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The Relation of Edu *a-
tion to Civilization.
Every rightly educated man is a
twntsfaotor to hi? race—a cog in the
Cicat wheel of progress.
A boy has to bo educated in sonic
v.'iy to become a man, lest he be
a.i animal with hoy mind deposited
in a man’s statue. To be ignorant
is to he a child. Therefore Plato
says “Next to creating a human
soul, the divinest thing in the uni
verse is educating it aright.” What
the race is today wo owe to educa
tion. I mean in the true sense;
lor a child would better he unborn
than untaught.
Hut what is right education? 1
believe that right education is de
velopment, discipline of mind,body
and heart as well as instruction. A
waking-tip and leading forth of all
the powers of the child; head, heart
and handsi taste, conscience and
will, by appropriate exercise. It.
concerns doing and being as well as
knowing, i There, must be entwined
about the person the fairest type of
moral grandeur. For when we re
member hut yesterday we were
children. Today we are citizens.
We can rcndil • sec that what we
would have in our nation tomorrow
we must instill into our children to
day.
Let us retrospect for a while and
see if we arc right. Wn have just
seen the close of a century, and
what a century indeed, it has been.
It has done more for the advance
ment of education, civilization and
Christianity than any five centuries
p®ceding. It has seen education
handed down from the few monas
teries of Europe, from monk to
priest, from priest to lord, from
lord to aristocrat and finally from
aristocrat to commons, till the close
of the century sees the school mas
ter in the very remotest districts of
our fair country..* From the C$»if
of Mexico to the Great Lakes, from
the cedar woods of Maine to the
golden gate of sunset. It lias sent
missionaries to the jungles of China,
to the dark and dreary caves of
Arabia, to the kinkey heads of Af
rica, to tell the story of a dying
lamb and enfusc into heathens that
sweet and healing balm that they
may enjoy that pure and undcfiled
Anglo-Saxon civilization that we to
day enjoy.
Society, in this century, has hot
made its progress like Chinese skill
by the greater acuteness of ingenu
ity in trifles. It lias not merely
lashed itself to an increased’ speed
around an old circle of thought and
action. But it hus assumed a, now
character. It has raised itself from
Iwneath governments to participa
lion in government. It has mixed
moral and political objects with the
daily pursuits of individual men
and with a freedom and strength
before altogether unknown. It’has
added these objects to the whole
newer of human understanding. It
has been an “ear,” in short, when
the social principle has triumphed
over- the feudal principle. When
society has maintained its rights
against military powers and estab
iished, on a foundation never, never
hereafter to be shaken, its eompe
tency to govein itself.
All these have been the direct re
suit of education in its truest, sense
, It has seen international arbitra
tions take the place of many inter
national wars. And the present
century is destined to see the time
when international wars will be no
more. ■
It has seen almost every eonti
pent laid with railroad track
threaded with telephone arn^ tele
t-raph wires and every ocean laid
with cable. This hus well nigh
done away with time and distance.
We have eecn what right edoca-
••v.«n nmur? and how it has led Hi
t..es»: tfwrf iHiprofettjeuts.and hence
to the advancement of civilization.
Let us now turn and by way of.
illuseration and example, see the
effects of wrong education.
First I lay down this principle,
that no system of education which
ignores the moral t raining of the
fluid can result in the slightest de-
elopmont of nation or individual.
Greece was literally a land of
scholars and the mil-sol's of arms.
She rose to the most sublime heights
of anv of the nations of ancient
history.
The first system of G reek educa
tion was purely physical and intel
lectual. Under Liourges, children
were regarded as property of the
state anil fed from a common table.
We may judge the want of moral
culture when we remember that
code of Sparta’s, the most oeleora-
ted lawgiver, which encouraged
them to steal and punished only for
(election of the theft.
Later Solon, Pythagoras, Plato
and Socrates did certainly give
training to the mind prominence
over the gratification of bodily pro
pensities. They ever saw and
taught the necessity of what they
termed purifying the soul by self-
knowledge and devotion. But all
these philosophers walked by the
faint light of reason alone, The
consequence was that while Greece
scaled the heights of intelectual em
inence and evinced the most icsthetic
culture, yet under the inspiration
of art she worshipped at the shrine
of her own beautiful self-scuptured
paintings. She knew nothing of
the true religious elements, but
gathered her only knowledge of the
future from the ambiguous respon
ses of a crafty priest. Her altars
were seeking with sacrifice, to an
unknown God, and her greatest
wonder was a heathen temple.
Let us now notice Rome with
her wars of conquest, wars of ’sub
jugation and wars of extermination.
