USA > North Carolina > Edgecombe County > History of Edgecombe County, North Carolina > Part 34
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HISTORY OF EDGECOMBE COUNTY
common school system that was at the time used in Greece, and which had been adopted by the city schools of New York in May, 1829. The county could not have hoped to have had a better school than those patterned after the Greeks. Theirs was the most liberal of all educations, and their system later proved very beneficial in Edgecombe County.
It is not to be supposed, however, that the common school idea was adopted without opposition or that all that was needed was to say the word and it was done. Indeed, at the meeting at Tar- boro many were opposed to internal improvements of any kind. Politics were based, more or less, upon the attitude toward in- ternal improvements, and unfortunately education then, as now, was involved in politics. Much depended, therefore, upon how far the support of education would give to sustain the popularity of the representative in the Legislature.
At the time of the agitation Reding Pittman was representa- tive from Edgecombe. He was nominated by reason of his oppo- sition to all internal improvements thus avoiding an increase of taxation-a very popular attitude with the average citizen. Mr. Pittman, however, did not have an opportunity at this time to de- clare his attitude upon the educational bill to be introduced in the Legislature.
In the meantime all manner of methods to establish common schools were resisted. Committees were appointed who proposed systems of general education, lotteries were devised to raise school funds, a literary fund law was recommended, and even Sunday schools were suggested to teach the youths of the State. All these proposals, and recommendations, however, fell by the wayside. In these various attempts Mr. Joyner, secretary of the Tarboro Academy, and Louis D. Wilson took an important part. Mr. Wilson was a member of the State Senate at the time and credit must be given for his enlightened attitude toward educational advancement.
In 1831 when the educational questions had been laid before the people for consideration, much more interest was manifested because of economic conditions. People who were deprived of the advantages of an education were leaving North Carolina, and some few were from Edgecombe, to settle in other states which had good schools. The movement toward a better education im-
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mediately commenced. Influential men devoted their time and talent to lecturing and writing about education, its uses, and advantages. The movement, therefore, instead of being opposed generally as in 1829, received popular endorsement. Only a few men were decided in their opposition.
The movement became so general and popular that politicians began to revise the attitude entertained prior to 1830. Reding Pittman, at the time a candidate for reelection to the Legislature, renounced his opposition to free schools. He denied making any statement which gave evidence of his having spoken against edu- cation. Charles Wilkinson, a man interested in education, made the charges against Mr. Pittman during the election, and had witnesses who were present at the time Mr. Pittman made the statement to take oath before a Justice of the Peace that the fol- lowing was correct :
"Mr. Pittman came to my house about the time the meeting was held in Tarborough respecting free schools. He stated that one objection he had against them was, that the poor class of people were the class that did commit the most depredations or misde- meanors, and an education would make them more dangerous than they would be without it." The above named conversation took place in the presence of Levi Wilkinson, Robert Long, and Charles Wilkinson, the assistant of Mr. Pittman.
Mr. Pittman failed to receive. many supporters, among whom were the illiterate classes. Robert Long, who was unable to read and write, swore before William Savage, a Justice of the Peace, in July, 1831, that the reason that he never voted for Mr. Pitt- man was because of his open statements about not educating the poor. After Mr. Pittman's failure to be reelected he said: "In justice to Mr. Wilkinson, I will say that he is generally believed to be a man of truth, and I believe that he thinks that I used the language above stated."
Fortunately Edgecombe possessed men of strong minds and abil- ity who favored the movement, and who used their influence to secure State aid. Among these men was Isaac Norfleet, for many years a Justice of the Peace in the county, and a man who was appointed to codify the laws of North Carolina in 1815. Louis D. Wilson also became an advocate of education, and later showed his interest in the poor by leaving them by will a large sum of
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HISTORY OF EDGECOMBE COUNTY
money. Dr. Thomas T. Hall was also a champion of education, and exerted his influence toward a rapid culmination of the move- ment. As the years passed men with influence and vision caught the spirit, and when R. R. Bridgers and others reached the period of action, much weight was thrown into the movement for more enlightenment and less evil.
