The advocate. [volume] (Charleston, W. Va.) 1901-1913, 1907-06-20

tHe seventeenth or September, seven
/ ceen4 hundred and eighty-seven, set
forth the fundamentals Of just gov
eminent. AS a corollary came the
ordnance OF the Northwest Terri
tory, that
|, Religion, morality and education
peihg essential to good government,
scnools and the means Of education
snail be forever encouraged. 4"
mis- act has been referred to as
the Keynote Of a perpetual. allegiance
between the cause of education and
the millions who should inhabit this
woe expanse. The Morrill, acts of
| 1662 and 1890, the Hatch act of
1885,, the Adams act of 1906, and
! tne Nelson act Of 1907, these and
an public grants find their base on
this notable ordinance.
More and more is the State to
realize the words Of the great states
man, The state has no material re-
sources at all comparable with it's
cltlzens, and no hope of perpetuitv
except. in the intelligence and integ-
rity Of Its people,"
fnllanthropy still has it's place for
good deeds and efficient service as
witness the American Missionary AS.
ISOLATION, the American Church In
st1tute for Negroes, and the General
Education Board. But where form.
erly private individuals or corpora-
tlons or churches almost exclusively
looked TO the education of the youth.
now Interstate Is assuming that dutv,
rms rs because the State has awal1-
ened to the fact that the well-train-
ed INDIVIDUAL is the most certain and
dependable safeguard to it's develop
! nrn
| nm nts grasp. And SO the state uni
versity, secondary and common
schools are prospecting
Likewise, the rural school is COM
ing to the front. The days of the
old schoolmaster," and the drearv
| hours of listless,' irrelevant memoir
Nng are fast wasting. The rural
school child is being furnished now
with the teaching that early AVA
ems In him the great power of hu
man thought. He is taught to OBJ
| serve, 10 compare and form iudg-
mentS, and to think or reason.
| IN earlier times the State did not
concern itself with promoting intelli-
gence and justice. T., 1t disregarde6
the good and laid Stress on reDress-
lng~the bad.~-StFength and authority
were opposed to justice and liberty.
me civil war was the climax of q,
half century's seething, intermittent
struggle between these ideas of
strength and liberty. The results
proved beyond peradventure that
thls was nation, a nation Of
strength and liberty, and to the once
| opposing doctrines has been born
the goodness Of Opportunity, the
| guardian over q government Of the
people, by the people and for the
people
IN the old theory the business Of
the State was war; in the new theory
the normal condition of society is
! peace. The king has been deposed
the people are the State. The divine
right of the king is become the di-
Vfne right Of the people. Today war
must be incidental; peace must OBJ
tain; and as time goes on the more
Ordinarily illumined become the
words of the lamented Mckinley:
Our interest is in concord, not
conflict; and our real eminence
rests in the victories Of peace, not
those of war"
| 1t Is John Dewey who says that
| when conditions in society radically
change, then only equally radical
changes In educational processes
| ~ ouhlN0' IL 10 only the ethical
State that can maintain it's right to
existence: Ethical in the broad
sense, concerning itself with all
questions Of sOCiety-social. political
and secular. Ethics comprehends
the very first and simplest relations
established between men, or be-
| tween men and the State. It CORE.
jates rights with duties. 1t is the
ethical duty Of the State to furnish
an education which shall be Of the
most finished character.
The unparalleled development of
modern life, and the Complexlty Of
our industrial system require, above
all, that education should prepare
the individual for service. There
fore our education system seeks tn
insure a larger, fuller and richer
life. The life Of today differs greatly
from that Of primitive society,
Where in simpler life higher educa-
ton was a luxury, and confined to
the chosen few, the multifarious
forces Of this modern age have trans
formed higher education into o. very
necessity. 1t is utility today, along
with culture.
This term, higher education, must
not become COMPOUNDED. It is not
, restricted to general science and
professional studies, bat it includes
also agriculture and the mechanic
arts. The time IS past when educa-
ton IS defined by the tool. Method
a.. Il