USA > Georgia > A discourse delivered before the Georgia Historical Society : on the occasion of its 6th anniversary, on Wednesday, 12th February, 1845 > Part 2
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I determined, when first informed, that I should be expected to ad- dress you on this occasion, to make the history of education, in our State, my subject. My time, however, and my health, and especially a want of records, which I trust may yet be found, have prevented me from attempting to carryout this purpose. We owe it, however, to the honor of our fathers -- to the liberality of many who have given their wealth, to endow and to sustain private institutions of learning, both at home and abroad -- we owe it to the honor of many who have labored in the arduous and most useful profession of teachers, that this portion of our history shall not be neglected. Those who have exert. ed a large influence in the establishment and support of Seminaries of learning, and those who have been eminent as instructors, in the higher branches of knowledge, will be honored, and their names will be chronicled among the benefactors of the State. While Franklin College shall remain, or its records be preserved, the name of Gov. Milledge will be honored for the noble gift of a large tract of land, intended not only for the site of the College, but also for that of a town, a gift which has, to a large extent, aided the trustees of the institution, in sustaining it, when other resources failed. While the records of the Baptist denomination of christians in Georgia shall be preserved, the name of Dr. Mercer will be honored by the friends of christian ed- ucation, for his munificent gifts and bequests to the University which bears his honored name. And high as the reputation of Gov. Jackson and Abram Baldwin stand, for their political services to the State, I doubt not that their services in the cause of education, will add as bright a chaplet to their fame. Such men as the deceased Dr. Wad- del, and the venerable patriarch of the school room and tho pulpit, who
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still lingers among us,* and whom I rejoice to see in our midst, to-day ; can never be forgotten, while any history of our State remains. Their names and their fame are published in every part of our State, from the lips, and by the services of those, whom they have trained to wis- dom and virtuc.
But many, whose labers, as teachers of youth, have been performed in humbler spheres of action, but who have still been highly useful, will soon be unknown, unless speedy efforts be made to rescue their names from oblivion. And here again the importance of local history becomes manifest. As proof that the early inhabitants of our State were not unmindful of the subject of general education, we may appeal to the records of the first settlements of different sections of the country. In this city, carly provision was made for public education-and espe- cially for the education of the orphan and the poor. The efforts which were made to sustain the orphan house, and to establish and support Bethesda College, as well as the minor schools which were open to all the children of the city, are evidence of the feelings and sentiments of its carly inhabitants.
We may refer also, with pleasure, to the pious, persecuted men, who first raised their Ebenezer in a sister, and adjoining county, and who there at the same time reared the standard of religion and of education.
The early history of the city of Augusta, is proof of the same feel- ing, on the part of her first inhabitants. The provision which was there made for the establishment and ample endowment of her Acade- my, one of the most useful institutions of the kind, in our Southern country, is proof that the subject of education was considered by her citizens as one of vital importance.
The hardy Highlanders who planted themselves upon the banks of the Altamaha, as a bulwark against savage incursions, and Spanish invasion, brought with them that love of learning, which characterises the land of their fathers, and to the honor of their descendants, it may be said, they have ever been the fast friends of general education, and of an elevated standard of learning in the State.
I need not mention the little colony who first penetrated the swamps of our Southern sea-board. All who are familiar with the. history of that favored portion of our State, know with what zeal and energy, its first settlers commenced, and with what success, they prosecuted their efforts to establish, and to sustain the institutions of learning and reli- gion-and most honorably have the sons of those noble sires, followed in the footsteps of their patriotic and pious ancestors ! !
* Rev. Wm. McQuir, D. D.
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'Those who first settled the county of Wilkes, were not less mindful of this important subject. Scarcely had they traced the outlines of their now beautiful village, before provision was made for a permanent institution of learning ; and from that period to this, the cause of edu- cation has been one of deep interest to its citizens, and the special care of its municipal authorities. And as we trace the history of our State from almost the landing of Oglethorpe to the acquisition of the last portion of our territory, we find the subject of education a prominent subject in the estimation of the first settlers of the different portions of the country. Academies have usually been cocval with the organiza- tion of the counties; and in no State in the Union have there probably ever been more, or better conducted institutions of the kind, in propor- tion to the population, than in Georgia. And in no State in the Union have the services of teachers of Academies been more liberally re- warded .*
The first constitution of Georgia was adopted the 5th of February, 1777, only a few months after the Declaration of Independence. The 54th section of this constitution declares, " Schools shall be erected in each county, and supported at the general expense of the State." This is an important record in the history of our education. On the 31st of July, 1783, the Legislature appropriated 1000 acres of land to each county for the support of free schools. In 1784, a few months after the ratification of the treaty of peace, by which our national independence was acknowledged, the Legislature, again in session at Savannah, passed an act, appropriating 40,000 acres of land for the endowment of a College or University. This act commences with the remarkable preamble : " Whereas, the encouragement of religion and learning is an object of great importance to any community, and must tend to the prosperity and advantage of the same."
