Newspapers / The Smithfield Herald (Smithfield, … / July 5, 1901, edition 1 / Page 6
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EDUCATIONAL. ? ? 1? TRIPARTITE EDUCATION. The Culture of the Mini, ot the Heart and of the Body. 11 affords us much pleasure to place before our readers this week the following extracts frotn an address delivered at Memphis, Teun., At the annual meeting of the Southern Education Associa tion in 1 HOD, by Mr. B. F. .John son, of Richmond. Va : When man was first planted on the earth. Hod promulgated cer tain inflexible laws, which, if obeyed, would bring comfort, ' happiness, and close communion with the Creator. These laws violated, misery and unhapni- 1 ness were, and ever will be, tnej inevitable result We believe in j the Trinity?Father, Son and Spirit. And in more res[?ect* than one man is, like his Maker, a triune being, and in proportion as he cultivates the three great forces of his life, just in that pro- I portion he draws nearer to his Maker and lives a higher and nobler life. Historians tell us that under the Incas of I'eru, the physical man was so developed that there were many who, on foot, could travel a hundred miles a day; while the gladiators of ancient Home cultivated their strength to such a degree that single handed they were more than masters for the fiercest beasts that roamed the forest. The an cient Greeks cultivated the intel lectual and physical nature and we have handed down to us from t he misty nges of the past a few fragments of the greatest litera ture the world has ever known; and to our shame, poets and ar tists of to-day have to turn back in the calendar of time more than two thousand years to find the most beautifully developed phy sical specimens of manhbod and womanhood. Even the hardy and vigorous race that fairly swept them from existence is but a tradition of the past. Yet these (ireeks failed utterly in the culti vation of the true spiritual na ture. The Israelites of old exalted the spiritual nature, and in the study of their history, we find interesting glimpses of the lives a nd characters of men who stand out as the noblest examples of spiritual development; they also cultivated to some extent the intellectual and physical, but t hese important forces were sadly neglected. ft was only at the beginning of the first century in our Christian Era?at the coming of the Mas ter?that the spiritual forces, necessary to the highest develop ment of the race, became its com mon heritage. The Great Teach er, who spake as never man spake, studied and cultivated those vir tues that made up the perfect man. But for the fact that the world was so steeped in ignor ance and vice, the reformation begun in Hisday would have long since enveloped the universe, and brought about a higher type of civilization. *?*?**? I honestly believe now that the spirit of t hrist has permeated every quarter of the globe and is having its iufiuenceon all people, that greater, far greater progress will be made in the next hundred years for the true developmentof mankind than has been made in the past nineteen hundred, and that at the dawning of the twen ty-first century all the nations of the earth will have reached a stage of development beyond the reach of present prophecy. What noes the study of psych ology mean? What does the en dowment of chairs in our great universities for the study of in tricate philosophical questions mean? What does the movement to establish chairs for the study ?of the Bible in every institution in the land mean? What do the millions of dollars spent in gym nasiums and in the endowment of chairs for physical culture mean? These all mean that men are realizing, as they have never done before, the importance of educating aright their sons and daughters. Our great grand fathers were interested in the chase and in getting from the soil a meagre sustenance. Our fathers, reaching a higher stage, contended for the three It's? Beading, Writing, and Arith metic < >ur present generation, reaching a higher stage still, con tend for the three H's?Head, Hand, and Heart?and only by the cultivation of these three may we hope to reach that high standard tnatGod in his wisdom planned for us when man was made. As educators, the problem that we have to solve if* how we may hasten true development. How we may take the poorest and the feeblest boys anil girls and de velop them into such *|>ecimen* of manhood or womanhood as will make them worth a dozen ordinary persons. Indeed, I feel that I am not overstating th>* fact when I say that any trained and properly developed man or woman is worth to his or her community fifty times as much as the ignorant and undeveloped jjers'in. The wise and progressive men , and women who direct the policy of ourhigherinstitutionsof learn ing are rapidly removing the in consistency's of our educational work, and are already providing Tripartite Kducation. That in stitution that does not give due consideration to the spiritual and physical culture of its pupils is not properlye*]uip]>ed and will, in the course of a few .veal's, be numbered among the failures of the past. It is a good thing to establish gymnasiums and to employ skilled physicians as physical directors in our schools and col leges. It is a good thing to es tablish chairs for the systematic study of the Bible; it is a good thing to encourage the study of all the languages and sciences. The director of the gymnasium should occupy just as dignified a position and draw just as large a salary as the professor of (ireek. The Bible instruction should not be pushed off into some inconve nient ncur at the end of the w ek, but taken up as an important daily part of the curriculum, and the teacher in this department should be considered just as nec essarv?his services