xt75qf8jdq9z https://exploreuk.uky.edu/dips/xt75qf8jdq9z/data/mets.xml Peter, Robert, 1805-1894. 1877  books b92-88-27380582 English Printed at the Kentucky Yeoman Office, Major, Johnston & Barrett, : Frankfort, Ky. : Contact the Special Collections Research Center for information regarding rights and use of this collection. Education Kentucky. Teachers colleges Kentucky. University of Kentucky. Transylvania University. Thoughts on public education in Kentucky, with special reference to normal schools, the State Agricultural and Mechanical College, and the trusts of Transylvania University  : being an extract from a memoir suggested by the study of the International Centennial Exhibition of 1876 / by Robert Peter. text Thoughts on public education in Kentucky, with special reference to normal schools, the State Agricultural and Mechanical College, and the trusts of Transylvania University  : being an extract from a memoir suggested by the study of the International Centennial Exhibition of 1876 / by Robert Peter. 1877 2002 true xt75qf8jdq9z section xt75qf8jdq9z 




THOUGHTS



                           ON



PUBHC EDUCATION IN KENTUCKY,


                  WITH SPECIAL REFERENCE TO


NORMAL SCHOOLS, THE STATE AGRICULTURAL AND
     MECHANICAL COLLEGE, AND THE TRUSTS
          OF TRANSYLVANIA UNIVERSITY.








  It would be of no avail to inculcate the advantages of mod-
ern scientific agriculture and the arts, if their teachings cannot
be understood by our people: these can flourish only amongst
an educated population.
  More important fact yet: enlightened statesmen have long
since taught us that freedom itself is impossible except to the
intelligent and educated; who alone are competent to make
good constitutions and laws for the government of their com-
munities; to understand the necessity and benefit of implicit
obedience to them, and able judiciously to enforce them. So
that, while despotic or aristocratic governments may ignore
popular education, or only provide the means of instruction
for the benefit of the ruling class of citizens, it is the absolute
duty of the free State or Republic to provide general, or even
compulsory, education for its people.

 
THOUGHTS ON 1



  To the honor of Kentucky it may be stated that she has
done much in this relation. Her Common School system,
established by the State Constitution, and endowed with an
annual income from public sources alone, approaching to a
million of dollars, gave tuition, in I876, according to the report
-of the State -Superintendent of Public Instruction, to 448,142
white pupils alone, at the rate of 1.90 to each pupil, which
was supplemented by a much larger sum from local sources.
How many colored pupils were taught under the Common
School system is not reported; but the number was consid-
erable.
  Notwithstanding-this encouraging and favorable exhibit, the
educational wants of our growing people, in view of the in-
creasing necessity for more thorough training and instruction,
to enable them to keep step with the onward march of im-
provement in our great country, are by no means/fuily supplied.
  It may be instructive to compare our State in this respect
with our neighboring State of Indiana With an area of ter-
ritory nearly as large as ours, and a population only about a
third of a million greater, Indiana according to the Census
Reports of 1870, had in that year 464,477 scholars at school,
of whom 446,076 were in her Public Schools; while Kentucky
had 245,139 in all, of whom 2I8,246 were in the Public
Schools. Indiana supported her schools with an income of
2,499,51I, of which 2,126,502 were from ppblic funds; Ken-
tucky devoted 2,538,429 to her schools, of which only 674,-
992 were derived from public funds.
  Let us compare our State with that of Massachusetts, as
reported in the United States Census Reports for i870, as fol-
lows:
  Massachusetts, with a population of 1,457,351 at that date,
had 242,145 pupils in her Common Schools; which had an
income from public funds of 3,o6g,o85. Kentucky, with a
population of 1,3 2 1,011 at that date, had 2 I 8,246 pupils in her
Common Schools, to which public funds contributed 674,992.
Massachusetts, in short, gave nearly five times as much for
the support of her Common School system as did Kentucky;
securing to the pupils a higher grade of education at the ex-



2

 
PUBLIC EDUCATION IN KENTUCKY.



