USA > Louisiana > Orleans Parish > New Orleans > Standard history of New Orleans, Louisiana, giving a description of the natural advantages, natural history settlement, Indians, Creoles, municipal and military history, mercantile and commercial interests, banking, transportation, etc. > Part 24
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It was situated at the corner of Hospital and St. Claude streets, where the church of St. Augustin now stands. The first president of this institution, men- tioned by Gayarre, was Jules Davasac, who was one of the numerous refugees from St. Domingo. These refugees were often persons of considerable culture, and the faculty of the college were nearly always, if not wholly, drawn from their ranks. The instruction was in French, but English, Greek, Latin, Spanish, mathematics, history and other branches were also taught. The pupils in after years became conspicuous for their attainments, and looked back with affection to the alma mater that had given them their early training. One of the amusing recollections of Mr. Gayarré was the constant conflict between a later president, Mr. Rochefort, who despised mathematics, while he adored poetry, and Mr. Teinturier, who adored mathematics and scorned poetry. The mutual contempt of these two antagonists was a constant source of enjoyment to the pupils.
There was no settled policy as to the support of this institution. The first plan was to establish two lotteries, a method of raising funds that in our early history was sometimes used, not only for the maintenance of schools, but even for the building of churches. No appropriations were to be made by the Legislature, but a proportion of the lottery prizes was to be devoted to that great University of Orleans, in which the College of Orleans was embraced .* Luckily for the subse- quent history of education in the State, this pernicious policy was not a success, and we find the Legislature, in a fitful way, coming to the aid of the college from
*The papers of that day contain, also, advertisements of a lottery for St. Mary's College, Baltimore, and another for a Medical College in the same city.
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time to time with small appropriations. These sums being found inadequate to uphold the deelining fortunes of the first college in the State, resort was had to the proceeds from the lieenses granted to the gambling houses of New Orleans. In spite of these desperate remedies, the college would not prosper, and in 1826 it eeased to exist, "a central and two primary schools" being established in New Orleans as a substitute. To these sehools the gamblers' fund was continued, and they were further aided by $3,000 annually from the lieenses of the theaters of New Orleans. The population of the eity, which in 1810 was 24,552, of whom. 16,550 were white, had grown in 1825 to 45,300, of whom, perhaps, one-half were white. In spite of this rapid inerease of population, the attendance at the college in 1823 was only forty-four boarding pupils and thirty-five day pupils, the smallness of the total amounting to a confession of failure. The most plausible explanation of the fail- ure of the institution to meet the expectations of its founders is to be sought in the unwise poliey of that day in regard to the terms of admission. Pupils whose pa- rents were in good circumstances were required to pay tuition fees, while gratuitous instruction was given only to those whose parents were shown to the satisfaction of the regents to be in destitution. "The sons of the latter," says Mr. Gayarre, "were always dubbed 'eharity students,' and thus marked with the badge of poverty, they were treated as the plebs of the institution." It is not surprising, therefore, that the pride of the poorer classes was aroused, and that rather than subjeet their ehil- dren to such indignity, they preferred to allow them to grow up in ignoranee.
In 1808 an aet of the Territorial Legislature had been passed to establish public schools throughout the Territory, but this seems to have been rendered nugatory the following year by a provision that the school tax should be collected only from those that were willing to pay it. When the State of Louisiana entered the Union in 1812, the first constitution made no provision for public education, it being probably intended that the whole matter should be left to legislative aetion.
According to the annual message of Governor Roman of 1831, it was in 1818, just one hundred years after the founding of New Orleans, that the first effective law eoneerning a system of publie schools was passed by the General Assembly. Comparatively liberal appropriations were made in the following years, the amount inereasing from $13,000 in 1820 to $27,000 in 1824. Unfortunately it was not primary instruction that ocenpied the attention of the Legislature, but the establish- ment of a college or academy in every parish of the State, to which, as in the case of the College of Orleans, both paying and non-paying pupils were to be admitted. In the two primary schools of New Orleans, gratuitous instruction was given only
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to pupils between the ages of seven and fourteen, with a preference shown to at least fifty pupils of the indigent classes.
