Spain: Barcelona, Cadiz, Granada, Madrid, Oviedo, Salamanca, Santiago, Saragossa, Sevilla, Valencia, Valladolid. Sweden: Gothenburg, Lund, Stockholm, Upsala. Switzerland: Basel, Berne, Freiburg, Geneva, Lausanne, Neuchâtel, Zürich. Uruguay: Montevideo. Venezuela: (Universities not mentioned in "Minerva.") B.-TECHNOLOGICAL SCHOOLS. Aachen (Aix la Chapelle), Prussia, Germany, founded 1870; 363 students. Braunschweig, Germany, founded 1745; 399 students. Brünn, Austria, founded 1850; 287 students. Budapest, Hungary, founded in 1856; 1,251 students. Darmstadt, Hessia, Germany, founded 1868; 1,178 students. Delft, Netherlands, founded 1864; 428 students. Dresden, Saxony, Germany, founded 1828; 905 students. Hanover, Prussia, Germany, founded 1879; 1,101 students. London, England, founded 1884; 210 students. Milan, Italy, founded 1863; 441 students. Moscow, Russia, founded 1832; 621 students. Munich, Bavaria, Germany, founded 1827; 1,756 students. Naples, Italy, founded 1863; 230 students. Paris, France, founded 1794; 220 students. St. Petersburg, Russia, founded 1828; 4 schools, with 2,071 students. Porto, Portugal, founded 1877; 322 students. Prague, Bohemia, Austria, founded 1806 and 1868; 2 schools, with 1,154 students. Riga, Russia, founded 1832; 1,081 students. São Paulo, Brazil, founded 1894; - students. Sheffield, England, founded 1885; 650 students. Stuttgart, Würtemberg, Germany, founded 1829; 910 students. Turin, Italy, founded -: 380 students. Vienna, Austria, founded 1815; 1,235 students. Zürich, Switzerland, founded 1851; 1,333 students. NOTE. Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list. C.-HIGHER AGRICULTURAL, FORESTRY, AND MINING SCHOOLS, [Figures in brackets signify date of founding.] Altenburg, Hungary [1819], Agricultural Academy; 103 students. Aschaffenburg, Bavaria, Germany [1844], Forestry Academy: 158 students. Berlin, Prussia, Germany [1860], Mining Academy. Campinas, São Paulo, Brazil [1887], Agricultural Institution. Clausthal, Prussia, Germany [1775], Mining Academy; 172 students. Coopers Hill, England [1885], Forestry Academy. Copenhagen, Denmark [1858], Veterinary and Agricultural Academy; 370 students. Debreczin, Hungary [1865], Agricultural Academy; 98 students. Eberswalde, Prussia, Germany [1820], Forestry Academy: 62 students. Eisenach, Saxe-Weimar, Germany [1859], Forestry Academy; 30 students. Erois, Finland, Russia [1859], Forestry Academy; 16 students. Freiberg, Saxony, Germany [1765]. Mining Academy; 231 students. Gembloux, Belgium [1860], Agricultural Academy. Grignon, France [1828], Agricultural Academy. Hohenheim, Würtemberg, Germany [1818], Agricultural Academy; 113 students. Keszthely, Hungary [1865], Agricultural Academy; 110 students. Kolozsmonostor, Hungary [1869], Agricultural Academy; 100 students. ED 97-87 Leoben, Styria, Austria [1894], Mining Academy; 208 students. Madrid, Spain [?], Schools of Engineering, Agriculture, and Veterinary Science. Nancy, France [1824], Forestry Academy; 27 students. Nowaja-Alexandria, Poland, Russia [1892], Agricultural and Forestry Academy; 254 students. Paris, France [?], Agricultural and Mining Academies. Poppelsdorf, Prussia, Germany [1846], Agricultural Academy: 395 students. St. Etienne, France [1816], Mining Academy; 20 students. Stockholm, Sweden [1823], Forestry School; also Agricultural Academy [1811]. NOTE. Other similar higher institutions of learning are connected with universities; hence they are not mentioned in this list of separate institutions. CHAPTER XXIX. THE BEGINNINGS OF THE COMMON SCHOOL SYSTEM IN THE SOUTH; OR, CALVIN HENDERSON WILEY AND THE ORGANIZATION OF THE COMMON SCHOOLS OF NORTH CAROLINA.1 CONTENTS. Page. I. INTRODUCTION: Scope and character of the work... 1380 II. THE FIRST EFFORTS FOR POPULAR EDUCATION, 1695-1728. 