New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1873-09-07

marked epoch IN educational matters.
From 1851 to 1855 j. A. Carrigan occu-
pied the. Office OF Superintendent, and it
was during this time that the constitution
of 1852 was adopted. This constitution pro-
vided for the distribu ton of moneys tor
school purposes, and beyond this differed
but little from its predecessor. But enact
ments in sufficient number mad hitherto
graced the statutes OF the State, and it was
not for laws, i'll digested as they were, that
the cause was languishing, but an ed ucated
public sentiment to sustain them was the
one thing needfel.
Outside of New Orleans free schools ex-
listed only in name, and even here the sys-
TEN did not take that deep hold Of the popu-
lar heart that characterized its existence in
other portions of the land.
lS56-57, Samuel Bard was Superintendent.
We suhjoin the following from his report
In speaking of our inefficient school sys-
tem,' he says: 1--WE have tc contend with
the prejudices against us and our institu-
tions, which the fanatical abroad not only
foster in themselves and cultivate in their
own children. but implant in many, unf ortu.
nately sent from among ourselves for edu-
cation by them.' ''Some reside among us
clandestinely holding the prejudces which
they desire to be impressed upon those in
their charge, but which they know could
not be overtly taught among u.s." He also
deprecates the mismanagement of the fnan-
ces and incapacity of directors; and of the
schools generally he says: "Active, useiul
supervision is needed under the present
provisions; the securing of competent and
otherwise eligible teachers is utterly i'm
practicable" Excerpts from parish reports.
'Some Of the teachers can scarcely write
their own names;" Directors have
neither visited schools nor made reports
In most instances teachers are not
at all qualified schools have be en- sus-
cumulate;' "No interest in the public
schools" Teachers are looked upon as an
inferior sort of being, of little sensibilitv
and not justly entitled to the regards of So
ciety' uberville); 9Some of the teac bsrs l
know to be gentlemen of fine att ailments
anu CACubpAaiS LAoldiS. "CuCI uN luS
teachers are scholastically bad and NOR
ally worse" Sorry teachers tut tito (tree
schools) from 81 50 to 81 per month :"
Here is fostered that distinction between
the rich and poor that it is the In ission Of
education to educate, and which equ al laws
and political theories alone can nevero do.
The trainers of the constitution never con-
templated that school funds should be set
apart for support of prirate schools, but re-
ference to article l36 Of that ins tt ument
evidently shows that all funds should be
used in support OF FREE PUBLIC SCHOOLS.
This is also the letter ard spirit of the sew
eral acts of Congress donating public lands
for school purposes.
1SJS.-W. j. Hamilton, Superinten dent,
says: OOf the number of educable ch lid rem
only about one-third have attended school,
In the parish of East Feliciana there is not
a solitary public school.o Our teac hers
"are ahorde Of adventurers from solder
Cline
Parish reports-"The school law, as car
ried out here, is all humbug." Police |
JN'C h'tS PSSU WV u4stliSlS lIolii tHC |
of employing teachers who could |
undergo an examination "Salaries |
(teachers') are no. much more than the hire |
of steamboat deck hands" "Those who |
educate their children at home ought OF to |
draw from the treasury" "a large ma jority |
of the citizens of this parish would much
prefer to see the same school system J en-
tirely abolished"
An amendment 20 the law of this year
contained the following clause elf the |
children in any district attend a qrivate
school, no public school being taught there
in, the teacher in the private school shall be
entitled to the same compensation for each
child taught as if he had charge of public
school, and shall be paid in the same man
uer"
The above was decidedly inimcal to the
advancement of popular education It
withdrew support from public school s; it
rendered the wealthier citizens indiff erent
20 and independent of the needs of their
poorer neighbors; it deprived those who
were unable to pay extra rates of all bene
|
avs existing prior TO 1917
Data for the year 1859 we have been I'M
,ble to find, and it has been with difficulty
nat we gathered the Incomplete statements
presented, owing to the fact that superin-
endents kept literally no records
1t must be borne in mind, also, that no
provision was made for any save white
hildren; colored children were by law de-
barred from the privileges of public eduea-
ion.
Thus rapidly have we reviewed the rise
md progress of popular education in our
wn midst, from before the existence of
louisiana as a State to the beginning of
lew era in our politics6 historyo We have
confined ourselves gSeShe simple
uty OF chronielmg events, giving indisputa-
lie facts and leaving deductions to the
eader. AT the date of this leave taking,
events are stirring the very
of government
The great experiment of free gov ernment
J aboue to be brought to crucial test. and
riends OF liberty throughout 9he world
ave their eyes and hearts turned TO u.s.
ire they to be reassured in their faith, or
'ill this star of freedoms hope set to rise
o more We have been as two nations
wo peoples One with all epe advantages
+ universal education: the other with
hose advantages withheld from Sh@ gQeat
lass of the people,
The ancient republice of Greece and
ome had no free schools, and they passed
way from among the nations of the earth.
Without tree schools the American revolu-