Such distinctions would naturally result in injury to any system of public in- struction, and we are hardly surprised to learn that one parish of the State refused to accept the money appropriated for schools. "In twelve years," says Governor Roman, "the total expenditure in the State amounted to $354,000, and it was doubtful whether 354 indigent students had derived from the schools the advan- tages which the Legislature wished to extend to that class."
The governors of the State, wiser than the Legislatures, often recommended the establishment of wholly free schools, supported by taxation, but the idea was novel in Louisiana, and grew very slowly in public esteem. Moreover, there was a considerable number of the people who maintained that the education of the youth was a family matter, and that it did not concern the State to interfere.
Out of the large appropriations mentioned above, a considerable number of academies, or colleges, had been created in the country parishes to absorb the public funds and offer but scanty opportunities of instruction to the youth of the State. In New Orleans, the central and the two primary schools, poorly patronized, con- tinued to lead a precarious existence until the year 1841, when they were absorbed in the new system. It is refreshing to turn to the legislative act of this year, and to see how the General Assembly had awakened to a sense of the errors of the past, and had determined to offer in New Orleans an enlightened example of what public education should be-an example that was soon to be followed throughout the State. Before taking up this second epoch in the educational history of New Orleans, it will be necessary for completeness to turn back and say a few words about the private institutions that in the early period supplemented the public instruction.
These institutions, though never of a high grade, seem to have been compara- tively numerous, and were doubtless well patronized. Almost the only sources of information concerning them are tradition and the files of old newspapers in the archives of the City Hall. Among the latter, Professor Alcée Fortier, with a praiseworthy spirit of research, has delved, and from them has drawn forth some interesting notices of private schools which were established in New Orleans in the first quarter of this century. (See his "Louisiana Studies.") Some of the advertise- ments contain curious specimens of English solecisms that mark a period when the prevailing culture was French. Following in his footsteps, the present writer has brought to light some additional notices of private schools which may prove of
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interest to the modern reader. The first, taken from the Louisiana Gazette of 1805, shows that a teacher of that day expected to bear as heavy a burden as at the present time. It runs as follows: "An English school is opened in Bienville street for the teaching of English pronunciation, reading, writing, arithmetic, grammar, geo- graphy, etc. The hours are from 8 to 12 forenoon and 2 to 5 afternoon. The price of tuition is three dollars a month. Also, an evening school, at which those young gentlemen who wish to devote a few hours in the evening to the attainment of use- ful knowledge may find rational entertainment. Private lessons upon reasonable terms. Francis Hacket, Teacher."
A more interesting one is to be found in the Louisiana Courier of January 13, 1813. It is in the form of an address to the inhabitants of New Orleans and of the State, and is signed "G. Dorfeuille." This gentleman declares that he had witnessed without alarm the establishment of the College of Orleans, and had flattered himself that the foundation of such an institution by inspiring all the citizens with the desire of procuring the precious advantages of education, would not only not destroy the secondary schools, but would encourage them. In this he had been bitterly disappointed, for the college had derogated from its plan and had become a primary school. "How," he continues, "such elementary exercises can be reconciled with the functions of a college, I shall not try to decide. Such measures, however, tend to deprive teachers of their living, and leave them no re- source except that of going back, if they can, to the place where they enjoyed the esteem of the community. Fully convinced, however, that each individual owes the exercise of his talents to all those who stand in need, I intend to establish a school for the education of colored children. Such an institution is entirely lacking in this portion of the country, and the enlightened persons who heretofore were de- sirous of having their children educated-I refer to the prudent colored people- were obliged to send them to the North. On them I depend for support. Eighteen or twenty pupils having been already promised, the school will be opened on Mon- day."
No further notice of this interesting experiment has been discovered. The address has been quoted in full, first, because it mentions the low grade that the recently established College of Orleans had adopted; and secondly, because M. Dorfeuille's school and that of the Ursulines were the only ones, as far as the present writer is informed, that ever made an attempt to educate the colored people before the time of the civil war. While there was probably no interference at this time with M. Dorfcuille's school, which was doubtless intended for free people of
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color, it would have been suppressed seventeen years later, when the abolition agi- tation in the North led the South to believe that it was dangerous to allow the negro to learn the "mystery of the alphabet." In fact, the feeling on the subject grew so intense in Louisiana that in the year 1830 not only was it forbidden by law to teach the slave to read, but free persons of color were required to withdraw from the State.
