USA > Tennessee > Williamson County > History of Tennessee, from the earliest time to the present; together with an historical and a biographical sketch of Maury, Williamson, Rutherford, Wilson, Bedford and Marshall counties, besides a valuable fund of notes, reminiscences, observations, etc., etc. Vol. 1 > Part 49
USA > Tennessee > Maury County > History of Tennessee, from the earliest time to the present; together with an historical and a biographical sketch of Maury, Williamson, Rutherford, Wilson, Bedford and Marshall counties, besides a valuable fund of notes, reminiscences, observations, etc., etc. Vol. 1 > Part 49
USA > Tennessee > Rutherford County > History of Tennessee, from the earliest time to the present; together with an historical and a biographical sketch of Maury, Williamson, Rutherford, Wilson, Bedford and Marshall counties, besides a valuable fund of notes, reminiscences, observations, etc., etc. Vol. 1 > Part 49
USA > Tennessee > Wilson County > History of Tennessee, from the earliest time to the present; together with an historical and a biographical sketch of Maury, Williamson, Rutherford, Wilson, Bedford and Marshall counties, besides a valuable fund of notes, reminiscences, observations, etc., etc. Vol. 1 > Part 49
USA > Tennessee > Bedford County > History of Tennessee, from the earliest time to the present; together with an historical and a biographical sketch of Maury, Williamson, Rutherford, Wilson, Bedford and Marshall counties, besides a valuable fund of notes, reminiscences, observations, etc., etc. Vol. 1 > Part 49
USA > Tennessee > Marshall County > History of Tennessee, from the earliest time to the present; together with an historical and a biographical sketch of Maury, Williamson, Rutherford, Wilson, Bedford and Marshall counties, besides a valuable fund of notes, reminiscences, observations, etc., etc. Vol. 1 > Part 49
USA > Tennessee > History of Tennessee from the earliest time to the present , together with an historical and a biographical sketch of from twenty-five to thirty counties of east Tennessee, besides a valuable fund of notes, original observations, reminiscences, etc., etc. V. 1 > Part 49
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From the State treasury. $100,000 00
In lieu of land tax. 2,000 00
School tax on property 60,427 71
School tax on polls. 25,469 70
Bonuses from banks and insurance companies. 12,260 88
Proceeds of escheated lands .. 1,617 34
Interest on school bonds in Bank of Tennessee 951 37
Total $202,727 00
The scholastic population at that date being 289,609, the allowance for each child amounted to 70 cents, while previous to the passage of the act of 1854 it averaged about 40 cents.
In 1856 it was enacted that each county court of the State, on the first Monday in January of each year, should appoint one or more com- missioners, whose duty it was "to examine all applicants to teach free schools." Another law of some importance was passed in 1851, author- izing commissioners to employ female teachers in any school, and to pay them in the same manner as was provided for male teachers.
27
430
HISTORY OF TENNESSEE.
The first public graded school in the State was established in Nash- ville in 1855. Three years previous to that time Alfred Hume, long an eminent teacher in Nashville, was engaged by the city council to visit various cities in other States where public schools were in operation to investigate their practical works. From the information thus obtained he made a thorough and exhaustive report, which was favorably received, and preparations for the erection of a school building were soon after begun. Upon its completion six teachers, all gentlemen, were employed, and the schools formally opened for pupils February 26, 1855. The schools were popular and successful from the first. Other buildings were soon after provided and the facilities greatly increased.
March 20, 1858, an act was passed incorporating the Memphis city schools. It placed them under the control of a board of visitors consist- ing of one member from each ward elected on the first Saturday in June of each year. They were authorized to levy a tax for school purposes not to exceed a ratio of $10 for every youth between the ages of eight and sixteen years. The act was amended two years later, and the limit of the tax levy increased to $15 for each white youth between the ages of six and eighteen years. The board was authorized to erect buildings at a cost not to exceed $75,000, except by a vote of the citizens. Per- mission was also given to the city council to issue bonds for the whole or a portion of the amount expended. Thus the two leading cities were supplied with efficient public schools, whose success and popularity did much to encourage the cause of education throughout the State, and the period from 1855 to 1861 was the most prosperous in the history of the common schools previous to the civil war. But, taken as a whole, the more than forty years of experimenting, altering, abolishing, amending and repealing, must be regarded as a stupendous failure when it is re- membered that in 1860 one adult white person out of every five had never seen the inside of a school-room.
