FIFTH ANNUAL REPORT
OF THE
I0mii0fttr
&UBMITTEI> TO THE
GENERA!* ASSEMBLY
07 THB
State of Georgia,
AT ITS
SESSION IN JANUARY, 1876.
J. H. ESTILL, Public Printer. 1876.

Department of Education, Atlanta, Ga., January 12th, 1876.
To His Excellency, James M. Smith: Dear Sir--I have the honor to submit my report of
the school operations, of the year 1875, for transmission to the General Assembly. Most respectfully,
Gustavus J. Orr, State School Commissioner,

REPORT
Since the inauguration of Public Schools in this States there has been a constant increase in the number of chil dren reached by the system. In the year 1871, there wer enrolled in the schools as follows; white pupils, 42,914; colored pupils, 6,664; total, 49,578. In the year 1872, there were no Public Schools in the State, except those under local laws, inconsequence of a misapplication of school funds, which occurred previously to that date. In 1873, the attendance was as follow:, whites, 63,922 ; colored, 19,755 ; total, 83,677; being an increase over the attenda ce of 1871 of 34,099. The enrollment in 1874, was as follows: Whites, 93,167; colored, 42,374; total, jtSS-Sd1 > increase over the attendance of the former year, 51,864. For the year 1,875, the attendance, as reported up to the date of this writing,* has been as follows: Whites, 105,990; colored, 50,359; total, 156,394; increase over the attendance of 1874. 20,808. The figures above given, though far from being satisfactory, afford much ground for encouragement.
The law imposes upon me the duty of submitting a statement in relation to the school finances. There are now in the hands of the Secretary of State, as Trustee, educational bonds to the amount of $3 50,000. I have re peatedly called attention to the existence of these bonds, and recommended definite action upon them. Their origin is given on the 6th page of my last annual report, and their binding obligation is fully discussed in that and preceding reports. For reasons given in the official papers referred to, I do not think that interest ought to begin to run upon
-January 5th, 1375, at which time, the Commissioners of fourteen counties have not reported'

them till the 13th day of October, iS/d. The artiotirit ef interest due upon them on the 13th of October last, com-^ puting from the date mentioned, is $105,000. This amount is, beyond question, due to the Department of Education, and I again ask the General Assembly to take such action on this claim, as their judgment shall ap prove.
There are, also, in the hands of the State Treasurer, school bonds to the amount of $268,000; In my last an nual report, there Was a discussion of these bonds, also. The conclusion arrived at is to this effect, that the princi pal sum rightly due this Department, on account of these bonds, is $234,417;37, and will be found on the 9th page of that report; I remain of the opinion that this claim is a just one, and I feel constrained, again, to call attention to its consideration.
From July 1st, 1874, to July 1st, 1875, there was re ceived at the Treasury as follows:
Poll tax............................................................................................... $ 3,792.83, 'fax on shows and exhibitions,..................................................... 2,069 50 Half rental Western and Atlantic Railroad................................ 150,000.00
Total................................................................................................ $155,862.33
Of this amount there was apportioned among the coun ties the sum of $151,304.00. The apportionment was made early in July last, and notice was given to the Tax Collectors and County School Commissioners of the vari ous counties on the 10th of that month. A full statement of the amounts apportioned to the several counties will be found among the tables appended.
The above amount, and the poll tax, constitute the entire amount of active capital provided by the State for con ducting the school operations of the year 1875. Of the tax mentioned it is impossible to give the exact amount realized. Under a law, now of force, the poll tax is re tained in the counties where it is collected, and there expended for educational purposes. Many of the Tax

f

Collectors have not made final settlements with the Comp-' troller General, and until that is done, the amount realized from poll tax cannot be ascertained. The amount of poll tax assessed in the year 1874, was $199,550. The amount realized upon this sum for school purposes, after the commissions of the Tax Collectors and Receivers of Tax Returns were deducted, was, irt round numbers, $130,000. The amount of this tax, assessed in 1875, was $214,913. Supposing the ratio of the amount assessed to the amount collected to be the same these two years, the net amount fealized in 1875, will be $140,015. This added to $151,304, the amount appropriated, will give $291,319, as the available amount of school fund for the year 1875. The entire school population, enrollment for the year 1875,and average attendance being respectively, 39h-i037, 156,394, and 96,680 ; the amount paid by the State for instruc tion and supervision per capita, results as follows ;

On school population.................. ............................................................... $ .74 On enrollment...................................... !................. ..................................... 1.8& On average attendance................................................................................ 3.01

There were raised by taxation, for school purposes, last

year, in cities and counties under local laws, the sum of

$144,000. Add this to $291,319, the sum furnished by the

State, and we have

as tins sum expended in the

State, fpr the support of Public Schools in 1875. This

gives the amount expended per capita in the State as fol

lows :

On school population........ ..........................................................................$1.10

On enrollment..................................................... ......................................... 2.78'

On average attendance................... ................................................ ..

4.50

The expenses of this office for the year just passed, including salaries, postage, stationary, printing, etc., were.................... $4,828.22
Amount paid for printing in 1874, the bills being rendeied in 1875 635.19

$5,463.41
Much complaint has reached this office in relation to the unequal operation of that provision of our school law, Which requires the school fund, after reaching the coun

ties, to be appropriated among the sub-districts. I re commend that this provision of law be repealed, and that the law be so changed as to require the fund to be paid out pro rata, upon average attendance throughout the ne~ tire county.
Much inconvenience has arisen in our school operations ' in relation to proving teachers accounts. It has often been necessary for teachers to travel to remote points in order to find officers empowered to administer oaths. I recom mend that a law be passed authorizing County School Commissioners, and Presidents of the county Boards of Edu cation, to administer such oaths as may be necessary in trans acting school business, or in conducting investigations be fore the county Boards, when sitting as judicial tribunals.
In view of the inefficiency of our public school system, caused by the lack of funds adequate to its support, I have repeatedly urged the adoption of such legislation as shall, in some judicious way, increase the school fund. I recommend the passage of a law authorizing the Boards of Education of the counties to submit the question of a school tax, limited in amount, to the voters ot the respec tive counties, the tax to be levied in no case unless twothirds of the voters vote in favor of the levy. I shall not present the argument in favor of this recommendation in this place, as it will be found, stated at length, elsewhere. There is great lack of efficient, well qualified teachers for,our public schools. It is needless to say that money paid to an incompetent teacher is poorly expended. In extreme cases of incompetency, the moneyso expended is absolutely wasted, and this is not the worst part of the evil. Mental habits are sometimes formed by pupils un der such instructors which result in absolute, and often permanent damage. Besides, modes of teaching and dis cipline have been much studied of late years, and every in telligent educator knows that great advances have been made in these respects. It is but a truism to say, that a teacher without the requisite knowlege cannot instruct. It

is not so evident, but, nevertheless, it is just as true that one with the requisite knowledge, but without profession al training, acquired either in a school for teachers, or in the actual labors of the school room, cannot do the most efficient work. A good corps of well trained, thoroughly efficient teachers would do more, perhaps, to popularize our public schools, and to render our school operations efficient, than any single cause. The want of well qualified teach ers for our white schools has been much felt. The want of the white schools in this respect, however, is small in comparison to that of the colored schools. It has been impracticable to put colored schools in operation at all, in some places, in consequence of the lack of competent in structors. We shall not succeed in commending our public schools to the confidence of an intelligent public till the State takes some steps to supply the want of which I have been speaking. I, therefore, recommend that an annual ap propriation of $10,000 be made for establishing two normal schools for whites, one to be located in the noThern and the other in the southern portion of the State ; and that the law making an appropriation of $8,000 to the Atlanta Univer sity be repealed, and that, in lieu thereof, $10,000 be an nually appropriated for establishing a normal school for colored pupils. I have no doubt but that the necessary grounds and buildings for the white schools could be pro cured, without expense to the State. The whole of the ap propriation could thus be utilized in accomplishing its > proper object from the beginning. I do not deem it nec essary to further discuss the recommendation in relation to the white schools. That in relation to the Atlanta Uni versity, and to the proposed colored normal school, does re quire fuller discussion. In what I am going to say on this subject I am influenced by, what I believe to be, the true interest of the entire people of Georgia, white and colored. It may be that I may repeat some things that have been stated in former reports. Should I do so I wish it under^stood that the motive is to prevent misconstruction and

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misrepresentation, both at home and abroad. My first ob j.ection to'the appropriation to the Atlanta University is the lack of Constitutional power to make it. The Consti tution, Article 3, section' 6, paragraph 2, contains the following words : "No vote, resolution, law, or order shall pass granting a donation, or gratuity, in favor of any person, except by the concurrence of two-thirds of each branch of the General Assembly ; nor, by any vote, to a sectarian corporation or association." The Atlanta University was established, and is largely supported by the "American Missionary Association." This- Asso ciation is a religious body, composed, as I learn, of members of different Christian churches, but with a decidedly controlling element of Congregationalists. The work of the Association is missionary work. In the Atlanta University, Theology is taught. These are the facts in relation to the origin of the University, and the character, work and objects of the Association, so far as I have been able to learn. I am clear in my own mind* that the appropriation made to the University is a viola tion of the provision of the Constitution above quoted. That the University may not be sectarian, in a very nar row sense of that word, may be true ; but that it is sec tarian, in the wider sense in which the framers of the Constitution intended to use the word, no one can ques
tion. I object, in the second place, to giving the funds of the
State to be controlled by a body of men, not fully respon sible to State authority. When the State gives money, it ought to be used by men who are her agents proper, ap pointed by her authority, and subject to her control. She should have a voice, not only in respect to the object to which the money is applied, and the manner of its appli cation, but in respect to everything connected with the mode of carrying forward the enterprise, for the promotion of which, she has contributed her means. The Board of Trustees of the Atlanta University is composed of fifteen-

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Men. Of these, five are citizens of New York, and other Northern States, and three are professors in the institu tion, and are citizens of the State, only because the insti tution is located in the State, and are identified with our people only so far as their work identifies them with us. At least three others are colored men, for whom, so far as I know them, I entertain genuine respect, notwithstand ing, I must say, that I do not consider them very well qualified to manage the affairs of a University, and the re maining members are men of whom the tax-payers of the State know but little. So much for the composi tion of the Board. Now, as to their responsibility to the authorities of the State. The State has nothing to do with their appointment, or removal, and has no right, in any of its departments or offices, to shape the policy they may adopt, or to enquire into the manner in which they discharge their duties. The only controlling power in the hands of the State, has respect to the plan of expending the money. The act making the ap propriation contains the following words: "Provided, the Governor shall not draw his warrant for the said sum, until the Trustees of said institution shall have submitted a plan, for the expenditure of said sum, to a Board of Commissioners, consisting of the Chancellor of the State University, and two members of the Faculty of the same, to be selected by him, and until such plan, upon such modifications as may be required by said Commissioners, shall be approved by them, or a major ity of them, each year, in writing, and filed in the Ex ecutive office, and said Commissioners shall, at all times have authority to exercise all power necessary, to see that said fund is faithfully applied according to said plan of expenditure." The Board of Commissioners, as will be seen from the above, have no power to look into anything, except the plan of expending the money. They have no power to examine into what is taught, to inquire into what influences are brought to bear upon the pupils, or to suggest, even, as to the internal man

12
agement of the institution. Unless I am mistaken, the people of Georgia, if they w the facts in the case, would be unwilling for so large a sum of money to be expended, annually, upon an object in which they have so deep an interest, under a law which gives so little power to the State authorities, to give shape to the work for which the money is contributed.
1 object, in the third place, because certain social usages have been introduced into the institution which are re pugnant to the feelings and tastes of our people. The white teachers and their colored pupils sit together at the same table at their meals, and the former have accepted in vitations to entertainments at the houses of colored citi zens. Facts like these argue the prevalence, among the authorities of the University, of views upon the proper so cial relations of the white and colored races very different from those entertained at the South. Large numbers of the pupils of the institution, trained under these influences, are employed annually as teachers in our colored schools. I do not think it can be doubted, that an effort will be made by these teachers to disseminate the views which they have imbibed, and that serious trouble will spring up thence between the races. I am willing that the teachers in this institution shall have full liberty as to the views they hold and teach, but I am unwilling that an institution so objectionable should be chosen by the State, for performing the delicate work of furnishing teachers for our colored schools.
I object, in the last place, because I do not believe the appropriation is accomplishing the best work for the col ored people. The atttempt is being made to give the pu pils of the Atlanta University a course of collegiate train ing. They are taught the ancient classics, the mathe matics and the sciences. If they make much proficiency, I am at a loss to know how they can turn their attainments to practical account in the present condition of their race. If they become teachers, or enter any of the secular profes

13
sions, or engage in journalism ; in short, if they follow any pursuit requiring learning, which depends upon public pat ronage, they will be able to find patrons only among their own race. That race is, at present, and will continue to be for a great while to come, too poor to furnish a remu nerative patronage. I must, therefore, be permitted to say that this movement in favor of University education for the colored people, is far in advance of the demands of the present condition of colored society. What the colored people most need now, is the largest possible number of teachers prepared to give thorough instruction in the ele ments of an English education. The money expended for University education, if given for the support of a normal school, would prepare three or four times as many teach ers for giving thorough instruction in English.
The argument against the appropriation to the Atlanta University suggests the considerations in favor of the re commendation, in relation to the normal school, and I con sider it unnecessary to consume time in stating them at length. The appropriation for the object referred to, has abundant warrant in the Constitution. The institution es tablished would be the creature of the State, controlled, directed and managed in all its interests, external and in ternal, exclusively by State authority, and would not, con sequently, array itself in opposition to long-standing so cial usages. Being so managed, it would receive the ap proval of the great body of tax-payers of the State, and would accomplish a far greater work for the colored peo ple themselves.
I have dwelt at length upon this subject, not because of hostility to those in charge of the Atlanta University, for towards them, personally, my feelings are kindly, nor be cause I wish to array myself in factious opposition to what has been done by the representatives of the people, for whom I entertain the highest respect, but because, as one charged with the supervision of a great public interest,

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I have felt constrained again to put on record, views en tertained with all the earnestness of deep conviction.
I take pleasure in again expressing the obligations of the people of Georgia to the Trustees of the Peabody Fund, for substantial aid rendered to our Public Schools. The report of the Rev. B. Sears, D.D., General Agent* shows the following contributions to schools in Georgia, for the year ending July, 1875 ;
Griffin ...........................................................................................................$2,000 Columbus...................................................................................................... 900 Savannah... .............................................................................................. 800 Atlanta Normal School, (colored.).......................................................... 800 Dalton, (colored.)..................................................................................... 800 Rabun Gap................................................................................................... 300 Grove Level................................................................................................. 300 965th Military District.............................................................................. 300 Brown Institute........................................................................................... 300 Cedar Town................................................................................................. 300 Liberty county, (colored.)......................................................................... 300 874th Military District............................................................................... 300
$6,900
Donations, not included in the statement above, were made to other schools in the State of Georgia, during the year 1875, the statement coming down, as mentioned, to July of that year.
I again state, for the information of parties interested, the rules which govern donations, as adopted by the Trustees:
"Donations are not made to colleges, academies, or any private, sectarian, or charity schools. For well-regulated public free schools, continued about ten months of the year, and having a regular attendance of not less than
100 pupils, averaging daily, 85 per cent., we pay.............................. $ 300 ., wepay................................ 45
200 pupils, averaging daily, 85 percent, we pay.............................. 600 250 pupils, averaging daily, 85 percent, we pay.............................. 800 300 pupils, averaging daily, 85 percent, we pay............................... 1,000
In doubtful cases of attendance, the average number de cides the question. The amount appropriated for arge

cmimbers, in cities, cannot be fixed, but must depend on

-circumstances. The people are to pay for current expen

ses, at least, twice, and usually, three times as much as

they receive from the fund, and to bear all expenses of

erecting, and repairing, and furnishing school houses.

They are to grade their schools, and provide a teacher for

every fifty pupils. It is necessary that applications for as

sistance be made through ike Superintendent of each State,

near the beginning of the schoolyear. No claim for a share

of the fund can be admitted, where a special contract has

not been previously made."

The income of the Peabody fund fell short last year, and

will do so again this year, from failure to collect interest on

invested funds. The small amount set apart for Georgia,

for the year 1876, has already been pledged. No other

applications, therefore, can be favorably considered.

During the year.1875, I prepared, with great care, a

series of articles, in which almost every topic, connected

with the school system of Georgia, was discussed. These

articles were published in quite a number of the newspa

pers of the State. They contained a large amount of in-

Tormation, and embodied the results of much thought

Feeling that I cannot, in any other way, so effectually

-serve the cause of education in the State, I append them

,,as a part of this report

Gustavus J. Orr.

THE SCHOOL QUESTION.
Being a series of Articles oh the subject of Public Schools, prepared by Gustavus J. Orr, and published in the Atlanta "Constittitionf and other leading Newspapers, in the year 1875.
INTRODUCTORY.
Editors Constitution,--From time to time, during the re mainder of this year, I propose to discuss in your columns the Public School question. The time seems quite oppor tune. We shall have no exciting elections, State or Fed eral, to engross public attention. The people will there fore be better prepared fora calm consideration of such views as may be presented.
Within the space of a little more than two years the State has expended for school purposes $689,000. If our school system is a bad one, it is very unwise to persist in wasting so much money in its support. If it is good and is only hindered from making itself fully efficient by the lack of ampler means, the people should by all means see to it that the necessary addition is made to our school resources. If the system has defects, these defects should be supplied; if evils have grown up in connection with it, they should at once be removed. Whatever is wrong about it should be righted. If it is wholly wrong, if the State has no right to control the matter of education, if it is radically wrong to levy taxes upon those who have no children, to educate the children of others, then the sooner we rid ourselves of the system the better.
Quite a number of the States in which Public Schools have been in operation from twenty to fifty years continue to manifest their approval of the system by annually rais ing immense sums for its support--sums in comparison with which the small amount annually appropriated by ourState
2

Ig
is quite insignificant. It is true that we often hear it alleged that these .States are differently circumstanced f om ours. It is often affirmed that the conditions ofthe Public School problem there and here are different. This statement is true; but does the difference in the conditions fender the so lution of the problem impossible here, or simply more dif ficult? If the Public School system will not Work here, what other system will ? Statemanship has not exhausted itself when it has shown that one method of supplying a public necessity is inapplicable. It must go farther and show how the public need can be supplied.
Six years ago, a man of universally acknowledged ability --one who has perhaps exerted more influence, for the last thirty years, in politics, both State and Federal, than any other Georgian, in a letter to the writer, said, in substance, as follows : " The school question is- one of the most im portant that will come up for consideration and determina tion by the people of our State for the next quarter of a century." To this sentiment I subscribe. I do not say that it is the greatest question, but one of the greatest. The' agricultural question is a great one. Success in agriculture lies at the basis of success in all other enterprises. Georgia can and ought to produce nearly all the leading articles con sumed upon her soil. It.is needless to say that our legislation should be friendly to this interest, and that the State has acted wisely in Creating a department of government to col lect facts, prosecute investigations, and disseminate infor mation bearing upon this important branch of industry.
We ought to manufacture everything made of wood or the metals, and the leading textile fabrics. It would be wise statesmanship to exempt from taxation for a term of years all infant manufacturing enterprises. This and other questions connected with this class of productions afford wide scope for statemanship.
To discover and develop our almost unbounded mineral resources is another work demanding the attention of our' law makers, and I am glad that they have recognized the' truth of this statement by creating a Geological Bureau.
We shall remain poor, however, with all the elements of wealth abounding around us, unless we provide for edu cated, skilled labor. The State has a mine of wealth in the minds of her youth far richer than those to be found in her abundant water-falls, in the timber of her forests, in theproducts of her soil, or in the minerals embedded in he

19
mountains. Those mentioned in the latter portion of the comparison can never be fully developed till provision is made for bringing out the full resources of that referred to in the former.
In what I wiite in the papers proposed, I shall not of course speak officially, but in my character as a citizen. While I say this it is proper to add that every statement of facts shall be as carefully verified as if it were intended for insertion in an official dosument; and that all infer ences shall be made with entire fairness and candor. I shall frankly admit any weak points in the Public School system, and any peculiarities which render it difficult of adjustment to the state of southern society. I have not been in the habit hitherto of advocating any views which my reason has not approved. I shall not do so hereafter. Perhaps I have said enough in this paper.
A SCRAP OF HISTORY.
Editors Constitution,---It is often objected to our school system that it was forced upon us--that it was not volun tarily adopted by the people of Georgia. This statement is true so far as it has application to the incorporation of the system into the fundamental law. The Constitution of 1868 was framed and adopted as the objector alleges. The Convention of 1868 was a remarkable hody. The journal lies before me. From it I learn that there were one hun dred and sevnty-two members. Of these, twenty-two were of northern birth, and four of foreign. Nineteen of the members came among us after the close of the war, and of these nineteen, eleven were northern men. The better portion of the people of the State had no confidence in a large number of the members who were native born. The number of negroes, fresh from the cotton and rice fields, I have no means of ascertaining. Some of the members were said to be men of despicable character. There were men in the body, however, who were wise, conservative, patriotic. To these our people owe a debt of gratitude which they have not yet fully realized.
The federal policy that brought the convention into ex istence was not less remarkable than the composition of the body. Now, that the heated passions of the times have abated, comparatively few can be found to defend the policy--hardly any, at least at the South, who remain so

20
much in love with it as to affirm it admirable per se. By that policy, a large amount of the virtue, the intelligence, the wealth, the patriotism of the State was disfranchised. Quite a number whom the policy itself did not disfran chise, were arbitrarily and tyranically disfranchised by the administrators of the policy. To the latter number the writer belonged. I ha 1 never held an office in my life ex cept that of Intendant o( the little village of Oxford--'had never even been a candidate for office. Yet, after register ing as a voter I was stricken from the list, and what does the reader suppose to be the reason. It was because I ran the boundary line between Georgia and Florida. This was the alleged reason. Doubtless the true reason was to get rid of my vote. An appeal to the Superintendent of Reg istration, and afterwards, to the General in command, brought no relief. The latter replied, in substance, "if you held office before the war, and engaged in acts of rebellion during the war, your name has been rightly stricken," and this, too, notwithstanding the paper making the appeal set forth the true state of facts as to my never having held office. Large numbers were treated as I was.
The policy also enfranchised hordes of ignorant colored men to whom you could not have explained what is meant by a constitution by a week's labor. Vast numbers of the true men of the State refused to go to the polls. Is it surprising that a Convention, thus constituted and thus originating, should do some bad work? The wonder is that more of it was not done. Some of it was bad enough. The portion of the Constitution framed, which provided for the enacting of retroactive homestead and exemption laws, though it has been elaborately defended, can hardly be accepted as a wise piece of legislation by a plain, honest 'man. For one. I shall never believe it right till I am con vinced that the Lord made a mistake when He told Moses to write in the Decalogue, "Thou shalt not steal.'' It has been more corrupting in its effect upon the morals of the people than any legislation adopted in the State since the first landing of Gen. Oglethorpe upon our soil. Some things done by the Convention were wise and statesman like. To this class belongs the whole of the sixth article of the Constitution, which relates to the subject of educa tion. I shall endeavor to show, at the proper time, not only that this article is founded in true wisdom, but that, whatever changes may be hereafter made, it is extremely

21
improbable that this article can ever be altered. The Constitution, as a whole, whatever faults it may have, is tha fundamental law of the land. It has been acquiesced in by all the departments of the government, legislative, judicial, and executive, for seven years. For the last three years all the officers of the government have been filled by the suffrages of the most intelligent and virtuous of our people, and all these officers have sworn to support the Constitution, and they mean to do so, in good faith, till it is altered by competent authority. Acquiescence makes the whole instrument binding so long as the acquiescence continues; and when it is proposed to change any portion 'of it, it will hardly be satisfactory to thinking men to raise questions as to how, and by whom, the organic law was framed. It will be considered by every good citizen, much more pertinent to show that what is objected to is bad; and that the substitute proposed is, in itself, wiser and better.
Let us next consider the objection in its application to the first school law passed under the Constitution. To do this properly, it will be necessary to give a little historical information not generally known. In the month of Au gust, 1869, the Georgia State Teachers' Association met in the city of Atlanta. At that meeting, Mr. Martin V. Calvin of Augusta, read a paper in advocacy of the public school system. At the conclusion of the reading, the writer of this article moved lor the raising of a committee to report upon a school system adapted to the condition and wants of the people of Georgia. Subsequently, the resolution was amended so as to require the report to be laid before the Executive Committee of the Association for revision, and to be submitted by that committee, after revision, to the consideration of the Association at a spe cial session to be held in the city of Macon in the month of November following.
The committee appointed under the resolution consisted of the writer of this article, Mr. B. Mallon, now Superin tendent of the schools of the city of Atlanta, Hon. D. E. Butler, of the county of Morgan, Mr. M. V. Calvin and Hon. D. W. Lewis, now President of the North Georgia Agricultural College. Hon. D. E. Butler afterwards de clined to serve, and was substituted by the Rev. J. M. Bonnell, then President of the Wesleyan Female College. The committee agreed that each member should study the

2g
subject for himself, writing down a synopsis of his views, and that a meeting should be held at a fixed time, to com pare views, and agree upon the matter of the report. The meeting was held. Each member read the synopsis he had prepared.
The reading developed a most remarkable coincidence ot views. A secretary was appointed to record those sugges tions in which there was an agreement, and thus, after a most careful canvass of the subject, the outlines of a com plete system were agreed upon and adopted, and the wri ter of this paper was charged with the duty of preparing the report. The report, when prepared, was laid before the Executive Committee. There were present at that meeting of the committee, H. H Tucker, now Chancellor of the State University, W. LeRoy Broun, President of State College of Agriculture and Mechanic Arts, Alexan der Means, one of the oldest and most vvidely known edu cators in the State, Prof. W. D. Williams, of the Acad emy for the Blind, Dr. J. M. Bonnell, Mr. Mallon and the writer, the last three being also members of the Exec utive Committee. The report was read, and nine hours were spent in discussing it, section by section. After this most careful consideration of the report, the committee de termined to submit it without alteration to the Association, which was to meet the next day. The Association spent an entire day in considering the report, and, after thor ough discussion of the different suggestions it contained, it was unanimously adopted, with a few slight alterations, and a committee, of which the writer was a member, was raised to lay it before the Legislature, soon to assemble, accompanied by a memorial, praying that the system which it embodied be put into statutory form in the shape of a law.
Before the assembling of the Legislature reconstruction was reconstructed, and on the assembling of that body, quite a number of the members elected by the people were unseated and others, who were not the choice of the people, were substituted in their places. Our committee conferred together and were unanimous in the opinion that our meas ure, if adopted, would be odious in the sight of the people in consequence of the odium attaching to the body adopt ing it; and we determined not to be personally present when the Legislature convened.
As the session advanced, it became evident that some

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kind of a school-law would be adopted; Mr. Mallon and myself determined that we would do what we could to in fluence the body for good. I had two warm personal friends, good men and true, who were members. One of them the Hon. I. E. Shumate, was a representative from the county of Whitfield ; and the other, the Hon. Council B. Wooten, was Senator from the eleventh district. I sent to each of them a copy of the report of the Association, and wrote letters requesting them each to place his copy before the Committees on Education of their respective houses, I knew that, whatever might be their private views of the subject, they would both most willingly do me a personal favor. Mr. Mallon did the same in respect to certain of his friends who were members. When the' law appeared, I found that in many portions of it, our re port had been closely followed. Some portions of the law departed from the system adopted by the Association, and were objectionable, but in many of its provisions, the law was a good one. In the duties assigned to the State School Commissioner, in the county organizations, both in respect to the Boards of Education and of Trustees, and the duties assigned to these Boards, in the office of Coun ty School Commissioner and the duties imposed upon that officer, in the provisions for ambulatory school for sparsely settled districts, in the providing of separate schools for whites and blacks, in the sources of school revenue other than that provided in the constitution--in all these things, and in other minor matters, the law follows closely the re port. Both the law and the report are before me, and the internal evidence is overwhelming, that the teachers of the Georgia Association did much toward giving shape to the first school law. Let those who raise the objection which I have been considering remember the history just recited, and what has been said in reference to the educational pro visions of the constitution, and, further, that legislatures of our own choosing have passed laws incorporating much of the original school law. If they will do so. I do not think we shall hear of much further objecting on that par ticular line-
WHAT HAS BEEN ACCOMPLISHED.
Editors Constitution,--Since writing my last a short in terval has elapsed, the temporary interruption being oocationed by the pressure of official duties and my absence at