pense of the Commonwealth, and thus maintaining in the
State a higher efficiency, on the part of her people, in the
management of all public and private interests; which doubt-
less more than remunerated her for the expenditure, and
causes her citizens to be leaders in enterprise all' over the
country.
  If we compare the two States as to relative illiteracy, the
contrast may also be instructive, as follows:
  In Massachusetts there were, in I 870, 114, IOO persons above
ten years of age, of whom nine tenths were foreigners, who
could not read and write. In Kentucky there were 249,567
persons ten years old or over who could tot read and write,
only one fourth of whom were foreigners. As a very large
proportion of these illiterates in Kentucky are colored per-
sons, the comparison as to the white population would be
much less unfavorable to us.
  Evidently, the educational advantages in the Common
Schools of Massachusetts are greater and more profitable to
the State than those of Kentucky; and this for the reason,
amongst others, that she has provided ample means for the
education and training of her Common School teachers in
her five Normal Schools, and has established schools and in-
struction of higher grades than is possible at present in the
Kentucky Common School system. The fact that well edu-
cated teachers are absolutely necessary to efficient instruction,
and that those teachers may be best and most economically
educated at home, is well understood. Massachusetts has
five Normal Schools. Kentucky is represented in the Census
Reports to have one; but this is not a State institution.
                  STATE NORMAL SCHOOLS.
  There was a time in the history of Kentucky when, upon
the urgent and conclusive representations of the late Rev.
Robert J. Breckinridge, then Superintendent of Public In-
struction, a State Normal School was established, to which a
liberal income was appropriated by the General Assembly of
Kentucky. But after two years of successful operation, under
what seems to the writer unfortunate opinions as to the con-



3

 



stitutionality of the appropriation, this useful State institution
was abolished by the Legislature.
  The constitutional objections arose from article eleventh,
section one, of the Constitution, which provides that all the
public funds devoted to public education, " together with any
sum which may be hereafter raised in the State by taxation or
otherwise, for purposes of education, shall be held inviolate,
for the purpose of sustaining a system of Common Schools"
-repeating that they " may be appropriated in aid of Common
Schools, but for no other purpose."
  A strictly literal rendering of this provision would cut off
all recent endowments from private schools, colleges or univer-
sities; for the several sums donated to them were given -for
the purposes of education," and the clause reads that "any
sum which may be hereafter raised in the State by taxation,
or otherwise, for purposes of education," shall be used to
sustain the Common Schools. Evidently the words "by the
State" should be understood in this paragraph.
  The legal difficulty which destroyed our only Normal School
is evidently based on the signification given to the term
"Common Schools." The Constitution makes no definition
of the term; but the General Assembly has said what a Com-
mon School in Kentucky shall be, and it has an equal right to
amend that definition whenever the public interests may require
the change.
  The word Common means not only low, ordinary, of no rank,
etc., etc., but it signifies "belonging to the public; having no
separate owner; general; serving for all; universal; belong-
ing to all :" as - our common country ;" " our Commonwealth;`
"our common law ;" etc., etc.
  In this sense alone can A be applied to Public Schools;
except so far as ii may be technically defined by the legal
authorities, and the prefix of this word "common" means no
more than would the words State, public, or general, in the
same relation, and by no means fixes upon these indispensa-
ble instruments of public improvement, the Common Schools,
the low grade of utility asserted by some legislators.



4




 
THOUGHTS ONPUBLIC EDUCATION IN KENTUCKY.



   A Common School system being really only a system of
education established by the State for the equal benefit of all
her people-for general education-of which the poor have
more especial need, and in which the State has a paramount
interest, the grade and standing of such schools, as well as
the means to render them most efficient, would seem to be
subjects for legislative action under the Constitution; and if
the wisdom of the General Assembly decides that teachers
should be educated and trained in Kentucky at public ex-
pense, in order to make the public educational system more
efficient, and "in aid of her Common Schools," no constitu-
tional prohibition appears to stand in the way of such legisla-
tion.
  The grand object proposed is the education of the whole
people; an indispensable means for preserving peace, liberty,
and prosperity in the Commonwealth. Education of a certain
kind being necessary, not only to the peaceful preservation of
our rights, common and personal, but to the successful prose-
cution of agriculture and the mechanic arts, the schools which
provide such education for all are necessarily Common Schools,
and of paramount public interest. That Kentucky should have
one or more Normal Schools, ' in aid of her Common Schools,"
is proved by the successful action, in this regard, of almost all
the other States of the Union. (See Appendix A for a sched-
ule of Normal Schools in the other States.)
THE STATE AGRICULTURAL AND MECHANICAL COLLEGE OF KEN-
                            TUCKY.
  Elementary instruction, in so much of the great body of
the natural and physical sciences as is now indispensable to
modern improved agriculture and the successful prosecution
of the mechanic arts, is provided for in the colleges, "I to pro-
mote the liberal and practical education of the industrial
classes," established in the several States on the basis of a
grant of land scrip by Congress for this purpose.
 If, as was the fact on the previous occasion, it is found economical of means to estab-
lish a State Normal School in an existing University, proper enactments to preserve all
public or common interests seem to be all that would be necessary to meet the provisions
of the Constitution.



