The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1903-09-27

1.-The special tax which he would do him
self The people of Haw River have
caught the same spirit and are preparing
to erect $4,000 graded school building.
Burlington has already provided a splen-
did system of public schools. Nearly
every township in Alamance last spring
voted for a special school tax, and Ala
nance is in the lead for public education.
The cotton mill manufacturers recognize
the value of educated labor and have
taken the lead for the local tax.
The address at the laying of the corner
Stone was delivered by Hon. Francis D.
Winston, of Berthe, who delighted the peo-
pie who heard him. The speaker express
ed his pleasure in meeting the people and
made very pleasant references to the local
history of Alamance and paid high tribute
to her distinguished sons. He took for
the basis of his speech Practical Educa-
ton, and advocated the introduction of all
sorts of practical work in our city graded
schools and in those public schools in
country districts large enough for that
purpose His ideal school is one on
farm with workshops in wood and iron,
where the work which North Carolina
needs can be taught-farming, carpenter
ing, dairying, Embarrassing, stock raising
and such kindred work In fact his ad-
dress was an appeal for an education that
teaches men and women how to work. l
caught few sentences that seem to me
significant The ideas in them will be
heard from again in this State.
The most costly luxury is education that
IS played with. There is great danger
IN an education not based on the we'll
known virtues. Until race knows what
truth and virtue are, what love of home
and family are: what law and order are;
reading and writing in the hands are in
struments of idleness and crime
I believe every child in the State should
be educated, but in that education two
fundamental ideas should prevail. I
would edcate them in the things, in the
ways, best suited for their comfort and
happiness. I would educate them with a
present purpose of lettering the rest of
the State and for pursuing useful and
peaceful relations with their fellows l
have seen a hog count and play cards; l
have seen a horse write his name and
tell the hour of day. Both did the work
well. ] would not for that reason educate
all the hogs to count, or all the horses
to write. To do so would make poor
sausage and a banker
The education of the negro is burden
which the white race has borne without
complaint for q generation. There are
signs indicating that the people are grow
ing FESTIVE under the burden: not so
much because of the money we spend,
but because we are not getting the prop
er return. The present system of educat-i
ing the negro does not fit him for a single
duty which he owes the State / do not
advise change in one fundamental law
at this time to bring about separation
of funds. But l do stand for a change in
the method OF negro education and l
think the time at hand when radical
change is demanded. The present system
takes labor from our farmers which does
not add to the welfare of the State in other
lines of industry. But on this occasion
| forbear 20 discuss these matters which
are so foreign to our present purpose. In
dealing with the question we have not
had that help from the leaders of the race
we were entitled to expect; and which
those favored educators are enabled to
give. There are, of course, exception
honorable ones-to this statement The
leaders and preachers of the race need
to recognize the present situation. Less
talk about rights and more talk about
duties will be in order from now on.
The white people of the State will not