Newspapers / Elon University Student Newspaper / Jan. 18, 1911, edition 1 / Page 3
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January 18, 1911. THE ELON COLLEGE WEEKLY. 3 THE WEEKLY DIRECTORY. Bnrlingrton (N. C.) Business Houses. Buy Dry Goods from B. A. Sellars & Sons. See Burlington Hardware Co. for Plumb ing. Get your Photographs at Anglin’s Studio. B. A. Sellars & Sons for Clothing and Gents’ Furnishings. See Dr. Morrow when in need of Dental Work. Keal Estate, Insurance and Loans, Ala mance Insurance & Real Estate Co. Barber Shop, Brannoek & Matkins. Dr. J. H. Brooks, Dental Surgeon. See Freeman Drug Co. for Drugs. Elon College, N C. For an Education go to Elon College. Gibsonville, N. C. Dr. G. E. Jordan, M. D. High Point, N. C. People’s House Furnishing Co Greensboro, N. C. Pierce Stamp Works for stamps. Hotel Huffine. Burtnar Furniture Co., for furniture. upon the head of Jerry, tlie game pi’o- ceeded. Dick was envious of Jerr\', that was certain, and this was evinced through out the remainder of the game. Jerry said nothing, and went into the game with the same sort of zip which had characterized him in the beginning. After the first half, the game was featureless except for its hard scrimmages in which Jerry always came out with the same old grin on his freckled face. When tlie game closed the score stood 12 and 11 in favor of the “Regulars.” (’oach Rowe was somewhat elated over his new find in Jerry and accordingly took time to say so, much to the chagrin of Dick Ross. It wa.i almost time for supper now and the fellows now huriied along to the bath rooms, to dress them.selves for su[4>pr. Dick lagged behind a little and come along beside Coach Rowe and myself. I was pretty sure that he wanted to say something about Jerry% and 1 was not surprised when he said: “Mr. Rowe, I’ve always been your right-hand man, but if this country Rube is to be in the game any more you can mark my name off your list.” (To be Continued.) THE HIGHER EDUCATION OF WOMEN. By Thomas 0. Amick. Different peoples have different con ceptions of the noble word education. To the Spartan education meant a thor ough development and training of tlie body, making it an expert instrument in war; such a development of the quali ties of heroism, patriotism, and endur ance, that the young man could endure tlie hardshi])s of any campaign and fight even to the death for his nativ-e land. To the Athenian education meant the development of the aesthetic faculties that man could see all beauty everywhere and revel in the splendors of the beauty world. To the Roman education meant training foi- the forum and for war. To us education means that development that makes the body strong and yielding and the ready servant of the master that sits upon the throne within. It means such a development of the intellect that it becomes a cold logical engine that can concentrate its powers upon any of the complicated problems of life and solve them successfully, and can quickly gather from the fields of nature, literature, and art those facts and principles that sei-ve for guidance and direction in the future work of life. It means the development of the will so that it can quickly put into execution and work out through bo dy and mind those piinciples and prob lems that help to make life useful and heroic, and help to advance the world to the full stature of a world redeemed from the bramble and Ithe thorn and made into the glorious world spoken of by prophetic voice and poet’s song. We would comprehend under that noble word, education, such a training of the conscience that the man may know the right, such a tiaining of the moral sen sibilities that he will be brought into touch with his fellow man, that will en able him to “rejoice with those who re joice and weep with those who weep,” that enables a man to go down into the depths of a broken heart and find the springs from whence flow hope, and through liis symi)atliy and love cause the downcast to rise again to the highest height of human effoi*t and greatness. That word also means such a develop- men of the spiritual powers of man that he is brought into touch with God, and being thus brought, he rises to that bight of existence where he communes with all truth and makes himself a cit izen of the universe. The matter of education has reference to vocation and destiny, for it is a pro cess of preparation for an end. Hence education is of two kinds—general, which fits each individual for his com mon destiny with all and gives him par ticipation with all mankind to the her itage of human e.xperience and wisdom that has accumulated through the centu ries of the past; and special, which fits and qualifies each individual for the spe cial work which he shall do in life. A brief survey of the social and na tional conditions of the world may make clear the grounds of the lack of train ing and education that has been accorded to woman in the ages that have passed, and may enable us to see clearly the rea sons why she should receive at present those benefits and privileges which have been to her so long denied. Until recently, education had been an affair of private concern. No state had adopted a system of education for her people until within recent years. These systems of education have been adopted to meet the changed conditions brought about by the more complex civilization of these later times; and the states, in establishing their different educational systems, have had regard only to the sex tliat has taken the lead in bringing about the conditions that now exist. But we have a right to confidently believe that within a few generations, at most, woman will have come unto her own in this important field as she has done and is doing in other fields of human ed- deavor. ' ^ The history of the world shows that in the development of the education of woman the race has passed through three distinct epochs of historic growth and cultuie, as well as evolution. The first is the savage state. Here the man was distinctly the warrior. His frontier was removed scarcely out of sight of his own home. Every