The Bossier banner. [volume] (Bellevue, Bossier Parish, La.) 1859-1952, 1912-02-01

nv home State and find that the new
corners and nonresident people own from
one-half to as high as n per cent OF all
the taxable property. This is indeed an
alarming situation and shows that some
thing is radically wrong with the South 8
economic conditions.
| have been representing recently my
home State at the Chicago Land Show,
trying to get people to come down and
occupy our Southern land. They are
coming. We welcome them. We have
already made great strides in the South,
but it is just beginning. Examine your
assessment roll and see who is rebuilding
this great Southland. Are we doing it?
Statistics say "No!" l am anxious for
our boys and girls. feel that they should
have at least stock in this great sunny
land which was once ours. At present,
according to figures just stated, our native
born people in many places own as little as
20 per cent of Southern values. We have
too many men who spend their time talk
ing about Southern chivalry and the
South's beautiful history. | love the
Southern chivalry and agree with them
that the South's history is beautiful indeed,
but ltis old story does not regain for our
posterity lost wealth.
In order that our boys and girls should
become shareholders in this great awaken
ing, it is absolutely necessary for them to
learn that the South has been sleeping idly
on field of hidden treasure, and that by
intelligent, honest, well-directed labor,
our boys and girls can regain the millions
by right of their own.
I have been in the school work all my
ilfe I have great respect for the public
schools phenomenal achievements. be-
lieve that when our course of study is
based on 'seducation for efficiency" that
our distorted social and economic condi-
tons will be rghted. 1t is right along this
line that criticism comes in regard to our
public schools.
Now, the boy is taught when he enters
school by teacher, mother and father that
he must go to school and get an education
in order to get away from the South, to get
away from the farm. They say to him,
not in words, but in action, $50 to school
so many months and you will be able to
sell soda water in drug store or sell calico
across the counter; you must go to school
to make something of yourself"
Our boys and girls have not been told
that right next to them just outside the
school door lies great undeveloped coun-
try, and that with the proper knowledge OF
its great resources they could go out and
become rich, or, at least, make successful
citizens of themselves.
2 They did not tell me when was going
to school that they wanted TO get me away
from home, but every lesson, every sug-
4 gestion, tended that way. They did moi
(, school house we're millions of dollars worth
a of timber. They did not tell me that in g
! few short years this forest would be manu-.
d featured into lumber and that Louisiana
:. would be the leading State in lumber pro-
s duction. They did not tell me that the sol
q was wonderfully rich, that it would give
n three or four crops year, and under sun
: ny Southern skies was the best place tt
e live. was not taught anything of this il
q school. Neither was taught anything o
e the value of fine stock, how to distinguish
between the dairy and beef types of cattle
:" how to raise an acre of corn, how to judg
! the value of things that l daily come il
If contact with.
7, We must change our attitude. Our boy
1t and girls in the South must be laugh
or practical values. I believe in a schoe
IT system that teaches our boys and girl
N that our National Government is the great
est of all governments; that our Southlan
y is the best of all countries; that just out
al side the school building lies untold richie
"a which, with foresight and industry, can
brought into use, and that to remain her
and to become intelligent, frugal citizen
is wise and intelligent.
ne Ny father and mother said when the
IN sent me to school that they wanted me
Y, "make something" of myself. What we
a. that something? That "something" We
70, the schools ideal. To reach this goal, tn
social ideal, the schools insisted that "
it study everything that was not directe
ay toward skilled and intelligent labor. I
tn make something" was to study abstrat
ty ton and get away from those things TIL
ut we were accustomed to on the farm. l.
e. US notice some of the results. Fifteen
TN sixteen years ago there came to Louisiar
Sc a well-dressed business man, who said
ng Mr.. Jones, a small farmer who had sever
lly hundred acres of timber: "You have e
some old trees here which look pretty fai
us l will give you dollar an acre for them
his you do not say anything about it," M
I'm Jones, who had not been taught the val,
en- of timber, said to the intelligent, valu
rs, seeing stranger: "You don't mean tn
you will give me dollar an acre for tt
in timber which have been praying wou
rty be blown off % 81 mean it," said Il
nd stranger, trained in values, and on Il
pot next day they went to the parish seat al
ut, had the deal made. This and similar il
re, stances happened all over the timber b,
ng of our great State. ask again, what b