just as well paid for as the professor of physics. My object, however, in coming here is to plead for the primary, the preparatory schools in our country. An I travel about and see the pitiable and unfortunate condition of thousands of child ren who live in filthy and uncom fortable homes, who are dressed in rags, are insufficiently nour ished, and have no educational advantages to speak of, my heart goes out in sympathy; and, friends, I desire to join hands with you for bettering the condi tion of these millions of children in this and other lands. How are we to bring it about? What are we to do? Well, we can and must work for improvement and we can determine by (Sod's help that we will have better things. The responsibility rests upon usi and it is criminal to ignore or neglect the opportunities that (Sod has opened before us. (ion S wonli IX EVERY SCHOOL. 1 am connected with a denomi nation which has stanijied in a most emphatic manner its dis approval of any connection be tween church and State. I am in hearty accord with that senti m >nt; but I do believe that in public schools, in private schools, in schools of every class and con dition, from the first to the graduating day of the pupil, there should be a portion of each day devoted to moral, spiritual, and physical, as well as intellec tjial culture. \\ ise and pro^ren sive teachers, who love their work and their fellow man, teach ers, w ho would not only com mand, but earn the largest sala rii*s, will fit themselves for prop erly training the tender, and im pressible souls and bodies com mitted to their care. In doing this they will be developing their own best faculties, and building in thelieartsof their pupils monu ments of love and appreciation, more enduring than any that have been erected in marble I I'lcad for the children. 1 believe1 that the salvation aud progress of America depends upon the proper training and educating of thegreatf'unwashed democracy." My limited knowledge and ex perience in educational work does not justify me in undertaking to state how this work should be done. These are points that need to be carefully considered by our wisest educators, and I am thor oughly satisfied and grow strong er in the conviction every day that these changes and improve mentstin our educational system should be made. To train the intellect without cultivating the highest qualities of Christian character is to turn loose on the world, men and women whose capacity for evil is increased a hundred-fold. To cultivate the intellect and negl?ct the liodv is to send forth decrepit, ill-devel oped sjiecimens of humanity who are constantly asking the ques tion, "Is life worth living?" and .deciding it negatively bv sinking into inglorious or suicidal graves Ask the healthy, developed, full blooded, all 'round man or wo j man, "Is life worth living?" and you can tell by the sparkle in the eye, the glow of the countenance, bv the soul-flash that leaps out to greet you, that he feels that life here is a grand and glorious thing; and that we are now living in the vestibule of the even more glorious and better life that awaits us. Teachers and parents should early learn to love the child, to look for the higher and nobler qualities in his mind and heart, and to touch those secret springs that help him in throwing off evil; influences, whether hereditary or1 acquired. Every true teacher will learn to play delicately upon those tender heartstrings and bring forth joyous notes of praise and thanksgiving. In his nor mal condition, the heart of the true man rises to his Maker over-, flowing with thankfulness, and | as his life grows broader and his horizon widened; his affections are strengthened and deepened until, as he looks out over a suf fering world with a full aud glow ing heart, heexclaimsin hisevery act, "1 love you. I love You. I LOVE YOU." Such a spirit moulded and cultivated brings man and his Maker into that and sweeter relation that enables us to realize that we are in God and God in us. THE CHIME OF THE A (IE. Ignorance, idleness, and selfish ness are the monster crimes of the age and the progenitors of every crime. In every fibre of my soul, I believe this! It is ignorance and selfishness that cause that man in the rural community to raise a row when when he is not able to secure the building of the district school-house on the cor ner of his own farm. It is ignor ance and selfishness that cause every trustee or friend of a trus tee to try to break up the whole public school system in the com munity when his daughter, niece, or some friend, however incom |>etent she may be, is not selected as teacher. It is ignorance and selfishness that lead to the em ployment of the cheapest and most incompetent teachers, when, by slightly increased taxation, the difference of which would never be really felt, a better grade of teacher would be secured. 1 say the increase would never be felt, I mean it would not be if it were not for the work of the small brained politician, whose only hope of riding into prominence or power is to preach an exagger ated sentiment of economy to a class of people whose taxes are often not paid at all, and when paid are so insignificant in amount that their proportionate increase would be reckoned by I mills instead of by cents. ??*?**? THE SOUTH SHOULD LEAD THE WORLD. Pardon me if I mention here the fact that the greatest authors, artists and statesmen in all his tory sprang from thosecountries whose climatic conditions are exactly the same as that of the Sout hern States. Our people are warm-hearted and imaginative While the land brings forth in tropical profusion almost every thing that we require, the heart also responds in sympathy and love to every good impulse and every ennobling influence. We, therefore, have a hopeful future and let us not worry over condi tions that are rapidly passing away, but let us look with hope ful eyes to the future, aiming for the best and highest things. Frequently the enervating in fluence of climate is pleaded for the deficiencies of character and the sluggishness of a people; but with a proper development of the physical faculties, we can bid de fiance to inequalities of climate. 