The central Presbyterian. [volume] (Richmond, Va.) 1856-1908, 1857-10-03
Education in North Carolina.

We have before us pamphlet copy of
the address delivered in July last before the
State Educational Association Of North
Carolina, by William W. Holden, Esq, of
Raleigh. Mr.. Holden is favorably known
to the country as the able and accomplished
editor of one of the most influential Demo-
cratic journals in the South. In the new
character in which he now appears he has
not only laid the citizens of his native State
under obligations for his gratifying exposi-
ton of the present commercially liberal
system of public instruction in North Caro-
lima, but he has brought together an array
of startling facts in regard to the school sys-
tens, of other States, the publication of
which, we think, will lead to the most bene-
fetal results.
A large portion of the address is occupied
with facts and figures in relation to the COM
mon-school system and common-schOol fund
of nearly all the States. From those facts
and figures Mr.. Holden deduces the follow
ing results:
The average length of the schools Of
Maine, whose system is in a highly flourish
inc condition, is four months and three
weeks; of New Hampshire, five months /; OF
North Carolina, four months.
Maine distributes about 20 cents to the
head of her white population; New Hamp-
shire about the same; Virginia, s cents
Connecticut nearly one dollar; North Caro-
lima, about 80 cents; Pennsylvania nearly
the same as Connecticut; and New York
and Ohio fraction over one dollar each to
their total white population.
North Carolina, though her white popu-
lation is 100000 less than that of Kentucky,
expends nearly as much as she does for edu-
cational purposes.
North Carolina has larger school fund
than Maine, or New Hampshire, or New
Jersey, (by S1,5O0,0OOD or Maryland OF
Virginia, iby s6OO,OOO; or Massachusetts,
(by S5OO,00O;) or Georgia, (by $780,
North Carolina has as many colleges as
Georgia, more academies by 100, and 1000
more common schools, The two States are
about equal in white population.
North Carolina has more Colleges than
South Carolina, more academies by 100,
and nearly three times as many children at
school.
Virginia has 100000 white population
more than North Carolina; yet the latter
has quite as many Colleges as the former,
as many academies, and five or six hundred
more public schools.
Kentucky has 100000 white population
more than North Carolina; yet the latter
has as many colleges as the former, as many
academies, more common schools by 1000,
and as many children at school as she has.
The same is substantially true in the compa-
rison between Tennessee and n. Carolina.
1t must also be borne in mind that North
Carolina has no large cities, like Virginia,
Tennessee, Georgia, and Kentucky, to build
up and sustain Colleges and high schools.
Upon a calm review of the entire facts, it
is neither immodest nor unjust to assert that
North Carolina is clearly ahead of all the
other slaveholding States with her system of
public instruction; while she compares favor
ably in several respects with some of the
New England and Northwestern States.
But, though our educational condition and
prospects are thus cheering, we have only
made good beginning in the great work.
There are now from fifty to sixty thousand
children in the State aoho aeUer gro to school.
But we must reach these also, or the most
of them; for in ten years nearly all of them
who are males will be citizens, and will vote
to make laws to govern you, themselves, all
of us. What if they grow up in ignorance
and vice, they will not be the only sufferers!
The intelligent, the virtuous, and the owners
of property especially, are all deeply con-
cerned in this movement; and it behooves
them to do everything that can be done,
Justly and with reason, to prevent, as well
as to diminish vice and crime. Ignorance
creates injustice and crime; injustice and
crime creates courts of law, courts of law
create taxes; and men of substance have
these taxes to pay.-WashingtOn Union.