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History of Higher Education in South Carolina, His Native State, and to Give a Sketch of the Development of the Free, Or Public School System

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History of Higher Education in South Carolina, His Native State, and to Give a Sketch of the Development of the Free, Or Public School System 0 B UREAU OF EDUCATION N.. H R. DAWSON, Commissioner CIRCULAR O F INFORMATION NO. 3, 1888 CONTRIBUTIONS T O AMERICAN EDUCATIONAL HISTORY EDITEDY B HERBERT B. ADAMS No. 4 HISTORYF O HIGHER EDUCATION IN SOUTH C AROLINA WITH A S KETCH OF THE FREE SCHOOL SYSTEM BY COLYER M ERIWETHER, A. B. Johns Hopkins University WASHINGTON GOVERNMENT P RINTING OFFICE 1889 11406— N o. 3 1 X-Ama. "To p erfect society it is necessary to develop the faculties, intellectual and moral, tvith which man is endowed." — John C. Calhoun : Works, I, 52. "College e ducation out/ht to be substantial and liberal, .ill instruction given in a gen erous college ought to aim at storing, strengthening, refining, and awakening the head and heart." — Francis Libber. "That S late will lead the Union that furnishes the best and most complete education to her citizens. "* * Every State ought to have, at the public expense, an university. * * " Experience has fully shown that the progress and influence of good education is downward.! — Tnomas Cooper: Political Ecouomy. "Nowhere i n the whole range of history, docs man appear in a more dignified character than when a republic founds a new seminary of learning. * * * We stand in need of a national university, the highest apparatus of the highest modern civilization." — Francis LlEBER: Inangural Address at Columbia, December 7, 1833. "Its i not labor, but intelligence, that creates new values; and public education is an out lay of capital that returns to the coffers of the State with an enormous intenst. Not a dollar, therefore, that is judiciously appropriated to the instruction of the people will ever be lost. * ** God grant that the time mag soon comc when not an individual born within our borders shall be permitted to reach maturity without 'having mastered the ele ments of knowledge!" — J. H. Thorxwell: Letter to Governor Manning on Public In struction in South Carolina. "To a id in the development of the highest type of Christian manhood; to prove the negro's ability ; *** to train them * * * for intellectual agriculturists, mechan ics, and artisans, so that those who are now doing the manual labor in the South shall be fully equipped to perform the mental operations incident thereto as well ; to educate, in the fullest sense of that comprehensive word, it the work, mission, and canse for the establish ment of Allen University." — Rt. Rev. W. F. Dickeksox, of A. M. E. Church, on the establish mcut of this colored school. 2 .1 LETTER. Department o p the Interior, Bureauf o Education, Washington, D. C, June 12, 1888. The H onorable the Secretary of the Interior, Washington, D . C. : Sir: T he accompanying monograph, prepared by Mr. C. Meriwether, A. B., Johns Hopkins University, is designed to trace the history of higher education in South Carolina, his native State, and to give a sketch of the development of the free, or public school system. The earliest educational efforts are described, and instances are given illus trating the interest of South Carolina, when yet a colony, in providing the means for the intellectual improvement of her sous. Far from being backward in education, the colony was especially alive to the necessity of mental development. Not only were schools founded and maintained in the province by the Government and through private and charitable 'aid, but many youths were sent to England for their education. The in fluence of such men on their return was so great and lasting that, even to the middle of the present century, schools in Charleston, modelled on the English plan, were very popular. The b irth of colleges was late and their growth slow ; there was, therefore, chance for a good system of academies to develop. These were planted in all parts of the State, so that a good training school was within the reach of all. The number continued to increase until the outbreak of the War. The training given in them was, in many cases, thorough and advanced. It was not unusual with some of them to prepare boys for admission to the Junior class of advanced colleges. The most famous academy was that presided over by Dr. Moses Wad- del, the Thomas Arnold of South Carolina. No other man in that State has tanght boys who afterwards left their impress so deeply on the political history of the country. William H. Crawford, John C. Calhoun, and George McDuffle were trained by him. Although t here is mention, in the House Journal of 1723, of a pro posal to establish a college, and a bill was introduced into the colonial Legislature in 1769 for this purpose, yet