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Home and School, were in charge of the exhibits. The most prominent schools in the country prepared work under the direction of Dr. A. C. Rogers. He compiled statistics and sorted and arranged the exhibits. All of the different kinds of kindergarten work from these schools were properly labeled, classified, and scientifically arranged regardless of institutions. The large and costly model of the Craig Colony for Epileptics occupied the center of the room. Around the walls were the leaf cabinets containing school work and statistics. The high partitions and one large cabinet held the industrial work.

The schools most prominently represented were as follows:
The Minnesota School for the Feeble-minded, Faribault.
The Indiana School for the Feeble-minded, Fort Wayne.
The Pennsylvania School for the Feeble-minded, Elwin.
The Beverly Farm Home and School, Godfrey, Ill.
The Seguin School, Orange, N. J.

The Polk Institution for Feeble-minded, Venango County, Pa.

Several congresses held at the fair were closely allied to the work of group 7, among which were the following:

The National Educational Association, Department 16.

The Association of Physicians and Superintendents of Institutions for the Feeble-minded.

The Association of American Instructors of the Blind.

The convention of the deaf of America.

The conference of superintendents and principals of American schools for the deaf.

Helen Kellar day.

There were three personal days at the exposition: Helen Kellar day, Roosevelt day, and Francis day. The entire exposition was an educational institution, and as Helen Kellar has won the most remarkable victories in this field she was chosen to represent not only the deaf and the blind, not only the department of education, but the whole process of education.

The following quotation, taken from the Colorado Index, may close most fittingly this brief account of the representation of defectives at the exposition: "Among all the wonders of the fair, among all the achievements of human genius, among all the evidences of twentieth century civilization, this deaf-blind young woman embodied in herself the most striking features of all, and those who paid homage to her radiantly active soul unconsciously paid homage to the spirit of progress and enlightenment that is the guiding influence of the world to-day."

LAND-GRANT COLLEGES AND AGRICULTURAL EXPERIMENT

STATIONS.

BY A. C. TRUE, DIRECTOR OF OFFICE OF EXPERIMENT STATIONS, UNITED STATES DEPARTMENT OF AGRICULTURE.

THE EXHIBIT.

The progress of agricultural education and research, as developed in the work of the land-grant colleges and experiment stations, was well illustrated in the collective exhibit of these institutions in the Palace of Education of the Louisiana Purchase Exposition. This exhibit, which occupied about 16,000 square feet of space, was planned, collected, and installed by a committee of the Asso

ciation of American Agricultural Colleges and Experiment Stations, of which W. H. Jordan, director of the New York State Agricultural Experiment Station, was chairman, and A. C. True, Director of the Office of Experiment Stations, secretary, and which included in its membership the United States Commissioner of Education, W. T. Harris. James L. Farmer, chief special agent, had imurediate charge of the execution of the plans of the committee.

Centrally located in this exhibit were exhibits of the Bureau of Education and the Office of Experiment Stations, representing the United States Government in its relations with the colleges and stations. Around these were grouped exhibits illustrating the methods, appliances, and results of the educational and research work of the colleges and stations in agriculture and mechanic arts, subdivided according to the main divisions of these subjects. The agricultural exhibits were as follows:

I. Agronomy, or plant production, including soils, in charge of Prof. M. F. Miller, Ohio State University, Columbus, Ohio; fertilizers, Director E. B. Voorhees, New Jersey Agricultural Experiment Stations, New Brunswick, N. J.; plant laboratory, Dr. W. H. Evans, Office of Experiment Stations, United States Department of Agriculture, Washington, D. C.; field crops, Mr. J. I. Schulte, Office of Experiment Stations, United States Department of Agriculture, Washington, D. C.; horticulture and forestry, Prof. S. B. Green, University of Minuesota, St. Anthony Park, Minn.; plant pathology, Mr. F. C. Stewart, New York State Agricultural Experiment Station, Geneva, N. Y.; economic entomology, Prof. Clarence P. Gillette, State Agricultural College of Colorado, Fort Collins, Colo.

II. Zootechny, or animal industry, including animal husbandry (investigation), in charge of Director H. P. Armsby, Pennsylvania Agricultural Experiment Station, State College, Pa.; animal husbandry (instruction), Prof. Thos. F. Hunt, Cornell University, Ithaca, N. Y.; veterinary medicine, Prof. D. S. White, Ohio State University, Columbus, Ohio.

