Georgia Historic Newspapers

    Bones, Brown & Cos., J. & S. Bones & Cos.,
ACnrSTA, GA. ROME, GA.
Established 1825. Established 18G0,
BONES, BROWN & CO.,
IMPORTERS
And dealers in Foreign & Domestic
HARDWARE
AUGUSTA GA..
W.
• WITH
KEAN Sc CASSEL.S,
Wholesale and retail dealers in
Foreign and Domestic Dry Goods
209 Broad st., lat stand of H. F. Russel & Cos.
AUGUSTA, GA.
~J. MURPHY ScCO.
Wholesale and retail dealers in
English While Granite & C. C. Ware
ALSO,
Semi-China, French China, Glassware, &c.
No. 244 Broad Street,
AX!OUST A, GA.
T. MARKWALTER,
MARBLE WORKS,
BROAD STREET,
Near Lower Market,
AUGUSTA, GA
THE AUGUSTA
Gilding, Looking-glass,Picture Frame
FACTORY.
Old Picture Frame* Re<jilt to look Equal to
A no. Old Paintings Carefully Cleaned
Lined and Varnished.
J. J. S3BIOWWE, Agent,
346 Broad st., Augusta, Ga.
E. IT. EOGBBS,
Importer and dealer in
RIM, GODS PISTOLS
And Pocket Cutlery,
Amm ixiition of all Kinds,
245 BROAD STREET, AUGUSTA, GA.
REPAIRING EXECUTED PROMPTLY
SCHNEIDER,
DEALER IN
WINES, LIQUORS AND CIGARS
AUGUSTA, GA.
Agent fur fr. Schleifei- & Co.'s San Frjyvcisco
CALIFORNIA, BRANDY.
lIHSOm ELIEQUOTT
E. 11. SCHNEIDER,
Augusta, Georgia.
fUwrton gusiucss (Cards.
LIGHT CARRM^A BUGGIES.
J. F. jVTTXjD,
(Carriage Wajiufact’r
ELBGIITOAI, GEORGIA.
BEST WORKMEN!
BEST WORK!
LOWEST PRICES!
Good Buggies, warranted, - $125 to $l6O
Common Buggies - - - SIOO.
REPAIRING AND BLACKS,MITIIING.
Work dono in this line in the very best style.
The Best Harness
My 22-1 v
T. M. SWIFT. MACK ARNOLD
SWIFT & ARNOLD,
(Successors to T. M. Swift,)
dealers in
DRY GOODS,
GROCERIES, CROCKERY, BOOTS AND
SHOES, HARDWARE, &c.,
Public Square, ELBERTON GA.
K kTcAIRDNER,
ELBERTON, GA.,
DEALER IN
MY MODS, MACS Hi,
HARDWARE, CROCKERY,
BOOTS, SHOES, HATS
Notions, &o
ELBERTON FEMALE
®fllkgmte|nstikte
TIIE exercises of tliis institute will be resum
ed on Monday, January 27th, 1873.
Spring term, six months. Tuition, $2.50,
$3.50, and $5 per month, according to class—
payable half in advance.
Mrs. Hester will continue in charge of the
Musical Department.
Board in the best families cun be obtaiued at
from $lO to sls per month.
For further Information address the Principal,
11. P. SIMS.
THE GAZETTE.
ISTew Series.
EDUCATION:
AN ADDRESS DELIVEKED AT THE CLOSE OF THE
COMMENCEMENT EXEBCISEB OF THE
ANDEEW MALE HIGH SCHOOL,
ByPitoF. H. P. Waddell.
In considering what subject would
most interest this intelligent audience, I
have been able to think of none, upon
which I could speak, so likely to accom
plish this end, as the general department
of life in which lam myself engaged. I
came of a race of teachers. For a hun
dred years my name has been identified
with this profession in this and her sis
ter States. There are even now scatter
ed abroad throughout the South gray
haired men who were taught over at
Willington, S.‘ C., where I was bom, all
of the school-knowledge they ever enjoy
ed, by old Dr. Waddell, my grandfather,
that stem old pioneer in the early wilds
of Southern education. True, the most
famous of his scholars have joined him
in a world where his labors and then
own are meeting their reward : John C.
