to be the special object of the Journal to be an instrument of good to the common schools in North Carolina; and much of its matter, both of facts and statistics and also of discussion and suggestion, is intended to bear on this paramount subject. The general character of the contents of the Journal may therefore be easily inferred. They are to be practical; they are to be plain; . . . they are to be pointed, and to relate exclusively to the cause of education in some one of its countless phases. Experience in the schoolroom, experience among trustees and committees, discussions as to methods of instruction and of discipline, and suggestions as to improvements in the construction of houses and in the method of furnishing and warming them; books, amusements, and studies, plans for increasing the public interest in education and for the improvement of teachers, duties of teachers, parents, school officers, of the people and of their public servants, objects in legislation, facts, abuses, good examples, history, biography, moral instruction, etc., are all subjects which ought to be treated of in the Journal. The style should be plain--not inelegant, but simple; the illustrations, practical and to the point. There should be as little as possible of elaborate discussion of abstract principles, and nothing published merely to display ability or taste in composition."

The Journal is made up from the contributions of the various editors, from college professors, and other teachers throughout the State. There are many extracts from the report of the State superintendent; reports of the State Educational Association were made prominent, and everything possible was done to advance the cause of education.

Dr. Wiley found it necessary to urge constantly in his reports the importance of the Journal. This was due largely to the fact that while it commanded respect among similar journals in other parts of the Union, its list of subscribers was small. In the course of time the law was so altered that the counties might subscribe from the school fund for copies for the use of its school authorities, and in 1860-61 the superintendent was authorized to subscribe for copies for each of the county school authorities and for each common-school district. The influence of this step on the tone of the teachers of the State was very great. It was continued through the year 1863, but the pressure from increased prices, the failure of subscribers, and the inability to get paper compelled the editor to cut down the size and to publish it bimonthly instead of monthly. The last number seen is that for March, 1864.

It is remarkable that it had held out so long, for as early as 1862 it complained that at least one-half of its exchanges had been compelled to suspend publication, and time and again it was delayed by the impossibility of getting paper. The establishment of Campbell & Albright, who printed the Journal, was destroyed in March, 1863, and this loss, coupled with other difficulties, was probably one of the troubles from which it could not recover. The managing editor did not long survive the Journal. Mr. Campbell died about September, 1865. There has been no educational journal in North Carolina since that time of equal value.

THE EDUCATIONAL ASSOCIATION OF NORTH CAROLINA.

An educational association was organized in Guilford County in 1849.1 Women 1 In 1822 the "Education Society of North Carolina was organized in Hillsboro "to aid indigent and picus young men in acquiring an education for the gospel ministry." The fee for membership was $10. Rev. Joseph Caldwell was president; Joseph B. Littlejohn, Martin Ross, Duncan Cameron, and Rev. J. M. Wilson were vice-presidents; Dr. James Webb, treasurer; S. K. Kollock, corresponding secretary, and Benjamin S. King, recording secretary. The Peacock Library, of Greensboro, N. C., has two copies of its constitution, one of them as follows: The constitution of the | Educational Society of North Carolina as adopted by said Society, at Hillsborough, | October 5th, 1822 | Hillsborough: | Printed by D. Heartt. | 1822. [12 mo. pp. 6.] Another copy, with board of directors and address to people of North Carolina, was printed by Gales in Raleigh in 1822. [8vo., pp. 8.] See also Barnard's Journal, XVI, pp. 361-363, for mention of the North Carolina Institute of Education," organized by Dr. Joseph Caldwell in January, 1831. A second meeting was held in January, 1832, at which papers were read by Alfred Moore, H. S. Ellenwood, and Dr. William Hooper.

took part in its proceedings, and its object was to aid the common schools. No names are given in the report of this association consulted, but it was in Dr. Wiley's county, and we may be sure that he had a hand in its organization. This was a local association.

The Educational Association of North Carolina had its origin in a teachers' convention held in Goldsboro May 7, 1856. The leading spirit on that occasion was Dr. Wiley, and the expressed object was "to bring together both common school and classical teachers and unite them in one body, whose interests are identical and whose aims should be the same." A committee was appointed to make arrangements for a general convention and to invite proper persons to address that gathering on subjects relating to schools. Another committee on membership was appointed, and which, from its cosmopolitan character, extended from one end of the State to the other. Dr. Wiley by a special address aroused the interest and enthusiasm of those present to greater efforts in behalf of the schools.1

Dr. Wiley says of former efforts:

"Every attempt heretofore made to get together a respectable educational convention representing the different sections of the State and its various schools proved a total failure. . . . We have been a divided community. As every student of our past career and as everyone familiar with scenes in our legislative halls well knows, we have seldom been pervaded by one sentiment, sympathy, or sense of interest in our State affairs, and this divided and localized feeling has marred many schemes intended for the general good and retarded the progress of the State in useful improvements. One advantage of the common-school system was that it was one interest (unfortunately the only one) which pervaded every section."

But notwithstanding opposing obstacles a successful meeting was now held, the right elements attended, and all barriers to union were broken down.