III. Agrotechny, or agricultural technology, including dairy laboratory, in charge of Prof. E. H. Farrington, University of Wisconsin, Madison, Wis. : sugar laboratory, Director W. C. Stubbs, Louisiana Agricultural Experiment Stations, Audubon Park, La. ; inspection of foods, feeding stuffs, fertilizers, etc., Director M. A. Scovell, Kentucky Agricultural Experiment Station, Lexington, Ky.

IV. Rural engineering, or farm mechanics. This exhibit has been prepared under the direction of Dr. Elwood Mead, Office of Experiment Stations, United States Department of Agriculture, Washington, D. C.

V. Rural economics, or farm management. This exhibit has been prepared under the direction of Prof. Fred W. Card, Rhode Island College of Agriculture and Mechanic Arts, Kingston, R. I.

CHAPTER XVI.

THE FINAL ESTABLISHMENT OF THE AMERICAN COMMON SCHOOL SYSTEM IN NORTH CAROLINA, SOUTH CAROLINA, AND GEORGIA, 1863-1900.

By A. D. MAYO, A. M., LL. D.

NORTH CAROLINA.

The State of North Carolina in 1870 contained 50,000 square miles of land, or 32,000,000 acres, 6,500,000 of which were cultivated. Its population in 1860

was 992,622, with the promise of 1,000,000 in 1870. The State was 500 miles in length and 100 to 150 miles in breadth. At the close of the war its most important productions were tobacco, sweet potatoes, corn, and a moderate supply of cotton, with vast undeveloped resources in the way of fish and lumber. It was divided into three well-marked sections, the coast, midland, and mountain regions.

But with all this advantage, one of her historians is compelled to say, “it must be acknowledged, and this is stated more in sorrow than in anger, that there is no section of our Union where education has in the past been so neglected as in North Carolina." The State, however, was one of the four Commonwealths of the Southern group which, previous to 1860, had established and supported a system of public schools for its population of the white race. In the seventh chapter of the Report of the United States Commissioner of Education for 1899-1900 will be found a sketch of this movement, which, practically beginning in 1852, under the supervision of Dr. C. II. Wiley, was prolonged even to the close of the civil war, and only suspended by the general collapse that followed the disappearance of the Southern Confederacy.

In 1868, under the temporary government appointed by President Andrew Johnson, an attempt was made at taking a census of the school children of the State, who are reported as numbering 330,581 (223,815 white and 106,766 colored). The whole number of schoolhouses reported was 1,906; of them, 178 are characterized as good and 685 as bad. Under the law of 1869 the public school money was to be distributed by the superintendent of public instruction in proportion to the number of children of each county. The sum of $100,000 was appropriated by the general assembly, and it was the opinion of the State superintendent, Mr. S. S. Ashley, a gentleman called from a Northern State, that the avails of the capitation tax would supply an equal sum. In 1869 $165,230.50 was apportioned among the several counties, allowing 50 cents per census child. The State university, one of the oldest of this type of institutions in the Union, reported 35 students in attendance, a president and 5 professors, and 25 students in preparatory classes. The different churches from the North, interested in the progress of the colored children and youth, had already established a dozen or more seminaries in as many of the larger cities of the State. Several of

these had erected large buildings and were expending considerable sums of money. The Friends were especially active in this direction, and were supporting 25 schools, with 37 teachers and 2,475 pupils. Some 15,647 colored children and youth were being educated in this way in 2,527 schools. Seven institutions of the higher education were still in operation, of which the State university and Davidson and Trinity Colleges were the most important, and a large number of academies, with which North Carolina had been liberally supplied, were resuming the work interrupted by the civil war. In 1870-71 Superintendent Ashley reports an appropriation of $152,281.82, of which $115,042.57 had been collected; 1,398 schools had been kept open in 74 counties; 250 of the 800 townships in the State had made reports.

The original brief constitutional provision of North Carolina, of December, 1776, repeated in the constitution of 1835, was supplemented by the new government by an elaborate constitutional provision, providing for a superintendent of public instruction to be elected for a term of four years, with duties prescribed by law, and who should be a member of the council of the State. The general assembly was required to provide for a general system of public schools, with free tuition to all children between the ages of 6 and 21 years. Every county was to be divided into a convenient number of districts, in which a public school should be maintained at least four months in the year. An irreducible educational fund was to be established, consisting of what remained from the original fund, largely dissipated during the civil war, together with the proceeds of the sales of swamp lands and moneys collected from various other sources. The university was to be connected with the free public school system of the State, and as far as possible instruction was to be free of expense for tuition. The governor, lieutenant-governor, secretary of state, treasurer, auditor, superintendent of public works, superintendent of public instruction, and attorney-general constituted the State board of education, empowered to make all needful rules and regulations for public schools, subject to the revision of the general assembly. The board of education could elect trustees for the university, choosing one trustee from each county, with term of office of eight years. Provision was made for establishing in connection with the university departments of agriculture, mechanics, mining, and normal instruction. The general assembly was empowered to enact that every child of sufficient mental and physical ability should attend the public schools during the period between the ages of 6 and 18 years for a term of not less than sixteen months, unless educated by other means.