In 1795, the charter of the University was granted, the preamble to which would do honor to any Legislature, and will stand a momnent to the wisdom and patriotism of those who framed, and of those who adopted it.
" As it is the distinguishing happiness of free governments that civil order should be the result of choice and not necessity, and the com. mon wishes of the people become the laws of the land, their public prosperity and even existence very much depends upon suitably forming the minds and morals of their citizens. When the minds of the peo- ple.in general are viciously disposed and unprincipled, and their con. duct disorderly, a free government will be attended with greater confu-
*See Appendix.
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sions, and evils more horrid than the wild uncultivated state of nature. It can only be happy where the public principles and opinions are properly directed and their manners regulated.
" This is an influence beyond the stretch of laws and punishments, and can be claimed only by religion and education. It should, there- fore, be among the first objects of those who wish well to the national prosperity, to encourage and support the principles of religion and mo- rality ; and early to place the youth under the forming hand of society, that, by instruction, they may be moulded to the love of virtue and good order. Sending them abroad to other countries for education will not answer the purposes, is too humiliating an acknowledgement of the ignorance or inferiority of our own, and will always be the cause of so great foreign attachments that, upon principles of policy, it is inadmissible."
In 1792, an act was passed appropriating one thousand pounds for the endowment of an Academy in each county.
In 1798, a third constitution was adopted. The 13th section of the 4th articles declares : "The arts and sciences shall be patronised in one or more seminaries of learning."
In 1817, two hundred and fifty thousand dollars were appropriated to the support of poor schools. In 1818, every 10th and 100th lot of land in seven new counties were appropriated to the cause of education and in 1821, two hundred and fifty thousand dollars were set apart for the support of county Academies.
These records show, that the people of Georgia, from the commence- ment of their independence, to the full establishment of their constitu- tional Government, have recognized the duty and the importance of making public, and ample provision for the education of all her citi- zens. These records show, that her Jacksons and Baldwins, with their many worthy soadjutors, in the achievement of our independence, and in the establishment of our present form of government, did not . doubt, that the State could, and that she ought to become, an efficient patron of learning-that correct moral and religious instruction could be imparted in our public schools and colleges.
I know the opinion is now held by a few, that these men, and I may say, that alnost every great and good man, up to nearly the present day, has been in error upon this subject.
We must honor the feelings which give rise to these sentiments- we must respect the piety which prompts to all the efforts which are made to purify the fountains of knowledge-to introduce the Bible, with its hallowing influence, into all our institutions of learning.
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Without this influence, I believe learning will be a curse to its pos- sessor, and a curse to the country of its possessor. But where, I ask, is the evidence, that in our country, there is any considerable disposi- tion, on the part of public authorities, to banish christianity from our schools and colleges ? If occasional, feeble attempts have been made, they have been so feeble, and have so signally failed, that, I apprehend, there is little danger of their being renewed, and less of their being successful.
The feelings of our people are such, that no public institution cf learning can hope to be sustained, while it banishes the Bible from its balls, or admits the avowed enemies of Christianity among its instruc. tors. Religious men, and, I may say, pious men, are generally pre- ferred as teachers of youth. The sentiment is almost universal among our citizens, that piety is an important, and sound morality an essential characteristic of an instructor in our schools and colleges ; and in this country public opinion controls public authority.
But, that the momentous truths of the christian religion cannot be as, effectually maintained, and its holy precepts as successfully inculcated in an institution where no particular creed is exclusively professed, and no peculiar sectarian dogma enjoined, is, I believe, wholly un- supported by facts.
The broad mantle of Christian charity may be made to cover an institution, in which are assembled those entertaining different senti- ments upon subjects generally acknowledged not essential to true piety. The mingling of students, who may entertain different views upon these subjects -- students who have been educated by different sectaries, would doubtless produce in their minds enlarged, and more liberal views, and banish from their hearts much of that bigotry which too often cleaves to even the enlightened and liberal Christian. Will the youth, who has not yet embraced the religion of love, which the Gospel inculcates, be more likely to have his mind favorably impressed by its precepts, when enforced by the instruction of different teachers, all professing the same creed, and endeavoring to build up a particular sect, than when recommended by the precept and example of men professing different creeds-having no peculiar party to sustain, and yet cach laboring to lead his pupils to practical and saving picty ?