Calhoun, George MeDuffee, Hugh S. La-
Gree, Wm. H. Crawford, A. P. Long
street and Geo. R. Gilmer are all sleep
ing with their old Master the last long
sleep into which we too shall one day fall:
but some still survive who well remember
the old school-house under the trees
across the Savannah river, and upon the
walls of their memory that picture is
still hanging undimmed by the flight of
years. Very interesting is it to hear
their stones of school-life at Willington.
’Twas a day in which the profession of
teaching was at a sad discount; when
teachers were commonly made of men
| who became such upon the same princi
ple that the man declared his dog to be
a fine coon-dog ; viz: that “lie must be
good for coons because he was not good
for anything else !” Drunken Irishmen,
especially if lame, needy foreigners, or,
more common than either, a stray
Yankee, who entered a neighborhood
with to teacli a school, if he cOTttcr get
one, and a bridle in tho other wherewith
to steal a horse if he could not—these were
the staple material for the production of
school-teachers in the “days lang syne”
in the South. "Well, we have changed
all that now r . The country swarms with
highly intelligent and refined ladies and
gentlemen, who are entitled to and re
ceive universal respect in the instruction
of our children. Neat and tasteful school
- are to be found in most of our
villages and the spirit of education has
permeated widely, very widely, through
out our land. ’Tis well, ’tis very well,
and, yet, it might be better, far
better still. Remember ye who en
joy the extraordinary advantages afford
ed you here, that there unnumbered
thousands, yet, in the South, Avho enjoy
no advantages at all—gills and boys—
yea, and men and women too, who can
neither read nor write, who do not know
a letter of the alphabet, whose moral and
intellectual natures are but little remov
ed from the brutes beneath them. This
is bad, very bad, and it is to the amelior
ation of these and to the improvement
also of the educational facilities of you
who are so much more highly favored,
that I desire now to address myself. I
have not, however, I will state in the
outset, thought it profitable to take up
any of the specific details of this vitally
important subject. I shall not discuss
•whether education shall be voluntary or
compulsory, whether public or private,
whether secular or sectarian. These are
important questions, but not germane to
my present purpose. My object is to
set forth the claim, the righteous, holy,
and God-given right, which every human
being in this free country has to enjoy
the advantages of an education adapted
to their wants, and, “vice versa,” to ex
hibit the obligations resting on every
man, woman and child to procure such
an education for themselves. On the
one hand, yon have a right to educa
tion : on the other hand, education has
a right to your labors in its acquisition.
The obligation is a mutual one. You
have a child. Your child has a claim up
on you to give to it an education: educa
tion has a claim upon you to give to it
the child. Both obligations are equally
binding and solemn and you cannot rid
yourself of them without divesling your
self of the responsibility under which
God has placed you, first—to your child,
and, second—to society.
Now, as a preliminary, let us inquire,
first of all—-
WHAT IS EDUCATION ?
What its objects? What its results?
ELBERTOIT, GEORGIA, JELY 23, 1873.
What its scope ? Whither extends it ?
Who are its recipients 1 How long
does it last, and in what does it culmi
nate ? These are questions of great and
solemn import, variously answered, and
yet never to the satisfaction of all. Phi
losophers, statesmen, theologians, teach
ers, the learned, in short, of all degrees
and characters, have essayed answers to
that brief question “What is educa
tion 1” but, so far, no Oedipus has ap
peared with shrewdness sufficient to
solve the triple-formed divinity’s riddle.;
And yet it seems to be no very in-!
tricate matter, after all. My utilitarian
friend tells me that “education is storing
the mind with facts practically useful in
real life.” But this is a definition of
“instruction,” and instruction is nowhere
so readily and so thoroughly obtained as
in “real life” itself. If, for example, you
wish to make your son a printer, he will
loam his trade much more rapidly and
effectually as an apprentice in a newspa-:
per office, than he will in the school
room. “Education,” says another theo
rist, “is such a discipline or drawing out !
of the intellectual faculties as will best
fit a man for the arduous warfare of the
world as ajbattle-field.” But a man is a
complex being. He has other and more
vitally important elements in his compo
sition besides his intellect. He has a
soul, a will, and a body, and surely these
require discipline and “drawing out,”
too. “Education,” says Herbert Spen
cer, “is teaching a man how to live!”
