Trouble in the Mobile Schools

For more than a year Cloud had trouble in the schools of Mobile. The Mobile schools (always independent of the state system) were under the control of a school board appointed by the military authorities in 1865.

When all offices and contracts were vacated, G. L. Putnam, a member of the Board of Education, and also connected with the Emerson Inst.i.tute, which was conducted at Mobile by the American Missionary a.s.sociation, had secured the enactment, because he wanted the position, of a school law providing for a superintendent of education for Mobile County. In August, 1868, Cloud gave him the office. The old school commissioners refused to recognize the authority of Putnam, who was unable to displace them, because he himself could not make bond. But, in order to give him some kind of office, Cloud went to Mobile and proposed a compromise, which was to appoint one of the old commissioners superintendent of education and Putnam superintendent of negro schools under the supervision of the other superintendent and the board of commissioners, which was still to exist.

This was an arrangement Cloud had no lawful authority to make.

As part of the compromise the princ.i.p.al and teachers of the American Missionary a.s.sociation were to be retained and paid by the state. The Emerson Inst.i.tute (or "Blue College," as the negroes called it) was to remain in possession of the American Missionary a.s.sociation, but the school board and county superintendent were to have control over the schools in it. Putnam, as superintendent of the "Blue College" school, refused to allow the control of the board. He wanted them to pay his teachers, but would have no supervision. The general field agent of the American Missionary a.s.sociation, Edward P. Smith, offered the "schools and teachers" to the school commissioners to be paid but not controlled. "We ought now in some way," he said, "to have our teachers recognized and paid for, from the public fund, an amount equal to that paid for similar grades to other teachers in Mobile." At the same time the state was paying $125 per month for the use of the building over which the a.s.sociation and Putnam would allow no supervision. The county superintendent and the commissioners, unable to secure any control over the Putnam schools, refused to recognize them as a part of the Mobile system. Cloud declared all the offices vacant, but the commissioners refused to vacate. The case was carried into court and the commissioners were put in jail. The supreme court ordered them released. The Board of Education then met and abolished the Mobile system and merged the special and independent schools of that county into the general state system. This was done on November 13, 1869.[1746]

The judiciary committee of the legislature, consisting of three Radicals and one Democrat, was directed to investigate the conduct of Cloud in the Mobile troubles. It was reported (1) that Cloud had appointed two superintendents in Mobile County, contrary to law; (2) that on January 29, 1869, G. L. Putnam, who was not an official of the state and who, according to the compromise, should have been under the control of the county superintendent, drew from the state treasury with the connivance of Cloud between $5000 and $6000, with which he paid the teachers of "Blue College," who were in the employ of the American Missionary a.s.sociation and not of the state of Alabama; (3) that in July, 1869, Cloud again appointed Putnam superintendent of education for Mobile County, and sixty days afterwards he made a bond which was declared worthless by the grand jury, and after that Cloud gave Putnam a warrant for $9000, which he was prevented from collecting only by an injunction; (4) that while the injunction was in force as concerned both Putnam and Cloud, the latter drew from the treasury $2000 or more of the Mobile school funds to pay lawyers' fees; (5) that while the injunction was still in force Cloud drew $3600 from the treasury for Putnam, the greater part or all of which was illegally used; (6) that Cloud again drew a warrant for $3300, which the auditor, discovering that Putnam was interested, refused to allow, and it was destroyed; (7) the committee further stated that very large salaries were paid to the teachers in "Blue College," or Emerson Inst.i.tute,--that one of them (Squires) received $4000 a year. The committee went beyond the limit of the resolution and reported that county superintendents were paid too much, and recommended the abolition of the Board of Education by const.i.tutional amendment, the reduction of the pay of all school officials who acted as a sponge to absorb all the school funds, and, finally, that no person should hold more than one school office at the same time.[1747]

Later investigation showed that Putnam had made out pay-rolls for the teachers of the Emerson Inst.i.tute for the last quarter of 1868 and presented them to A. H. Ryland, the county superintendent of Mobile, for his approval. This Ryland refused to give, as the compromise in regard to the Inst.i.tute dated only from January 22, 1869. Putnam then went to his own American Missionary a.s.sociation Negro Inst.i.tute Board, had the pay-rolls approved, and then, as "county superintendent of education,"

drew $5327.20, Cloud certifying to the correctness of his accounts.[1748]

