A SKETCH OF EDUCATION IN SOUTH CAPvOLlNA. 455 



Schools and academics again opened their doors to the rising generation, 

 and it was fondly hoped that progress would be rapid. This hope was 

 short lived. 



An organic revolution soon occurred Avliich convulsed society to its 

 very foundations, and wrought changes more violent even than those 

 that first followed the surrender. A new constitution was adopted, the 

 old forms of government, the courts and many existing institutions were 

 changed. New law-makers, supported by a new constituency, brought 

 in new ideas and new methods. 



The old system of private institutions was henceforth gradually to be 

 supplanted by a general system of State instruction for rich and poor alike. 

 Hereafter we will find public schools occupying a much more prominent 

 place in the public mind and in public legislation. 



II. PUBLIC SCHOOL SYSTEM. 



The adoption of the amendments to the Federal Constitution caused 

 a thorough reconstruction of the State government, and elevated an 

 entirely new element to the control of public affairs. A new State Con- 

 stitution was adopted in 18G8. It incorporated a system of public 

 instruction into the organic law of the land, and provided for the 

 election of a State Superintendent of Education, and for subordinate 

 officers in the different counties for the management of schools and the 

 improvement of teachers. Provision was made for raising necessary school 

 funds, and a compulsory attendance was ordered so soon as the school 

 session should reach six montlis in each year. The sources of revenue 

 were threefold — first, a general legislative appropriation ; second, a poll- 

 tax of one dollar on all able-bodied male citizens (with a few exceptions) 

 within certain specified ages ; and third, a voluntary local taxation. 



The system, perfected as it had been in other States as the result of 

 careful study and long experience, was 



GOOD ENOUGH IN THEORY j 



but in practice proved a failure, owing partly to its novelty, but chiefly 

 to the ignorance and dishonesty of many parties connected with its 

 management. 



State Superintendent Jillson (1868-1 87G) makes repeated complaints 

 of the diversion of school funds to other purposes, and, in his report for 

 187G, shows an aggregate deficiency of $324,058.40. Besides this, in 