But, we are told that life itself is but a
probationary period of existence—that"
all which is learned here is but prelimi
nary to that state wherein this mortal
shall put on immortality, and this cori,
raptible, incorruption. Certainly, then,
education should teach us “how to die !” '
Otherwise ’tis of the earth, earth}’; end
an immortal soul has no part nor lot in >
the transaction. And so I might go on
adding definition to definition, and ol>
jection to objection, in seeking a solutiw
Hq, arp.-a - • > , ’ -
tions : “What is education fln hum
bly proposing my answer to the problem,-
I would premise it by remarking that
the fault underlying all of these defini
tions is then- insufficiency. They are
none of them exhaustive. Education is
instruction, to some extent. Education
is intellectual discipline, to some extent.
Education is the method of living, to a
certain degree. It is all of these, but
more, far more than all of these. It is
the thorough development of man, as
made in the image of his Creator, as God
meant him to be before Adam delved,
and Eve span, of man mental, moral, vo
litional and physical for time and eterni
ty, for the work of earth, and for the
enjoyment of heaven. It is the “sana
mens in sano corpore,” the expansion of
eveiy faculty and nerve of an immortal
soul and mortal body to their utmost
capacity, for the discharge of eveiy func
tion of life below, as well as for the par
ticipation in eveiy joy of life immortal,
in that house not made with hands,
eternal in the heavens.
I have observed that man is a
complex being. Let us note what
elements constitute a general divis
ion of this curiously and wonderfully
made animal. The greatest mistake
made by our educators is in supposing
that man is merely a cognitive being.—
On the contrary, human nature is four
fold ; viz: cognitive, emotional, volition
al and physical. In other and less pe
dantic terms, one part of our being is
dedicated to the acquisition of knowl
edge ; a second to the attainment and
practice of virtue; a third to the gov
ernment of our appetites and control of
the will; and a fourth to the mainte
nance of health and strengthening of
the body. The four departments thus
enumerated are known as [l] The Mind,
[2] The Soul, [3] The Will, and [4]
The Body. All of these exist in greater
or smaller proportions in every human
being. Education in the widest sense of
the term is the development of each of
these elements to the utmost degree of
excellence, in each individual case possi
ble. Moreover, inasmuch as manysided
ness is not common it is altogether like
ly that a youth w’ho is strong in one of
these elements of our complex nature
may be weak in another and almost al
together deficient in a third. It is man
fest also that in this struggle for exist
ence in a -tforld of incessant action, the
! emotional, volitional and physical func
tions may often be of more im
portance than the cognitive. A quick
eye, a strong will and ready hand de
termine the fate of nations and, “a for
tiori,” the prosperity of our individual
lives, sometimes, as much as a brooding
brain. The dreamer in his study, and
.under the shade of the student’s lamp,
will often weafe out theories merely to
lie dormant in his brain, or, if enuncia
ted, to excite ridicule, until some dexter
ous hand will seize upon his ideal and
by practically executing his untried
proposition, rob him of the fruits of his
Tabors, and wear his hardly-earned lau
rels himself. The thorougly educated
■man will be as prompt to execute as he
is ingenious to originate, and skillful to
plan.
i Having thus carefully elaborated what
education is, I return to my first point ;
viz : that “every human being has a
right to such an education as I have de
scribed, and that this education has a
to the services of every huniijn be
lt' Go with me into the vast'coal fields of
Alabama. Science will tell you that
deep down in the dark earth’s recesses,
lie millions of tons of this inexpressibly
valuable mineral. The winter wind
howls through the fireless hearths, the
children of the poor shiver in the
bisjkig cold, the wealthy ev.en sigh for
thenuried treasures of the earth—and
i yefc-there the coal lies, incalculable in
’ quantity, unsurpassed in quality .as
useless as the incombustible rocks above
r it. Why ? Because the mines have not
been opened; because the facilities of
transportation have not been provided
' for its remqval; in short, because, the
coal has net been developed. But again,
observe that long long train of 50 cars
.standing upon the railroad, they are
loaded to -their utmost capacity. The
engine stands before them: the track is
open and the way unimpeded: why does
it not move ? Because there is no
steam up, and there is no steam, be
cause there is no fuel. Apply the mo
tive power ; let the huge pistons begin
to move up and down in the cylinders,
;ie \ swi how soon the mighty win e’s will
; .. asd the whole of the vast mass
instinct yriih motion.