Putnam padded the pay-rolls and, in order to draw princ.i.p.al's wages for each teacher, divided the Inst.i.tute into ten schools. As there were only ten teachers besides the princ.i.p.al, there were now eleven princ.i.p.als.[1749] Kelsey, the princ.i.p.al, stated that no matter how much Putnam obtained for "Blue College," the teachers received none of it, but were paid only their regular salaries by the a.s.sociation. Kelsey himself was paid only $250 a quarter. The teachers were under contract with the a.s.sociation to teach for $15 a month and board. Some of them testified that they had received no more. However, a part of the appropriation was turned into the treasury of the a.s.sociation, and we may well ask what became of the remainder of it.[1750]

Irregularities in School Administration

Superintendent Cloud was handicapped, not only by his own incapacity, but also by the bad character of his subordinates, whom he appointed in great haste from the unpromising material that supported the Reconstruction regime. Many of the receipts for the salaries were signed by the teachers with marks, some being unable to write their own names. From the school officials he received inaccurate reports, and on these he based his apportionments, which were defective, many of the teachers not receiving their money. The county superintendents had absolute authority over the school fund belonging to their counties, and could draw it from the treasury and use it for private purposes nearly a year before the salaries of the teachers were due.[1751] Complaint was made that the black counties received more than their proper share of the school fund. In Pickens County the superintendent neglected to draw anything but his own salary, and a north Alabama superintendent ran away with the money for his county.

Other superintendents were accused of scaling down the pay of the teachers from 20 to 50 per cent, and it was estimated that in some counties two-thirds of the school money never reached the teachers. There was no check on the county superintendent, who could expend money practically at his own discretion.[1752] Three trustees were appointed in each township by the county superintendent; these trustees, who were not paid, appointed for themselves a clerk who was paid, and these clerks met in a county convention and fixed the salary of the county superintendent.[1753]

The bookkeeping in the office of State Superintendent Cloud was irregular.

Some of the accounts were kept in pencil, and for a whole year the books were not posted. Of $235,000 paid to the county superintendents only $10,000 was accounted for by them. In 1871, $50,000 or more was still in the hands of the ex-superintendents, and the state and the teachers were taking legal proceedings against some of them.[1754] Both sons of Cloud embezzled school money and fled from the state.[1755] Cloud receipted for one sum of $314 in payment for sixteenth-section lands. This he forgot to pay to the treasurer. He issued patents for 4000 acres of school land and turned into the treasury only $323. A township in Marengo County rented its sixteenth-section land; nevertheless, Cloud paid to this county its sixteenth-section funds. In 1871 an investigation of Cloud's accounts showed that a large number of his vouchers were fraudulent, hundreds being in the same handwriting. He signed the name of J. H. Fitts & Company, financial agents of the University, to a receipt by which he drew from the treasury several hundred dollars to advance to a needy professor. He said, when questioned about it, that he thought he could "draw on" Messrs. Fitts & Company. It afterwards developed that he did not know the difference between a receipt and a draft. His accounts were so confused that he often paid the same bill twice. In 1871, when he went out of office, the sum unaccounted for by vouchers amounted to $260,556.37. After two years he succeeded in getting vouchers for all but $129,595.71.[1756]

In the black counties the school finances became confused, especially as the negro and carpet-bag officials tolled the funds that pa.s.sed through their hands. At the end of 1870 the school funds of Selma were $40,000 short. It was found practically impossible to collect a poll tax from the negroes, the Radical collectors being afraid to insist on the negroes'

paying taxes. In Dallas County the collector refused to allow the planters to pay taxes for their negro hands on the ground that it would be a relic of slavery. If the negroes refused to pay, nothing more was said about it.[1757] In 1869 there were 200,000 polls and only $66,000 poll tax was collected, which meant that only 44,000 men had paid the tax.[1758] In 1870 Somers states that the insurance tax was $13,327, and the number of polls was 162,819. Yet from both sources less than $100,000 was obtained.[1759]

The Board of Education, according to the const.i.tution, was to cla.s.sify by lot before the election of 1870. But in 1869, when the matter was brought up, they refused to cla.s.sify. Several vacancies occurred, and these were filled by special election. Consequently the Democrats in 1870 did not get a fair representation on the board.[1760]

