political philosophers of America, Francis Lieber, did his work and made his reputation during a sojourn of twenty years at Columbia, S. C. These two men were the greatest scholars connected with the institution, and their reputation has carried its name and fame far and wide. Owing to the generosity of the Legislature in appropriating thirty-seven thousand dollars for the support of the college, the corps of instructors has been increased, departments have been added, and the whole outlook is more promising than ever before. In the preparation of this paper, the library collections of the Bureau of Education in Washington have been extensively used. Special acknowledgments for assistance are due President McBryde and Prof. R. Means Davis, who supplied much manuscript material; to G. E. Manigault, M. D., of the College of Charleston, and Prof. H. T. Cook and President Charles Manly, of Furman University; to John F. Calhoun, a great-nephew of John C. Calhoun, for aid in the history of the Willington Academy, under Moses Waddell; to Hon. William A. Courtenay; to Gen. Edward McCrady, Jr.; to Gen. Geo. D. Johnston; and to many others who kindly gave the author suggestions and information. Valuable facts were also derived from a private memoir of Paul Hamilton, through whose able administration of finances it became possible for the State to found the University. I respectfully recommend the publication of this monograph, which is one of the series prepared by the Bureau of Education. Very respectfully yours, N. H. R. DAWSON, Commissioner of Education. History of Education in Georgia. The fifth monograph in the series of Contributions to American Educational History relates to the "History of Education in Georgia." It was prepared by Mr. Charles Edgeworth Jones, son of Col. C. C. Jones, of Augusta, the historian of Georgia. The author, after graduating from the State University, spent several years at the Johns Hopkins University in the department of history and politics. After returning to his native State, while studying law and preparing for a professional career, he found leisure for an exhaustive study of the educational development of Georgia. Mr. Jones's work is by far the most complete statement of the school and college opportunities offered to both races in that State. Like all the preceding monographs Mr. Jones's contains pictorial illustrations of school and college buildings and a great variety of instructive facts and statistics concerning the progress of education from the earliest period. The work will be found of great practical service by the friends of Southern education. The following prefatory letter best explains the exact scope of the monograph: DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, Washington, D. C., October 10, 1888. The Honorable THE SECRETARY OF THE INTERIOR, Washington, D. C. SIR: The present monograph was prepared by Mr. Charles Edgeworth Jones, of Augusta, Ga., a son of the historian of that State, and a graduate of Johns Hopkins University. The work was undertaken by my direction under the supervision of Dr. Herbert B. Adams, editor of the present series of contributions to American Educational History, and was authorized by your predecessor. Mr. Jones discusses the history of education in the State of Georgia. The inquiry has been carefully prosecuted, and all available sources of information appear to have been intelligently utilized. The paper opens with a sketch of the educational advantages afforded by the few schools which existed during the colonial epoch. The information and conduct of academies after the Revolutionary War are next considered. Among the more prominent were the academies of Sunbury, and of Richmond County, which exerted a marked influence at that early period, and constituted the most important factors in the education of the sons of the infant Commonwealth. The author then addresses himself to a review of the elementary education afforded in the rural schools, the teachers of which were supported by the tuition derived from the attending scholars. Carefully and with an exhaustive analysis of the laws and constitutional provisions bearing upon the subject, are the rise, development, and decadence of the "poor school system" noted. Prior to the late Civil War steps had been taken to establish a system of common schools accessible to all white children between the ages of six and eighteen. They were, however, interrupted by the War, and it was not until some five or six years after the cessation of hostilities that the present system of public schools was inaugurated. With the opportunities presented by this system for the instruction of the youths of the State, this paper deals fully. Having discussed these preliminary topics, Mr. Jones turns his attention to the history and present status of higher education in Georgia, as represented in the University of the State and its branches, in various denominational colleges, and in special institutions designed to facilitate studies in law, medicine, theology, science, and art. All charitable and literary institutions ministering to intellectual, social, and moral improvement receive due consideration. Upon a review of the whole subject, it will be seen that education in Georgia, both elementary and superior, is practically free, and that within the borders of that State there is no present excuse for illiteracy. The publication of this contribution to American educational history is respectfully recommended. Very respectfully, your obedient servant, N. H. R. DAWSON, History of Education in Florida. Commissioner. "Ed The sixth in the Southern group of State monographs is upon ucation in Florida," prepared by Prof. George Gary Bush, Ph. D., a graduate of Heidelberg University and a winter-resident in Florida for the past ten years. His competence for the work assigned him by the editor of the series is attested by his recent and valuable History of Harvard