[Sidenote: Parish schools in South Carolina.]
[Sidenote: Georgia financed by parliament.]
[Sidenote: Democratic tendencies in North Carolina.]
=Education in the Other Colonies.=--In general, the organization of education in the remaining nine colonies can be classed under one of the three types, described above, but there are various modifications and some exceptions to be noted. The _laissez faire_ foundation of schools and colleges during the colonial period, which was evident in Virginia, seems to be characteristic of the four other colonies of the South. But the problems were in every case a little different, and in each there were variations in development. Maryland, for example, while mainly following the same random foundation of schools as Virginia, also seriously endeavored (1696) to support schools in every county by a general colonial tax. South Carolina likewise made an unsuccessful attempt (1722) at establishing a county system of schools, and, a decade before, it undertook to subsidize a school in each parish. Georgia, on the other hand, until the Revolution, had its entire budget, including the items for education, financed by the English parliament. And North Carolina, through a large number of Irish and Scotch Presbyterians, German Protestants, and other immigrants, mostly from Pennsylvania, after 1728 began to break away from the aristocratic policy.
[Sidenote: Random organization in New York and Rhode Island.]
[Sidenote: Governmental activity in New England.]
Moreover, after the permanent occupation (1674) by the English, New York went over to the _laissez faire_ plan (see p. 194). And, although in the remaining ‘middle’ colonies, New Jersey and Delaware, something was accomplished by the parochial schools of the various sects, much of the school organization there was _laissez faire_. Likewise, Rhode Island, dominated by a fanatical devotion to freedom in thought and speech, failed throughout colonial days to pass any general regulations on education, like those of Massachusetts, and followed more closely the random organization of schools in Virginia. But the other New England colonies, Connecticut and New Hampshire, when it separated from Massachusetts, tended to provide schools after the Massachusetts plan. The Hartford colony of Connecticut in its statutes of 1650 copied almost _verbatim_ the phraseology used by Massachusetts in the establishment of schools. It remains for later chapters to show how the practices suggested by this type of organization have eventually overcome those of the other two, for that did not come to pass until after the colonial period.