The age-herald., 1901-12-22
BY GEN. JOSEPH WHEELER.
rom the New York Journal.

 from the New York Journal.
 ~ s result of the symposium TkA for the discussion of the negro : I@A question. t seems to me that 0$- those who are best informed as to the negro character agree in this: F1rst-That it is idle to consider wheth- CT the presence of the negro in this country is to it's advantage or disadvant- age. He is planted in this land and he will remain.
 Second-That we cannot allow mass of human beings in this country to re- main in ignorance. To do so leaves them the tools of bad, designing and intrigu- ing men. who for personal advantage work upon their superstitions. prejudiecs and the worst elements of their nature.
 Third-That there is much good in the general makeup of the negro, and that efforts should be directed to give him that kind of education which will cul- tivate and develop the good, and cor rect and repress that which is vicious and bad.
 Fourth-That all efforts to enforce or encourage social equality are detrimental to the negro, but that it is encumbent upon the superior race to scrupulously protect him in every legal right
 Fifth-That the discussion of the sub ject in the Journal by people of every shade of opinion has presented the mat ter before the reading public in a man ner which must result in great good, not to the negro alone, but to the country in general.
 THE ARM OF
 EDUCATION.
 In the present advanced stage of civi1i- zation there can be but one view as to the utility and necessity of education.
 The opinions of the profoundest think CTS, the greatest philosophers, the brightest essayists, the most gifted poets, the leaders and moulders of thought, and the leaders of men in action, and the experience of mankind, all unite in this-that knowledge is the handmaid of virtue, sobriety, order and thrift, and the deadly foe to vice, crime and law less diturbances. Educate any people in any section, and you make them better citizens, better neighbors and purer pat riots.
 No one appreciated more than Daniel Webster the benefit of education to any
 
 he thus forcibly expressed this truth:
 If we work upon marble, it will per ish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds, we engrave on those tablets something that will brighten to all eternity"
 That distinguished French writer, Monseigneur Dupenloup, beautifully says:
 "The work of the educator bears a likeness to the work of the Creator. If he does not create from nothingness, he draws from slumber and lethargy the be- numbered faculties, he gives life and movement and action to an existence yet imperfect. In this light, an intellec- tual moral and religious education is the highest possible human work. It is continuc ion of the highest and noblest work ot divinity, the creation of souls.
 These beautiful phrases carry our minds back to the first thoughts of cre- ation. We recall the words which are found in the third verse of the first chapter of Genesis:
 And God said, Let there be light"
 These sublime words of the Almighty as he called the world from chaos, his first recorded utterance, his command to the beings about to be created, Let there be light" might convey an idea involving something more than change from the darkness of night to the light of day May we not indulge the pleasing and beautiful fancy that this was an ad- monition to us to enlighten minds that were to be implanted in the human frame, 6 command to the people of all nations and all ages to give light unto the mind?
 T consired," said Addison. "a human soul without education like marble in the quarry, which shows none of its in- herent beauties until the skill of the polisher fetches out the colors, makes the surface shine and discovers every ornamental cloud, spot and vein that runs through the body of it. What sculpture is to a block of marble, educa-