What would the light of revolu
tion have done for her people' had
they furnished their motives with
grace and morality? Homer, the
acknowledged father of songs would
have risen to the sublime heights of
Milton.
Pythagoras would have ranked
with Newton, and if Socrates,under
the preservation of his age, had
been called upon to drink the fatal
hemlock he could have been associa
ted with Wycliffe, Cranmer and
Ridley in the great army of Chris
tian! martyrs.
The eloquence of her Cicero, the
spirited stanzas of her Horace, the
soft sweet strains of her Virgil are
enjoyed wherever there is a written
language.
Yet she lioasted that through her
stratagem and skill Roman ait and
Roman'arms had penetrated seas
beyond which was forbidden mortal
to go. Her once proud army uml-
gamated with the northern scum,
hut she plunged herself into an
everlasting overthrow when the
Goths and Vandals were seated on
her thror.e. In all ages of the
world high inteleqtual attainment,
unrestrained by moral motives,have
been but products of the greatest
crime.
Pity weeps every God given gen
ius lashing like a caged bird, its
pinions against the prison bars of
earthly passion when it might have
bid defiance to the storm and tem
pest, winged its flight to’ imperial
regions and bathed its golden plu
mage in the mellow sunlight of na
tive heaven.
Take Alexander, with his intel
lect carlv developed and his affec
tions neglected, the demon of sel
fishness and ambition nursed in his
very soul. We see him, with con-
surnate strategein and skill, sweep
ing at the head of forty thousand
steel-clad warriors over the fairest
portion of Asia, carrying with him
fire, sword desolation and death,
A moral scourge, a soulless despot,
his very success depending upon his
taste, sweeping foes and friends
alike. Because there were no more
worlds for him to conquer he sank
into debauchery and died in dis
grace.
Mark the career of Nnpoleon,
cradled in the midst of a revolution
and trained from his childhood in
the heartiest school of war. The
better impulses of his nature stiff
ened in his very infancy. Let the
ocean storm tell the warning tale
as it lashes with angry waves the
granite walls of his rock hound pris
on and pours its pitiless death
dirge into the cares of his once
proud spirit.
Does France remember when but
a*few years ago she sat clothed in
sack cloth garments of desolation,
a helpless supplieant at the foot of
a foreign foe? Does she remember
that period in her earlier history
when under the teaching of her so-
called philosophers she put aside
the time-honored customs of Chris
tianity, abolished the Salibath and
wrote on the tombs of her dead
“death is an eternal sleep?”
But I address this more particu
larly to parents and teachers who
are clothed with the responsibility
of nuturing the young mind of our
country.
Are you desirous that this gener
ation should grow up to be honored
men and ' women, useful citizens
and ornaments in every walk of
life? Then in the morning sow the
seed and while you are training
their minds you must assidiously
cultivate their hearts. Guard well
your examples, breath about them
in your daily walk of life a moral
atmosphere in whose purity, flows
of affectiqn and love may spring up
in their young hearts, bud, bloom
and shed its fragrance around you.
Correspondents Wanted
We want a correspondent in every
settlement in Grady county.
We will furnish paper. Btamps,
etc., to those who will furnish us
the news from their section. Let
us have the news from your section.
DON’T KNOCK
Come Right In
and seo our samples of timely prlnt-
■hop things— i b©3ta-
We will Gin long staple cotton
on Tuesday’s and Friday’s. Bring
it in. Coppage & Carr.
*1 l am strictly in the market for
Long Staple Cotton
both in bale and in the seed.
Will pay highest cash price for
J. J. COPPAGE, Cairo, Ga.
same.
Real true worth or
value doesn’t always
come wrapped ’'large 11
to be sold at indiscrim
inate prices.
€J Folk usually know
that higher priced goods
are really worth twice
the price of an inferior
article. This fad
can easily be verified;
and more especially in
the expenditure of good
money for advertising
space in newspapers.
The Progress has
set a fair price on it’s
advertising space and
does not cut under this
price, neither does it
“overcharge” anyone.
The services of the best printers are
employed, and for those who de
sire the services of an advertising
expert, we have one.
m
AT IAST
TpHEILE was a merchant in oui
* town
Who was so wondrous wise
He saw his business running- down,
Yet would not advertise.
£lAID he: “I cannot see the sense
, v When trade i9 at its worst
Of multiplying my expense.
' I’ll wait till trade come* first.”
A T last this merchant, ill advised,
* Had naught to do but fail,
And then the sheriff advertise*
A bankrupt auction sate.
PELHAM & HAVANA R, R, [
Time Table No. 2
Effective Saturday. October 1st, 1910, 12:01.
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