It has set before the American world in lively colors and in a most attractive manner Mr. Jefferson's tireless industry and painstaking in bringing about the establishment of the University, so as to enhance the renown even of that great statesman; and to justify the sentiment which he desired should be inscribed on his tomb that, as part of his threefold claim to the special gratitude of his countrymen, he was the Father of the University of Virginia; and it has successfully elucidated the peculiar features of the University to which Mr. Jefferson ascribed paramount importance, and has thereby rendered an essential service to the cause of liberal University education in this county.

It is therefore resolved, (1) That the thanks of the Faculty in behalf of the University, and of themselves, be tendered to Professor Adams for the tribute which he has thus paid to the "Father of the University," and to the University itself; and for the encouragement and aid which his work affords to the laborers in the sphere of the higher education of youth.

(2) That the Chairman of the Faculty be requested to cause a copy of these minutes to be transmitted to Mr. Adams.

History of Education in North Carolina.

A monograph upon the "History of Education in North Carolina" has been prepared by a native of that State, Dr. Charles Lee Smith, sometime Fellow in History at the Johns Hopkins University. Himself a graduate of a North Carolina college and well acquainted with college and university men in that State, he travelled over nearly the entire region, making a personal visitation of the leading institutions of both races. He also paid particular attention to the origin of common school education in North Carolina. Dr. Smith had the coöperation of teachers, professors, and college presidents wherever he went, and accumulated a rich fund of material information, both from personal inquiries and from original investigation of college archives. He enjoyed also the first practical use of the proof-sheets of the newly published historical records of North Carolina.

The following letter, officially addressed to you by me, will best serve to characterize this interesting and important contribution to the edu cational history of the Old and New South :

DEPARTMENT OF THE INTERIOR,

• BUREAU OF EDUCATION, Washington, D. C., December 9, 1887.

The Honorable THE SECRETARY OF THE INTERIOR,

Washington, D. C.

SIR: In pursuance of the plan already approved by you for a systematic inquiry by the Bureau of Education into the educational history of the United States, I beg to recommend for publication the second of the series of State monographs in this direction edited by Dr. Herbert B. Adams, whose studies upon the College of William and Mary, and Thomas Jefferson and the University of Virginia, with the monograph upon the Study of History in American Colleges and Universities, formed the introduction to this new line of inquiry.

The subject of the present monograph is the history of education in North Carolina. It is an original and valuable contribution, and deserves to be widely read. In this monograph Mr. Charles Lee Smith, who has been trained in historical methods at the Johns Hopkins University and now holds a fellowship in history and poli

ties at that institution, gives the results of a thorough and careful study of the educational history of his native State.

For North Carolina this is pioneer work. The history of education in that State has hitherto remained unwritten. That the old North State has failed to receive just recognition at the hands of some historians, is due in great measure to the fact that many important phases of her early history have remained undeveloped by her own sons, to whom they were known, and who have allowed the prejudiced statements of early chroniclers, ignorant of the facts, to be accepted without contradiction as authoritative.

The writer has traced the genesis and development of education in North Carolina from the first settlement of that State to the present time. For this purpose he is the first to exploit the colonial records, the publication of which was begun last year, and the early laws of the State. He has also utilized early newspaper files, and all the published biographical and historical works relating to his State to be found in the public libraries of Raleigh, Washington, and Baltimore, besides certain private collections and personal correspondence.

In the study of education as a growth North Carolina affords peculiar advantages. The character of the early settlers, the objects of their coming, and the results achieved by them in their struggle against oppressive government give the history of that State unusual interest. Bancroft says, "North Carolina was settled by the freest of the free," and the records of the colony show that a constant warfare was waged against oppression until freedom was won. This fact was emphasized and is illustrated in the proceedings of that meeting of patriots at Mecklenburg, in 1775, which, without doubt, is one of the most memorable events of our Revolutionary period. This struggle was for civil and religious liberty, and Mr. Smith demonstrates how intimate was the connection between the liberties and the educational history of the people. The government is, perhaps, to be censured that schools were not earlier provided. It is an error, however, to suppose, as has been stated by some writers, that there were no good schools in the State previous to the Revolution; for it is shown that there were many creditable institutions, several having a wide reputation.

The higher education has been principally treated in this sketch, although the history of primary and secondary instruction has not been neglected. The influence of certain classes of immigration and of institutions outside the State, especially of Princeton, which previous to the establishment of the University of North Carolina was largely patronized by the young men of that State, is clearly shown. Many interesting facts concerning noted educators of the State are brought out. The sketch which is given of the University of North Carolina is the first full account of that institution which has ever been written. The writer thinks no institution of this country has a more honorable record, and it is claimed that in proportion to the number of its alumni it stands second to none in the number of the distinguished public men it has given to the State and Nation.

