laws."1

This bill was introduced into the Senate by Judge Reese in the summer of 1872, and was ably championed by him. It passed both branches of the Legislature, and practically remains the general school law of the State.

2

It would be tedious to follow in detail all the legislation which has obtained since 1872. Many minor changes have been made, some of which were tried for a while and then repealed. Others still stand. Some of these changes have been wise and salutary. Several determined efforts have been made, from time to time, by the opponents of public schools to overturn the system, but on every occasion able defenders have arisen who have battled for and perpetuated its existence. The most signal triumph of its friends was when the Constitution of 1877 placed in the fundamental law the provision that there should be "a thorough system of common schools." 3

SOURCES OF THE PUBLIC SCHOOL FUND.

The public school fund is derived from the following sources: The poll-tax, one-half the rental of the Western and Atlantic Railroad (one hundred and fifty thousand dollars), a tax on shows and exhibitions, a tax upon dealers in spirituous and malt liquors, the net proceeds of the hire of convicts, the net proceeds of the fees for the inspection of fertilizers, and certain other sources of minor importance. A direct property tax for the support of schools, though specifically authorized both by the Constitution of 1868 and that of 1877, and though often proposed, has never been levied. The school fund has increased gradu. ally but surely, gaining little by little, and, like the mechanical power known as the screw, never losing anything once gained. In 1873 the total school fund was two hundred and fifty thousand dollars; in 1874, two hundred and sixty-five thousand. Year by year it has been growing, until, in 1887, we find the grand total of this fund to be $795,987.5 The fund and the number who have come forward to participate in

1 Act of August 23, 1872. (Acts of 1872, pp. 64–75.)

2 "An act to amend, revise, and consolidate the common school laws of the State of Georgia, and for other purposes," better known as the Denny Bill, was approved by the General Assembly October 27, 1887 (Laws of 1887, pp. 68-83); but the changes which it introduces in the excellent provisions framed by Doctor Orr are so inconsiderable that no further allusion need be made to it, other than to state that its principal features may be found summarized in the Report of the Commissioner of Education for 1886-87, pp. 126-7.

3 Art. VIII, sec. 1, par. 1. (Code of Georgia, 1882, p. 1321.)

4 Such, however, is now no longer the case. Since the above was written a new state of things has supervened. The Legislature of Georgia, at its present session (1888-89), passed an act providing for the levy of a general property tax of $165,000 for the current year (1889), and $330,000 for the year next ensuing, for the support of the common schools of the State.

5 This includes the $302,478 which constituted for that year the school fund of the various cities and counties in the State under local laws.

its benefits have increased with even pace. The early beginnings were small. In 1871 there were enrolled in the schools 42,914 white and 6,664 colored children. It was for the tuition of these that the large debt of three hundred thousand dollars was contracted. No debt has been allowed to be contracted since that date. In 1872, as before stated, there were no public schools.

In the early summer of 1873 the State School Commissioner assembled at Atlanta the county commissioners of the State in convention. This meeting was of great importance. Much enthusiasm was aroused; and, as the school finances were on a better basis than at any previous time, the commissioners returned to their respective counties resolved to inaugurate at once public schools. Right well were their resolutions carried out.

GRADUAL INCREASE IN ATTENDANCE.

The following table will show by years the steady advance in the number of children attending the public schools of the State; the enrolment, and the increase in enrolment; the average attendance, and the increase in average attendance, from the year 1871 to the year 1887, inclusive:

a No public schools were put in operation in 1872.

b The report of average attendance for 1879 was not full.

Thus will it be seen that there has never been a retrogression, either in the total number in attendance1 or in the number of white scholars.

1 There was a decrease in average attendance in 1837, as compared with that of the preceding year, of 117. These statistics have been obtained since the writing of the above.

The only falling off in attendance on the part of the colored pupils was in the single year 1881, there having been 1,593 more colored children in the public schools in 1883 than in 1884.

Let us now compare the attendance in 1873 with that in 1885. We find that in the former year there were 63,922 white children and 19,755 colored, or a total of 83,677 in the schools; in the latter year there were 190,346 white, and 119,248 colored pupils, making a total of 309,594 in attendance. From this we may see that the attendance has been in the case of white children 126,424 beyond what it was in 1873, and in the case of colored children an increase will be noted of 99,493; giving an aggregate increase of 225,917.

SPECIAL SCHOOL SYSTEMS.

Side by side with this general school system, established and made operative throughout the State by the school law of 1870, have grown up special school systems, regulated and controlled by local laws. Chatham County led the way, and was the first to have a separate system of her own. She was shortly followed by Columbus.2 This was in 1866, and antedated the passage of the first general public school law. Atlanta came next in order, her system being formed in 1870.3 Richmond and Bibb Counties inaugurated their systems in 1872, and Glynn County her system in 1873.5 In 1884, in addition to those just named, local laws and organized schools existed in Americus (Sumter County), West Point (Troup County), and Sandersville (Washington County), these systems having been developed through special laws enacted from time to time. In 18819 public schools were organized in Rome, and a system was inaugurated for the city of Griffin" (Spalding County) three years later. Of the thirty or more counties which now enjoy the privileges of special school systems, the more prominent are Richmond, Chatham (Savannah), Bibb, Clarke (Athens)," Floyd (Rome), Fulton (Atlanta), and Muscogee (Columbus).