1380 III. THE ROYAL GOVERNMENT AND EDUCATION, 1729-1776. Governor Johnston and education; The Edenton school law; IV. PRIVATE INCORPORATED ACADEMIES, 1760-1825. Presbyterian influence and academies in the West; Queen's Col- V. THE AGITATION FOR THE COMMON SCHOOLS, 1815-1825. Messages of Governors Turner, Alexander, Hawkins, and Miller; 1399 VI. THE LITERARY BOARD AND ITS WORK, 1825-1840. The act of 1825; Joseph Caldwell and his monitorial system; The 1415 VII. THE EXPERIMENTAL PERIOD, 1840-1852. The act of 1810; Summary of educational facilities and expendi- 1422 VIII. REORGANIZATION AND GROWTH, 1852-1861. The evils of the law of 1840; The act of 1852; Resources in 1852; IX. THE CIVIL WAR AND THE END OF THE OLD RÉGIME, 1861-1866. X. BIBLIOGRAPHY OF CALVIN H. WILEY, 1847-1886 1428 1452 1465 1 Prepared by Stephen B. Weeks, Ph. D. I. INTRODUCTION: SCOPE AND CHARACTER OF THE WORK. North Carolina was the first of the Southern States to work out a good system of common schools. The Rev. A. D. Mayo, in his chapter on the "Early common schools in the Southern States," in the Report of the Commissioner of Education for 1895-96 (p. 282), says: "As it was during the half century now under consideration-1790-1840-this State did make an educational record, if not in some respects so brilliant as Virginia, yet beyond the Old Dominion, more decided at first, more steady in the upbuilding of the secondary education, and, at the close, 1835-1840, was able to place on the ground, beyond dispute, the best system of public instruction in the fourteen Southern States east of the Mississippi previous to the outbreak of the civil war." The purpose of this paper is to trace the development and growth of this form of education in North Carolina; to present a summary of all the efforts made by the government to aid the work of primary and secondary schools, ranging in character from a mere act of incorporation to an actual grant from the school fund. In a word, to present, so far as the meager materials at command will allow, a history of the schools devoted to primary and secondary education whose existence has been brought about by the State. This scheme will leave out of view a number of academies in the middle and western counties in colonial and Revolutionary times, which represented the sole educational resources of their sections. These furnished all the grades of education from the primary school to the college and theological seminary, but were purely private institutions. They neither asked nor received aid or recognition from the State, and consequently can not be brought within range of the present inquiry. On the other hand, some schools of this very class were chartered by the State and given special privileges. These have been treated. Further, there is less need to consider the purely private schools and academies of the eighteenth century for the reason that they and their influence and the influence of the Presbyterians and of the College of New Jersey, to which their organization is due, were but recently studied in part by Dr. Charles Lee Smith in his History of Education in North Carolina (Washington, 1888, 80, pp. 180), and more recently and with more detail by Prof. Charles Lee Raper, of Greensboro, N. C., in his work on the Private Schools of North Carolina (in the College Message, Greensboro, N. C., September, 1897, to May, 1898). The purely private school, with no charter and no recognition from the State, was largely an eighteenth century product. As schools increased they found it more and more to their interest to secure charters and the privileges which were thus conferred. All schools chartered prior to 1825, when the literary board was created and the State's share in education began to be more apparent, have been mentioned by name, with date of incorporation. The great leader in the development of North Carolina common schools-primary and secondary schools organized and supported by the State-was Calvin Henderson Wiley (1819-1887), their first and only superintendent before the war. Hence this chapter in the history of Southern education has taken, to a certain extent, the form of a biography. II. THE FIRST EFFORTS FOR POPULAR EDUCATION, 1695-1728. The development along educational lines in North Carolina was very slow and was due mainly to the slow growth of population. The reasons for this are to be found in the bad government and neglect of the proprietors, who devoted themselves to building up the colony on Ashley River and allowed that of Albemarle (from which grew the colony of North Carolina) to get