The farmer and mechanic. [volume] (Raleigh, N.C.) 18??-19??, 1901-01-01

The personality of the teacher. The |
school is no longer machine, but the in !
ner possibilities of tie pupil are brought |
out and developed to their highest at
tainment.
IF | read history right, Socrares knew
something of this method. # l read the
Word of God right. Jesus thus taught RS
He made glorious the rugged Peter. He
aid not make a new John. but brought
cut all the over that was in him. He
sought The soul lie. TIE new method
sceeks TO t,o,, lop the inner life the best
expression Of the man himself
Now IS to the DemCr, SITUATION OF edu-
cation. We have no. always been edu-
eating everybody in this wholesale man
ner It is only short time since TINS
tremendous tidal wave Of universal edu-
cation swept over the world and our
country Now schools are everywhere
This is = fact we must reckon with. I
have thought of the State building as
high as she can and reaching possibly
lower than she ought. and tell you 1t
is a very dear thought to me. With
this movement there has come 6ovelop-
ment with the general spread OF educa-
ton has gone out a deepening OF the
sources of knowledge and a broadening OF
The opportunities of acquiring them Look
at the growth of our great universities,
Chicago Yale, Harvard, Columbia, Leland
Stanford everywhere save in the South,
and We want to damn the men who would
do likewise n the South. In the summer
schools and unusual advantages these
great institutions offer are the oppor-
tunries for the teachers Of North Caro-
lima who have been trained in the old
school teacher must learn.
4 believe that in this achievement.
! This characterization of education, ard
great expansion of our advantages, we
| have the crowning glory of our age. [
believe that the 10th century Will go down
| in the annals of history greater in moth
! ing than in this, that our statesmen have
made way for the great educational ad-
vantages enjoyed by all the people.
think the Democratic party undertook a
great task when they promised to edu-
| cate every white boy in the State SO that
| he could read and write by 1908: but I
| believe we ought to do all in our power
| to bring about the fulfllment of this
| pledge (Applause.) But this universal
| free education has q tendency to crush out
| the other schools. You must stand
| against this for the existence OF the
academy. The academy has distinct
| mission higher and better than that OF
| the free school. You can never reach
| the individual in so great mass. This
| is the inherent defect in the free school
| system Jesus Himself chose only twelve
| apostles. We have yet to make people
| understand that the academy has its mis-
| SION that there are grades in education.
| We have got to fight those people who
| call for cheap education. This idea OF
! getting things cheap is the curse OF OR
| State.
..It seems 10 me that the remedy for
the injury caused by the characterization
lies in complying with the terms Of the
| revolution itself The solution is the
adequation of the academy with the
changes that have come about in educa-
tional methods. The free school can not
60 this The new methods are expensive
but the academy man is naturally ex-
elusive. In order to cultivate the spirit
OF research and thought instead Of mere
! memory there must be libraries. labora-
tories, and observatorleS connected
with the schools. You may laugh wher
| say we need an endowment, but sucf
is the case. What fine thing It woult
be as the head OF a academy TO have the
income from 100000 in Standard Ol
; shares. There is no telling; you may ge
it some day. You may go riding with Mr.
| Duke, like DR.. Kilgo, never dreaming o
his wealth, and suddenly find yourself en-
lowed, and have the whole state curSlrs
YOU out most blessedly.
, Mr.. Bailey closed with a beautiful reror
alton that produced a profound impress
: sion.
PROF. KELLEY'S ADDRESS.
The next order was the Presidents an
nual address. Prof John E. Kelley, th
, | h. odd N1 re
| He compared himself to the colonel who's
: | duty is was on one occasion to repriman
| an officer before the regiment NO
thinking of anything suitable to say h
| announced to the offending officer: Con
| slider yourself severely reprimanded, )
Ircf Kelley told his audience to conside
; | themselves severely annually addressed
| However, he went on to say that MI
: Bailey had so inspired him that he ccul
not refrain from saying something alon
Il the same line He referred in very glow
, ing terms to the work OF David CaldWel
whom he called the grandest man tina
ever trod the soil of North Carolina. Hi
log cabin, he said, was the college an
| theological seminary of the State at on
| period Apprentced in his early teen
II to a carpenter, and working at his trad
until he was 25 years old, he finally too
&c degree at Princeton, and came to Mort
y Carolina to live in little log cabin an
q preach to the people. From this log cabi
lie he equipped five of the ablest governor
4 Of the Southern States and fifty OF tt
&C greatest divines, to say nothing of Il
l. congressman and politicians. His grei
~ zeal is a proof of what strong beli
lie in the religion of Jesus Christ can accom-
4 plish Judge Murphey is generally COZ
OF sidered the father of public education
I'll North Carolina but David Caldwell ga'
ed Judge Murphy to North Carolina and II
South. His life exemplifed the fact tn
V. you can't make great man without fir
n making great animal; for his traini1
he had made him strong physically, and
d. kept up his health by outdoor work in tt
fields. He was a great farmer, a gre
eC preacher, a great teacher and gre
ry Doctor for he had to minister to Il
e. physical needs OF the people
n Prof Kelley struck the keynote of II