6

Historical Record of the City of Savannah. Savannah, 1869. Pp. 155-6. See also the act of March 21, 1866, and the act amendatory to it, approved December 18, 1866. (Laws of 1865-66, pp. 78 and 175.)

4 Acts of August 23, 1872. (Laws of 1872, pp. 388 and 456.)

5 Act approved February 21, 1873. (Laws of 1873, p. 256.)

"Act of February 13, 1873. (Ibid., p. 114.)

7 Act approved February 7, 1877. (Laws of 1877, p. 192.)

8 Act of September 8, 1881. (Laws of 18-0-81, p. 429.)

9 Act of August 11, 1831. (Ibid., p. 421.)

10 Act approved December 24, 1884. (Laws of 1884-85, p. 331.)

11 Act of October 15, 1885. (Ibid., p. 603.)

THE MAIN FEATURES OF THE PUBLIC SCHOOLS.

The main features of the public school system were thus outlined by Doctor Orr in his address on the Best School System for a Southern State (pp. 11-13):

"1. The Constitution of the State provides that there shall be a thorough system of common schools for the education of children in the elementary branches of an English education only, the expenses of which shall be provided for by taxation or otherwise.1 The same limitation which is thus put upon what the State may do educationally is also put upon what a county may do under authority from the State. No such limitation is put upon what a municipal corporation may do by State authority. Hence many of our cities and towns are having a much wider range of studies taught, some of them having established good high schools for both sexes. The general school law of the State provides for teaching spelling, reading, writing, English grammar, geography, and arithmetic, which may be considered as a legislative interpretation of the words 'elementary branches of an English educa tion,' though these words are clearly susceptible of a wider interpretation. Our school law absolutely secures the continuance of public schools for the children of both races for three months of the year in every county of the State, and throughout the entire county.

"2. Both the Constitution and the school law provide that separate schools shall be established for the children of the white and colored

races.

"3. Our law creates a State Board of Education, composed of the Governor, the Secretary of State, the Attorney-General, the Comptroller-General, and the State School Commissioner. This board is a body corporate and can hold property. It is an advisory body, to whom the State School Commissioner may apply for counsel when in doubt as to official duty. It is also the high court of appeals in school matters, its decision either between parties litigant, or upon questions involving the construction or administration of the school law, being final.

“4. We also have a State School Commissioner, who is appointed by the Governor and confirmed by the Senate. He is required to prescribe all the forms used by the subordinate school officers, to visit the counties as often as practicable, for the purpose of inspecting school operations and delivering public addresses, to collect school statistics, to make a full report of school operations to the General Assembly, making, at the same time, such recommendations to them in reference to the school policy of the State as his judgment may approve, and to see to the proper administration of the school law throughout the State. He is also a judge, and sits as such to hear and determine appeals from the decision of County Boards on suits in controversy before them. From his decision, as has been stated, there is an appeal to the State Board.

Art. VIII, sec. 1, par. 1. (Code of Georgia, 1882, p. 1321.)

"5. The law also provides for a County Board of Education, consisting of five members chosen by the Grand Jury. The term of office is four years; but the terms of the members are so arranged that there is a change in the constituents of the board every two years, three new members coming in at the time of one change, and two at the time of the next. It is the duty of this board to locate schools, to employ teachers, to pass upon all accounts, and to direct all the school operations of the county. The board also sits as a court for trying all matters of school controversy. No man is eligible to membership on this board unless he is a freeholder.

"6. The County School Commissioner is the executive officer of the County Board, and is elected by that board. He examines teachers, executes the contract which the board makes with them, visits and inspects schools, collects school statistics, and is the custodian of the school fund, receiving and paying out, when ordered by the board, all funds raised for school purposes.

"7. The Board of Education also appoints three school trustees for each school district of the county. The principal duty of these trustees is to recommend teachers for the different schools of their district. They are required to recommend, as teacher for each school, the person whom they believe to be the choice of the community, and the board is bound to employ this person, if he can stand a satisfactory examination and produce evidence of good moral character.

"S. The Grand Jury also perform certain educational functions. They are themselves chosen under the Constitution from among the most experienced, intelligent, upright men of the county. As has been seen, they elect the members of the County Board of Education. The County School Commissioner is required to make a full report to them, once a year, of the school operations of the county, and to place his books before them for examination; and they are required, in their. general presentments, to take such notice of the management of the school interests of the county as they may think proper."

In conclusion may be quoted a statement made by Doctor Orr in the same address,' relative to the high repute in which the Georgia public school system is held, and the distinguished place which, by virtue of its excellence and efficiency, it occupies among kindred existing sys tems of other States. "A few years ago," he says, "I had the honor of being placed by the National Educational Association upon a committee charged with the duty of reporting upon the best school system for a State. The chairman of the committee was the Hon. James II. Smart, who has been trusted by the State of Indiana, having held and filled with credit the highest educational positions in the gift of that State. The other member of the committee was the Hon. J. P. Wickersham, for sixteen years Superintendent of Public Instruction for the State of Pennsylvania, a man who ranks, and deservedly ranks, second

The Best School System for a Southern State, p. 11.