Karl Postl, who visited New Orleans in 1826 (see his "Tour in America"*) tells us that the institutions of the city at that time were inferior to those of other cities of less wealth and equal extent. After mentioning the College of Orleans and an "inferior institution conducted by the Catholic clergy," he states that the best school is kept by "Mr. Shute, rector of the Episcopal church, an enlightened and clever man." Universal history and the primary branches were taught by this gen- tleman in his rectory. With respect to the female sex, the Creoles werc educated by the Ursulines ; the Protestant young ladies by some boarding school mistresses, partly French, partly American, who came from the North. "The better class of Anglo-Americans," he adds, "prefer sending their daughters to Northern institu- tions, where they remain two years." Poydras Asylum was educating sixty girls, while a second asylum for boys had forty.
SECOND PERIOD.
Let us now turn to the public schools of the second period. It has been noted that this was the period of permanent establishment (1841-1860.) The educational necessities of the city had grown with the increase of population, which had been phenomenal. There were now (1840) 102,000 souls-more than double the num- ber of a decade before. Of thesc, about 60,000 were white. For this portion of the population the Legislature of 1841 decreed that "the councils of the different mu- nicipalities of New Orleans (there were three) are authorized and required to establish within their respective limits one or more public schools for the free in- struction of the children residing therein, to make such regulations as they judge proper for the organization, administration and discipline of the said schools, and to levy a tax for the maintenance of the same. Every white child residing in a municipality shall be admitted to and receive instruction in the schools established therein." The State treasurer was ordered to pay over annually a certain sum for the support of these schools, while we find the municipalities making provision in one way or another for the same purpose. For instance, the second municipality
*This work was kindly lent me by Mr. Wm. Beer, Librarian of the Howard Library.
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passed an ordinance to the effect that all excess of fees received by the harbor mas- ter over and above the salary allowed by law should be devoted to the support of public schools, adding that the only requisites for admission to the schools should be good behavior, regular attendance and cleanliness. Three years later one of the municipalities raised by taxation and other methods the sum of $11,000 for its schools.
At first the schools met with some opposition, but before two years had passed the pupils came crowding in to enjoy the advantages offered them. High schools were established to supplement the primary instruction. The number of pupils increased from 950 in 1842 to 6,385 in 1850, while the white population increased only about 31,000. Thus, after only a short period of probation, the public schools of New Orleans were established on the sound basis of perfect equality to all whites and of at least a partial dependence on local taxation. The advance in this latter direction was of special importance; for it is safe to say that no community ever failed to patronize schools supported even partly by self-imposed taxes.
The new constitution of 1845, taking its cue from the free public schools of New Orleans, established similar ones throughout the State, though dissimilar conditions in the country prevented them from meeting with similar success. Moreover, it provided for a new system of management. Up to this time the Sec- retary of State, in addition to other manifold duties, had been required to take charge of the educational affairs of the State; but from this time on we are to see a State Superintendent of Education devoting his time and energies to the estab- lishment of an extensive system of schools and making regular reports to the General Assembly. The first man appointed to this high office was a ripe scholar, an experienced teacher, and a brilliant orator. The schools of New Orleans, as well as throughout Louisiana, soon began to feel the vivifying influence of Alexan- der Dimitry's strong personality, and the whole State has reason to revere the memory of this first superintendent .*
In his first report (1848), Mr. Dimitry gives an instructive account of the progress of education in New Orleans, as well as in the State at large. In the city, he states, the third municipality (between Esplanade and Lake Borgne) had not carried its public schools beyond the grade of sound primary instruction, but the
*Mr. Dimitry had been superintendent of the third municipality in the city. Among others prominent in the organization of the city schools, Prof. Fortier mentions S. J. Peters, Joshua Baldwin, Dr. Picton, J. A. Maybin, Robt. McNair, Thos. Sloo and J. A. Shaw. The second municipality schools, under Shaw, were the most successful.