sleeping coal-mine f what steam does for
the motionless train of freight-cars, ed
ucation does for the undeveloped nature
of man. And just as the mine cannot
work itself, and as the engine cannot gener
ate steam, so the dormant nature of the
man caimot alone and unaided educate it
self. You must find out some means of
developing the slumbering powers of
this immortal being. You must afford
an outlet to the deathless cravings
of this spiritual essence. And you will
not be required either to coax and hu
mor it into activity. On the contrary,
you will find a burning, ardent thirst
for development. Your task will simply
be to give proper direction to the boldly
bubbling current of vitality. Let each
individual nature be carefully and judi
ciously studied, and let those elements
which are weak be strengthened, while
the strong are properly trained, and
your work of education will be no irk
some task, but a most absorbingly inter
esting pursuit. And think not, oh! you
to whom God has given children, to
shift your responsibility in this matter
entirely upon the teachers you employ.
The great burden after all rests upon
yourselves. In your hands are deposi
ted the seeds, which planted by you shall
bear fruit to all eternity. You may not,
you cannot shake off the obligation, nor
cast from your shoulders the load God
has placed upon them. Only realise
this fact then, and apply to Him, “who
giveth freely and upbraideth not,” for
guidance and your course wall be clear.
On the topmost pinnacle of the Rocky
Mountains, where the sky-pointing peaks
divide the-Eastern and Western waters
of a vast continent, you will often find
springing out of the earth, an insignifi
cant rill of water. Observe, as it me
anders over the ground gathering vol
ume as it goes, what petty and con
temptible obstacles divert its course!
Now a pebble turns it East, and now a
twing forces it West, until, at last, per
haps, some equally insignificant circum
stance, a hillock of sand, a depression of
soil, some almost imperceptible influence
permanently determines the direction of
the current, and hurls it bounding down
the mountain side, to join the far-away
billows of the stormy Atlantic on the
one hand, or to lose itself in the silent
bosom of the sleeping Pacific, on the
other. We, who have children, entrust
ed to our charge, stand, too, on this
mountain ridge of time, and forth from
our hands proceed the countless streams
of immortal life. According to the di
rection we give them, and according to
the impulse we communicate, will these
slight and’ easily governed currents of
humanity find their way ultimately to
those dark and dreary w r aves, which
break upon the shores of everlasting
night, or bring themselves into the cabn
and undisturbed waters, where ’mid
halcyon days of eternal joy, sleep the
“islands of the blest.” “Well, but,”
says some of my hearers, “I send my
son to school; I pay the tuition fees
regularly ; I give him all the advantages
Icanaft’ord: what more can I do ?”
’Tis the same in theory and practice
with the little Sabbath-school scholar.
Vol. II “TsTo. 13.
The customary ablutions are faithfully
given them on Sunday morning ; their
nice clothes are brought out and put
upon them, and the little ones are sent
to church with their question-books in
their hands and the parent’s responsibil
ity then and there terminates, they
washing their hands of the whole matter
in washing their children’s faces. Ah !
friends, God means that you shall do
more than this for the education of your
child. Three great agencies are neces
sary in the accomplishment of this ob
ject. Three separate -and distinct ele
ments enter into giving your child an
education. These three are the Family,
the School, and the Church. Your de
partment lies especially and conspicu
ously in the first. You are to put
yourself “en rapport” with your child,—
You are to enter into all of his or her
tender, unforifted thoughts, wishes and
emotions. You are to be not only fa
ther and mother, but bosom friend, and
intimate companion. You are to joy
with them in their joys, and weep with
them in their childish griefs. You only
can do this. The most touching lines
in old Horace, are those in which he
pays a grateful tribute to his father’s
memory: "Ipse milii custos incorruptis
simus omnes circum doctores aderat
i. e : “He himself of all others the most
faithful guardian, was constantly in at
tendance upon all of my teachers.” You
are to watch over his progress in the
two other departments, besides super
intending, him in your own. Let us ob
serve practically what steps should be
taken in this three-fold develoment of an
immortal being. Ist, then, I would re
mark, his power of observation must be
educated. The world spreads before
his youthful eyes its vast panorama of
wonderful .and beautiful things and
thoughts. He sees them because he
cannot help himself—he is obliged to see
them—but he must be taught to observe
them, to study them, to deduce lessons
from them. Thousands of men had seen
steam rising from a kettle—but Watt
not only saw, but also observed this
and deduced therefrom the invention of
the steam-engine. Millions of men had
seen apples fall from trees, but Sir Isaac
Newton saw this phenomenon and in ad
dition, observed the principles of the li.w
of gravity, which he deduced from it. In
terest [remarks a speaker upon agricul-
tural education] a young farmer in
.natural and nhysicahyinifii-i n<->.
