USA > Louisiana > Louisiana; comprising sketches of counties, towns, events, institutions, and persons, Volume II > Part 60
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merly of the English chair of that institution, Prof. B. C. Cald- well, and Prof. J. B. Aswell, the present head and a most efficient educator and administrator. The institution has been highly pop- ular from the start and has admirably fulfilled its primary function, that of supplying a corps of trained teachers to the commonwealth. The end of the first session of 1885-6 saw 70 pupils in attendance, which number had increased to 170 at the end of the 3d session, and 26 graduates were turned out during this early period. Said President Caldwell in his report of Feb. 24, 1908: "The attend- ance continues a steady gain from year to year. Last year there was no summer term, on account of the new buildings under con- struction. But two summer normal schools, of + and 8 weeks, the former for second and third grade teachers, and the latter for young people who had never taught, were held in place of the regular summer term. The enrolment for the fractional session to this date, Feb. 24th, is the largest the school has ever had for that length of time. Twenty-seven trained teachers were graduated at the end of the fall term, Jan. 17, this year. There are now 83 candidates for graduation, making 110 for the year." The school comprises 2 departments-the normal, which has for its object to furnish scholastic and pedagogical training for the teacher's pro- fession, and the practice school, in which methods of teaching are exemplified, and in which the normal students of the senior class do one year of actual teaching under the direction of the training teachers. Says the report above referred to: "The model school is the workshop of the normal school, and continues to serve that purpose admirably. The 300 children admitted to the model school get the best training that skill and money can furnish. About four- fifths of the number come from the parish of Natchitoches, the remainder from all parts of the state." The old normal building, erected in the summer of 1895 at a cost of $20,000, has recently been fitted up as dormitories. A new normal school building, for which provision was made by the general assembly in 1904 and 1906, was finished and occupied in the early part of 1908. It is 285 feet long, 71 feet wide, with 4 floors, and contains 33 class rooms, 6 cloak rooms, 6 store rooms for science and other material, an auditorium accommodating 1,100 people, 2 engine rooms, 2 water closet rooms and a swimming pool in the basement and a gymnasium on the 4th floor. In the several dormitories provided by the institution there are now accommodations for about 600 students. A central heating plant. which will ultimately serve all 6 buildings, is one of the modern improvements installed. The full normal course covers a period of + years, each session being divided into 2 terms of + months each. New normal classes are organized at the beginning of each term, so that students who cannot attend continuously until graduation, may attend either term of several successive sessions, until they complete the course of study. Pro- vision has also been made for a regular summer term. In addition to the regular normal course it is now proposed to add another in the form of an additional year's work for graduates who want to
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qualify themselves for special teaching, either as high school instructors or as. principals and superintendents.
State Seal .- (See Scal of State. )
State Seminary of Learning .- (See State University.)
State University, A. & M. College .- Tlie State University grew out of the earlier State Seminary of Learning, for which Congress had made generous provision in various land grants. It will be convenient to give a brief sketch of the last named institution by way of introduction. For the encouragement of higher education in the public-land states it has been the uniform policy of the general government to reserve from sale at least 2 townships, of 23,040 aeres each, said lands to be granted and confirmed to the several states upon their admission to the Union. Whatever sumis were then realized from the sale or lease of said lands were to con- stitute a trust fund on which the state was to pay annual interest. In this manner, under the Congressional acts of 1806, 1811 and 1827, granting certain lands "for the use of a seminary of learn- ing," the so-called seminary fund was created in Louisiana. This endowment was suitably recognized by the state constitution of 1845, which stated: "All moneys arising from the sales which have been or may hereafter be made of any lands heretofore granted by the United States to the state for the use of a seminary of learn- ing, and from any kind of donation that may hereafter be made for the purpose, shall be and remain a perpetual fund, the interest of which, at 6 per cent per annum, shall be appropriated to the sup- port of a seminary of learning for the promotion of literature and the arts and sciences, and no law shall ever be made diverting said fund to any other use than to the establishment and improvement of said seminary of learning." In 1858 the state capitalized these land grants and issued its bonds to the account of the seminary fund to the amount of $136,000, bearing 6 per cent annual interest. The state was later to experience the further generosity of the national government under the terms of the Morrill aet of 1862. giving rise to the agricultural and mechanical fund, of which men- tion will be made later.