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first municipality (Vieux Quartier) had maintained a course of instruction in the French and English languages, demanding respective teachers and duplicate text- books for its schools. Moreover, high and intermediate schools for both sexes had been established, increasing the expense for teachers of higher qualifications and requiring text-books of greater cost. In the second municipality (American quar- ter) Mr. Dimitry calls attention to the ampleness of the school appliances, the organization of its high schools for boys and girls, the outlay for text-books and scientific apparatus procured at the public expense, and adds that these schools would not suffer by comparison with schools of a similar character in any part of the land. The three municipalities were then expending about $103,000 annually on their prosperous institutions. "Yet," says Mr. Dimitry, "when the schools were about to be established, the announcement was received by some with doubt, by others with ridicule, if not hostility. When the schools of the second municipality were opened in 1842, in spite of the fervor of directors, in spite of personal appeals and exhortations to parents, not more than thirteen pupils appeared on the benches, out of a minor population more than three thousand strong." In 1848 public sen- timent had totally changed. "The thousands that now bless the existence of these schools will tell us what vigorous efforts and extended perseverance will do in behalf of a cause noble enough in itself to command friends that will not be balked."
Under Dimitry and his successors, the schools of New Orleans continued to prosper. As early as 1853, Superintendent Nicholas had recommended the estab- lishment of a normal school, declaring that there was none in the United States and only one in Canada. Finally, in 1858, largely through the exertions of Hon. William O. Rogers, then superintendent of the First district schools, now secretary of Tulane University, a normal school, the first in Louisiana, was opened in New Orleans. It continued to be an important element in our educational development until the civil war put an end to its usefulness. It may be well to mention here that in 1852 the three municipalities of the city were consolidated, but the three school districts, with separate boards and superintendents, were kept distinct, and in 1852 a fourth, that of Lafayette, was added. This arrangement continued until the second year of the civil war.
PRIVATE INSTITUTIONS.
While the public schools of the city were making rapid progress in numbers and in efficiency, there seems to have been no dearth of private schools. When once the enthusiasm of the people for education is aroused, the private and the public institutions will enter into a generous rivalry, and will be of mutual benefit.
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In 1844 Mr. Lewis Elkin, proprietor of the Orleans High School, situated on Esplanade avenue, transferred this institution to Messieurs Mervoyer, Wyndham, and Everett, who had been professors in the defunct Jefferson College of St. James parish. These three gentlemen offered to the public all the branches of a liberal education. Besides the directors, who taught the classics, English and history, there were named in the prospectus Macmanus, professor of Mathematics ; Fuentes, professor of Spanish and bookkeeping; S. Rouen, professor of French; Varney, .professor of music; Jaume, professor of drawing ; and Devoti, professor of dancing.
In October, 1853, one of the New Orleans journals announced that the College of Louisiana, which had been established on Dauphine street at great expense by M. Louis Dufau, had been removed to St. James parish, and had taken possession of the buildings of the ex-Jefferson College. The buildings vacated on Dauphine street, it was added, would be occupied by the Young Ladies' Academy of Mme. Deron. The same journal announced that an institution under the title of Audu- bon College, was about to be established by Professor Simon Rouen.
Professor Rouen was the most distinguished professor of French in New Orleans at this period. We have seen that he was professor of this language in the Orleans High School. He had also been principal of the Boys' High School in the Second district. In 1853 he opened his college, named in honor of the great Lou- isiana naturalist, at the corner of Dumaine and Burgundy streets. Here he taught for six years, when, on account of ill health, he transferred the institution to Pro- fessor Lavender. Audubon College was opened to pupils all the year around, there being only a brief vacation at the end of August. The institution was so popular that at one time it enrolled as many as three hundred pupils, drawn from the best Creole familics. The course of instruction was thorough in every respect, the prin- cipal being assisted by Professors Auchmuty in history, English and mathematics ; Battier in mathematics, Durel in English and arithmetic, Darot in French, De Tornos in Spanish, Gittermann in German and Greek, Glynn in English, Gaunt in penmanship. The professor of drawing was the distinguished architect, J. N. De Pouilly.