member of every tribe not his own was his enemy. He was safe neither by night nor by day. Therefore he had to be constantly on the alert. In this state of society, the man's first duty was protection. He practiced no art or trade save that which would make him more skillful as a war rior and a taclitian. To this end he would engage in hunting and fishing, and this incidentally supplied some of the food for the household. In this state of society, the wife car ried the burdens of her lord both in war and in the chase. She raised the grain and vegetables, cooked the food, raised the family, made tlie clothing, and performed all the duties about the home. The father faithfully perfonned the du ty of protection, but, with that done, the woman performed all the other du ties about the home. The time finally came when families combined into elans, clans into tribes, and tribes into nations. The frontier was removed far from the home, and the business of war was left only to those who were professionally trained for service. This left most men to en gage in other occupations. The sphere of woman was narrowed. She now per formed only the duties of the househc Id and of rearing the family. Man entered all the fitkli's where division of labor existed, and he received from private munifience and occasionally from the Church or state the meager education that was supposed to prepare him for life. As is was supposed that it required but little if any education to prepare woman for doing the drudgery work of the home and the rearing af the chil dren her education was almost wholly neglected. In the course of the centuries there came about another period, the age of machinery. This age natuially divides itself into two parts. In the fiist there is such a specialization of industry that each laborer tends to become a mere hand. He performs a merely mechanical result which requires a minimum of di rective intelligence in its perfoimance. In this period there is an infinite ten dency towards subdivision of labor. The machine is made to do practically every thing that was formerly done by hand. All the person does is simply to supply the machine with the material to work up on. The man becomes a mere machine himself skilled in one kind of labor only, and a kind that requiies but a mini mum of mental training and effort. This work requires but httle training and skill and a thoroughly developed mind is not necessary to success. Untrained men and wHmien operate the cot:ton and woolen mills of the world, make the parts of the most delicate typewriter, and operate the machines that cut tlie parts of the most delicate watch. In the second epoch of the human hand is replaced by labor saving machinery, and the individual laborer ascends to the higher vocation of director of machinery. Here he uses intelligence; he works with his brain, where before he worked with his muscle. With the process of the suns and the invention of more machinery, the question is not simply to furnish material to the machine, but how to apply the ma chinery to the work in hand. The ma chine must be used so that it may save labor and expense. The object must be the minimum of expense and the max imum of profit. The operation of ma chinery has come to demand skilled la bor, a skilled intellect, and a sound judg ment. The immense increase in the pro ductions and comforts of life give woman in the home more leisure, and she is at a loss to know how to occupy this lei sure time without having been given the opportunities of culture and education. And those women who enter the ■fields of productive industry must have a bet ter training than has been given them heretofore if they hope to keep pace with the forward movement of the ages and if they expect to compete with man in these fields of industry. And a special object that we have in view in this paper is to search more ful ly for the reasons why woman should have the advantages of higher education and training, and to find out what the nations of the earth are doing in this important work. If we recur to history we are taught Uial man has ever been peisistent in ac- (omi l'shing the purposes upon which he hcts his heart. Woman, on the other l and, shows an alertness of which man is si arc, ly cajiable. And because of this al rtness wcmian is more suitable than man for managing the power loom and for the manufacture of delicate machin ery. This alertness in woman needs to be trained if she measures up the the de mand of the future will make upon her, and this training should be as full and complete as the training that man re ceives for the highest type of labor in which he finds himself called to engage. The invention of so much labor saving machinery frees woman from the drudg ery of home life and gives her opportuni ty to enter wider fields of usefulness, and if we, as a people, aie true to the in stincts of our race, we must provide for her education and training that she may enter these fields of usefulness. The first traces of the emancipation of woman from the drudgery of household affairs began back in the eighteenth cen- tur>’ when Mary Wollstonecraft issued her book entitled “Vindication of the Rights of Woman.” This work set the people of England to thinking, and grad ually but slowly the emancipation began. Finally Sidney Smith and John Stuart Mill began to assist woman in the acqui sition of her rights. Every step had to be contested, but slowly and surely the contest was won, and toward the middle of the nineteenth century a beginning was made to give woman the highest culture of her time. Woman has shown herself capable of re- LINEN MARKING OUT^TS: Name Stamp, Indelible li.i »/id Pad, 40c. Postpaid on receipt of price. PIERCE STAMP WOR.KS, Greensboro, N. C. HOTEL HUFFINE Near Passenger Station Greensboro, N. C. Rates $2 up. Cafe in connection. R. M. MORROW, Surg^eoii Dentist, MORROW BUILDING, Comer Front and Main Streets, BURLINGTON, N. C.
Elon University Student Newspaper
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Jan. 18, 1911, edition 1
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