In 1838-9, when the popular approval made its demand, the Assembly considered means to establish public schools. H. G. Spruill offered a resolution and a plan which suggested the divi- sion of each county into school districts, and holding an election in each district on the question of school or no school. It is not necessary to go into the provisions stipulated in the bill. The plan was introduced in the Senate, and as a result of the educa- tional campaign in the Assembly the bill passed on January 7, 1839. The law submitting the question of schools or no schools was submitted to the voters in Edgecombe in August, 1839. In the bill was a provision whereby a tax was to be levied to pay one-half of the teacher's salary, which was $240.00 per year. The ław also carried a provision for the district refusing to establish schools to vote on the question every year until schools were established.
The results of the election in Edgecombe, according to the Raleigh Register and the Tarboro Free Press, were all but prom- ising. The law failed flatly without any reason worthy of com- ment. The return of the votes showed that the wealthy and pros- perous county of Edgecombe polled only 165 votes for free schools, and 1,075 against them. Robert Bryan and William S. Baker were members of the House, and Louis D. Wilson, member of the Senate. These men, in spite of the sentiment prevailing against education, had supported the bill in the Assembly. They voted and advocated the division of the counties into school districts, the appointment of school committees by the county commission- ers, and the election of a county superintendent. Their memory should ever survive, though they failed in a worthy cause.
Edgecombe voted against free schools for several years and withstood the common jests until the system was practically thrust upon her. The Tarboro Southerner, in commenting on the law establishing common schools, gave apologetic remarks for Edgecombe's position. People in the counties which had adopted
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free schools, it was stated, could not understand the true reason for the county's opposition. The pecuniary bait, it was claimed, though small, was too alluring. "Reason had not her sovereignty respected, and the well established fact that a loose, inferior sys- tem of discipline and instruction was injurious rather than bene- ficial, something to be avoided rather than be purchased." The writer attempted to prove that Edgecombe, "in this as well as all her other principles," was correct.
It was true that the beginning of the common school system was defective and that few benefits of the system at the first was far from commensurate with the expense. However, the wisdom of the few faithful advocates was not ineffectual, for after the movement was well established under competent men the system of education proved advantageous even in Edgecombe. This fact became evident when the system was forced on the county, it considered well the question of how to make the educational plan efficient. It needed only the support of those who were opposed, for it was only a failure when not supported, and a success when the citizens got behind the movement.
In less than ten years after the county was divided into dis- tricts and had school committees appointed, forty-three common schools with an average of thirty pupils were established in Edgecombe. In 1850 the county received $3,200.00 from the public school fund to support the movement. In 1852 D. Barlow, chairman of the Board of Superintendents of Common Schools, reported forty-two school districts, with thirty-nine having schools which were conducted for four and one-half months. The num- ber of male children between five and twenty-one was 1,671; females between the same ages, 1,474. Out of this number 714 males and 429 females received instructions in the common schools. The entire amount expended for the support of schools for the term was $3,467.67, while the educational board had a balance on hand of $4,254.60 in cash and bonds. This sum was appropriated for the support of schools for the following twelve months.
Were the common schools a failure, or did they prove inefficient ? In the light of faets the answer is obvious. If 1,143 children could receive schooling for four and one-half months at a cost of
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$3,467.67, or about $3.04 for each child, even though the school- ing be of the most meager kind, the system proved a success and a lasting good.
The people who formerly opposed the common schools, although reluctant in giving praise soon, gave unstinted support. In 1852 the county was entitled to an apportionment of $1,100.00. By an act passed by Legislature the county was empowered to raise by taxation one-third of this amount. Edgecombe had many chil- dren to educate, and by her industry and frugality had acquired sufficient means for this purpose, and by contributing such amounts, as they would have otherwise had to pay to the private schools, to common schools, they benefited their own children and at the same expense and under their own supervision conferred on the indigent a charity valuable and worthy.