During and after the civil war, Professor Rouen continued to teach French in other institutions of the city.
At this time one of the best institutions for young ladies was kept by Miss Hull. To this excellent school many of the elderly ladies of New Orleans still look back with tender recollections. During the same period the Library and Lyceum Association, established largely by the efforts of Mr. N. R. Jennings, was an important factor in educational development.
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THIRD PERIOD.
In 1862 New Orleans fell into the hands of the Federals, and when General Butler took command of the city, he consolidated the four school districts then existing and brought all the schools under one management. Under the new condi- tions this was doubtless a wise provision, for different text-books were used in the various districts; the French language was used as the medium of instruction in some of the schools below Canal street, and there was much confusion when parents moved from one district to another. From this time on we find a general uniformity . in methods and management.
Moreover, the slaves within Federal lines were all freed January 1, 1863, and it was necessary to make provision for their education. The first public schools for negroes were established in 1863 under General Banks, then in command of the Department of the Gulf. In 1864 he issued General Order No. 38, which consti- tuted a board of education "for the rudimental education of the freedmen in his department, so as to place within their reach the elements of knowledge." In 1865 the Freedman's Bureau was created. Besides other extraordinary powers, this board was to cooperate with the military authorities, and free transportation was furnished to teachers, books, and school furniture. Under this Bureau large sums, it is not known how large, were expended for schools in New Orleans.
The first superintendent of the public schools of New Orleans under the con- solidated system was J. B. Carter, a Union man, who served until 1865. In this year Mr. William O. Rogers succeeded to the office, and held it for five years. The first report of Mr. Rogers (1867) shows that he had many difficulties to contend with, but that he labored diligently to increase the number of school buildings and to bring order and system out of the existing chaotic conditions. White and colored pupils were duly provided for, and the number of the latter alone rose in 1868 to 4,403, with fifty-two teachers. During the latter part of Mr. Rogers' administra- tion, however, the "carpet-bag" adventurers came into power, and extreme recon- struction measures were put into force. One of these measures was Rule No. 39, passed by the Board of Education April 8, 1870, admitting colored pupils to the white schools, in accordance with a law of the "carpet-bag" Legislature. This rule aroused the bitterest feelings of opposition in New Orleans, and in spite of the exertions of State Superintendent Conway, who rendered himself obnoxious by his ill-advised efforts, it was found impossible to enforce it. The agitation did not cease until some years later, when separate schools were provided for the two races. Mr. Rogers, however, withdrew, and became the founder of a new system of parochial
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schools for whites, in connection with the Sylvester-Larned Institute for giris. This venture, which was supported by the Presbyterian churches of the city, proved a success.
His successor as superintendent of the New Orleans schools was Mr. J. B. Carter, who in this second incumbency, served from 1870 until 1873, when he was superseded by Captain C. W. Boothby, who is now (1900) the superintendent of the United States branch mint in New Orleans.
This was a period of storm and stress. Superintendent Boothby was person- ally opposed to mixed schools, and tried in every way to tide over the troubles that arose under the law permitting this unfortunate condition of affairs. Under Cap- tain Boothby's administration the number of colored pupils rose to 7,000, and the school accommodations were taxed to such an extent that he urged the use of the McDonogh fund for the erection of new buildings. The school board at this time was composed of the Hon. Michael Hahn, Albert Shaw and others. Acting on the suggestion of Captain Boothby, the board erected six McDonogh buildings, having together a seating capacity of 3,600 pupils. This enabled the city to dispense with a number of inferior school houses, for which a high rent had been paid. The su- perintendent, while exerting himself for this extension of facilities, received effi- cient aid from Professor J. V. Calhoun, the present State Superintendent of Education, whom he appointed assistant superintendent; and from Professor War- ren Easton, whom he appointed principal of one of the important schools under his care. At the close of his term in 1877, Superintendent Boothby left 26,000 pupils in the schools, under 450 teachers.
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