- Most of the Henry Barnard manuscripts are in the Washington Square Library of New York University, more than 13,000 letters and papers, and in the Wadsworth Atheneum at Hartford, Connecticut, which has about 2500 more or less miscellaneous pieces. In the collection at New York University are several letters from Southerners, pertaining to education in the South. Microcopies of these letters now are in the library of the University of North Carolina.
- Edgar W. Knight , “Some Evidences of Horace Mann's Influence in the South,” School and Society , Vol. 65 ( January 18, 1947 ), 33 – 37 , and “More Evidence of Horace Mann's Influence in the South,” Educational Forum, XII (January, 1948). The originals of scores of letters from southerners to Horace Mann are the property of the Massachusetts Historical Society. Photocopies of many of these letters now are in the library of the University of North Carolina.
- Perry was born in Georgia, received little formal schooling, taught school in Talladega County, Alabama, from 1845 to 1853, while studying law, and served as state superintendent of schools in Alabama for two terms, from 1854 to 1858, resigning in the latter year to become president of East Alabama Female College, Tuskegee. He rose from private to the rank of brigadier general in the war of 1861–1865 and saw action at Gettysburg. He later had charge of a military college at Glendal e, Kentucky, and later still taught in Ogden College, Bowling Green, Kentucky.
- Buncombe County, in the mountains of North Carolina, has long been a favorite summer resort Asheville is the county seat.
- MS. Minutes of the Commissioners of Free Schools of Charleston, January 1855 to December 1873, pp. 34, 35, 37, 50. The materials are in the Historical Commission of Charleston. Typescript copies are in the library of the University of North Carolina.
- This indicates one of Barnard's methods in getting material for his journal.
- See below letter by C. C. Memminger to Barnard from Flat Rock, North Carolina, August 1, 1856.
- Probably statistics and other materials on education. In a letter of February 30, 1857, Geddings wrote Barnard that “I've calld often upon Mr. Tutten for Statistics & other data of the Savannah Schools but unfortunately the documents were some time ago mislaid & his pressure of business didn't—hasn't permitted him to find them.…”
- Robert F. W. Allston ( 1801–1864 ) was a distinguished South Carolinian, agriculturist, scholar, statesman. He was graduated from the United States Military Academy in 1821, served for many years in both Houses of the Legislature of South Carolina (in the Senate from 1832 to 1856 and president of that body from 1847 to 1856) and became Governor of the State in 1856. He was an energetic advocate of public education. In 1846 he was head of a Committee of the State Agricultural Society of South Carolina to report on the “defects of the present school system.” His report the following year, which became the basis of some reforms, may be found in the South Carolina Reports and Resolutions for 1847, pp. 210 – 43. The substance of this report may be found in Edgar W. Knight's Public Education in the South, 221.
- Barnard was chancellor of the University of Wisconsin from 1859 to 1860 and agent of the Board of Regents of the Normal school fund. He served as president of St. John's College, Annapolis, Maryland, 1866–1867, and from 1867 to 1870 he served as the first United States Commissioner of Education and established the foundation on which the United States Bureau of Education (now the United States Office of Education) was organized and developed. It is generally believed, however, that among Barnard's most eminent contributions to American education was that made through The American Journal of Education. He also edited the Connecticut Common School Journal and the Journal of the Rhode Island Institute of Instruction.
- William H. Gist ( 1807–74 ) attended South Carolina College at Columbia but in 1827, his senior year, he withdrew, “dissatisfied with boarding conditions.” He had long legislative service and was very much interested in education.
- See South Carolina Reports and Resolutions , for 1859 (p. 570 ), and for 1860 (pp. 598, 509).
- Geddings seems to have been looking for larger fields of usefulness.
- Stiles added as footnote: “If you will send me two or three more of your circulars it will aid me in calling attention to your Journal.”
- Memminger was born in Germany. He came to this country at an early age and attended the Orphan House of Charleston which had been established by the city council in 1790 “for the purpose of supporting and educating orphan children, and those of poor, distressed, or disabled parents who are unable to support and maintain them.” He was graduated at South Carolina College in 1819, and served as a member of the board of commissioners of schools in Charleston and as a member of the board of trustees of South Carolina College for more than thirty years.
- The substance of the address by Memminger in Charleston in 1856 may be found in Barnard's The American Journal of Education , II , 553 – 56. In philosophy and tone this address resembles the powerful and dramatic speech made by Thaddeus Stevens in the Legislature of Pennsylvania two decades earlier when he described a proposed school law for that state as “An act for branding and marking the poor, so that they may be known from the rich and the proud.” His speech helped mightily to save the public school system of Pennsylvania from “ignominious defeat.”
- Garland ( 1810–1895 ) was born in Virginia and was educated at Hampden-Sydney College where he was graduated in 1829. He served as professor in Washington College and also in Randolph-Macon College in which he served as president from 1836 to 1846. He went to the University of Alabama in 1847 and served as its president from 1855 to 1865. From 1867 to 1875 he was a member of the faculty of the University of Mississippi. He became the first chancellor of Vanderbilt University in 1875, resigning that position in 1893 on account of ill health.
- Smith was born in Hartford, Connecticut, and was graduated in 1824 from Yale where apparently he became acquainted with Barnard. He taught school in Salisbury, North Carolina, from 1824 to 1826, studied medicine and later returned to Salisbury for practice. He went to Texas in 1937, and as a member of the Legislature of that state in 1855 and later was regarded as an energetic leader in the cause of popular education. He was president of the Board of Regents of the University of Texas in 1881 and had much to do with the organization of that institution.
- Edgar W. Knight , “More Evidence of Horace Mann's Influence in the South,” The Educational Forum , XII ( January , 1948 ), 168.
The Educational Forum
Volume 13, 1949 - Issue 3