When the public funds were exhausted, the majority of the white schools continued as pay schools, but the negro schools closed at once, for after 1868 the interest of the negro in education was no longer strong enough to induce him to pay for it. The education given the negro during this period was little suited to prepare him for the practical duties of life. The New England system was transplanted to the South, and the young negroes were forced even more than the white children. As soon as a little progress was made, the pupils were promoted into the culture studies of the whites. Those who learned anything at all had, in turn, to teach what they had learned; their education would help them very little in everyday life.[1783] Negro education did not result in better relations between the races. The northern teacher believed in the utter sinfulness of slavery and in all the stories told of the cruelties then practised. The Advertiser gave as one reason why the southern whites should teach negro schools, that northern teachers caused trouble by using books and tracts with illustrations of slavery and stories about the persecution and cruelties of the whites against the blacks.[1784] General Clanton stated that in the school in which he had often attended the exercises and examined the classes, and where he had paid the tuition of negro children, the teachers ceased to ask him to make visits; that the school-books had “Radical pictures” of the persecuted slaves and the freedman; that Radical speeches were made by the scholars, reciting the wrongs done the negro race; finally, that the school was a political nursery of race prejudice, and that where the negroes were greatly in excess of the whites, it was a serious matter.[1785] He also said that the teachers from the North were responsible for the prejudice of the whites against negro schools. The native whites soon refused to teach, and if they had wished to do so, they probably could have gotten no pupils. The primary education of the negro was left to the northern teachers and to incompetent negroes; higher education was altogether under the control of the alien. It was most unfortunate in every way, he added, that the southern white had had no part in the education of the negro.[1786] The higher education of the negroes in the state continued to be directed by northerners. Washington and Councill have done much toward changing the nature of the education given the negro; they have also educated many whites from opposition to friendliness to negro schools.

The Failure of the Educational System

In 1870 Cloud was a candidate for reëlection, but was defeated by Colonel Joseph Hodgson, the Democratic candidate.[1787] When Hodgson appeared as president of the Board, Cloud refused to yield on the ground that Hodgson was not eligible to the office, having once challenged a man to a duel. The Board, however, refused to recognize Cloud, and he was obliged to retire.[1788]

The first year of the reform administration was a successful one in spite of the fact that the state was bankrupt and the treasury ceased to make cash payments to county superintendents early in 1872.[1789] The second year was a fair one, although the treasury could not pay the teachers, for the Radical senate refused to make the appropriations for which their own constitution provided. However, the attendance of both whites and blacks increased, notwithstanding the fact that the United States Commissioner of Education reported that Alabama had retrograded in educational matters.[1790] The school officials elected in 1870 were much superior to their predecessors in every way. A state teachers’ association was organized, and institutes were frequently held. Four normal schools were established for black teachers and four for whites. Private assistance for public schools was now sought and obtained, and hundreds of the schools continued after the public money was exhausted.[1791]

Hodgson did valuable service to his party and to the state in exposing the corrupt and irregular practices of the preceding administration. His own administration was much more economical than that of his predecessor, as the following figures will show:—

18701871Decrease
Salaries of county superintendents$57,776.50$34,259.50$23,517.00
Expenses of county superintendents21,202.864,752.0016,450.86
Expenses of disbursement78,979.3639,009.5039,969.86
Clerical expenses (at Montgomery)3,544.461,978.711,565.75
Cost of administration86,123.8244,588.2141,535.61[1792]

In the fall of 1872, owing to the operation of the Enforcement Acts, the elections went against the Democrats. The Radicals filled all the offices, and Joseph H. Speed was elected Superintendent of Public Instruction.[1793] Speed was not wholly unfitted for the position, and did the best he could under the circumstances. But nowhere in the Radical administration did he find any sympathy with his department, not even a disposition to comply with the direct provisions of the constitution in regard to school funds. So low had the credit of the state fallen that the administration could no longer sell the state bonds to raise money. The taxes were the only resources, and the office-holding adventurers, feeling that never again could they have an opportunity at the spoils, could spare none of the money for schools. Practically all of the negro schools and many of the white ones were forced to close, and the teachers, when paid at all by the state, were paid in depreciated state obligations.

The constitution required that one-fifth of all state revenue in addition to certain other funds be appropriated for the use of schools. Yet year by year an increasing amount was diverted to other uses. The poll tax and the insurance tax were used for other purposes. At the end of 1869, $187,872.49, which should have been appropriated for schools, had been diverted. In 1872, $330,036.93 was lost to the schools by failure to appropriate, and in 1873, $456,138.47 was lost in the same way. By the end of 1873 the shortage was $1,260,511.92, and a year later it was nearly two million dollars. During 1873 and 1874 schools were taught only where there were local funds to support them. The carpet-bag system had failed completely.[1794]

The new constitution made by the Democrats in 1875 abolished the Board of Education, and returned to the ante-bellum system. Separate schools were ordered; the administrative expenses could not amount to more than 4 per cent of the school fund;[1795] no money was to be paid to any denominational or private school;[1796] the constitutional provision of one-fifth of the state revenue for school use was abolished;[1797] and the legislature was ordered to appropriate to schools at least $100,000 a year besides the poll taxes, license taxes, and the income from trust funds. The schools began to improve at once, and the net income was never again as small as under the carpet-bag régime.

Neither of the Reconstruction superintendents, Cloud or Speed, furnished full statistics of the schools. It appears that the average enrolment of students under Cloud was, in 1870, 35,963 whites and 16,097 blacks; under his Democratic successor the average enrolment, in spite of lack of appropriations, was 66,358 whites and 41,308 blacks in 1871, and 61,942 whites and 41,673 blacks in 1872. Speed evidently kept no records of attendance. In 1875, after the Democrats came into power, the attendance was 91,202 whites and 54,595 blacks. The average number of days taught in a year under Cloud was 49 days in white schools and the same in black; under Hodgson the average length of term was 68.5 days and 64.33 days respectively. Theoretically the salaries of teachers under Cloud should have been about $75 per month, but they received increasingly less each year as the legislature refused to appropriate the school money. The following table will show what the school funds should have been, as provided for by the constitution; the sums actually received were smaller each successive year. In no case was the appropriation as great as in the year 1858, nor was the attendance of black and white together much larger in any year than the attendance of whites alone in 1858 or 1859.