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ference whether the criminal is In jail or out of it, whether he is in the clutches of the law or a fugitive from justice, he is not a free man. What we generally mean by freedom, then, is compulsory freedom! The law-abiding citizen is free: but all law is compulsory . But there is another type of free dom which Is quite different without limitations. It Is the type of free dom which manifests Itself In the individual who knows no law and no restraints, who not only docs as he pleases but pleases as ho pleases. Did you ever have the misfortune to come Into contact with an individ ual who had conclevcd the idea that the world owed him a living and who considered himself free to collect the debt by any means whatsoever? Such an one Is a free man In his second meaning of the term freedom. It is this conception of freedom that motivates the men who shoot up courts of justice, wantonly destroy property, and murder the heads of nations. This is undoubtedly a type of freedom, but it is also anarchy. Now in talking about compulsory ? education and freedom it is absolute ly necessary for us to distinguish be tween these two types. Of the first type of freedom a compulsory educa tion law would in no sense rob us. It would, to bo sure, put another lim itation upon our activities: but If It is a good law it would make us more free. For freedom, In this sense, is defined In terms of law and orders; consequently, every law Is just a further definition of freedom. Thus it happens that all of the talk which we sometimes hear from our politici ans to the effect that compulsory ed ucation would rob the individual of his inalienable right to freedom is wholly without point, provided wo mean by freedom the type of freedom that characterises the law-abiding citizen of a civilized community. Of the second type or freedom, how ever, a compulsory education law would bo the irreconcilable foe. Between them there would be war to the death. Should such a law be passed, undoubtedly some individuals in Laurens county and in the state of South Carolina would be compelled to please to do some things which they do not please to do; thus they would not be quite so free as they now are, compulsory education hav ing robbed them of another selfish interest. And so our politicians are right when they say that a compulsory education law would rob Individuals of their freedom, provided they mean by freedom the tendency towards selfishness. Now these two types of freedom cannot exist together. They are fa tally opposed to each other; between them are Irreconcilable conflict. Con sequently, we must choose between them. No one who calmly deliberates upon tho matter can long remain undecided which to choose. Indeed, If society Is to continue to exist there is only one possible. And that Is the freedom which consists In obe dience to law. This is the only real freedom. If we choose tho other, then the whole foundation of our social fabric Is removed. Therefore, tho whole problem of compulsory education reduces to this: Is It a good law? Is it a necessary law? The adjective "compulsory" bothers us no longer, for there is no question of reall freedjom Involved. If tho law Is a good law, that is, if it is a law that will better social and political conditions, then we may rest assured that its enactment will make us more, and not less, free In the truest sense of the word. If the law Is a good law, and if the end aimed at cannot be attained in a better way, then the law Is a necessary law. That the law is a good law Is guar anteed by the fact that the end to bo attained by it is generally admitted to be a desirable end. So, unless this end be accomplished in some other way s\hlch is preferable, tho law should bo enacted. But, you object, there Is another way of accomplishing the end desired. And this Is by leaving the education of the children in the hands of their parents. No one is more interested in the child than its own parents; they best can care for Its intellectual training. There is no necessity of compelling them by a special act of legislation to do that which their natural love for the child and their inborn interest in its highest welfare will lead them to do. This objection has the merit of be ing a very pretty sentiment. Would It were true! If it were true, not only a compulsory education law, but all other laws as well, would soon be unnecessary. But a millennium has not yet dawned. Human beings are still fallible and short-sighted; they arc not always able to see what Is their true interest. This short-sight I cdness and dimness of vision is pe culiarly marked In connection with educational matters; tho returns of education are so subtle that they are not always visible to the unaided eye, and it is not surprising that many parents are hopelessly Incapable of measuring its value rightly. If the state would take the matter in hand and tell all parents what to do with reference to the education of their children, it would accomplish a two fold good. It would greatly assist those parents who at heart are really interested in their children's welfare but who, f left to themselves, are noe capable of seeing what that welfare truly is, by simply indicating to them where it may be found; and it would do an incalculable service to those children who are so unfortunate as to have their potential selves placed at the tender mercies of thoughtless and negligent parents whose Ideals and aspirations have not been tired by the live coals from the altar of the higher and nobler values of life. Furthermore, even granting that the same end could finally be accom plished without the aid of the com pulsory education law, tho objection before us may be attacked from an other point of view. The end could be attained in a much shorter time with the law than without it. If the education of children is loft en. tirely in the hands of parents, most of us now living shall have long since passed to that bourne from whence no traveller returns before the pres ent educational situation will have been greatly Improved upon. "With the aid of the law, however, the im provement would undoubtedly be very marked in a generation. Then why not have the law? If the goal Is as important as it appears to be. it cer tainly should bo reached as quickly | as possible. Time is< an invaluable asset of character. It is said th.it a ] farmer, when urged by an agent to purchase an Incubator in order to have time In raising his chickens, re marked, "What In tho name of com mon-sense Is a hen's time