The account which is given of its "influence upon the South" makes an admirable showing. As indicative of its wide-spread influence upon the country, a President, a Vice-President, many Cabinet officers, ministers to foreign countries, Senators, Governors, and other distinguished men are mentioned among its alumni.

President Andrew D. White said of this institution: "I remember in my young manhood the University of North Carolina was always spoken of with the greatest respect among men who knew anything about an American collegiate education. While the Universities of Virginia and Johns Hopkins have to some extent drawn attention away from it, I see no reason why its present Faculty should not give it a commanding position in the South-East of our Republic."

The subjects taught in the institutions for the secondary and the higher education are noted from time to time, thus showing the general educational development. The present status of education in North Carolina is well pictured. The work, while

strictly historical, is both practical and suggestive. Hon. Henry Barnard, the first Commissioner of Education, once said that "no subject now interesting or important can be adequately understood or further investigated unless proper pains be first bestowed upon its history. There is no department of human exertion, however, in which this preliminary historical knowledge is so necessary as in education. For this there is both a general and a special reason. The education of a people bears a constant and most pre-eminently influential relation to its attainments and excellencies-physical, mental, and moral. The national education is at once a cause and an effect of the national character; and, accordingly, the history of education affords the only ready and perfect key to the history of the human race and of each nation in it-an unfailing standard for estimating its advance or retreat upon the line of human progress.

"But the special reason just alluded to is yet more in point at this time. It is, that there is no department of human exertion whose annals are more brilliant with displays of industry, talent, and genius, whether successful or unsuccessful, and consequently none in which a reference to the past will afford such abundant materials for improvement in the present."

Urging, therefore, the publication of this monograph and the encouragement of this new line of educational inquiry to be continued by the Bureau of Education, not only in the South but in the North-West and South-West and beyond the Mississippi, where such inquiries are most needed,

I have the honor to be, very respectfully, your obedient servant,

N. H. R. DAWSON,

Commissioner.

As an evidence of the cordial approval with which this monograph has been received, the following resolution, among many other favora ble acknowledgements of this work which have been transmitted to me, is here published:

The Faculty of the University of North Carolina desire to express to Hon. N. H. R. Dawson, Commissioner of Education of the United States, their gratification and appreciation of the intelligent generosity and public spirit of the Bureau of Education in publishing, illustrating, and distributing the History of Education in North Carolina and other circulars of information, which they believe will greatly aid the cause of education in the South and throughout the country, and will prove a valuable contribution to the permanent history of education.

History of Education in South Carolina.

A fourth monograph in this new series concerns "The History of Higher Education in South Carolina," by C. Meriwether, of that State. Like Dr. Smith, trained in the historical methods of work as pursued at the Johns Hopkins University, Mr. Meriwether was favored with much original manuscript material supplied by friends and correspondents in South Carolina, and he spent one long summer vacation in the library of the Bureau of Education at Washington, digesting the mate rials there found for the educational history of his native State. South Carolina is hardly less memorable than old Virginia for its early attention to higher collegiate education. From the scattered condition of its population, free schools were not so numerous in South Carolina as in States more compactly settled; nevertheless, much more was accomplished in this direction than is ordinarily supposed. Some of the clas

sical academies of South Carolina were of a very high order, notably Dr. Waddell's school, which gave John C. Calhoun his preparation for the Junior class in Yale College. South Carolina College deservedly occupies an honored place in the educational history of the South. It was there, at Columbia, that some of the best Southern men, e. g., William C. Preston, George McDuffie, Hugh S. Legaré, and James Louis Petigru, were trained for public and professional life. Here, too, flourished some of the ablest professors of their time. Here labored for many years the once famous Dr. Thomas Cooper, who was Jefferson's first choice for the University of Virginia. Here taught that distinguished German-American, Dr. Francis Lieber, the pupil and friend of Niebuhr, and the first great transmitter of German historical and political science to a new world. Here Lieber wrote those remarkable works on Civil Liberty and Political Ethics upon which his fame as a scholar rests unshaken. The distinguished theologian and Presbyterian divine, Dr. James H. Thornwell, was also connected with the institution for a number of years as professor and president; as was also that great and distinguished prelate, Stephen Elliott, the first Protestant Episcopal bishop of Georgia. He declined the presidency, but was a member of the Faculty. Into the details of the research, which occupied Mr. Meriwether for many months, I can not enter in this connection. The following official letter will furnish perhaps a convenient résumé. The active exertions of the various denominations establishing schools are sketched at some length:

DEPARTMENT OF THE INTERIOR,

The Honorable THE SECRETARY OF THE INTERIOR,

BUREAU OF EDUCATION, Washington, D. C., June 12, 1888.