24'
Griffin, during the recent meeting ofthe Georgia Teachers'' Association. There may be irregularity in the appearance of these papers in the future, as I am not in a position to control my time. Official duty must not be neglected. I will say, once for all, however, that I shall continue to write as regularly as 1 can, and shall endeavor to make each com munication brief and pointed, and as nearly complele irr itself as may be practicable.
I sometimes hear it said that oar school system^ has ac complished but little--that it has been tried'and has proved' a failure. I have very rarely heard this objection from the lips of intelligent men. When I have, a little conversation has sufficed to develop the fact that they had not sought to inform themselves on this particular subject. I state the objection because it affords me the opportunity to give briefly what has been accomplished. In doing this, I shall repeat much of what has been contained in official papers published by me from time to time. I shall venture on this repetition for the reason that the facts contained in these official papers, have failed to reach the people. School officers have received the publications containing them, and they have been placed within the reach of the members of the General Assembly. I am seeking to reach the masses of the people. The interest which I am endeav oring to represent is' fAnr interest--not mine. I would not force any system, however fraught with benefits, upon an unwilling people. Sound reasoning and the solid array of facts which may be presented will, in my judgment, force the public school system upon our people, by convincing them that interests require the system to be sustained. Toward the accomplishment of this end, I desire to com tribute my part.
The first public school law enacted under the present constitution, was passed October 13th, 1870. Under this law schools were put in operation in many counties of the State in the month of August, 1871. The report of my predecessor, which was. doubtless, very incomplete, shows that there were enrolled in the schools, 42,914 white pu pils, and 6,664 colored, making a total of 49,578. The small number entering the schools was doubtless partly due to the fact that the system was new and untried, but much more largely to the entire lack of confidence on the part of the better portion of our people in the State admim istration of that period. Many good citizens accepted the

25
snbordinate school offices, and, no doubt, made honest ex ertions to accomplish the best work possible under the circumstances. A few of a different character, as I have reason to believe, were put into these positions, and dis charged the duties as such men might have been expected to discharge them. They promised to teachers sums largely in excess of what they had been in the habit of earning, either upon the idea that "what comes easy should go easy," or upon the equally loose view, that, as the teachers would not be likely, in the end, to get more than one-third or one-half of the amount promised, it was proper to take that fact into account in fixing their com pensation. Assurances had been given that the necessary funds would be forthcoming at the proper time. These assurances were given, too, in the face of the fact that ev ery dollar collected under the constitution for the support of schools had been appropriated to other uses under a law passed more than twelve months before the first school was put in operation.
As might have been expected, when the time of pay ment arrived, the wherewithal to make the payment was wanting. The operations of that year exhibit a strange combination of recklessness, or lack of foresighb,on the part of the head of the department, with an unusual want of care in looking into the grounds of promises, on the part of those who rendered services. Very many innocent per sons among those who rendered services were no doubt deceived.
No person exercising the care that thoughtful men usu ally exercise, ought to have been. It must be admitted that our school operations for the first year, under our pres ent system, were a failure. But it may be asked in what branch of the public service under the Bullock administra tion was success achieved? Was it in the management of the State road? Was it in any of the, departments of the State government, legislative, judicial or executive ? Vast numbers of our people think not Must the public school system be condemned on account of this admitted failure ? The same rule of judging would condemn the scheme of State government itself. Equally as strong an argument can be made against State government on the ground of failure at that particular period.
Let us trace the subsequent history of our public school operations. At the beginning of the year 1872 the present

26
State administration came into power, and I had the honor of being placed in the position which I now hold. The difficulties of the position were very great. Let us take a calm survey of the surroundings. I received as an inheri tance from my predecessor a debt of about $300,000. There was not a cent in the treasury with which to meet this indebtedness, or to re-inaugurate school work through out the State. The friends of public schools were dispirit ed, quite a number of them having lost all hope in conse quence of the disasters of the previous year. Those un friendly to the system took courage and cast into the teeth of its friends the stereotyped "I told you so." Letters from all quarters kept pouring in upon the department. Nine hundred and thirty-nine of these were received that year, the replies to which covered nine hundred and fifty pages of written matter, as my letter-books show. A large number of these letters related to the failure to meet the obligations of 1871. The state of things above sketched convinced me that it would be folly to attempt to put schools in operation in 1872, and one of my first official acts was to issue a circular advising school officers accord ingly, and recommending them to turn the thoughts of the people to such private schools as were in existence, or were likely to be established. Firmly beliving in "the omnipotence of honesty," I made it up in my mind that if the people were deceived in the future, I would not be the instrument of that deception. My mind was next turned to our financial status as to schools. My investigations re sulted in the production of a pamphlet on that subject which was circulated among the school officers of the State. I then directed my attention to the mistakes and defects of the existing school laws, and my first report re lated mainly to the changes which I considered necessary. To the legislature which convened in the summer of that year, the friends of public schools are under lasting obli gations. They passed a law making provision for the partial payment of the debt of 1871, repealed the general school-law then of force, and passed a new one, retaining all that was valuable in the old, and embodying such im provements as had been suggested by reflection and ex perience. The year 1873 opened with much brighter prospects. The school funds which had been accumulat ing from the regular sources had been faithfully kept. The law providing for the payment of the debt of 1871 had

27
yielded $174,000, which was apportioned among the coun ties, and faithfully disbursed. Upon an accurate calculation it was found that this sum had more than replaced all school funds that had passed into the treasury from the 6th of August, 1870, up to the 19th of August, 1872, by the sum of $7,610.25. Thus it will be seen that, under the present administration, the people were taxed to re place a large portion of the school fund seized and squan dered under the preceding. The regular school fund had accumulated to the amount of $250,000, which was also properly apportioned. The schools of 1873, which were put in operation, under instructions issued early in that year, accomplished a good work under the circumstances. My annual report shows that there were in attendance upon the schools 63,922 white children, and 19,755 colored, making a total of 83,677. The perfect good faith kept on the part of the State in 1873 inspired increased confidence, as evinced by the large additions to the attendance upon the schools of 1874. There were in the schools of the last named year as follows: white children 93,167; colored, 4.', 374; total 135,541, being an increase over the attendance of the former year of 51,864. The amount of school funds apportioned in 1874 was $265,000, which was sufficient to pay to each pupil in attendance upon the schools an aver age of $1.95. It will be thus seen that we are not able to pay the entire expenses of the three months' schools for which the law provides. What is paid, however, acts as a stimulus, and brings large numbers into the schools who would otherwise never enter. Many, who are thus brought in, continue as pupils after the public schools are turned into private schools. The school officers in some portions of the State testify that the number of pupils in the schools last year, in their several counties, was at least double that of any year since the close of the war. Many persons seem to think that a three months' school can accomplish but little good. They forget that the school age reaches from six to eighteen, a period of twelve years. With these limited advantages no youth will be excusable who grows up to maturity without acquiring a good elementary English education. If we could make our schools abso lutely free, a school of from four to six months duration would perhaps, at present, meet the wants of the greater portion of our people. We are, in the main, an agricul tural people, and the necessities of our farmers are such, at

28
the present, as to compel them to employ their sons for a considerable portion of the year in farm work, and their daughters are needed much of the time in domestic service. Of course an intelligent population would desire, and, if able, would have schools of longer duration. We shall never have prosperous free schools of longer or shorter duration, however, till our legislature shall confer upon the people of the counties a well guarded power of taxing themselves for school purposes. For this I have been laboring for the last three years. In a future paper I pro pose to discuss this branch of the subject. I shall only say, at the present, that I have good reason to believe that a majority of the people are with me.
Upon a calm survey of the labor of the last three years, I think I may state the following as results that have been achieved :
While we have failed to obtain legislation much needed, hostile legislation has, in every instance in which it has been attempted, been defeated, and sometimes by very large majorities.
Our schools, during the last two years, have accomplish ed much good.
A wide spread interest has been awakened in the minds of our people in relation to our schools.
Universal confidence has been restored. A thorough organization has been effected throughout the entire State. I look with pride upon what has been accomplished.
OBJECTIONS ANSWERED.
Editors Constitution,--I propose in this paper to consider two objections to our school system which I have some times heard urged--and much oftener by members of the General Assembly than by others. There is really very little force in them, and the surprising part of the matter is that men of acknowidged intelligence should take them up and repeat them. A few captious persons, very earnestly opposed to a measure, often raise no little clamor, while the friends of the measure move quietly on, giving their countenance to its execution, and enjoying its fruits. I think this has been true, in many places, in re spect to our school system. Those who oppose are active and make much noise, while those who favor say but little; and the representatives ot the people, judging of

29
the state of popular feeling simply by what they hear, are misled. In this way objections are taken up without proper investigation, and repeated. Indeed, those who mention the objections, which we propose to consider usually state them as objections which they have heard.
The first of these objections is that our school law is hard to understand, and that the system which it creates is complicated, and difficult of administration. Those who originate this objection have not stopped, perhaps, to con sider what it is to frame a school system for a State. Doubtless their minds have failed to take in the full mag nitude of the work. Georgia has a school population of 394,037. To provide for instructing this large number of children, teachers must be examined, licensed, and con tracted with ; and when their work is finished, in order to a proper exhibit of what has been accomplished, reports must be made. The enumeration of the school population must be taken at regular intervals, the schools must be visited and inspected, and the reports of the teachers must be consolidated, and a return made to some central author ity for the information of the General Assembly and the people. A local agency or authority must be created in each county for the supervision of the school interests, and for the administration of the school laws, and a record of the proceedings of this agency must be kept for the benefit of all persons interested therein. In order to insure uni formity in the administration, to systematize the entire school operations of the State, to collect statistical and other information indispensable to intelligent school legis lation, and to hold in hand, and direct the entire machine ry, a central authority or head of department must be pro vided for. The rights of teachers, of parents and of pupil, must be clearly defined ; provision must be made for col lecting, holding and disbursing funds; the liability of financial agents must be distinctly set forth, and the proper agencies for enforcing that liability, if occasion should arise, must be created. These are some of the provisions which a law must contain, which seeks to systematize, and give vitality and efficiency to so great a work. Does any one suppose that interests so complicated can be provided for by a brief, simple statute containing only a few sections ? If so, all I have to say is that he is not very well read upon the subject of school legislation. All the States of the Union, and most of the territories, now have systems of

so
public instruction. I have had the opportunity of examining the school laws of quite a number of the States, and I have found no school code simpler or more easily under stood than ours. The best practical test of this question however, is that afforded by actual administration.
Since my entrance into office in January, 1872, four thou sand four hundred and fifty letters have been received. Many of these related simply to the details of official busi ness. Quite a number asked for an official interpretation and construction of the provisions of the law. The num ber of the latter class has been continually diminishing, until now, comparatively few of that kind are received. The whole subject of public schools was new both to the public and the school officers, and for this reason alone ma iy inquiries have been made. The number of letters of mere inquiry affords no proper test of the intricacy of the school statutes. Our law provides for an appeal from the County Board to the State School Commissioner, and from the latter officer to the State Board, in all controversies in re lation to the construction or administration of the school laws. During the last two years about five thousand teachers have been employed under contracts with the various local Boards. Men are more apt to differ where money is involved than upon subjects of any other kind. Yet, notwithstanding our school law provides for carrying up cases from the lowest to the highest school tribunal without a cent of cost to the parties litigant, only ten cases in all have been brought up; and more than half of these cases originated, not under school law proper, but under the different acts passed for paying the school debt of 1871. These facts demonstrate clearly that there cannot be any great amout of ambiguity, complexity or intricacy in our school law. I will dismiss this objection by simply adding that I will yield to its force, if any fairminded, sensible man will take the school law, read it carefully and then declare that he does not understand its provisions.
The second objection which I propose to consider in this communication, is that an unreasonable amount of the the fund is absorbed by paying the claims of county offi cials, leaving but little for the education of the children-- the prime object for which the fund was provided. I( first heard this objection at the session of the General As'sembly in January and February, 1874. At that time a bill was introduced abolishing the office of county school com-

SI
ttllssioner; and the main argument relied on Was the ob jection above stated. The school law does not require the amount of compensation allowed to County Commis sioners to be reported to the office of State School Comimssioner; and the records in my office did not show what these officials had received, The objection thus derived all the force it had from vague statements received from unof ficial sources. I immediately sent postal cards to every Commissioner in the State, asking for the desired informa tion, and, in a very short time, had answers from over ninety counties These answers showed that some four or five of these officers had received unreasonable conpensation. A few had received very meagre compensation, amounting, in some cases, to only 2 per cent of the funds handled.
The average compensation was a little over nine per cent, of the fund, which I did not consider exhorbitant in view of the services rendered in the year 1873 ; for that year, in addition to the regular duties of examining teachers, visit ing the schools, meeting the Boards, and receiving and paying out of the fund, the Commissioners were required to take the enumeration of the school population. If the fund had passed into the hands of the County Treasurers, they would have received, as the law now stands, and as some understood it to be then, five per cent, for simply receiving and paying out. If it had been shown that the Commissioners of that year received too much, the clamor against the office Was not Well founded, as any one can see by reference to the school law. If it was an error at all, it was simply an error of administration. The law provides that County Commissioners shall receive a per diem not to exceed three dollars, to be determined by the Boards of Education ; and makes it the duty of the Boards to limit the number of days for which the Commis sioners shall render an account for official services. These two provisions of the law put it in the power of the Boards to fix the compensation of the Commissioners at whatever amount they may see fit. If the Boards will not act rea sonably the law provides still another remedy. It is made the duty of the Judge of the Superior Court, on address of two-thirds of the Grand Jury, to remove the members of the Board from office, "for inefficiency, incapacity, general neglect of duty, or malfeasance or corruption in office. If the people of the counties failed that year, or if they shall

32
fail hereafter, to protect the rights of their children, with all these means of protection at hand, they will have only themselves to blame for failure. The law is as it should be> The whole power of regulating the compensation of the County Commissioner--the only school officer of the county who receives compensation--is in the hands of the local authorities where it should be. The services of this officer are worth more in some portions of the State than in others; and who is so well prepared to judge of their value as those upon the spot where the services are rendered. The danger is evidently not in the direction of excessive but of insufficient compensation. Popular clamor may lead to the fixing of the compensation so low as to secure the ser vices of only that class of men whose services would be dear at any price. It will be an unfortunate day for our school interest if popular complaints in the future, should lead to the abolition of the office of County School Commissioner. Local superintendency, as all ex perience shows, is indispensable to success. Almost every State in the Union, and neariy all of the territories, have a county superintendency, or what is equivalent ; and an experience of many years, in some of the States, has but served to strengthen the general conviction of its indispem sable necessity. Our own experience has been a short one, but short as it has been, it has been sufficient to convince me that we cannot dispense with the office in question. Wherever we have had good County Commissioners our school interests have been well managed, and the compar atively good results achieved have very much strengthened the system with the people ; and candor compels me to say of my subordinates, that, as a rule, we have had good men filling these positions. I do not hesitate to affirm that, as a class, they are the most intelligent, efficient, reliable county officials known to our laws.
WHOSE FUNCTION IS IT TO EDUCATE?
Editors Constitution,---The question which heads this pa per is one of Very great interest. Upon the right solution of it much depends. Answer it in one way, and a church system is the result; in another, and a purely private sys tem springs up ; and yet. in a third, and we have a State, or public system. There will always be more or less of uncertainty, in the public mind in relation to schools, and

33
of feebleness and inconstancy in the public evdeavor to reach valuable educational results, till first principles are definitely settled, When we build upon the true philoso phical foundation, we shall erect an enduring superstruc ture, wisely adapted in all its appointments, to the accom plishment of the ends of its creation. If, on the contrary, we lay a wrong foundation, what we build will be un sightly, unshapely, ill-arranged and unsatisfactory. In much the larger number of States of this Union, and in many countries of Europe, public sentiment has become well sett'ed in favor of public school instruction. Every where throughout the civilized world, where public school instruction has not been adopted as a policy, the tendency is in that direction. Amongst us, many intelligent men doubt, and a few oppose. Whoever does anything to wards establishing the right principles of an educational system, in this state of things, does a good work. It shall be my object, in this paper, to make an humble contribu tion towards this result.
On two occasions, within the last five or six years, I was present at the delivery of public addresses, in one of which it was maintained that it was the function of the church to establish schools of every grade, from the primary school to the college; and in the other, an attack was made upon what was called secular education, and that kind of educa tion was denounced as Godless. I know of at least one book, written in support of the same ideas ; and, in social life, I have, now and then, met with persons in sympathy with the advocates of these views. I know of no Protes tant church which, as a church, maintains them. I have reason to believe that they ar.e entertained by many indi vidual members of such churches; and, for this reason, I think it proper to devote some space to a reply. As an overwhelming majority of the people or this State are either Protestants in fact, or in sentiment, I shall reply, in part, as a Protestant. I am not a theologian, but for many years I have been an attentive reader of the Bible, and have been in the habit of receiving, with implicit faith, whatever is revealed therein. If I understand the teach ings of that book aright, the kingdom which it sets up is a purely spiritual kingdom. The doctrines and duties, the principles of government, and the agents of administration, the modes of worship and proper work of the subjects of
3

34
this kingdom, are all matters to be determined by the in* spired record alone. Whatever is not taught therein, either in express terms, or by plain implication, is not to be received. Anything added to these teachings is a hu man innovation, and must be rejected. A work which would be productive of the most beneficial, moral results, when carried forward by a body of men united in a human organization, cannot fail to be hurtful to a church, if taken up and prosecuted by the church, in her church capacity, without the warrant and sanction of Divine revelation. Now, if the Bible expressly teaches, in any place, that it is the duty of the church to open week-day schools, for the instruction of the young, I have never met with the pas sage. I will go further and say, if the same is taught any where, by clear, unmistakable inference, I have never inter preted the record aright. All those passages of Scripture, which inculcate the duty of training and instructing the young, clearly refer to moral and spiritual instruction. Hence, Sabbath-school instruction, and the machinery nec essary to carry it forward, are proper subjects of control by the church, but I cannot perceive the religious bearign of teaching grammar, geography, arithmetic, algebra, the classics, and the sciences in general. It is indispensa ble that these things be taught, but when the church comes down from her higher and holier field of labor, to engage, as a church, in carrying forward enterprises of this kind, she abandons her mission and engages in work which is properly secular. If the secular education of the young is a duty of the church, so clear that its pertormance is essential to the preservation of her purity and holiness, then she must provide for the enforcement of the duty upon the membership, by some disciplinary sanction. And yet, who has ever heard of a church proceeding to deal with its members for failure to contribute to educa tional entetprises? If the church claims no such power, if the matter of giving for educational purposes be left to the private judgment of the individual members, to be per formed or not, according to the views of duty which they may entertain, it may be further asked, would it be a wise policy--a policy recommending itself to practical men--to leave so important an interest as the intellectual training of the young to be provided for by a mode so uncertain and unreliable ? Does any one suppose that healthy, well sup ported schools could be secured in that way? Again, the

35
advocates of the church system doubtless mean to be un derstood as maintaining that each of the churches known among us must organize and sustain schools of its own ; as it could hardly be expected that Baptists would send to a Methodist or Presbyterian school, or that members of any of the denominations mentioned would patronize Catholics. Have they paused to consider what would be the state of things should all the different denominations put schools in operation? In the rural districts of the State the Baptists, Methodists and Presbyterians are the prevailing denomina tions. In cities and larger towns we find, in addition to these, Episcopalians, Lutherans, Catholics, and other Christian denominations, and, in some places, quite a number of Jews. In most of the communities of the State, it requires the union of the entire population to sustain vigorous, efficient schools. What would be the effect of divided effort, and weakened resources? The division of the Christian church into different branches is generally considered providential. Is it less providential that we find the adherents of the diferent forms of Christian belief promiscuously intermingled in neighborhoods and communities ? It is thus seen that to effectually dispose of the church theory of schools, so far, at least, as that theory relates to primary, intermedi ate, or even high schools, it is only necessary to look squarely at the facts.
Many of the colleges of this country, bearing some kind of relation to the different churches, and commonly called church colleges, have run successful careers. They are not, so far as my knowledge extends, in the proper sense of the words, church institutions. The churches have not, in their capacity of churches, established them ; nor do they thus control them. Individual members of the church, either by organized or concerted action, have usually raised * the necessary means, asked for a charter, and have put the institutions under way, appealing to the public at large, and especially to those of like faith with themselves, for support. The institutions themselves are not considered as a part of the machinery of the church, though reports mainly intended to give information are made to Synods, Conferences, Conventions and other religious bodies, and these bodies often pass resolutions commending the instff tutions to the support of the membership under their re spective jurisdictions. The curricula usually embrace only the subjects proper to a course of secular education;

36'
and, especially, is everything sectarian, as a rule, carefully excluded. The education thus furnished is sometimes called sanctified education, or sanctified learning. It is sanctified only in the sense that any and every secular work may, and ought to be, sanctified. If I engage in shoemaking, in farming, or in selling goods, and, in the exercise of true Christian faith, invoke the Divine guidancein, and ask the Divine blessing upon, my labors, this is sanctified shoe making, sanctified farming, or sanctified merchandising. Under the same circumstances, the labor expended in the college is sanctified labor. The obligation to thus sanctify labor is' as strong in the one case as the other. In one re spect only is there a difference, and that is in- the oppor tunities of usefulness opening up before the laborers. The able, earnest, devout teacher may, while engaged in his labor, secular though it be, so impress himself, by con-stant personal intercourse, upon his pupils as to accom plish moral results pof-aible to those engaged in few other' callings. This possibility of great moral usefulness is what has led to the establishment of what are known as denomi national colleges. They are not, as I have said, properly church institutions ; nor do they actually, nor, indeed, need they appeal for support on that ground. I am not bound, as a church member, to give them- my patronage, unless,all things considered, I believe they will do the work I wish done as well or better than I can have it done else where. I am bound, however, in deciding the question, to look at the whole work, the directly intellectual, as well as the indirectly moral. To institutions established, or ganized and worked, as I have described, I stand ready to; give a hearty God speed. I am a warm friend and sup porter of such institutions. To speak otherwise would not only be putting a discount upon the labors of a large portion of my life, but it would be arraying myself against * facts. The twelve hundred educated men, already con tributed to the body of the intelligence of the State, by the three leading institutions of the class-of which I havebeen speaking, would stand very much in the way of words of opposition. Where all the elements of success seem favorable, I am glad to see institutions of this kind established, and look upon them as valuable arms of the great educational forces of the State. They are the only educational agencies, however, which admit of division. The inferior agencies demand the united support of the

37
people m order to success. The church, as a chuch, has no right to create and control either class of these agen cies. These propositions, as I think, have been abundantly proved in the foregoing discussion.
Having disposed of the church system of schools, I will next consider the purely private system. During the last year, a gentleman of universally acknowledged ability said 'to me, your whole system of schools is wrong. The State has nothing more to do with education than with farming, manufacturing, merchandising, or any other industrial pur suit. Educating is a business, and, like all other business pursuits, can ask nothing more of government than simple protection. Educating and every other business being left to regulate itself under the operation of the great law of supply and demand, the State, as well as the individual, would attain to the highest degree of prosperity possible. So reasoned my friend; and so think a very respectable class of citizens. A brief reply is necessary. There is much force in the views above presented in their applica tion to mere material products. Many of the ablest writers on Political Economy, from Adam Smith on down to the present date, have raaintaihed them with great ability. Yet it has often been considered good policy to foster, for a -.time, a feeble industry, especially wfien the strengthening of that industry was essential to the -well-being of the com munity generally. Have the advocates of these views ever thought of one marked difference between material and .immaterial products ? With the latter the rule is, the Je-'s the supply the less the demand; the greater the supply the greater the demand. A people sunken in ignorance lose all desire for knowledge, while educating a people always quickens and increases the desire for culture. St is evident, therefore, that the principal failing, the coaclusion must go down with it. Besides, the advocates of the views which Tam opposing, put themselves against the entire history of our past. Every constitution we have tiad, till the present was adopted, made it the duty of the General Assembly to encourage education, while the present constitution makes it the duty of that body to es tablish a system of schools. Our statute books, more over, for the last three-quarters of a century, are covered with acts providing for the education of the children of the indigent. The principle has been yielded throughout our ^entire history. When public school instruction was

adopted, we only changed the mode of doing what our en tire history affirmed we had a right to do. I ask, further, what would be the practical effect of adopting the views
which I am considering? Only the children of those able to pay for it would be educated.' The entire colored popu lation, and perhaps near a third of the white, would be left without school privileges, and we should move backwards towards a state of barbarism. A policy founded upon a wrong assumption, opposed to the teachings of our his tory, and ruinous in its practical results, will not, I am
sure, find favor with an, intelligent people. Having devoted so much time to the discussion of the
first two branches of my subject, I shall have but little space in this paper to consider it in its relations to the pub lic school policy. I mnst content myself with a simple statement of what I understand to be the principle underly ing that policy. We have always been, taught in this coun try that governments are instituted for the good of the governed, and that rulers are simply the servants of the people. This view is held in all countries where popular institutions prevail. Hence, in framing a constitution, the simple principle which determines the powers to be be stowed upon the different departments of government is interest. When the framers of the constitution of the Uninited States met in convention near a century ago, observing that the social habits, modes of life and business pursuits of the then leading sections of the country were quite dif ferent, and believing that these differencefe would remain, and perhaps become intensified by the lapse of time, they gave the government which they created a few well defined powers of a general kind, reserving the great residuum of powers to the States respectively, onto the people. In de termining what thesepowers should be, they were governed solely by what they believed to be the interest of all the States or peoples represented. It had been an opinion entertained from a remote antiquity, that government by the people could not be maintained in a ountry of great extent, inhabited by people of greafcfy di versified pursuits. Guided by the simple principle of inter est, they fixed, as it were, by inspiration, upon a system of government freed from the difficulties which preceding po-
cal philosophers had considered as necessarily attendant upon popular institutions in- a country of wide extent. The
history of the past few years has demonstrated their wis~

39
dom ; and if we, their descendants, would hope for true prosperity and lasting happiness, we must retrace our steps and return to the principles of our fathers.
In establishing a constitution for a State, the same prin ciple of interest is the only safe guide in determining and distributing the powers of government. Whatever powers the interest of the whole people--not of a section or of a class-- requires to be bestowed upon the different depart ments of the government ought to' be, and always will be given. It must be understood that we use the word inter est here in its widest sense, making it to include whatever pertains to the well-being, moral, social, political, and ma terial, of the people regarded as a whole. It is on the principle of interest, thus understood, that we maintain that it is the function of the State to educate. On this principle we defend the policy of the framers of the present constitution in putting into that instrument the power of encouraging education, and of establishing a general system of public instruction for the State, and of making the latter a duty binding upon the General Assembly. Having sim ply stated the fundamental principle of the system in this article, I shall endeavor in future papers to show wherein it is to the interest of the State to educate.
THE FOUNDATION PRINCIPLE OF EDUCATION
BY THE STATE.
Editors Constitution,--In my last I affirmed interest to be the foundation principle of public school instruction. In this paper I shall endeavor to develop still further that thought. The particular views which I now propose to present would, in my judgment, have justified the use of a stronger word than intereA. To have declared education by the State z, public necessity \uov\& not, to my mind, have been language too strong in view of the strength of the ap peal made by the facts and arguments I now propose to give. I used the word interest, however, because it includes not only the views which I shall now present, but others to be given hereafter.
It will be seen, from my report for the year 1874, that the number of children in the State, between the ages of, six and eighteen years, is as follows: Whites, 218,733:

40
colored, 175,304; total, 394,037. This summing up in cludes the entire State, except the county of McIntosh, from which no return was received. My blanks required statistics of illiteracy to be returned. The number of youth between the ages of ten and eighteen years unable to read, in one hundred and twenty-seven counties of the State, was reported as follows: Whites, 26,552; colored, 76,692; total, 106,244. Eight of the counties reporting, failed to return the statistics of illiteracy. A computation of the illiteracy of the eight counties, upon the hypothesis that the illiterates of those eight counties bear the same ratio to their entire school population, as that of the illiter ates of the one hundred and twenty-seven counties report ing, to the entire school population of the one hundred and twenty-seven counties, givesthe illiteracy of one hun dred and thirty-five counties, which embraces the whole of the State, except the county of McIntosh, as follows : whites, 28,183; colored, 84,669; total, 112,852. The school age, by our law, covers a period of twelve years, viz: from six to eighteen. Allowing that one-third of the children of school age will be found between the ages of six and ten--and a moment's reflection must con vince any one that more than a third will be comprised be tween those ages--and we have the entire number of chil dren from ten to eighteen as follows : whites, 145,822 ; col ored, 116,869; total, 262,691. Taking these numbers and the number of illiterates between the same ages given above, and making the calculation of the per centage of il literacy, and the following is the result: total illiterate whites between the ages specified, nearly 20 per cent.; to tally^ illiterate, colored, a litle over 72 per cent.; totally il literate white and colored taken together, nearly 43 per cent.
In my instructions for last year I also requiredther'eturn of all persons unable to read over the^ge of eighten years. One hundred and twenty-four counties made returns, and the figures are as follows : whites, 23,299; colored, 145,208; total, 168,507. A computation, by the method al ready explained in the case of illiterates between the ages of ten and eighteen-, gives the statistics of illiteracy, in the case of persons over eighteen, for all the counties of the State except McIntosh, as follows : whites, 24,826; col ored, 156,583; total, 181,409. The Comptroller Gener al's report for last year gives the number of polls as follows:

41
whites, 115,830; colored. 84,220; total, 199,550. The number of polls of persons over sixty years of age is not returned to the Comptroller's office. Arriving at the ap proximate number of polls of all males over twenty-one years of age by adding one sixth to the number above given, and the following is the result: whites, 134,552; colored, 98,256 ; total, 232.808. This gives the number of whites and blacks respectively, and of both classes enti tled to vote. The number of illiterates over eighteen, above reported, comprises both sexes. Supposing the num ber of each sex to be the same, and dividing by two, and the following is the result of wholly illiterate voters thus obtained: whites, 12,413; colored, 78,291 ; total, 90,704. By computing the per centage of wholly illiterate voters on the basis of the figures above given, the result is as follows: whites, over 9 per cent.; colored, nearly 80 per cent.; white and colored taken together, nearly 40 per cent. In making the calculation above, it will be observed that no statistics are used except those taken by State authority. I have no doubt but' that these statistics are reliable--fully as much so, at least, as such figures usually are. Indeed, if I had been called on for an opinion in respect to illiteracy, and had given it from observation and the general impres sion on my mind, without going to an arithmetical calcu lation, I should have made it worse than the computation exhibits it, in respect to all the classes. I call upon every thoughtful citizen to ponder the figures above given.
Can the State, when property, liberty, life--in fact every thing dear to the citizen--is involved, afford to abandon the work of public instruction which she has undertaken? We are sometimes told that the greater portion of the illit eracy among us is found among the colored population-- a fact already shown by the figures above given--and we are then asked shall the white people, after being ruined in prop erty, be called upon t contribute of their remaining scanty means for the education of the colored race ?
I cannot turn aside from the main purpose of this paper to pursue the lines of thought sugested by this questionI will say, however, that I can, and will show, at the prop er time and place in the general discussion which I am prosecuting, that when a tax is levied for the support of schools, a reasonable amount of the burden falls upon non-property holders, upon mere laborers. A separate paper will be necessary to show this. I ask the interroga-

42
tor to note further, that I put what we may contribute for education, not upon the ground of charity or philanthropy, but upon the ground of interest. All that we hold dear, and all that pertains to the welfare of those who are to come after us, is imperiled ; and the preservation of these dear interests is the prompting motive. But at this point, we are told that the peril we are in, politically and socially, is a peril in which we were placed by those who enfranchised hordes of ignorant men, not only destitute of a knowledge of the simplest elements of public policy, but without any proper understanding of the fact that there is such a thing as public policy. We were not by any means without peril arising from ignorance before the enfranchise ment referred to took place ; but by the enfranchisement our peril was increased, perhaps twenty fold. But to say that a particular thing is the cause of the peril does not destroy the fact. The peril exists. A wise man, when put in peril, does not enquire who placed me in peril, but how shall I escape ? The fifteenth amendment to the con stitution is a reality. No one felt more deeply the wrong of that measure than I, or condemned more strongly the motives of its authors, or the means by which they secur ed its adoption. But now that it has been adopted, does any one see how we are to rid ourselves of it? Is it pos sible to effect a riddance, after the change brought about in the elements of the voting population ? Does any one at this time think seriously of proposing any means of rid dance ? Does any one believe that such means could be proposed at any time in the near, or more remote, future with a reasonable probabilty of success ? When the elec tive franchise has been bestowed upon a very large propor tion of any population, such a thing as the taking of it away again is not likely to be effected without revolution and bloodshed. The stern facts of the present are before us, and the question is how shall vve d^al wisely with them ? The possibilities and probabilites of the future are before us also. What shall we do to so mould and shape these as to deliver us and those to come after us from peril, and to secure for us and them all the blessings included in the words good government ? These questions are pregnant with meaning. No amount of wisdom short of Omnisci ence can, with absolute certainty, give the true answers. The means which, to my mind, furnishes the most proba ble solution is the general diffusion of popular education.