5

 
THOUGHTS ON



  In Kentucky, as well as in many other States, the original
congressional grant has been largely supplemented by private
donations. In the case of our College, the more than two
hundred thousand dollars, raised by the energetic efforts of
John B. Bowman, Regent of Kentucky University, mostly
from citizens of Fayette county, have almost alone provided
its ample grounds and the buildings necessary to its location
and establishment. Its means of instruction, in apparatus,
museum, libraries, etc., etc., having been mainly derived from
Kentucky University, to which it is attached, by law and con-
tract, as one of its Colleges.
  In other States, large appropriations have been made from
the public funds for grounds, buildings, means of instruction,
etc., in aid of the congressional grant for promoting popular
education; and in some, an annual appropriation is made for
current expenses, repaid to the State in free tuition. But the
Legislature of Kentucky has not as yet, probably, appreciated
the fact that this beneficent institution may be a most effi-
cient "Iaid " to the Common School system of the State, and
constitutional objections are made, to any appropriations from
public sources to assist in its permanent establishment and
maintenance.
  The provision, however, in the contract with the Curators
of Kentucky University, that each legislative district of the
State may send two free pupils to this College, shows that it
may be considered as the common property of the people,
and that it is in fact, if not a Common School itself, a College
which may be most effectually employed " in aid of Common
Schools," according to the terms of the Constitution. More-
over, the terms of the congressional grant make it the com-
mon property of the whole State.
  Our Agricultural and Mechanical College, with the sole
income derived from the interest on the proceeds of the con-
gressional land grant, and a small sum from tuition and ma-
triculation fees and proceeds of the farm, has already been
of great utility to our State, having educated, free, during the
brief term of its existence, a large number of young men



6

 
PUBLIC EDUCATION IN KENTUCKY.



annually, who come from all parts of the State, and who may
be centres of enlightenment within their several localities at
home.   Individual munificence has provided for it a large
farm, the magnificent domain lately the home of Henry Clay,
together with an adjoining estate, with such buildings only as
were constructed for the purposes of resident gentleman farm-
ers, and not specially adapted to the wants and requirements
of such a College as was designed; and something more is
necessary, in this respect, to the permanent establishment of
a great State educational institution on the present founda-
tion.
  Other States, much younger and less wealthy than ours,
point with patriotic pride to large and commodious buildings
for lecture halls, recitation rooms, laboratories, museums and
cabinets of instruction, libraries, etc., etc., all of which are
indispensable. Many of these Colleges of other States are
rich in modern books and apparatus, specimens, models, and
other necessary means of instruction. But our College has
no special fund by which these very desirable equipments and
appurtenances can be supplied.  Individual liberality, in its
endowment, seems at present to be dormant; the funds and
property of the other Colleges of the University, given all
in trust for general educational purposes, have been mainly
appropriated; and hence the State, to which this College be-
longs, and to which will always belong the beneficial uses of
its valuable real estate, as long as the the College exists in
its present location, should come to its assistance, in an effi-
cient mann er, suited to the great wealth, magnitude, and
elevated character of our Commonwealth, and place it per-
manently, by a wise and liberal legislation, on the basis of
great and general utility to our people, for which it was de-
signed.
  The greatest advantage to us of the study of the Centen-
nial Exhibition is from the comparisons we are enabled to
make with other States and other countries. Statistics from
other sources are naturally sought to aid us in drawing the
comparison. The United States Commissioner of Agricul-



