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