43
When I say this I disclaim affiliation with that class of en thusiasts who seem to look upon education as the leverage power by which a whole people sunken in ignorance and vice may be lifted from their degredation in a day, or in a year, or at most in the space of a few years. We have among us already a large, and, to a considerable extent, a controlling element of conservatism and intlligence. To the saving influence exerted by these, and to the constant and regular additions to their numbers in years to come by means of popular education persistently disseminated I look as the means, under Providence, of delivering us from threatened evils, and securing for us the blessings of stable institutions. And now to the line of thought by which I hope to be able to show how these results may be achiev ed, I ask the thoughtful attention of the public.
We have often heard it asserted that intelligence and virtue constitute the only sure basis of popular goverment. Men often accept this statement as a truism without stop ping to consider what it involves. It will be profitable, in this discussion,- to seek to arrive at its full import. It will be observed that the alleged basis of popular institutions consists of the two elements of intelligence and virtue. I shall give a brief consideration to each' separately. Intel ligence will be taken first. What is meant when it is as serted that intelligence among the people is essential to successful popular government? We shall obtain a better answer to this interrogatory by glancing briefly at some of the questions which the people of this country have been called upon to decide. In the formation of the govern ment of the United States, there was a grave discussion as to whether a strong or a weak central government was pre ferable. After the formation of the government, the same radical division of sentiment was perpetuated in discussions as to whether a strict or liberal construction of the consti tution was the best m.ode of arriving at, and carrying into effect, the true meaning of that instrument, and parties were formed on the issue of the relations of the State and Federal governments. Then came questions of bankings finance, currency tariffs, internal improvemet by the gov ernment, the extension or restriction of the elective fran chise, questions of foreign policy, etc. When it is asserted that intelligence is necessary to successful popular govern ment, is it meant that every citizen must be capable of forming an intelligent opinion upon questions like these?

44
Not at all. If this were the meaning, we should never see a successful popular government instituted, for we can never hope to see a whole people advanced to this stage of intelligence. Then what is the amount of intelligence which the problem of self-goveinment demands ? The in telligent portion of any population may be divided into, three classes. The first class comprises original thinkers, men of philosophic minds. These men establish theories and construct systems. Only a few of this class appear in the successive ages. The second class is much larger. It is composed of those who have the capacity to grasp gen eral principles when expounded, to perceive their full sig nificance, and to so apply them to the concerns of life as to bring out valuable practical results. The third class comprises all those who are able to understand, in a good degree, the workings of a principle when its practical ap plication has been explained, and is much larger always than the second. Ability simply to read and write does not necessarily put a man even in the lowest of the classes mentioned. It does this much, however. It puts into his hands the tools with which he may work his way into that class, or the one above it, or, under unusually favorable con ditions, even into the one higher than that. Popular in stitutions are not safe, unless a controlling majority of the people is found within the limits of these three classes, and are increased in efficiency by every addition to that majori ty, and approximate perfection of operation, only when all the additions possible have been made to the three classes named. Is it certain that we now have the major ity required ? Is it not almost an absolute certainty that we have not, in view of the figures given in .the opening of this article, and the evident statement already made, that simple abilty to read and write, does not, of itself, place a man in the lowest of the three classes ? Is it not the in terest of the entire people of the State that we continue our efforts in the work of popular education till we place the largest number of citizens possible within the compass of the three classes mentioned ? I leave these questions to be answered by the better informed of our population.
Having shown the significance and necessity of intelli gence, I come now to inquire what is meant by virtue in the connection in which I have placed it, and whether its promotion is likely to be insured by the general diffusion of popular education. The word has been used in differ-

48
efi't senses. Ini one of these, it has been lifted above the plane of what is commonly understood as expressed by the word morality. Its essence, in this sense, is understood to be in the motive, and its existence cannot be certainly in ferred from the outward life. In this sense, it can never exist in the natural man, but only in the man renewed by divine grace. The beginning of its existence in the indi vidual is coeval with what is called the renewal of his na ture, or a change of heart. This change of heart, or change of nature, cannot be effected by education or any other human agency. It must come from above, if it comes at all. This is the sense of the word as sometimes used among orthodox Christians, and the words orthodox Christians are descriptive of, and include, the great body of professors of Christianity as attached to the various Protestant denominations among us. With this sense of the Word we shall have but little to do, and that only incidental ly, in this discussion. It is not one of the prime objects of organized society to seek to change men's natures. Gov ernment has nothing to do directly with the work of saving men's souls. Our ancestors, long ago, wisely decreed the total divorce of church and state; and the great doctrine of soul liberty, as advocated by Roger Williams, by uni versal consent in this country, has been considered as having been established upon a solid foundation. Gov ernment is, however, deeply interested in men's conduct, and in whatever pertains to the making of the citizen a valuable member of society. There is a lower sense of the word virtue which has much more to do with this discus sion than the sense above considered. This sense of the Word makes it to embrace only the common principles of morality. Industry, economy, truthfulness, chastity, fidel ity to obligations, even-handed justice between man and man, common honesty, respect for lawfully constituted authority---these are principles without which there can be no such thing as good government. They constitute a common ground upon which men of every grade of relig ious belief, and men of no religious belief--Christians, Jews, infidels--can stand, Would the spread of these principles be secured and their effectual inculcation be pro moted by the general and successful establishment of pub lic schools ? This is the pregnant question in this portion of our discussion; and I do not hesitate to answer it with an emphatic affirmative. Let us look for a moment at the

46
conditiort of society as now constituted. The common sentiments of morality, to which reference has been made, now have the sanction and hearty approval of all the better portion of every community. The strong influence going out from these has so wrought upon the framework of so ciety as to cause the common elements of morality to be almost universally accepted as sentiments and largely adopt ed as principles of action. Now where do we go to select the teachers of our public schools ? They are chosen from the body of people, and usually from the more intelligent and virtuous classes. Does any one suppose that teachers thus chosen, and set to work under such auspices would fail to use their best powers find exert their personal influ ence in the inculcation of right moral principles ? This supposition would clearly be illogical. These principles would often be inculcated, under the Georgia school law, with all the higher sanctions of religion itself. I have said that it is not a prime object of government to teach relig ion, and, while this is so, it is often proper for the State irt her legislative enactments to recognize the fact that a vast body of the people are religious people, and to pay due respect to their religious convictions. This is just what the State of Georgia has done in her school law. That law, recognizing the fact that the vast majority of the people are belivers in the Bible, provides that the Bible shall not be excluded from the schools of the State. The law does not, nor ought it, to require the Bible to be introduced. It leaves the question of introduction where it ought to be left, to the decision of each particular community, and, on a proposition to introduce being made, the proposition would prevail in nine-tenths of the communities of the State. Our people generally, though divided into bodies entertaining various shades of religious belief, are never theless sufficiently united to be glad to have their children taught by one commanding their confidence, who prefers to open and close the daily exercises of his school with the reading of the Scriptures and acts of religious devotion. For one, I have never entertained a doubt of the elevating influence of simple intellectual training. Contact with truth in any form--and a book that does not inculcate truth is not a proper book to be taught--can not fail to elevate. Education gives to the subject of it more elevated tastes, fills up many an hour, that would otherwise be idly or viciously spent, with useful reading, gives higher aspir-

47

atlons, and puts possibilities of bettering his condition before its possessor to which he would be a stranger in a state of ignorance. These are its legitimate effects when
obtained under auspices not positively vicious. Who then can doubt its elevating tendency when obtained under healthful moral influences ? Who, when those influences are brought to bear under the sanctions of Bible Chri. tianity, as has been done already in some of the public schools of Georgia, and as may be done in perhaps the majority of
them? The indirect influence exerted by a State.system of public instruction in favor not only of Bible morality, but even in favor of religion itself, can not be well over estimated. The school master is the forerunner of the preacher. The former prepares the material upon which the latter operates. The building of churches follows in quick succession the erection of school houses. So im* portant is mental illumination, in order to the inculcation of religious truth, that missionaries to a degraded people have almost invariably found it necessary first to erect
school houses. Indeed the moral nature can be effectually i mhed only through the intellect, and wherever the truth finds a lodgment, the yield of fruits in the life, other things being equal, will always be found proportioned to the de gree of mental illumination. It is in this way that the State can, and does, remain neutral in religion, and yet rfiake herself a powerful auxiliary in the propagation of religious truth.
Statistics said to be carefully complied, as far as I have had opportunity to examine, invariably sustain the argu ment above made in favor of the influence of education upon the morals of a people. Notwithstanding the length of this paper, I must take the space to give a few of the facts derived from this source. 1 shall make the selection from a paper prepared by Edward D. Mansfield, LED., and inserted in the report of the United States Commis sioner of Education for 1872. This paper, after showing that about one-half of the people of France are, at this time, illiterate gives the following facts ;

Whole number of persons under arrest from 1867 to 1869.............................................444,133
Number unable to read.................................442,194
Or............................................. Average number of convicts from 1866 to
1868.......................................................... 18,648

95.63percb

48
Number unable to read................................ 16,015 Or.................................................................. 87.28 per ct.
The same paper gives the following statistics for Eng land :
Committed to county or borough prison.... 157,223 Could neither read nor write........................ 53,265 Proportion of totally ignorant...................... 34 per ct.
The following is the statement for Ireland : Wholly illiterate, or very imperfectly educat
ed, Males.................................................. 21.74 per ct. Females........................... .......................... 63.24 per ct.
Also for Belgium and Switzerland we have the following statements: for the former, "unable to read, 49 per cent. for the latter, "average of criminals unable to read through all prisons, 83 per cent."
I have taken these statistics in the order in which they occur in the book. Others are given for different coun tries. I have not room to make further extracts, but must refer the reader to the report itself. The remaining statis tics of the book, and those to be found elsewhere, as far as I have examined, bear the same uniform testimony.
I have shown, in this discussion, that our institutions are imperiled. I have proposed a remedy, and have demonstrated that the remedy proposed, though gradual in its operation, can not fall, if wisely and persistently ap plied, to be effectual. In conclusion I call upon the people and upon their servants, the law-makers, to weigh well the the contents of this paper.
INTEREST AS BASED ON ECONOMICS.
Editors Constitution,--Since writing my last, office work has engrossed my attention. This will explain the tem porary interruption of this discussion. The considerations urged in favor of education by the State, in the last paper, were so strong as to leave us no election. The only alter natives which they presented were public education, or the overthrow of popular instutions. The considerations to be presented in this paper are not, to my mind, so strong. They appeal, not to the instinct of self-preserva tion, but to the desire for power, position, influence.

49
When properly apprehended, they strongly fortify the position of the advocates of public schools. In themselves, they might not be sufficient to justify the public school policy. They are rather in the nature of cumulative argu ment. Thus they appear to me. To others they may seem to have more force than the considerations urged in the last paper. However they may be ranked relatively, they have their place in this discussion, and can not be omitted. I propose in this paper to consider the influence of education upon the productiveness of labor. Lord Bacon's celebrated aphorism, "Knowledge is power," has been quoted hundreds of times. He might have said with no less truth, money is power. The answer to the oft re peated question, how shall we regain our former position of power and influence in the union of these States? is partly found in the declaration above made. Providence has blessed us above most other nations and peoples in the abundance and richness of our material resources. The sooner we wake up to the full significance of this state ment, and understand that for the development of these resources we must depend upon ourselves, the sooner shall we be on the highway to prosperity, and to power and influence in the union. To command respect, vve must deserve it; and to deserve it, we must make every exertion to render available the varied resources which the Giver of all good has placed in rich abundance as it were at our very feet. The material resources of the State ad mit of the following classification ; viz : mineral, manufac turing and agricultural. I will consider each of these briefly, and the relation which education bears to their development. A popular impression has prevailed for some years past that the mineral resources of the State are great, and considerable interest has been felt upon the sub ject. The good results obtained by the partial development of these resources in certain places, has deepened this im pression, and intensified the interest felt. I have never doubted the correctness of this popular impression, but preferring to be accurate, to the full extent that accuracy may be attainable, I called upon our State Geologist, be fore writing this paper, for all the information he has obtained upon this snbject up to thepresent period, in the Geological survey which he is now prosecuting. From a paper furnished by him I make the following statement,
4

50
which may be considered as reliable, coming' as it does from the highest recognized official authority. I give the minerals, the localities where found, and, in some cases,
the uses. 1. Diamond--sat'd to have been found in Hall county-
used for cutting glass, for jewelry and for making the Dia mond Drill, a machine of great power, employed in tunnel ing and boring through masses of stone.
2. Graphite or Black Lead--found in Carroll, Pickens, and Elbert counties--used for lead pencils, crucibles, dimin ishing friction, and stove polish.
3. Coal--fonnd in Dade, Walker, and Chattooga coun ties--used for fuel and gas.
4. Pyrites--found in Paulding, Cobb, Fulton, etc.-- from it copperas and sulphuric acid are obtained, the latter having many applications in the arts.
5. Arsenical Pyrites--`found in Floyd--`from it arsenic is
obtained. 6. Copper Pyrites--found in Carroll, Paulding, Chero
kee, and Dawson counties---from it copper is obtained. 7. Galena--found in Hall, Gilmer, and Habersham coun
ties--this ore yields lead. 8. Baryta--found in Bartow county--used for mixing with
white lead, thus producing a paint, which, for many pur poses, is equally as valuable as the pure lead, and is much
less expensive. 9. Iron--meteoric--found in small quantities in Floyd--
of no value. 10. Magnetic Iron--found in Cobb, Douglass, Hall,
Lumpkin, and Milton counties. 11. Hematite--found in Bartow county. 11. Fossiliferous or Red Iron Ore--found in Whitfield,
Dade, Walker, Chattooga and Catoosa. 12. Limonite, or Brown Iron ore--found in Polk, Bar
tow, Pickens, Gilmer, Fannin, Habersham, etc.---very large and valuable deposits.
13. Franklinite--found in DeKalb. 14. Lazulite--found in Lincoln. 15. Tetradymite--found in Paulding and Lumpkin. 16. Manganese Oxide--found in considerable quantity in Bartow--used in bleaching. 17. Silver in Galena--found in small quantity in Hall and Murray counties. 18. Gold--found in Carroll, Paulding, Cobb, Bartow,

51
Cherokee, Gilmer, Fannin, Union, Towns, Rabun, Kabersham, White, Lumpkin, Hall, Forsyth, Dawson, Gwin nett and Meriwether.
19. Caleite--found in dade, etc. Marble --found in Gilmer, Pickens and Fannin. Marl--found from Chottahoochee county to the
Florida line, and from Richmond county to Savannah-- used as a fertilizer, doubling the yield of corn, cotton, etc.
20. Dolomite, or Magnesian Lime Carbonate--found in Bartow, etc.
21. Waveiite or Phosphate of Alumina---found in Polk.
22. Silica--found in Whitfield in the form of disinte grated chert, used for making glass; in Chatham, in the form of very fine sand; Amethyst, purple, smoky quartz, in Gwinnett; Chalcedony, agate, in Hancock.
23. Talc and soapstone--found in Gordon and Mur ray--used for lining for furnaces and for diminishing fric tion.
24. Rutile--found in Lincoln--used for coloring artificial teeth.
25. Hornblende--Arbestos---found in Fulton--used for fire-proof roofing.
26. Corundum--found in Towns county--used for pol ishing metals, hard stones and glass.
27. Feldspar--Kaolin--found in Pickens, Cobb, and Richmond--used for making Porcelain wares.
28. Mica--found in Pickens, Cobb and Rabun--used for transparencies in lanterns and stoves, for lamp chimneys, and in the place of glass for windows aboard ships.
29. Garnet--found in Paulding, Lumpkin, etc. 30. Tourmaline--found in Cobb and Gwinnett--used in making optical instruments.
1. Granite--found in DeKalb, Rockdale. Newton, Wal ton and Clarke.
2. Gneiss--found in Fulton, Bibb, etc. 3. Slate---found in Polk county--used for roofing. 4. Sandstone--found in Bartow and Hall counties. 5. Limestone--found in Northwest Georgia and on the R. & A. L. R. R. 6. Buhnstone--found in Early, Burke and Screven-- used for millstones. 7. Clays--found in Richmond, Bibb, etc.

62
8. Claystone--found at Sister's Ferry, in Effingham' county.
The above are the actual results already reached by the Geological survey of the State now in progress--a measure inaugurated in wisdom, and destined, in my opinion, to more than double the taxable value of the property of the' State in the next decade. No doubt, as the survey pro gresses, constant additions wiil be made to our knowledge of the vast richness of our mineral resources.
A few words now in relation to our capacity and facili ties for manufacturing. The exhibit above shows that we have in large quantity valuable materials in the way of min erals for manufacturing. Add to these our great staple, cotton, and our almost inexhaustible supply of forest tim bers, of many and valuable varieties, and I know of no area of territory of equal extent in any portion of the world that can surpass us in the richness of the materials used in the different processes of manufacturing. Throughout Northern and Middle Georgia, too, we have water powers of almost illimitable extent; and our climate i mild, ad mitting of effective labor from the beginning to the end of the year. The State which contents herself with being simply a furnisher of native materials to be manufactured by others, when she has all the facilities-for m-anulacturing, within herself, makes a great mistake. It is a well known fact that the manufacturer, by his skill and labor, adds to the value of the raw material from fifty to five hundred per cent., and, in rare cases, the percentage runs up even into the thousands. When a State permits the manufacturing of her materials to be done by strangers, she loses the op portunity of enriching herself to the amount of the differ ence of the added value and the cost of adding it. The principle underlying what was called the American sys tem, as advocated many years ago by Mr Clay, was right. I must not be understood here as speaking approvingly of the system or policy itself, but of the principle upon which it was urged. That principle, briefly stated in the form of a maxim, is as follows: Produce everything that can be profitably produced at home; import as little as possible, and export as much as possible. This policy, intelligently pursued, would make Georgia, in the next quarter of a century, one of the richest, if not the very richest of the States in the Union.
Of our agricultural resources it is necessary to say but

53

little. As a cotton grower Georgia, as is well known,

takes a high rank among the Southern States. We can

grow also abundantly and profitably all the cereals, and I

have no doubt but that certain of the grasses and other

forage crops--the great want of our agriculture in the past

--will yet be produced to great advantage among us. This

industry has been our chief, our almost exclusive reliance

in the past, and must, for all time, constitute our main re

source.

i

In order , to bring the resources of which I have been

speaking to the highest state of development, two things

are essential, viz: Capital, and a requisite supply of edu

cated, skilled laborers. As our natural advantages become

better known, doubtless the former will flow in from

abroad. Our own people, however, must not omit to

profit by the great opportunities before them. Our savings

in the past were invested in lands and negroes. The oppor

tunity for investing in the latter species of property being

gone, we must now turn to something else. Our spare

earnings, if we are wise, will be invested in the improve

ment of our lands, in establishing every possible branch of

profitable manufactures, and in bringing from the bowels

of the earth the wealth there hidden. The savings of any one

mail may seem inconsiderable, but our people must be

taught the power of associated effort. They must be

brought to understand and act upon the moral of the bundle

of twigs. When these lessons are properly learned, we

shall cease to stand still and call on Hercules for aid. We

will find out that Hercules helps only those who help

themselves, and then, in good earnest, we shall put our

own shoulders to the wheel.

The second need above mentioned, that of educated,

skilled laborers, is no less pressing than the first. Like cap

ital, these also will, to some extent, come to us from abroad.

But shall we be content to stand by and see our own chil

dren cut out of the rich rewards to be grasped in the invi

ting fields of labor opening up before them? If I under,

stand properly the penetrating power of Southern intellect

we will not. France and the German States have set us

an example in this matter worthy of all imitation. The

former has her Polytechnic School, and the latter their

schools of Technology. In these schools the sciences are

taught in their various applications to the arts. If a young

man wishes to become an adept in any of the departments

54
of Engineering, Military, Civil, Mechanical, Mining, &c., here he finds competent men, suppplied with all needed appliances, ready to give him the necessary scientific and practical instruction. If he wishes to study chemistry, ei ther pure, or in its application to agriculture, or to any of the arts, a well arranged labratory supplied with the most approved implements of every kind is at hand, and learned professors are provided to be with him and give him practical guidance in his researches. In like manner, whatever branch of applied science he may wish to pursue as a spe ciality, all the necessary facilities are here afforded him for its prosecution. The effect of this policy has been seen in the marked improvement exhibited in all the various indus tries of those countries in the last few years. An effort has also been made in some of the northern States to meet this want. The Lawrence Scientific High School of Har vard University, the Scientific School connected with Yale College, and the provision made for scientific instruction in Cornell University may be mentioned as examples of the kind. The Act of Congress providing for what are known as Agricultural Colleges, recognizes the same want. This Act provides that " the leading object" of these colleges " shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to Agriculture and the Mechanic Arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pur suits andprofessions in life." This movement, in the direc tion of practical education, is recent with us. It is a de mand of the times--a demand which has not been felt too early. Throughout the whole country, perhaps,, in the past--certainly throughout the entire South--our higher education was conducted with reference to the one object of the development of mind. The studies pursued were chosen mainly, if not exclusively, with a view to their supposed value in a system of mental gymnastics. The ancient clas sics, Mathematics, Mental Philosophy and its allied studies. Chemistry, Natural Philosophy, and the cognate branches, taught purely as sciences, were found in all the cirricula. The wisdom of this system was vindicated by its splendid fruits. It made fine teachers, able divines, lawyers, phycians, and statesmen. It lacked, however, the practical el ement. It fitted none of the subjects of it for becoming

55
earnest, intelligent workers in developing our material re sources. It sent none forth to disembowel the earth of her mineral treasures, or to convert those treasures into a thousand useful forms by the appliances of the industrial arts--none to make additions to the productive yield of the soil by a wise application of scientific knowledge. This great want is now being supplied. Those charged with conducting our higher learning, in the new era that is dawning upon us, must not, however, lose sight of the ob ject kept steadily in view by their predecessors. To seek to give practical education to our youth without first carrying them through the training necessary to give mental disci pline is the sheerest educational empiricism, and can result in producing only pretenders to practical knowledge and skill. Up to a certain point, mental training must still be conducted mainly, if not exclusively, with a view to the effect of the training upon the mind itself. From that point on, the studies pursued and the methods employed should be chosen with reference to the life pursuit of the subject. If a young man should have in view any of what are called the learned professions, let his after studies be shaped accordingly--if any of the industrial pursuits are his ultimate destiny, give him every facility for making him a first-class worker in his chosen field. But let the mind, the instrument by which success is won, if won at all, first receive strength from wise preliminary discipline before en tering upon special studies. What we need, and what we must have, is a wise blending of the old education and the new. I have high hopes of results to be ach-'eved through the establishment in our State of our College of Agri culture and the Mechanic Arts. Our legislators, if compe tent to the discharge of the high trust reposed in them, wiil not fail to make, from time to time, such additions to the munificent gift of the general government, as shall put within the reach of this college means for attaining the highest degree of efficiency. We must not neglect the im provement of the minds of our children--the richest, by far, of all the abundant treasures bestowed upon us by a beneficent Providence. If we do, strangers, and not our own children, will profit by the development of our im mense resources destined to take place in the near future.
But it may be asked, what has this argument in favor of the higher education to do with the establishment of a sys tem of common schools? I answer much; and I shall en

56
deavor, in a few words, to show wherein. All the higher education ever furnished in this or any other country, is in the nature of common school education. Let me take-the University of Georgia by which to make my illustration. I suppose that the real estate, buildings, libraries, appara tus, etc., of the University-are worth not less than $150,000. The Trustees have a further capital of $100,000, ob tained from the State, and loaned years ago to the donor, on which they are receiving $8,000, as animal interest. The land scrip fund amounts to $240,000. The entire capital of the University thus sums up $490,000. The sal aries of the faculty amount to $30,000. If private capital ists were conducting the University as a business enterprise, the annual capital required would thus be $520,000. In view ofthe fact that they would be under the necessity ofproviding for insurance, repairs of buildings, regular additions to the libraries, apparatus, &c., it would not be unreasonable for them to make a profit of 20 per cent. This would be $104,000. Supposing that there is a full attendance, from year to year, of 200 pupils, each would have to pay the capital ists $520. The State takes the place of the supposed cap italists ; and each paying student actually pays $100. The State thus pays for each young man in attendance $420. The same illustration could be made in relation to all col leges conducted under other than State auspices. This makes good my assertion that all higher education is in the nature of common school education, and ought to silence opposition to common schools on the part of all recipients of the bounty of the State, and of educational corporations not under the control of the State.
A word in relation to another connection between the lower and higher education. The system which I have been advocating for the last three years contemplates the establishment, not only of elementary schools, but of at least one high school in each school district in which a ma jority of two-thirds of the voters are willing to tax them selves for its support. This policy has simply been de layed. Its ultimate adoption is, in my judgment, assured ; and I need not say to intelligent men that, when it is adopted, the high schools instituted will each become a feeder to the colleges. I trust the two considerations men tioned show, with sufficient clearness, the connection be tween the higher and the lower education.
Notwithstanding the length of this paper, I cannot omit

57
giving two or three proofs of the influence of education upon the productiveness of labor, taken from history, from the testimony of practical men, and from a reoort made by a committee of the British Parliament, raised for the pur pose of investigating the causes of the relative inferiority of British manufactures. I shall simply quote from my an nual report for 1873. I reproduce the testimony because of its bearing upon the subject of this paper, and for the further reason that large numbers of the people have never had the opportunity of reading the report from which it is taken. The extract is as follows: "The State is vitally interested in having a body of efficient laborers, and in whatever promotes the productiveness of labor. The ma terial prosperity of a State resides largely in the wealthproducing power of her population, and this depends again, to a large extent, upon intelligence in the laborer. This is no new truth which I enunciate. It is recognized in the organic law of the land, and has been ever since the forma tion of our present government. In the Congress that adopted the Articles of Confederation, relative population was urged as the true basis of apportioning to the States the quotas of revenue to be raised by them for general purposes. It was contended that taxation ought to be in proportion to wealth-producing power, and that relative population was the best criterion of that power. In the discussions a difference of opinion developed itself among the advocates of the basis of population. African slavery existed at that time in a number of the States, and it was contended that the labor of the intelligent white man was more productive than that of the ignorant slave; s<*me es timating the productive yield of the former at two, some at three, and some even at four times that of the latter. Owing to this difference of opinion, the basis of population was abandoned, and that of the relative value of real estate substituted in its place. Subsequently, however, at the time of the adoption of the Federal Constitution, the scheme of making relative population the basis was reviv ed, and the idea of the superior productiveness of intelli gent labor found recognition in the three-fifth rule of taxa tion and representation, which was incorporated in the fundamental law. So much for this historic proof.
I now give another of a different kind. In 1870 the Commissioner of Education at Washington prepared a circular containing a number of questions, one object of