7

 
THOUGHTS ON



ture, in I873, gives, in his report of that year, the following
very significant statement:
  "All the States, with the exception of a very few, have
added something to the congressional land scrip grant. These
additions have generally been made in buildings, lands, and
apparatus, yet several of the States have contributed largely
in money."
  "Besides all these donations (by individuals and corpora-
tions), large sums have been given annually by many of the
States to defray the current expenses of conducting the Col-
leges."
  "s By comparing the value of the property derived from the
land scrip received from the National Government with that
derived from other sources, it will be seen that for every ioo
given to these Colleges by the Government, the people have
contributed 69, or more than two thirds as much."
  These Colleges are peculiarly the people's institutions, and
are the common property of the whole community. They are
in fact Common Schools, or to be used in " aid of the Common
Schools," in a liberal rendering of the expression; and the pub-
lic, by their representatives and in their individual capacity,
should, at all times, cherish and preserve their interest in them
by placing and keeping them in a' condition of the highest ef-
ficiency; more especially because they are designed for that
modern and practical education, particularly in the natural and
physical sciences, etc., etc., which our advanced civilization
and our free political institutions require in our people. (See
Appendix B for endowments of these Colleges by the several
States, by corporations and by individuals.)
                 TRANSYLVANIA UNIVERSITY.
  The late Rev. Robert J. Breckinridge, in his report for
i85o, as Superintendent of Public Instruction in Kentucky,
says, page .21, what is matter of history: "It (Transylva-
nia University) was received (from the State of Virginia) as
a State institution from the earliest existence of the State
of Kentucky, and has been so considered and treated by the
Legislature to the present day; and it is the only institution



8

 
PUBLIC EDUCATION IN KENTUCKY.



of learning in the State of which these facts are true." This
statement, made before the establishment of the State Agri-
cultural and Mechanical College, was practically acknowl-
edged shortly afterward by the General Assembly, by the
establishment in it and endowment of the State Normal
School.
  Indeed, the State, as the statute-books show, has more than
once interposed its paramount authority over the trusts of
Transylvania by reorganizing its Board of Trustees, without
the petition of that body, and, in one instance, by placing
them under the control of, and accountable to, the District
Court of Fayette county. It has, moreover, frequently endowed
it for the sole purpose of public education; and, almost up to
the time of its consolidation in Kentucky University, the Leg-
islature has appointed, at each of its sessions, committees to
visit it and report to the General Assembly as to its condition,
wants, and progress. All the rights and interests of the State
and of the people in this our first and venerable University,
acknowledged and established before the present State Con-
stitution was adopted, were carefully preserved in the act by
which it was united with Kentucky University, and consequently
the Legislature, having never relinquished its paramount con-
trol of its trusts, which were all devoted to the purposes of public
or general education alone, without respect to sect or party, is
just as much bound, in the maintenance of public interests,
to appoint its regular visitorial committees, to examine and
report on its condition and progress, and to watch over its
trusts and property, as it ever was; and the rights of this
institution to the protection and patronage of the State Gov-
ernment, handed over to Kentucky by the State of Virginia
when the former was made a State-rights and privileges
which were established and acknowledged long before the
existence of our present Constitution-no doubt remain to this
day, unaltered and intact.
  A very condensed exhibit of the facts in the history of
Transylvania University will demonstrate that it is just as
See Appendix C.



9

 
THOUGHTS ON



much a State institution now-just as much the property of
the whole people-as when it was first handed over by Vir-
ginia, and that there is a peculiar propriety in its present
union with the Agricultural and Mechanical College of Ken-
tucky.
   It was instituted and endowed with a grant of public lands
by the State of Virginia while Kentucky was only a county of
that State. Its first charters, the main provisions of which
remain yet in force, given in 178o and 1783, made it "A Pub-
lic School or Seminary of Learning;" in other words, a "Com-
mon School." This character, stamped upon it by the mother
State, in its first organic laws, has been carefully preserved, by
special enactments, in all its varied fortunes, down to the pres-
ent day.
  All of the numerous endowments, made to it by the States
of Virginia and Kentucky, by the city of Lexington, by other
corporate bodies, and by individuals at various times, have,
without exception, been devoted by the several donors to this
great general purpose-7public education, without regard to sect
or party, and " the promotion of learzing and science."  Conse-
quently, the General Assembly of Kentucky, in'its paramount
control over all public trusts, and in its special guardianship
of this State institution, the first of our Common Schools, can
justly claim and enact that all its property shall be applied to
common, popular education alone, and not to the special uses or
advantage of any sect or party whatever.
  Taking all these facts into consideration, and an examina-
tion of the records will fully establish them, our State is not
so verylfar behind other States in her means- which can be
employed "in aid of her Common Schools," and in the pro-
motion of popular education of a higher order, as might ap-
pear from the ordinary exhibit of her Common School system.
  There is really no alteration or diminution of the rights of
the State, or of the people at large, in the property of Tran-
sylvania University, or in the State Agricultural and Mechan-
ical College, because of their union in the present Kentucky
University.