Education had not prospered under the fostering hand of the state during the beneficiary period, 1806-1845, and the legislature was therefore disposed to proceed slowly in the establishment of the proposed seminary of learning. The committee on public edu- cation reported that the interest on the seminary fund was inade- quate in 1848, and the legislature contented itself with the ap- pointment of a commission to inquire into a site. Nothing definite resulted until 1852, when the legislature finally made choice of the parish of Rapides for a location. A commission, appointed by the governor and composed of J. P. Davidson, Henry Jackson and R. H. Sibley, was authorized to select the site. These gentlemen reported that they had fixed upon a spot in the pine woods within 4 miles of Alexandria. March 31, 1853, an act was passed author- izing the superintendent of public education to "purchase from Mrs. E. R. Williams her pine woods seat, situated on the north side
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of Red river, near the town of Alexandria, in the parish of Rapides. containing 438 acres of land." The land with the improvements was'to cost not to exceed $3,190. The name of the institution thus founded was "The Seminary of Learning of the State of Louisiana," and seven trustees were provided for to administer the same. In 1855 an additional sum of $1,000 was appropriated to buy 80 acres more of ground. The institution was incorporated by act of March 14, 1855, and under the terms of the act, the 7 trustees, who were to be appointed by the governor, were to be sub- ject to the control of the legislature; + poor students, designated by the governor, were to be received from each Congressional dis- trict; and the institution was to be nonsectarian. The first session of the institution began on Jan. 2, 1860, with Col. William T. Sher- man as the first superintendent. The spirit of militarism which permeated the institution is shown in the appointment of Col. Sherman. His first report, dated April 28, 1860, states "there were 5 professors, 71 cadets, 31 beneficiaries, and 13 had been rejected, one because he was under age (15), the others for lack of prepara- tion," though the standard of admission was low.
An act was passed on March 14, 1860, to establish a central state arsenal, in connection with the seminary corps of cadets, who were to act as a military guard for the arsenal. The superintendent of the seminary was made ex-officio ordnance officer of the state.
The work of the school was carried on in an excellent building. erected at a cost of about $100,000, and in 1860 the legislature made a generous appropriation for general purposes, besides grant- ing $15,000 annually for 2 years to support the beneficiary cadets. The work of the school was suspended from June 30, 1861, to April 1, 1862, on account of the Civil war. Col. William E. M. Linfield succeeded Col. Sherman as superintendent in 1861, and he was in turn succeeded in 1863 by Prof. William A. Seay. When the Red River valley suffered invasion by the Federal troops the school was again suspended on April 23, 1863, and did not reopen until Oct. 2, 1865. Says Fay: "As may well be imagined, there was a great loss of fixtures and the like during the war, and at its close all that was left of the seminary was the bare walls. Gen. Sher- man was probably the cause of the institution escaping thus well, for his standing request to the Federal authorities in the military district of southern Louisiana was to spare the seminary. He also showed himself the friend of the institution in other ways after the war. Bad as the condition of affairs was, the announcement was made that the seminary would reopen Oct. 2, 1865. To run the institution till an appropriation could be made $20,000 was bor- rowed by the governor, but on the 7th of March, 1866, an act was passed recognizing that the state owed interest on the seminary fund for 1863-1865 amounting to $25.800. The repayment of the borrowed money was directed. $15,600 was granted for the fees and maintenance of 52 beneficiary cadets, at $300 each, $5.000 for repairs, a like sum for apparatus, and $1.000 for contingent ex- penses. The superintendent of the institution was Col. D. F.
