The subject of education engaged the attention of the people of Georgia at a very early day subsequent to the Revolution. Public schools were not then thought of; probably because such a scheme would have been impracticable. The population was sparse, and widely separated in all the rural districts of the country; and to have supplied all with the means of education, would have necessitated an expense beyond the power of the State. A system was adopted, of establishing and endowing academies in the different counties, at the county-seat, where young men who intended to complete a collegiate education might be taught, and the establishment and endowment of a college, where this education might be finished, leaving the rudimental education of the children of the State to be provided for by their parents, as best they could. Primary schools were gotten up in the different neighborhoods by the concentrated action of its members, and a teacher employed, and paid by each parent at so much per capita for his children. In these schools almost every Georgian--yes, almost every Southerner--commenced his education. It was at these schools were mingled the sexes in pursuit of their A, B, C, and the incidents occurring here became the cherished memories of after life. Many a man of eminence has gone out from these schools with a better education with which to begin life and a conflict with the world, than is obtained now at some of the institutions called colleges. Young men without means, who had acquired sufficient of the rudiments of an English education, but who desired to pursue their studies and complete an education to subserve the purposes of the pursuit in life selected by them, frequently were the teachers in the primary schools. From this class arose most of those men so distinguished in her earlier history. Some were natives, and some were immigrants from other States, who sought a new field for their efforts, and where to make their future homes. Such were William H. Crawford, Abram Baldwin, and many others, whose names are now borne by the finest counties in the State--a monument to their virtues, talents, and public services, erected by a grateful people. These primitive schools made the children of every neighborhood familiar to each other, and encouraged a homogeneous feeling in the rising population of the State. This sameness of education and of sentiment created a public opinion more efficacious in directing and controlling public morals than any statutory law, or its most efficient administration. It promoted an _esprit du corps_ throughout the country, and formed the basis of that chivalrous emprise so peculiarly Southern.