70 EDUCATION. 



tion of the 4th article declares : " The arts and sciences shall 

 be patronized in one or more seminaries of learning." 



In 1817, two hundred and fifty thousand dollars were ap- 

 propriated to the support of poor schools. In 1818, every 

 10th and 100th lot of land in seven new counties was appro- 

 priated to the cause of education; and in 1821, two hundred 

 and fifty thousand dollars were set apart for the support of 

 county Academies. 



These records show, that the people of Georgia, from the 

 commencement of their independence to the full establishment 

 of their constitutional Government, have recognized the duty 

 and the importance of making public and ample provision for 

 the education of all her citizens. These records show, that 

 her Jacksons and Baldwins, with their many worthy coad- 

 jutors, in the achievement of our independence, and in the 

 establishment of our present form of government, did not 

 doubt, that the State could, and that she ought to, become an 

 efficient patron of learning — that correct moral and religious 

 instruction could be imparted in our public schools and 

 Colleges. 



I know the opinion is now held by a few, that these men, 

 and I may say, that almost every great and good man, up to 

 nearly the present day, has been in error upon this subject. 



We must honor the feelings which give rise to these sen- 

 timents — we must respect the piety which prompts to all the 

 efforts which are made to purify the fountains of knowledge — 

 to introduce the Bible, with its hallowing influence, into all 

 our institutions of learning. 



Georgia has often been represented as more inattentive to 

 the great interests of education than almost any other State 

 in the Union — a statement which does great injustice to our 

 citizens. A correct history of our State will show that those 

 who have preceded us, have done much for the cause of edu- 

 cation. A full statement of all which has been given by the 

 citizens of the State would, doubtless, surprise many. I can- 

 not at this time give a history of what has been done by our 

 citizens in the cause of education. A few instances will, how- 

 ever, be sufficient to sustain me in the remark, that we have 

 not been as utterly regardless of the interests of knowledge as 



