The Dawson journal., 1883-08-02
Education aud the Branch
Colleges.


In your last issue noticed dis
cussion of the Branch Universities,
touching the unfairness of dotting
those Branches over different sections
of the State. to the detrirnent of
other sections, / see, also, that the
matter of increasing those Branches
is under consideration by the Legis-
lature, and that arguments are used
to'shGw the improperly of such an
ineFesse, But those arguments are
confined. as it appears to the writer,
to the injury that may accrue to the
State University, the least, in my
opinion of all the evils.
That education, properly applied,
Is . great blessing, either to indi-
viduals or to nations, no sane man
would venture to doubt. That
knowledge is power" is proverb
wholly undisputable. But the cult
Walton of the head without the cul
tivAtion Of the heart, never did and
never viii make an individual, OF a
people permanently great. Educa-
ton develops the man, and increases
his powers, either for good or for
evil, as the bent of his mind and
heart may be directed. That educa-
ton may become a benefit to an in
diVidual, such an individual must
have at heart, his own good, the good
OF his fellows and the good of
has country. But genius was never
smothered- Wherever the sparks of
true genius have existed, they
have, in despite of all opposition,,
risen to prominence and asserted
their power. From the humblest
walksi of life, amid toll, tribulation
and poverty, genius has made her
slow but steady way to the highest
positions in the gift of the people,
Stephens, Sherman and Jackson
struggled against the strongest ad-
versitias of life, but they came out
more than conquerors. These, and
men like these, need not the help of
State. The human will is almost
illimitable in power; and when it Isl
backed by honesty, industry and
perseverance, an individual requires
no governmental aid to assist
him to- eminence, in s'thIs proud
American Republic" But men tell
us that these Branch Universities
are to benefit the masses that they
are scattered over the State to make
them more easily accessible.
Before noticing the argument
against this idea, permit me to assert
that the masses can never be educa-
ted. They may be taught to spell,
TO read and to write, but the masses
do not absolutely desire q complete
education; nor have they the energy
to grapple with the difficulties that
must be met and overcome in the
pursuit of knowledge. As compared
80 the numbers who have had
the finest opportunities, how many
truly educated men have we? But
| dlgress, and must return to The
Branches. They are easily accessi-
BILE to whomf To the children of
the town and the immediate neigh
borhood in which they are located
To nobody else. But they say men
can board their children there, and
thus avail themselves of the benefit
of free tuition. In this event, the
tuition is, by far, the least item in
the list of expenses. Only the rich,
and highly favored are able to pay
board. The poor can scarcely snip
port their families at home. Thus
the poor, for whose benefit alone,
there can be any argument in favor
of education by the public, are en-
tirely deprived of the benefit of this
state aid, unless they are fortunate
awellers in those favored sections
But the entirehrinGIple is wrong
Why are the people of Cnthbert more
entitled to education at the hand of
Georgia, than are the people of
Dawson, or. any other town of the
ItRtes Are they more loyal citizens,
" do they pay to the general govern
nent a higher rate of taxation -
Why this preference, this great immu-
lity say nothing against the eff
sency of these schools. Their
eachers are nice, cultivated and
.plished gentlemen, fully competent
} teach. Bat / do attack the in
astice Of the scheme. and beg, in
ehaIf, of my own town and commun-
=, that thess Branches be discon-
nned. For the general good. I bee