University, published by Cupples & Upham, of Boston, in the year 1886, the two hundred and fiftieth anniversary of the founding of Harvard College Dr. Bush is also the author of various articles published in the magazine called "Education," for example, his papers on the Origin of the First "German Universities," March, May, and July, 1884. His papers on "The First Common Schools of New England appeared in the New Englander for March and May, 1885. A man with such a horizon of educational interest as is indicated by the previous study of these subjects was likely to do historical justice to the educational history of Florida. Dr. Bush has taken the greatest pains with his subject, in the investigation of which there were many obstacles and limitations. Very little pioneer work had been done in this field of Southern educational history. Materials for history were scanty. The difficulty of communicating with competent local authorities was great. Visitation was far from easy. But a very creditable piece of work has been completed and delivered to the Bureau by Professor Bush, although at one time his manuscript seemed lost past recovery in the yellow fever district of Florida, whither it had been sent in the summer and autumn of 1888 for critical revision by local authorities. The introductory letter sent to the Secretary of the Interior from this Bureau is appended: DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, Washington, D. C., November 8, 1888. The Honorable THE SECRETARY OF THE INTERIOR, Washington, D. C. SIR: I have the honor to forward herewith a monograph upon the History of Education in Florida, by Prof. George Gary Bush, Ph. D. (Heidelberg). This is one of the series of contributions to American Educational History, edited by Prof. Herbert B. Adams, Ph. D., of Johns Hopkins University, the preparation of which you approved by your letter of March 29. This monograph, though written to accompany the series of historical papers upon Higher Education in the United States, treats not alone of higher education in Florida. Its purpose is to set forth, in addition, the growth and development of the school system of the State, and to emphasize particularly its rapid advance in all educational matters during the past decade. Beginning with the earliest organized efforts to furnish instruction under the anspices of education societies, and the attempt to introduce the system of Fallenberg, a review is given of the journals of the Legislature previous to the adoption of the Constitution of 1868, and such facts are presented as bear upon the subjects of education. The legal organization of the school system, as it existed previous to the Civil War, is thus shown, together with the history of the school lands donated to the State, and the funds by which the schools were in part or wholly sustained. The point is made that the early legislation, with reference to schools, though effected largely by men of wealth, was for the benefit principally of the children of the poor. Attention is called to the establishment, in 1852, of the first public school to be sustained by a tax levied upon individual property, and (though no uniform system had been secured) to the great improvement made during this decade in the condition of the schools. The War era passed, the elaborate system of common schools provided for in the State Constitution of 1868, and by legislative acts in 1869, is reviewed at length, and the substance of these provisions embodied in the monograph. The favor with which the system was apparently received, and the rapidity with which the State board and the county boards were organized and entered upon their duties are touched upon; and then a history is given of the development of the system, of the opposition which it later encountered, of the lack of competent teachers, as also of school buildings and school funds, until an era of brighter promise is reached. From that period-less than a decade ago the progress made in public school education has been most satisfactory, and it is shown that the aggregate results will bear favorable comparison with the educational statistics of any of the States. Statistics are given which place in contrast the earlier and later years, and exhibit the rapid increase in the number of schools, in pupils, and in funds. Mention is made of the valuable aid rendered to the State by annual contributions from the Peabody Fund and other agencies organ ized for like purposes. The duties of the State superintendent of instruction and of the board of education, of the county boards and county superintendent, of the local trustees, and the teachers employed in the common schools are defined, and the relations they sustain to one another indicated. The admirable work done by Northern societies, by the State, and by the agent of the Peabody Fund for the education of the Freedmen, from the year in which the War closed until schools for colored children were placed upon an equal footing with the other schools of the State, is traced at some length, while the eagerness of the Freedmen to learn and the progress they have made are noted, and a history of some of the more important schools established for them is briefly given. During the past five years nothing else has done so much to elevate the standard of education in Florida as the efficient aid rendered by teachers' institutes and normal schools. These instrumentalities, which owe their success in large measure to the earnest labors and wise supervision of the present superintendent of public instruction, are described and their importance to the existing educational system acknowledged. Reference is next made to the academies established before the War, and to the present condition of the high schools which, with a single notable exception, do not compare favorably with schools of like name in the older States. With a statement of the public lands received from the National Government for the