It is not true, that in institutions which have had teachers entertain. ing different religious sentiments, more difficulties have arisen than in those of a different character. While men are imperfect, we must ex- pect that occasional discord will exist among those who may be pursu- ing any, even the holiest work on earth. But there is nothing in the
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education of the youth of the country, in which the pious and zealous · advocates of the great fundamental doctrines of Christianity, may not cordially unite ; and there is much in this employment which should, and much, I am fully persuaded, which does soften the prejudices and awaken, in the breasts of teachers and pupils, the kindliest charities of the christian heart. It is not true, that seminaries of learning, under the exclusive patronage of the State, have had more difficulties to en- counter, from the conflicting sentiments of politicians, than private institutions have had from opposing sentiments and jarring interests of those who have had the control of them. I might appeal, for the truth of this remark, to many institutions in different parts of our coun- try. Did the public authorities of our sister State, South Carolina, forget the interests of her State College amidst the fiercest days of political strife ? May I not refer to the University of North Carolina, at this time one of the most respectable seminaries of learning, of the same age, in our country-an institution wholly under the control of the State, and whose officers have ever been of different religious sen- timents, and its students the sons of parents professing various creeds ?
And, I apprehend, it will be found, that public authorities have been, not only as faithful, but also as successful guardians of institutions of learning, as private individuals or private associations.
That the funds of our own University have been most carefully and judiciously managed-that the usefulness of the institution has been the steady aim of its Trustees, from its organization to the present time, will not be denied by any one acquainted with its history.
It will be readily acknowledged that public institutions of learning seldom receive all that aid from the State which the importance of sound education requires-they often languish for want of means which their friends think enlightened and liberal legislators ought to furnish. But do not private institutions as often languish and drag out a mere existence for want of that liberal support which those who profess to patronize and support them, could most casily furnish ?
Legislative bodies, all public authorities, are imperfect-liable to bo influenced by selfish and bad men. The best interests of the country may suffer under these influences-the most sacred rights of our citi- zens may be sacrificed to party heat and the selfish purposes of dis- honest men ! But, can we dispense with legislation and civil govern- ment ?
Mere party considerations may clothe men with authority, at whose hands we shall, in vain, seek justice ! But, because oppression may be found upon the seat of the magistrate, shall we dispense with the forms of the law ? Because the scales of justice may be held by 3
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unrighteous hands, shall they not be entrusted to men ? And because the great business of education may be imperfectly accomplished by the rulers of the land, shall it be wholly abandoned by those to whom is committed the welfare of the State ?
If there be one duty devolving upon a free Christian people, which is higher and holier than any other, it is to provide for the education of its subjects. This is a duty which the Government must discharge, or the majority of its subjects will ultimately sink into slaves. The work of general education is too mighty a work for individual effort. Even England, wth all her wealth-with all her national pride-with all the zeal of a church establishment ou the one hand, and all the energy of dissenting enthusiasm on the other, has never been able to effect this work. Her societies for the diffusion of useful knowledge, with such master spirits as Lord Brougham at their head, have most signally failed in their attempts to give the blessing of elementary education to the majority of the subjects of that enlightened and powerful nation.
The subject of general education is the important subject which should be urged at this time upon our people and upon our Legislature, until efficient measures be adopted to remedy existing evils.
But while this subject should be pressed home upon the rulers of the land, and while the people should be urged to come up to the aid of public authority, in this all important matter, we need not, we should not disparage, in the slightest degree. the efforts of private individuals, or associations, in their laudable endeavors to scatter knowledge over the land. Let the State, a's a State, do her own work ; and let the Christian and the patriot bid every man "God speed," who is endeav. oring to enlighten and bless his fellow.men with useful knowledge ! !
With respect to the subject of general education, we are behind many of our sister States. True, we are much younger than these States ; but they have not now more means for effecting this object than we have. It is not, perhaps, necessary to inquire why we have not accomplished more-regrets for the past will not aid us in our future efforts. Still, in endeavoring to avoid future errors, and to escape.future disappointments, we ought to guard against any thing which has appa- rently prevented the successful accomplishment of our former plans. And whatever causes may have conspired to defeat the efforts heretofore made, I apprehend the most efficient will be found to have been a want of steady, persevering action upon the part of the people and the Le- gislature. Impatience is the fault of our people-they cannot brook delay. The effects of this spirit may be seen in every department of life. In those sudden, and often absurd and disastrous changes of pur-
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suits and professions, which so frequently blast the hopes of those who, by persevering efforts, might attain to wealth and eminence. It is seen in the legislation of the country, and especially in the legislation upon the subject of education. On this subject, our statute book has line upon line, resolve upon resolve, and enactment upon enactment. But we have never had patience to persevere in our efforts to gradually perfect and accomplish what could not be at once effected. The his- tory of the University is an. illustration of the truth of this remark. Its plan was conceived in wisdom, and was most admirably adapted to the nature of our institutions and the condition of our people. Had the requirements of its charter been fully carried out, we should now have a system of education more perfect than that of any State in the Union, and as perfect and efficient as any kingdom in Europe. According to this charter, the education of the State was one connected system -- every school and academy supported by public funds, was a branch of the University, and over each the head of the University had a general supervision. It was his duty to visit the several institutions connected with the University-to correspond with their trustees and instructors, and endeavor to secure for them competent teachers, and to ensure from them an ample number of well prepared students for the higher departments of learning. Some have supposed this system too com. plicated to be successfully carried into effect-a beautiful but imprac. ticable theory.