The same causes, however, which prevented the success of popular education promoted the cause of the private schools, academies and sem- inaries. These institutions sprang up all over the State, and many of them obtained a wide reputation for the excellence of their discipline and instruction. Indeed it is doubtful if any other State in the Union, according to its population, possessed a greater number of schools of high character. The result was that those persons able to avail themselves of the advantages of these institutions were as a rule thoroughly educated.
During the war education was almost at a stand-still. The public schools were suspended, private schools, acadamies and seminaries were closed, many of them never to be reopened. The buildings, too, suffered
431
HISTORY OF TENNESSEE.
in the general devastation. Many were entirely destroyed, while others were used in turn by the opposing armies for hospitals and camps.
At the close of hostilities the educational problem confronting the people of Tennessee was one of the most appalling ever presented to any people. With over 70,000 illiterate adult white persons at the beginning of the war, augmented by thousands, deprived of schools during the suc- ceeding four years, in addition to nearly 300,000 helplessly illiterate freedmen; the situation was not only overwhelmingly discouraging, but positively dangerous. Under the most favorable circumstances to educate such a population and fit it for intelligent citizenship, was an almost hopeless undertaking, but how much more so when impoverished by war and demoralized by a social revolution. The first step toward the reorganization of the common schools was taken in April, 1865, when the following resolution was presented to the Senate by John Trimble:
Resolved, That it be referred to the committee on comon schools and education to take into early and earnest consideration the whole matter of free common schools, and at as early a date as practicable, report a system of free common schools to be put into operation throughout the State. That it also report what tax is necessary, and how the same may be raised.
This resolution, under a suspension of the rules, was referred to the designated committee, of which W. Bosson was chairman. The committee asked that the time to make the report be postponed until the next session, which was granted. The summer of 1865 was employed in read- . ing the school laws of other States, corresponding with state superin- tendents, receiving their reports and suggestions, and perfecting the original bill. It was then sent to eminent educators in various States for criticism. On October 25, 1865, the bill, accompanied by a petition, was presented to the Senate. After undergoing many amendments, rejec- tions and reconsiderations in both houses, it finally became a law in March, 1867. Under its provisions the territorial divisions remained the same as under the old law. The officers provided were a state super- intendent, county superintendents, a board of education for each civil district, and three directors for each subdistrict. The money appro- priated consisted of the proceeds of the school fund, a property tax of 2 mills upon the dollar, a poll tax of 25 cents, and a railroad tax, one-fourth of 1 per cent a mile for each passenger. The annual income from all these sources was paid on the warrant of the comptroller to the state superintendent, and by him distributed to the county superintendents, who acted as county treasurers, and paid all orders of the board of educa- tion both for the civil districts and subdistricts. It was made obliga- tory upon the directors, or in case of their negleet, upon the board of directors, to maintain a free school in every subdistrict for a period of
-
432
HISTORY OF TENNESSEE.
five months every year. If the school fund were insufficient to defray the expenses of such school the subdistricts were required to levy a tax sufficient to make up the deficiency. The benefits of the schools were free to all of legal age, both white and black without restriction, except that they were to be taught separately.
