graces and elegances of rhetoric and elocution, some of them were eloquent. The speeches of Calhoun were philosophical and grand, the speeches of Webster were logical and massive and masterly, the speeches of Clay and Preston were polished and brilliant. But Greece had but one Demosthenes, Rome had but one Cicero, and America has had but one McDuffie.

THORNWELL ORPHANAGE, AT CLINTON.

The Thornwell Orphanage and the Holy Communion Church Institute are illustrations of the spirit born since the Civil War. The former was the result of earnest effort on the part of several benevolent Presbyterians, who showed their love of their denomination by naming the new institution after their greatest man, the late Rev. J. H. Thornwell. The Orphanage has accumulated about $26,000 worth of property, a large part being donated by kind friends in the North. Of this, about $10,000 is intended for an endowment fund; the real estate of the corporation has cost more than $16,000, but is worth a much larger sum. In addition to this property, the Orphanage has received and expended for current expenses nearly $50,000 since its beginning. This enterprise has expanded in directions hardly foreseen by its founders. The increasing needs of the orphan pupils for educational advantages equal to those usually afforded children in respectable Presbyterian families, has made it necessary to attach a young ladies' seminary and a college for young men to the enlarged and always growing Orphanage.

Besides literary instruction, the boys are trained in manual labor and the girls in domestic duties.

HOLY COMMUNION CHURCH INSTITUTE.

This school was founded through the noble efforts of the Rev. Dr. Porter, of the Episcopal Church, in 1867, in memory of a bright, promising son who had died a short time previously. He designed to establish a classical school for the children of parents in straitened circumstances. His efforts to continue the school and educate the children thus confided to him furnish a rare example of Christian faith and perseverance. He visited city after city, preaching in the different pulpits, meeting with rebuffs and refusals, enduring insults, trudging till late at night through the snow and sleet of northern winters; but his convictions of the duty he had undertaken never weakened. His appeals met with a generous response, since up to 1883 about $150,000, nearly half of the funds necessary for the undertaking, had been contributed by friends in the North and England.'

*

1 Prof. Charles F. Smith, of Vanderbilt University, speaks of "the founding and endowing of the Holy Communion Institute, in Charleston,” as one of the most encouraging signs of educational progress in the South.-Atlantic Monthly, Vol. 54, p. 557.

MANUAL LABOR SCHOOLS.

During the decade from 1830 to 1840 the whole country was greatly stirred by a new educational movement in favor of manual labor schools. In North Carolina, South Carolina, and Georgia, the experiment was made time and again. In 1834, at the Donaldson Academy in North Carolina, such a school was started under the auspices of the Fayetteville Presbytery. The enterprise was put " under the charge of the Rev. Dr. Simeon Colton, who was a man of extensive acquirements, great energy, and knew something about almost everything that ought to be taught in such a school. He had been in charge for a number of years of a similar school at Amherst in Massachusetts, and was said to have managed it with great success." The number of students rose to one hundred and fifty-five in a short time, yet this feature was dropped at the end of the second year. Dr. Colton seemed to think that "close habits of study and manual labor were incompatible." In 1838 Davidson College, in North Carolina, was established under the control of two presbyteries, and yet their wealth and numbers failed to hold this manual labor feature longer than three years; most of the students were sons of farmers, and many learned to work in the field before going to college. It was not, therefore, that they thought the work dishonorable, but that they felt it to be a loss of time to cut wood and hold the plow while at college. And this seemed to be the opinion of most of the students at these schools. The experiment was made at Wake Forest College, in North Carolina, with the same results.1

In South Carolina the first manual labor school in the United States was founded on the bequest of Dr. John De La Howe, of Abbeville County, who in 1796 left the bulk of his property for the purpose of establishing an agricultural school. In the various reports on the freeschool system of South Carolina, made by the different commissioners in 1839, one believed in the efficacy of "manual labor" schools as a solution of the problem. But the committee composed of Messrs. Thornwell and Elliott discarded this system as "egregious failures in almost every instance." The plan was also tried at Cokesbury by the Methodists, at Erskine by the Associate Reformed Presbyterians, at Furman University by the Baptists, and at Pendleton by "working citizens," and with the same result in all,-failure and complete abandonment of it.

1 From a private letter from Chancellor W. D. Johnson, of South Carolina, who attended some of these schools.

CHAPTER III.

COLLEGIATE EDUCATION.

The first traces of collegiate education in South Carolina are found in the House Journals of 1723, where it is recorded that Rev. Thomas Morrit made proposals for establishing a college. For want of funds, chiefly, nothing came of it, but it is interesting to know that this is the first time that the word "college" appears in the history of the State. There is no authentic record of any other attempt until 1769, when a bill was drawn (largely in John Rutledge's handwriting), providing for the establishment of a college, which was to be named the College of South Carolina. After providing for public schools, the bill makes provision for the following corps of instructors: A president, who shall be professor of divinity, moral philosophy, and of Greek and Hebrew, with a salary of £350 sterling per annum; a professor of civil and common law, and of the municipal laws of the province, with a salary of £200; a professor of physic, anatomy, botany, and chemistry, £200; a professor of mathematics, and of natural and experimental philosophy, £200; a professor of history, chronology, and the modern languages, £200; and it was also provided that the president should be a member of the Church of England.1. It was probably due to the excitement of the coming conflict with the mother country that nothing came of this bill. But it was an advanced scheme for the times, and it was, in fact, on a broader plan than several of the colleges in the State to-day.

In 1785, as if to make amends for their delay, the Legislature passed an act for erecting and establishing three colleges, one at Charleston, one at Winnsborough, and the third at Ninety-Six. The one at Winns borough was to be a "college for the education of youth in the learned and foreign languages, and in the liberal arts and sciences." Besides the usual regulations, it was enacted that "no person shall be eligible as a trustee of the said colleges unless he shall profess the Christian Protestant religion." In 1795 an act was passed for incorporating a fourth college at Beaufort, and in 1797 a fifth college was incorporated in Pinckney District, as the "College of Alexandria."

Of three of these colleges, no traces remain; the one at Charleston is still in existence, while that at Winnsborough lives as an academy. * Statutes of South Carolina, Vol. IV, p. 674.

1 La Borde, pp. 4, 5.