Under the provisions of this constitution a school law was passed by the general assembly in 1869. The difficulties attending the establishment of such a system as contemplated can be appreciated from the fact that of the 90 counties of the State 37 had a population less than 10,000 and 9 less than 6,000. Of these, only 30 counties had made reports to the superintendent. In 1870 the general assembly appropriated $90,493 in addition to the $115,042.57 raised by the State and county capitation taxes; 1,398 public schools had been reported as opened, estimated at 1,415 in all; 74 of the 90 counties and 250 of the 800 townships had reported. The school attendance was estimated at 49,000-35,000 white and 14,000 colored. There were 1,400 teachers at work on an average salary of $20 per month. There were 709 schoolhouses. Of the academical schools reported as still existing in the State the most important was the Bingham School; located at Mebaneville, in the coast region of the State. This school was founded in 1804 by the direct ancestor of Col. William Bingham, A. M., in 1870 the principal. It was a military school, attended by 61 students. It was one of the leading classical seminaries of both the Carolinas, and probably not excelled in thoroughness of instruction by any school of its character in the South Atlantic States. To-day, as reestablished

in Asheville, in the mountain region, it has acquired a national reputation. The school first established at Wilmington by Miss Amy Bradley, after graduating from distinguished services as a nurse in the Union armies in 1867, was well known. It was first an attempt to establish a school for the most destitute class of white children. In process of time Miss Bradley was appointed public school commissioner of the city of Wilmington, and subsequently, by the philanthropy of Mrs. Mary Hemenway, of Boston, she was enabled to found one of the best schools in one of the best-appointed buildings in the State, $5,000 a year being appropriated by Mrs. Hemenway for its support. In 1870 there were 447 pupils receiving instruction in these schools. Doctor Sears, general agent of the Peabody education fund, had furnished $3,000 for these various enterprises. The value of taxable property of the State in 1870 was $123,361,591. At an assesssment at one-twelfth of 1 per cent for educaton, $102,801 was due, only $63,000 of which had been paid into the treasury.

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Superintendent Ashley was superseded in 1872 by Mr. Alexander McIver. The school law of 1868-69, under which the first superintendent had operated, was thrown into court and by a final decision was practically annulled. In 1871, on the meeting of the general assembly, Superintendent McIver appeared, with no power to act. After several efforts he was required to prepare a plan of public instruction, which was adopted, and under which for five years an attempt was made to conduct a system of public instruction in the State. It was, however, not a proper common school system, according to the American idea, but, as described by the superintendent, was intended to combine public assistance with private enterprise; to secure the cooperation of that class of the people who are willing and able to do something for the education of their own children. Instead of having two systems of schools, the one private and supported entirely by subscription, and the other public, supported entirely by taxation, it was intended to unite the two systems to the advantage of both parties. It was intended that the public schools should take the place of private schools; that all the primary and grammar schools in the State should become public schools." The superintendent instructed the school officials of the State that "when the salary of the teacher of a free public school is to be paid partly by subscription and partly from the public school fund, the contract should be signed first by the patrons of the school and then by the school committee." It was provided by the school law that 75 per cent of the entire State and county poll taxes should be applied to educational purposes. The school funds of the year 1872 included all unexpended balances of apportionment previously made, 75 per cent of the entire State and county poll taxes of 1871 and of 1872, 63 cents on the $100 worth of all property and credits in the State, and 20 cents on the poll. The school fund was not to be apportioned among the several townships, but paid to the teachers of free schools without regard to locality in the order in which they might be presented. It was the opinion of the superintendent that funds sufficient to support schools four months in nearly all the counties of the State could be supplied in this way. "If the people of any neighborhood desire to avail themselves of the public school money they must make up by subscription an additional sum sufficient to satisfy the teacher whom they employ. The school must be free to all pupils. If any neighborhood refuses to make up a school in this. way it can have no claim to any part of the public school funds.”

It is unnecessary to pursue the history of this abortive attempt to establish a school system on the basis proposed by Superintendent McIver. During this period he labors through elaborate reports, discussing every feature of a public school system, and only defending his own on the ground that it is the

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