Oxford eagle. (Oxford, Lafayette Co., Miss.) 1876-current, 1904-10-13

past twenty years, have felt deep ln-
.erest in the education of our chill
dren, have known teither personally
or by reputation) the lamented DR.. j..
(. NJ Curry, whose labors for educa-
tion were unceasing. A man of broad
culture, deep learning and highest
social connections, he was especially
fitted to adorn the high place in the
world to which he was frequently
called. But in no work Of his varied
career did he take such intense in
terest as in the work of education.
And no one man has done for the
South what DR.. Curry did during his
connection with the Peabody Fund.
A native of our neighboring State of
Georgia. he made strenuous efforts to
rouse the people there to sense OF
their need and to help them devise
plans for the betterment Of the deplor-
able state of things among the litter
ate whites of that State.
In an address delivered by him be-
fore the General Assembly Of Georgia,
shortly before his death. he said so
much that was fine and true, and that
is applicable to our own condition, that
| shall devote most of this weeks
space to some extracts therefrom. DR..
Curry said:
"The chief wealth of civilization Is
man, his freedom In individual con-
duct and belief, his right to the pos
session and enjoyment Of all his facul-
ties. capacities and activities. in such
full measure as is consistent with the
enjoyment of like rights of other peo-'
pie. Does the sun shine less bright,
the flowers have less fragrance; does
sleep come less sweetly to the chill
dren of the poor than to the children
of the rich?
"a man capable of development has
the right to be educated, and the
State or the family which deprives
the boy or girl of that inalienable right
for the fullest development of his
moral, intellectual and spiritual ma
ture. is doing grievous wrong to that
child, and committing treason against
the State in which he lives. Gap
plause). Democracy demands larger
and larger number to enjoy mental i'm
provement. | know some people who
saw it Is not safe to educate the
masses. | am not afraid OF the edu-
Gated masses. / would rather trust
the masses than kings. priests, aristo-
cracy or established churches.
fCheers.) There is not an instance in
the history of mankind where
church establishment has ever relaxed
voluntary its hold on the people. This
separation OF State and church comes
from the uprising of the masses. Re
forms have never come from the
church or rulers, from above down
ward. Every social, political, religious
revolution has come from the deep
settled conviction of the masses, de-
termined to proclaim and assert their
rights and their privileges. and that
Is the essence of democracy, and is
the essence of the New Testament
Despotic governmnnts make men thin
blooded and low-browed-all back head
and no forehead. No nation can
realize it's full possibilities. unless it
builds upon the education Of the whole
people wicked, stupid government.
a penny-wise and pound-foolish legis-
lator. can brutalize a race, and reach
ing forward can fetter generations un-
born.
"You can predestinate the condi-
ttons of children by adverse and
illiberal school legislation. The largest
wastes are through Ignorance, which
paralyzes or misdirects the best forces,
knowledge saves. Wealth Is not In
iron ore. or water-power. or marble,
nor in the soil but in the brain that
organizes We ought to broaden our
ideas on education, consider 1t in
more rational light, for 1t is character
translated into action. Common sense,
sound Judgment, wisdom acquired by
obseservation and tempered by expert
ence. with genius and power to help
ones self to plan and execute, entities
a man to diploma from the world at
large. even IL he never gets 1t at q
university"
Men who are to increase the wealth
of the country by any Industrial pur-
suit will be successful in proportion to
industry. intelligence and integrity.
Wages are regulated by mental ca
pacity and not by muscular strength.
The free public school is the highest
evidence of craftsmanship, the most
economical method that can be
adopted.
Those public schools have come to
stay. Those who oppose them may go.
but the schools for the education Of
the children, If we would perpetuate
institutions, and il we value the magma
charter of human liberties-the New
Testament-are to continue and to be
preserved.
A crying need is industrial educa-
ton, so as to give skilled labor and
take away our dependence on the one
crop system. | can name over one
hundred towns and cities in the United
States which have incorporated manual
training along with their public school
system and elementary education. 1t
ought to be done more and more. 1t
is not to teach men to be blacksmiths
and carpenters, or shoemakers, but the
principles that underlie trade indus
tries ought to be made part of the
instruction in our schools, so as to
give them something that has some
bearing on every day life-an educa-
tion that will enable the children to
do something that man wants done.
l have before me report made by
a committee of Irishmen, appointed to
ascertain what was needed for the res
toration of Ireland's prosperity. These
gentlemen visited France, Germany.
Switzerland. Denmark. Sweden and
other countries. and went through the
whole question of how far education
was necessary for the prosperity and
comfort and advancement Of the ma
tion.