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Boyd, who was also treasurer of the board of trustees, and pro- fessor in English literature and the ancient languages, the depart- ment in which his labors had lain before the war. There were four other professors, but one of these was not on duty the first year. On the opening day there were only 4 matriculates. The maximum attendance for the year was 35." After the seminary resumed its work in 1865, the state continued to make generous provision for its support, though for several years the largest item in the appropriations went to the support of the beneficiary cadets. It will be remembered that the original act of incorporation called for the maintenance of 4 indigent students from each of the + con- gressional districts then existing, or 16 at any one time, who might remain for 4 years. When the school opened in 1860, this number was increased to 1 for each parish of the state, or 48 in all. By 1872 the number of beneficiaries had increased to 132, each of whom was entitled to a yearly stipend of $350, which required an appro- priation of $46,200. Practically the only return exacted by the state from these beneficiaries was the obligation to teach for 2 years in the schools of the state, and this duty was more often dis- regarded than not.
The state seminary continued to occupy its first home near Alex- andria until Oct. 15, 1869, when the seminary buildings were burned, though most of the cabinets and collections were saved. The institution was then moved to Baton Rouge, where it was offered a temporary asylum in the large building erected for the deaf and dumb. Here it promptly resumed work on Nov. 1, 1869. The temporary occupation became a permanent one after 1871, when the state's unfortunates were removed to other quarters, and here it was domiciled until 1886. By legislative act, approved March 16, 1870, the name of the institution was changed to "Louisi- ana State University." Prior to 1870 the sum total of appropria- tions made to the institution by. the state was $337,800, exclusive of certain small grants. For the years 1870, 1871 and 1872 the state granted the university an average sum of about $64,000. After 1872 the state ceased its appropriations for a number of years and the university was compelled to close its doors. These were the closing years of the bitter reconstruction period when the race issue was dominant in politics. The university persistently refused to admit negroes to its privileges, and the legislature con- sequently withdrew its support. After 1876, when the educated and property-holding classes regained their rightful sway, the uni- versity resumed its sessions.
The Agricultural and Mechanical college, in conjunction with which the state university began its revived existence on Oct. 5, 1877. The act of Congress donating public lands to the several states and territories which may provide colleges for the benefit of agriculture and the mechanic arts, approved July 2. 1862, granted to each state an area of land equal to 30,000 acres for each member of its representation in Congress under the census of 1860. The period in which the states were required to express. their accept-
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ance of this grant was extended from time to time by Congress on account of the exigencies arising from the war. By the act of Feb. 28, 1869, Louisiana accepted her share of the grant and a little later land scrip was issued covering an area of 210,000 acres. In 1873 the state issued its bonds for $327,000, bearing 6 per cent interest, to pay for the land. This gave an annual income of $19.620. To utilize this fund the legislature, by act of April 7, 1874, established the Agricultural and Mechanical college. The act appropriated $10,000 for a site in one of the country parishes, as no part of the Congressional land grant could be used for farm or buildings. The institution was to be managed by a board of control, consisting of 13 persons as follows: The governor, lieu- tenant-governor, chief justice, superintendent of public education, and 9 men appointed by the governor. There was to be no distinc- tion in race or color in the admission of students, which was equivalent to setting it apart for the use of negroes. Though the site chosen for the college was at Chalmette, below New Orleans, its preliminary work was carried on in New Orleans until 1877. The union of the Agricultural and Mechanical college with the Louisiana state university, which had been strongly urged by many for several years, was effected by legislative act, May 19, 1877, under the legal title of "Louisiana State university and Agricul- tural and Mechanical college." Though many questioned the wis- dom of the merger at the time, few would do so today, in view of the university's vitality and usefulness, its growing efficiency and development in its present beautiful home. The same problem has arisen in many of the other states of the Union, resulting some- times in a single institution, and oftener in the establishment of separate schools. Mississippi furnishes an excellent example of the latter, where the plan of separate institutions at Oxford and Starkville has worked admirably: Wisconsin. on the other hand, presents a fine example of a single great institution, which forms a noble crown to the state's broad educational system. In Louisi- ana the question of union was hardly settled on its merits, as the need for retrenchment in the state's finances was a most urgent one, and it was cheaper to support one school than two. The funds of both institutions arising from Federal sources alone amounted in 1877 to some $20,000. By a scaling process which re- sulted in a diminution of both the principal and interest, the income from these funds was reduced to $14.555 in 1879. Lest the culture studies should come to overshadow the polytechnic features of the united institution, for which some fear had been expressed, the act of fusion especially provided for agricultural and mechanical instruction. Laboratories and workshops were equipped and the city of Baton Rouge granted the university a large tract of land near the deaf and dumb building for use as an experimental farm.
