was educated at Princeton, and entered the ministry of the Presbyterian Church. "His log cabin," it has been said, "served for many years to North Carolina as an academy, a college and a theological seminary." This school educated many young men who afterwards became distinguished in the various callings of life.

The constitution of North Carolina adopted in 1776 declared that a school or schools shall be established, and that "all useful learning shall be duly encouraged and promoted in one or more universities." Accordingly in 1789 the University of North Carolina was incorporated, and three years later the institution was located at Chapel Hill, where it has since remained as a a flourishing university.

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*

Mention has already been made of the early establishment of schools in South Carolina through the active interest and liberality of Richard Beresford and James Child. To these may be added the school at Dorchester, which was established by an act of the legislature in 1734. It was provided "that the master of said school shall teach the learned languages, Latin and Greek tongues, and * catechise and instruct the youth in the principles of the Christian religion." It is expressly stated that the motive of this act was the desire manifested by the parents of Dorchester to have their children "instructed in grammar and other liberal arts and sciences."

During the colonial period no college was established in South Carolina. But through its public and private schools "the means of education were placed within the reach of all."* The interest in education continued during the troubled period of the Revolution; and at the close of hostilities "there Meriwether, History of Higher Education in South Carolina, p. 23. Vol. 10-13

were eleven public and three charitable grammar schools, and eight private schools, of which we know; that is, twenty-two schools in the twenty-four parishes and districts into which the state was divided.''*

Rural Schools and Education of Girls.

Not much can be said in praise of the rural neighborhood schools. The school houses were often rude log structures with clapboard roofs and split-log benches. The schoolmasters were, in many cases, not men of large literary attainments. But in schools of every class the discipline was severe. Both patrons and teachers believed heartily in the precept of Solomon touching the use of the rod; and, as a result, whipping was the ordinary form of punishment for offenses of all kinds. In this merciless use of the rod there was little regard for age or sex; young men and children, boys and girls, were all alike severely punished.

The education of girls was simple. In no part of our country, indeed, had it reached the advanced character of to-day. The daughter of the wealthy landowner received her instruction at home under a governess or in the select school kept by the minister of the parish. Besides reading, writing, and elementary mathematics, her education embraced a little French, embroidery and painting. There was instruction in music sufficient to render the simple melodies then in vogue. But if the young women of colonial days were deficient in the knowledge of books and arts, they understood domestic science, and acquired the social graces of a charming manner and sparkling conversation. The social functions of Virginia and the other Southern colonies were often brilliant affairs.

McCrady, Education in South Carolina, p. 34.

The primary course of instruction embraced the usual elementary branches, such as reading, writing, arithmetic and grammar. But in the academies or schools of secondary instruction Latin and Greek and the higher mathematics received especial attention. Owing to the large number of young men educated abroad, the humanistic training of the great public schools and universities of England was held in high esteem. Accordingly we find that Dr. Samuel Miller, of Princeton, expressed the belief in 1808 that "the learned languages, especially the Greek, were less studied in the Eastern than in the Southern and Middle States, and that while more individuals attended to classical learning there than here, it was attended to more superficially."'* And Hugh S. Legaré says that before and just after the Revolution "there can be no doubt their attainments in polite literature were very far superior to those of their contemporaries at the North, and the standard of scholarship in Charleston was consequently much higher than in any other city on the continent."

BIBLIOGRAPHY.-Adams: Thomas Jefferson and the University of Virginia (Bureau of Education); Bancroft: History of the United States; Campbell: History of Virginia; Carroll: Historical Collections of South Carolina; Howison: History of Virginia; Jones: Education in Georgia (Bureau of Education); McCrady: Education in South Carolina (Bureau of Education); McMaster: History of the People of the United States; Meriwether: History of Higher Education in South Carolina (Bureau of Education); Neill: English Colonization in America; Smith: History of Education in North Carolina (Bureau of Education); Steiner: History of Education in Maryland (Bureau of Education); History of the College of William and Mary.

FRANKLIN VERZELIUS NEWTON PAINTER,

Professor of Pedagogy, Roanoke College, Salem, Va.

Quoted in Meriwether, History of Higher Education in South Carolina, p. 27.

CHAPTER II.

EDUCATION IN THE SOUTH BEFORE
THE WAR.

Conditions and Limitations of Southern Educational
Efforts.

N the discussion of educational interests and educational work in the various parts of the Union, from the colonial period to 1861 and later, a proper account has not usually been taken of the conditions and limitations which controlled educational effort in the various sections. The states at large are, by the facts, divided into three groups, characterized respectively by special conditions and special modes of development.

In the New England states, from colonial times, the population has been generally more densely aggregated than elsewhere. The town or township early became the unit in civil government, and readily afforded pupils and material support for local schools. Homogeneous population and small farms made local taxation for such schools a logical and economic procedure, so that in any township where a school was really desired it could be maintained at the public expense. The only hindrance to such educational development under these conditions would be a lack of proper interest or of proper supervision.

In the newer states northwest of the Ohio and west of the Mississippi at the time of settlement Congress set apart one section of land in every township for the maintenance of elementary schools and a grant of two townships in each for a seminary of learning-more than one-thirty-sixth part of all the lands in each state. Texas made practically the same

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