"The educational interests of North Carolina were placed in a position to speak hereafter with one voice and in all its departments, to strike with a thousand energetic arms nerved and animated with one heart, one mind, and one hope. The ultimate result of the course so successfully inaugurated no one can overvalue: and already several counties are in the field with county affiliated associations, whose influence will be exerted directly and most effectually on commonschool teachers. Three counties have applied for constitutions; and I feel confident that if the cause is pushed on vigorously on the plan I am pursuing in one year half the counties in the State will have similar associations.'

This preliminary meeting was followed by another meeting at Salisbury on October 21, 1856, and the organization was completed at Warrenton July 1, 1857. The main features of this meeting were the complete organization of the association by the adoption of a constitution and election of officers; the discussion on the needs of and the ways and means for a journal of education, and the address of W. W. Holden, editor of the Raleigh Standard, on the history of the common schools in North Carolina. This was the first time that this subject had ever been deemed worthy of consideration in a detailed and dignified way.

Dr. Wiley's success in organizing a State association was in sharp contrast with the efforts made to organize such an association a short while before he was elected superintendent. The matter was thoroughly advertised, "the day arrived, and one delegate attended." But Wiley's later success was the result of a continued and persistent agitation of the subject, as it had been in the case of the Common School Journal and of the North Carolina Journal of Education. He sent letters to most of the leading men in the State and asked them to aid in the movement for the educational association, and in some cases to prepare papers. The number of public men and lawyers who expressed their interest and sym

1 Common School Journal, September, 1856.

In North Carolina Standard, August 5, 1857, and also in pamphlet, Raleigh, 1857.

pathy was large, while the aid and encouragement from other professional men was small. A majority of those who were invited to participate declined for one reason and another, but they all commended the idea. The trouble in this connection was that Wiley was obliged to appeal for support to other than professional teachers. This class had not been evolved as yet, or if evolved commanded little respect, while those of other professions who were interested in education and commanded respect had little or no time to take from their own particular employment.

The State Educational Association was tended and nursed in the same careful way as the educational journal. These two instruments were considered by Dr. Wiley his chief aids in developing and strengthening the common-school system of the State. He lost no opportunity to advance their interests or to encourage the teachers to become members of the one and to read the pages of the other. The association brought "into council representatives from all classes of our schools, from the university down, and including officers and teachers of the common schools; and its direct and obvious tendency is to create and foster a more catholic spirit among educators, to unite the efforts of the friends of popular intelligence, to repress hostility between schools of different grades and sections, to elevate the standard of teaching, to enliven and widen the popular interest in education."

At the annual meeting held in Statesville in 18581 it was found that the organization of a central association had stimulated and encouraged the work of the local associations, for they were found to be increasing in numbers and improving in the character of their work. The principal work of the Statesville session was a discussion on the importance and need of normal schools, the claims of the Journal, and the need of assistance to the association from the State. It was proposed that such moneys as remained uncalled for in the public offices of the State should be paid to the association, to be used in preparing young persons as commonschool teachers. Text-books and school apparatus were also submitted to and reported on by the association.

The session of 1859 was held in Newbern. The chief subjects of discussion were normal schools, uniformity of text-books, a military and polytechnic school, coeducation of the sexes, female schools, the practicability of enlarging and elevating the course of study in the common schools, and graded schools. A committee was appointed on the last-named subject and directed to report at the next meeting, which was held in Wilmington November 13-15, 1860. The principal subjects for discussion at that meeting were text-books, female teachers, enlarging and elevating the school course, graded schools, and normal schools. A plan to divide the State into five districts and to establish a normal school in each was presented to the association. It was discussed and a committee was appointed to bring the matter before the coming session of the fegislature, but the plan proposed met with opposition in the association itself, was bitterly attacked through the press, and failed in the legislature. There was also a report on graded schools by Prof. C. W. Smythe, which does not seem to have attracted much attention, although there had been an educational meeting in Wilmington in April, 1860, to consider the establishment of such schools in that city, and a committee, consisting of R. H. Cowan, Dr. William G. Thomas, A. Martin, G. Potter, A. J. De Rossett, E. Murray, and S. D. Wallace, had been appointed to make arrangements to call a town meeting to consider the same.

The legislature of 1860-61 granted an act of incorporation to the association. It was allowed to hold property up to $20,000, and the superintendent of common schools was made a member of its executive committee. It was authorized to pub

1 The reports of the various yearly meetings are to be found in the pages of the North Carolina Journal of Education.

lish the North Carolina Journal of Education, which was to present from time to time such decisions of the superintendent as seemed proper, and once in two years to make a digest of the school laws of the Stat. The association was further granted $600 per year from the State treasury for four years, beginning with 1859. With this small appropriation it would have been possible for the association to enter upon a new career of prosperity had it not been for the war.

The meeting for 1861 was held in Greensboro, November 19-21. The subjects of discussion were very much what they had been at earlier meetings-textbooks, normal and graded schools, and female teachers. Naturally the supply and character of the text-books formed a large part of the discussions of the meeting, and there was a long address to the State convention, then in session, asking for their continued favor and support to the common schools.

