Have You Seen our new line of Fall and Winter dress goods and trimmings, ?<!so the staple and novelty lines of laces, buttons, rib bons, handkerchiefs, collars and cuffs, scarfs, towels, table linens, stamped goods, etc. SWEATERS FOR ALL THE FAMILY COME TO SEE US I - this invitation is especiall for you. THE LADIES SHOP Louisburg, N. C. Mrs. R. R. Harris, Prop. Mrs. J. A. Turner, Mgr. INSURANCE A NECESSITY INSURANCE ACTUALLY DEALS WITH EVERY HONEST BUSINESS CNDER THE SUN Fire Insurance has come to tie not only a householder's security, but a national necessity. The home owner must protect his family and provide shelter; the renter must guard his household goods. Business concerns, factories, churches, schools, colleges and cor porations must protect their property Investments. The man who can thus provide the security of a community against financial loss from is its insurance agent, through bis companies. See T. W. WATSON, for your Insurance Needs. OFFICE OVER THE FIBST NATIONAL BANK We can save you 15 per cent on your ~ prescriptions. Give us a trial and be convinced. F. R. Pleasants DRUGGIST TELEPHONE 222-J. LOUISBUBG, N. 0. It Is Less Work To Do More Work TAx h * A properly equippel Kitchen means that you can do more work with less effort, bo why not make the small investment necessary to pu into your kitchen one or more 6f these labor-saving articles. ]7on will be surprised how many useful items you can get for very little money. Convenient terms of payment arranged if you desire. Our Undertaking Department is always up to the minute. V- & WWe Fumitgre Co. ?or? amw t* ittr ft UN *nd ftp" tM AhaAi I bmw roomi would all b3 ncut whan th? Mloona w*r| {lflr?e $utT BIKAX EDUCATION By Irene Gupton The topic ruraK education la de manding mure attention now than ever before. Good citizens and leaders tor our nation bare been necessary slnce oariy colonization, but there Is a sponger realization now than ever thtt the country ;? a well as the city has to furnish the builders of a nation. Great progress must be realized In the future In rural eJncatlon to meet the advancing needs; therefore many Improvements mus'J be brought about in educating rural Bchool children. While It Is true that our present rural conditions show marked pro gress yet much remains to be done. In order to see the stops i\hat have been made In rural education It Is necessary to go back to the days of our pioneer fathers. We know that pioneer lite In early colonization was a common occurence. Especially do we feel a sense of honor when we (link of their bravery In clearing forest and building homes and a na tion for us to build on. Everyone found plenty to do. The women help ed provide food and clothing as well. But just what did they do to educate ,lhe rural school children? Soon after much intense toil, a light shono In the hearts of these noble parents, that training was necessary for their children. There were no schools to send them |o at first so thoy were taught apprentices at home. The girls were taught to weave, cook, sew and help provide food. The boys were taught to hunt, fish, farm and many domestic duties as well. Decade after decade passed with improvements being made by the building of nicer homes and by the building of small schools and church es. Small schools were beginning to spring up all over the thirteen Btates so that most of the children In the sixteenth and seventeenth centuries had a school house to go to. The chief 'ftiing stressed at this period In the school was religion. A thought w?.s predominant that all must be able to read the Holy word, so that a sup ply of ministers might be Insured. This lasted un|il the nineteenth cen tury. Not until after the beginning of the l'Jth century was education re garded at all as a legitimate public function. Education used to be aflv.x Iury and not a necessity. For cfintur^ les it was a possession of the gentle man and not the common man. As we take up early courses of study in the New England schools we see that our fa (hers first saw the necessity toread and write in order to be able to read the scripture. Geography and grammar were late arriving as a part of the course of study. Then came the idea that) the school should train children for citi zenship and it was agreed that the chief reason why schools should be supported at public expense was In order that good citizens should be j trained. Therefore history and civil government were put in the course | of fstudy in obedience to this theory. Another step was taken when physi ology was added because it was an acknowledgement ^hat the schools should do something to train youth in the individual arts of living. Still another step was taken when normal training and domestc science were brought into our schools, be cause these stules emphasize the fact that schools must do something to train workers. And at present there is prevalent an idea that the school must train the child to fill its place In the world of men; to see all the relations of life; to be fitted to live in human society. There is a feeling in rural schools that pupils should be brought into closer touch with the life of the com munity, but most important is !