The people soon realized the necessity of endorsing public schools, and the heretofore wavering editor of the Tarboro Southerner made an appeal for the leading men to consider the matter, to adopt a course that would lead to success and place the common schools in a position that would be an honor both to the understanding and sentiment of Edgecombe. In Edgecombe's characteristic manner when once an undertaking was started and success was achieved, the county must go further, and at- tempts were made to place the free schools far in advance of those of other counties, and to have others to emulate her example. The county aspired to become one that could show to the world that progress was no single purpose, no penurious effort based on selfishness, but a principle more lofty and ennobling for the im- provement of man, the promotion of happiness, and the advance- ment of a common cause.
At the February term of the Edgecombe County court in 1853 it was ordered that at the approaching August election a vote should be taken to ascertain the sentiment of the people as to the propriety of levying a tax to increase the common school fund. This was a very important matter and one which had been negli- gently delayed. This question touched the vitality of schools- a question which constituted a portion of the very foundation of county institutions and had received so little attention. An appeal was made for Edgecombe to speak out, and for Town
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Creek, Fishing Creek, and Conetoe, which were very passive at the time, to come forward and declare their sentiments. The ap- peal depicting the attitude of free suffrage is worthy of record:
"Surely," says the writer, "the citizens of Edgecombe are un- mindful of the revolutionary character of our social system. Surely they forget that today's prosperity is no surer against to- morrow's evils in that our laws, our institutions, our occupations, all conspire to render uncertain, aye, impossible, permanent family prosperity in that the political, intellectual, and moneyed leaders of the present generation, may leave their progeny the hewers of wood and drawers of water for the next. If not, let us work while it is yet day. Let them all do something while they have power. Politically we can do man no positive good, except by the development of his inherent powers and energies, and in this way, by education we can in the days of our affluence, at a cost we will hardly feel, confer benefits lasting as life. Shall we then prove so contracted in our selfishness, so near sighted in our policy as not to think and act a little for those that are to come after us? Are we unwilling to bear slight burdens now while we are able, for their lasting benefit in the days of their want? Or are we so foolishly vain as to think our descendants above the ills of chance or the influence of misfortune ?"
The records may be searched in vain for stronger language or a more logical point of argument for free education. The writer is unknown, but his anonymous memory should live in Edge- combe. Most unbelievers, after all, needed some one to think as they thought and then to change their manner of thinking. This was accomplished by good logic, as was shown in the election of August, 1853. A remarkable progress was achieved and more than $2,000.00 was subscribed in addition to the amount pro- vided by the law. Many improvements were made which encour- aged the spirit of progress which pervaded the people. New buildings were erected and the old ones improved. Public in- telligence was greatly advanced, and the pride of the towns and county was naturally affected. Indirectly the wealth and the prosperity of the citizens were increased. Many who had faltered for years now came forward and assisted, while Edgecombe real- ized the satisfaction of having redeemed itself.
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The increased interest in local schools was commented upon by occasional travelers in the county, and that the erection of school houses and the stimulation of education was the cause of Tar- boro's spontaneous growth. In 1850 Tarboro had a population of 306, while in 1860 it had a population of 1,048, thus more than tripling its population in ten years. Tarboro was referred to as being a place of refinement, its inhabitants literary, while the father was a classical scholar, and the mother wise in the estimate of her contemporaries. The children were skilled in all branches of education, and that the high eminence to which the people directed their minds in 1852 was reached in 1856, and that the people stood first in refinement as well as first in industry. The period from 1852 to 1860 is known in Edgecombe annals as the reformation. Correspondents from Norfolk, Va., and Raleigh, N. O., during this period make frequent references to the unusual growth of increasing interest in internal improvements.