Objections to the Reconstruction Education

The Board of Education had the power to adopt a uniform series of text-books for the public schools; Superintendent Cloud, however, a.s.sumed this authority and chose texts which were objectionable to the majority of the whites. This was especially the case with the history books, which the whites complained were insulting in their accounts of southern leaders and southern questions. Cloud was not the man to allow the southern view of controversial questions to be taught in schools under his control. About 1869 he secured a donation of several thousand copies of history books which gave the northern views of American history, and these he distributed among the teachers and the schools. But most of the literature that the whites considered objectionable did not come from Cloud's department, but from the Bureau and aid society teachers, and was used in the schools for blacks. There were several series of "Freedmen's Readers"

and "Freedmen's Histories" prepared for use in negro schools. But the fact remains that for ten or fifteen years northern histories were taught in white schools and had a decided influence on the readers. It resulted in the combination often seen in the late southern writer, of northern views of history with southern prejudices; the fable of the "luxury of the aristocrats" and the numbers and wretchedness of the "mean whites" was now accepted by numerous young southerners; on such questions as slavery the northern view of the inst.i.tution was accepted, but on the other hand the _tu quoque_ answer was made to the North. Consequently, the task of the historian was not to explain the southern civilization, but to accept it as rather bad and to prove that the North was partly responsible and equally guilty--a fruitless work.[1761]

Cloud, in his first report, admitted that the opposition to schools was rather on account of the officials than because the people disliked free schools. He further stated that the opposition had ceased to a great extent. There were many whites in the Black Belt who disliked the idea of free or "pauper" schools, and to this day some of them have not overcome this feeling. They believed in education, but not in education that was given away,--at least not for the whites. Each person must make an effort to get an education. However, they, and especially the old slaveholders, were not opposed to the education of the negro, believing it to be necessary for the good of society. In the white counties of north and southeast Alabama there was less opposition to the public schools for whites. But in the same sections schools for the negroes were bitterly opposed by the uneducated whites who were in close compet.i.tion with them, for they knew that the whites paid for the negro schools, and also that, having a different standard of living, it would be easier for the negroes to send their children to school than for them to send theirs. In the Black Belt there were a few of these people, who disliked to see three or four negro schools to one white school, for here the number of the negroes naturally secured for them better advantages. The whites were so few in numbers that not half of them were within easy reach of a school. Whenever the numbers of one or both races were small, it was (and has been ever since) a burden on a community to build two schoolhouses and to support two separate schools, especially where the funds provided are barely sufficient for one.[1762]

The Question of Negro Education

Before the negro question in all its phases was brought directly into politics, and before the Radicals, carpet-baggers, and scalawags had caused irritation between the races, there was a determination on the part of the best whites in public and private life, as a measure of self-defence as well as a duty and as justice, to do all that lay in their power to fit the negro for citizenship. Most of the newspapers were in favor of education to fit the negro for his changed condition. Now that he had to stand alone, education was necessary to keep him from stealing, from idleness, and from a return to barbarism; in some parts of the Black Belt there was a tendency to return to African customs. It was necessary to subst.i.tute the discipline of education for the discipline of slavery.[1763] The Democratic party leaders were in favor of negro education, and General Clanton, who for years was the chairman of the executive committee, repeatedly made speeches in favor of it, and attended the sessions and examinations at the negro schools, often examining the cla.s.ses himself. He and General John B. Gordon spoke in Montgomery at a public meeting and declared that it was the duty of the whites to educate the negro, whose good behavior during the war ent.i.tled him to it. Their remarks were cheered by the whites.[1764] Colonel Jefferson Falkner, at a Baptist a.s.sociation in Pike County, advised that the negro be educated by southern men and women. Pike was a white county, and while no objection was raised to Falkner's speech, several persons told him that if he thought southern women ought to teach negroes, he had better have his own daughters do it. Falkner replied that he was willing when their services were needed.[1765] White people made dest.i.tute by the war or crippled soldiers were ready to engage in the instruction of negroes; and the _Montgomery Advertiser_ and other papers took the ground that they should be employed, especially the disabled soldiers.[1766] General Clanton stated that many Confederate soldiers and the widows of Confederate soldiers were teaching negro schools, that he had a.s.sisted them in securing positions. Such work, he said, was indorsed by most of the prominent people.[1767]

The blacks in Selma signed an appeal to the city council for their own white people to teach them, and the churches made preparations to give instruction to the freedmen.[1768] The Monroe County Agricultural a.s.sociation declared it to be the duty of the whites to teach the negro, and a committee was appointed to formulate a plan for negro schools.[1769]

Conecuh and Wilc.o.x counties followed with similar declarations. A public meeting in Perry County, of such men as ex-Governor A. B. Moore and J. L.

