The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1904-04-21

and brettily decorated gliali. ctiloyed I a
number OF itriprorp tu spec ches ny s ~ "
OF the veil known guests, the oTaI1rg4
being lnterspersod with chorus B siiis,ls
by to,xei voices I, and ons chorus by. me
iS ~ ,, Vo,,ths ana ii,aidensi DR.. Tris.
sell presided, and With tiiffi4 on the stage
ware fla speakers 81 and many or the
proninent New York guest 35.g
Altar {, t,iatAatioii melody y, I'M rodnc.nE
solo ana chorus 8 ngi ng. Or . \ ris ,n
called Tot, Mr. Robert c. Ogden. president
~ oa' 'tna Institute board. Mr.. Ogden made
r. bnn,yi Responses, lidulging III mH'h
n1cnsn,,try ana some bright facctlous re-.
:, !. ri,sia IA 5witty5tretorts He congratu-
lated the Institute on the harmony that
y ind always existed between the tnsti-S
Stute and It's heighbors ana between ne
~ ,.r, an value of&the Influence for good Of
i ihs presence ,of 80 many prominent Vir-
rlrinns.{f educators Htid citizens. EVERY
f,,ru that has to do With Atnerlcanisnl
andNt true democracy Is promoted BY this
inpti tuition, said he, fie was especially
sgratificd by tho presence Of the Governor.
n whom the nation recognized q man or
probity and honor, tiphoder of law and
order and advocate OF educat on and all
thnt makes for the good Of the state.
Governor Montague.
IA Governor Montague was next called on,
and. though not expecting to make a
.peecf,s hc Is already prepared when edu-
cation Is tho theme and responded With
an address that evoked frequent APP
plause ana warm commentator. lie
; stated that no had no prepared utter
ancc, but was there to pay his respects
and extend his fellcltatons ON tho ex-
celent work OF tho institution. He com
mended the work being done. tho order
everywhere manifest and tho harmony
l5that characterized every sphere OF action
ana ali the associations, and culoglzed
| Mr.. Ogden on his broad cathollclty and
power for good III the institute, and In
i thea Southern s Education Association.
Education knows MOI geographical bounds
and rs confined to no favored few, but
I8iy for the masses. Quoting Patrick
4 tIenry's declaration, ~ am an Arneri-
1 cam as the first expression Of tho
, notification Of the people OF this conti-
I. piled 1t TO those gathered at the inst.-,
lgtute. with we'll told anecdote. the
i Govornor applied 1t with an appeal for!
4 Justice or men unto men as the polar,
4 star OF advancement OF the nation to
higher and better living. lie expressed
| Ii 8 belief in the ultimate solution of!
every question affecting them bS the the
n spcaking Of tho solution Of the race
Luueston,N he said this schoc< is ding.
more for 8 the uplifting and improve
\ mcnt OF the negro than any otherHins tl--
tuition. Former generations had mot un-
derstood that the real object Of educatiol,5
j was to- put q man Into work, not e, TO
i take him out OF lit. No people can rise
! who slun work and none save those
/! who realize that work is elevatlng. u p-5
i lifting and ennobling can attain It's great
4 est benefits He stated that he was not
concerning himself with higher educa "a
ton Take care Of the base; the summit
/! viii take care Of itself. The Governor
i pleaded for a stimulus to endeavor based
j on tho Idea that a good farmer or me-
i channels as niue h to be respected as Sa
A good. sident. In affording Industrial
4 and .practlcals:edu education we are &on$$s the
4 right track in theEw work Of euuipping5
Il men for life and citizenship. II this gem
4 eratlbn Is given fundamental education
4 the next will be still further advanced.
A We cannot educate. said he; 5 VIC can only
3 instruct; the students must educate them
4 selves. 5
4 In closing, the Governor addressed his
i rema rks ESPECIALLY to the negro stu
Z dents and population. After referring
4 to the States efforts in the line OF prnc-.
4 teal education otIthe negro, he declared
4 with emphasis that 1t was we'll worth
4 the while Of every colored man to gain
q the good will of,wery white man, and of
!. every viii to man to gain the good will OF
q every negro. Educationt4ls the solu-
4 |ation Of all sproblems-thnt educa ton
Il which APPEALS to the lenrts and cons
a sciences of men. In closing, the Governor
made an appeal for justicolof man to
Z man. Educa tlon4-can raise our ethical
q standard and llumancs our pathway
! more and more. The man that has done
4 his best need not censure himself, was
his closing thought. NJ III * III
Educational Capitol.
q After another song and chorus, DR. G..
a D, A1c1yer. OF Greensboro NJ c., a well
known educational campaigner, was call
4 ed upon and responded In his usual en-
Pertaining style. After complilnenting tho
excellent singing. he characterized Hamp-
5ltnn Institute as ''thc educational capital
OF till, race" He expressed his pleas
2 lire at the presence OF the Governor and
1, the growing interest in education, and de-
clared that every school teacher feels
grateful to the Governor for his efforts
in the cause of educa ton and OF better
remuneration for e cheers, Every child.
Il said lie, must have a fair chance 20
i work, to prepare for work and to work
Il in the field, for which no is prepared.
4 l5pr. McIver quoted the division Of people
& into classes, made by a famous man, as
follows: He that knows not and knows
not that he knows not Is q fool. He that
81 knows not, and knows that he knows not.
n, is simple: teach him. He that knows
g and knows not that he knows. is asleep;
{ awaken him. He that knows and knows
Y, that no knows Is afwlse and useful man,
and will accomplish much good,
The Indian students, boys and girls,
sang a medley Of Indian songs which
. was unique III its interest for the audi
81 ellce Then DR.. 5Trissel read ist ters from,
Dr. Joseph w. Southall,z superintendent OF
. public Instruction, and, from Hon. Allen
( Capcrton Brnxton, expressing their re.
4 | gret at their Inability to be present. and
commencing educational effort along
practical lines. III, 38H
!. 4 &I,r. John Graham Brooks, OF Harvard
University, was the next speaker. After
4 clcvcrshlmorous Introduction In which
& i,r, n:ri a ~ anecdote at thA eNpcnSC Oi