The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1897-06-22

Mt the polls decides upon a policy which
he does not consider the wisest. Liberty
does not mean the right of a citizen to
kick out of the traces every time he finds
himself in the minority.
Nor is liberty the end of government,
as many think. Liberty is the atmos-
phere necessary to republican form OF
government. But a government which
makes liberty its end is like man who
is determined to live in locality where
the atmosphere is pure and then insists
in doing nothing but existing in that
locality.
Let the child learn that the chief end
of all right political government is hu.
man progress, and that the individual
right which a citizen surrenders for the
general good are only part of the tax
he pays to support the government
which protects him and seeks to promote
the happines of mankind.
4 EDITOR BAILEY.
| /T'he same theme had also been assigned
ITO Mr.. j. w, Bailey, editor of the Bib
lical Recorder The substance Of his adj
dress was as follows:
One subject inevitably resolves into
the frequently discussed problem of 1.-The
State and Education" We are con-
| fronted with several questions, namely,
what part shall the State take in edu-
| cation? What shall the State do for edu-
alton? What policy shall the State pur-
sue with regard to institutions of edu-
cation which it does not support! And,
| finally, what shall the State expect of
education? These questions must be an
swered. They confront not only us, but
throughout this nation for many years
they have occupied the minds Of think
ers. The matter is too great for preju-
dice, selfishness, pride or epithets. DIR.
McIver and | differ. but we differ on
high grounds.
Inthis discussion the State must not be
considered as system of laws or an EN-
bodiment of traditions. The State as a
people is living thing; it can change its
mind. The State as an institution, is a
creature of it's citizens, by compact, for
their mutual protection. It's function is,
as defined in the Constitution, to protect
If it goes beyond its function, it becomes
an agressor, and perhaps transgressor.
First, then, what use has the State for
education? What right to educate at all -!
This is determined by the States need.
| 1t does nothing that is not necessary.
| This is the essential idea of self govern
ment Americans suffer no paternalism;
they demand liberty; they ask only fol-
protection of their rights.
| Under this proposition we easily arrive
| at the conclusion that the State must
maintain an adequate system of free
schools of elementary instruction In
reach Of the people; not for any indi-
vidual's good, not for pride; but because
| in a lf-governing State, it is Of the first
Importance that the body polite be IN
telligent, able to read and write, to learn
| its duty, to administer self government
| There is no hope of an adequate private
system of common schools. AT care
full estimate ninety per cent. Of the people
Of North Carolina are absolutely depend
ent upon public free schools.
| Under this same proposition we alst
arrive at the States right to compulsory
measures, or to disfranchise the illiterate
classes; and / say deliberately the time
Will come, if we do not improve oul
schools, when North Carolina must chose
between this severe alternative.
| Is North Carolina doing her duty by
the public schools? She is not. Look al
the salaries. See the poorly-paid and in
competent teachers? Hear the trampinf
of an army of 100000 children marching
to ignorant citizenship! Behold the 81
per cent of our population illiterate! See
six hundred thousand children, inevita
bly, to be citizens, growing up witt
twelve weeks of twilight in year, anC
forty weeks of darkness! North Caro-
| lima has promised four month schools
but her promise Is unfulflled.
| Let me anticipate here, and say tina
| the State has no right to be spending
large sums on higher education, 2O,OO(
| to graduate a class of forty, when the
| condition of the all-important, essentia
free school is SO distressingly inadequate
1t is folly to be spending public none!
teaching few young men geology, Ger
man and Greek, when six hundred thou
sand boys and girls hardly have chanc'
to learn their A. b. C.'s.
Lower education is not only more i'm
portant; it is more needed. We have am
pie and more adequate (as l shall show
institutions of higher education which
cost the State nothing.
If it be said that we must have highe
institutions in order to have teachers TO
lower institutions, answer that we hav,
them already independent of the publ
taxes; and l deny that graduates o
State institutions have distinguishes
themselves as teachers in the publ
schools. You find them in a few cit.
schools, but away from the railroads
where the people are, where the heart 0
North Carolina is, where the need +:
4 greatest and the call is loudest, you fin
them not! We have made q great mis-
take here, and in consequence we hav
large illiterate population. II yo
would uplift the people by education yO'
must begin at the bottom. North Caro-
lima began at the top. New England be
gan at the bottom. You know the dit
ference.
1t is unjust to devote the public none
to the education of a few, when there
no reasonable possibility Of commO
! benefit. Equal and exact justice fail
when the State gives 900 young men an
women higher education, and neglects t
provide for the other 100000.
In the local ia xation election which
| coming / shall do nv mart 1t confront