New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1876-02-17
EDUCATION IN LOUIslANA-l6oS TO
lS4l.
By j. 8. WHITAKER.

saxon race, in the early part OF the present
century, that any move OF Importance was
made in this direction: ., ,,,- ,,,,,
g. G. claiborne, then Governor of the Terri
tory of Orleans lone day to become the
great and wealthy State of Louisiana), by
the advice and consent of the Legislative
Council, instituted the University of Or
leans. The preamble to the statute ere.
ating the university read substantially as
follows:
"WHEREAs. The intelligence, happiness
and grandeur of every republic depend, un-
der the influence Of Divine Providence.
upon the wisdom, virtue, talents and en-
ergy of its citizens and rulers. and the SCI
ences, literature and the liberal arts teno 10
perfect these qualities; and
"Whereas, Learning has ever been the
ablest advocate of genuine liberty, the best
supporter Of rational religion ana the
source of the only solid and lmperlshaole
glory which nations can acquire; Wnilo ~
the same time literature and philosophy
furnish the most pleasing occupations, i'm,
proving and varying the enjOyments OF
prosperity, affording relief under the pres
sure of misfortune, and hope and cOnsOla'
tion in the hour of DEATH" be it therefore
enacted, etc.
In these noble words the founders of our
State expressed their appreciation OF the e1,
cellence Of education and its healthy anu
purifying iLhuences upon the common
wealth,
Twenty-Five leading citizens Of New Or
the rest, George Mathews and Joshua
Lewis, then judges of the Supreme Court;
Julien Poydras, president of the Legis!a-
tive Council, to whom the city owes Its
principal asylum; q man of simple tastes,
but princely in his nefactions-especially
to the cause of education; Pierre Derbigny,
afterwards one of the judges OF our Ou'
preme Court; Edward Livingston, lawyer
and statesman; James Workman, and other
persons OF note.
These regents were to establish college
in New Orleans to be styled The College
of New Orleans" for the instruction OF
vouth in the Latin, Greek, French and
SDanish languages; also in the sciences,
literature and law; the faculty Of said in
stitution to consist of . president and -FOUR
professors, appointed BY the regents with
power of granting such degrees IN the no
eral arts and sciences as were conferred IN
other colleges in Europe and America.
The regents were also to establish one or
more academies, both male and female, tor
| instruction in the English and French Ian
puages and the leading branches OF educa'
lion. in each county OF the Territory; to
| provide necessary and suitable buildings,
establish libraries, select teachers, ana make
annual reports to the Legislature OF the
progress of these institutions Ihere was
| no provision made in this act for the gen
erai instruction of the people. This uni
yersity was instituted only Tor the rich, Or
those whose means enabled them to use
| and enjov it's benefits; and that 1t was
Thoroughly in advance of the times and
the wants of the people was evidenced at
q later day. The fact is, learning was
literally in Its infancy in Orleans at that
period. The first elements of education
were unknown to the majority OF the
youth. They were unit for college, who
had not vet passed through the elementary
schools: and it soon became apparent that
schools of a primary character must De
created. And so it happened that in 1913,
| the Legislature required the fathers OF
families and proprietors of the soil, in the
parishes outside OF New Orleans, to meet
and determine upon proper modes for teach.
ing the youth the elementary branches OF
should take charge OF these matters IN
each parish. Even at that early day, when
the necessity Of proper modes of instruc-
! ton became apparent, these early law
giyers recognized the principle that lies at
| the basis of our institutions, that education
| ia strictly local matter, to be directed by
those most interested in its advantages
the fathers of families, and by trustees OF
their own selection, in their Immediate VI
cinage.
In 1911, $4,000 we're appropriated to the
College OF New Orleans, and the regents
were authorized to receive fifty scholars
pratuitously, and $4,000 was appropriated
annually. thereafter, for the use of this in
stitution. At the same time, tho regents
were required to appoint three admnistra
tors to attend TO the interests of the county
schools, and $4,000 was appropriated t
their use-$2000 to each county, and $oO'
thereafter annually, to each county school
to be paid them one year after being
opened.
In 1921 the University was abolished
and q board OF administrators was ap
pointed, III place Of its regents, by the Gov
ernor and Senate-c0nsisting of nine per
sons, having the same power over the Col
lege of New Orleans as that before possessed
by the regents, and the annual allowance
was increased to $4,000. This law of 1872
placed also the power over the schools, out
| side the city, in the hands of the pOlic
iuries, and the fund allowed these SCHOOL,
vas increased to $500 annually. The polic
juries were alaO allowed to levy tax no
in excess of $1,000 tor promoting education
among the people; and in the body of thi
law We find the first germ Of free public
schools-eight children being admitted int
each school gratuitously.
Thus, after fifteen years experience, W
see gradually more attention paid to tn
elementary schools; the cumbrOus system
of q regency OF twenty-five persons throw
aside, and in their place more eficien
body put in charge of the schools and tn
college. And, inasmuch as the police Jurie
of parishes. az local officers directly chOseI
bv the proprietOrs of the lands and tn
fathers Of families were more familiar thai
others with the condition of the people an
were clothed with powers OF general admin
istration in other matters; in them was re
posed the trust of taking charge Of educa
ton in their respective parishes; dlstrl0u'
J ing the State fund and Ievying the necef
sary tax for it's support: also being require
to report their action in this important ma,
ter to the administrators.
In 1926 the money till then appropriate
to the use of the College of New Orleans
, was appropriated to the establishment q
a college in jackson, parish of East Eel
cians, to be styled the College of Louisiana
and trustees were appointed, with fu
, powers to elect president, professors an
trustees az q faculty, and to prescribe rule
for government and discipline.
In 1896 the College Of New Orleans wa
J | abolished, and two primary and one centrs
school established, these schools to be AZ
ministered by ten regents. who had powe
to prescribe their discipline, organize plan
OF education. and make al necessary rule
, | The regents we're required to place at tn
head of these schools an American cltlzel
learned in the languages, mathematics an
| literature, and to be known under tt
style of director of the public schools. tt
children admitted gratuitOusly were r
ouired to be between seven and fOurtee
t Years of age, and only fifty in number.
= Thus, twenty years after its establish
= ment, the College of New Orleans. con
mencing it's career under such noble au