The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1889-10-22
A LETTER FROM PITT.
GRIMEsLAND ALLIANCE,
GR1MEsLAND, Pitt Co., N. c.,
Oct Q 1890

GR1MEsLAND, Pitt Co., N. c.,
Oct. 2, 1889.
Mr. EDIToR:-In the Alliance as a
~non-partisan organization is a fit place
for exchanging views, discussing our
general needs and the best way to Sc
cure them. Without it's help we are
powerless; by its aid we can gain our
ends. To the subjoined 1 request
the consideration of Alliance men,
and ask their cooperation. AS an
educator must the Alliance be looked
to as the liberator of the farmer.
Towards the concentrating of inter
ests and unity of action much has
been and still more is to be accom
plished. These advantages are not
lasting but r only temporary conces
sions to united pressure if they are
not maintained by a more thorough
diffusion of education among the
masses.
In an agricultural country after a
century's rule we find the farmer
lower in the scale than when he BE-
gan while every other calling, every
other interest has fourished. Instead
of as in the days of old the farm be-
ing looked upon as the seat of educa-
ton, culture and every refnemet, it
is now deemed the place for the un-
educated laborer, the hireling. Why
is this and what is the remedy7 Under
an educated system of agriculture our
productiveness would increase, our
people improve and with more educa-
ton and diversified crops we can
again regain the best position of the
farmer.
North Carolina is admirably equip
ped for giving higher education to
her sons and daughters, but there are
many of us too poor to give our chill
dren a good rudimentary education.
Our public schools are inadequate
and inefficient. Should not a general
reform be inaugurated2 Is it not as
necessary to the farming classes whom
the public schools are designed to
benefit that the element of chemistry
should be taught as well as writing,
geography, ETC.?
In our cities there are none so poor
but can gain a common shool educa-
ton. In many of the larger towns of
our State an excellent graded schools
supported by voluntary taxation when
side by side rich and poor obtain ad-
vantages denied us.
We can make our schools effectual
if we will-cbange the public school
system. Give the white mans taxes
to the white mans children, and let
the negro be taxed to educate him.
self.
If our statesmen bordering to a
false sentiment are afraid of this mat
ter, who not call a convention, change
the system or abolish it altogether 2
The Alliances could form schools
for the education of their children, or
Individually and collectively maintain
a good school and in this wise create
anew or revolutionize education in
North Carolina. In our country Sec
ton why is ignorance so rife? Why
should North Carolina give twice as
much to negro normal schools as to
white? Have we not borne this bur-
den long enough? AS an example of
the previous working of the present
common school system I cite my own
district. Here are a cluster of farms,
and as in many other localities in
Eastern North Carolina we pay 95
per cent of taxes, III public school is
held about two months in the year
with an attendance Of 80 to 35 schol-
ars-the negro school receiving an
equal amount per capita, have over
145 scholars with six months of
school,. e for 95 per cent. of taxa
ton we receive about 8 per cent. of
schooling, whereas 5 per cent. of tax
alton gives the negro 90 per cent. of
schooling. Is this juste
We denounce this iniquitous sys-
tenn, and ask our brother Alliances to
write with us il demanding relief
from such fragrant injustice. Is it
impossible for our poorer classes to
obtain an education? Will we ask in
vain for deliverance from negro domi-
nation?
In the history of the world there is
no parallel to such legislation nowhere