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two points. So in science, art. re
ligion, there are some truths that
mankind accepts without proof.
There is no truth more true than that
which asserts the general necessity of
education, save the truth that asserts
the necessity of education along the
highest lines and ever with a lofty
ideal in view.
Centuries ago, Dyonysius uttered
the dictum hat the safety of the
state lies in the education of its
youth. This truth has always claimed
the attention of the greatest thinkers
of the south. Go to Charlottesville,
Virginia, make your way to the sum
mit of Monticello. There in a quiet,
secluded spot, stands a simple granite
shaft, marking the resting place of
the southland's greatest son. Read
on it the epitaph of Thomas Jefferson,
and read it in the light of history, his
self chosen epitaph. He is named
"The Author of the Declaration of
Independence," "The Author of Relig
ious Freedom," and there is another
name given him. What is it? H
was elected by the people to th high
est office within the gift of any nation.
Do you find that fact recorded on his
monument? No, there with the
record of his authorship of the great
charter of our liberties, with his gift
to our people of religious freedom is
the record "Founder of the Uni
versity of Virginia."
What are some of the tendencies
of this age and time? No student of
history. no well informed observer of
the things that are will dispute the
statement that I am about to make.
Realizing the responsibility I assume,
but belie-ing it is necessary to send
forth this message, I assert that there
is a tendency abroad in the land that
if carried to its logical end will
destroy education of the highest
Every age is marked by some one
chief characteristic. Assyria and
Egypt gave to the world all that is
greatest and most collossal in archi
tecture. The earliest forms of dem
ocratic government, and finally the
grandest period of ancient history,
with its striving after truth, and the
erection of an altar to "the unknown
God," are seen in Greece and Rome.
What are some of the tendencies of
this day and time? Standing here
tonight, what marks the age in which
we live? The curtain of the twenti
eth century has been raised. What
gives color to the scene disclosed to
our view? An unparelled industria.l
devel.opment. Nature yields her
stores. Why? That man may be
enriched. Man seems but to will and
nature yields up her treasures for his
enrichment. No country, no nation,
no people within a generation has
produced a great mind in literature,
'science, or art. Idealism has been
dethroned and materialism has been
raised supreme. Every where we
have seen commercialism seated on
the throne. England has rejoiced in
the might of destroying arnnually one
hundred thousand Chinamen by her
opium traffic. Our own great coun
try drunk with the spirit of commer
cialism plants the saloon in Manilla.
Everything moves in a hurry. Ask
each man whom you meet hurrying
along the street, the object of his life.
And in almost every case one phrase
will declare the purpose of his life, he
is seeking the dollar. Every wvhere is
seen the tendency to commercialize
God given talent-talent that is given
for highest purposes. Take the case
of a young man choosing a profession.
If he selects the practice of medicine,
and goes into it with the idea of mak
ing money out of it, he is lowering
his manhood and debasing one of the*
noblest callings in which man may
engage. But if he selects it for the
opportunity it affords of usefulness,
of helpfulness, his choice is honorable.
That young man, who when all his
skill fails to give strength to a wast
ing body, can stand by the bedside of
his patient and speak the word that
will restore the faith of a wayward
son, or comfort a sorrowing daugh
ter, will stand before men a nobler
man than he who has amassed wealth.
That young man, who selects the
law as his profession, and does all
that he can, justly, honorably to
further the just and lawful claims of
his client, by all laudable means, is
fulfilling a high calling, but that man,
who has only one desire, the desire to
win his cause, whether it be .iust and
worthy or not, by all means, by per
jury or subornation of perjury, any
thing to win, for the sake of the emol
prostitutes to basest uses a noble
vocation. That teacher who puts a
mercenary value on his work, has no
conception of the meaning of life or
of his relation to the children who are
committed to his trust, and can never
imbue them with lofty ideals, for he
has never for himself seen the beck
Give him wealth, if wealth has been
the end of his life and effort,what will
be its effect upon his manhood?
