The farmer and mechanic. [volume] (Raleigh, N.C.) 18??-19??, 1911-12-05
Education ard Reliyion.

an - A<&A
VIII minister to him as long as be
YES.
Education ard Religion.
These are grouped here fer lack OF
SPACE and not because they should To
rouped IN our history.
mere should be separate maps show
ing the growth pf schools and
churches. and n clear statement OF
their necessary interdependence. The
growth and influence OF the Young
Mems Christian Association should
also be outlined as well as the growth
and influence OF school libraries.
The educational history OF the state
has already been we'll written. u
reeds only 70 be brought up 10 date.
iroFloed with plentiful pictures and
sklifully adapted to public school use.
me purpose is 10 make clear not only
the phenomenal advance OF recent
years, but the heroisms OF early Years
and the moulding influence 81 educa-
doi upon every phase OF our states
activities. 1t is the merest mmo
Place 10 say that churches and schools
are both measures and determinauts
CT a States progress. But as common
as the saying Is | have found no State
history that traces these two const-uc-
tive forces IL their henefcent infiu-
ence upon the states destinies. IL
mentioned they are merely mentioned.
II Is at least the highest praise that
can be given the story Of our State
to say that it cannot be understood nv
any one who ignores or undertakes tho
prlmacy Of intellect or morality.
Representative Leaders.
This chapter should complete and
unity all that has gone before. But
the leaders chosen should he rcpre-
sentative nf I H.. nrr+r,,.tS $500
ready mentioned. The makers OF
North Carolina history have been not
only civic leaders in the accepted
sense, but farmers, road-huilderS
manufacturers, educators. writer's and
preachers. The influence of biogra-
lhy on i reader, it must be remem-
bered, Is measured not merely by the
greatness Of the life portrayed but by
the similarity Of task and environment
that the reader is made to feel be-
tween himself and the hero. Tho
biography, in other words. must meet
the reader half y. must reveal
the same or kindred interests. 1t
must touch his sense of common hu-
mainly. When this is done life is re-
invested in life. Lon: llow's line,
There is no death, what seems so is
transition" receives thus a new mean
ing. The transition is from the past
~ liz pi NStALl, NUN SCiNICe THAT mas
been to service that will be.
To select these representative men.
TO portray the salient features Of their
life and work, to relate them properly
to the varied activities of the State
and to the ideals and interests of the
pupils in our schools, is to write his
tory that is not only democratic but
dynamic. 1t is q task calling for Gis-
Ciplined judgment and wide sympathy.
I,,t to ~ov--n-1 ufII - ~-,- g.
the task.
In Conclusion.
History thus written would not fiji
the pupils mind with names and fig
ures but it would deepen and diversity
his interests. 1t would enable him to
correIate the present with the past.
and to summon both to the service Of
a larger future. His imagination
would be enlarged both by retrospect
and prospect. He would realize that
history is not conservation but inter-
probation, that it deals with the past
only to make it live on into the pres
cnt, and with the present only TO
garner it for the future.
AbOve all he would realize tina his
own honest toll, however humble. was
a part of the States progress. that
no one man and no one class of uen
has made or is making the fabric Of
statehood, that is a collective and
composite thing on which many
brains have ~pondered and manv hands
AVE wrought. And out OF his reali-
Zation there would come that new
conception of the State, a conception
which has kindled alike the magma
ton of the poet and h patriotism
of the citizen:
gave all men all earth to love,
But since our hearts are small,
Ordained for each some spot should
prove
Beloved over all;
as lie watched Creations birth,
So we, in Godlike mood.
Of our love create our earth
And sec that il is good"
habits well pursued betimcs