Washington, D. C.

SIR: The accompanying monograph, prepared by Mr. C. Meriwether, A. B., Johns Hopkins University, is designed to trace the history of higher education in South Carolina, his native State, and to give a sketch of the development of the free, or public school system. The earliest educational efforts are described, and instances are given illustrating the interest of South Carolina, when yet a colony, in providing the means for the intellectual improvement of her sons. Far from being backward in education, the colony was especially alive to the necessity of mental development. Not only were schools founded and maintained in the province by the government and through private and charitable aid, but many youths were sent to England for their education. The influence of such men on their return was so great and lasting that, even to the middle of the present century, schools in Charleston, modelled on the English plan, were very popular.

The birth of colleges was late and their growth slow; there was, therefore, chance for a good system of academies to develop. These were planted in all parts of the State, so that a good training school was within the reach of all. The number continued to increase until the outbreak of the War. Sufficient time has not elapsed for the public high schools fully to resume their place. The training given in them was thorough and advanced. It was not unusual with some of them to prepare boys for admission to the Junior class of advanced colleges. The most famous academy was that presided over by Dr. Moses Waddell, the Thomas Arnold of South Carolina. Ne other man in that State has taught boys who afterwards left their impress so

deeply on the political history of the country. William H. Crawford, John C. Calhoun, and George McDuffie were trained by him.

Although there is mention in the House Journal of 1723, of a proposal to establish a college, and a bill was introduced into the colonial Legislature in 1769 for this purpose, yet no action was taken until the present century. An act was passed in 1785 establishing three colleges in the State, yet only one of them ever gave collegiate instruction. In respect to collegiate education, the comparative advantages and attendance in that section are fully set forth in statistics, gathered chiefly from De Bow's Review, one of the best scientific products of the South. The college attendance in the five upper Southern States was one student to three hundred and eightynine white inhabitants.

The College of Charleston, while its foundation can be traced to the legislative act of 1785, has given collegiate instruction only since the first quarter of the present century. It is supported very largely by income from vested funds, the result of endowment by public-spirited citizens in and near Charleston. Over half the three hundred thousand dollars endowment was given by Mr. Baynard during the War, in 1864. The attendance has never been very large, but the training in mathematics and ancient languages has always been thorough. Every denomination of any strength in the State has founded a college. They can not be called strictly sectarian colleges, since no religious tests are required of any of the students. In the main they follow the average college course, but, owing to want of funds, they can not offer very many electives. It is gratifying to state that the funds and attendance of nearly all of them are gradually increasing. All of them, except Wofford College, at Spartanburg, are the result of the small gifts of church members. Wofford College is due to the beneficence of one man, Benjamin Wofford, a Methodist minister. At the time of his bequest, in 1850, it was probably the largest amount ever given by a Southern man for educational purposes. The War was most disastrous to all these institutions in sweeping away their endowments. The various denominations have established female schools of a fair grade.

The first attempt made to establish a general system of free schools was in 1811. The act was passed after bitter opposition on the part of some of the up-country members, and provided free instruction for all children, but gave the preference to poor children. It did not contain a provision for a supervising officer of the whole system, like the present Superintendent of Education. These mistakes were an insuperable bar to success; and although the annual appropriations were doubled in 1852, being made seventy-four thousand dollars, yet the universal testimony was that the schools were a failure. On the adoption of a new State Constitution in 1868, the present public school system was introduced. Its usefulness has been greatly increased by the efficient management since 1876.

The attention paid by the State to the education of the colored citizens is well illustrated in Claflin University, supported largely by the State. It has seventeen teachers and six courses of instruction, and its students at the last session numbered nine hundred and forty-six. It is the largest and one of the best colored schools in the South.

The most important phases of advanced instruction in South Carolina are those connected with the State institutions. The Military Academy at Charleston was designed to furnish trained soldiers for South Carolina. It receives an annual appropriation of twenty thousand dollars for the support of sixty-eight beneficiaries. Its course is modelled after that of West Point.

The College of South Carolina is the best of all the institutions in the State. It was opened for students in 1804, and has ever since exercised a strong influence on the politics of South Carolina, except during the reconstruction period. Every politician of any note in the State, except John C. Calhoun, has been for a time connected with the institution. Thomas Cooper, one of the presidents of the college, supplied the free traders with materials for their attacks upon the tariff. One of the greatest