New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1869-12-28


IN nersops who write or call upon him. lt Is
worthy of particular notice that about one
third of all the applicants for employment nave
already been furnished with situations In the
couut,1,--a very encouraging indication OF what
may be done, by increased effort IN thiS anu
other cities, for relieving multltudes VINO suIier
in large towns for want of the employment
which the country readily affords.
IJlPROVED EDUCATION IN TENNESSEE.
One of the worst requests OF Slavery III the
South is, as is well known, the ignorance OF
the Whites. The war in many directions IN
creased this evil relic of dark time, by It's
inevitable waste. SchoOl-hOuses were de-
stroyed; the property from which school'
moneys were derived was often rendered ,un-
productive; teachers were driven away, ana
the public attention turned from matters or
education and culture But by fortunate
combination of circumstances, the South is now
enabled to heal the wounds OF war
with swftness almost unknown in
history. With the new national pros
perity and the overthrow of the
slave olgarchy, comes new era OF ideas, ana
the great reforms of the day are moving
forward now in the old Slave States at rate
almost equal with the increase of wealth.
We have before us a striking token OF this
mental progress in v0luminOus Report Qately
issuedD from Gen. Eaton, the Superintendent
of Public instruction in Tennessee. Though
somewhat numbered with the opinions OF p" en-
"inentmenr on the subject of Education, and too
discursive, it shows thorough familiarity with
the features of our most advanced schOo-systems,
and describes a most healhtful progress IN that
once benghted region. Indeed, within a year,
Mr. Eaton informs us, "siXty-three counties
reported thirty-seven schOol-hOuses burned
"teachers mObbed and whipped; ropes put
"around their necks, accompanied with threats
"of hanging; ladies insulted," and teachers
refusing to teach-not merely on account OF
these little "unpleasantnesses," butbecause they
doubted if the State would ever pay them.
The school.houses were often like low negro
"huts," and in Summer the teachers gave their
lessons under the trees. The old law allowed
none but whites to be educated, so that the
black children were taught by charitable
associations. Even in the white schools
one teacher reported " siXty-eight out
"of seventy five scholars not knowing their
letters" new law, however, has been
passed recognizing the schools OF the State
appointing a State Superintendent and other
officials, simplifying the machinery of educa-
ton, opening schools to all, both black and
white, and founding free County schools IN
every County but one Of the State.
The fruits of this law and OF Mr.. Eat0n's
labors are set forth in the Report from which
we have quoted. In July, 1869, sixty-tlree
,t - 4 Al. IS INV
sites, and the erecting of $50 school-houses.
Plans for school houses, and directions for
ventilation and the best modern arrangements
for school rooms, were sent to every
County. In the whole State 456 school-hOuses
have been built, and 224 sites secured for white
children during the past year; and 172 built
and G3 sites purchased for colored children.
The whole number of schools opened is 1903,
and 4Gl4 teachers have been employed. The
aggregate number of children instructed is
! 1855, OF whom 2jSlS were colored. 1t is be-
leved that by the end of the present year this
number will increase to some 100000 or more
than Onc-half OF the whole youthful scholastic
population. The whole amount expended by
the State during the year for education Is only
1929. G4l, or about one-half what the State has
to pay for tie punishment OF crime.
This outlay for9 education in the whole
State of over million inhabitants
is only two-thirds of the amount which San
Francisco alone pays, and about One-tceRtieth
of what illinois expeuds for a similar object.
Mr. Eaton shows from the last census that the
average production per head is SOB 30 more
in Massachusetts than in Tennessee. This diff
ference he justly attributes to the influence of
Common SCHOOLS. With the blacks alone, who
are now being educated, the increased produc-
ton at this ratio would amount to $4lO,1jO, or
nearly double the whole amount paid by the
State this year for all its schools. With Com
mon Schools will come popular intelligence, a
higher code of morals, and the dawning of the
new civilization in the old Slave States. All
friends of humanity will welcome it cordially.