The common school system went into existence in North Caro- lina in 1840, but remained inactive in Edgecombe until 1854. In 1850 the free schools here took on the spirit of improvement which made them among the first in the State in 1860. Harmon Ward became chairman of the County Board of Education, and reported a balance of cash on hand of $8,263.44. Acting in conjunction with Mr. Ward was David S. Reid, ex officio president of the literary board. This worked valuable advantages to the illit- erates in the county. In 1850 there were 1,935 whites-654 male, and 1,281 female who could not read or write, while out of ninety-eight free negroes not one knew one letter from another. The attendance at the various schools for this year were 1,467 whites, or 678 males and 589 females. No instruction was offered free negroes.
Dr. Wiley, Superintendent of Public Education, reported the Edgecombe schools increasing in efficiency and usefulness, and that progress was accelerated every year. Recommendation was made for additional funds to enlarge the system and to increase the teachers' pay in 1854.
In the meantime, the chairman of the school board of Edgecombe called attention to the fact that the Assembly of 1854 had created the new county of Wilson, and did not provide for the common school system in the new county. It was also stated that the
TYPICAL SCHOOLHOUSE IN THE EIGHTIES
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county of Wilson did not believe itself to have the power under the general law to organize the school machinery in Wilson County, and for this reason no school board was appointed. Edge- combe accordingly was placed in an embarrassing position, since the schools existing in the new county were of Edgecombe's ap- pointment, and it did not know where the responsibility rested. Dr. Wiley advised the authorities in Edgecombe to suspend action until the opinion of the president and directors of the literary fund could be secured. Edgecombe was subsequently requested to continue schools in Wilson for the year and give the legislation time to establish a uniform law for all new counties erected at that time.
In 1858 the county had twenty-five fair schools with twenty- two licensed teachers. For the support of these schools the sum of $6,462.39 was reported. Of this amount $3,168.20 was expended during the year, leaving a balance of $3,294.19 on hand. Of the original amount the State paid $1,202.16. The salary of teachers beginning this year began to steadily advance. Two new school houses were built, while a more systematic and financial policy was adopted.
During the war of 1861-65 the progress of education was more or less interrupted. In 1860 the public schools showed their highest development. The per capita expenditure was $1.25 on the number of children taught. This money was in part furnished from the interest on the permanent fund and in part paid by county taxation.
The results of the war swept away temporarily the principle of taxation, and left the school system more or less demoralized. There were one or two very good schools in Tarboro in 1867 which were well supported by the town and neighborhoood. A school for colored children was also established in the town, which was largely attended, and one also on a plantation a short dis- tance from Tarboro, numbering some ninety pupils. Both of the colored schools were under the auspices of northern charitable institutions and were in a flourishing condition.
At the time, however, when the local laws were suspended by the Federal Government, the increase of the State debt was un- precedented, the funds of the county were expended for current expenses, while the fund for the poor left by General Wilson
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went into the operating expense fund and was exhausted under the reconstruction regime. Much mismangement prevailed, and public officers were careless in handling the county funds. Edu- cation was the principle sufferer from the state of affairs. Prac- tically no fund was available for common schools. An attempt was made to replenish the State school funds by selling swamp lands, but almost as fast as the money was obtained it was absorbed by the increase in the official's salaries. The colored children became the object of charity and received northern money for education, while the funds for white children were promiscuously applied for selfish ends by white and negro Republican politicians. The Tarboro Collegiate Institute, erected before the war, had almost disappeared. This school was one of the best and largest in the eastern counties. Miss Whitehurst was principal, and Miss A. M. Farrar, elocutionist, and Misses Mary and Nettie Ewell, musical teachers. The exercises of 1865 were the last held by this school until about 1870. Rocky Mount Classical High School, established at the close of the war, continued in spite of the hardships it endured. This school was ably con- ducted by Reverend D. T. Fowles, a graduate of the State Uni- versity in 1849. Its average attendance was from twenty-five to forty scholars. Its purpose was to fit boys for business and to give them a good English education.
