Louisiana capitolian. (Baton Rouge, La.) 1879-1881, 1880-12-25
RELATIONS OF TIE UNIVERSITY
TO EDUCATION.

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dent of Public instruction embodles
Col. .Johnston's views of the relation
of the University to the common
school system Of Louisiana. The
mutual interdependence OF the two is
clearly set forth, and the authorities
are urged to help the white people OF
this State to secure good education
beginning at the common school, and
gradually rising to the University:
~ am not well known to your pco-
pie, respected sir, and it may not be-
come to obtrudc advice upon them;
but I trust that the high officials who
have done me the honor to rcpose 80
large u confidence in me, by calling
me TO the head Of their State Univer-ss
sity, viii not takeit amiss, If | cali
their attention to its important place
in the public education Of the State.
On the free school system OF educa-
ton rests the hope of the develop
mcnt, fnot of the preservation OF our
material interests and of our liberties
in the United States. This is espe-
cially true of the South, and in no
State has it greater significance than
in Louisiana. The control of the most
sacred rights Of property, OF the sub
tlest questions of morals and law, OF
the most delicate functions of polity,
and of the fundamentals OF civilization
itself, are now, perforce, entrusted to
the masses, largely made up OF lgno-
rant freedmen. 1t behooves the State,
as the CONSERVATION of society, to use
every power and energy to enlIghten
this dense and dangerous darkness.
It should extend to its colored citizens
the benefits of education, and lead
them to higher and purer plane OF
intelligence. But should remember
that it must depend chiefly upon the
white race, with its immemOrial right
of leadership, for its ability to keep
pace in the march of civilization with
happier and more favored common
wealths. It should not withhold, nor
stint its hand in giving, to equip
these of its sons for the struggle OF
life.
To this end common schools should
invite the humblest of its citizens to
Learn those .ioi0UEt3 0! knowledge
which should be the general heritage
of freemen. Higher Schools should
receive generous State aid, so that
those willing to make sacrifices
should not be without the opportnnl,
ty of advancing along the rugged
path of knowledge; and, browning
the public school system as u cap
sheaf, the most fruitful Gift of this
benignant harvest Of learning, should
be the University. a part OF tha
system and its elimination, the Uni
versity should open its doors freely
to all who aspire to the higher edu
cation. 1t ought not to nSnrp tn
functions Of the Primary School, o
the High School, but reserve its cner
gies for those who have patiently I'M
dergonc their preliminary training
These it should foster with the mos
scdulous care, and the Univcrsit
should be the nursery Of the teacher
of our public schools. From its wall
yearly should go forth men full
equipped by training, general 'nfo'
nation, and special, instructions i
the best methods of the normal schoo
which has its greatest efficiency as
branch in % University. These me
should constitute that army of schoo
masters who are to vanqulsh lSno
ance in Louisiana.
To achieve so laudable u purpos
the State should endow ~ Norm
School in the University, and shou
also grant benefactions to those ST.
dents of the University who "
engage to teach in the public schoo
a stipulated period, say two ycal
It should be engraved on the pub
mind that the primary schools, t
high schools, and the Universe
are not rivals, are not antagonist
but are the three steps to the altar
knowledge. For every purpose
uo.fplness they are indiSsolubly co