The joint institution now took on new life, with a largely increased faculty and attendance. The income from Federal sources was supplemented by a state appropriation of $10,000 an- nually, as provided by the constitution of 1879. Col. David F.
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Boyd, one of the most inspiring and learned educators known to the state was president of the university until Jan., 1883. Col. Boyd served with distinction during the war under "Stonewall" Jackson, and on the return of peace he was active in the reorgan- ization of the old seminary of learning. It was largely due to his courage and perseverance that the institution was preserved during the discouraging transition period which followed. In Jan., 1883, he was succeeded by Col. William Preston Johnston, son of the distinguished Confederate general. Albert Sidney Johnston. During his year's incumbency the university continued to prosper. He resigned to assume charge of the Tulane university, whose honored head he was for many years. He was in turn succeeded by the eminent mathematician, James W. Nicholson, a native of Louisiana, and professor of mathematics in the university since 1872. Prof. Nicholson resigned in July, 1884, and Col. Boyd again became the head of the institution, remaining in charge until his resignation in Dec., 1886. His brother, Prof. T. D. Boyd, of the chair of English, was then acting president for a short period. In the summer of 1888, Prof. Nicholson was again appointed presi- dent, and upon his resignation in 1898, was succeeded by Prof. Thomas D. Boyd. In addition to those heretofore mentioned, the institution has had many other eminent men in its faculty : Raphael Semmes, the famous commander of the Alabama, held the chair of philosophy for a time; James M. Garnett, the brilliant English scholar and writer, held for a short time the chair of modern lan- guages ; other brilliant names are Anthony Vallas, a mathematician of note; Cols. Samuel H. Lockett and Richard S. McCulloch, well known scientists and engineers; Dr. Mark W. Harrington, for some time chief of the U. S. weather bureau; Richard M. Venable, the able Baltimore jurist; Dr. John R. Page, professor of agriculture in the University of Virginia; and Dr. C. Alphonso Smith, an English scholar of note.
The university moved to its third and permanent home in 1886. In July of that year Congress granted the university the use of the extensive grounds and buildings of the military garrison and arsenal, at the northern end of Baton Rouge. After the withdrawal of the Federal troops subsequent to the election of 1876, the bar- racks had fallen into decay and the state was obligated to keep them in repair, use them only for educational purposes, and return them to the United States upon demand. The L-shaped grounds comprise an area of 210 acres, and are located on the first bluff above the gulf. The wide portion. with an area of 53 acres over-' looking the Mississippi river, high and well drained, is the univer- sity campus proper, and is acknowledged to be one of the most beautiful spots in the South. Its symmetrical elms, magnolias, live oaks, water oaks and peeans, and its well-kept grass, give it the appearance of a fine park. Historic associations cluster about this spot, which has been the successive stronghold, coveted by all, of France, England. Spain and America. The narrow portion of the grounds, intersected by a lake and reaching back a mile from the
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river, is used for agricultural and experimental purposes. The okter group of university buildings is ranged around 4 sides of a penta- gon, with the open side toward the Misssisippi river on the west. These buildings, known as the pentagon group, are long and nar- row, two stories high, lined on the longer sides with Doric columns. and wide galleries. They are used mainly for dormitory pur- poses, but many of the departments are also quartered in them. Special appropriations by the state and private donations have added many new buildings, until now there are 34 in all. An electric plant has been installed which gives light to the buildings and grounds and power to the laboratories and workshops. Among the handsome buildings erected by public spirited citizens, are the university assembly hall and auditorium, the gift of William Garig of Baton Rouge; Hill memorial library, donated by John Hill of West Baton Rouge, in memory of his son, John Hill, Jr., who graduated at the university in 1873, and served as one of the super- visors until his death in 1893; and the beautiful Alumni memorial hall, which is an offering of love from the alumni of the univer- sity. Heard hall, Robertson hall, and several substantial buildings in the agricultural and experiment station group are also recent additions. The nourishing center of all departments of instruction is the Hill memorial library, which is located in the center of the quadrangle. This is a handsome 2-story brick building, the first floor of which is now occupied by the newly established depart- ment of law, while the second floor embraces a reading room, a reference room and stock room, and is the home of the library proper. Here are gathered over 23,000 volumes and an excellent list of selected periodicals for departmental and general readers.
