The times. [volume] (Richmond, Va.) 1890-1903, 1902-04-20

Sir-T@ have been somewhat surprised
that so little has been written concern
ing the General Education Board by the
leaders Of our educational work in sVlr-
ginia. have been much interested In
the matter ever since it was broughtEto
nv attention in a conversation with LIT.
Robert Frazer, who is himself greatly IN
terested in the work. and I have read
with care everything that l nave been
able to find on the subject. | venture
to ask space in your columns 70 express
some views upon it.
stG) The first Question concerns itself
necessarily with the general purpose OF
this Board What do the incorporators
aim to accomplish by this movement!
10y The second question is in this case
equally important. How do they pro-
pose to carry out their purpose? What
WILDE the methods employed! tS) Inc
third question goes a little deeper into
motive and manner, and asks, In what
spirit is the work undertaken by these
gentlemen? What attitude do they as
sumo toward us and toward our people,
The answers to these three questions
will determine the answer to fourth
question, which is equally as important
as the first three, namely 1laly 20 nat 1
shall be the attitude Of our educators to-
ward this movement, and in what spirit
shall we meet it?
shall try to give answers to these
four questions as briefly as will be con-
sistent with clearness.
~ What IS the purpose of this Board?
For the answer to this question we must
look to their printed statement. 1t says:
cit is the purpose of the Board to pro-
mote education within the United States
Of America without distinction Of race,
sex or creed.
This fundamental statement of purpose
| must be commended by all persons in
tersted in the cause Of education. 1t is
broad platform. It makes no dis
elimination of any sort or kind It leaves
the question Of where work shall be done
to be determined by the facts which
shall come before the Board. Is 1t pos
sible to object to the formation of
Board with such a purpose? Does it
not appear on it's face to be an. express
sion of genuine patriotism of the broad
est type? 7 think the answer to the first
question Is satisfactory. Can the sec
ond. Question be answered in such way
that the answer will prevent any unset
Ting of the opinion in reference to the
first? s4s 81
(2) How does this Board propose to
carry out its purpose? How to do a
thing is usually a difficult problem in
every sphere of life. Families, socie-
ties, cities, counties, aye, even churches
can decide that a certain thing ought to
be done, but the question Of the how
is a source of discussion, contention and
sometimes of bloodshed So, when one
enters upon this point he does it feeling
that IT will be almost impossible for
this Board to present plans that will be
free from criticism or universally ap-
proved But may not the fact that hon
est differences in plans to accomplish
a good purpose are SO prevalent in other
matters among. us act to keep us from
] II
Importance of the purpose of this case
evenxif we should not be able to approve
all the methods employed What are
then the methods Of the Board :?
| Like every other Board they have first
found out the educational conditions of
the field in which they propose to oper-
ate. Having secured their facts, they
examine and compare them, and find out
where there is the greatest need for
their work, and there they go to work.
Is not this the only reasonable method
to adopt?ai If>it is right to establish such
"a Board, ought not that Board to find
| sout where the cause of education is most
backward, and seek to promote the cause
there? Well, the facts in this case are
al hand, brought up to the year 1900 and
II give the figures in reference to the
white population in the North and South.
leaving the question of need among the
negroes out of the comparison. The fig
Isu1es show the percent OF white popula-
|5tion over ten years old, unable to read
and write:
Northern states-M alne, 2.5;; New
|Hampshire Is. Vermont. 35;5 Nassa-
Ichusetts, 0.s; Rhode Island, %: Connecti-
cut, a; New York g; N eW Jersey. &;
|*Pennsy lvania, District Of Columbia.
|1.T; Ohio, 3.5: : Indiana, SO; Illinois, 81;
michigan; 2.5; Wisconsin. 81 Minnesota.
l1.4:s Iowa, Ia; ;s North Dakota, IA South
dakota, IL; Nebraska, 1.3; ! Kansas. q;
Montana, l6:: Wyoming Is; colorado,
ISss.S:S Utah, 90 s: Nevada, 0s: Idaho, 49,;
washington. 1.3;; Oregon, 1 3; Clifornia.
|41.T;
Southern states-N ort1 Carolina. %
ISouth Carolina. s. "A ALBANIA. So Vir-
tgtnia, Georgia. a 6. 8; Louisiana g.
t4Arkansas. 6; Tennessee. is: Texas,
IMississippi. land. SO 1orida.
Fl