1 lielieve that from these South eru States are destined to spring artists, artisans,authors, organ izers, statesmen and scientists who will stand head and shoul ders above any that have ever been known iD all the history of the world. I do not believe that we have yet reached the highest stage of development, but I do believe that we are just now, as it were, beginning to realize the great and blessed possibilities we possess. With proper training and educating of the natural forces, the development of the latent powers in the minds and hearts of the children, we can bring into our life-work forces that will tell for the good of hu manity throughout the ages. The spirit of theteacherjis more than his method, and that per i son is the most valuable in the schoolroom who fills it with sweet reasonableness.?James Russell Lowell. Education cannot create: it can only help to bring to light the hidden life.?Rosenkranz. How to StuJv. Professor C. S. Coler. superin tendent of the Concord, N*. C.. i (Traded school, recently delivered , l>efore a business college nn ad dress on "How to study." He said: Study is an exercise of all the powers of the mind and consists | in finding out all the facts possi- j i hie relative to any subject and thinking them together in all j, their relations. 1. There must be order and comfort. One cannot study to advantage in the midst of noise and confusion, nor when hunger, cold or anything else interferes: with bodily comfort. 2. There should be a definite j and regular time for study. The j best students and thinkers are those that pursue theirstudies in a systematic order. Time isanj important element in all business and it is not enough that a thing be done well, but it should also be done in the shortest possible period of time. !1. Concentration of mind is es sential. We must become lost to all surroundings. Horace Greely wrote some of his greatest editorials while sit ting on a doorstep in the crowd ed streets of New York city. +. The best study is done alone. Every life should be well checked by periods of solitude. Students who study in groups seldom have much power of concentra tion and out little self-reliance. It is in solitude that the best study is done. 5. Kest the mind by a change of subjects. After mathematics, the student may change to book keeping, from banking to short hand. <?. Master each point as you proceed. Accuracy and thor oughness are largely matters of habit. Go slowly, consult the cyclopiedia and other books of reference, but master every detail as you go. i. study to retain what you I learn. Every subject thoroughly mastered will aid in mastering something else. Most students get their lessons simply for reci tation, and and as a result, get but little benefit from their work. 7. Study to retain what you learn. It is persons who can speak and write well that influ ence people and make most of their education. 8 Learn to speak and write the English language correctly and to express your thoughts clearly and your study of all other subjects can be made most effective. 9. lie careful of the "scraps of time." The person who carries a good book in his pocket to read while waiting at the station always rises in our estimation. It is Wonderful how much reading and study one can do bv simply using the bits of waste time that are usually wasted. The object of education should be not to fill the mind from with out, but to direct its energies from within.?Horace Mann. The Value of Education. A half-developed human being is not a man; and, without a broad liberal education, a man is not likely to develop all his fac ulties. One of our great bishops said that if his son had chosen to be a blacksmith, he would still have sent him to college. We do not think the question of how much money one can make there by should influence one's decision whether to go to college or not. It is siinplv a question of devel opment, whether the acorn wants to become a scrub oak or a giant among trees. In the greed for gain, many a boy has been taken from school and put into a store or office when he had scarcely ac quired the rudiments of an edu cation, seriously imperiling his chances of becoming a man. Hundreds of wealthy and promi nent men to-day would give half their wealth if they could go back to boyhood and get a col legiate training. A >:ew York millionaire told the writer that he would give a million dollars for even a medium education. He said he had been put to work when a boy, without any chance to go to school, and that the lack of knowledge had mortified and handicapped him all his life. Will an educationpav? Will it pay a rosebud to unfold its oetals and fling out its fragrance and 'beauty to gladden the world? ?lust as surely will it pay a youth to get as liberal training as he can. Xo stunted life pays, when a larger and grander one is pos sible.?Sucees for June. Books, schools, education are the scaffolding by means of which God builds up the human soul.? Humboldt. For or Against. Had you ever thought that in Failing to send your children to school, in refusing to lend a "help ing hand" in the cause of educa tion, or in opposing educatioal; advancement in any way, that you were combating the very power that, conjunction with the' ( liristian religion, has made pos sible the glorious civilization you enjoy to-day? Whether you ever thought of it or not, it is a