The session of the association for 1862 was held in Lincolnton, October 13, where the supply of Southern text-books was the main topic. I have been able to find no record of any meetings in 1863 or 1864. I find that the question of a meeting was discussed in the fall of 1865, but of its results I know nothing.

IX. THE CIVIL WAR AND THE END OF THE OLD RÉGIME.

Having traced the history of the common schools in North Carolina from the earliest times down to the beginning of the civil war, we must now trace their struggle for bare existence through that momentous epoch. In the meantime it may be desirable to review their condition in 1860-61, in order to see the powers at their command to meet the strain that was now to be put upon them. This can not be done better than in the language of Dr. Wiley himself.

"The first superintendent went into office in January, 1852 [1853], and nine years afterwards, to wit, in January, 1861, the system of common schools was an established interest, respected and cherished by all parties and classes. It had fought its way against strong antagonisms, it had cleared its path of forinidable obstructions, and now its character and capabilities were understood and appreciated, and it had arrived at that point whence more rapid advancement and higher development were reasonable expectations. The machinery committed to subordinate officials was worked smoothly and efficiently by men trained to their duties. The number of local officers was over 10,000, and the great majority of these had become familiar with the management of the system, understood its laws, and were in sympathy with each other and with their head; public opinion had been enlightened by all possible means, and the whole educational force of the State had been welded together. The cause of education in all departments had made rapid progress, and North Carolina was acknowledged to be the banner State of the South, not only for her common schools, but in academic and collegiate prog

ress.

"Our progress excited attention and interest in every part of the Union. The superintendent was applied to from various Southern States for copies of our common-school laws, and for suggestions and plans, and was invited to visit the legislature of Georgia, with offers of expenses, and, being unable to go, was asked for an essay, which the chairman of one of the committees on education in that body incorporated into an elaborate report to it. The means for the regular and systematic improvement of teachers had been carefully matured, and were working their accomplishment; the body of teachers, as a whole, had been completely revolutionized, and the superintendent's persistent efforts had infused into it a large element, constantly increasing, of refining and elevating female influence.

The State Educational Association, and the appliances for its usefulness, and especially its journal, had been firmly established at the cost of much exertion, and of considerable pecuniary outlay..

"The continued efforts of the superintendent were also ripening into systematic efforts to save and make available that vast, long-neglected, and somewhat mythical resource of the literary board called the swamp lands; and through his means a beginning was made to ascertain the location, titles, and qualities of these, and to protect them from squatters and timber getters. In the meantime all legislation on the subject of education of every kind and on the literary fund had become systematic. Through the influence of the superintendent the policy of making loans of the funds to individuals and to private institutions was discon

tinued, and for important reasons, the speaker of the two houses of the legislature, without solicitation from the superintendent, had adopted the habit of consulting him about the committees on education,' and these committees sat jointly, inviting the superintendent to attend as a consulting or corresponding member, and every bill relative to education in any of its branches, and to the school fund or school taxes, was submitted to him.

"The State Educational Association was ramifying into county societies, the superintendent was organizing, without public aid, teachers' institutes, and under his influence county superintendents were visiting their districts, in some instances making resurveys of their counties, and were making out maps for their use and that of the superintendent.

"Hitherto the system, in machinery, was horizontal, though often it cropped upward by voluntary effort into higher developments. The superintendent had pointed out its availabilities in this respect, and he had legislative provision made to enable parties wishing higher grades to secure them in a way just to all. One or several individuals, for instance, contributing means equal to or greater than the fund coming to the district, were authorized to make bargains with the school committee whereby these parties could select the teacher from among those regularly licensed, and manage the school, always in a way not to prejudice the rights of any of the children. This was in accordance with the genius of common schools-people whose children were to receive only an English education were not taxed to promote special studies useful only to a class, and those desiring to pursue such studies could do so economically and under the moral restraints of home, through the working of the common schools. Arrangements of this kind were becoming common, there were a number of admirable schools of the kind in the State, and cases could be mentioned of ladies thus highly educated and of men afterwards distinguished who were thus prepared for college.

"But a different machinery was needed in the cities and larger towns paying heavy sums of school taxes, and the beginning of the late war found the superintendent just preparing to launch a carefully matured system of graded schools. . . .

To this review may be added the following statistics for 1840 and 1860, taken from Governor Ellis's message to the general assembly of 1860–61 (p. 17):

The movement of North Carolina toward the cause of secession was slow and deliberate. The State legislature of 1860-61 had refused at first to consider the question; then provision was made for calling a convention. This was defeated by popular vote in February, 1861. Then all the surrounding States seceded, and President Lincoln made his call on her for troops. It was not until then that the secession sentiment became predominant. The State seceded May 20, 1861. There was then danger that the people, having been slow and deliberate in making up their minds to enter the Confederacy, would now, with that fixed purpose before them, sacrifice all other interests to the war. It became obvious to a calm observer that there was danger of uprooting State institutions, and with them those ideas of local self-government and independence which are necessary for freedom.

1 Dr. Wiley virtually dictated these committees.