Although the law was to go into effect with the election of school directors, on the first Saturday in June, 1867, so great was the opposition to it, and so many the obstacles to be overcome that it was nearly two years before it became generally established. The state superintendent's office, with Gen. John Eaton, Jr., at its head, was opened in October, 1867, at which time, as he reported, only here and there had any com- munity complied with any of the requirements of the law. With char- acteristic energy and devotion to the cause he set to work to put in motion the machinery of the new system. County superintendents were appointed, meetings of teachers and superintendents held, addressss de- livered, and all possible means used to arouse the educational sentiment of the people. The law, however, was too far in advance of public opin- ion. The support of the schools, by a tax upon property, met with little favor, while the granting of equal educational advantages to the colored children met with the most violent opposition. The following extract from county superintendents' report for 1868 and 1869 illustrates the - popular sentiment: "Monroe County has a strong element that is hos- tile to popular education, and sticks at nothing to embarrass the working of free schools." The superintendent of Davidson County reported that .among the great difficulties to be overcome, one of the greatest, was the organization of colored schools. There were no houses for that pur- pose, and there was a general prejudice against negro education, so that there were only a few white people who would, and dared assist, the col- ored people in building schoolhouses. " Most of the directors in this county (Weakley) shake their heads when I talk to them about colored schools, and say this is not the time for such schools. Others are will- ing to do all they can for them, but are afraid of public opinion." The following extract is from the report of the state superintendent: "Super- intendents, directors and teachers resigned their positions on account of threats of personal violence. In July, 1869, sixty-three counties reported thirty-seven schoolhouses had been burned. Teachers were mobbed and whipped; ropes were put around their necks, accompanied with threats of hanging; ladies were insulted. Not a few teachers were dissuaded from teaching out their schools, after they had commenced them, by the reports widely circulated and emphatically repeated, that the State would not disburse any money for schools. In addition to these difficulties super-
433
HISTORY OF TENNESSEE.
intendents and directors often had to employ those not so well qualified as they desired; instead of comfortable schoolhouses teachers often taught in a mere shell of a building; indeed, schools in the summer were report- ed to be taught under the shade of trees. Colored schools found most pupils compelled to begin with the alphabet. White schools sometimes exhibited a hardly less deplorable lack of knowledge of letters. One school reported, out of seventy-five enrolled, sixty-eight beginning the alphabet."
One of the most serious difficulties encountered was in securing & distribution of the school fund. The money raised for school purposes, in 1866, was employed by the State as a loan to liquidate the interest claims upon the railroad, for the payment of which the faith and credit of the State stood pledged, consequently the apportionment and distri- bution of the fund for that year did not take place until the fall of 1868, the amount being 48 and seven one-hundredths cents for each child. The distribution of the fund for 1867 was made in February, 1869, and amounted to about $400,000, or $1.15 for each child. Under the act of 1867 there was raised for that year, by several cities, counties and civil districts, by voluntary local taxation, and paid out for the use of their pub- lic schools. an amount aggregating about $130,000. All educational efforts, in the State, however, were soon after almost paralyzed by a decision of the supreme court, declaring that portion of the act providing for civil district taxation unconstitutional. The work of organization, however, was pushed on, and taking into consideration the unsettled condition of the country, the progress was exceedingly rapid. The state superintendent's report of the work up to September, 1869. gives the following results:
White.
Colored.
Total.
Number of schoolhouses built ..
456
172
628
Number of schoolhouse sites procured.
226
63
289
Number of schools opened ..
3,405
498
3,903
Number of teachers employed ..
..
4,614
Number of different pupils in attendance.
160,027
25,818
185,8-15
The work of establishing systems of public schools in the South after the war was greatly aided by the munificence of George Peabody, who, in 1867, placed in the hands of a board of trustees over $2,000.000, in money and securities, for the encouragement of education in the Southern States. This sum two years later he increased by nearly $1.500,000. To the donation of Mr. Peabody was added a gift of 130,000 volumes of school books from D. Appleton & Co. and A. S. Barnes & Co. These donations were made for the benefit of both races, white and colored,
434
HISTORY OF TENNESSEE.
without distinction. In November, 1867, Rev. Dr. Sears, the general agent of the trustees of the fund, visited Tennessee, and made arrange- ments to assist normal school instruction and to aid in the establishment of public schools in towns and cities after a certain amount had been done by the citizens. In this way graded schools were opened in Knoxville, Chattanooga, Cleveland, Clarksville, and other localities "where schools of that quality would otherwise have been impossible."
Some mention has been made of the attempt to establish colored schools. It was one of the most difficult tasks in the reorganization of the educational system. It was impossible that it should be otherwise. No matter what system or what set of men attempted it, the old prejudices were not ready to witness its progress in quiet. The general judgment that it must be done-that it was better that it should be done-for the whites as well as the blacks, did not suffice to prevent opposition, althoughi it gradually overcame it. The first attempt toward the education of the colored people was made in the autumn of 1862, when Miss Lucinda Humphrey, a hospital nurse, opened an evening school for the colored employes of the hospital at Memphis. Others followed, increasing from year to year, until in the winter of 1864-65 a method was provided for the colored people to enter actively into the work of supporting their own schools, and after which, in about five months, they paid for the purpose some $4,000, and the attendance was reported in and around Memphis as high as 1,949 in April, 1865, before the organization of the Freedmen's Bureau.
