450 A SKETCH OF EDUCATION IN SOUTH CAROLINA. 



and Horace, as the " winged words " issued from the lips of this vener- 

 able preceptor, or his ardent disciples. Generations have passed away, 

 but the impress of Dr. Waddell's genius and influence is still seen in the 

 social and political condition of the State. 



By 1801 the State had become convinced of a want of wisdom in dis- 

 sipating its resources ; and upon the strong recommendation of Governor 

 John Drayton, the Legislature that year passed an act incorporating 



THE SOUTH CAROLINA COLLEGE. 



A sketch of this celebrated institution will be given elsewhere. Since 

 then, at different times, private colleges of great usefulness have been 

 established, to which further reference will also be made. 



In 1798, trustees were appointed to establish free schools in Orange- 

 burg. AVith this exception, it Avould appear that, after the efforts of the 

 early colonial governments, no further special attention was paid to free 

 instruction until the year 1811. 



FREE SCHOOL SYSTEM. 



On the 26th of November of that year. Governor Henry Middleton 

 urged, in his annual message, the establishment of free schools. On the 

 following day Senator Strother presented petitions for free schools, signed 

 by citizens of Fairfield, Chester, AVilhamsburg, Darlington, Edgefield, 

 Barnwell, York, St. Stephen's, St. James' Santee, St. John's Colleton, and 

 St. Peter's. A joint committee was appointed, with the Hon. Stephen 

 Elliott as chairman. A bill drawn by Mr. Elliott was reported by the 

 committee; passed the Senate without the roll call, and was adopted in 

 the House by a vote of seventy-two to fifteen. 



This Act established in each district and parish free schools equal in 

 number to the representatives in the lower house. Elementarj'' instruc- 

 tion was to be imparted to all pupils free of charge, preference being given 

 to poor orphans and the children of indigent parents. Three hundred 

 dollars per annum were voted to each school. Commissioners, varying 

 in number from three to eleven in each district and parish, serving with- 

 out pay and without penalty, were entrusted with their management. 

 Until a sufficient number of schools should be established, the commis- 

 sioners were permitted to move the schools annually, but no school 

 should be established until the neighborhood had built a school house. 

 The funds of the free schools might be united with the funds of the 

 public schools. The aggregate appropriation was about $37,000 a year. 



The system having been thus auspiciously inaugurated, vigorous efforts 