58
which was to ascertain the opinion of experienced men upon the question of the influence of education upon the productiveness of labor. Three thousand copies of this circular were sent out, North, South, East and West, to men employing large numbers of laborers in agriculture, mining, and the various branches of manufactures. Many of them replied, and from all those employing white labor ers, the response was almost unanimous. They nearly all agreed that, according to their observation, the effect of education is to increase the productiveness of labor. In their estimate of the rate of increase, they differed, some stating it at ten per cent., while others went as high as one hundred, according as the nature of the employment de manded more or less intelligence. The testimony of those employing colored laborers in farm work was, to some ex tent, conflicting, some stating that they had observed a difference between the productiveness of the labor of their ignorant and their partially instructed employes, while others had discovered no difference. In the case of the col ored laborers, there is simply a want of experience, as the few counted as educated have but a smattering of learning. The result of the investigation, as a whole, furnished proof as decisive as testimony can well make it, that the educa ted laborer is a much more efficient producer than the ig norant one. And now have I said enough, or shall I con tinue to accumulate proofs on this head ? Shall I refer to the well known and often cited example of Prussia ? Shall I tell how she was overrun, completely humbled and laid under tribute by the elder Napoleon, and how, with ruined resouroes and a foreign standing army of one hundred thousand men quartered upon her soil, in her dejection she turned to popular -education as the only means by which she might hope to restore her shattered fortunes ? The splendid results are written in history, and after having humbled her ancient enemy she stands to-day a first-class power in all the elements of national greatness. Need I tell how Great Britain after having held--and that too without dispute--the first place as a manufacturing power, for a long series of years, found, at the industrial exhibi tion at Paris six years ago, that she had fallen behind her continental competitors in many branches of manufactures, and how a large committee of the British Parliament ap pointed to inquire the causes, after a protracted and pa tient investigation, continued for months, reported that the

59
falling off in home manufactures and the advance in the continental were due to the neglect of popular and t echnical education, in the one case, and the earnest and intelligent attention given to these subjects in the other? Shall I cite the well known, but humiliating, fact that certain States of this Union with a sterile soil, an unfriendly climate and inferior natural resources have, by their attention to popu lar education, grown rich, and, for a series of years, have made other States, far more favored by nature, tributary to their material prosperity ? With the lesson contained in the facts cited before us, our State can not afford to stand still while others are moving forward in the march of progress inauguarated- by the great educational awakening now prevailing almost everywhere, both at home adn abroad."
ECONOMY AS A GROUND OF INTEREST.
Editors Constitution,--The subject of this paper, as indi cated in the heading, is the cheapness of public school ed ucation. I propose to show that it costs less to educate the children of a State in public than in private schools. Some doubt this statement. They look upon the very large aggregate of expenditures necessary to support a public school system, and think only of the taxation re quired to supply the funds, forgetting the equally large or larger amount, whiqh would otherwise be expended in ed ucating a much smaller number of children in private schools. We must not lose sight of the fact that when an efficient public school system is in operation in a State, all that would otherwise be expended for the support of pdvate schools, is thereby saved. Whatever faults the people of the Northern States may have, it cannot, with justice, be charged that they are foolishly lavish in the ex penditure of money. On the other hand, they generally have the reputation of trying to make every dollar they spend accomplish as much as possible--a characteristic de serving of commendation, and one in which the people of the Southern States would do well to imitate them, if they desire to attain a high degree of material prosperity. It is well known that in that section of the Union, the public school policy has been the adopted policy for many years, and thE fact is strong presumptive evidence of its econo my. We are not left to inference, however, on this sub-
k,,

V
60
ject. From data given in the report of the Commission er of Education at Washington, for the year 1872, I have made a calculation of the cost of public education in four teen States, and I give the result below:
Connecticut--cost per scholar, estimated on the basis of the number of pupils enrolled, $7.15--the same, estimated on the basis of the average daily attendance, $10.73-- length of school term, eight months and twelve days.
Maine--cost per scholar on enrollment, $6.11; on aver age attendance, $7.91--106 actual working school days.
Rhode Island--cost per scholar on enrollment, $11.21; on average attendance, $14.02--length of term 34 weeks and 2 days.
Illinois--cost per scholar on enrollment $6.55; on aver age attendance, $13.15--length of term 6 months and 20 days.
Ohio--cost per scholar on enrollment, $6.13 ; on aver age attendance, $10.64--length of term 152 days.
Indiana--cost per scholar on enrollment, $4.75; on av. erage attendance, $7.62--length of term 5 months and 16 days.
Michigan--cost per scholar on enrollment, $5.56; on average attendance, $9.10--term, 7 1-2 months.
Minnesota--cost per scholar on enrollment, $4 55; on average attendance, $8.83--term six months and eighteen days.
Iowa--cost per scholar on enrollment, $6.05; on aver age attendance, $9.69--term 6 months and 14 days.
California--cost per scholar on enrollment, $13 62; on average attendance, $15.83--term, 6 months and 10 days.
Pennsylvania--cost per scholar on enrollment, $5.03; on average attendance, $7.84--term, 6 months.
Maryland--cost per scholar on enrollment, $7.84; on average attendance, $16.10--term, 9 2-11 months.
Virginia--cost per scholar on enrollment, $3.99; on av erage attendonce, $6.99--term, 5 months and 15 days.
Missouri--cost per scholar on enrollment, $2.68; on average attendance, $4.20--term, 4 1-2 months.
For convenience of comparison, I throw these statistics into a different form. The cost per scholar, for one month, in each of the above-named States, as computed from the data given, is as follows;

61

Connecticut, oh

Maine,

"

Rhode Isl'd. "

Illinois,

"

Ohio,

Indiana, "

Michigan, "

Minnesota, "

Iowa,

"

California, "

Pennsylvania "

Maryland, "

Virginia, "

Missouri, "

enroll<m< ent, U U <<
it
i(
n
it
u
it
tt
u
(t

$ 85, I 16, 132,
98, 80, 86, 74, 69,
93. 2 15,
84, 85, 72, 60,

on " " " " " " "
" "
" " " "

aveUrage u
ii
ii
it
ii
et
n u a n
it
a

attearl., a a n a n
ii
ii
ii
it
ii
it
ii

If
1
t
1 1 1 1
1 1 2 1
1 1

27 49
65
97
4a
38 21
34
19 50
30
75
27
95

In order to a cleat itrsdetstandiitg of these statistics,

some remarks are necessary. The cost, as above comput

ed, is simply the cost of instruction in seven of the States

named--in the remaining seven, the figures give the cost

of both instruction arid superintendence. In the first

seven States referred to, the table used, did not give the

cost of superintendence^ Hence, this item was not in

cluded in the computation made. The cost ot superinten

dence, however, is a comparatively small item, and would

not materially alter the results.

The cost per pupil, on enrollment, means the cost as ob

tained by dividing the entire cost of instruction and super

intendence, or of instruction, as the case may be, of all the

pupils throughout the State, by the whole number of pu

pils enrolled in the schools of the State.

The cost on average attendance is obtained as follows :

The pupils entering the schools attend, some a longer and

some a shorter time. A computation is first made, show

ing how many full scholars, that is scholars attending

every day of the entire school term, this makes. The en

tire cost throughout the State is then divided by the num

ber of full scholars, and this gives what is called the cost

on average attendance. The cost on average attendance

is, therefore, the cost of instructing a full scholar, that is,

a scholar that attends every day of the school term.

In each of the States in question, the school term is

longer in some counties, or districts, than others. The

length of the school term in each of the States, as stated

above, is the average length of the terms of all the districts

or counties.

62
Ift most of the States above, the law admits of schools of every grade, from the primary to the high school. The cost of instruction, therefore, as given above, in most of the States, means the average cost of instructing pupils in all grades of schools, from the primary to the mathemati cal and classical schools.
In comparing the cost of instruction, in the list above, with the cost of the same item in the private schools of Georgia, the cost on enrollment should be taken, as it is well known that our private teachers generally require pay for every pupil enrolled, making no allowance for lost time.
These explanations will enable every reader readily lo understand the full force of the statistics above. Every Georgian knows very well the usual rates of tuition that have prevailed in our private schools in the past, and will readily understand that, taking into the account country places, villages, towns and cities, instruction has been from two to six times as costly with us, as in any of the States included in the above tabular estimate, with the excep tion, perhaps, of California, where all the expenses of liv ing, in consequence of certain abnormal conditions, still continue unusually high.
I am happy to be able to give a similar illustration from results reached in Georgia, in certain cities and counties having local school organisations, with the privilege of local taxation.
The report of the Superintendent of Public Schools of Columbus, for the year 1873-4, contains the following statement:
WHITE SCHOOLS.
Cost per scholar, on whole number of pupils - - $I3-39 Cost per scholar, on average number of pupils - 15-91
COLORED SCHOOLS.
Cost per scholar, on whole number - - ^ - y '3.20 Cost per-scholar, on average number - - - _ '4.73
WHITE AHD COLORED SCHOOLS TAKEN TOGETHER.
Cost per scholar, on whole number - _ _ . ^ y g.gq Cost per scholar, on average number - - - * 11.60
The report of the County School Commissioner, of Richmond county, for the quarter ending December 31st, 1874, gives the following: Average cost per pupil, per month, 97 2-3 cents.

63
From the report of the Superintendent of the Public Schools of Atlanta, for the year ending in June, 1874, we derive the following ; Cost of instruction per scholar, es* timated on the basis of enrollment, $10.79 ' estimated on the basis of average number belonging, $15.74 ; estimated on the basis of average daily attendance, $17.30.
From the Eighth Annual Report of the Public Schools for the city of Savannah and county of Chatham, we learn that the cost of education per capita, in 1872-3, was $17.60.
I regret that I am unable to give similar statistics for the county of Bibb. The attentive Commissioner for that county has, doubtless, sent reports to this office. If he has, they have been mislaid.
The average cost of instruction in those cities and coun ties, as is well known to the citizens of the respective lo calities, is only about one-third of the average cost of sim ilar grades of instruction in the private schools, anterior to the adoption of the Public School system.
It may be asked how the inauguration of public schools thus cheapens instruction. The philosophy of the matter is very simple and easy of comprehension. If the reader will but give attention, I think I shall find no difficulty in giving a very clear explanation.
In the first place, the man who follows teaching a pri vate school, like men engaged in every other pursuit, must make a support. There are alwajK quite a number of pu pils who ent .r his school, from whom he never receives any compensation. In fixing his rates of tuition, he must so graduate them as to receive a support from the pro ceeds of the tuition of the paying pupils. Thus, patrons who pay, not only pay enough to compensate for the in struction of their own children, but for that of the chil dren of those who never pay. The operation of this prin ciple is familiar in other pursuits. Merchants, lawyers, physicians and others, who extend credit in their respec tive business pursuits, always make enough out of paying patrons to compensate for the loss sustained by those who never pay. Thus, persons who object to public schools, on the ground of the alleged injustice of making tax-pay ers pay for educating the children of those who never pay taxes, have been in the habit all their lives of doing the same thing, wherever they have sent their children to pri vate schools.
The relative cheapness of public school instruction is mainly due, however, to other causes. It grows, to a much

64
larger extent, out of the much more perfect division of la^ bor which can be attained in the public schools. The pri vate teacher is ordinarily compelled to receive into his School all who apply, whatever may be the stage of their advancement. His classes are thus so multiplied that he can teach only a very small number of pupils, and he must exa^t from this small number, rates of tuition sufficiently high to afford him a reasonable support. Ort the other hand, in a city, for instance, where the public school sys tem is in operation, several hundred children will be col lected together in the same school.
The pupils will be divided into grades according to ad vancement, seven or eight grades being sometimes thus formed. When the pupils are thus classified, one teacher can teach two or three times as many pupils, and do his work much more thoroughly and efficiently. A thorough ly competent male teacher is usually put at the head of the schools, and lady teachers, whose services can usually be procured" for less compensation, and who often do even better work in the lower grades than gentlemen, are placed in the subordinate positions. Instruction, already cheapened by a more perfect classification, is thus further cheapened by this expedient. I trust that every one, who has read attentively, will thus comprehend the philosophy of the cheapness of public instruction. It is a well known fact that three times as many children are now being taught in the public schools of Atlanta as were formerly taught in the private schools, and at about the same aggregate expense, and many of our intelligent citi zens are convinced that the instruction is more thorough.
It may be said, in reply to this argument, that the ad vantages of public schools, as set forth, can be realized , only in densely populated communities. It is true that the highest degree of these advantages can be enjoyed in such communities only. I propose to show, however, by undisputed facts and unanswerable reasoning, that at least one half the State would be benefited, in the respects under consideration, by the adoption of an efficient public school system ; and that the other half would not be in jured thereby--and I ask a patient hearing. The school population of the State, as shown by my last report, is as follows: Whites, 218,733; colored, 175,304; while the number of square miles of territory is 58,000. Dividing the two former numbers by the latter, and you obtain an aver-

age of 3.77"wWte children to the square mile, and 3.02 colored. Suppose that school districts are laid off five miles square. The diagonal of this area is seven miles and a very small fraction. The half of this diagonal is three miles and a half. If a school house were located at the centre, only those children living at the extreme ends of the diagonal would be at as great a distance from' the school honse as three and a half miles. All the others would be nearer, I think it will generally be admitted that a school house so situated would be accessible to all the chil dren of the district. Multiplying 3.77, the average num ber of white chidlren to the square mile, by 25, the num ber of square miles in the district, and you obtain 94, as the number of white children in the district. A similar calculation will give 75, as the number of colored children. If we suppose that only twb-thirds of the children attend school at any one time, we shall have attending school, in the average district of the supposed dimensions, 62 white children and 50 coolred. Every teacher knows that a school of 62 pupils admits, to some extent, of the advan tages of grading. All the colored children are now in the rudiments ; and this state of things will be likely to con tinue for years to come. It is plainly evident, therefore, that one competent teacher would be ordinarily sufficient for such a school. One teacher, with a cheap assistant, would certainly be sufficient. It is thus evident that even the average district is in such condition at present, as to denseness of population, as to reap some of the advanta ges of classification afforded by the public school policy. All having a denseness of population above the average 'would be bcnefitted in an increased degree proportioned to that denseness. The advantages would be increaed from year to year, as the denseness of the population increased, a result which the establishment of public schools, and many other causes now in operation, will constantly tend to bring about.
So ranch for the half of the State having an average, and above an average, of denseness of population.
What shall now be said of the other half? In reply to this question, it may be asked, what system of schools, other than the public, 'is adapted to the wants of these sparsely settled portions-of the State ? Is not this sparse ness of population an obstacle equally in the way of suc-
5

cessful private ot puBlic schools? The people of these' sparsely settled regions are placed by nature in an unfor-lunate condition as to school privileges. When we re member that the difficulties of their situation are, to some extent, relieved by homogeneousness of population, the inhabitants being usually nearly all white, and the further fact, attested by the experience of the last two or three years, that school attendance has been greatly stimulated even by the meagre provisions made by our present school law, it is dear that this portion of the State also, will be' benefitted, rather than injured, by the establishment of aiv efficient school system.
In the first one of my last three articles, I maintained that interest was the true foundation of the public school policy. In the second, I demonstrated that the success of popular institutions---nay, even their very existence--was-
dependent upon the establishment of a State system of in struction. In the third, I showed that a high degree of material prosperity can be attained only through the agency of public schools. In this, I have shown that public school education is cheaper than private. The chain of reasoning pursued has fully convinced me that the frhmersof our present Constitution acted wisely in incorporating fie public school policy in the fundamental law.
I flatter myself that many' of those who have attentively
read these papers have reached the same conclusion. To* those who have not, I have a few words to say in the con clusion of this paper. There are but two modes of amend ing the Constitution. The first is- by a bill passed by atwo-thirds vote of two successive legislatures, and by sub mission of the amendment to the qualified voters for final ratification. Does any one believe that the article on edu cation can be abolished in this way? Can the two-thirds
vote of two successive legislatures be obtained ? Shouldthat vote be obtained, would the action be ratified by the
qualified voters ? In considering this last question, it would be well to re
member that the entire colored vote would be against rati fication, and, unless I am deceived--and my facilities for obtaining information are at least as good as those of any other citizen--full one half of the white.
The second mode of altering the Constitution is by Con vention. This mode follows as a corollary to the right of self-g.overment, and is- indirectly provided for in the twelfth-

67
article of the Constitution i'self. Should such a conven tion be called, the question of education would come up in the election of delegates, and it is almost certain that it would be decided as the present Constitution decides it. It may be safe, further, to say that no convention called would fail to submit their work to the people for ratification ; and should the convention determine to abolish the present educational provision, the same almost absolute certainty of defeat by the popular vote would be encountered. Would it not be wise, in view of these facts, for those who are not convinced to acquiesce in what it would seem al most impossible to change, aud to unite with those who are convinced, in seeking to esmblish the most perfect system of public schools possible?
LOCAL TAXATION.
Editors Constitution,--Several of the last of my series of papers were written in advocacy simply of a public school system. In this and the next of the series, I shall endeav or to show what modification must be made in our exist ing system, in order to success. It is a fact, well known to all, that our present school fund is altogether insufficient. Sixty-five cents per capita of the school population can never make efficient schools of even three months' dura tion. Even these inadequately supported schools, however, according to the testimony that comes to me from various portions of the State, are accomplishing wonders. The stimulus afforded by the small fund distributed has, in some places, doubled, and in others, even trebled the school attendance. That the fund is so small is not a matter of choice with the intelligent friends of the present system. They would have had it otherwise, long before this, if their counsels had prevailed.
The fact of the inadequacy of the fund and the proper remedy--and not the causes which have brought about the fact, shall furnish the subject to which I propose to give attention, at present. How shall the fund be so increased as to give reasonable efficiency to the schools? This is the question which presents itself to the practical mind. In the 6th Art., 3d Sec. of the Constitution of the State, we find the following words: "If the provision herein

68
made shall, at any time, proi/e insufficient, the General Assembly shall have power to levy such generl tax upon the property of the State as may be necessary for the sup port of the said school system." The words " heprovision herein made," refer to all that now, by law, constitutes the school fund, except the half rental of the State railroad. The 28th paragraph, 1st article, contains the following provis ion: " The General Assembly may grant the power of taxation to the county authorities and municipal corpo rations, to be exercised in their several territorial limits."
Here are presented two modes of raising the additional school fund necessary, the one by a law of general opera tion, taxing the entire property of the State ; the other, by an act simply conferring the power of taxation upon the county authorities and municipal corporations. No pne^ has ever doubted the existence of the power conferred in the sixth article of the Constitution. Some did doubt whether the words quoted from the first article gave the General Assembly the authority to delegate the power of taxing for school purposes This doubt was finally re moved by a decision of the Supreme Court affirming the authority. It is thus Settled beyond dispute that we have the choice between the two modes. I have always been of the opinion that the present State school fund is as large a fund as the State ought to furnish, and have uni formly been opposed to a general act taxing the property of the people of the State. I have opposed it mainly on the ground of the unequal operation of such an act. Unher a law taxing property ad valorem, and providing for the distribution of the proceeds upon the basis of school population, many counties of the State would pay, in the way of taxes, from two to four times as much as the quotas returned to them after apportionment, while others would receive from the general fund sums largely in excess of the amount of taxes paid by them. Such inequality of opera tion would render the policy of any law utterly indefensi ble. It would be found, further, that in all those counties receiving more than the amount of taxes paid, all the ex penses of living are invariably below an average, and conse quently schools can be kept up in them at less than an average cost. The wealthier counties would thus be heavily taxed to aid in keeping up unnecessarily expen sive schools in the pooier. In all these poorer counties funds so easily obtained would be lavishly expended.

69
Other objections of equal force could be urged, but enough has been said to show that a system supported wholly by general taxation is utterly impracticable.
I have been in favor of that method which would supple ment our present moderate State fund by giving to the county authorities the power of taxation to be exercised only when approved by the people. There are many arguments in favor of this policy, only a few of which I shall take the space to present.
In the first place, the policy is but an extended applica tion of the doctrine of local self-government--a doctrine always held by the southern people, and rendered doubly dear by the experience of the recent past. Any communi ty of reasonable intelligence can manage its own affairs much better than they can be managed by a central au thority located at a distance.
In the second place, no legislation can be carried into practical operation and rendered efficient, in popular goverments, which is not sustained by the people. Give the county authoi'ities the right of local taxation, the exercise of the right being conditioned upon the popular approval, and many of the counties of the State would now demand the exercise of the right. Others would soon follow, on seeing the beneficial effects satisfactorily \lemonstrated by actual experiment. Thus the people, instead of looking upon the schools as brought to them by a power at a dis tance, would regard them as the work of their own hands, and would rally enthusiastically to their support, cheerfully voting all needed supplies, and jealously watching alt ex penditures, with a determined purpose that the money voted by them should be made to accomplish the greatest amount of good possible. Progress, under this policy, would be gradual, but not many years would elapse before we should have a system of public schools of greater or less efficiency in every county of the State.
In the third place, under a system supported mainly by local levies, rivalry among the counties would have a healthy effect in gradually bringing up the schools by the stimulus thus afforded to the highest state of efficieucy at tainable.
Lastly, universal experience in other States, where the public school system has been in operation for many years, is in favor of the local policy. In the older States, the portion of the annual expenditures for schools derived

70

from the State is very small, nearly all of their'large educa

tional expenditures being raised by local levies voluntarily

imposed by the people themselves. In the northwestern

States, the State fund is generally much larger, the pro

ceeds of their lands having been largely devoted to school

purposes. In 1873 I wrote to the Superintendents of Ed

ucation in all the States and Territories with a view to as

certaining the relative amounts raised for school purposes

in their respective jurisdictions from local taxation and

other sources. As the most fitting close to this paper, I

give below ari abstract of replies received:

Alabama--No local tax authorized by law.

California--From State taxation an! per

manent school fund................................ $ 430,219 60

County taxation..................................... 1,179,072 45

District tax subscription, &c.................. , 310,502 30

Connecticut--Amount raised by township

tax, (local).................................................. 642,194 00

From district tax, (local)....................... 485,523 56

The district tax is raised for building

and repanng houses, &c. The State

contributes, as interest on the permanent

fund, one dollar per head of school pop

ulation.

Iowa--School revenue for 1872................ 4,242,978 79

Raised by local taxation about.............. 4,000,000 00

Kansas--Amount raised by district tax in

1872........................................................ 882,644. 94

State fund...........................

217,810 80

Louisiana--Local tax aggregates about..... 600,000 00

Maryland--Total expenditures for schools

in 1872.................................................... 1,238,101 30

Of this amount raised by localtaxation

761,205 22

Massachusetts--No money is raised for

schools by State or county tax, but

wholly by municipal taxation. Cities

and townships raise their school tax by

voluntary assessment.

Amount of interest of permanent fund

distributed in 1872.................................

88,748 23

Amount raised by local taxation............ 3,264,159 89

Michigan--Raised by local taxation in

1872........................................................ 1,887,660 00

Mississippi--Teachers salaries are provided

71

for by a State tax of four mills on the -dollar; the building, repairing and rent ing of houses, are left to be provided for by local taxation, Missouri--Raised by local taxation in 1871......................... ................... 1........ Derived from State fund..... ............. . Nebraska--From all sources in 1873___ State apportionment............................. . All funds, except State apportionment, are derived from local taxes. Nevada--About 4-5 of the total annual revenue for the support of schools in de rived from local taxation. New Hampshire--Whole amount expend ed for schools.............. .............. ............ Raised by local taxation....................... New Jersey--Expended for schools in 1872, amount for building and repairing houses not included. ................... ....... Of this amount, raised by local taxa tion............--____ ____ ________ ... New York--Furnished by State, in 1872 Proceeds of school lands..... ............... . Raised by local taxation....................... . From other sources........... ................ .

1,145,384 00 645,951 00 808,662 74 229,886 04
507,446 49 367,552 23
1,676,599 72 376,141 72
2,658,886 10 36,497 48
7,515,589 25 260,466 83

Total.... ............. ...... ......................... $ 10,462,419 66

North Carolina--The State appropriates 75 per cent, of the ent're State and county capitation taxes, a property tax
of 8*4 cents on each $100 worth of property and credits in the State, all taxes onauctioneers and licenses to retail liquors, and the income from the perma nent fund. The whole of this will not pay as much as $1 for each child of school age. The School Commissioners -of a county are authorized to submit the question of a supplemental tax suf ficient to sustain schools four months of the year to a vote of the people.
Ohio--Total school .expenditures in 1872

6,817,348 20

72'

Of this there was raised from local' taxes......................................... Pennsylvania--Total school expenditures in 1872....................................................
Of this there was raised by local taxa tion...............................
Rhode Island--Sources of school revenue for the year 1872--3................................ State appropriation................................ Township appropriation (local).............. Registry taxes (local).................... -...... District taxes (local).................... .........
South Carolina--The amount of funds raised last year, (1872) for school pur poses by (local) taxation was...............
Tennessee--Annual school fund, poll tax of $1 per capita, tax on property of one mill on the dollar's worth, and the inter est at 6 per cent, on the permanent school fund of$2,512,500. County courts are authorized to supple ment by a local tax which they may, or may not, submit to a vote of the people. More than fifty counties have levied a tax this year, (1873,) varying from y2 mill to four mills on the dollar; theusual levy being one mill. The counties
have generally provided for 5 months'' schools. Where the tax was submitted to the people it was generally voted down.
Vermont--About one-eighth of all the funds expended for schools is appor tioned by the State--all the remainder raised by local taxation'.
Virginia--For the year ending August 31,, 1872, whole amount expended for schools....................
Of which there was raised by local taxa tion............................ ...................... . Wisconsin--Taxes for building and repair ing houses.............................................. Taxes for teachers, wages (local)..........
Taxes for apparatus andlibraries......

