The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1897-06-23
effective, you must adopt the methods
and enthusiasm of politics."
WISE WORDS FROM GOV. JARVIS

| w 1SH NOltDS EkOM GOV. JARN is.
AT theArequest of the Assembly, Elk
| Sow. Thomas ]. Jarvis, made a short,
strong speech in advocacy of the special
| tax feature Of the law. He said that he
could not give the law his entire assent,
| but the things to which he could not do
| so were small things that could ne RENE
| died by experience and subsequent lCgis-
| .ation. He trusted that the township
| system would bring to the efficiency "f
| our schools that measure of success that
| it's friends hope for. He was going to
| be one to uphold the hands of those who
make the effort, and not one who would
| throw the slightest obstacle in the way
of its fair trial. The central thought
| the great questiOn-is the money to carry
on the system. You may have the wisest
school system, and yet without money,
| it is not worth the paper it is written on.
| He spoke of the fact that sixteen years
ago, when he was Governor, and when
| it was not so popular to advocate tax
alton for public schools as it is to-day,
he begged the General Assembly of
North Carolina to make the tax for the
common schools twenty-five cents. He
said he had never seen the day from
that time until now that he would not
in the State taxed at least twenty-five
cents to teach every child, black and
white, in every township and neighbOr-
| hood in North Carolina. He wanted to
see longer and better schools, and the
| only way to get them, was to have money
with which to support them.
Mutual Relation and Duty of the
| State and the School," was the subject
Ii ,n1 49, Ne Il 4 AT,T. 8
the Normal and Industrial College The
| substance of the same has been publish
ed in these columns. The address was
confined to Il discussion of the mutual
relation and duties of the State and its
| schools in the country districts, and was
one of the strongest and best papers read.
| 1t was a logical presentation of the cues
! ton and a stirring appeal for better
school facilities for the boys and girls.
of the State. DR. McIver is one of the
finest speakers in the State, and his de
/ livery of this was up to the standard
earnest. clear and forcible.
J. w. Bailey, ESQ., editor Of the Bib
| lical Recorder. Raleigh, was the next
! speaker, and his was the same subject.
| His address was devoted largely to the
| relation and duty of the State to the
| colleges and higher educational institu-
tons His address was strong pre-
sentation Of the anti-State aid theory,
and the audience was greatly impressed
with the ability and vigOr of the speaker.
| MIR. Bailey showed a power as a public
speaker surpassed by few Of the younger
men in our borders.
The Child and the State" was the
subject of the superb address of Presi-
81 A.,
| University Fast night AS he walked on
| the stage, the enthusiastic interest in him
and the institution that he represents.
| showed itself in the spontaneous APP
plause that greeted him from the aud
fence. synopsis of this address has
already appeared in these columns. but
no report can do justice to the charm
ing manner and lofty spirit that charac-
terized its delivery. 1t dealt largely with
the public schools of the people, and dis
cussed philoSOphically the educa tional
problems confronting the modern Chris
tan State.
TIE AESTHETIC IN EDUCATION.
One of the papers of great merit on the
''Aesthetic in Education" was read by
esident John III. Clewell, of Salem
II elIdle ACduclHy' AuiOuS OtieI thugs
he said:
There is need in our educational sys-
tenn OF a more thorough regard for the
science OF the beautiful Men are care
full to teach truth, but are not always
careful of the form in which it is taught.
The beautiful is a science representing
great power; beautiful women have
swayed Kingdoms for good or evil; beau
tiful sections have brought wealth to
| their owners: beautiful stories and gems
are rated at fabulous prices, and the
aesthetic, or the science of the beautiful
will add great power to our educational
system if properly applied. There is no
question but that a teacher must instill
truth: he cannot teach the child that
and 2 make 5; so he must teach the
science of the good or give up his posi-
| ton. But one who cannot offend against
| the science of the true and the good may
offend against the beautiful aesthetics
and retain his position. Looking at the
subject from positive view we suggest
that the work should begin with the very
a. b. c. of the matter. The teacher
should study in matters of dress, in tone
of voice, in every action to introduce
| harmony and music. The pupil should
be taught to come to the days work with
clean hands and face, no dust on clothing,
with a degree of pride in personal APP
pearance, personal manners and attrac-
tive voice. The school room should
share this attention, till every objection
able feature had disappeared, and the
1 room becomes an attractive place-all
harmony, no discord. Some may think
a boy is not won by these matters. Ii
is the very way to elevate girl or boy.
They should be taught to reason out the
fact that positions in business are opened
TO the boys who, i'm word and deed, are
influenced by the beautiful; girls should
be taught that happy homes are created
where the aesthetic is found. And when,
from selfish motives, later the love OF
|aesthetics, will remain because of its own
value.
The noble lives, the happy homes, the
great works of the world are in nearly
every instance connected directly or in
directly with aesthetics, or/the science OF