along the best it could; to the persistent hostility of the Crown and its agents and of the British merchants to the proprietary government, for the Carolinas were "private property that the British Crown had heedlessly parted with and was constantly seeking to regain possession of by purchase, quo warranto or otherwise;" to the difficulty of access because of the lack of good harbors, the dangers of the coast, and the consequent loss of trade; to the lack of mills and other manufactures, and to the persistent hostility and jealousy of Virginia. On the other hand, the mildness of the climate, the fertility of the soil, the abundance of game, the presence of slaves, and the comparative peaceableness of the Indians all invited to a country life, while the lack of harbors, then as now, caused many products to be sent out of the colony to markets with better facilities, and thus took support from the home towns. 1 All of these things worked directly against the development of the intellectual life. Further, the English idea of the seventeenth century was that the great body of the people were to obey and not to govern, and that the social status of unborn generations was already fixed. Hence the need of education was not felt by the leaders. Moreover, there were no professional teachers; and had there been, there were not enough children within an accessible radius to support a school. There were antagonisms of race and religion, and dissensions, caused largely by religious differences, weakened the colony. But as early as 1695 we find an effort to foster education. In that year, when William Pead, an orphan boy, was bound to the governor to serve him until he was 21 years of age, a requirement was made by the general court that he be taught to read. In 1693 we have a similar instance; Elizabeth Gardner appeared before the precinct court of Perquimans and bound her son William to the governor, he or his heirs, "Ingagen to Learn him to Reed." With the eighteenth century there came improvement. The established church, despite the ecclesiastical evils that followed in its train, was a great help to the intellectual life. Its missionaries brought with them the first parish or public libraries and its lay readers were the first teachers. Perhaps the first professional teacher in North Carolina was Charles Griffin, who came from some part of the West Indies about 1705 and settled in Pasquotank County. He was appointed reader by the vestry, and opened a school. By his "diligent and devout example" he so far improved the people of Pasquotank "beyond their neighbors" that Missionary Gordon "was surprised to see with what order, decency, and seriousness they performed the public worship:" by his "discreet behavior" he "gained such a good character and esteem that the Quakers themselves send their children to his school." Griffin taught in Pasquotank about three years; but in 1708 Rev. James Adams was directed by the Society for the Propagation of the Gospel to settle in that precinct," and the school was transferred to him. Griffin, on the recommendation of Gordon, was elected reader and clerk of the vestry of Chowan at £20 per annum, and he. " notwithstanding the large offers they made him if he would continue," consented to go to Chowan." He opened school in that precinct, and Gordon "gave some books for the use of scholars." In 1712 there was a school kept at Sarum, "on the frontiers of Virginia, between the two governments," by a Mr. Mashburn. Rev. Giles Rainsford wrote that his work was highly deserving of encouragement and that he should be allowed a salary by the Society for the Propagation of the Gospel. What children he has under his care can both write and read very distinctly, and gave before me such 64 1 Prefatory notes to Colonial Records of North Carolina, II, xii-xiv. Colonial Records of North Carolina, I, 448. 3 Ibid., I, 495. Cf. also, II, 241, 266. In 1713 the court released two apprentices from service "by reason that they could not perfectly read and write."-Ibid., II, 172. 4 Brickell, Natural History of North Carolina, p. 35. 5 Colonial Records of North Carolina, I, 714. Ibid., I, 681. 7 Ibid., I, 684. * Ibid., I, 712. |