M. Curry, declared that sound policy and moral obligation required that prompt efforts be made to fit the negro for his changed political condition. His education must be encouraged. The teachers, white and black, were to be chosen with a careful regard to fitness. A committee was appointed to cooperate with the negroes in building schoolhouses and in procuring teachers, whom they a.s.sured of support.[1770]

Besides the purely unselfish reasons, there were other reasons why the leading whites wanted the negro educated by southern teachers. It would be a step towards securing control over the negro race by the best native whites, who have always believed and will always believe that the negro should be controlled by them. The northern school-teachers did not have an influence for good upon the relations between the races, and thus caused the southern whites to be opposed to any education of the negro by strangers, as it was felt that to allow the negro to be educated by these people and their successors would have a permanent influence for evil.[1771]

The whites generally aided the negroes in their community to build schoolhouses or schoolhouses and churches combined. Schoolhouses were in the majority of cases built by the patrons of the schools; if rented, the rent was deducted from the school money; the state made no appropriation for building. In Dallas County forty negro schoolhouses were built with the a.s.sistance of the whites. This was usually done in the Black Belt, but was less general in the white counties. In Montgomery the prominent citizens gave money to help build a negro "college"; some paid the tuition of negro children at schools where charges were made. White men were often members of the board of colored schools. All this was before the negro was seen to be hopelessly in the clutches of the northerners.[1772]

[Ill.u.s.tration: JABEZ LAMAR MONROE CURRY.]

In spite of the fact that for several years there were southern whites who taught negroes, the schools were judged by the results of the teaching of the northerners. The Freedmen's Bureau brought discredit on negro education.[1773] The work of the various aid societies was little better.

The personnel of both, to a great extent, pa.s.sed to the new system, Bureau and a.s.sociation teachers becoming state teachers; and in the transfer the teachers tried to secure a better standing for themselves than the native teachers had. Many of the northern teachers were undoubtedly good people, but all were touched with fanaticism and considered the white people hopelessly bad and by nature and training brutal and unjust to negroes.

The negro teachers who were trained by them, both in the North and in the South, and who occupied most of the subordinate positions in the schools, had caught the spirit of the teaching. The native negro teacher, however, never quite equalled his white instructor in wrong-headedness. He persisted in seeing the actual state of affairs quite often. But the results of some of the educational work done during Reconstruction for the negro was to make many white people, especially the less friendly and the careless observers, believe that education in itself was a bad thing for the negroes. It became a proverb that "schooling ruins a negro," and among the ignorant and more prejudiced whites this opinion is still firmly held.

Not all of the northern teachers were of good character, and the others suffered for the sins of these. Almost from the first the doors of the southern whites were closed against the northern teacher, not only on account of the character of some and the objectionable teachings of many, but because they generally insisted on being personally unpleasant; and, had all of them been above reproach in character and training, their opinions in regard to social questions, which they expressed on every occasion, would have resulted in total exclusion from white society. They really cared little, perhaps, but they had a great deal to say on the subject, and made much trouble on account of it.[1774]

At first, when they wished it, some northern teachers were able to secure board with white families. After a few weeks such was not the case, and, except in the cities where the teachers could live together, they were obliged to live with the negroes. This could produce only bad results. It at once caused them to be excluded from all white society, and gained for them the contempt of their white neighbors, at the same time losing them the support and even the respect of the negroes. For the negro always insists that a white person to be respected must live up to a certain standard; otherwise, he may like, or fear, or despise, but never respect.

Again, some of the doubtful characters caused scandal by their manner of life among the negroes, and in several instances male teachers were visited by the Ku Klux Klan because of their irregular conduct with negro women. One in Calhoun County was killed. Negro men who lived with white women teachers were killed, and in some cases the women were thrashed.