4,933,759' 088,345,072 78 7,655,072 78
90,000 00! 414,186 00
28,899 00 41,664 00 7,5,393 35
993,318 59>. 468,967 9ft 252,348 81 913,998 32
9,076 57

73
Taxes levfed at town meetings (local)... 303,400 24 Taxes levied by county supervisors (local)...................................................... 202,062 75 Income from State school fund............. 159,537 22 From other sources............................... 205,576 25 District of Columbia--The schools of this District are supported entirely by local taxation. I submit the statistics above without comment.
LOCAL TAXATION CONTINUED.
, Editors Constitution,--If I succeeded, in my last paper, in showing that the true policy, in supporting a public school system, is to rely, mainly, upon local levies, for raising the necessary funds, the reader is prepared to ad vance with me to the consideration of the particular meas ure for increasing the school fund, which I now have to propose for the State of Georgia.
Before submitting the measure, however, I must be per mitted to give a succinct history of efforts made, in the last four years, for obtaining similar legislation.
An attempt was made, in the summer of 1871, when the present school law was on its passage. The bill, as origi nally introduced into the Senate, contained a section con ferring the power of local taxation. After several amend ments were proposed, the section was defeated by a tie vote, the President of the Senate giving the casting vote against.
At the winter session of 1872-'3, a supplemental school bill, conferring the power of local taxation, was introduced into the House of Representatives. The vote on the pas sage of the bill, was fifty-six for, and fifty-five against. The Speaker being entitled to' a vote, by a rule of the House, cast his vote against, and the tie resulting again caused the defeat of the bill.
In the summer of 1874, I sent to each County School Commissioner in the State, a circular containing my views on the subject of local taxation, and asking for an expres sion cf opinion in relation to them, on the part of the re spective Boards of Education. Answers were received from sixty-nine counties. In thirty-eight of these the

74
Boards were favorable to the views expressed in the cir cular; while the Boards of the thirty-one remaining coun ties were adverse. A bill was prepared, embodying the views, and was introduced into the House at the last ses sion of the Legislature. This bill was carefully considered by the Committee on Education, and after being perfected by them, was passed in Committee by a very large major ity. It thus went back to the House with the recommen dation that the bill do pass. When it came up for action, however, a motion to indefinitely postpone, prevailed by a majority of six votes.
I have given this brief history for the purpose of show ing how very near the friends of local taxation have re peatedly been to success before the General Assembly. Many members of the House, at the last session, no doubt voted against the bill then *before them, for the reason' that they had not had the opportunity of carefully consid ering its provisions. I am quite sure that a very large majority of the people would have been favorable to the passage of the bill, if there had been any means of ar riving at an expression of their views. I herewith sub join an exact copy of the bill, as it came back to the House from the hands of the Committee:
"A bill to be entitled an Act supplemental to `An Act, to perfect the Public School System, and to super cede existing school laws," approved August 23d, 1872.
"Sec. 1. Be it enacted by the General Assembly of the State of Georgia, That the Board of Education of any county in this State, shall have the power to sub mit the question of levying a tax, not to exceed onetenth of one per cent, upon the taxable property of the county, for the support of primary schools, to the vote of the legal voters of the county.
Sec. 2. Be it further enacted, That when an election is ordered by said Board, it shall be held by managers appointed, as now provided by law, in the case of oth er county elections, and that voters shall write on their tickets, `Tax, or No Tax,' according as they are favor able or adverse to the proposed tax ; and, furthermore, it shall be the duty of the managers of the election, to consoMdate the tally sheets, and report the results to the County Board of Education; and when two-thirds of the voters, as reported by the managers, are in favor of a tax, it shall be the duty of said Board of Education, to

75
instruct the Ordinary cr Board of County Commissioners, to assess the tax upon the taxpayers, as their names ap pear upon the books of the Receiver of tax returns; and when the Tax Collector collects the same, he shall pay the money over to the lawful custodian of the school funds of the county.
"Sec. 3. Be it further enacted, That the words `prima' ry schools," as they occur in this Act, shall be construed to mean, schools in which any or all of the following branches are taught, to-wit: Spelling, Reading, Writing, English Grammar, Arithmetic and Geography.
"Sec. 4. Be it further enacted, That the Board of Ed ucation of a county, may submit the question of a tax for the support of a school, or a system of schools, of a higher grade than the primary, in any sub district in the county, to the legal voters of said sub district, the Board themselves fixing the percentage of the tax to be voted upon ; and when an election is ordered, it shall be held in the same manner as is provided for in section 2, of this Act; and should the managers of the election report that two-thirds of the voters have voted in favor of taxation, the tax shall be assessed, collected, and paid over, as pro vided in said second section : Provided, That the tax levied under this section shall be levied only on the property of persons resident in the sub-district, and that the schools es tablished therein shall be free only to the children of the residents of said sub-district.
"Sec. 5. Be it further enacted, That the Board of Edu cation of any county may provide for the building of any school houses that may be necessary in any sub-district of a county, by a tax upon the property of the residents of the sub-district, by labor or by subscription, according as they may judge any one of these modes most in accord ance with the wishes of the people of the sub-district; and the saicj Board may also order the use of the school funds of the sub-district in purchasing any school furniture they may deem necessary : Provided, That no tax shall be levied for building a school house, unless the question of taxation has been previously submitted to the voters of the sub-district, and two-thirds of said voters shall have voted in favor thereof: Provided, this act shall not affect any local law on the subject of education in any county, or city, or town in the State.
"Sec. 6. Be it further enacted, That all laws, or parts

of laws, in conflict with the provisions of this act are here by repealed."
I have given this bill in full, in order that the people may see it and judge of it for themselves. Upon its provi sions I desire to make a few brief comments. In a meas ure providing for self-imposed takes, especially when the proceeds are to be used, as is supposed, for the benefit of all alike, there ought to be ample protection to the inter ests of property-holders. In many portions of the State a majority of the people have very little property of any kind, and no permanent interest in the soil. This class of the population would not be likely to be very considerate in Voting away money in the way of taxes which are to fall lightly upon them, and which, as many believe, will benefit them equally with others. I shall have something to say in another place about this alleged inequality of burdens and equality of benefits. I shall endeavor to show that the inequality is not by any means so great as is popularly supposed, and that the equality spoken of does not exist at all. I admit that the danger set forth in the view pre sented is sufficient to lead a wise legislator to seek to make careful provision for it. I contend that, in the bill given above, the provision against this danger is ample, and I ask the attention of candid men while I .at tempt to show, briefly, in what this provision consists :
In the first place, the bill does not require the Board of Education to submit the question of a tax to the voters. It simply gives them the power to do so. As a rule, the members of the Board could not be supposed, personally, to be in favor of the imposition of a tax, as they are re quired by law to be free-holders. They would submit the question only when they considered that the public inter ests required the levy of the tax, or when there was a gen eral demand for submission.
In the second place, there is a legislative limit to the amount of the tax proposed. The tax cannot be greater than one-tenth of one per cent., and may be fixed at a less amount, should the Board judge it best to propose a less amount.
Thirdly, the tax cannot be levied unless two-thirds of the voters vote in favor of it.
These provisions, to my mind, afford protection the most ample to property owners.

77
I beg leave, further, to invite attention to certain other provisions of the bill. Some of the friends of public schools are in favot of making only elementary instruction, free. The provisions of the bill looking to the imposition of a county tax, propose to carry out the views of this class, as the proceeds of the tax when levied are to be ap plied to the schools in which only Spelling, Reading, Writing, English Grammar, Arithmetic and Georgraphy are taught. This fixes a standard sufficiently high for general acceptance throughout the entire county in most of the counties of the State.
In many counties, however, communities may be found which would desire better educational facilities for their children. The fourth section of the bill is intended to meet the wants of these communities. Whenever two-thirds of the voters of any sub-district of a county desire better schools than the elementary, the fourth section puts it in their power to establish them. This provision of the bill is in the interest of that very-large proportion of our population who are without the means of i curring the ex pense of sending their children from home for higher in struction. It seeks to bring the high school to the doors of the people, and at an expense voluntarily imposed, and not so heavy as to be seriously felt. I ask the very large portion of our population who are interested in this provis ion, to weigh well the possibilities which it seeks to place within reach of their children.
The fifth section of the bill presents the only rational solution of the question of school houses. The people, under its provisions, build their houses in their own way, by labor, by subscription or by taxation.
The bill, taken as a whole, meets my hearty approval. Under the circumstances in which we are placed, it is the wisest educational measure that has been proposed. Uuder its operation, progress would be slow but sure. Wher ever schools were established they would be successful; for they would be sustained by a large majority of the people. The beneficial effects of the schools, in the coun ties in which they were established, would gradually carry then, intc other counties, and we should have an effective system throughout the State as early as the public mind would be likely to be prepared for its acceptance.
That the reader may compare tne amount of the school fund now at the disposal of the several counties with the

additions which would be made thereto by a tax of one*

tenth of one per cent., I append a table giving the quota

of each county under the apportionment of 1874, and the

amount which would have been realized from a tax of one-

tenth of one per cent, on rhe property of the county as

given in the report of the Comptroller General for that

year:

County's quota. Ara't by tax;

Appling.....a...............

754.50 $ 573.42

Baker .......................

... 1,419.48

648.97

Baldwin.................. .

. . . ... 2,006.76 1,355.55

Banks........................

.... 1,138.35

767.26

Bartow......................

.... 3,389.37 4,365.55

Berrien......................

.... 1,097.53

733.75

Bibb...........................

.... 4,650.17 9,731.01

Brooks..... .................

.... 1,746.04

128.50

Bryan................ .

.... 510,90 ' 501.35

Bulloch................... .

.... 1,304.92

993.63

Burke........... ............

.... 5,457.^5 2,672.56

Butts..... ......... .......... ................ .... 1,337.18

818.21

Calhoun....................

.... 1,570.25

795.52

Camden........... ........

.... 1,182.46

666.86

Campbell..... .............

.... 1,877.06 1,554.50

Carroll......................

2,731.64 2,516.18

Catoosa......................

.... 1,082.39 1,012.14

Charlton...... ..........

.... 445.73

221.49

Chatham........... .......

.... 9,548.56 24,264.87

Chattahoochee........

.... 1,198.92

745.11

Chattooga...... ...........

.... 1,548.52 1,606.26

Cherokee...............

.... 2,648.68 1,715.40

Clarke.................. .

.... 2,399.16 4,702.86

Clay........................ . *...... . .... 1,244.35

782.22

Clayton..... ............

.... 1,164.68 1,288,47

Clinch........... ............

... 764.39

641.12

Cobb.........................

.... 2,393.22, 3,967.70

Coffee........................

.... 800.60

619.14

Columbia...................

.... 1,445.80

1,118.00

Colquitt.................... .

.... 497.08

264.32

Coweta..... ................

.... 3,218,19 3,692.73

Crawford..... .............

.... 1,364.17

883.56

Dade...... ..................

.... 602.42

860.42

Dawson.....................

.... 855.24

564.14

Decatur.....................

.... 2.,264.84 1.395.05

DeKalb......................

.... 2,386.65 2,812.85

70

)ocfge.

............. 739.37

Dooly...............

............ 1,869.81

Dougherty........

............ 1,877.06

Douglas..... .......

............ 1,102.80

Early.,...,..,.,...

............. 1,359.57

Echols..............

........... . 727.52

Effingham...,,...

......

971.12

Elbert..... ..........

............ 2,031.78

Emmanuel............ ........... ........... 1,555.76

Fannin............

............. 1,353.64

Fayette......... .

..... 1,786.20

Floyd,.,............

............. 3,819.95

Forsyth...........

............. 1,735.50

Franklin...........

............. 1,642.67

Fulton........... . ............. ............ 9,608.47

Gilmer...,..,......

............. 1,811,88

Glasscock.,..,,...

............. 49,182

Glynn................

......... . 1,140.32

Gordon.............. , . ............ . ............ 1,983.06

Greene.,.,........ .......... . ............. 2,334.63

Gwinnett..........

...... . 2,887.02

Habersham.,.....

........... 1,395.78

Hall., ..... .

.......1,994.91

Hancock...,,,.,,.

........... 2,'7 54.68

Haralson...........

........... 932.93

Harris,......

......... 3,681.03

Hart................ . , . rf ........... ........ . 1,231.18

Heard...... ......... ,

W .. ........... 1,583.42

Henry........

............ 2,403.11

Houston....,,...,.......... ,.4,4 ..... 3,796.25

Irwin.......,,......

............ 350.26

Jackson.............

........... 2,252.99

Jasper............... ............... ........... 1,997.54

J efferson........ ....

..... ........... 2,086.42

........... 684.06

Jones....,..... ,,,,.

1,798.05

Laurens...,.,.,...

............ 1,767.11

Lee..... ..............

.......... . 1,815.17

Liberty...... .

........... 1,819.12

Lincoln.......... .

........... 1,059.34

Lowndes............ ................ ........... 1,601.85

Lumpkin.......... .

............ 1,200,24

Macon..............

............ 2,329.37

Madison........... ................ ........... 1,095.55

504.17 1.512.70 2.456.71
879.09
1,030.13 228.29 745.52
1,911.65 1.214.72 1.214.72
533.80 5,376.90 1.260.79 1,171.40
20,485 37 666.39 517.35
1.400.92 2,155.70 2,846.88 2,745.22
806.07 2.139.73 2,935.02
565.89 2.271.34 1.039.00 1.212.93 2,107.30 2,844.04
425.99 1,685.63 1,510.17 2,060.74
527.27 1.255.34 1,185.15 1,328.43
833.42 823.96 1.228.80 452.10 1.460.35
958.36

80

Marion.,........................................ 2,622.35

McDuffie...................

1,530,75

McIntosh ...................................... 917.13

Meriwether.............

2,628,27

Miller..,...........................

535.93

Milton.................... ...........*........... 1,031,03

Mitchell...........................

1,825.70

Monroe................................... 3,980.60

Montgomery.................................. 973.09

Morgan........................................ 2,628.93

Murray........................................... 1,320.72

Muscogee.............. ..-..................... 3,257,03

Newton,.................

2,314.22

Oglethorpe................

2,411.01

Paulding........ ........................

2,104.20

Pickens...............

1,081.73

Pierce.....................

780.84

Pike..............

2,219.42

Polk...............

1,763.16

Pulaski,,......................................... 2,710.57

Putnam..........................

1,96396

Quitman...............

921.67

Rabun.,......... .................

846.02

Randolph....................................... 2,333.35

Richmond.......... ..........

5,545.58

Rockdale....................

1,722.99

Schley.......... ...................

1,333.08

Screven......... .......

1,707.85

Spalding.............

2,392.57

Stewart................

2,860.68

Sumter...... ...........

2,787.60

Talbot..............................

2,473.55

Taliaferro....................................... 1,145.59

Tatnall.................................... ....... R666.37

Taylor.................

1,485.'65

Telfair......................................... 460.21

Terrel...............

1,994,25

Thomas.....................

3,882.40

Towns.......... ....................

618,22

Troup

3,977.96

Twigg1s.7.9..3..5..8.................................... 1,498.48

Union............................................. 1,334.55

UWpaslokner7.8..0..4..2..6. .......

1,815.83 1,830.31

1,033.54 1,270.94
944.40 2,081.84
340.79 808.42
940.82 2,936.26
785,93 2,253.71 1,265.06 8,300.29 2,600.11 1,962.08 1,343.58
578.08 504.66 2,600.65 1,829.44 1,377.21 1,927.50 689.52 332.93 1,936.30 18,223.31 1,484.90 717.94 999.65 2,864.66 1,770.48 3,898.17 1,600.10 774.63 971.25 837,80
366.73 1,595.97 2,819.60
276.57 4,018.86
713,29 510.25
1,836.29 1,921,10

81

Walton..... .................... ................. 2,954.83 Ware............................. ................ 768,34 Warren... .................... ................. 1,699.95
Washington.................. ................. 3,478.25 Wayne.......................... ................ 919.11 Webster........................ ................. 1,218.67 White............................ ................ 928,32 Whitefield.................... ................. 2,133.83 Wilcox.......................... ................ 561.60 Wilkes.......................... ................. 2,442.61 Wilki ison..................... ................. 2,075.23 Worth........................... ................. 907.91

2,409.10 546,92
1,358.28 2,948.65
5;2.60 913.71 522,34 2,503.20
395.69 3,200.96 1,587.24
539.41

I close this paper by making two additional statements : A tax of one-tenth of one per cent, would be very light,
being only $1 on each $1,000 worth of property. The addition to tne school fund made by this very small
tax would make a fund sufficient to sustain absolutely free, elementary schools from three to six months, in the differ ent counties.

IS TAXATION FOR SCHOOL PURPOSES

'

EQUITABLE?

Editors Constitution,--In the last two articles of this series I advocated local taxation for school purposes, sub mitting, in the last, a scheme of taxation for the consider ation of the people. It is not uncommon to hear objection made to taxation in any form for educational purposes. It is sometimes alleged that it is unjust to tax persons who have no children, to pay for the education of the children of others, and that the burden of a school tax is not, as a j ule, proportioned to the personal benefits derived there from by the tax-payer in the educational facilities provided for his children. Hence, say the objectors, any kind of an educational tax is wrong in principle and unjust in its prac tical operation- It is not surprising that an objection like this should be taken up and urged with considerable effect in a condition of society like that now found throughout the Southern States, where about one-half of the popula tion own no taxable property. The objection is plausible, and, on first presentation, strikes the mind with much force,
I am fully convinced myself that it is not well taken, and I
6

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ask the attention of the reader while I state briefly the reasons which have influenced me in arriving at that con
clusion. Has the objector ever thoughtfully considered the prob
lem of taxation, for any purpose, in relation to the equali zation of its burdens ? I doubt very much whether a tax has ever been levied which operated equally upon all the tax payers. It is only necessary to refer to any tax act of the State of Georgia for evidence of the difficulty of the problem. The tax act for 1875 lies before me, and I find that every practitioner of law, medicine and dentistry is taxed ten dollars. The young lawyer struggling to gain foothold, is taxed the same as the old practitioner ready to step up from a lucrative practice to a seat upon the bench of the Supreme Court; and no discrimination is made between the young physician, with his first patient, and his old brother, who has, at the same time, grown gray and rich in pursuing his profession.. All daguerrean, ambrotype and photographic artists pay the same sum, irre spective of income. The same is true of auctioneers, ped dlers, slight-of-hand performers and other showmen of ,the different classes, keepers of different kinds of gaming tables, agents of insurance companies, sewing machine companies, etc. All these, and others, pay the same amount of tax without reference to the extent or profits of their business. Men are taxed in this way simply for privileges; and we have become so accustomed to the policy that we hear little, if any, complaint made. The Constitution of the State requires the tax on property to be levied ad valorem. Here, the intention was to make tne burden equal; but has the object been accomplished? One man owns property to the amount of $100,000, with an income of $15,000 to $20,000. Another has a large family and a small amount of proper ty, and is barely able to live, after paying his taxes. Though the percentage of tax paid by the two men is the same, will any one say that theburden falls equally upon them ? One of them is compelled to deny himself every luxury, and, may be, some of the necessaries of life; while the other can roll in luxury, and then add thousands to his productive capital every year.
The inequality of the burdens of government appears in much of our legislation which has no connection with the tax acts passed from time to time. Thousands of dollars are annually appropriated to the academy for the blind-

83
the atademj? for the deaf and dumb, and the lunatic asy lum. The money to pay these appropriations is raised by taxes levied indiscriminately upon the property of the country ; and yet in how small a number of the families of the tax payers can blind, or deaf Jand dumb children, or persons who are lunatic, be found? Immense sums are raised by taxation from year to year to pay the judges, and to keep the machinery of the courts in operation ; and yet many tax payers live to old age without ever being plaintiff or defendant to a suit in court, or without ever having a criminal prosecution brought against them.
Again, the law fixes the number of days that the citizen is liable to work on the highways. The man who owns a plantation worth $50,000 and transports thousands of dol lars' worth of produce over these highways annually, per forms labor the same number of days as the man who is so poor as to have but little occasion for any road larger than a foot-path. The same inequality exists in relation to service on juries, and to service in the militia in time of peace, and in the army in time of war. These last men tioned exactions, it is true, are not taxes ; but they are similar in nature, as they are personal services rendered, having a money value. The illustrations above, taken from the tax law are not peculiar to the tax act of this year. The same, or others like them, may be found in every tax act ever passed. They, and the other examples given, show conclusively that our legislators have never succeed ed in equalizing the burdens of government. Indeed, I think they show further, that the absolute equalization of these burdens is an impossibility. The light which hey give us, however, should not discourage effort in that direction. It is the duty of legislators, and will always be the aim of wise legislators, to make these burdens as near ly equal as possible. After the most honest and best di rected efforts have been made, however, inequality will still exist. Why we hear so much said about t e ine quality of taxes levied for school purposes, and so little said about this inequality when taxes are assessed for other purposes, is a matter somewhat difficult of explanation. What we procure with money realized from educational taxes, is certainly of as much value as that which is obtain ed with the money raised by taxation for other purposes. The difference in the lights in which the two kinds of tax es are viewed does not, therefore, arise from the difference

84
in the v'alue of what is procured by the money raised. The only explanation which occurs to me, then, is the fact that men have been accustomed to pay for the education of their children with money taken directly from th ei pockets, instead of indirectly, through taxation. If I am right in this explanation, I must ask these objectors from mere custom to leave the old ruts, and to go with me on a line of thought which, though not new in itself, may be new to them. I think I can show that taxation for school purposes is not more unequal than taxation for other pur poses, and this is what I now propose to do.
Most of the examples of taxation referred to in what goes before, are defensible upon the ground qf a sound public policy. We cannot live in a state of society at all without the imposition of the taxes in some of the cases referred to, and in mostjof the others it is generally conced ed that the interests of all citizens, indiscriminately, de mand the levy, and the necessity is felt, in the one case, and the concession made, in the other, in full view of the fact that the taxes when levied, must necessarily fall unequally upon the tax payers. Precisely on similar grouds do I place the levying of taxes for the support of schools. In the sixth paper of this series, I demonstrated that, in the present condition of society in Georgia, good government cannot be secured without the general diffusion of educa tion among the masses of the people. I could detect no flaw in the argument then made, and I refer the reader to it, that he may judge of its validity. If right in this ar gument, and I think I was right, I must ask every citizen to consider what is involved in the idea of good govern ment. It includes the protection of life, liberty and prop erty--^everything, in fact, which makes existence desirable, or even tolerable. Are not all citizens as nearly equally interested in securing these ends, as they are in the objects secured by taxation for any other purposes, and does not the burden fall upon each with a weight as nearly propor tioned to the kirtountof property owned byhim, as it does in the CdSe of any other tax ?
Again, in the seventh article of this series, I shewed, most conclusively as I think, that the effect of the general diffusion of education would be to increase the productive ness of labor. An increase in the productiveness of labor `alwbys increases the aggregate wealth of a state, and an increase of wealth invariably opens up new avenues to the

85
profitable investment of capital. In all these results, every citizen is interested, and about in proportion to the amount of his property. Then, where is the greater ine quality in levying a tax to bring about these results, than in levying takes for other purposes ?
I will state further, that with the increase of educational facilities in a community or State, there always comes an influx of population, and with the influx of population, a corresponding rise in the value of real estate. I can name a community in Georgia where property has advanced one hundred per cent In value within the last six years, in con sequence of the establishment of fine schools. What has thus been done for one little community would be done for the whole State, by the judicious use of the same means. Can there, then, be anything wrong or unequal in the im position of a tax upon a man, the direct effect of which is to increase the value of his property?
The whole of the argument of the preceding portion of this paper has seemed to proceed upon the admission of the correctness of the popular impression that, when a tax is levied on property, all of the burden of the tax falls upon the property holders. It has seemed so to proceed simply because that particular question was not raised. The writer ofthis article has long'known that there never was a greater popular fallacy than the one referred to. I shall devot e the remainder of this article to showing that in many cases, perhaps in all cases, when a tax is levied, the bur den diffuses itself throughout all classes of society, and is borne by many shoulders. In order to do this I will select a few examples in which the diffusive character of the tax can readily be comprehended by the commonest un derstanding. The Legislature, for instance, passes a law providing for a tax npon the stock in trade and general effects of merchants. What do the merchants now do ? Every man of them at once adds taxes to the list of inci dental expenses, such as freights, insurance and house rents, puts the whole sum of these incidentals on the prime cost of his - goods, and then prices his goods at such a per centage on the final cost thus ascertained, as shall insure him a living profit. Self-protection requires him to do this. He has no election left him. On whom does the tax now fall ? On the purchasers of the goods, of course. The; poor man, who does not own one dollar's worth of taxable property, is helping to pay the tax with which the rr.er-

86
chant is assessed on the tax books, every time he pur chases a pair of shoes, or other article necessary for him self and family.
Take another case. When a tax is levied upon houses and lots in a town or city, landlords immediately place taxes in the account of the incidental expenses of their property, and fix the prices of rent so as to amply pro tect themselves. If I rent a house in a town or city, though the tax is charged on the tax books to the owner, I as certainly pay it, as I pay the poll which is assessed in my own name. Landlords must thus protect themselves, or cease to be landlords and turn their capital into other channels.
Take another illustration. If I own landed estates in the country, devoted to farming purposes, and a taxis levied on this species ofproperty, every cent of tax which is levied enters as effectually into the cost of the products of tillage as does the value of labor, manures, &c., and un less all these incidental expenses, the taxes included, are made to fall upon the consumer of the products in the in creased price which he has to pay for the same, I must cease to be an owner of landed property.
I might continue to multiply illustrations, but it is un necessary. Our best writers on political economy have for many years maintained, that when taxes are levied the bur den of taxation falls mainly upon the consumer. Taxes levied for school purposes form no exception to the rule. W'hen schools are supported by taxation, all aid in bearing the burden, the poor as well as the wealthy, and the ine quality of taxes ofthis kind, as I think has been abundantly shown in the foregoing discussion, is no greater than that of taxes levied for any other purpose.
THE COLORED PEOPLE AND THE PUBLIC SCHOOLS.
The presence in our State of so large an element of col ored people constitutes an obstacle to the successful intro duction of public schools, which it is very difficult for out siders to appreciate. The report of the Comptroller Gen eral for the year 1860 shows that there were at that time in the State of Georgia 450,000 slaves, valued, upon the oath f the tax payers, at $302,694,838. The total value of all

87
the taxable property of the State returned that year was $672,322,777. A little over forty-five one hundredths of the whole, as will be seen by calculation, was comprised in the single item of slave property. The taxable value of all the property in the State in the year 1874 was $273,093,292, being less by $29,601,563 than the value of the slave prop erty as returned in 1860. These slaves were regarded as property by the Constitution and laws of the United States, and of the several States in which the institution of slavery existed. Large numbers of the people of Georgia had in vested the earnings of a lifetime in this species of property, which was swept away in a day, leaving a considerable por tion of the owners of it in a state of poverty. There was great destruction of other property during the war, and a vast shrinkage in value of that not destroyed. The total value of other than slave property in the State in the year 1860, as ascertained from the figures given above, was $379,627,922. The entire value of all property in 1868, which is as far back in the post-bellum period as the records enable me to go, was $191,235,520. This is less than the aggregate value of the same kinds of prop erty in 1860 by $188,392,402, being a reduction of nearly one. half of the entire value of all other than slave prop erty returned that year. There has been a regular increase in the value of the taxable property of the State, from year to year, since the year 1868. The value as returned last year given above, is still less than the total value of other than slave property in 1860 by the sum of $106,534,630. The emancipation of the slaves has very nearly doubled the number of children to be educated, while our ability to educate is much less than one-half of what it was before the war. When speaking of our loss in slave prop erty, I have sometimes been told, by way of set off to this loss, that the capacity to labor is one of the main elements of wealth in a State, and that this capacity remains though the slaves have been set free. While the capacity to labor is the same, the farmers of the State will agree with me, almost universally, that this capacity is not exerted as it was in the former condition of things. Moreover, it must be remembered that the question is not in respect to values produced, but to taxable values. When the colored peo ple were slaves, they had a market value, and this value was taxed ; but we never tax mere capacity to labor. The tacts above given must be overwhelmingly convincing to

88
any fair-minded man, that, while our ability to educate has been vastly diminished, the burden of educating, as already stated, has been very nearly doubled. Is it sur prising, in this state of things, that many of our people, while they desire progress, are, nevertheless, fully convinced that our true educational policy is "to make haste slowly?" We have paid out for educational purposes in the last three years, not including large sums raised and expended in cities and counties under local laws, about $960,000. Would Massachusetts have done better in like circumstances ? Sometimes when I read the ill-natured flings now and then made at us on account of our small educational progress by those who are not of us, I think of the words of our Savior, in the woe pronounced upon the Scribes and Pharisees: "They bind heavy burdens, and grievous to be borne, and lay them on men's shoulders ; but they themselves will not move them with one of their fingers." I am glad to say, however, that it is only now and then that I see such flings. A better feeling begins to prevail. True men, in all parts of the country, are beginning to appreciate our difficulties, and to sympathize with us in our efforts to meet them. An illustration of this was afforded in a bill which was intro duced into Congress some eighteen months or two years ago. This bill proposed to appropriate one-half the net proceeds of the sales of the public lands to the support of common schools, and provided that the distribution among the States should be upon the basis of illiteracy. The fund was to be used under State laws and in aid of State sys tems, and embodied no centralizing principle. The only objectionable feature of the bill was a provision which made those who were to handle the fund amenable to United States courts, exclusively, for its misapplication. The mode of distribution proposed would have caused the Southern States to share very largely in the benefaction, as the percentage of illiteracy here, when the colored people are included, is vastly greater than it is in the Northern States. It would have been but simple justice in the Gov ernment of the United States, as it had deprived the Southern people of their property in slaves, and then made the slaves citizens, to aid liberally in preparing these slaves for the duties of citizenship. The bill, however, failed to become a law, and while I have mentioned it as illustrative of the return of a better state of feeling, other evidences of which have been abundant recently, I am convinced that

89
whatever is done, educationally, for the people of Georgia, white as well as colored, must be done by the people themselves. The figures given in the opening of this paper, while they exhibit our low condition as to material resources, constitute no plea for educational inaction. They show conclusively that we cannot do what it would be de sirable to accomplish; but the necessity upon us to do what we are able to do is very urgent. The numbers and poverty of the colored people constitute a great incum brance. One thing, however, I wish to be constantly borne in mind in all our discussions on this subject. The incum brance arises not so much from the unequal operation of a tax, but from the small amount of taxable property in the State. I demonstrated, in the preceding paper of this series, that taxation for school purposes is not more unequal than taxation for other purposes, and that the burden of a tax, even upon property, falls upon all citizens, whether prop erty holders or non-property holders, white or colored. The small amount of taxable property is a real obstacle-- an obstacle which can be removed only by the return of material prosperity. Our progress, too, must necessarily be gradual, being slackened or increased with the diminu tion or increase of our material resources, and the policy maintained by me throughout this entire discussion--and maintained from earnest conviction--is, that the people themselves must be made the judges of our ability to fur nish the means of progress. To giving the people the power of thus judging, under proper restrictions and limi tations, there can be no rational objection.
The views upon the equity of taxation for school pur poses, expressed in a former paper and referred to in this, will, if properly considered, go far toward reconciling ob jectors to the policy of our school law, which admits the youth of all races to equal participation in the benefits of our public schools. There are others, not less forcible, to which I must be permitted to give brief expression. The provisions of our State and Federal constitutions which emancipate the colored people and make them citizens, will never be changed. Our people have universally be come reconciled to this change. To' this remark I do not know of a single exception. We all know, however, that the indiscriminate bestowal upon them of the elective franchise introduced all the corruption, peculation and mal-administration which have cursed the Southern states for the

90
greater portion of the last ten years. To the bestowal of this right most of the wiser portion of our white popula tion did, and still do, object. But, as stated, I know of none who object to the change first mentioned. If it be admitted that the bestowal of citizenship is a finalty, and if it be further admitted--and I think no one will question it--that the white and colored races are indissolubly linked together, that they are destined for an indefinite period, perhaps for all time, to be common occupants of our terri tory, I cannot think that our true educational policy can be a matter of uncertainty. If we are to live with them, and have constant dealings and intercourse with them, and they are to enjoy the same legal rights as we, and be amenable to the same laws, it is certainly the highest interest of both races that reasonable means be used for their elevation and improvement. This proposition is so plain that it does not admit of argument. Our school policy is an admission of its truth; and all right thinking men amongst us approve of the policy in that respect. It is unfortunate that our people did not take this view at an earlier day. It was very natural, however, for things to take the course they did take. When the United States Government emancipated the slaves, and then adopted a series of measures the sole object of which seemed to be to reverse the relative positions of the white and colored races, and enforced these measures by all the military power at its command, it was natural in the white race to feel a strong spirit of opposition. They would have been more than human if they had not so felt. The course taken by the colored people was also natural. Suddenly set free, and invested with political rights which their igno rance incapacitated them to use wisely, and receiving no countenance or co-operation from their former masters, they submitted themselves to the guidance of a set of ad venturers, who had come among us with the sole object of turning the abnormal state of things in the South to their own personal advantage. These men told the ignorant freedmen that the Northern people were their only friends, that the Southern people were their enemies and desired to re-enslave them, and made fabulous promises as to what the general government intended to do in the way of bestowing upon them gratuitous benefactions. It was but natural, I repeat, that an ignorant people, with not a single leader of their own race capable of clear thinking, should be thus gulled and deluded. The white people pursued

91
the course they took not from hostility to the colored race, but because of their opposition to what they believed to be tyrannical measures. That the central government should pull down state governments, and set up others in their stead, formed after models of its own fashioning, and inaugurated by machinery of its own invention, were strides toward arbitrary power for which they were not prepared, even in their conquered condition. Many of our people thought that the governments thus set up were purely de facto governments, and that the day would soon come when they would be substituted by others formed by our own people themselves. Hence large numbers of them stood aloof from all participation in what was called recon struction, neither acting themselves nor counseling, or seeking to control, the political neophytes produced by the convulsions of the times, toward whom they really enter tained the most kindly feeling.
Large numbers of both races now see their mistake. Many of the white people are convinced that it is the true policy to concede to the colored people all proper legal rights, acquiescingin such unwise changes as they could not avert, and to co-operate with them in all rational measures for their elevation and improvement, while numbers of the colored people, deceived by the false statements and promises made them by bad men, are beginning to believe that their truest and best friends are their former masters. One of the most hopeful means of making this return of good feeling on the part of the colored people practically available, is to carry out, impartially, the policy of our school law, and afford them equal participation, as far as practica ble, in the benefit of our Public Schools. This, as I be lieve, is being generally done throughout the State of Georgia. Located in the same section of the country, the interests of the two races are identical, and bv the means above indicated, and other measures of a liberal and concil iatory character, the colored people may be brought to a practical recognition of this truth, and submission to the leadership of the white people, in all measures looking to the protection and promotion of these interests. Guidance on the part of the superior race, and confidence and a kindly following on the part of the inferior, are the only condi tions that an make a common occupancy of the same ter ritory desirable, or even tolerable. If this supremacy of intelligence cannot be secured, our condition is hopeless.