fact. From these two great sources comes our advancement in every department of life. These.are the forces that have netted the civil ized globe with railroads, belted the earth with telegraph wires; leveled the hills, tunneled the mountains; built our cities, creat ed our commerce; founded our government; established our in stitutions of learning, and brought together as friends and neighbors the remotest people of the globe. When you oppose education in any way, you oppos these. In opposing these, you oppose the world's best interests; the na tion's best safeguard; theState's! best defence; the country's l>est inheritance; the district's l?est civilizer; the family's best regu lator, and the individual's best friend. | One may answer, perhaps, that he is not onposed to public edu cation, ana has never lifted his i hand against the cause. This may be true and, as far as it goes, is right; but the great test of your interest in this matter is: Are you sufficiently concerned to work for it and to support it with your substance? One's interest in any cause is more clearly shown by the energy, time, thought and money one invests in said cause, than by any formal declaration of principles. Our Saviour said "He that is not for me is against me." You cannot get on the fence in this matter. < >n which side are you??Atlanta Journal. The Height ot It. "I never see hirn taking herout for a walk now." '?No, they're engaged now, and they're economizing." "Why, it doesn't cost him any thing to take her walking." "Well, it wears out shoe leather, you know."?Philadelphia Press. UNIVERSITY OF NORTH CAROLINA. THE HEAD of the State's Educational System. ACADEMIC DEPARTMENT. LAW, MEDICINE PHARMACY. Eighty five scholarships. Free Tuilion to teachers and ministers sens. Loan* for the needy. 527 Students. 43 Instructors. New Dormitories, Water Works. Central Heating Systen . #120 000 spent in improvements in 1900 and 1901. Fall term begins September 9, 1901. Address, F P. VENABLE, President. CHAPEL IIILL. N. C. JRJNITY COLLEGE offers one hundred and twenty-flve grad ate and undergraauate courses oi stud v. Twenty- three teachers In academic courses. Eight laboratories equipped with modern apparatus. Large library facilities. Best gymnasium and athletic appointments in the State. Scholarships and Loan Funds. Attendance nearly doubled within the oast seven years. Expenses very low. The best college is the one that offers a student the best advantages. Send for catalogue. PRESIDENT K1LGO, Durham. N. U. Bill Files Letter Files, You file your bills? Then you need a Bill File, we have them in two sizes?for long bills and for letters. You wish to Keep Letters You receive? Then buy one of our Letter File Books. With one of these books you can keep every important letter where you can Find it in a Moment, Without any Trouble All the above goods on hand at reasonable prices. We also have a few Single Entry Ledg ers on hand at low prices. BEATY, HOLT & LASSITER, Smithfikld. N. C. KENLY ACADEMY, CO-EDUCATIONAL Situated in tbe growing town of Kenly, Johnston county, on the Atlantic Coast Line ten miles from Selma and fifteen miles from Wilson Noted for healthfulncss, cheapn ss, and sound, practical instruction ADVANTAGES. Elegant new buildings, Literary Societies, Library and Reading Room, The Kenlv StuOcnt (a semi annual school journal for which students do composing), four denominations, three church buildings, perennial Sunday Schools, weekly prayer meetings, double daily mall, express and passenger service, telephone and telegraph connections with all parts of the Union, Athlfdc Association, Calisthenics, School Octette and Band, etc , etc. COURSES?Collegiate, Normal (free), Business and Music. Tuiti'on, $1 to $3} Board, $5 to $7,50, DORMITORIES and boarding houses for young ladies and young men under control and management of the principal. LARGE AND INCREASING PATRONAGE. 150 students, representing 13 counties, 2 States and 7 denominations. Stu dious habits and strict attention required; thorough drill and continuous practice is exacted; complete satisfaction and healthy progress guaranteed. Faculty of eii ht graduates of best colleges, conservatories, business unt versities and high schools. SIX SCHOLARSHIPS to Kenly Academy and others to the vatlous higher educational institutions of the State. Four medals given. For further information or catalogue, address W. A. HARPER, A. B., Principal, KENLY, N. C. THE NORTH CAROLINA State Normal and Industrial College. Literary, Classical, Scientific, Commercial, Industrial, Pedagogical, Musical. Annual expenses 1100 to 1140; for non-residents of the State $100. Kaeulty ot 30 members. Practice school of about 350 pupils. To secure board in the dormltorlos all free tuition applications should be made before July 15th. Session opens Sept. 10. Correspondence Invited from those desiring competent teachers and stenog raphers. Por Catalogue and other information address President CHARLES D. MclVER. June 31-6w GREENSBORO, K. C. The second session of Twenty weeks at PRESTON ACADEMY, BEASLY, JOHNSTi'H CO , N. C. (OLD BKUTONVILLE ) Will begin August 5th, 1901, Miss Daisy Taylor, of Durham, N. C., Teacher. Miss Mattte Beasley, of Bcasley, N. C? Assistant Teacher, Patronage Solicited. DIRECTORS. J. H. LASSITER. J. M. BEASLEY, S. M. WEAVER E. T. WESTBROOH. JOHN STEPHENS, Sr. The first session was a success, and we are thankful to the patrons and the public generally for their kindness toward us We trust that our efforts will be a blessing to the youth of the land in the future and the cause of many happy homes. Respectfully, J M BEASLEY.
The Smithfield Herald (Smithfield, N.C.)
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July 5, 1901, edition 1
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