In 1870 the free schools were again placed on a growing basis. The race problem relative to education was also decided about this time. The first free school for white children in the county after the war was built this year in front of the house in which H. D. Teel then lived.1 It opened in the following spring for instruction. In 1878 interest in education was greatly stimulated. The law relating to the public schools and the appropriation of State funds proved very beneficial and the people of Edgecombe responded to the movement. The following year there were twenty-eight white schools in the county and forty-four colored. Emphasis was placed in giving the colored race an education and to the credit of the whites, the matter was fully considered and supported. A large school for the negro was erected at Prince- ville, another at Battleboro, a third school at Whitakers, and others at other places in the county. C. M. Epps, a negro teacher,
1 In Town Common.
NEGRO DOMESTIC ART CLASS
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received support from the white people and accomplished good until he was debarred from the negro schools by the negroes them- selves, who declared he was a Democrat. During the fusion era he was persecuted by his race. He later left Edgecombe County, and was appointed assistant superintendent of the colored Normal School at Plymouth.
In 1881 a permanent organization was effected having for its object the establishment and incorporation of a school at Tar- boro and to be known as the "Edgecombe High School." T. H. Gatlin was elected president, George Howard, vice-president, and N. M. Lawrence, secretary and treasurer. Thirteen of the leading citizens were elected trustees. Reverend J. D. Arnold was made principal. This school was modernly equipped with "National Desks," and a music department was established with good instru- ments. The rates of board and tuition were reasonable, and within reach of the middle class.
In 1882 noticeable progress was made in education. J. D. Jenkins, County Superintendent of Public Instruction, reported an examination for sixty-one teachers, of which number only six were white males, sixteen were white females; thirty-two were colored males, and seven colored females. The number of public schools was seventy-four, thirty-three white and forty-one colored. The number of pupils enrolled were 3,576, 817 of these being white, and 2,759 colored. The average attendance for the whites was 464, and 1,504 for the colored. The county was divided into five school districts for the whites and an equal num- ber for the colored. The whites had twenty-three schoolhouses and the colored thirty-three. The average salary per month of the white teacher was $27.13, of the colored, $23.55. The con- trast between the number enrolled and the number of children in the county is noticeable. There were 2,392 white children, and 5,687 colored. About one-third of the whites were enrolled, while nearly one-half of the colored children attended school. The difference, however, was more apparent than real, since many white children attended private schools.
In 1882 the movement for the first graded school in Edgecombe was suggested. One school was proposed for the whites and one for the colored. The graded school was the proposed remedy for the defects in the existing system of common schools. Four
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months in the year was more than the average time in which free schools were open, the money to run them being insufficient. The school committees were also forced to employ inferior teachers because of the lack of funds. This principle had brought free schools in more or less disrepute, and for this reason the attend- ance was very small. There was a small chance of the Legislature increasing taxes because the State was burdened with debt and was suffering from inefficiency. Even should this be done, the prejudice against free schools would not be eliminated for several years. For this reason the graded school was considered a remedy.
Tarboro at the beginning was opposed to voting for graded schools. The anti-school element pointed out, as one reason for objection, the fact that an educated negro had forged a note on his employer. They used the illustration that the chief end of man is happiness, and that a dog with a full belly was happy, therefore let man become like a dog. All manner of excuses were presented. Contentions were made that the graded schools would build up the town at the expense of the county, and therefore, both town and county would suffer. Moreover, it was claimed that graded schools would be of benefit to small children only and little help to those that were advanced. Taxes imposed were also too much for those in the opposition. The negroes even claimed that not enough money was given to them. A few whites also took the stand that those who were careful and solicitous about the moral and social training of their children were unwilling to have them come in contact with children whose training had been neglected. This ground afterwards proved erroneous, because the graded system strengthened the character and nature of the average child. It annihilated caste and autocracy among children. The rich and poor sat side by side in the same class under the same instruction, while the weak remained week, and the strong grew stronger. Intelligence, honesty, and integrity were the tests then as now by which all were tried and by which all fell or stood. The poor were elevated in the graded school system, the more fortunate were taught that the only distinctions of any value were those of intellectual and moral worth.
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