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If it can, then the designs of those who, for party pur
poses, sought to place ignorance and incompetency in con trol, will be thwarted, and we may yet have a bright future
before us. I am not without hopes of that future, and these hopes
are based not so much upon the rapid improvement which the freedmen are expected to make by means of our edu cational system, as upon their long habit of subserviency, and the influences upon natures not insusceptible, of kindly measures and just dealing on the part of the governing race. Education, furnished and conducted by those among whom their lot has been cast, and who from childhood have felt a kindly interest in them, may bring them by slow degrees to such a state of intellectual improvement, as shall enable them to comprehend that it is their true interest to act in concert, in public affalirs, with those who occupy with them common territory. I am not sanguine of immediate results, or of any very remarkable ultimate results, from the admission of the colored people to the benefits of our educational system. Freedom found them in a very low condition in respect to intelligence and morals, and it has been the habit of some superficial writers to ascribe this low condition, in the particulars re ferred to, to their former state of slavery. Nothing can be more untrue. . Slavery had elevated them. They came among us pagans. Slavery had, to a considerable extent, christianized them. When brought among us they were savages. Slavery had brought them to the adoption of many of the arts of civilized life. Constant contact with the white race, and the means adopted by many Christian masters for their religious instruction, elevated them as rapidiy, perhaps, as any measure looking to that immediate end could have done. Still their condition, intellectually and morally, was very low. Nearly all of those who had attained to their majority at the time of their emancipa tion were unable to read. Most of this class were beyond the reach of educational measures, and must remain so. Unfortunately their children were so circumstanced then, and are so circumstanced still, as to prevent educational measures from having their fullest and best effect. In a former paper I maintained, as will be remembered, that, while education is morally elevating per se, its main office, in that respect, is auxiliary. It prepares the mind for re ceiving and understanding moral truth. This office is in dispensable, but in order to hopeful results, it must be

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supplemented by proper home influences, and followed by the faithfnl instructions of the pulpit and the Sabbath school. Unfortunately for the children of the freedmen, they are, to a large extent, without the benefit of these auxiliary agencies. Their parents do not teach them habits of industry and economy. They do not seek to impress upon them the love of truth, the love of justice, i fidelity to obligations, the practice of chastity, or even the practice of common honesty, and such a thing as parental restraint is almost unknown among them. As to the other agencies alluded to, they are not a great deal better off. Whilejsome of their ministers are good men, and are possessed of a measure of intelligence, yet many of them are ignorant and others vicious. Large numbers of their moral instructors might truthfully, I fear, be placed in the classification of "blind, leaders of the blind." In view of this state of things, intelligent men everywhere will under stand me when I say, that the elevation of the race through the agency of common schools must be a very gradual work. But I have not only expressed distrust of immediate results, but have, said that I entertain doubts]of any remarkable ultimate results. These doubts rest upon the estimate which I have formed of the capacity of the African race. I have never doubted that the race is an inferior one. It has never, So far as I know, enlarged the boundaries of knowledge by discoveries in science or in ventions in the arts. It has never erected any govern ments of renown, or made any remarkable achievements in war or in peace. It has never produced any writers or thinkers of note. It has never done anything to place it among the leading, controlling races of men. Long ac quaintance with the representatives of the race to be found among us confirms me in this estimate. I do not doubt that our colored people may be much improved. I am willing to concede,fthat they have already shown simple capacity to learn far greater than many of our people have given them the credit of possessing. Still the estimate, which their antecedents have compelled men to place on this people, must remain unchanged, until further evidence shall show it to be incorrect. I believe that, with favoring conditions, they are capable of such improvement as shall make them valuable members of society in their proper sphere; and I am in favor of giving them the benefit of common school education, and of protecting them in the exercise of all properjega rights, and of affording them

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a fair field for self-development, that they may have opportunity of exhibiting to the world what they are, and what they can accomplish. If they can be held in a sub ordinate relation till the slow processes of education and other agencies of moral elevation have had time to do their work upon them, all may yet be well with us.
The foregoing views embody the only policy which gives reasonable hope of a favorable solution of the uncertain problem of our future destiny, with the evil of universal suffrage fastened upon us. If those who assumed to call state conventions and prescribe the qualifications of voters had had the wisdom and fairness in executing their selfimposed task to condition the exercise of the right of suf frage upon an educational and property qualification, and if a provision to that effect had been incorporated in the fundamental law, the difficulties in our situation would have been greatly diminished ; and should the time ever arrive when this change can be made in spite of universal suffrage, our people will be very unwise if they fail to im prove the opportunity.
With this paper closes my discussion of the school ques tion. In the first number I promised to study accuracy in the statement of facts, to be fair in presenting objections, and to urge no views except such as received the honest approval of my judgment. These promises I have endea vored faithfully to keep. With many thanks to the con ductors of those newspapers which have been the vehicle of communicating my views, and to the kind friends, in this State, and out of it, who have encouraged me by ex pressions of approval, I now bid adieu to the public.

STATISTICAL TABLES.

Dougherty......................

194 193 1,237 1,211 392 2,448 2,840 11 *58 *2,086 *2,144 *82 *4,120 *4,202

Douglas.......................... 633 611 191 176 1,264 367 1,631 44 240 332 572 299 358 657

Early................................ 436 432 602 670 868 1,172 2,040 25 180 809 989 211 1,575 1,786

Echols.............................

390 392 134 152 782 286 1,068 37 206 184 390 491 130 621

Effingham...................... 435 397 263 295 832 538 1,370 105 61 380 441 44 460 504

Elbert.............................. 702 680 894 731 1,382 1,625 3,007 79 187 532 719 228 1,499 1,727

Emanuel.........................

737 763 400 444 1,500 844 2,344 19 23 205 228 27 319 346

Fannin............................ 1,037 945 21 22 1,982

43 2,025 31 104 43 127 38

28

66

Fayette .........................

993 977 470 425 1,970 895 2,865 12 255 422 677 547 744 837

Floyd .............................. 1,926 1,997 750 805 3,923 1,555 5,478 228 680 427 1,107 93 797 1,344

1,148 1 ion 149, 147 2 248 289 2,537 99

Franklin.........................

932 916 303 285 1,848 588 2,436 59 374 266 640 308 456 764

Fulton............................ 4,900 5,255 1,990 2,280 10,155 4,270 14,425 169 18 195 213 6 667 673

Gilmer............................ 1,387 1,269 21 22 2,656

42 2,698 54 600 30 620 300

15 315

264 216 117 111 480 228 708 39 46 174 220

113 113

Glynn............................. 242 250 627 571 492 1,198 1,690 42 27 446 474 48 1,262 1,310

Gordon............................ 1,383 1,214 177 184 2,597 361 2,958 54 248 124 372 222 188 410

Greene............................. 618 671 1,498 1,412 1,289 2,910 4,199 105 40 716 118 28 2,232 2,260

Gwinnett......................... 1,765 1,691 415 371 3,456 786 4,242 143 544 349 893 663 603 1,266

Habersham.....................

961 835 134 156 1,796 290 2,086 34 40 19

59 154 281 435

Hall................................ 1,350 1,277 183 170 2,627 353 2,980 50 650 297 947 287 419 706

Hancock..-......................

682 641 1,419 1,422 1,323 2,841 4,164 20 79 1,219 1,298 21 1,947 1,968

Haralson.........................

655 640 52 34 1,295

86 1,381 36 440 60 500 865

59 424

Harris.............................. 1,226 11,52 1,580 1,528 2,378 3,108 5,486 105 205 2,363 2,568 . 183 3,051 3,234

Hart.................................

677 609 272 252 1,286 524 1,810 60 190 222 412 173 334 507

Heard..............................

846 783 383 338 1,629 721 2,350 55 222 296 518 870 837 1,707

Henry.............................. 1,018 962 818 741 1,980 1,559 3,539 111 137 582 719 125 1,147 1,272

Houston.........................

795 760 2,139 1,951 1,555 4,090 5,645 121 142 1,616 1,758 156 4,712 4,868

Trwin...............................

230 232 35 35 462

70 532

100 18 756 103 27 130

Jackson........................... 1,29 1,044 494 435 2,338 929 3,267 155 329 692 1,021 369 792 1,161

Jasper.............................. 50'' 609 948 878 1,208 1,826 3,034

73 780 853 38 2,040 2,078

Jefferson........................

718 693 1,210 1,153 1,411 2,363 3 774 62 215 1,216 1,431 234 2| 764 2,998

Johnson ........................

393 320 161 139 713 300 1,013 26 77 168 245 61 221 282

Jones...............................

474 395 974 883 869 1,857 2,726

5 25 958 983 34 1,943 1,977

TABLE No. 1--Continued. Return of Enumeration of School Population and Statistics of Illiteracy.

Total white. | Total colored.
1 i
Total white and colored.
Confederate soldiers undergo years of age.

COUNTIES.
Laurens......... Lee .............. Liberty.......... Lincoln.......... Lowndes.... Lumpkin....... Macon............ Madison........ Marion........... McDuffie... McIntosh ... Meriwetinr. Miller............. Milton............ Mitchell........ Monroe.......... Montgomery. Morgan.......... Murray..........

Number of children between the ages of six and eighteen years.

Number of Illiterates.

White.

Colored.

Male. Female. Male. Female

Number persons between Number oi persons over the ages of ten and eighteen unable to read. eighteen unable to read.
White. Colored Total. White. Colored. Total.

794 304 507 279 663 821 759 540 1,066 520
1,135 273 666 780
1,414 560 793 901

768 538 548
281 1,067 1,068 441 911 794 229 566 511 608 576 557 799 71 77 777 1,030 956 5&4 9,00 288
983 948 967 501 668 571

869 240 676 698 1,313 445
747 790

935 110 96
795
1 716
225 1,200
153

943 91 78
570
1 633
201 1,254
162

1,562 585 948 508
1,271 1,620 1,536 1,074 2,049 1,021
2,004 513
1,342 1,478 2,727 1,005 1,540 1,691

1,086 2,135 1,705 1,077 1,133
148 1,984
578 1,915 1,239
1,878 201 T74
1,295 3'319
'426 2,453
315

2,648 2,720 2,653 1,585 2,404 1,768 3,520 1,652 3|964 2,260
3,882 714
1,516 2,773 6,046 1,431 3,993 2,006

36 414 770 1,184
37 28 698 726 no 62 279 341 24 45 533 583 29 101 893 994 55 224 35 259
18 43 811 854 12 221 262 4-ftS
19 289 1,702 - 1,991 65 110 596 706

40 181 1,193 1,374

100

100 100

50 302 75 377

529 987 1,516

47 100 383 483 18 75 1,989 2,059
*142 *63 *205

368 631 989

63 3,590 3,653

47 1,255 1,302

44 1,366 1,410

252 2,633 2,885

206

60 266

25 663 688

116 1,996 2,112 90 1,396 1,486

li3 668 781 22 175 197 178 134 312 402 1,353 1,755

65 523 588 70 2,000 2,070

Muscogee........................ Newton...........................
Oglethorpe..................... Paulding.........................
Pickens............................ Pierce.............................. Pike .............. r:............. Polk................................ Pulaski............................ Putnam...........................
Quitman.......................... Kabun..............................
Randolph........................ Richmond...................... Rockdale........................ Schley.............................. Screven............................ Spalding..........................
Stewart........................... Sumter............................
Talbot.............................. Taliaferro........................ Tatnall............................ Taylor.............................. Telfair............................. Terrell............................. Thomns.......................... Towns............................. Troup.............................. Twiggs............................ Union.............................. Upson.............................. Walker............................ Walton............................

1,021 949 678
1,475
835 443 967 916
857 457 316 626 962 2,096 1,033 388 626 947 749 1,043 748 302 859
585 238 759 1,212 505
1,129 435
1,077 781
1,026
1,459

1,099 943 679
1,374
728 445 891 824
824 396 332 583 894
2,121 958 387 615 919 695
1,082 685 299
859 558 233 629 1,241 358 1,033 384
909 709
1,100 1,453

1,414
787 1,145
138 26 139 717
460 1,142 1,099
368 26 878 1*34
,>29 473 652 801 1,502 1,424 1,197
578 388 669 106 889 1,740 20 1,970 739
9 658
281 784

1,381 750
1,058 117 19 116 716 414
1,149 989 364 21 866
2,058 289 471 615 821
1,399 1,496 1,087
516 382 502 101
718 1,627
19 1,764
676 7
569 257 701

2,120 1,892 1,357 2,849 1,563
888 1,858 1,740 1,681
853
648 1,209 1,856 4,217
1,991 775
1,241 1,866 1,444 2,125 1,433
601 1,718 1,143
471 1,388 2,453
863
2,162 819
1,986 1,490 2,126 2,912

279 1,537 2,203
255
45 255 1,433 874
2,291 2,088
732
47 1,744 3,992
618 944
1,267 1,622 2,900 2,920 2,284 1,094
770 1,172
207 1,607 3,367
39 3,734 1,415
16 1,227
538 1,485

4,915 32

3,429 86

3,560 102

3,104 92

1,608 35

1,143 43

3,291 80

2,614 64

3,972 145

2,941 42

1,380 28

1,256 29

3,600 20

8,209 214

2,609

8

1,719 / 2 2,508 86

3,488 146

4,345

5,045 134

3,717 40

1,695 45

2,488 43

2,215 40

678 21

2,995 34

5,820 77

902 37

5,896 146

2,234 42

2,002 25

2,717 41 2,664 116

4,397 91

119 1,078 87 1,889 105 928 301 136 324 35 94 103 101 503 120 400 544 1,123 41 871
76 532 279 15 439 1,162 199 1,012
137 477 *75 *400
126 589 143 873

1,197 1,976 1,033
437 359 197 604 520 1,667 912 608 294
1,601 1,211
614
*475 715
1,016

169 2,574 2,743

99 2,273 2,372

178 125 303

236

236

81 111 192

70 1,560 1,630

171 819 990

514 3,532 4,046

24 2,156 2,180

30 639 669

206

41 247

338 3,333 3,611

363 5,069 5,432

126 451 577

*75 *600 *675

39 1,481 1,520

148 2,715 2,863

148 ii45

23 460

101 618

281 512

70 168

249 1,127

232 1,532

13

117 1,255

118 440

194

9

60 336

813 408

117 908

1,193 483 719
795 238 1,376 1,764
13 1,372
558 203 396 1,221 1,025

112 11 148 95 52 142
36 2 96 175
226 58
1,570 97

3,576 1,026
337 898 155 1,422 i;257
8 2,345 1,191
6 1,369
574
1,128

3,688 1,037
480 993
207 1,564 l'294
10 2,441 1,366
232 1,427 2,144 1,225

VII

TABLE No. 1--Continued. Return of Enumeration of School Population and Statistics of Illiteracy.

Total colored. Total white
and colored. Confederate soldiers under 30 years of age

VIII

Total white. |

COUNTIES.

Number of children between the ages of six and eighteen years.

1

White.

Colored.

Male. Female. Male. Female.

Number of Illiterates. Number persons between Number of persons over
the ages of ten and eighteen unable to read. eighteen unable to read. White. Colored Total. White. Colored. Total.

1

Ware............................... W arren...........................
Washington................... Wayne............................ Webster.......................... White.............................
Whitfield....................... Wilcox............................
Wilkes............................ Wilkinson...................... Worth.............................

428 528 1,307 574 489 720 1,335 329 541
964 484

381 505 1,221 526 432
748 1,323
292 512
808 495

169 790 1,253 129 433
47 275
80 1,009
654
191

148
681 1,313
127 422
53 249
75 957
628 164

809 1,033 2,528 1,100
921
1,468 2,660
621 1,053 1,772
979

317 1,471 2,566
256 855 100 524
155 1,966 1,282
355

1,126 2,504 5,094
1,356 1,776 1,568 3,184
776
3,010 3,054 1,334

41 100 82
78 208 621 189 94 874 40 305 174
75 123 407 19 1,040 100 57 190 116 20 132 52 72 163 1,204
98 571 616 4o 301 156

182
829 968 479 530 1,140 306 184
1,367 1,187
457

61

44 105

115 1,683 1,798

108 1,411 1,519

332 273 605

123 794 917

487

50 537

107 124 231

53 133 186

88 2,707 2,795

359 1,574 1,933

249 472 721

Total....................... 111,598 107,135 90,517 84,787 218,733 175,304 394,037 8,036 26,552 79,692 106,244 23,299 145,208 168,507 ^Estimated.

Average Attendance. Average m onthly cost
of tuition per pupil. Amount ofthis month
ly cost of tuition paid by the State. Orthography.
No. Pupils. W riting.
No. Pupils. Eng. Grammar. j No. Pupils. Geography.
No. Pupils. A rithm etic.
No. Pupils. [ Compensation of j County School Com'r.

TABLE No. 2.

Consolidation of Public School Teachers' Reports.

[This table was he pt open to tbe latest moment possible. I regret that it must go incomplete into the hands of the printer. The column headed "Amount of this

monthly cost of tuition raid by the State " is very unreliable. The estimate has been made, in many cases, without counting the Poll Tax as a portion of the fund

received from the State.

STATE SCHOOL COMMISSIONER.]

! Colored............ W hite...............

1

Nui.beb OP

Schools.

NUMBER OF SCHOLARS ADMITTED.

COUNTIES.

White.

Colored.

Total.

White Males Fe'ales Males Fe'ales White. Colored and
Colored.

BRANCHES OF STUDY TAUGHT.
jgi 5fi.
ti
PSVh3

Appling----- 18 i 267 190 13 16 457 29 486 364 $1 00 $1 00 Baker........ 14 ii 144 104 239 207 248 446 694 443J 1 09 55 Baldwin.,.. 18 12 289 295 281 263 534 544 1078 766 1 40

462 300 252 651 376 249 368 491 317

23 35 148 $ 79 00
69 95 204 163 00 89 174 213

Bartow........ 56 17 1281 972 465 442 2353 907 3260 2061} 1 10

27

485 321

806

806 497 1 90

45 2717 2459 1458 713 707 1336 250 00 68 806 612 456 132 77 250 166 50

Bibb* ... .

Brooks.......... 21 13 286 307 238 226 593 464 1057 817,5 5 46| 2 73 979 653 606 252 185 494 276 00

6 171 142 60 28 313 88 401 347 1 33

348 288 216 71 37 154 50 00

Bulloch........ 84 i 366 317 10 20 683 30 718 537 1 38

363 368 326 72 71 226 125 00

13 ri 183 180 156 163 363 319 682 478 2 16 2 16 651 450 355 143 210 330

Butts............ ;8 6 385 285 152 142 670 294 964 611 1 60 47 884 577 402 126 96 364 135 00

Calhoun....... 11 5 238 '197 123 113 435 236 671 421 1 40 1 20 608 447 308 43 41 278 195 00

Camden .... 9 11 64 74 222 204 138 426 564 500 1 20 67 535 488 283 39 123 244 241 50

Campbell.... 28 10 564 413 262 244 977 506 1483 1073 2 25 39 1418 1006 618 228 224 619 125 09

Carroll.......... 52 4 1224 878 101 97 2102, 198 2300 1386.63 1 731 69ir 2007 1393 846 297 239 732

Catoosa..... 21 2 390 346 36 22 736 58 794 522 1 20 91 689 419 310 131 106 267 120 00 13 I 105 139 8 8 244 16 260 189 1 30 72 244 138 107 15 19 49

Chatta'chee.. 12 4 288 211 173 183 494 856 820 503 1 55 684 835 555 425 156 921 3271 55 00

Consolidation of Public School Teachers' Reports--Continued.

Average attendance, j Average m onthly cost of tuition per pupil.
| Am'n t of th is month| ly cost of tuition
paid by the State. Orthography.
No. Pupils. W riting.
No. Pupils. G e o g ra p h y --No
Pupils. Arithmetic. [
No. Pupils.
COo ttoo i Compensation of
! County School Com'r. o

.Number
of
Schools.

NUMBER OP SCHOLARS ADMITTED.

COUNTIES.

Wh 1TE.

Colored.

Total.

oS
2 is

0SOr>f Vo

Males j Fe'ales Males Fe'ales White.

White Colored and
Colored.

Chattooga... 25 7 607 514 181 109 1121 350

Cherokee.... 41 4 1304 993 89 83 2297 172

Clarke..........

Clay..............

Clayton........

Clinch........ 18

257 158

415

Cobb............ 42 11 1025 806 287 294 1831 581

25 6 260 190 53 65 450 118

Columbia... 13 5 220 180 117 83 400 200

12

132 115

247

Coweta........ 38 21 760 591 599 669 1351 1268

Crawford.... 17 10 309 197 234 224 506 458 .............

Dawson........ 25 2 615 525 35 39 1140 74

T)p.c.atiir........ 44 29 693 527 847 792 1220 1639

DeKalb........ 28 11 815 575 299 301 1390 600 Dnflfrfi.......... 12 2 234 177 30 40 411 70

Dooly.......... 27 6 513 387 99 99 900 198

Dougherty.. 0 22 103 97 571 589 200 1110

Douglas .... 20 3 369 355 70 65 724 135

1471 772 1 58 80 2469 1292 34 34

415 285;\ 1 63 73
2412 12531 1 75 83
568 465 1 33 J 1 00 600 546 3 10 1 15 247 89 3 95 65 2619 1703 1 50 79| 964 592 1 20 87

1214 584
2859 1990 1990 1088 481 292 1098 614 1310 1120
859 433

1 36 1 66
1 72 74
1 40

76i
i ii 64
m

BRANCHES OF STUDY TAUGHT.

<n

S.

3 Ch SP6

S-3 fJohslazi
0

"cO3S)

aA

M

W

1394 981 477 204 119 433 1913 1137 871 212 145 697

415 276 234 42 32 119 2302 1828 1333 295 381 1023
525 283 165 22 30 112 600 521 409 402 397 340 247 186 128 31 17 74 2352 1927 1216 534 570 850 891 576 380 93 87 308
1175 600 457 81 41 244 2492 1387 859 325 348 808 1781 1250 856 226 232 750
481 399 277 : 54 62 181 1008 747 596 192 197 444 857 717 506 97 184 303 661 504 339 110 84 291

162 00 195 00
200 00 81 00
420 00 200 00
75 00 300 00 238 00 60 00 250 00 168 00 206 30

"Early.............

Ep.hnls

12 1 164 163

4 11 327

15

Effingham... 20 8 190 150 115 108 340 223

Elhflrt,........... 23 10 466 372 413 395 888 808

Emanuel.... 31 3 507 349 57 52 856 109

Eannin

27

625 521

1146

Fayette........ 19 11 475 341 244 202 816 446

Floyd............ 42 20 961 718 437 455 1679 892 Forsyih........ 39 3 95 635 51 73 1560 124

Franklin.... 33 4 725 605 150 114 1330 264

Fulton.......... 22 9 600 506 307 238 1106 545

frilmflr......... 40

1076 854

1930

Glasscock... 8 2 105 102 53 49 267 102

Glynn*....

Gordon........ 35 5 981 872 107 135 1853 242

Greene........ 27 14 454 408 341 362 862 703

Gwinnett... 53 10 1353 1066 233 213 2419 446

Habersham . 35 3 746 513 41 33 1259 74

Hall .... 40 4 1150 976 71 85 2126

Hancock.... 29 19 280 300 340 420 580 760 Haralson ... 15 1 317 258 11 10 575 21

Harris.......... 39 18 596 599 600 535 1195 1135 Hart.............. 25 6 484 388 120 106 872 226 Heard.......... 27 4 505 408 97 80 913 177

Henry..........

Houston. .. 30 28 561 386 609 438 947 1047 Irwin............

Jackson........ 32 7 732 501 160 182 1233 342

Jasper.......... 26 8 336 315 147 133

Jefferson.... 27 9 432 363 166 123

Johnson ..., 14

189 151

Jones............ Laurens.......

12 13 27 Oo

153 447

108 321

391 168

416 54

651 280 795 280
340 ......
261 807 768 222

342 197^ 2 191 i 2i 563 490 " 1 50 1 00

...............
214 220 176 58 42 127 420 375 480 360 240 311 140 00

1646 1020 1 65

69f 1560 922 647 223 224 570

965 1146 1262

558 1 66 545 1 20 819i 1 50

83

965 816 481 93 94 281 379 17

86 989

270 112 27 243 125 00

491 1124 794 580 191 109 564 60 00

2571 1683 4 00 2 02 1684 756 1 20 7 77

2186 1906 1143 407 481 1085 384 00 1583 993 611 83 100 436 300 00

1594 885 1 20

80 1552 798 530 114 50 420 100 00

1651 938 1 52ot 81f 283 1211 765 272 325 570 248 00

1930 1020

988 566 1517! Sfltl 5Q7 143 79 326 100 00

369 1701 1 705 80

153 204 125 39 20 112 60 00

2095 1083 1565 1157 2865 1568 1333 1327 2282
1340 930 590 363
2330 1647 1098 643 1090 700

1 88 1 87J 1 25
48 1 25 3 50 1 25 1 75 1 851 1 60

1824 1221 708 237 188 732 300 00

47

777 672 577 283 214 526 206 50

581 2654 1835 1188 269 201 725 183 00

36 1320 837 399 92 114 313 288 02

2082 1424 9$ 295 160 713 321 00

941 1340 958 761 264 428 691 150 00

533 377 44 31 17 145 28 00

70 1993 1229 793 361 358 898 350 00

72

959 770 534 240 107 365 200 00

76 1034 748 524 155 132 441 195 00

1994 1578 1 66

90 1994 1104 879 344 354 700 400 00

1575
981 1084
340 1068
990

884
627w 6981 189
836 695

1 50
2 00 2 451 2 16| 1 7o| 2 00

75
1 16f 1 251 1 40
82f 91

630 311 208 116 76 234 440 00 765 001 549 170 207 399 228 00 958 737 605 186 265 475 80 50 333 253 104 51 30 131 42 20 991 578 398 99 183 313 99 00 990 582 493 385 385 402 180 00

Consolidation of Public School Teachers Reports Continued.

Average Attendance. Average m onthly cost
of tuition per pupil.
1
Am'n t of th is m onthly | cost of T u i
tion paid hy the State. Orthography.
No. Pupils. ; W riting. 1 No. Pupils.
Eng. Grammar. No. Pupils.
j Geography. i No. Pupils.,
1 Compensation of
j County School Com'r

OF NUMBKRI
Schools.

