The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1903-05-05

visited, education seemed to be the aramonn
subject of discussion. owe have come to see tbot
all effective work for human betterment must no
gin with the child. This is the meaning Of +bo
agitation for child labor laws throughout tho
country. We surely have not progressed far # MO
have stopped selling the negro man as a slave for
cotton fields but will not stop selling white chill
dren as slaves for cotton factories."
DIR. Francis G. Peabody's subject was "Knovl-
edge and Service" and we hope to give the larger
part of his address in the next number of The
Progressive Farmer. It was a vigorous arraipn-
ment of the old idea of education as a thing anart
from life, and a mastery plea for the consecra-
ton of knowledge to the uplift of men. "A man
must not only be good, but good for something
We must be satisfied with no lower ideal than that
given by the Master Himself: For their sakes
I sanctify myself What is the aim of the Chris
tan life but to guide knowledge to the feet of
service and to lift service to the height of knowI-
edgeY'
Negro Education.
Negro education was incidentally mentioned by
several Northern speakers who declared that the
Southern white man can be trusted to work out
the problem wisely and justly, and the subject was
discussed at some length by two Southern men,
Mr.. Josephus Daniels, of the Raleigh News and
Observer, and DIR. Walter B. Hill, of the Univer-
sity of Georgia. The tenor of Mr.. Daniels ad-
dress may be judged from the following extract:
"There are many Southern people who believe
thoroughly in educating the negro, and believe
that it helps him and the whole country, and their
unselfsh efforts in his behalf are beyond all praise.
There are thousands and tens of thousands who
do not believe in it at all, and who are frank to
say that, in their Judgment, it does nobody any
good. There are others, who seeing examples of
negroes that have been surrounded by negroes
whose smattering of education has done them
harm, are hating between two opinions. There
are others-and in the class I believe most of the
thoughtful people of the South are to be found
who feel that, whatever may be the result they
dare not shut the door of hope and opportunity
which education may open to any people anywhere
the negro in the South, the Indian in the West,
the Filipino in Manila. They do not expect Of
education that it will change the negro rapidly.
They know to the contrary. They hope-they be-
lieve-they trust-that eventually it will prove
beneficial, because they have faith that light and
knowledge will surely bless wherever they abound"
Mr.. Daniels, it will be seen, represented the
more pessimistic South as to the value of negro
education; DR.. Hill, speaking the same day, voiced
the sentiment of the more hopeful South. "Dur
ing the past winter" he said, "the New YORK
Journal inaugurated a symposium, in when
Southern men we're invited to express their views
on this subject. Among the contributors were
Bishop Warren A. Gambler, of the MethodISs
Church; Bishop @. K. Nelson, of the Eplscopn
Church; Hon. Clark Howell, and others. All
them expressed their qualification at what hu
been attempted inthe South. Not one OF Inc"
felt that NEGRO educatinn had been proved to Dea