National Republican., 1881-11-19
OUR SCHOOL POLICY.
"Honor 10 whom Honor is Due"-Whnt
the Republican Party Has Done Tor Nc.

"uonor 10 whom Honor is Dus"-whnt
the Republican Party Has Done Tor Nc.
To the Editor of THE RErUBLtcAN;
In was saying in the recent campaign
that the Republican party needed historians, not
apologists" There is danger, however, that before
the historian appears some Of the brightest facts
in the record will have passed to the credit Of false
claimants. This is especially true Of the school
policy, which has been so rapidly absorbed into
the organic life Of the reconstructed states that
many writers are already representing II as ofin-
digenous origin. The time appears opportuno for
brief review of the policy, since it is likely to
be pushed to It's consummatlon under the present
administration. AS an immediate result OF tho
emancipation proclamation thousands OF freed
men found their way into the Union lines as hun
CRY for spelling books rs they were for ratlons.
IMPRbvIsED SCHOOLS srRANG UP
in hundred camps, and wherever circumstances
permitted the work of instruction was formally
organized Thus in Louisiana, by order Of Gem
ernl Banks October 1863 commissioners Of en-
rollment were created, by whom the flrsl public
colored schools were established. Subsequently
the same officer by general order No. Is, created
board OF education for freedmen in the Depart
ment Of the Gulf having like powers and au-
thorlty with assessors and trustees In the Northern
States In tho act establishing the Bureau OF
Refugees, &C., educational interests were not
specified. Schools were, however, Immediately
taken in charge and IN some States carried on en-
tirely by its funds and supervision. In 1865 an in
spector of schools was appointed In the bureau,
and In 1896 Congress appropriated s52l 900 10 the
BUREAU FOR SCHOOL PURPosEs,
and also authorized the sale or lease OF property
formerly belonging to the so-called confederate
States and the application Of the avais to the in
terests Of education. By a judcious use of these
resources the various benevolent societies working
for the elevation Of the freedmen were brought
into cooperation with the bureau. and the schools
assumed n uniform and permanent character. As
grand consequence OF these successive acts the
North was brought to regard the education Of the
freedmen as n public obligation, and the South
was made familiar with the idea, while represent
alive men OH both sides foresaw that an unre-
stricted system of public schools would be the
issue OF any policy OF reconstruction which the
Republican party would tolerate. This conviction
lhnguished under the provisional governments
recognized by Johnson, but revived under the
bracing influence of military occupation The
Fourteenth and Fifteenth Amendments completed
the
"sERIEs OF ORGANIC ACTS"
by which It was made certain that States and par.
ties would stand for the education of the freed
men so long as they stood for the Union. The is
sue was squnrely presented by Mr. Hampton aud
Mr. Lamar in the famous discussion In the NORTH
american RcUiclC, March. 1879. Both ndmitto tina,
suffrage u defensive power in the hands of the
negro both maintained that its proper use, its
growth into means of wholesome and positive
influence upon the character and interests of the
country" could only be maintained by his educa.
ton. 1t is unnecessary to dwell upon that Other
phase of this interesting sublect-namely,f free edu
cation for the iiterute whites of the South 1t was
carried in the Act of Emnncipation,as summed W
in the expressive words Of tho author, "In giving
| freedom to the slave we assure freedom to The
| free" Prior TO the election OF General Grant-tha
is,wlthin five years OF the date of Lees surrender
the States recently in rebellion had made constitu
| tional provision for the education OF
ALL CHILDREN WITHIN THEIR BORDERS
| The best policies come from the endeavor e. tC
do what is clearly ut hand" So II has been II
this matter. The acts here recorded had lost thei
| identity; were merged and expanded into Stat
| systems ere the prime movers had formulated
| their purposes into words. The famous schoo
| clause in General Grants Des Moines speech, IL
| 1875, and the corresponding recommendation I,
Congress In his annual message to Congress tn
| following year were both retrospective and pros
| pcctive. They embodied principle which he an'
| his party had made active in the South and whicl
he regarded us a sacredtrust for Republicans II
the days to come. The last act In the history 1
the appeal for national aid in the work of elemen
tary education, which will doubtless come befor
Congress with powerful support during the ap
| preaching session. A. TOLMAN SMITH.