establishment of "two seminaries of learning" and an agricultural college and university, the paper takes up the history of secondary and higher education. This begins with an act of the Legislature in 1851, in which it is provided that "two seminaries of learning shall be established, one upon the east, the other upon the west side of the Suwanee River." These seminaries were located the one at Ocala, later removed to Gainesville, the other at Tallahassee, and long remained the only public high schools in Florida. Historical sketches of these institutions are introduced, showing the work accomplished by them, their financial resources, the condition of the academic buildings and grounds, their educational appliances, and the character and attainments of their boards of instruction. No public institution of Florida has passed through so many vicissitudes, or suffered so much for the lack of friends as the State Agricultural College. The endeavor has been made in this monograph to present with impartiality the facts of its history, including the acts of various Legislatures with reference to its location, establishment, board of management, and finances; and evidence is adduced to show that it is now well worthy of the patronage of the State, possessing as it does an able and energetic Faculty, commodious buildings and grounds, collections in natural history, in mineralogy and geology, a well-equipped laboratory, an experimental station furnished with excellent appliances for the study of agriculture, and a manual training school which affords practice in working in wood and metal, and the best facilities for draughting and designing. A page is devoted to the Florida University, with its meteoric appearance and brief history, to which is appended a sketch of the literary and scientific career of its founder and chancellor, the Rev. John Kost, LL. D. The remainder of the paper is devoted to a description of the colleges founded and sustained by various religious societies, to which are added a brief mention of the State Institute for the Blind and Deaf, and references to certain schools whose aim is to furnish a good secondary education. Of the denominational colleges, Rollins College, at Winter Park, and De Land University, at De Land, are placed in the first rank of the higher educational institutions of the State, and their history, as herewith presented, shows that in the quality of their work, the devotion of friends and increasing resources, promise is given of a successful future. I beg leave to recommend the publication of this paper as a Circular of Information, and to subscribe myself, Very respectfully, your obedient servant, N. H. R. DAWSON, History of Education in the North-West-Indiana. It should by no means be thought that educational inquiries have been confined to the Southern States. That field was first entered because it was comparatively unexplored and promised quick and valuable returns. The first group of States arranged for under the general direction of the Bureau was the group extending along the Southern Atlantic seaboard from Virginia to Florida. The second group embraced the States now occupying the old "Territory north-west of the River Ohio;" namely, Ohio, Indiana, Illinois, Michigan, and Wisconsin. In anticipation of the historical interest likely to be awakened in the observance of the centenary of the settlement of this second block of historical work in the year 1888, that result has been practically accomplished, although for various reasons the publication has been delayed. George W. Knight, Ph. D., a graduate of the University of Michigan, and at present a professor in Ohio State University at Columbus, was selected as sub-editor for this north central group of States, and with some local co-operation has himself compiled the parts relating to the States of Ohio, Illinois, and Michigan. The two remaining State monographs in the old North-West Territory were intrusted by the editor to academic representatives of those States. Indiana was taken by Prof. James A. Woodburn, of the State University at Bloomington, who has spent several years as a graduate student in Baltimore. The peculiar interest and importance of his investigation, now in the hands of the Government Printer, is indicated by the following official letter, transmitted to the Secretary of the Interior: DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, Washington, D. C., February 27, 1889. The Honorable THE SECRETARY OF THE INTERIOR, Washington, D. C. SIR: The monograph which I have the honor here with to submit gives a sketch of the history of higher education in Indiana. It contains an outline of the free common school system of the State, a brief notice of the State's educational history in the development of its common schools, and a historical account of the origin, growth, and development, and the present condition of Indiana's various institutions for higher education. It calls attention to the early land legislation of the Continental Congress, and to the important influence of that legislation upon the future States of the North-West; to the incidents and causes leading to the adoption of the Ordinance of 1787, and to the great importance of that Ordinance in the subsequent educational 1 On the 27th of December, 1888, with my approval, a general introduction to the History of Higher Education in the North-West was prosented by Professor Knight to the American Historical Association on the occasion of its Fifth Annual Meeting, held in the National Museum in this city. In the three days' programme of the Association, that day was the one especially devoted to the history of the North-West. In advance of the educational experience of every important collegiate institution in the three States above mentioned, I have thought it expedient to present in another chapter of this Report the general introduction to the history of higher education in the North-West Territory. |