The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1896-12-10
oay0NFLICT BETWEEN EDUCA-
@oRs OR EDUCATIONAL SYs-
TENS.

Tss,a need of education In North caro-
na SIS so pressing that there IS no room
~ differences among the faithful edu-
|ators who are laboring to educate me
5issdren and the youths of the State. Inc
tate cannot give too much and private
generosity cannot be too LIBERAL lhe
Improvement in the public schools has
Seen, slow but steady, and in spite of the
ard times that have weighed heavily
/ non the masses, there is strong pub
g. sentiment. for stih further increase
taxation. This is the best evidence
rat the people have learned that educa-
an is necessary to development, and
uzt they are too poor not to educate.
with a few notable exceptions, the rich
hen Of the State have done next to
totning for education, and the State has
{st~come up to the measure of its duty.
The revival of education, that burns
Rightly in our colleges and university,
ksst needs teach to men of wealth that
hey can do nothing with their money
Il GOOD as ito invest in immortal mind"
here ought to be no difficulty in endow-
lie an hundred scholarships in every col
kgeiin the State so that ambitious youth
kav be helped to secure an education.
Ee saope to see great awakening along
bis and every other line that leads to
bitter privileges and broader opportuni-
Ies.
1--WE, cannot afford to withdraw dollar
tom any educational institution, State,
kivate or UNCONVENTIONAL. They must
i helped more and more as it can be done
l. taxation and private liberality, but
he public schools must be helped first
] all. They are the mudsills of all
EDUCATION.
The history of Scotland ought to teach
he people that universal education is
be only hope of that progress and devel-
jpment that makes a great people. In
696 Scotland, far in advance of other
jbuntries, established a system Of COM
jnlsory education supported BY common
Taxation, regulated ;by governmental
Ilpervision. Macauley asks, What fol
ywed?" and answers his question:
"An improvement such as the world
had never seen took place in the NOR
al and intellectual character of the
people Soon, in spite of the rigor
of the climate,in spite of the sterillty
of the earth, Scotland became
country which had no reason to envy
l the fairest portions of the globe.
Wherever the Scotchman went, and
l there were few parts of the world
| to which he did not go, he carried
his superiority with him. If he was
ADMITTED into public office, he work
ed his way up to the highest post. IL
he got employment in a brewery or
l factory, he was soon the foreman:
! il he took a shop, his trade was the
l best in the street; if he enlisted In
l the army, he became q color sergeant;
l il he went to a colony, he was the
most thriving planter there. Scotch
men of the seventeenth century had
been spoken of in England as we
speak of the Esquimaux. The Scotch
man of the eighteenth century was
an object not of scorn, but envy. The
cry was that wherever he came, he
got more than his share; that, mix
ed with Englishmen or mixed with
uIrishmen he rose to the top as surely
las oil rises to the top Of water. And
what had produced this great reyolu-
Ition ?The Scotch air was still as cold.
THE Scotch rocks were as bare as
lever; all the natural qualities of the
l Scotchman were still what they had
l been when learned and benevolent
men advised that he should be fog
ged like beast Of burden to his
daily task; but the State had given
him an education. That education
was not, it is true, in all respects
what it should have been, but, such
as it was, it had done more for the
Ebleak and dreary shores of the Forth
land the Clyde than the richest of
soils and the most genial OF climates
Ehad done for Capua and Tarentum."
North Carolina owes more to the
4eotehmen, and the educational zeal they
Fought with them when they settled in
lis State, than TO any others of its ear
settlers. They established the first and
Iksf schools, and have been always a
tong our foremost educators. They
Fought their zeal from their own eoun-
", and helped to educate their commune
es which early became the centres of ed
cation in North Carolina.
IWhat education did for Scotland it
lis partially done for North Carolina.
each In its own special field, the
late, the church and the "rest of man
md" will work together in harmony,
q future historian will write of North
hrolina what Maseauley wrote Of Scot
Ind.
kDGE BOYKIN'S RETIREMENT.