But its complication is simplicity, when compared with the Treasury or Post Office Departments of our Federal Government. The admin. istration of the Post Office of the United States requires the supervision of about 15,000 post offices, scattered over the whole extent of the Union-the appointment of as many postmasters-the adjustment of the accounts of each-the making of' contracts with thousands of mail. carriers-the receipt and disbursement of about four millions of dollars annually. And yet, this can be accomplished under the direction of one man !
The system of universal education which the charter of the Univer. sity of Georgia prescribed, would require, perhaps 2000 institutions of learning, from the district school up to the well endowed and fully organized University. These institutions would all be found in an area of about sixty thousand miles, and requiring the annual disbursement of less than five hundred thousand dollars. Has not Georgia many citizens who could successfully superintend such a system of general education ? Could we not as successfully carry out this plan of public instruction as the State of New York is now carrying out ber system
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-a system which, through the agency of the Regents of her University and the Superintendent of her Common Schools, is affording the bless- ings of education to almost every citizen of that great State !- a system far more important to her pecuniary resources than all her works of internal improvement-a system which is training up citizens who will be capable of understanding the blessings of rational freedom, and who will be willing to defend it-a system which will render her citizens capable of appreciating the advantages arising from the exercise of their faculties, and which will incite them to habits of industry and economy. It is a system of education which will create a population that will create wealth ! And to this, more than to any other cause, if she carry out the system, will she be justly entitled to the appellation of " Empire State !"
And is it too late for Georgia, even now, to return to the plan of her Baldwin and Jackson ? Should we now commence, and, in fifty years, accomplish the scheme, it would be the most glorious work which could be effected for the honor and prosperity of our State ! The past should not discourage us in our efforts for the future. Little as we have accomplished in this respect, we have effected something ; perhaps as much as any other State in the same time.
In this country, where almost every thing springs forth as if by magic, institutions of learning have been, comparatively, slow in their pro- gress ; and in every State in the Union, systems of education, and especially those of common school instruction, have not been rendered effective, till after long and repeated trials.
The State of Massachusetts is supposed by many, and perhaps with justice, to have the best system of common school instruction in this country. And yet the history of that State clearly shows that from 1620 to 1837, a period more than double that which has elapsed since the first settlement of Georgia, there was a constant departure from the great principles of her first settlers, upon the subject of educa- tion. The feelings and sentiments of the Pilgrim fathers were such as do honor to their names. The early laws of the commonwealth were wise and salutary-but they were never enforced. As her pop- ulation and wealth increased, there was not only a farther and still farther departure from the spirit and the letter of these laws, but also, from time to time, a gradual relaxation, and unwise modification of them-until in 1830 the condition of her common schools was such as to alarm the friends of sound learning, and arouse them to united and successful action upon the subject.
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The result of that union and action was, after repeated, and carnest appeals to the people and the legislature, the establishment in 1837 of a board of Education, and the appointment of a general agent to su- perintend the whole subject of common school instruction. From that time the work of reform has been progressing ; and whatever of excel- lence pertains to her system of general education has been introduced since that period. Massachusetts has now something more than the theory of elementary education-she has a Mann to carry out the designs of wise legislation.
Similar remarks may be made with respect to her higher institu- tions : they have not sprung into existence in full perfection-conturics have been necessary to bring them to their present honorable and use- ful standing. Even Harvard College, the child of the Pilgrim, and, for a long time, the cherished institution of the Puritan fathers, and the hope of the church, one hundred and fifty years after its organization, and when the State had four hundred thousand inhabitants and no oth- er College within her territory, had but three professors in its literary and scfentific department, and about one hundred and fifty students in its halls. 'That venerable institution struggled for existence during almost two centuries-and, with all the zeal of her citizens for educa- tion, her legislature has not, to this day, given as much to sustain her Harvard, as the legislature of Georgia has given to our University .*
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