as applied to tilings which bear- upon
. have
given r mu •
stimulus ; educate him to a moderate
degree, and you give him method; edu
cate him thoroughly, and you give him
mighty power. 2d, the next point in
your process of development, is to edu
cate the power of practical reasoning.—
This step naturally and necessarily fol
lows the first. The inevitable result of
observing a train of facts, is to draw a
conclusion therefrom. This conclusion
is compared with other conclusions
reached by the other trains of facts. The
comparison strengthens and vitalises the
reasoning powers, and our boy is fast
becoming a practical philosopher.
For the attainment of the two above
named ends, all of the practical machin
ery of the school-room is brought into
play, all of the assistance of family influ
ence is brought to bear, all of the divine
power of religion is induced to curb and
control.
3d and lastly, the object of your edu
cation should be to bring these powers
of observation and reasoning to bear on
practice. And, now, do not for a mo
ment, misunderstand me here. Ido not
mean that the mechanical and agricultu
ral ai ts shall be practically taught in the
school-room, that you are to teach a
man who has never handled a plane to
be a carpenter, and one who does not
wheat from rye to be a farmer. These
are the primary, elementary rudiments
of these pursuits, and they are to be
learned in the workshop, and in the field.
The object of education as concerns it’s
practical results, is to enable a man to
do better and in less time, to do more
usefully and more happily, to do to the
glory of God, and to the good of his
fellow-men that which, without educa
tion, he would do simply for his own sel
fish interest.
The whole matter in a nut-shell is that
our education should be intended not to
make money for us, not to find places of
emolument and honor for us, not in
short to paint for us life as it is, but to
make our lives what they ought to be,
as God would have them to be, as we
hope they will be, when we merge this
narrow life of earth into that eternal life
which awaits us in the mansions of the
blest.
The utilitarian view of education re
jects all of this, and proceeds upon a to
tally opposite principle. Their plan
permits no subject for the young stu
dent’s study, excepting that which bears
direct, tangible fruits in the shape of
worldly profit or advantage. “What is
the use, he asks, of all this Latin and
Greek; this ceaseless digging among
the fossilized roots of defunct languages;
pi is jargon of meaningless sounds
which you call Metaphysics; this pulling
up of weeds under the pretext of Botan
izing ; what is the use of it all ?”
I want to run out to its ultimate an
alysis this thing of use. What is the
use of anything? Why this break-neck
race after riches—-this thirst after power
and influence—this craving desire for
novelty ? What is the use of it all at
last! Well, you answer, these things
make men happy. So the use of it all then
is to make men happy. But will they do it ?
There was a famous experiment made of
this some 3,000 years ago. There was
one who was wealthy beyond computa
tion, learned in all arts and sciences,
provided with health and friends, and
power and influences and, above all
things gifted with wisdom beyond all be
fore him and after him. And he thought
that the "use ’ of all these things was to
be happy—that happiness was the ob
ject of all living. And he recapitulates
in that most melancholy biographical
dramatical poem, the book of Ecclesias
tes, all of the appliances he adopted to
obtain his object—how he planted him
gardens, and builded him houses, and
gat him men-singers, and women-sing
ers, and musical instruments, and that
of all sorts—how he applied his heart
unto wisdom, anti proved it with mirth,
and how, ut last, sated and disappointed,
he turned away from them all, saying all
is vanity. &c., &c.
To return then, “What is the use?”
Well, in your acceptation of the word,
my friend, these things are of no use.
They may never put a dollar in your
pocket, nor a bit of bread in your mouth,
nor a rag of clothing upon your back.