COUNTIES.

P*

O *

&

ji

Lee................ Liberty. ... Lincoln........
Lowndes.... Lumpkin.... Macon..........

14 19 30 17 13 4 13 6 35 1 31 10

Marion.........
McDuffie-... McIntosh.. . Meriwether.. Miller............ Milton... ...
Mitchell....... Monroe........ Montgomery
Morgan........ Murray........
Muscogee... Newton........

34 4
16 13 41
44 11 13 3 15 2
19 13 33 13 17 1
36 13 36
13 9 33 14

NUMBER OF SCHOLARS ADMITTED.

White.

Colored.

Total.

White

Males Fe'ales. White.

Colored and Colored.

155 165 383 374 320 757

333 308 532 500 431 1032

166 133 123 85 288 208

339 144 151 185 383 336

617 549 22 28 1166

50

405 304 307 314 709 621

540 436 127 138 976 265

317 311 210 192 428 402

61 54 50 60 115 110

803 626 239 222 1428 461

148 164 40 30 312

70

471 371 5o 40 842

95

307 213 219 187 430 406

405 354 440 462 759 902

333 190 10

8 413

18

335 356 437 410 581 837 810 711 100 82 1531 182

328 177 196 198 405 394

341 358 403 381 599 784

1077 1463
496 719 1216 1330

821| $ 164 1200 50 348 1 56 478 1 84 AQftl 1 9,9,
8651 2 75

$ 83 50
1 18 34
76f

1241 655 1 57

830 225 1887 382 937
826

602S 1 86 195 2 33
985 1 65 255 2 10 425 1 58 650$r3 50

1(561 1126 1 48

431 285 1 90

1418 948io 2 00 1703 1135 1 00

799 605 1 40i 1383 770 2 00

1 14
81 1 11
66 1 21
95
1 601, 1 22 1 15
96 661
931 1 00

BRANCHES OF STUDY TAUGHT.

jM*

p
.Ot fti .

-P. *a3, I

P5

*c <

1012 694 471 180 245 400 $ 300 00

1362 1178 693 206 325 665 153 00

401 281 236 105 77 184 200 00

719 521 413 102 162 294 210 00

Uftft

81 83 218

1209 829 608 239 191 482 252 00

1146 934 646 229 iso 405 320 66 792 550 395 177 186 298 150 00 225 190 190 60 190 177 50 00 1223 1043 878 338 277 745 300 00 105 93 57 45 35 47 17 50 816 569 391 74 50 277 90 00 698 511 367 132 135 266 150 00 1625 1127 775 339 420 672 410 395 352 115 182 273 1317 983 671 268 291 610 200 00 800 789 618 481 314 622 150 00 694 - 481 342 128 136 321 219 00 1072 810 553 164 247 516 233 00

Oconee......

,

i

Oglethorpe. 24 10 402 363 193 187 765 380

Paulding...... 47 2 1310 801 37 32 2111 69

Pickens........ 26 1 749 629 12 7 1378 19

Pierce.......... 14 3 175 162 46 63 337 109

Pike......... 24 11 489 356 385 318 845 703

Polk.............. 21 8 464 394 235 204 858 439

Pulaski......... 23 8 369 313 88 73 682 161

Putnam. ... 18 12 186 173 325 340 359 665

Quitman...... 11 3 154 167 98 109 321 207

Rabun........ 18

433 355

788

Randolph... 35 '21 658 483 528 490 1141 1018

Richmond*..

Rockdale.. . 16 10 399 429 197 294 828 491 Schley.......... 10 5 202 180 130 120 382 250 Screven........ 21 12 332 254 188 185 586 373 Spalding.... 15 10 371 268 170 194 639 364

Stewart........

Sumter.........

Talbot.......... 17 4 287 185 172 162 472 334

Taliaferro...

Tatnall....... 33 3 478 363 42 36 841 78

Taylor...... 18 4 332 288 113 113 620 226 Telfair.........

Terrell......... 22 7 433 326 157 170 759 327

Thomas..... 23 10 437 382 261 275 819 536

Towns......... 12

432 282

714

Troup.......... 35 '30 520 480 1060 945 1000 2005

Twiggs... 13 8 198 136 132 110 334 242

Union........... 27 1 850 682 7 . 7 1542 14

Upson.......... 23 12 485 432 491 501 917 992 Walker......... 29 5 561 791 148 166 1352 314 Walton........ 44 10 853 665 322 254 1518 576

*No compensatioa.

1145 805 1 52 1 20 1093 856 752 269 290 574 300 00

2180 1121 1 40 3 36 1831 987 774 122 83 543 187 00

1397

1 25 m 1168 601 427 86 11 262 65 00

448 312 1 66 66 374 278 180 56 63 107 180 00

1548 895 2 00 1 08* 1547 1018 700 246 314 624 209 05

1297 738 1 60 98 1205 825 591 155 143 438 162 50

843 517 2 10 1 31 794 658 509 224 145 457 300 00

1024 760 1 75 64* 927 682 462 152 205 355 240 00

528

2 50 95 380 328 298 294 212 352 68 00

788 510 1 12 25 772 418 198 93 29 191 85 00

2159 1340 1 50 66 2159 1360 940 226 180 478

i219 734 i 80 65 632 348 1 60 1 20 959 590 1 86 91
1003 486 1 64 1 15

1181 713 527 219 in 489 188 35 600 475 410 200 185 215 120 00 805 683 475 136 216 358 420 00 867 615 391 122 135 243

806 408 2 00 98
919 VlOJS 1 68 84 846 715 1 58 6 25

726 549 466 155 170 379 300 00
898 756 561 154 75 392 140 00 730 544 412 148 142 369 150 00

1086 819 1355 1063 714 415 3005 1866

2 74 2 54 1 68 81
m 61 1 70 65

960 886 626 360 265 576 239 60

1292 1123 565 319

698 126

229 192

157 9

590 139 *

2843 1952 1316 403 505 1202 330 00

576 344 2 25 1 50 570 340 260 63 79 254 105 00

1556 836$! 1 00 50 1207 540 409 178 28 296 60 00

1909 1173 2 19 1 51 1785 961 682 240 311 566 203 20

1666 1237 1 474

1601 1369 932 500 335 601 212 00

2094 1349 1 50 90 ' 1718 1253 922 263 150 714 250 00

Consolidation of Public School Teachers' Reports--Continued.

COUNTIES.
Ware............ Warren........ Washington.. Wayne.......... W ebster........ White............ Whitfield.... Wilcox........... W ilkes............ Wilkinson ... Worth............

Numb kb OF
Schools.

NUMBER OF SCHOLARS ADMITTED.

3 OO, E O*

White.

Colored.

Total.

S' D

Males Fe'ales Males

F'mles

White.

0 olored

White and

Cnlored.

11 0 127 90 21 14 217

35

252

8 21

290 273 173 146 563 319

882

41 7 819 609 238 220 1428 458 1886

16 2 221 184 38 44 405 82

487

10 5 200 175 100 120 375 220 595

2 18

508 448 41 29 956

70 1026

37 7 998 839 169 197 1837 366 2203

15 1 135 159 12 20 294

32

326

1 14

166 184 78 60 350 138

488

30 5 577 454 146 158 1031 304 1335

19 3 289 238 71 46 527 117

644

C oS
3
s> ei <0 >
242 592 1068 404 400 530 1260 208 321 726 377

+9 os

a ix 3* a 2.3

&

Sa

g<v'3 S3

0*_a3

2ow

[2 0*

'=

<$

1 25 1 00 1 93 86 1 98 1 22+ 1 25 66f
1 83 61
1 10 65 1 00 66$
2 04 63
1 85 50
1 99 1 11 2 00 84

BRANCHES OF STUDY TAUGHT.



S.

g*3 2.

As

A3

feePh.

a*

tsl>i5?

s! c

9= aa esabi^7

C. O &3 a, . VSPh
s &A 3Z5

Z

'C

o

M

K

110 235 190 35 48 57
882 590 444 184 168 384 1886 1451 944 448 365 785 399 326 247 77 50 198
595 400 320 300 200 350 997 642 259 138 81 252 1672 928 667 279 207 509 316 216 158 18 27 90 358 344 369 215 307 189 1199 923 633 182 167 503 644 4361 278 71 49 162

`so a ao u. *3 a .-I au.x o9^ag*
o
O
98 00
200 00
240 00 155 00
75 00 194 85 37 15
210 00 21 00
225 00

Summary.... 2790 879 54458 44292 22131 21847 98750f 43978f 142728f 87127+ $ 1 73 $ 88 125079 88140 59657 22488 20658 4807oll9540 89

* Reported in Table No. 3.

fThere have been public schools in all tbe counties, except Early. A careful estimate has been made for the thirteen counties not reporting. Including this

estimate in the summary above given, the figures will stand as follows: Total number of white pupils admitted, 105,890; total colored, 48,311; total white and colored,

154,201; average attendance, 94,864. The corresponding figures, taken from Table No. 3, must be added to represent these particulars correctly for the whole State. This

being done, we obtain the following: Total number of white pupils admitted, 114,648; total colored, 53,268; total white and colored, 169,916: average attendance,

105,766.

'

*

'

XV L 'gth of sch1! term , i n months. Average Attendance.

COUNTY OE CITY.
Bibb...................
Chatham................ Glynn.................... Bichmond............. City of Atlanta... City of Columbus, City of Gi'iffln,..
Total...............

TABLE No. 3. Report of Public Schools under Local Laws.

Number of Schools.

Number of Scholars Admitted.

Un graded.

Graded

High Schools

WIiite.

Colo red.

Males. .Femal's Males. Femai's

Total.

Aver'ge monthly cost of
Tuition per pupil.

23

7

13

7

6

2

16 37

9

1

5

3

2 853 741 745 814 3153 9.......... 1,592 $1 13

2

1184 1318

973

1097

4572

10 6

city co'y

) J

3,374

1 15 on enro'm't 1 70 on av. at'ce

114 100 224 210 648 10........

540 65

646 534 487 468 2135 10_____ 1,666 78

2 1091 1267 579 690 3627 10........ 2,514 1 52

1

302 318 251 282 1153 9..........

816

93 on enro'm't 1 32 on av. at'ce

2 140 150 65 72 427 10.......... 400 1 55

58 70

9 4330 4428 3324 3633 15715 9i

10.902 $1 23

[The incompleteness of this table results from the lack of power to compel private teachers to report to County School

Commissioners.]

TABLE No. 4.

Consolidation of the Rsforts of Private Elementary Schools.

X

Number of Pupils.

5a0

OA og-

'o

S3

s

A ..

COUNTIES.

0"2o

(-f<l

o

O

White.

Colored.

Total.

dS?

BBA.NCHB8 TMjOTiT.

esg10

o> a w

OJ |

Males. Femal's Males. Femal's White.

Col'd.

Wh te & ch'a

cbit 5t> <3

UOSrCPm*(

Appling. ...

Baker..............

Baldwin.........

Banks.............. Bartow...........

'"'26

""25

Berrien...........

5

6

Bibb................

Brooks...........

Bryan..............

Bulloch...........

"sisj "'426 "'iso 143 112 77
......

' '932 loy

$............

293 1225 ' 7 Elementary................................................. ico 0

1 80 2 03%

Burke.............. Butts...............

""ii

"ii

Calhoun.........

7

7

Camden.........

a

9

Campbell....

10

10

Carroll...........

2S 29

147 "iso 77 96 19 36
204 176 443 867

11 ......... 8 IS IB 86 85 23 17
70 82

557
173
380 810

19 26
40 152

34 1 nn

4^-1A1- Elementary, Higher Math., etc.......... 4

fil

/tOft 0

962 5] Elem'y and some Higher Math.........

2 66 1 26
1 59i

Consolidation of the Reports of Private Elementary Schools--Continued.

Average No. of months Taught.
Average Monthly Cost of Tuition per Pupil.
i;

COUNT IKS.
Crtloosa ... 1 liarlton . , Chattab'cbce Chattooga... Plovlrt*

O U
JoQ
ft
5 4
4 10

w Nuiui'Cr ot` i upiK

i-

-

White1.

Colored.

Total.

O j-i
White a Males. Fenuirsj Males. Uemar* White. Colo; ed and
Colored

BRANOHK.S TAUGHT.

5

59

o8|...........

4

14

21!...........

6

35

42 i 25

13 176 198,............

112 35
49 77 874

112 3.4 Elementary ................................................ $ 1 28 35 H Elnnentery................................................... 2 75

74 151 5 Eleineoterv.................................................. 374 5 Elementery..................................................
......

1 75 1 59

j

1

!

:

........... 1.............1...........!.............

1

i

| . .1............i.............

xvm

Cc>K(uiU ....

Q

g

9.7

2<1!

56

56 4 Elementeiy.................................................. 1 38

(.'ow^trt. ...

S3

32 361 052i 102 102 718 204 917 511 Elementery.................................................. 2 50

Crawford.... THrlo

8

8

95

61; 20

15 156

35 191 34 Elemeutery.................................................. 1 83

...........

son...,.

2

o

46

W

76

76 0 Elementery..................................................

DpK i!b. ...

15

15 233 225

11

24 458

4F1 493 5 E!ementery.................................................. 1 75

Dodge......... . .

Dooly..........

8

Dougherty.'.

Douglas ....

7

Early............

Echols.........

Effingham..

Elbert..........

11

Emanuel ... 25

Eannin........

Fsiyette .. . 15

Floyd ..........

17

Forsyth.... 11

Franklin ...

9

Fulton........ 13

Gilmer........

Glascock. ..

3

Glynn.........

Gordon........

Greene.........

Gwinnett'... 28

Habersham .

Hall..............

Hancock..-.. 20

Haralson....

3

Harris..........

Hart.............

20

Heard........... 10

Henry..........

Houston .... 11

Irwin..

Jackson........ 11

Jasper......... 21

123 120 r
11 225 167 27 850 320 15 234 229 17 207 183 14 320 221 10 13 233 206
3 54 33
33 450 430
23 161 139 3
20 421 327 11 111 117 12 114 87 19 304 279 21 151 156

...... .....
249

249 ii Elementary, Matbem't's, Languages 2 18 194 Si English Branches................................ 1 59

31 47 392 78 470 4-iV Elementary.......................................... 80 70 670 150 820 5 Elementary and Academic............. 1661

2

8 463 10 473 5f Elementary, History, etc.................. 2 14*

83 67 390 150 540 10 Elementary.......................................... 2 50

541

541 5H Elementary, Classics, etc.................. 1 29

342 Elementary........................................... 1 20 21 25 439 46 485 53.. English, Elementary, and Classics.. 1 91-,%

`

87

87 6 Elementary........................................... 2 00

886

886 4* Elementary and Classics.................. 1 70

98 112 300 210 510 6 Spelling, reading, writing, German, Geography, and Arithmetic..........
181 64 Elementary...........................................

40 30 748 70 818 3 Elementary.......................................... 1 8h 27 19 228 46 274 Elementary........................................... l 60

51 51 201 102 303 3* Elementary.................... .................... 2 04

5RA

583 74 Elementary............... .................. 1 50

59 62 307 121 428 3? ElemYy, Alg'bra,Khel'c,Ohem'y,etc. 2 071

XIX

/
Consolidation of the Reports of Ptivate Elementary Schools.

N um ber of Schools. N um ber of Instructors. Average No. of^Months
Taught.
xx

COUNTIES.

Number of Pupils*

White.

Colored.

Total.

White Males. Femal's Male. Femal's White. Col'd. and
Colored

Bi

BRANCHES TAUGHT.

5% se al

fra

5

$..........

Lincoln........ Lowndes....
FiTimpkin
TVTsip.nn
Mariiflop
Marion
McDuffie....

17 17 156 120 77 84 276 161 437 6i Elementary............................................ 189*

9

9 60 66 10

5 126 15 141 8* English and Latin............................... 2 08*

9

9 118 87 20 is 205 35 240 5* English, Mathem'cs and Languages 1 95

S

6 40 27 32 26 67 58 125 4* Elementary........................................... 1 75

2

2 14 22

36

36 Elementary............................................ 2 00

s

9 181 123

304

304 4J Elementary, Classics, Sciences.......... 2 12*

14 IS 152 129 66 56 281 122 403 4i Elementary, Sciences, Classics, etc.. 2 20"

Mpri wpfh ox*

Millm*

Milton

11 11 237 240

477

477 5A Elementary............................................ 1 36

Mitchell .... 43 15 124 120 53 77 244 130 374 5 English, Latin, Greek, &c..................

Montgomery 20 21

485 5 Elementary............................................ 300

Morgan........

23 31 241 201 81 50 442 131 573 6i Elementary and Languages................ 2 32

Murray.........

4

4 112 124

234

234 7 Filfimfintary.............................

1 00

Muscogee...

4

4 71 49

120

120 7 Elementary, Math, and Classics........ 3 99

Newton........

Oconee.........

Oglethorpe.. 17 19 302 257

559

559 9 Flfimfintary.................................

2 00

Paulding.... 18 18 347 282 18 21 629 39 668 3! Elementary............................................ 1 50

Pickens........

3

3 42 22

64

64 3! Elementary and Academic................. 1 15

Pierce..........

2

3 24 26

50

50 10 English and Classics........................... 2 00

Pike............

13 13 216 178

394

394 5A Filfiiriftntftry. . .

2 00

Polk..............

13 14 159 183 62 75 342 137 479 4* Elementary, &c..................................... 1 62*

Pulaski........

10 11 148 129 56 48 277 104 381 5* Elementary and Classics.....................

Putnam........

Quitman ... 12 13 110 122 24 29 232 53 285 5 Elementary and Classics. ................ 2 80 Rabun........

XXI

Randolph...

Richmond ..

Rockdale.... 13 19 329 363

692

692 6* Elementary............................................ 1 71

Schley..........

6

6 106 75 35 37 181 72 253 4 Legal Branches, Rhet., Alg. & Latin 1 75

Screven. ...

8

8 75 70 33 27 145 60 205 4 Elementary............................................ 1 52

Spalding....

Stewart ....

Sumter.........

Talbot.........

20 21 213 159 62 61 372 123 495 k Elementary and Classics.................. 1 75

Taliaferro...

Tatnall......... 14 14 106 96 16 11 202 27 229 3 Elementary.......................................... 1 75 Taylor.........

Telfair..........

Terrell..........

Thomas........

1

1 10 26

36

36 10

1 60

Towns..........

Troup........... Twiggs.........

15 5

17 5

210 42

169 30

129 43

114 33

379 72

243 76

622 9 Elementary........................................... 2 20 148 5 Elementary............................................ 1 00

Consolidation of the Reports of Private Elementary Schools--Continued.

j

Average Monthly cost of Tuition per Pupil.

Average No. of Mouths'

Number of Schools. | Number of Instructors.

XXII

Number of Pupils.

Taught.

COUNTIES.

White.

Colored.

Total.

BRANCHES TAUGHT.

Males.

Femai's Males.

Femal's White.

Col'd.

White: <fcCoi'd

Union. . . .

g...........

Upson............ W alkor . . .

18

19 215 188

58
.

58

403

116

519

4tf

Elementary, guages and

Mathematics, Lan Belle Lettres..................

19 43

Walton. ...

27

30 473 365 159 120 838 279 1117 4 Elementary..................................................

W HTP..............

-

1 80

Wnrrpn . . .

6

6 112

95

207

207 61 Elementary..................................................

Washington.

24

26 274 221

42

39 495

81 576 4" Legal Branches.........................................

2 25 2 60

Wm vne..........

8

8

85

88

27

23 173

50 223 4 Elementary.................................................

Wohster........

White............

8

8

64

62

126

126 6 Elementary, Algebra, Rhetoric, etc.

1 05

Whitfield

Wilcox......... 16 17 136 159 12 20 294 32 326 5 Elementary..........................................

2 04

Wilkes .

Wilkinson

Worth. ...

5

5 59 65

124

124 5j Elementary............................................

2 00

Total......... 820 903 11,186 10,089 2,118 2,058 21,275 4,176 26,653 525

1 88

TABLE No. 5--Continued.

Report op Private High Schools.

counties

Name.

Location.

CO

No. of Pupils
tj

&

Name o Principal. C

--

Q da

a

& 3 til

SB
O^ r^
S
IS
H

Branches Taught.

Floyd.........
Floyd.......... Hancock.....
Hancock..... Hancock..... Heard......... Heard.........

Hearne School........................ Cave Spring Fem. H. School
C. P. Beman School.............. Washingtou Institute.......... Powelton High School.......... Franklin Institute................ Corinth School.......................

Cave Spring......

Cave Spring*.....

Sparta.................

1 ,i ti tnn

.....

Powelton............

Franklin............

P. J. King.......... Thos. B. Bailey.. F. P. Mullally... W A Adams....
S. N. Chapman... J. E. Pendergrast J. H. Covin........

1 1 1 1
1 2 3

34
10 15 20 27 30

9 25 12 16 10 20
27

43 10 English. Classics, Mathematics, etc.........................

25 3 English, Classics, Mathematics, etc ........................

22 7 Ancient Classics, Mathematics and Sciences..........

81

Ancient Classics, Mathematics and Sciences.........

80 7 Ancient Languages, Mathematics and Sciences.....

47 6 Ancient Classics, Mathematics, Sciences, etc.......

57 8> Ancient Classics, Mathematics, Sciences....... .......

English Branches, Ancient and Mod'n Languages,

Heard......... Houston.....

Farmers' High School......... Ft. Valley Male Academy...

7u2 dis. Heard co Fort Valley......

Leonidas Jones... H. A. Matthews
J O. Maugham

2 2

40 24

2u

60 9 24 3

Higher Mathematics.......................................... Classics, Mathematics, Sciences......................... ........

Houston....
Houston .... Houston .... Houston ....
Houston .... Jones..........
Lee.............. Lee..............
Lee............. Liberty.....

Ft. Valley Fem'le Seminary
Perry Male School............... Byron Academy.................... Anthon School....................... C herry High School.............. Plentitude High School......
Smithville Academy............ Hillyer Institute....................

Fort Valley...... Perry.................. Ryrnn ................
In country........ In country......... Hawkins' Dis't.
Smithville......... Leesburg............ Adams' Station. Walthourville,
near No. 4,

T. B. Russell...... Sidney Lewis.... E. S. Willows..... H. W.Baldwin... A. B. Parrott...... Jas.K. Dykes.... T. C. Newton..... J. F. Hillyer......
relix C. Moore...

1 1 1
1 1 1
1 1 1

43
23 13 22 28
15 23 21

30
22 S 12 7 17 21 20

30 7 Element'y branches, Classics, Mathematics, Scien's 43 8)4 Classics, Mathematics Sciences.................................. 45 3 Eiemetary Classics........... ............................................ 21 6 Classics, Mathematics and Sciences........................... 34 9K Classics, History, Mathematics.................................. 35 6 ElementaryjC.assies, Mathematics and Sciences... 32 6 Eng. branches, Anc'tLanguag's, Mathe's, Sciences 44 10 English branches, Mathematics, Latin..................... 41 10 English and Classics.......................................................

Liberty
Liberty Liberty Macon.

A. &G.R.R...... A. M. Mclver.... 2 10 10 20 6 Ancient Classics, Mathematics, Sciences, French...

Bradwell Institute............... Hinesville......... S. D. Bradwell... Taylor's Creek Academy..... Taylor's Creek.. R. A. Andrews.. Jones' Creek Academy........ Jones' Creek..... Jas. B. Martin.... Marshallville High School... Marshallville.... J. W. Frederick..

4 2
1 2

36 25 12
31

24 34 6 14

60 10 59 10 18 5 45 10

Higher Eng., Latin, Greek, Mathematics, Sciences
Mathematics, Languages, Sciences........... ............... Elementary, Mathematics, Sciences, Latin............ Anci* nt Classics, Mathematics, Sciences.................

aj o 22
<

50 00 00 00 80 10 00

25

3 50

3 00

3 50

3 00

5 00

3 00

2 3

3z5zyz

3 00

2 75

2 80

3 00

2 72

2
8

0750^

TA^be No. 5. Report of Ptivate High Schools.

| Total. Number of
Months taught.

COUNTIES

Name.

Location.

0 No. of Pupils.

,3' Name of Principal.



so

'S

r3 a

s a r

Brandies Taught.

ag^i-i
5*
*M* H5 &9a,

Bartow........ Annianna Classic'! H.School Nr. Adairsviile. John H. Fitter*... 1 20

20 10 Math., Lang's., Nat'l., Mental & Moral PhilL,,, etc. ; 5 00

Bartow........ Cartersville High School...... Cartersville....... R. Johnston....... 2 25 15 40 10 Ancient Classics, Mathematics and Sciences,

3 00

Bartow....... Adairsviile High School..... Adairsviile....... M. T. Hodge...... 2 31 23 54 10 Ancient Classics, Mathematics and Sciences.

2 50

Bartow........

RAtnionry .... Cartersville...... Brown A Hudson 2 21 32 53 10 All in High Schools............................................. .

3 00

Rflrtnw.

Cass Station...... M. Marshall....... 2 51 32 83 10 Elementary and full Academic Course.........

Barlow........ Trirnre+nn Apailomy

Kingston............ Jas. T. Lin.......... 1 25 12 37 10 Elementay, Eng. Literature and full Col. Course.

Barfow.... Pino T.ng' Afos'nin W Bnhnnl Pine Log........... Jno. A. Bradley.. 2 31 30 61 3 Elementary, Rhetoric, Nat. Philosophy,Algebra.

2 25 8 25
115

XX
t-*

Baftow........ nilmpr Sfropt. Sphnnl .

Cartersville...... J. W, Pritchett... 1 26

26 3 Elementary, Anc't Lang's., Nat. Science, History 3 00 <

Bartow........ WilliarloA Apa<1omy

Euharlee............ John M. Harris... 1 14 16 30 10 Elementary, Ancient Classics, Math., Sciences.... 34)0

Bibb............. "Ro-rirt flirAAf ftoTionf

Macon, Ga......... B. Mw Polhill...... 3

50 10 Elementary and Classical Course............................. 8 00

rtamdnn. .

St. Marys.......... J. R. Drake........ 2 20 17 37 10 Ancient Classics, Mathematics, Sciences............... 3 20

Carroll......... Whitesburg Seminary......... Whitesburg...... H. M. Newton.... 2 56 43 99 9 Ancient Classics, Sciences.........................................

3 00

Carroll......... Carroll Masonic Institute... Carrollton......... J. M. Richardson 3 37 34 71 10 English, Latin, French, Math'matics,Boofc-keep'g. 2 25

to 5 25

Catoosa...... Maannip TnsrHtntA

Ringgold............ J. D. Scott........... 3 35 45 80 10 Classics, Mathematics and Sciences......................... 2 25

Chat'h'chee

Jamestown....... J. Castleberry.... 3 26 18 44 7 Elementary, Languages, Mathematics, Sciences.. 6 50

Chattooga... Farmersville High School... Dirt Town...... R. W. Hodge'..... 2 43 32 75 10 English Languages, Mathematics, etc..................... 2 00

Chattooga... Summerville Academy........ Summerville.... I. W. Wadde 1... 1 19 16 35 Mathematics, Anc't. Languages, Eng. Language.

Chattooga... ArmnpTiAA Apn.rtpmv............. Dirt Town......... A. A. Marshall... 3 26 24 50 7 Classics, Mathematics and Sciences......................... 2 00

DeKalb...... Dopatiir Migh Sphnnl........ Decatur.............. T. A. Murray..... 3 42 51 98 10 Elementary, History, Mathematics, Latin, Greek. DeKalb...... Stone Mountain Institute... Stone Mountain W. G. Walker... 3 30 33 63 6 Classics, Nat. Sciences, Mathematics, History, etc.

88 5O0O

DeKalb...... Cedar Grove Academy......... Cedar Grove Ch F. H. M. Hen-

derson............... 1 19 18 37 8 Prim. Branches, Higher Mathematics, Ancient

Langnages, French, Natural Sciences.................. 2 75

Klhert.......... Anrtraw MaIa TTiph Rohool.. Elberton........... P. E. Davant...... 1 40

40 10 Ancient and Modern Languages, Mathematics, etc 4 00

Floyd--...... Borne High Seho'bl................ Borne....,........... J.M.Proctor [der 2 40 Bloyd........ Borne Military Institute..... Rome....--........ Fouche A Magru- 2 89

40 10 Usual in High Schools........................... 89 10 Usual in High Schools..................

8 50 8 50

Iftuvn

Mnntnrnmfl "Rlph ftnhftnl..... V nnte*nma........ H. R. Felder.... 1 19 20 39 10 Ancient Classics, Mathematics and Sciences.......... S 75

If Ann,, HpftnlrHnp Romirmry............. Spanldin^.......... W. .T. TTstrvnrd 3 28 27 55 7 Eng., Higher Mathematics and Languages, Music 8 00

lfnnn

PtmT^vftl AnaHmnir............ Pine Level........ W. S. Witchard 1 16 15 31 3 Elementary Branches, Hie her Mathematics, Latin 2 75

Macon.,....... Macon County Seminary ... HicEs' Mill...... J. J. Williams.. 1 18 9 27 2 Elementary, Higher Mathema'.ics and Languages 3 00

IfftAnn

Oak (irovn AnHfipmy.

j. T. Gardner... 1 IT 20 87 5 English, Latin, Higher Mathematics and Sciences 2 50

t , Vflrnrt

Zinn Sphnnl.............. .......... T,ut heran Fh 'h . Da.n'l Bigelow 1 23 23 46 10 English^ Mathematics, Sciences and Latin.............. 2 50

Marion........ Buena Vista High School.... Buena Vista...... G. B. Merritt &

A. J. Harvey.. 2 57 41 98 Ancient Classics, Mathematics and Sciences......... 3 00

Marion........ Peach Orchard High School Buena Vista dis Ida Munro....... 1 18 11 29 7 Common School,'Classics, Sciences, Math,, French 3 00

Marinn ,, Mt. TH.hnr...........