The state ceased to appoint beneficiary students after 1872 and all appropriations for their support ceased at the same time. By the act of July 8, 1886, the system was revived in a modified form, when the legislature authorized the police juries of each parish to appoint 1 beneficiary cadet and grant from the parish treasury $250 annually for his maintenance, the city of New Orleans being permitted to appoint 17, or 1 from each ward.
Under the terms of the Hatch bill, approved by the president of the United States, March 2, 1887, Louisiana, in common with the other states which established agricultural and mechanical col- leges under the terms of the Congressional act of July 2, 1862, has received since 1887 from the Federal treasury $15.000 annually for the maintenance of one or more agricultural experiment stations. In accordance with the provisions of the Hatch bill 3 experiment stations have been established in connection with the university. One is located at Baton Rouge, on university land; 1 at Audubon park, New Orleans, on land leased from the park commission ; and 1 at Calhoun, Ouachita parish, on land belonging to the university, the site being a gift from the parish. The director of the stations is Prof. W. R. Dodson, and they are doing some of the most valu- able work of the university at the present time. While they are closely affiliated with the agricultural college. they have their own
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independent organization and endowment. The university has also received annually since 1890 from the Federal treasury its pro rata (with the Southern University in New Orleans) of $15,000, with an annual increase of $1,000 for 10 years-thereafter to be a fixed annual sum of $25,000-"to be applied only to instruction in agri- culture, the mechanical arts, the English language, and the various branches of mathematical, physical, and economic science." By the state constitution of 1898, the annual income of the university to be appropriated by the legislature was raised to $15,000, which has been materially augmented by special appropriations for new buildings, repairs, insurance, etc. The constitution has been amended so that there is now no limitation as to the amount that can be appropriated by the legislature for support. Tuition is absolutely free to all residents of Louisiana, and necessary ex- penses have been reduced to a minimum.
Did space permit, it would be of interest to describe in detail some of the museums and scientific collections of the university. These embrace excellent cabinets relating to botany, geology, zoology, natural history, archaeology, ethnology, and allied branches of science. They include some extremely valuable pri- vate collections obtained by purchase and by private donation, such as the Amies museum of natural history and curiosities, the Wailes collection of geology and paleontology, the Hall collection, the Nevius collection, and the Newton Richards collection of build- ing and ornamental stones. These museums and collections are being constantly added to by purchase and by gift through the labors of professors engaged upon the topographical, geological, botanical and zoological surveys of the state.
The Louisiana state university and A. and M. college aims to provide a university where the highest education will be in reach of the youth of the state, and an agricultural and mechanical college, where a liberal and practical education will be afforded to those whose purpose is the pursuit of an industrial career. Its charter requires it "to become an institution of learning, in the broadest and highest sense, where literature, science and all the arts may be taught," and that "it shall provide general instruction for the purpose of agriculture, the mechanic arts, mining, military science and art, civil engineering, law, medicine, commerce, and navigation." It is believed that the present curriculum fairly well satisfies these broad requirements. It is sending out students well trained in the duties of citizenship and for the various business and professional pursuits of life, as well as a trained corps of technically educated young men, the product of its agricultural. mechanical, engineering and sugar school courses. Through its military department alone, hundreds of boys are being trained in habits of personal cleanliness and physical exercise, and prepared for intelligent military service in case of need. The work of the university is organized into some 20 odd departments of instruction, systematically grouped. There are 11 regular courses of study, as follows: The agricultural, mechanical engineering, clectrical
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