Certainly they were not designed to do
so. Do we pretend then that education
is not intended to make a man more suc
cessful in life ? In the convention) 1
meaning of the word "success,” we do
allege that very identical tiling. On the
contrary, it is highly probable that a
thoroughly educated man wifi not be so
successful—will not make so much mon
ey ; will not achieve such a reputation,
as he would have done had he been
thrown out upon the cold world, to win
that shrewd, calculating wisdom, which
rubbing shoulders with it is sure to give.
“But suppose,” says our opponent,
“you can find something which will dis
cipline and develoge the mental facul-
I ties, and, at the same time, be of materi
al, practical use in life!” Even presum
ing the two to be compatible, we desire
to do no such thing. It is our object
not to moke a man more worldly, more
selfish, more given up to mere material
things; for poor human nature is suffi
ciently worldly and selfish already. We
should strive to make it less so. And
this is one of the great objects of edu
cation. We want no professorship of
boot-blacking, to t9ach a man how to
black boots more speedily and more ef
fectually; although, according to these
men, such an object would be a perfect
ly legitimate function of education; but
we do need something which shall teach
the poor boot-black that, while hiß call
ing is entirely honorable, there is some
thing else to live for besides black boots.
Goethe has some such thought as this,
“Let us cherislrtmd foster the Beautiful,
for the Useful can take care of itself.”
This sentence expresses exa the idea
we have been attempting to make plain.
The merely practical, utfiitariaft tenden
cy of a man’s nature needs no help from
education; it is abundantly able to look
after its own interests. It is the spirit
ual, unworldly part of a man which re
quires nourishment and developement,
for, without these, the vestal flame waxes
low, arid faints and dies, leaving the man
a Tumllees animal, upon the hearthstone
Jif, Ass. '
tion of our subject better, than by quo
ting a sentence from Bacon’s preface to
his “Novum Organum.” “Lastly we
would in general admonish all to consid
er the true ends of knowledge, and not
to seek it for the gratification of their
minds, or for disputation, or that they
may despise others, or for emolument,
or fame, or power, or such low objects,
but for its intrinsic merit and for the
purposes of life, and that they would
perfect and regulate it by charity.”
We are told by the naturalist that, in
the lowest order of animals, there is such
a generalization of function, that one or
gan is made to subserve very nearly all
the purposes of the body. One organ
for example, is a head, tail, leg, arm, per
forms the functions of nutrition, and is,
in short, the greater part of the animal.
As we ascend in the scale of being, we
find a subdivision of the organ—a leg,
for instance, being added,-which is used
for locomotion and for no other purpose
—and, so, going on upwards, we come
to man, the most perfect of all animals,
in whom the specialization of function
has been earned to such an extent, that
he has a distinct and separate organ for
every distinct and separate purpose.—
Now let it be carefully borne in mind
that the lowest order of beings, notwith
standing the inferiority of the animal,
the organ is of immense importance and.
dignity, so much so that the individual
caimot do without it. Pull off the claw
of a crab and another will grow in its
place, showing that the claw is absolutely
indispensable to the crab. In man, on
the other hand, the highest type of ani
mal life, the organ has merged its impor
tance in the individual himself, and
although vastly useful and convenient,
it does not possess that great conse
quence, which would render its presence
essential to existence. Cut off a man’s
hand for example: it will inconvenience
him greatly, but he can live without it,
and nature supplies him with no other
hand in its place. The claw, then, is of
greater importance to the crab, than
his hand is to the man. Hence we lay
down the principle, “that the great
er the generalization of function, the
lower is the animal, but more impor
tant the organ—the greater the speciali
zation of function, the higher is the ani
man, but less important the organ!”
Precisely so—to apply our illustration—
it is with society. Society is the great,
whole; individuals are the organs. In a
rude an unenlightened age, the frame
work of society is loose and imperfect
—the man, as an individual, has weight
and dignity ; on the other hand, in a so-,
ciety carried to the extreme extent of
its tendecies, the social body is exalted,
to the highest pitch, while the personal
individuality of- the man is lost entirely.
Such is the oase in Japan ; trueh is the
case in China; such was the ease,
strange as it may seem, in far-famed,
time-honored Sparta. The stoical Lace
demonian was taught to look upon him
self as nothing, excepting so far as he
was an elemental component of the body
[continued on second page.]