|hat the school as an institution be made more useful to the community as a whole. This double thoughv has been expressed In the phase, "Make the school a social center." The first means of making the rural school a social center is through the course of study. It is true tha< the introduction of nature study into our rural schools should be especially helpful. This nature study when prop erly followed approves itself both <o the educators and to the farmers. It is a pedagogical principle recognized by every modern teacher, that in edu cation it is necessary to consider tithe envlroment of the child. A second way of making the rural school a social center Is through the social activities of the pupil. (1) Athletic. (2) Im prove <he school ground and build ing, (3) provide works of art for the school room. A third method la through coopera tion between the home and the school between fhe teacher and pupil on one aide, and parents and tax payers on the other side. The Parent Teacher's Association will aid wonderfully here. The fourth method Is by making the Bchol house * meeting place for the community, more especially tor {he Intellectual and aesthetlo activi ties of the community. Fifth and last as a method for mak ing. the school a social center, la the suggestion that tha |eacher herself shall become something of a leader Inthe farm community. We are certain that everything pos sible should be done for our rural education, when we once realise that one halt of our school population at tends the >fural schools. At leaat IB per cent of these children never get beyond the district school. The country youth Is entitled to lust a thorough preparation tor thoughfnl and Intellectual member ship In (he body politic as Is th? city rout*. The Stat*, If It Is wise, will not dlacrlmlnate la favor of the one as ?taut the other; but It will adjust Its bounty In a manner equitable to tha needs of both. Until recant yeara the rural schools haTe received T?rr little attention from organised educational autfcartfy It Is not! putting facts la the stroagaat light to MT tut fMt number! ft our rural boys and glrls^re annually turned out by schools systematically dwarfted through more or leas pur poseless courses o f sudy, leaving them, poorly prepared for the life struggle. In spite of all that, all rural schools are not bad, and all rural teachers are not inefficient. We have "indeed, many excellent schools in farming com ' munities, many capable palns'feklng ' teachers are spending their lives there giving the best there Is in them for the children of the farm. Yet the fact remains (hat a majority of rural bchools art badly equipped for school purposes, and a majority of teachers are lacking In both academic and pro fessional liainlng. It Is conceded, too, that a great many men of eminence, scholars, statesmen and professional men got their early Jralning, and in many instances all their training In the old fashioned district schools. But that can't be taken as proof of the general efficiency of such schools. Many things conspire to prove that these men had the native ability and talen | to succeed, not so much on ac count of the district* schools as in spite of thereself. The unsatisfactory educational con (lit ion in former times must no$ be charged as a reflection on the charac ter or public spirit of our farm repu tation. as they are largely the .results of an unavoidable circumstance. The early se (tiers on the Atlantic sea board had their battles with the wild erness. Then the period of intense struggle before and after the Revo lutionary war kept the impoverished people in no condi'|on to solve effect ively the educational problem, star ing them in the face. The aim, we say, of our 20th century education in rural schools should be a perfec |on in: 1. More thorough school organiza tion and administration. 2. Greatly Increased school sup port. 3. Professional supervision and In struction. 4. Modern school plant. 5. Practical course ot-Btudy. 6. Centralization and consolida'Jion of schools. The preparation of the teacher is quite an essential feature. Supervision must become more efficient. Tlwre is no legitimate reason for untidy appearance of the school house. It should be the center of our pride. Consolidation is a modern day re medy for all the existing ills in rural school life. We are fortunate to say that consolidation is reaching an un limited number ofrural communities and doing untold good, though there are some rural schools yet untouched, but the fact can't remain, that they will continue |o exist as a single unit. | Consolidation may be defi/.ed as a plan to reconstruct the rural school ! o n a new foundation, which will rees- 1 jtablish the ancient principle o? "equal rights to all." 1\ contemplates the abontlonmeat of the many small schools scattered through our country communities and the maintenance, instead, of points centrally located, of a few strong well graded schools. The aim we say of | consolidation is to give the rural boy and girl the equal right to be a good citizen or statesman, as the city boy or girl. In the rural one room school we