
low prices. All useful learning shall be duly encouraged and
promoted in one or more universities."
5. This disregard of their organic law, on the part of those
constituting the State government, was deeply regretted by many
wise and good men. But only a few dared to encounter the
opposition to taxation for popular education. Governors Johnston
and Davie in former days, and Judge Murphy and Bartlett Yancey of
later times, had been strenuous for a larger compliance with the
terms of the State Constitution, but the members of the several
Legislatures, fearful of incurring popular displeasure, or for
other reasons, had held back.
6. General Jackson and the Democratic party had opposed the
distribution of the proceeds from the sale of national public
lands as a fixed rule in the policy of the government, but in his
last administration many millions of dollars had accumulated in
the Federal treasury, for which the general government had no
immediate use. In 1837 this fund was divided out to all the
States except Virginia (that Commonwealth refusing her share).
North Carolina's proportion amounted to one and a half million
dollars.
7. This fund, together with the amounts realized from the sale of
swamp lands belonging to the State, and certain shares of bank
stock, also the property of North Carolina, was set aside and
invested for the benefit of the public schools of the State, and
was known as the "School Fund."
8. It was not until the year 1840 that any effective legislation
was had for the establishment of the free educational system. By
an act of the Legislature of 1836, the Governor and three others,
by him to be appointed, were constituted the "Literary Board."
In 1839 an act was passed to divide the counties into school
districts. It left to each county the option of schools or no
schools. It showed considerable advance in popular wisdom, that
all but one of the counties decided to have schools and to be
taxed for the election of such buildings as were necessary in the
work.
[NOTE--The Presidential campaign of 1840 was an unusually exciting
one. The Whig nominee, William Henry Harrison, was charged by
his opponents as having lived in a "log cabin," with nothing to
drink but "hard cider." His friends made good use of these
charges. "Hard Cider" became a political watchword, and in the
numerous Whig processions a "log cabin" on wheels occupied the
most prominent and honored position. The "Log cabin Campaign"
will long be remembered. President Harrison died within one
month after his inauguration. His last words were, "The
principles of the government; I wish them carried out. I ask
nothing more."]
9. Not in the General Assembly alone was the subject of education
receiving unusual attention. The Baptists, in 1826, established
a high school on the farm of Colonel Calvin Jones, in Wake
county. A little later it was changed in name and became Wake
Forest College. The Presbyterians, in 1838, founded Davidson
College, in Mecklenburg. These denominational institutions
became noble adjuncts to the University in affording
opportunities for liberal culture in our own borders.
10. Thus, at last, the "old-field schools" were superseded as
better institutions took their place. The old-fashioned country
teacher, who passed from house to house for subsistence, and was
wholly dependent upon the feelings or caprices of one or two
employers, gradually disappeared as academies and common schools
multiplied.
11. The Bingham School in Orange, the Lovejoy School in Raleigh,
the Bobbitt School in Franklin, the Caldwell Institute in
Greensboro, Trinity College near Raleigh, the Donaldson Academy
in Fayetteville, and numerous other excellent male academies
greatly added to the number of well-informed and useful men.
1842.
12. The Salem Seminary, so widely renowned for the host of
cultured women sent out to every portion of the South, at last
found a worthy rival in St. Mary's School. This institution was
established at Raleigh, in 1842, under the patronage of Bishop
Ives and the Episcopal Diocese of North Carolina. Rev. Dr.
Aldert Smedes, who soon presided over its fortunes, was
singularly fitted for such place; for in no other institution in
America was intellectual training more largely supplemented by
the moral and social graces. These popular institutions were
soon reinforced by the excellent Methodist Female College at
Greensboro.
13. Presbyterian's, a few years later, had a first-rate
school for the education of their daughters in "Edgeworth," a
noble seminary established by Governor Morehead at Greensboro.
QUESTIONS.
1. What is this chapter about? What laws has been enacted
concert concerning education?
2. Why had incorporation been refused to the "Queen's Museum"?
3. What is said of the schools at Charlotte and Davidson?
4. What clause was in the first State Constitution? How had the
intent of this clause been carried out?
5. What were some of the views in regard to popular education?
What men had advocated the provisions of the Constitution?
6. What addition to the School Fund did North Carolina receive in 1837?
7. How was the fund further increased?
8. Can you mention the legislation at this period affecting school matters?
9. What denominational schools were founded about this time?
10. What is said of the "old-field schools"?
11. Where were the leading male schools, and what is said of the usefulness?
12. What female schools are mentioned? What is said of St.
Mary's School? What is said of other schools?