Wihat does history show? Let Rome
speak. The effect is first manifested
in the life of the individual and then
of the state. Wealth gave Rome the
curse of materialism, and at its
height she fell under the sturdy bar
barians of the north, a warning to the
world. Rome fell when i8oo of her
citizens owned all her property;
Egypt fell when three per cent of her
people controlled her wealth; Baby
lon fell when two per cent, and
Persia fell when one per cent of her
people owned all property.
I fear that the tendency of this day
is to commercialize talent, to com
There are some problems that we
are facing that the highest type of
education alone can solve; alone can
prepare men to stand up and oppose
wrong because it is wrong; that can
enable them to stand in their man
hood and say "I yield to this because
it is right"-hostile to the wrong
because it is wrong. loyal to the
right, because it is right, and saying
"My authority is the universal
Another problem for which this is
the only solvent. The higher form of
education is the only instrumentality
that can safeguard and perpetuate the
peace and order of society. As a
general principle it cannot be denied
that the most intelligent people are
the most orderly, the most lawabid
ing. There is one thing that we see,
not in other lands, not in other times,
but in the present and in our own
loved state, the reckless and wanton
disre.ard of civil rights and above all
of the sanctity of human life. Some
times I ask have we turned our backs
upon the immortal glory of our past?
The true exponent of higher educa
tion, in the sense that I have used that
phrase, has a cause to fight for-the
struggle to teach man that man is
his neighbor-that it is as brave and
more honorable to extend the hand of
reconciliation than to use the dagget
or bullet. Let the pulpit continue to&
cry aloud. It has done much good.
Let the press continue to sound the
alarm. It has done much good. But
let education go forward, making the
home a lfome in which these princi
ples are taught, from whicht the child
goes forth with the Bible in one hand
and the school book in the other.
There is one other problem that
this type of education alone can meet.
There is more and more of a con
gregating of our people in communi
ties, and these must be cared for.
They are one with us, our people. As
good blood flows in- their wins as is
found at many of our social functions.
Their fathers and ours have stood
side by side in every struggle, from
the days of the revolution until now,
battling for the right. It is ours to
see that our people in our industrial
ommunities are cared for along the
lines indicated and with us be deliv-.
ered from the thralldom of material
ism and given the vision of a lofty
There is another problem that must
be settled by general education.
There has never been a time when the
conflict did not come between ne
great corporate trusts and the people.
The only weapon that can be 'success
fully used to foster and defend origin
al rights is brain.
In closing I wish to say to the
young men in this school, go forth
with the highest type of education as
your goal. When you have passed
away your memorial may not be in
stately monuments or costly domes,
you may not rest beneath fretted and
frescoed walls like those at West
minister Abbey; and you young
ladies may not send down through
the ages your names in history, as
Elizabeth or Victoria, nor may tey
be honored by your country as
France honors her Joan of Arc, who
gave a crown and a kingdom to a
king. or as Austria her Maria Theresa,
or Russia her Catherine, but let
higher education be your ideal, and
your influence will ever increase like
the waves from the dropped pebble,
and will be felt through the cycles
At the conclusion of Mr. Smith's.i
address Prof. Stuckey presented the
diplomas to the four young lady grad
uates. In doing so he said in part:
Fifteen years ago the citizens of
this town in appreciation of the vir
tues of intelligence and prompted by
wisdom and patriotism established
the Newberry graded schools and by
their munificence you have enjoyed
the advantages of a high school edu
cation. Your diligence and conduct
for the past several years are the
highest evidences of your apprecia
tion of these opportunities, and as a
result of your correct deportment and
intellectual attainments are adjudged
by the authorities of these schools en
titled to receive these diplomas. Ere
severing our conection as superinten
dent and pupils allow me, responsive
to the dictates of my feelings for your
interest, to add these few words. Our
honorable and eloquent speaker has
truly told us that there is in history
no fact more potent than this-that
every nation that has impressed it
self on humanity has been the repre
sentative of some special idea, which
idea or ideal has been the embodiment
of their national life and effort, an
end, a goal towards which the jour
ney ever tended.
The Anglo-Saxon is no exception to
this fact. Civil liberty, spiritual chris
tianity and reverence for woman are
their cardianl principles and the great
pillar upon which they have con
structed their civilization and attained
the highest achievements.