.
In Clarksville schools were established for them in 1864, and by the spring of 1865 had realized an attendance of some 300. During the same period Rev. J. G. McKee and his associates opened similarly flourishing schools in Nashville, and others did the same in Murfreesboro, Chatta- nooga, Knoxville, and other points .*
In the spring of 1865 the Freedmen's Bureau was established, and during the next four years disbursed over $150,000 in the State, the greater part of which was bestowed upon colored schools. Indeed a large part of the colored schoolhouses would not have been built without the aid thus obtained. In connection with this bureau various organizations operated efficiently, both in sustaining schools and in supplying well qualified and competent teachers. Several of these organizations ex- pended large amounts of money, estimated in 1869 at an aggregate of $300,000. At the close of the seventh decade popular education in Tennessee was higher than at any previous period in the history of the State. The school law of 1867 was the first legislative attempt to-
*Report of Superintendent of Public Instruction, 1869.
435
HISTORY OF TENNESSEE.
ward a thoroughly appointed state system of public instruction in Ten- nessee, and a great work had been accomplished under it; yet in a little more than two years after its enactment it was repealed. The cause of its failure to sustain itself is explained in the following extract from the report of the state superintendent for 1874:
"It is enough to say that the experiment was inopportunely made, and the projected system was ill-adapted to the prevailing condition of our people. The echoes of the war had not died away. Political and social disorder still prevailed throughout the State, and a people, not yet assured of their civil status, were not in a favorable condition to be very profitably concerned about a costly system of popular education, or to be cheerfully taxed for its support. Thus, lacking popular favor and confi- dence, the experiment failed, and may be now advantageously cited, in contrast with the ante bellum 'system,' as demonstrating that in public school enterprises, as in all other matters, as much harm may often result from attempting too much as from being content with too little; and further, that an active popular sympathy is essential to the success of any system of public instruction."
The repeal of the act of 1867 took place December 14, 1869. The state superintendent and county superintendents were ordered to turn over all the funds remaining in their hands to the comptroller of the State, and the former was given ninety days to wind up the affairs of his office. During the ten years from 1860 to 1870 no county in the State had more than three sessions of public schools, while many had no more than one. The private schools too were not so numerous, and many who had previously been able to pay tuition for their children were rendered un- able to do so by the misfortunes of the war. It is little to be wondered at that illiteracy increased most lamentably. While the white population increased but 13 per cent during the decade the increase in the number of white illiterates was 50 per cent. Upon the adoption of the constitu- tion of 1870 the clause in the old constitution concerning education was reaffirmed. It was further provided that " no school established or aided under this section shall allow white and negro children to be received as scholars together in the same school."
In July, 1870, an act to reorganize the public schools was passed. By this law the whole subject of popular education was virtually remitted to the counties, without imposing any obligations upon them to take action in the premises. No State levies upon property for school purposes were made, and a tax of 50 cents was imposed upon polls. The only offi- cers provided for were three commissioners for each civil district, who collectively constituted a county board of education, and into whose
436
HISTORY OF TENNESSEE.
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hands was placed the entire management of the schools. A subsequent act made the state treasurer superintendent of public instruction, ex officio, but no special duties were imposed upon him, and "he was a super- intendent without a charge and without authority." The absolute failure of this system, if it can be called a system, induced the State Teachers' Association to recommend to the agent of the Peabody Fund the pro- priety of appropriating $1,500 during the year 1872 toward the support of an agent to co-operate with the state treasurer, and to work under the immediate supervision of the association. This recommendation was adopted, and J. B. Killebrew appointed agent. He was soon after made assistant superintendent of public instruction, and in March, 1872, made a report which was published. It was found that less than thirty counties had levied a tax for school purposes, and in the remainder no action whatever had been taken. "In many of the counties where a school tax has been levied, commissioners have been elected who are op- posed to any system of public instruction and feel a greater desire to make public schools unpopular by making them inefficient and of but little value, than to see them gaining ground and winning their way to public favor by educating, elevating and refining the public heart and mind. In neighborhoods where a high order of intelligence prevails, and where a decided interest has been manifested by the best citizens, good schools exist under the county system. On the other hand, where these conditions do not exist, free schools of the most worthless character are kept up a few weeks in the year, and taught by men whose chief dis- tinction or fitness for the position lies in the severity and cruelty of their discipline and their adhesion to text-books used half a century ago. "* It was estimated by the assistant superintendent that during the year 1872 not one-fifth of the scholastic population of the State had any means of education. In some counties visited by him there was not a. single school, public or private, in operation, "nor were there any efforts being made by the citizens to remedy the deficiency." He justly pro- nounced the system then in operation "a farce and utterly devoid of vitality." At this time the trustees of the Peabody Fund rendered valu- able assistance to many cities, towns and districts in maintaining schools. In 1871 an aggregate of $24,900 was furnished to fifty-five schools; in 1872 a similar amount was granted.