IO

 
PUBLIC EDUCATION IN KENTUCKY.



   In the tripartite contract by which the three institutions
were consolidated, "all the trusts and conditions" of each
were carefully preserved; and although in the charter of the
original Kentucky University there is a clause which requires
that two thirds of the Curators shall be members of a single
religious denomination in Kentucky, yet they hold none of
the University property in fee, to do with it as they please;
but hold it only in -trust; and are obliged, by the charters
under which they act, to control and apply it "I to the purposes
for which it was donated" only, viz: for general, public educa-
tion, without regard to sect or party.  Being thus strictly
accountable to the State for the faithful performance of their
trust.
  The records of Kentucky University proper show, moreover,
that a large proportion of her own peculiar endowments were
made for purposes of general and public education of a higher
order; to build up a great liberal educational institution for
general instruction; without any special appropriation of their
uses to any sect or party, although under the auspices of a
religious denomination.
  Considering all the foregoing facts in a calm and unbiased
spirit, the friend of the enlightenment of the masses of the
people of Kentucky cannot but feel hopeful and encouraged
as to the future progress of improvement in our State. The
people of our State have always'manifested a most lively so-
licitude for popular education, and have gone in advance of
our politicians in freely taxing themselves for this greatest of
public interests; and although adverse decisions of our Court
of Appeals, based probably on a technical definition of what a
Common School in Kentucky was intended for the time to be,
may seem to bar all efforts to secure a more elevated system
of Common School education in our State, yet definitions of
popular rights must change as popular interests and necessi-
ties vary; and, as advancing civilization necessitates a higher
and more modern training of the youth of our Commonwealth,
our Common School system will undoubtedly be elevated and
improved, until Kentucky is placed on an equal footing with



I I

 
THOUGHTS ON



all our sister States in her means for the cultivation, elevation,
and enlightenment'of her people.
  The principal objection to the use of public funds for
higher educational purposes seems to be that the many are
taxed for the benefit of the few; but, " as the government of
our people cannot possibly be a pure democracy, it necessarily
results that a few are constantly selected to perform all the
practical functions, of government for the benefit of the many,
and it is just as necessary for the many to provide the quali-
fied few, for the proper control and direction of public affairs,
as it is for them to provide public buildings, public highways,
c., in all which the people have an equal interest.
  "' But for the educated men of our communities public in-
terests would greatly suffer. These must be educated or they
are not fully qualified. The practical question then is, shall
the people be governed only by those who are 'rich enough
to pay fully for their'own education, or shall the State, by its
assistance afforded to the poor man's son, give him an equal
chance to become a manager of public affairs, by means of
taxes to which the rich must contribute It seems that in this
sense the public support of institutions for higher education is
more democratic than throwing the whole cost of such train-
ing on the pockets of the individual, and that the latter course
gives an undue influence to wealth in our Republic."
 Quoted from a letter by the present writer, published in the Courier-Journal.



12



 


                  PUBLIC   EDUCATION     IN  KENTUCKY.                    13






                            APPENDIX A.

                     OF STATE NORMAL SCHOOLS.
           From the Report of the United States Commissioner of Education for 1875.

                               Number of   Number of   Number of Appropriat'n
           STATE.               Schools.   Instructors. Students.  by the State
                                                                   (annual) for
                                                                   1874.