no action was taken until the 3 4 L ETTER OF TRANSMITTAL. present c entury. An act was passed in 1785 establishing three colleges in the State, yet only one of them ever gave collegiate instruction. The C ollege of Charleston, while its foundation can be traced to the legislative act of 1785, has given collegiate instruction only since the first quarter of the present century. It is supported very largely by income from vested funds, the result of endowment by public- spirited citizens in and near Charleston. Over half the three hundred thousand dollars endowment was given by Mr. Bayuard, during the War, in 1864. The attendance has not been large, but the training in mathematics and ancient languages has always been thorough. Every d enomination of any strength in the State has founded a col lege. They cannot be called strictly sectarian colleges, since no re ligious tests are required of any of the students. In the main they follow the average college course, but, owing to want of funds, they cannot offer very many electives. It is gratifying to state that the funds and attendance of nearly all of them are gradually increasing. All of them, except Wofford College at Spartanburg, are the result of the small gifts of the church members. Wofford College is due to the beneficence of one man, Benjamin Wofford, a Methodist minister. At the time of Lis bequest, in 1850, it was probably the largest amount ever given by a southern man for educational purposes. The War was most disastrous to all these institutions in sweeping away their endowments. The various denominations have established female schools of a fair grade. The f irst attempt made to establish a general system of free schools was in 1811. The act was passed after bitter opposition on the part of some of the up country members, and provided free instruction for all children, but gave the preference to poor children. It did not contain a provision for a supervising officer of the whole system, like the pres ent Superintendent of Education. These mistakes were an insuperable bar to success; and although the annual appropriations were doubled in 1»52, being made seventy-four thousand dollars, yet the universal testi mony was that the schools were a failure. On the adoption of a new State Constitution in 18C8, the present public school system was intro duced. Its usefulness has been greatly increased by the efficient man agement since 1876. The a ttention paid by the State to the education of the colored citi zens is well illustrated in Claflin University, supported largely by the State. It has seventeen teachers and six courses of instruction, and its students at the last session numbered nine hundred and forty-six. It is the largest and one of the best colored schools in the South. The m ost important phases of advanced instruction in South Carolina are those connected with the State institutions. The Military Academy at Charleston was designed to furnish trained soldiers for South Caro lina. It receives an annual appropriation of twenty thousand dollars for the support of sixty-eight beneficiaries. Its course is modelled after that of West Point. LETTERF O TRANSMITTAL. 5 The C ollege of South Carolina is the best of all the institutions in the State. It was opened for students in 1804, and has ever since ex ercised a strong influence on the politics of South Carolina, except dur ing the reconstruction period. Every politician of any note in the State, except John C. Calhoun, has been for a time connected with the institution. Thomas Cooper, one of the presidents of the college, sup plied the free traders with materials for their attacks upon the tariff. One of the greatest political philosophers of America, Francis Lieber, did his work and made his reputation during a sojourn of twenty years at Columbia, S. C. These two men were the greatest scholars connected with the institution, and their reputation has carried its name and fame far and wide. Owing to the generosity of the Legislature in ap propriating thirty-seven thousand dollars for the support of the college, the corps of instructors has been increased, departments have been added, and the whole outlook is more promising than ever before. In t he preparation of this paper, the library collections of the Bu reau of Education in Washington have been extensively used. Special acknowledgments for assistance are due President McBryde and Pro fessor R. Means Davis, who supplied much manuscript material; to G. E. Manigault, M. D., of the College of Charleston, and Professor H. T. Cook and President Charles Manly of Furman University; to Pres ident James H. Carlisle and Prof. F. C. Woodward, of Wofford College; to John F. Calhoun, a great-nephew of John C. Calhoun, for aid in the history of the Willington Academy, under Moses Waddel; to Hon. William A. Courtenay ; to Gen. Edward McCrady, Jr.; to Gen.
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