Others were driven away.[1775] But on the whole there was little violence, the forces of social proscription at length sufficing to drive out the obnoxious teachers.[1776]

Much was said during Reconstruction days about the burning of negro schoolhouses by the whites. There were several such cases, but not as many as is supposed. In the records only one instance can be found of a school building being burned simply from opposition to negro schools. As a rule the schoolhouses (and churches also) were burned because they were the headquarters of the Union League and the general meeting places for Radical politicians, or because of the character of the teacher and the results of his or her teachings. Regular instruction of the negro had been going on for two years or more before the Ku Klux Klan began burning schoolhouses. When one was burned, the Radical leaders used the fact with much effect among the negroes; and in several instances it was practically certain that the Radical leaders, when the negroes were wavering, fired a church or a schoolhouse in order to incense them against the whites, who were charged with the deed. When a schoolhouse was burned, the negroes were invariably a.s.sisted to rebuild by the respectable whites. The burnings were condemned by all respectable persons, and also by the party leaders on account of the bad effect on political questions.[1777]

Some teachers of negro schools fleeced their black pupils and their parents unmercifully. Teachers of private schools collected tuition in advance and then left. In Montgomery, a teacher in the Swayne school notified his pupils that they must bring him fifty cents each by a certain day, and that he, in return, would give to each a photograph of himself.[1778] In Eutaw, Greene County, the Rev. J. B. F. Hill, a Northern Methodist preacher who had been expelled from the Southern Methodist Church, taught a negro school and taxed his forty little scholars twenty-five cents each to purchase a forty-cent water bucket.[1779]

In the cities where there were several negro schools, it was found difficult at first to keep the small negro in attendance in the same school. A little negro would attend a school until he discovered that he did not like the teacher or the school, and then he would go to another. A rule was made against such impromptu transfers, and then the small boy changed his name when he decided to try another school. Finally, the teacher was required to ask the other children the newcomer's name before he was admitted.[1780]

The negro children were poorly supplied with books, and what few they did have they promptly lost or tore up to get the pictures. The attendance was very irregular. For a few days there would be a great many scholars and perhaps after that almost none, for the parents were willing to send their children when there was no work for them to do, but as soon as cotton needed chopping or picking they would stop them and put them to work.[1781] If the negroes suspected that the trustees, who were (later) Democrats, had appointed a Democratic teacher, they would not send their children to school to him, and in this they were upheld by their new leaders.[1782]

When the public funds were exhausted, the majority of the white schools continued as pay schools, but the negro schools closed at once, for after 1868 the interest of the negro in education was no longer strong enough to induce him to pay for it. The education given the negro during this period was little suited to prepare him for the practical duties of life. The New England system was transplanted to the South, and the young negroes were forced even more than the white children. As soon as a little progress was made, the pupils were promoted into the culture studies of the whites.

Those who learned anything at all had, in turn, to teach what they had learned; their education would help them very little in everyday life.[1783] Negro education did not result in better relations between the races. The northern teacher believed in the utter sinfulness of slavery and in all the stories told of the cruelties then practised. The _Advertiser_ gave as one reason why the southern whites should teach negro schools, that northern teachers caused trouble by using books and tracts with ill.u.s.trations of slavery and stories about the persecution and cruelties of the whites against the blacks.[1784] General Clanton stated that in the school in which he had often attended the exercises and examined the cla.s.ses, and where he had paid the tuition of negro children, the teachers ceased to ask him to make visits; that the school-books had "Radical pictures" of the persecuted slaves and the freedman; that Radical speeches were made by the scholars, reciting the wrongs done the negro race; finally, that the school was a political nursery of race prejudice, and that where the negroes were greatly in excess of the whites, it was a serious matter.[1785] He also said that the teachers from the North were responsible for the prejudice of the whites against negro schools. The native whites soon refused to teach, and if they had wished to do so, they probably could have gotten no pupils. The primary education of the negro was left to the northern teachers and to incompetent negroes; higher education was altogether under the control of the alien. It was most unfortunate in every way, he added, that the southern white had had no part in the education of the negro.[1786] The higher education of the negroes in the state continued to be directed by northerners. Washington and Councill have done much toward changing the nature of the education given the negro; they have also educated many whites from opposition to friendliness to negro schools.

The Failure of the Educational System

In 1870 Cloud was a candidate for reelection, but was defeated by Colonel Joseph Hodgson, the Democratic candidate.[1787] When Hodgson appeared as president of the Board, Cloud refused to yield on the ground that Hodgson was not eligible to the office, having once challenged a man to a duel.

