New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1873-09-07
PUBLIC EDUCATION
ITS HISTORY IN LOUISIANA
E0W THE SCHOOLS WERE CONDUCTED
BEFORE THE WAR.
Slavery, Ignorance and Dishonesty

political advancement. The genius of one
is patron of the other; landmarks, as 1t
were, and as intimately essential, each to
the other, as the Hiawathian bow and cord.
We are the aggregate of two civilizations,
the Puritan and the Cavalier. Public edu-
cation is the offspring of the former. Either
have their virtues, and, naturally, their
blemishes We shall neither praise nor
bury Cesar.
The founders of our government looked
| upon popular education az the basis of free
institutions; yet failed to make it a consti-
tutional requirement. They looked with
| apprehe nsion upon African slavery; yet
failed to make IL constitutional impossl-
bility. There were many incongruous and
| inharmonious elements to be used in max
ing political union and they trusted too
confdingly to time and the spirit of liberty
and justice to remedy their shortcomings.
Man is finite. Let US glance at our early
| history. We find: THE 18th of ye I'd
moneth tApriI), 1885," was, in Boston, day
''for general meeting upon publique NO
notice :" when it was "agreed upoE vt one
brother PhiIomen Purmont shall be en-
treated to become schoolma ster for the
| teaching and nourtering Of children with
| u.s.
7 From subsequent mention of Philomen
| we are led to believe that he had the dual
attachments of Goldsrnith's pedagogpe, and
"could write and cipher toe" Other COM
| munities, from time tGs time, undertoos a
| similar work.
In l7Sl-2 Sunday schools were 9stab-
| Gshed in England, and being attended with
great success, were introduced into the
United States, giving fresh impetus to
popular education. The object of these was
| to teach children who were unable to at
tend on other days, and did not extend to
religious instruction. But as cur object is
chiefly to review the annals of education in
our own State, we will summarily dispose
of it as it exists in other localities, with.
perhaps, an occasional reference, Got to
compare our system with that Of other
States, to determine whether we are more
or less perfect, but rather what it should be
according to constituted ideal or archie
type. For this purpose we will hastily re-
view the subject from such data as we are
able to obtain, from its incipiency to the
beginning of the late war, reserving for an
other occasion exended comments and
subsequent history.
By the treaty of Paris, in 1903. the teroi-
tory comprising the greater portion Of our
present State limits, was ceded to the
United States under the title of Territory OF
Louisiana. As early as April 10, 1905, an
act was passed by the Legislative Council.
of which j. Poydras was president, and ap-
proved by William c. Claiborne Governor,
incorporating literary instution under the
name of the University Of Orleans" and
among the regents appear the names of
Rev. Patrick Walsh, Peter Derbigny and
Edward Livingston. The same act estab-
lished one academy in each county, and las
the dignity of their sphere is the strongest
characteristic which disting guishes civilized
from savage society" females were to be
provided with academies.
The preamble setting forth the wants Of
the people and the high mission of educa-
ton as an advocate of genuine liberty
and supporters of rational religion" bears
the impress of Edward Livingston.
The above was found racticable for |
immediate results, and the following de- |
parture was made at the first session, first |
Legislature of the Territory of Orleans
WHEREAS, Until that desirable object |
University is obtained, the youth Of the !
Territory are generally in want of III first |
means of instruction.
taI Hhot Iofo f.r.%
day of July next it shall be the duty OF the |
sheriff OF each county, except the county
OF Orleans. to call, by circular, an assem- |
bly, OF the fathers OF families, etc, which
persons shall elect five commissioners whose
duty will be to adopt such plan for estab
fishing public free schools at the expense of
the county, etc; and OF the said plan to
make their report with due explanation to |
the Legislature.
were probably unsatisfactory, as we find
no evidence of their being acted upon.
An act of the second session of the first
Legislature QS07) repeated that of April 9,
1905, and an act of March I6, 1903, repeated
that of May 2, 1906, and enacted, as a sub
stitute, one authorizing the judge of each
parish to appoint not less than twelve per-
|
the mode, place and amount of tuition fore
each school, ETC.
A hiatus, extending to 1919, occurs, dur
ng which time nothing was accomplished
hat cane be ascertained to meet the great
needs of the people.
In the meantime the territory Secame a
State, but the constitution OSl2) under
which it was admitted, contained 10 pro-
-ision for or even allusion to public educa-
ion, and thus was launched the ship,
reighted with hopes and fears of present
nd future generations. In 1919 was passed
n act appropriating 5000 for the mainten-
nee of schools in each parish.
The number of children educated at the
Expense of the State is ll75, of which New
)rleans has 2I7; but it is estimated, that ii
eports we're all made. the number would
e 1900: and that the number of male chill
rem in the State, between the ages of five
nd fifteen white. of course), may be esti-
lated at upward of 10000; large proportion
f whom are without the means OF educa-
on." He calls attention to the fact that
ne number of scholars reported to the
reasurer flor funds and those returned to
i'm do not agree. He cites the immense
between this State and New
ork "where 500 900 are educated at AD ex- [
ense of $l,l0O,0OO," or 81 90 per capita. :
nd $22, respectively.
In 1896 one central and two primary l