Thus by association, connection
and inheritance you are in posession
of the noblest sentiments known to
Providence requires not of the vine
fruit which it is unable to bear, and
thus while exalted ideals are before
you you are surrounded with oppor
tunities commensurate thereto. Vic
tories of tomorrow come only
through thorough preparation of to
day. May you grasp the opportuni
ties of each day with alacrity and zeal.
Let it be the object of your constant
thought and labor, your anxious con
cern to preserve our best traditions,
to develop your faculties and become
more and more powers for refinement
and culture, and be ever the exponents
of those primal virtues that have
"eve-r blessed mankind-be ever an
embodiment of strong educated chris
tian womanhood that we m-v on be
holding you truly say the grandest
pillar of the Anglo-Saxon civilization
is reverence for woman.
Mr-s. C. Durga, of Bethel, Vt., has
received $20,oo0 by the will of Alfred
Burte of Liverpool, England, almost
a total stranger. A few years ago,
while Mr. Burte was visiting in
Bethel, Mrs. Durga did some writing
for him and would take no pay. She
had not heard from him since.
~ iver Warn
Knives and Forks,
Vases, Chafing Dis
Letters remaining in the postoffice
or the week ending June 3, 1905:
B-Johnnie Browile. Pinkney Booz
--Harry C. Farley.
H-J. B. Hill (2).
J-Harriett Jackson. Emma E.
\--Sloan Maffett, Andy Matthews.
T-Sue Taylor, Sudie Turner.
W-Dr. A. D. Williams, Jr.
Running an amateur garden is easy
compared to being chairman of a
Southern Railway Excursions.
The Southern railway will sell
round trip tickets to the following
points for special occasions:
Niagara Falls, N. Y., Ancient Ara
bic Order of Mystic Shriners, Im
proved Council, June 20-23 , 1905.
Rate: one fare, plus *rx.oo for - round
trip, from all points.
Tcronto, Ont., Account of Inter
national Sunday School association.
June 20-27, 19o5. Rate on certificate
Hot Springs, Va., Annual conven
tion; of the Southern Hardware Job
bers associtaion and American Hard
ware Manufacturing association,
June 6-9, 1905. Rate: one first class
fare, plus 25 cents for round trip from
Calhoun, S. C., South Carolina
State Summer School, June 21, July
19, i9o5. Rate: one first class fare,
LADIES' HATS I
June 3d an(
Servers of All Kinds,
es, Clocks, at
e Right Drug Sto
WEEKS & H
plus 25 cents. for round trip from
a! points in South Carolina.
Athenic. Ga.. Summer School, June
27 to July 28, i9o5. Rate: one first
lass fare plus 25 cents for round
Knoxville. Tenn., Summer School,
June 20 to July 28, 1905. Rate: one
fare plus 25 cents for round trip.
Nashville. Tenn.. Peabody Summer
School and Vantderbilt Bibical In
stitute. June 14 to August 9, 1905.
Rate: one fare plus 25 cents for round
Asheville, N. C., Annual Confer
ence Y. M. C. A., June 9-25. Rate:
ne fare plus 25 cents for round trip.
Asheville, N. C., Conference of
Young People's Missionary associa
tion. June 25 to July 2, 1905. Rate:
one fare plus 25 cents for. round trip.
Denver, Col., Account International
Epworth League convention. Rate
very low, and will be given on appli
Asbury Park, N. J., Account of Na
tional Educational association, July
3-7. Rate very low and will be given
Baltimore, Md., Account of the
United Society of Christian Endeavor
Inter-national convention, July 5-io,
I905. Rate: one fi:st class fare, plus
$i.oo for round trip.
Buffalo. N. Y., Annual meeting of
the Grand Lodge of B. P. 0. Elks,
July 11-15. 1905. Rate: one first class
- plus Si.oo for round trip.
'he Southern railway can oer
many other attractive rates. For
full information consult any ticket
agent. or R. W1. Hunt,
D. P. A., Charleston, S. C.
ite Dress Goods,
i 5th, 1905.
e Dishes, etc.~
ters, PItchers, etc.