.Tiinksnitville dis N A. Herndnn 1 33 7 40 10 Crvmmnn Rchnelj Classics and Sciences..................... 3 00

MAT>nffin Thomson High School......... Thomson............ R. W. Neal and

R. E. Neal. ... 2 21 21 42 7 Elementary, Math., Sciences, Classics, Mod. Lan.. 3 30

'Murray Spring Plftpp...........

Spring Plane T. J. McVeigh.. 2 36 34 70 5 Prininrv and Classics.................................................. 1 50

Murray TTninn Springs

x74th dist.

1, f! Greer

2 66 71 137 10 Fnglish Course

.................................................. Free.

Oplnthnrpp. Mpsnn An.ade.mv............... T,evingt.on......... "Thos B. Moss... 2 29 26 10 Elementary, Higher English, Math, and Lan........ 3 50

Oylpthnrpp Philomath Institute............. Woodstock . G T Bogvs ___ 1 28 14 42 10 Ancient Classics, Mathematics and Sciences.......... 2 85

Offloth orpp Bairdstown Academy.......... Bairdstow n...... W. S.* McCarty 1

8 15 3 English, Mathematics, Sciences, Ancient Classics 3 00

Oglfthftrpp HiMwfnrd Anadernv......... Crawford............ John F. Chenev 2 30 27 57 10 Ancient Classics Mathematics. Sciences................. 3 00

pTke....... Gordon Institute................... Bf rnesville........ Chas. E. Lamb-

ft 86 89 175 10 Sciences Classics Mathemat.icSj Mod T.angnageo

Pike............. Barnesville High School...... Barnesville...... * W. R. Pixley ... 1 18 4 22 9 Classics, Sciences, Mathematics, etc............ 7...,7..... 3 50

Pike............. Zebulon Academy............... . Zebnlon.............. W. H. Pritchard 1 19 8 27 4 7 Fnglish.........................................................................

Piko.

Milner High School........... Milnpx ............ Garland Head... 2 48 45 S3

Mathematics, Sciences and Classics...................

3 00 3 00

Pikft.

Liberty Hill High School.... r,ihertv Hill..... Jno.W. Rudisill 1 32 90 52 10 Flementnrv, Classics, Mathematics, Sciences etc 3 2844

Pike........... . Friendship School.................. 1 st dist, ____ Win. H. Tinner 1 17 10 27 6 Ancient Classics, Mathematics, Sciences. -

9 47

Pikft.

Hnllnnville Anndemv .

Hollonville.. ... Jno N Brooks. 1 26 3 49 RV A ncient Classics, Mathematics Sciences. .

2 67ii

Pulaski...... Cochran High School........... Cochran.............. D. C. Walker.... 1 38 30 68 10 Latin, Greek, Higher Math., Eng. Literature.

3 9(1

Pulaski....... Hawkin&ville High School.. Hawkinsville.... M. N. McCall... 2 5T 44 101 10 Ancient Classics. Mathematics, Sciences.......... ...... 3 75

Kabun../..... Rabun Gap High School...... Head of Tenn... W. A. Curtis.... 2 79 41 120 10 Mathematics Sciences............................................

Randolph... Cuthhert M ale~High School CuthberU.......... M. A. McNulty. 2 75 9 84 10 Ancient Classics, Mathematics, Sciences............... 4 00

Randolph... Pine Grove Academv ...... .

Lou. H. Taylor. 1 3C 38 68 7 Fnglish Tliterature and Mathematics.................

2 00

Rockdale.... Conyers High School........... Convers.............. J. F. M'Clelland

& J. M. Brittain 2 85 47 132 lO1^ Elementary and Classics............................................. 2 70

Screven...... Sylvania Academy.............. Sylvania........ Henry Perry.,.. 1 22 23 45 5 Ancient Classics, Mathematics. Sciences............... . 2 25

Screven...... Pans Hill Academy.............. 85th District..... B. S. Crane.

1 12

19 3 Elementary, Algebra, Natural Philosophy.......... 2 75

Talbot......... Collinsworth Institute......... Talbotton.......... J.T.M'Laughlin 1 20 2 22 7 Flementarv. Sciences and Classics.............

Taylor........ Johnston Institute............... Butler................. J. T. White...... 4 64 61 125 10 Ancient Classics. Mathematics, Sciences, etc

3 50

Taylor........ Reynolds Academy.............. Reynolds............ W. B. Walker... ] 30 21 51 R1./ Ancient Classics, Mathematics, Sciences, etc.,.......

Thomas...... Fletcher Tnst.U.nte................ Thomasville..... O. 1). Scott..

2 55

55 10 Mathematics, Sciences, Classics....... .

4 50

Troup......... Hogansville Institute.......... Hogansvil.e...... W. W. Arnold., 2 18 15 33 3 Ancient,Classics, Mathematics, Rhetoric, etc.......... 3 50

Troup......... LaGrange High School......... LaGrange.......... E. B. Newton... 1 25

25 8 A ncient Classics and Mathematics ..........

4 00

Troxip......... West Point High School..... West Point........ A. F. Trimble... 1 18

18 4 Ancient Classics, Mathematics, Sciences, etc......... 4 00

Troup......... Bie Snrine Academv........... Big S]yiina......... L. M. Bruce...... 1 17 13 80 3 English.............................. ............................................... 2 25

Troup......... Mduntville [Academy............ Mountvilie........ J.*N. Carhou ... 2 26 18 44 7 Common and Higher Eng, Kfatb., Sci., Latin....... 2 00

TABLE No. o--Continued. Repoi't of Private High Schools.

COUNTIES!

Location.

s No. of Pupils at5c



Name ol

c

Principal.

to0

Oc3'
<i

o5
a
&

%g
si
H to

Branches Taught.

`5 .
10 >
4>) Oe,' ft

Troup......... Mulberry Urove H. School.. Antioch...... Troup.........Long Cane Academy............. Lung Cane...

Wm. G. Floyd. F. G. ATMurray

^Troup . Troup..........

Bethel Academy.................... LaGrange Scm. (colored).....

West Point Dist LaGrange..........

J. H. Irby........ H.K. Parmenter

Twiggs.. Twiggs.. Twiggs..

Jeffersonville... J.A.Barclay,Jr

Stone Creek High School. Stone Creek. P. W. Edge.....

Lodge Academy.......... .......

B S. Fitzpatrick

Warren Wairenton Academy........ Warrenton.. E.T. Hall..........

Warren....... Cainak Academy................ Washington Sacdersville High School.

Camak....... . R. L. Wright Saudersvihe..... I. W. Duggau ...

Washington Mt. Vernon Institute........ Ividdlesvillc. Jno. J. Hyman

Washington Kelly Springs School.........

W. R. Gray bill..

Washington White Oak Academy............

Washington Sylvan Academy..............

Washin ton Centerville High School..

White.

Nacoochee High School..,

Wilkes

Dan burg High School......

Centerville...... Nacoochee...... J. J. Methvin... Danburg ......... Thos. J. Bock..

) 29 42 71 3 Ancient Classics and Mathematics.............................. 2 60

l 17 19 36

Elementary, Latin, Mathematics, Sciences, etc.... 2 10

1 8 l; 19 Mathematics, Sciences......................... ......................... 2 25

3 106 142 248 8

2 18

2 28 25 53 7 Ancient Classics, Mathematics, Sciences, etc..

8 50

19 12 SI 8 Classics, Mathematics.^ete.................................

3 80

1 16 4 20 7 Ancient Classics, Mathematics and Sciences...

3 00

2 33 25 58 10 Academical.................................................................

8 00

1 10 11 21 8 Classics and Higher Mathematics....................

2 50

72 73 145 7 Classics, Mathematics, Sciences, etc...............

8 50

9 21 18 39 5 Sciences, Mathematics....................................

2 50

1 24 21 45 4* Ancient Classics, Mathematics..............................j...........

2 32 13 45 Ki Ancient Classics, Sciences, Mathematics, etc1..... j..........

1 6 11 17 Ancient Classics, Mathematics, etc....................... j 8 00

1 16 15 81 s Classics, Higher Math, and Elementary Branches' 2 50

1 28 24 47 10 English, Anc ent Classics, Sciences, Math............j 2 00

2

46
__

29
__

75
__

10
__

Ancient Classics, Math., Sciences and Primary j Branches............................................................... j

2 90

X
X

Totaj................................................................. ................................................ . m17iHSO30S8T7 2292 5837iU7.44

3.13

TABLE No. 6.

Report of Colleges.

j Male. Female]
| Male, j Average cost ofU per sell

- - --

Counties. *

NAME.

Location.

Name of Presiding Officer.

Jal

6 'A

NO. OF PUPILS. White. Ool'd

*5 1

<OE-

'rM e-

BRANCHES TAUGHT.

ill ~*5 O

Rihh . ... Mercer University.............. Macon ... . A. .1. Battle............. 6 150

Bibb

.

..

Wesleyan Fi male College Macon......... University o! Georgia.... Athens.........

W- C. Bass.............. H. H. Tucker.........

11 17 ooq

193

Floyd ... Rome Female College.... Rome............. J. M. M. Caldwell. 6 4 110

Floyd ... Cherokee Baptist F. male

Clnllpo'r*

Home............. L. R, Gvvaltuey....

Houston. . Houston Female College. Perry............ George R. Briggs..

6 1

14 9

109 41

Jackson.. . Martin Institute................. Jefferson.. . John W. Glenn... 4 6(5 52 Lumpkin . North Georgia Agvic'l and
Mechanical College... . Dahlonega. . David W. Lewis.. 5 159 84

Newton . . rcm.irv ClnllfMrr*

Oxford . .. 0 L. Smith............. 8 152 i

Newton . . Southern Masonic Female

Colleoge............................... Covington . . J N. Bradshaw.. .

6 12 1

89

*Of which $1.10 is p ikl by .Martin t'uiv.l.

150 Those usually taught in eolleges........................................... $8 63
193 College Curriculum.................. 8 00
229 Branches usually taught in universities............................... 7 50
114 Branches usual in such cob leges............................................. 4 00

123 Usual branches........ .

4 00

43 Classics, Mathematics and

. ..................... 4 00

118i Branches usually taught in

J p.ollflxros...................................... 3 25*

243 Elementary, Academic and i ('rdlecnote hrfl.nr.hes............. 1 00

152iOlassicil. Mathematical and

Scientific course; full course TVitrlifth Tiilmilnre____ . . 0 00

lOliBranckes usually taught in I colleges.................................... 4 50

TABLE No. 6--Continued. Report of Colleges.

XXV1TI

Males. | Males. |
Total.

COUNTIES.

NAME.

Location.

Name of Presiding Officer.

NO. or PUPILS.

White. COL,D

M<ae

'es

"eS

d

fs<tt6

fa4a>

BRANCHES TAUGHT.

s ^T3l *O
s 5 A

Rockdale.. Conyers Female College.. Conyers .... R. A Guinn,......... 4 28 87

Talbot. .. LeVert Female College... Talbotton .. William Park......... 2

35

Thomas ,. Young Female College... Thomasville. John E. Baker.... 4

105

Troup ... Southern Female Cofiege. LaGrange .. I. F. Cox................... 8 5 96 Troup.... LaGrange Female College. LaGrange .. J. T. Johnson......... 6 17 37 Troup.... West Point Female Col'ge West Point. A. P. Mooty............ 5 7 46

Whitfield. Dalton Female College... Dalton......... Wm. A. Rogers... 7

100

115 Branches usually tanght in female colleges....................... 2 50
35 English branches, Primary, Lat., Fr., Nat. Science, Moral Science, etc................
105 Branches usually taught ir
colleges....................................... 4 25 101 Usual branches........................... 5 00 54 Collegiate and Introductory. 4 66f 53 Branches usually taught.... 2 00
to 6 00 100 Usual in mlleges....... ................

96 845 1184

2029

$4 71

No report from Pio Nono College, at Macon. The total number of pupils is estimated by B. M. Zettler, Superintendent

Schools, at 60.

XXIX
TABLE No. 7.
Appartiomnent of the School Fund of 1875--Amount appor
tioned, 151,304 00.

COUNTIES.

School popula

tion ami Con Counties' pro

federate sol

rata.

diers under 30

years of age.

Appling.................................................................. Baker....................................................................... Baldwin........................................................ .......... Banks...................................................................... Bartow.................................................................... Berrien.......................... .........................................
Bibb......................................................................... Brooks..................................................................... Bryan...................................................................... Bulloch................................................................... Burke......................................................................
Butts........................................................................ Calhoun.................................................................. Camden...................................................................
Campbell................................................................ Carroll..................................................................... Catoosa.................................................................... Charlton........................................................,.... Chatham..................... ........................................ Chattahoochee.......................................................
Chattooga............................................................... Cherokee................................................................ Clarke...................................................................... Olay......................................................................... Clayton................................................................... Clinch..................................................................... Cobb........................................................................ Coffee....................................................................... Columbia................................................................ Colquitt.......................................................... ....
Coweta.................................................................... Crawford................................................................ Dade............... ......................................................... Dawson................................................................... Decatur.............................................. .................... DeKalb....................................................................
Dodge........................................... -. ................ Dooly...................................................................... Dougherty.............................................................. Douglass.................................................................
Early....................................................................... Echols................................................................... .. Effingham...............................................................
Elbert...................................................................... Emanuel.................................................................. Fannin....................................................................
Fayette....................................................................

1,146 $ 2,156 3,048 1,729 5,148 1,667 7,063 2,652
794 1,982 8,289 2,031 2,385 1,796 2,851 4,149 1,644
600 14,503 1,821 2,352 4,023 *3,644 1,890 1,769 1,161 5,154
980 2,196
755 4,888 2,072 1,167 1,299 3,440 3,625 1,123 2,840 2,851 1,675 2,065 1,105 1,475 3,086 2,363 2,056 2,877

*These figures include school population of Oconee.

432 52 813 72 1,150 37 652 56 1,942 95 629 16 2,665 71 1,000 92 299 67 748 05 3,128 43 766 54 900 15 677 85 1,076 02 1,565 91 620 48 226 45 5,437 71 687 28 880 95 1,518 36 887 69 713 32 667 65 438 18 1,945 22 369 87 828 81 284 95 1,844 83 782 01 440 45 490 27 1,298 32 1,368 14 423 84 1,071 87 1,076 02 632 18 779 37 417 05 556 69 1,164 72 891 84 775 97 1,085 84

XXX

COUNTIES-

School popula

tion and Con Counties' pro

federate sol diers under 30

rata.

years of age.

Floyd....................................................................... Forsyth................................................................... Franklin................................................................. Fulton (county) ................................................... Atlanta (city)....................................................... Gilmer ................................................................... Glascock........ ......................................................... Glynn..................................................................... Gordon .................................................................. Greene..................................................................... Gwinnett: ............................. :............................. Habersham.......................................................... .. Hall.................................................... .................... Hancock................................................................ Haralson................................. ......................... ..
Harris....................................... Hart...................................................... .. ..
Heard................................................... .... ....... Henry...................................................................... Houston..................... ..........................'................ Irwin........ ............................................................ Jackson.............................................. .. Jasper......................................................................
Jefferson................................................... .............. Johnson.................................................................. Jones................................................:.......... ......... Laurens.......................... ........................................ Lee.............................. ......................................... Liberty .............. :. ............................................ Lincoln...................................................................
Lowndes................................................................. Lumpkin.............. ................................................. Macon..................................................................... Madison.................................................................. Marion..................................................................
McDuffie................................................................. McIntosh................................................... ........... Meriwether............................................................ Miller.................................................. .. .................. Milton.............................. ..................................... Mitchell,................................................................. Monroei................................................................. Montgomery.......................................................... Morgan....................................... ...........................
Murray...................................................... .............. Muscogee (County)......................... :.................... Columbus (city)........................... ......................... Newton................................................................... Oconee............................................................................. Oglethorpe................................... *........................ Paulding................................. ............................. Pickens....................................... ...........................
^Included in the school population of Clarke.

5,706 $ 2,636 2,556 4,150 10,444 2,752
747 1,782 3,012 4,304 4,385 2,120 3,030 4,184 1,417 5,591 '1,870
2,405 3,650 6,766
532 3,422 3,034!
3,826 1,030 2,731 2,684 2,757 2,763 1,609 2,433 l,823i 3,5381
1,664!
3,983i 2,325 1,393 3,922
814 1,566 2,773 6,046 1,47? 4,011!
2,006j 2,478 2,469! 3,515j
3,662!
3,196! 1,643:

2,153 55 994 88 964 68
1,566 29 3,941 77 1,038 66.
281 93 653 69 1,136 79 1,624 41 1,654 98 800 13 1,143 58 1,579 12 534- 80 2,110 15 705 77 907 69 1,377 58 2,176 20 200 79 1,291 53 1,145 09 1,447 78 392 14 1,030 73 1,012 99 1,040 55 1,042 81 607 27 918 26 688 04 1,335 31 628 03 1,503 26 877 50 525 75 1,480 24 307 22 591 04 1,046 58 2,281 88 557 83 1,513 83 757 10 935 25 931 85 1,326 63 494 37 1,382 11 1,206 23 620 10

xxxt
COUNTIES.
Pierce.......... ......... Pike........................ Polk................... . Pulaski................... PtrtSnim.................. Quitman................ Rabun.................... R&ndolph............. Rictanor.d............. Rockc'di-............... Schley.................... Scriven.................. Spklding (cbuniy) Cirifflu (city)..,... Stewart............ . Sumter (county)... ' Americas city)... Talbot.. . fTaliaferro Tatnall.-f. Taylor.... 'flbifaiK.. Tyrrell. . Tbomas.. Towns Troup .... ............ Twiggs.............. Union................. Unison................ Walker.............. Walton.............. Ware. c........ Warren. ......... v Waslrington.. Wayne........ Webster. . White............... Whitfield.......... Wilcox........ Wilkes,........... . Wilkinson......... Worth................

School popula

tion, and Con federate Sol diers underSO

Counties' pro rata.

years of age.

1,186 $

447 62

3,371 2,678 4,117 2,983 1,408 1,285 3,620 8,423 2,617 1,721 2,594 2,345 1,289

1,272 28 1,010 73 1,553 84 1,125 84
531 41 484 98 1,360 26 3,179 00 987 71 649 54 979 03 885 05 480 49

4,345

U639 89

4,234 945

1,597 99 356 66

3,757 1,740

1,417 96 656 71

2,531 2,255

955 25 851 08

699

263 82

3,02!r - 1,143 20

5,897

2,225 64

939

354 40

6,042

2,280 37

2,276 2,027

859 00 765 02

2,758

1,040 92

2,780 1,049 23

4,488 1,693 86

1,167

440 45

2,582

974 50

5,283

',993 90

1,396

526 87

1,851

698 60

1,587

598 96

3,241

1,223 22

796

300 43

3,001

1,166 60

3,152

1,189 63

1,37S

520 46

400,891 $151,304 00

Department -Of Education,
Atlanta, Ga., July 10, 1875.
To fvis Excellency James M. Smith:

Dear Sir--I have the honor of laying before you the

foregoing tabulated apportionment of the school fund of

his year.

Most respectfully,

Gustavus J. Orr,

State School Commissioner.

LIST OF SCHOOL OFFICERS, 1875.
STATE BOARD OF EDUCATION. His Excellency, James M. Smith, President. N. C. Barnett, Secretary of State. W. L. Goldsmith, Comptroller General. N. J. Hammond, Attorney General.
Gustavus J. Orr, State School Commissioner. Henry T. Lewis, Secretary.
GUSTAVUS J. Orr, State School Commissioner: Henry T. Lewis, Clerk.
COUNTY SCHOOL COMJIISSTONERS.

Appling.

Holmesville.

Baker...................Thomas W'. Fleming.

Newton.

Baldwin...

William C. McAdoo............. Milledgeville.

Banks................ T C. Chandler................. . Homer.

Bartow.............. Rt;v. T. E. Smith................... Cartersville.

Birrien.............. Janes F. Goodman............... Nashville.

Bibb................... B. M. AdHer*........................ Macon.

Brooks............... Rev. Charles D. Campbell... Quitman.

Bryan............... A. G. Smith............................ Eden.

Bulloch............. Stephen H. Kennedy............. Statesboro.

Burke................. A. 11 A. Bell.......................... Waynesboro.

Butts.................. E. E. Pound............................ Indian Springs.

Calhoun............ J. J. Beck................................ Morgan.

Camden............. F. M. Adams.......................... St. Marys.

Campbell.......... Capt. J. W. Bock................... Fairburn.

Carroll............... Samuel A. Brown................. Bowden.

Catoosa............. O. W. Williams..................... Ringgold.

Charlton........... James W. Leigh.................... Centre Village.

Chatham........... W. H. B iker*................... . .. Savannah.

Chattahoochee.. Dr. C. N. Howard................. Cusseta.

Chattooga.......... W. T. Irvine.......................... Summerville.

Cherokee........... James W. Hudson................. Canton.

Clarke................ James M. Lumpkin............... Athens.

(Hay................... R. E. Kenuon........................ Fort Gaines.

Clayton............. John M. Huie........................ Jonesboro.

Clinch................ H. D. O'Quin........................... Lawton.

Cobb.................. Wm. F. Groves...................... Marietta.

Coffee................. James M. Wilcox.................. Douglas.

Columbia.......... J T. Smith............................. Appling.

Colquitt........ Dr. B. E. Watkins.................. Moultrie.

Coweta.............. . R. E. Pitman ......................... Sharpsburg.

Crawford........... John W. Ellis........................ Knoxville.

Dade................. . James C. Taylor...................... Trenton.

Dawson............... Samuel Harben........................ Dawsonvi le.



XXXIV

COUNTY.

NAME.

DeCAfur.

Maston O'Neal.

DeKalb.

E. A. Davis';..

Dodge.

James Bishop...............

Dooly...........;... O. P. Swearingen........

Dougherty....... L. E. Welch..................

Douglas........... John C. Bowdon.......

Early..-............ .. Joel W. Perry..............

Echols............. T. P. Prescott............

Effingham.... ... SamuelS. Pittman___

Elbert........'......... Augustus Bailey...........

Emanuel............. Josephus Camp_____ .

Fannin'............. J.-F. Adams.......... ......

Fayette .. ...... Samuel T. W. Minor...

Floyd................ . M. A. Nevin..................

Forsyth.............. Isaac S. Clement.........

Franklin.............. Lemuel N. Tribble. ..

Fulton............... Jethro W Manning. ..

Atlanta (city).... Bernard Mallouf..........

Gilmer................. Dr. E. W. Watkins....

Glascock......... . Seaborn Kitchens......

Dlyiiii.................. Stephen C. DeBmhl

Greene................ iJames A. Thornton.

Gordon................ H. 0. Hunt . ...........

Gwinnett .

Rev. J. L. King............

Habersham. Thomas J. Hughes, Sr,,.

Hall.'.........

Dr. II. S. Bradley..........

Hancock ...

W. H. Bass.....................

Hara'son...

Thomas Philpot ... ...

Harris........

Joe) T. Johnson ........

ilewrt .

,

Heard........

0. W. Seidel............. . John J. filed.-oe......... ..

Henry........

Q. R. No!an+.................

Houston ... I). M. Brown...................

Irwin..........

James Paulk, Sr......... ..

Jackson....

G. J. N. Wilson.............

Jasper.........

W. R. Berner..................

Jefferson...

Rev. David G. Phillips...

Johnson......

Maj. James Hicks.........

Jones........... David W. Lester.

Laurens. ... Rev. W. S, Ramsay.......

Lee............. William H. Baldy.... ..

Liberty...

John B. Mallard.

Lincoln. .......... C. R. Strother.................. Lowndes. ............J. IT. Zaut...................... Lumpkin......... B. F. Sitton..................... Macon... .......... B: A., Hudson................ Madison. ............ John M. Skinner.............. Marion..,. .......... W. A, Singleton............ McDuffie ........... R. II. Pearce.................... McIntosh .......... Isaac M. Aiken................ Meriweth ?r.......... Alonzo H. Freeman........ Miller................ Dr. P. C. Wilkin............... Milton... ........... Thomas L. Lewis.............. Mitchell . ........... James H. Powell..............

POST-OFFICE.
, Bainbridge. Decatur. ..Eastman. Vienna. Albany. Salt Springs. Blakely. Statenville. Springfield. Elberton. Sw'ainsboro. Morgantou, Fayetteville. Rome. Gumming. Oiirnesville. Atlanta. Atlanta. Eiiijay. Gibson. Brunswick Union Point. Calhoun.
Lawrenceviile. Clarkesville. Gainesville. .jSparfe. o Buchanan. .i Hamilton. . I Hartwell. . [Franklin. . [McDonough, j Perry. Jlnviuvnle. . j J < fferson. .iMonticello. , . Louisville. . Wrightsville. . Haddock, M.& A, R.R. . Dublin. . Starkville. Waithourville, No. 4 A. & G. R. R. . Lincolnton. , Valdosta. Daidonega. Oglctliorpe. DanieisvilJe. | Buena Vista. jTTiomson. Darien. Greenville. Coltjuitl. Alpharetta. Camilla.

xxxv

1 COUNTY.

NAME.

POST-OFEICE.

Monroe................ Andrew Dunn........................... Forsyth.

Montgomery .... John L. Matthews.................... Mount Vernon.

TVTorp'an................ W. H Cocroft................. . Madison.

Murray.

Rev. S. H. Henry...................... Spring Place.

Museoiree............. N. Gr. Oattis......................... Columbus.

Columbus (city).. George M. Dewsf..................... Columbus.

Newton .............. Dr H. T. Shaw........................ Oxford.

Oconee................. James M. Lumpkin................ .. Athens.

Oglethorpe......... Thomas H. Dozier.................... Winterville.

Paulding.............. L. J. Spinks. .. ......................... Dallas.

.Vickcos................ A P. Mullmas .......................... Jasper.

Pierce ................. Dr. A. M. Moore....................... Blackshear.

Pike..................... A t\ Turner............................. Milner.

Polk..................... T. L. Pittman............................ Cedar Town.

Pnlnslvi ....... Rev C- R. Mr.Cn.ll. r............... Hawkinsville.

Putnam............... J. B. Reese................................ Eatonton.

.Quitman............ Joel E Smith............................. Hatcher's Station.

KaTufin............. F A Rleoklev............... ........... Clajgon.

Ranch Op -h .... TIi-'in^sA Coleman ............ Cuth hert.

Ricbmoncf.......... Maj. A. H. MeLaws............. Augusta

Rockdale............... J. 1 Barton............................ Conyers.

Seine v................

Fhlaville.

Screven.......... . Dr. W. L. Matthews................ Ogeeclice.

Spalding............. FT E "Morrow............................ Griffin.

Stewart.......... ... . W. IT. Hanison....................... Lumpkin.

Sumter............... ,. Maj. William A. Wilson____ Amorieuv.

Talbot................

Talbo'ton-

Taliaferro..........

Cvmvfordvil]e.

Tatnall.... ...... tolm flu<v->ev.......................... Reidsviiie.

Taylor................ | A JM Rhodes ........................... Butler.

Telfair..................j VI- jxandev M(`l)ufile................. McR;i(`.

Terrel]. . .............1

Dawson.f")

Thomas............... ! 0. R. Scott............... . .... Thomasville.

Tovvus ............... W. R. Vb'C.'onnell..................... Iliw.'issee.

Troup................... John E 'Poole........................... LaGrange.

Twiggs................ A. E. Nas-1,................................. Griswoldville

Union............... ThomasJ iButt....................... Blairsville.

Upson.................. 1. C. McMicharU

Tlionniston.

Walkw................. D. 0. Sut ton . . .

... LaFavette.

Walton............... Rev. G. A. Run nallv............... Momoe.

Ware ................ Burrell Sweat. .

... Waresboro.

TYhjrrpn

... A. S. Morgan..

WarmPon

Washington........ Dr. Horatio *'T. iRollifidd .... sandorsville.

Wnvno

Rev. A. Clark. .

Jessup.

Wooster............... Tobn T. Soipleti )n.................... Preston.

Wilcox................ Tohn A. Tomhc'-iin.................. Abbeville.

Wilkes ............... Rev. P. T. Simp -on.................. Washington.

W'lklo^on ......... Priinklin Champers................ Irwinbui.

Worth.................. J M. G. Holam- ,,i

Daheila.

tQ. H. Nolan ilM January !, 18(-j. His successor, DaviJ Knoi.. has no- yi'l been conmiissioncJ.
*Supei'inlen'Ii;nt Schools for oty nud co'.mty. . ISupcrinteiidciil cny schools.