No organization has done more to promote the educational interests of Tennessee than the State Teachers' Association, which was organized in July, 1865. Aside from the various measures of practical importance that owe their projection to this body, its meetings have awakened the
*Report of J. B. Killebrew.
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437
HISTORY OF TENNESSEE.
public mind to the great need of better educational facilities. To this association the present school law owes its existence. At their meeting in 1872 a committee was appointed to prepare a draft of a school law, and present it to the Legislature with a memorial asking for its adoption. In their communication to the Legislature the committee said:
"The friends of popular education from every part of Tennessee united together under the name of The Tennessee State Teachers' Asso- ciation' have been laboring for years past, and labor without money and without price, to procure the adoption of a system of public free schools to which the sons of the poor and the rich shall come with feelings of equality and independence; schools whose excellence shall attract all the children of our State, and which shall become the objects of pride and affection to every one of our citizens." "The system recommended by the association is one combining the State, the county and the district systems, retaining the valuable features of all and thus harmonizing all conflicting views as to different systems."
The form of the school law presented with the memorial was amended in a few particulars, and finally passed both houses in March, 1873. This law has since suffered but little modification. It provides for the appointment of a state superintendent, county superintendent and dis- trict school directors. The state superintendent is nominated by the governor and confirmed by the Senate. He is allowed an annual salary of $1,995, and is required to devote his entire time and attention to his duties. His duties are to collect and disseminate information in rela- tion to public schools; to make tours of inspection among the public schools throughout the State; to see that the school laws and regulations are faithfully executed; to prepare and distribute blanks, blank forms for all returns required by law; to appoint inspectors of schools; to require reports from county superintendents, or some one appointed in his place; to prescribe the mode of examining and licensing teachers; to re- port to the comptroller on the 1st of December of each year the schol- astic population, and to report to the governor annually all information regarding the schools.
The county superintendents are elected biennially by the county courts of each county, which also fixes their salaries. They are required to visit the schools, confer with teachers and directors, to examine teach- ers and issue certificates, to report to the county trustee the scholastic population of their respective counties, and to report to the state super- intendent whenever required.
The law provides for the election of three directors for each school district for a term of three vears, one going out each year. The election
438
HISTORY OF TENNESSEE.
is held on the first Thursday in August by the sheriff of each county. The directors are required to explain and enforce the school law, and for this purpose to visit the schools within the district from time to time; to employ teachers and, if necessary, to dismiss them; to suspend or dismiss pupils when the prosperity of the school makes it necessary; to use the school fund in such manner as will best promote the interest of public schools in their respective districts; to hold regu- lar meetings and call meetings of the people of the districts for consulta- tion; to keep separate and apart the schools for white and colored chil- dren; to disburse the school funds; to take care of the public school property, and to report to county superintendents.
The clerk and treasurer of the district, who is elected from the board of directors, is required to take the census of all persons between six and eighteen years of age, in the month of July, to gather statistics and to keep a report of proceedings. He is allowed 2 cents per capita for tak- ing the scholastic population, and that constitutes his compensation for his year's service as clerk. Public school officers and teachers are en- joined, under a penalty of not less than $200 nor more than $500 and removal, for having any pecuniary interest in the sale of school books, furniture or apparatus, or from acting as agent for the sale of such, or from receiving any gift for their influence in recommending or procuring the use in the school of any of the articles mentioned.
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