Archibald Murphey was a teacher, attorney, planter, legislator, and judge. Murphey's ambitions was to write a history of North Carolina. Murphey thought if people of the state understood the origin and effect of past events in their part of the world they would take more pride in North Carolina and its future. Murphey was trained as a lawyer, but did not consider law his primary interest. He was more concerned with the improvement of economic and social conditions in North Carolina. He knew that the changes he contemplated depended on the development of effective methods of transportation, communication, and the creation of a system of public education. Murphey's role in the development of public schools in North Carolina rested on his presentation of the democratic theory of popular education and the detailed reports which he informed the public. Murphey rejected the idea of charity as a the fundamental basis of public education and advocated a policy that would "embrace in its view the rich, and the poor, the dull and the sprightly." In 1817 Murphey envisioned a plan of a complete system of public education, including primary schools, high schools, schools for "the deaf and dumb," and the university. Murphey died before his plans were used. When public schools did finally open they were based on plans first advanced by Murphey.
Murphey also wanted economic development which went hand in hand with the movement for public education. Transportation was the key issue. He knew that transportation was needed for the development of producing agricultural and industrial resources. The building of roads and the improvement of rivers and harbors became of great interest to those who anticipated improvements for North Carolina. In 1815 Murphey drew up his first plan for internal improvements presented for state action. This lead to Memoir on Internal Improvements of 1819. His enthusiasm, knowledge, and ability to express his ideas in a clear and forceful way made him a natural leader of the movement, and enabled him to project the subject into the thinking of the state as a live issue.
