The system of schools now in successful operation was outlined in the Mobile Daily Advertiser, which took a zealous and leading part against the sale of the academy and in favor of occupying it as the nucleus of a system of public schools, during the discussions of this exciting canvass. A public meeting, largely attended and without distinction of party, was held at the court-house on the 31st of July, 1852, at which resolu tions against the sale of the building were unanimously adopted, and a "no sale" ticket was recommended to the suffrages of the people. The election was held on August 2, 1852, with the following result: For sale... No sale.. Majority against sale.. 244 2,225 1,981 The following gentlemen were elected commissioners on the "no sale" ticket by an average majority of nearly two thousand votes out of less than twenty-five hundred votes cast: T. Sanford, W. H. Redwood, W. G. Clark, C. Le Baron, J. M. Withers, R. L. Watkins, C. A. Bradford, and Sidney E. Collins. These gentlemen met soon after the election and, as provided by law, chose four members of the former board to complete their organization. The gentlemen selected were Messrs. D. C. Sampson, Jacob Magee, G. Horton, and M. R. Evans.1 Regarding the almost unanimous vote by which they were elected in the light of instructions to use Barton Academy for public school purposes, the new board at once provided for such alterations and repairs as were necessary, and, at the very first meeting of the board after organization, a committee was appointed to consider and report upon the best plan for organizing public schools in the city. That committee reported at a meeting held September 16, 1852, and, after careful consideration on that and the following day, their report was adopted and formed the nucleus of the existing system. The funds at the command of the board at this time were very meagre. The entire revenue for the preceding year was, in round numbers, only six thousand dollars, and as that sum included one thousand dollars received from rent of the academy, which was no longer to be rented, the estimate for the year was only five thousand dollars,—a small sum on which to found a system of public schools. But even this amount could not be calculated upon. Unpaid appropriations amounting to over two thousand dollars had to be provided for, while the sum of five was conferred on Mr Barton is not now apparent, but presumably for some interest manifested by him in the cause of education, or from some substantial aid given by him in the purchase of the site or in the erection of the edifice. The building was erected in the years 183 and 1836 About six thousand dollars were due thereon when the commissioners elected in 152 assumed control. Of this board of commissioners only three are now living, General J. M. Withers, G. Horton, and W. G. Clark. dollars was all that was turned over from the treasurer of the old to the treasurer of the new board.1 The first organized public schools in the State of Alabama were opened in Barton Academy, Mobile, on the first Monday in November, 1852, four hundred pupils presenting themselves for admission the first day of school. At the beginning of the second quarter, February 1, 1853, the attendance was as follows: High school, one hundred and nine; grammar school, two hundred and nine; primary school, five hundred and thirty-six; total, eight hundred and fifty-four; or more than double the pupils at the opening, three months before. In July, 1853, Mr. W. G. Clark, chairman of the school committee, to whom was at first intrusted the executive management of the schools, was authorized and requested to visit the most approved public schools in the Northern States, study their systems, and make report thereon to the commissioners. This was done. During the summer and autumn, Mr. Clark visited the schools in New York, Boston, and other Northern cities, and the committee on reorganizing the Mobile system had the benefit of the information thus obtained in perfecting the organization in Mobile. It was found that many excellent features in the systems at the North, which worked admirably in their respective localities, were not adapted to the peculiar circumstances attending the inauguration of public schools in the South, but so far as applicable the distinctive characteristics of these schools were adopted entire or in modified form. In the beginning, the system was divided into three grades, primary, grammar, and high school. Male and female schools in each grade were established; large halls running through the centre of the building on each floor rendered the separation of the sexes a matter of little difficulty. There was some debate at first about the propriety of establishing high schools at the outset, but the charges for tuition were so exorbitant in private schools of approved character, and as tuition must be collected in all the schools for a time at least, the commissioners decided to do what they could to meet the public needs, and so started high schools as above mentioned. The grades were afterwards increased in number and made more distinctive in character. As modified, they were primary, intermediate, junior grammar, senior grammar, and high school. In August, 1853, the first judgment of the public upon the work of the school commissioners was obtained, and that voice was one of emphatic approval. The opponents of the public school system made a zealous and persistent fight against the re-election of the outgoing members, placing a ticket representing their views in the field. The result of the election was as follows: Average votes for candidates in favor of the system, The Board of School Commissioners and the Public School System of the City and County of Mobile. Pamphlet, 1869, p. 5. one thousand five hundred and ninety-seven; average votes for candidates opposed to the system, eight hundred and sixty-nine. In August, 1854, the system was carefully re-examined and considerably modified and improved, as experience had disclosed defects and indicated remedies. Until that time, the work of supervision and direction of the schools had fallen upon the commissioners through appropriate committees, which involved much time and labor, without any pecuniary reward or recompense whatever. The schools had so increased in number, and the desire to extend the system, within and beyond the limits of the city, was so strong, that the commissioners decided to create the office of superintendent of schools, and give that officer appropriate duties and responsibilities. The city and county were then divided into school districts, and arrangements made for establishing schools therein as rapidly as the means of the board would permit. The official statement of the receipts and expenditures of the commissioners, during the first two years of their administration, was as follows: Receipts from licenses, auction duties, and taxes Receipts from tuition charges.... Receipts from donation, Samaritan Society.... Total.... $17,658. 21 10, 889.81 300.00 28,848.02 DISBURSEMENTS. Paid for country schools.... Paid for balance appropriation old board for parochial schools 82, 158. 61 Paid for pay-roll of teachers... Paid for repairs, printing, salaries of officers, and incidentals. 21, 802.51 32,428.68 Excess of expenditures... 3,580.66 This excess was provided for by a loan on the individual security of the members-the board, as such, having no bankable credit-to the amount of two thousand dollars, and advances by the secretary, amounting to one thousand five hundred and eighty dollars and sixtysix cents.' The detailed statement from which the foregoing figures are derived, shows that the receipts from tuition fees were in excess of the entire revenue from taxation, and that, but for these fees, the schools could not have been maintained. The rates charged, however, were so much lower than the charges for private schools that they did not seem at all onerous, and, as perraits to attend the schools without charge were It may be remarked here that up to the days of "reconstruction," when the system was practically suspended, the members of the board of commissioners not only gave their time and services without pay, but frequently loaned their personal credit for the support of the schools, sometimes for large amounts at a time. 879--No. 3———15 |