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454 Document No. 9. [Session
increased very little; it was in 1875 $8.56, and in 1895 $8.72. TMs is
the picture. In some of these States a child attends school less
than twelve months in its whole lifetime, and receives less than
ten dollars for the education of itself for the high and holy duties
of citizenship. And htis, too, here in a laud of which it has been
said, "Away down South in Dixie, honor is religion; gallantry is
law, and virtue is the high ideal of beautiful womanhood."
Representing the academies of North Carolina, I plead for effi-cient
public schools. Better than forts or flying squadrons for a
nation's defense is the education of her people. It has been
truthfully said, "Universal suffrage, without universal education,
means unversal anarchy." Witliout freedom of mind, self-govern-ment
must be a farce.
I have digressed for this moment to show that the private schools
have much concern in the proposition of universal education for all
our people.
The part of the academy in the past, and the part of the academy
to-day, in the educational world, is no insignificant part. We
know that these schools are diverse in work, equipment, and ideals
—but they do not suffer by comparison with other parts of our
State's educational organism—or want of organism, if you prefer to
state it in harsher terms—I choose rather to see a brighter day
gradually dawning through agitation and struggle.
That these secondary schools have lived at all is much. Without
receiving or asking help from public sources; without private
munificence save in exceptional cases, depending upon reasonable
tuition fees for life, they have bravely worked; guided by men who
dreamed of no wealth, no place of honor, save as they lived the
teaching, "Who would be greatest among you let him serve." "By
their works ye shall know them," and honor is theirs when we
review the thousands of earnest students, marching yearly for a
century from the halls of our secondary schools to the stern duty
of citizenship, and livelihood, carrying an impress of character and
high resolve that has stood them in good stead in the building of a
State through rude conditions. Let us not then too much disparage
their work. Their bead-roll of teachers and of taught is an nonor-able
one. It echoes the names of Alexander \V Ison, Brantley York,
David L. Swain, Solomon Lea, Willam J. Bingham, Thomas Tom-linson,
who taught such men as Gaston, Stanley, Speight, Badger
and Hawks; David Ker, James Srpunt, Henry Pattillo, David Cald-well,
"the noblest Roman of them all;" Eli W. Caruthers, Richard
Sterling, James Hall, William Paisley, Samuel McCorckle, and Fet-ter,
and Horner, and Graves, William McPheeters, J. M. Lovejoy,
Marcus George, and a host of others of later times, together with
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| Title | Page 1694 |
| Full Text | 454 Document No. 9. [Session increased very little; it was in 1875 $8.56, and in 1895 $8.72. TMs is the picture. In some of these States a child attends school less than twelve months in its whole lifetime, and receives less than ten dollars for the education of itself for the high and holy duties of citizenship. And htis, too, here in a laud of which it has been said, "Away down South in Dixie, honor is religion; gallantry is law, and virtue is the high ideal of beautiful womanhood." Representing the academies of North Carolina, I plead for effi-cient public schools. Better than forts or flying squadrons for a nation's defense is the education of her people. It has been truthfully said, "Universal suffrage, without universal education, means unversal anarchy." Witliout freedom of mind, self-govern-ment must be a farce. I have digressed for this moment to show that the private schools have much concern in the proposition of universal education for all our people. The part of the academy in the past, and the part of the academy to-day, in the educational world, is no insignificant part. We know that these schools are diverse in work, equipment, and ideals —but they do not suffer by comparison with other parts of our State's educational organism—or want of organism, if you prefer to state it in harsher terms—I choose rather to see a brighter day gradually dawning through agitation and struggle. That these secondary schools have lived at all is much. Without receiving or asking help from public sources; without private munificence save in exceptional cases, depending upon reasonable tuition fees for life, they have bravely worked; guided by men who dreamed of no wealth, no place of honor, save as they lived the teaching, "Who would be greatest among you let him serve." "By their works ye shall know them," and honor is theirs when we review the thousands of earnest students, marching yearly for a century from the halls of our secondary schools to the stern duty of citizenship, and livelihood, carrying an impress of character and high resolve that has stood them in good stead in the building of a State through rude conditions. Let us not then too much disparage their work. Their bead-roll of teachers and of taught is an nonor-able one. It echoes the names of Alexander \V Ison, Brantley York, David L. Swain, Solomon Lea, Willam J. Bingham, Thomas Tom-linson, who taught such men as Gaston, Stanley, Speight, Badger and Hawks; David Ker, James Srpunt, Henry Pattillo, David Cald-well, "the noblest Roman of them all;" Eli W. Caruthers, Richard Sterling, James Hall, William Paisley, Samuel McCorckle, and Fet-ter, and Horner, and Graves, William McPheeters, J. M. Lovejoy, Marcus George, and a host of others of later times, together with |
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