The Board, however, refused to recognize Cloud, and he was obliged to retire.[1788]

The first year of the reform administration was a successful one in spite of the fact that the state was bankrupt and the treasury ceased to make cash payments to county superintendents early in 1872.[1789] The second year was a fair one, although the treasury could not pay the teachers, for the Radical senate refused to make the appropriations for which their own const.i.tution provided. However, the attendance of both whites and blacks increased, notwithstanding the fact that the United States Commissioner of Education reported that Alabama had retrograded in educational matters.[1790] The school officials elected in 1870 were much superior to their predecessors in every way. A state teachers' a.s.sociation was organized, and inst.i.tutes were frequently held. Four normal schools were established for black teachers and four for whites. Private a.s.sistance for public schools was now sought and obtained, and hundreds of the schools continued after the public money was exhausted.[1791]

Hodgson did valuable service to his party and to the state in exposing the corrupt and irregular practices of the preceding administration. His own administration was much more economical than that of his predecessor, as the following figures will show:--

=================================================================

1870

1871

DECREASE ------------------------

-----------

-----------

---------------- Salaries of county

superintendents

$57,776.50

$34,259.50

$23,517.00 Expenses of county

superintendents

21,202.86

4,752.00

16,450.86 Expenses of disburs.e.m.e.nt

78,979.36

39,009.50

39,969.86 Clerical expenses

(at Montgomery)

3,544.46

1,978.71

1,565.75 Cost of administration

86,123.82

44,588.21

41,535.61[1792]

In the fall of 1872, owing to the operation of the Enforcement Acts, the elections went against the Democrats. The Radicals filled all the offices, and Joseph H. Speed was elected Superintendent of Public Instruction.[1793] Speed was not wholly unfitted for the position, and did the best he could under the circ.u.mstances. But nowhere in the Radical administration did he find any sympathy with his department, not even a disposition to comply with the direct provisions of the const.i.tution in regard to school funds. So low had the credit of the state fallen that the administration could no longer sell the state bonds to raise money. The taxes were the only resources, and the office-holding adventurers, feeling that never again could they have an opportunity at the spoils, could spare none of the money for schools. Practically all of the negro schools and many of the white ones were forced to close, and the teachers, when paid at all by the state, were paid in depreciated state obligations.

The const.i.tution required that one-fifth of all state revenue in addition to certain other funds be appropriated for the use of schools. Yet year by year an increasing amount was diverted to other uses. The poll tax and the insurance tax were used for other purposes. At the end of 1869, $187,872.49, which should have been appropriated for schools, had been diverted. In 1872, $330,036.93 was lost to the schools by failure to appropriate, and in 1873, $456,138.47 was lost in the same way. By the end of 1873 the shortage was $1,260,511.92, and a year later it was nearly two million dollars. During 1873 and 1874 schools were taught only where there were local funds to support them. The carpet-bag system had failed completely.[1794]

The new const.i.tution made by the Democrats in 1875 abolished the Board of Education, and returned to the ante-bellum system. Separate schools were ordered; the administrative expenses could not amount to more than 4 per cent of the school fund;[1795] no money was to be paid to any denominational or private school;[1796] the const.i.tutional provision of one-fifth of the state revenue for school use was abolished;[1797] and the legislature was ordered to appropriate to schools at least $100,000 a year besides the poll taxes, license taxes, and the income from trust funds.

The schools began to improve at once, and the net income was never again as small as under the carpet-bag regime.

Neither of the Reconstruction superintendents, Cloud or Speed, furnished full statistics of the schools. It appears that the average enrolment of students under Cloud was, in 1870, 35,963 whites and 16,097 blacks; under his Democratic successor the average enrolment, in spite of lack of appropriations, was 66,358 whites and 41,308 blacks in 1871, and 61,942 whites and 41,673 blacks in 1872. Speed evidently kept no records of attendance. In 1875, after the Democrats came into power, the attendance was 91,202 whites and 54,595 blacks. The average number of days taught in a year under Cloud was 49 days in white schools and the same in black; under Hodgson the average length of term was 68.5 days and 64.33 days respectively. Theoretically the salaries of teachers under Cloud should have been about $75 per month, but they received increasingly less each year as the legislature refused to appropriate the school money. The following table will show what the school funds should have been, as provided for by the const.i.tution; the sums actually received were smaller each successive year. In no case was the appropriation as great as in the year 1858, nor was the attendance of black and white together much larger in any year than the attendance of whites alone in 1858 or 1859.

SCHOOL FUND, 1868-1875

1868 1869 $524,621.68[1798]

1870 500,409.18[1799]

1871 581,389.29[1800]

1872 604,978.50[1801]

1873 524,452.40[1802]