find the underpaid teacher "keeping school." for a short term of monlhs each year, endeavoring to teach the whole curriculum from A B Cs to high subjects, from 20 to 40 classes a day. The trffceher changes schools about every year and the child Is put back. In this way \he youngster marks time until he grows too old to con tinue in school or drops out from sheer lack of interest. Consolidation has made great pro gress to change all this. The "liltle red school houses," have been and are being abandoned to give rise to nicely equipped high schools near the center of the township wh(ch will afford every opportunity for practical pre paration for happy life on the farm. The school will be hygienic and have modern equipment and better teach ers. The course of study graded, re citations longer. Interest well sus tained and years in school longer. Consolidation affords ample oppor tunities for thorough work in nature study, school gardening, elementary agriclu^ure, as well as manual train ing and domestic economy. The United States has 18.000,000 young people between the ages five to twenty who live in small towns and villages or Iff open country air, who should have (he advantages sug gested above. Two years ago one-fourth of our rural school enrollment and 45 per cent of the teaching space were in 187,951 one-room schools. Nearly all these schools being In the open coun try. However, a hopeful sign is set forth by the Bureau of Education In (he statement that In 1920 there were 389,783 pupils enrolled In about 12,000 consolidated schools. The great progress made by state schools Is shown In the growth since 1910 la the tremendou* advance in rural schools. Value of buildings have Increased seven hundred per cent. Similar progresa Is shown all along the line with even greater increases in appropriation* for institutions of higher learning. A great advance la seen in high schools. Between 1910 and 1923 the value of school houses In the public school system of North Carolina had increased from |S,8<2, 9?9 to (48,874.830. The Increaae by millions Is by no means the percentage of gain. The value of each school house since 1910 has Jumped from tTT0tS3 to 16,41160, while the number of log school houses has been decreased from IN to W. The growth la by no means oon fined to material things. The average length of the school term for white children has lacrees ed from 101. ? fo 1409 dsys snd the percentage of white illiteracy has been reduced from 113 per cast to T.J fit The expenditures for $lie public] schools of the Slate increased in twelve years from $3,178,950 to $.21,649,695, while the average pay for white teach- 1 erH mounted from $37.02 per month to $102.15 per month. North Carolina still stands near the foot of the list In the length of its school term, the expenditure per pupil and the illiteracy of its population. Though |he future ia bright for the educating of our rural school child ren. A live merchant found that by mak ing an attractive exhibit of his dry goods and lending it to a farm wom en's organization, he made many sales The exhibit Included samples of all the gods on his shelves with the name ofthe material. Farm women cow dis cuss clothing at their club meetings and Tarheel merchants might find something of proff. In this suggestion. The largest pecan groves In North Carollnaare those of Pasquotank coun ty, says H. M. Ciirran, forester. Two farmers have plantations which ag gregate 6.000 trees covering nearly 500 acres. ? ? - i ? f i No Worm? in a neaithy Child ? All children troubled with Worms have an un healthy color, which indicates poor blood, and as a rale, there Is more or less stomach disturbance. GROVE'S TASTELESS chill TONIC given regularly (or two or three weeks will enrich the Mood, im prove the digestion, snd act as a General Strength ening Tonic to the whole system. Nature will then throw off or dispel the worms, and the Child will be In perfect health. Pleasant to take." 60c per bottle. To?i fathar and m ndfathar and trusted Wblwilh'l Tonic, just aa Mian and hl>im. < know and bm it with Da. Porramf and o4d It Im rntimalTta ] *3 . The rancd^p for mtkritl and , indi fevers, including dengue; aleo for W fhaenxa and gnp. Excellent tonic after any waating illneaa. Popular ?iaa? CaOc; mammoth aixa, $L All drug etorea. Co.. Uc. " intersmith's Chill Tonic m ?-?'Hang nj> the broom 'when not In use; this'wlll lengthen its life. A co.'d looped through a hole In the handle will be satisfactory, say home demon stration workers. Charlie Dawes and Owen Young might try their peace plans on Herrin. Illinois. CONFIDENCE Xo transaction between trover an<l seller is satisfactory unless a muual confidence exists. Confidence is the foundation of business. And confidence is the growth of years ? the child of the square deal and the father of success. It is because we recognize these facts that the FARM ERS AND MERCHANTS BANK has endeavored to treat each depositor as we would be treated ourselves. POR SALE 30 50-Gallon Steel Oil Barrels $2.00 each 20 Ford Wheels, demountable $2.00 eaoh ? . Cranford Motor ci\i? iy 1 Muc, h?> l

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