Alabama .. ... . . . . .. . .           2           7         199       9,000
Arkansas . . . . . . .. . . .           I           2          58
California.. . . . .. . . . .           I          I0         390       17,500
Connecticut. . . . . . .. . .           I           8         175       12,000
Delaware and Georgia.... .          none.       none.       none.        none.
Illinois.. . . . . .. . . . .           2          25         603       43,987
Indiana. . . . . . .. . . . .           I  .  .. . . .  . . ..  .
Iowa . . . . . . . . .. . . .       none.       none.       none.        none.
Kansas . . . i .... . . . . .           3          20         699       24,26x
Kentucky and Louisiana .. .         none.       none.       none.        none.
Maine. . . . . . . . .. . . .          4           19         548       I4,899
Maryland . . . . . .. . . . .           2          13         453       16,000
Massachusetts. . . . . . .. .           6          62       I ,189      55,000
Michigan . . . . . . . .. . .           I          13         411       17,200
Minnesota .. . . . . . .. . .           3          24         782       31,000
Mississippi.......... .                 2          9          351        9,000
Missouri.. . . . . . . .. . .           5          50       1,407       35,000
Nebraska. . . . . . . . . . .           1           7         282       12,000
New Hampshire ....... .                 1           9         155        5,000
New Jersey .I.... . . .    ..                I     10         269       15,000
New York . . .      . .. . .            8         ii6       3,233      Iio,832
North Carolina, Ohio, Oregon.       none.       none.       none.        none.
Pennsylvania.. . . .. . . . .          10         121       3,869       35,000
Rhode Island .I.... . . .   .           I          19         159       10,000
South Carolina.I..... . .   .           I           4          39       10,000
Tennessee. . . . . . . .. . .           1           5  . .. . . .       10,000
Vermont .. . . . . . . . .. .           3          22         482       45,000
Virginia.    . . . . . .. . .           I          I8         243       10,339
West Virginia.   .... . .   .           5          24         560        7,500
Wisconsin. . . . . . .                  3          35         847       35,120
District of Columbia and Utah..     none.       none.       none.        none.



 


14                             THOUGHTS ON







                             APPENDIX B.

SCHEDULE OF ENDOWMENTS BY THE SEVERAL STATES, BY CORPORA-
TIONS, AND BY INDIVIDUALS, OF THE COLLEGES ESTABLISHED BY
CONGRESS.
Extracted from the report of the Committee of Education and Labor, made to the House of Representatives, 43d
                         Congress, 2d session, February xsth, 1874.



NAME OF INSTITUTION.                      IBy State or  By Individ-
                                          I Corporation.  uals.



Agricultural and Mechanical College of Alabama ......
Arkansas Industrial University.....  ..  ..  ..  .   ..
University of California .............. . . .
Georgia State College of Agriculture and the Mechanic Arts .
Illinois Industrial University ...............
Purdue University ....................
Iowa State Agricultural College and Farm .      ......
Agricultural and Mechanical College of Kentucky .....
Louisiana State Agricultural and Mechanical College . .
Maine State College of Agriculture and the Mechanic Arts .
Maryland Agricultural College ..     ..........
Massachusetts Agricultural College ............
Massachusetts Institute of Technologyl.o     ........
Michigan State Agricultural College ..........
University of Minnesota..    ..............
Agricultural and Mechanical Department Alcorn University .
University of State of Missouri, Agricultural and Mechanical
  College and School of Mines, etc.   ............
New Hampshire College of Agriculture and the Mechanic Arts
Rutger's Scientific School of Rutger's College, New Jersey .
Cornell University, New York    k. ............
Ohio Agricultural and Mechanical College .........
Corvallis College ............ .  
Pennsylvania State College ................
Tennessee Agricultural College ..............
Agricultural and Mechanical College of Texas .......
University of Vermont and State Agricultural College ....
Virginia Agricultural and Mechanical College .......
Hampton Normal and Agricultural Institute ........
West Virginia University .................
University of Wisconsin .................
Worcester County Free Institute of Industrial Science....



    2,700
    82,ooo
luite largely.
    25,000
    685,300



    10,000
    119,000
    45,000
    411,435
    461,396
    135,500
    105,000

    260,545
    27. 000


    300,000
    10,000


    100,000

    20, 000

    130,970
    40,000
    50,000



100,000
      200

    3,400

  i85,ooo
  21 ,385
  210,012

  14,000

  29,751
  511,026




    1,250
  87,000
  93,000
I, I02,500
  24,215

  II7,699
  13 1,o85

  49,359
  i 6, 683
  250,376
  53,000

  495,940



1



 




PUBLIC EDUCATION IN KENTUCKY.



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