to become useful citizens, capable of aiding in the management of the state. Aristotle says: "Education should be regulated by the state for the ends of the state; * * * as the end purposed to the State, as the whole, is one, it is clear that the education of all the citizens must be one and the same and the superintendence of it a public affair rather than in private hands."
The aim and purpose of the Roman government was to bequeath to humanity moral energy and jurisprudence, the latter of which is the basis of all modern law. A strong and an abiding faith subsisted between the Roman State and each of her citizens. "I am a Roman citizen," was the proudest allusion a man could make to himself, for he knew that the great Roman power was behind him to protect him in his rights. The children of the Romans were educated to be of use to the state. Cicero says: "The fatherland has produced us and brought us up that we may devote to its use the finest capabilities of our minds, talents, and understanding. Therefore, we must learn those arts whereby we may be of greatest service to the state, for that I hold to be the highest wisdom and virtue."
The aim and purpose of our government is to maintain and perpetuate the idea of constitutional liberty and to develop a popular government in which each inhabitant shall feel a personal interest in all that pertains to the government, and the government in turn shall feel itself obligated to protect and defend the interests of the humblest citizen within its dominion. Our government is "of the people, for the people, and by the people."
In this country there must be but one system of education welding all the people in one aim and purpose. Unity of thought, unity of action, and sympathy, unity in American life and duty, is and must ever be maintained in the stratification of American society. The government must be unique and homogeneous in its aim, purpose, and sympathy. The entire question of American citizenship is especially important in harmonizing the elements. Herbert Spencer says: "The education of the child must accord, both in mode and arrangement, with the education of mankind as considered historically; or, in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race. * * * It follows that if there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge by the same order. As the mind of humanity placed in the midst of phenomena and striving to comprehend them, has, after endless comparisons, speculations, experiments and theories reached its present knowledge by a specific route, it may rationally be inferred that the relationship between mind and phenomena, is such as to prevent this knowledge from being reached by any other route; and that as each child's mind stands in this same relationship to phenomena they can be accessible to it only through the same route."
Man is a trinity in his nature, consisting of mind, soul and body; these must be developed and the same means must be employed to bring it about. Intellectual, moral and physical training must characterize our system of education. The intellectual and the physical is being emphasized and the moral training must be made more prominent than it has been in the past. The aim and purpose of the founders of this Republic was to preserve in the substrata of the government those noble and lofty principles of the Christian religion for the maintenance of which they left their native land that they might plant these principles in the virgin soil of America.
Manual training is now being made an attractive feature in our schools, though by no means a new feature. Manual training must be made to strengthen the intellectual and moral training or it will fail in its purpose and end as an educational value. Trade schools are one thing, manual training schools another thing. It is not the purpose nor the end of manual training schools, as a branch of our school system, to teach trades per se, but rather to aid the pupils to find out their natural bent and to strengthen the trend of their ambition along chosen lines; or, in other words, to help the pupil to discover his powers, capabilities and capacity, to reveal the pupil to himself. Dr. Mayo says: "The higher education according to the last American interpretation is just this: The art of placing an educated mind, a consecrated heart, and a trained will, the whole of a refined manhood and womanhood, right at the ends of the ten fingers of both hands, so that whether you eat or drink or whatsoever you do you may do all to the glory of God."
There were two distinct civilizations attempted in this country; one was planted at Jamestown, Virginia, the other at Plymouth, Massachusetts. They were antagonistic in thought, aim and purpose. The civilization at Plymouth was an example of the "survival of the fittest," the errors of the one must be engulfed in the ever abiding principles of the other. The educational feature of the one must yield to the educational feature of the other. There must be but one system of education for all the people, great and small, black and white. This is essential for the peace, comfort, and prosperity of the nation.
This is an Anglo-Saxon country. The thought of this country is Anglo-Saxon. The progress of this country is Anglo-Saxon. The colored people of this country, like all others born and reared on our shores, are Anglo-Saxon in thought, in religion, in education, in training, and hence it is unsafe and dangerous, not to say impracticable, to educate them or any other class of our citizens along different lines. The people of this nation must be one in purpose, one in aim; there must be a common bond uniting them in a common sympathy and fraternity. To secure this end all the people must be trained to the highest wisdom. "The fear of God is the beginning of wisdom." Hence, says Milton: "To govern well is to train up a nation in true wisdom and virtue and that which springs from thence, magnanimity and likeness to God, which is called godliness. Other things follow as the shadow does the substance."
THIRD PAPER.
SHOULD THE NEGRO BE GIVEN AN EDUCATION DIFFERENT FROM THAT GIVEN TO THE WHITES?
BY REV. S. G. ATKINS.
PROF. S. G. ATKINS, A. M.
Prof. S. G. Atkins, President and Founder of The Slater Industrial and State Normal School, Winston-Salem, N. C., was born of a humble, yet high, because Christian, parentage, in Chatham County, North Carolina, June 11, 1863. Through this humble slave, yet Christian, parentage, there came to this youth principles of industry, morality and Christianity which formed the broad, deep, and solid foundation on which has rested his eventful and useful life. In early life he learned that "the fear of the Lord is the beginning of wisdom." In the days of youth he remembered his Creator.
Like many of the world's noblest and best characters, Prof. Atkins started life's journey at the plow handles; clearing the ground of roots and stumps, splitting rails, opening the furrow, planting and harvesting the crops, constituted the duty and pleasures of his early life.
Early evincing an insatiable thirst for knowledge, all the advantages of the village school were given him. His progress here was phenomenal. His eagerness to know truth; his power of mind to perceive, comprehend and analyze; his retentive memory, soon gave him first place among his fellows in the school in the village. A few years passed; he in the meantime having prepared himself, the master-mantle of the village school falls upon him. His work here caused a widening of his intellectual horizon. In the year 1880, therefore, he entered the Academic Department of St. Augustine Normal and Collegiate Institute, Raleigh, N. C., and graduated with distinction in 1884.
Immediately after leaving college, President J. C. Price, the famous colored orator, invited him to join the faculty at Livingstone College, Salisbury, N. C. At this post he proved himself one of the most useful men in the faculty. At times he filled various positions in the college. The Grammar School Department, under his management, was a model department, and was the pride of the college. He taught here, serving well and at a great sacrifice, six years. Prof. Atkins retired from the Livingstone College to enter the public school work in which he had long taken a deep interest. This interest had been manifested chiefly in connection with his devotion to the work of building up the North Carolina Teachers' Association, which body he helped to organize and of which he was President for three successive years. His first extended work in this field was as Principal of the Colored Graded School, of Winston, N. C. This position of responsibility he held, with increasing success, for five years, when he gave it up, against the protest of the Board of School Commissioners of Winston, to become President of The Slater Industrial and State Normal School.