worth?" Not anything perhaps, nut the time which marks the life of a human be ing is of inestimable value, at any rate from the point of view of the individual in question; and it should be redeemed. Another objection that is sometimes raised against the system of compul sory education In South Carolina re fers to local conditions. Many are Willing to admit that compulsory edu cation is a good law in the Now Eng land states, for example, hut they argue that the conditions in South Carolina make it impracticable here. The difficulty, of course, arises in connection with the presence of the negro in the state in such large num. !" rs. if the compulsory education law were enacted in South Carolina, it is said, the law would apply to negro children as well as to white children. But this would be disas trous. Negro children should not be educated, because when you educate a negro you spoil him. Such Is the objection. It will bo Impossible to enter here into an exhaustlvo discussion of this objection to the system of compulsory education in South Carolina. Tho limits of space will permit only a general statement concerning Its weakness. If my reader does not hold the con viction that education is not good for the negro, doubtless there are some among his acquaintances who do. I was once of this opinion myself. And the solo basis for it, in my own case, was a vast amount of prejudice bol stered up by an acquaintance wth three negro men who had been made contemptible by a smattering of so called higher education. And I dare say that practically all of those who have this view can Und no better basis for It in their own experience. If we put prejudice aside for the moment and calmly ask ourselves why educa tion should not be a good thing for a negro child if it is a good tiling for a white child, can wo honestly find an answer? There Is no virtue in ig norance as such; ignorance is a weakness. Then why should we In sist that the negro should bo kopt Ignorant? If Intellectual training is, on the whole, advantageous to the white race of rational creatures, it is, on the whole and for the very same reason, advantageous for the red, yellow, and black races of ra tional creatures. Color Is no In superable barrier to the benefits and advantages of civilization. Even laying aside humanitarian con siderations and viewing the matter from a purely selfish point of view, it is to the advantage of the whites to interest themselves in the education of the negro. Statistics will doubtless show that the hordes of law-breakers who people the prisons of the South and crowd her courts of justice come largely from the Ignorant ami Hilter, ate class of negroes: Ignorance and crime go hand in hand. Educate the negro, and you lessen crime in his race; give him something to think ahout higher than his bestial nppc tlet?, and you eradicate from his na ture a very potent Impulse to crimi nal indulgence. Yes, 1 dare assert that the education of the negro would pay In actual dollars and cents. If you choose to view the matter In this light. It may very well bo that the negro child is not fitted for the kind of edu cation which Is suited to the needs of the white child. Perhaps they are not of the same Intellectual capacity. Personally, I am Inclined to think that such is the case. From the stand point of theory much can bo said In support of such a view. The history of the negro race has been markedly different from the history of our own race. The forefathers of the present generation of negroes had nothing of the intellectual discipline that came to our forefathers through the hard ships of their sojourn in northern Qormany, through the conquest and development of the British isles, ami through the creation, expansion, and preservation of the United States of America: so it would not he at all Blirprlslng wore the present-day ne. gro child Inferior, Intellectually, to the present-day white child in the South. And the facts of negro educa. tloil in the South seem to indicate that there is an Intellectual difference be tween the two races: the type of edu < allon that is suited to the one does not seem to be the type of education which meets the needs of the other. Put surely this is no argument aglnst tin1 education of the negro. It does not prove him to be hopelessly in. callable of education, nor does It prove that education necessarily makes a fool of him. It only proves that a BPOClal type of education should be provided for him. To provide this ed ucation should not be a very difficult task; in fact, "the experiments of , Pooh er Washington have already largely solved the problem. For the sake of emphasis permit me, in conclusion, to put the whole problem of compulsory education in South Carolina, as it appears to me, in as direct and concise language as I can command. A compulsory edu. j cation law is no more antagonistic to tbo legitimate freedom of any Individ ual than is any other Justifiable law, for freedom is a matter of patriotism. and not a matter of selllslmoBB. Neither is a compulsory education IjVW impracticable III South Carolina o. account of the presence of the ne gro; on the contrary, its usefulness would bo especially manifest in con nection with the negro portion of the population. Whether we like it or not. the negro constitutes an Integral part of the state, and anything that will tend to elevate him will just ho far forth prove helpful to the stale: when a member of our physical body Is ailing we do not set about to ag gravate the disease but wo try to euro it, and wo should be as sonslblo in dealing With the body politic. Tho compulsory education law Is a good law; becauso the end at which It aims, namely, an educated citizenship, Is absolutely fundamental to the high est Interests of the state. Finally, tho compulsory education law is a neccB sary law; because, under existing cir cumstances, the end at which It alms cannot be so surely and speedily at tained by any other method. And, If all of these statements are true, tho only conclusion at which I can arrive is that a compulsory education law should bo onactod by the legislature of South Carolina, if need be over the governor's vein, without further delay. . For Hunts, Bruises and Sores The quickest and Blirost cure for bun's, bruises, bolls, cores, Inflam mation and all skin diseases In Buck len's Arnica Salvo. In four days It cured I.. Ii. ITaflln, of Irodoll, Tex., of a sore on his ankle which pained him so he could hardly walk. Should be in every bouse. Only 2Bc. Recom mended by Laurons Drug Co. and l'al motto Drug Co. B. R. TODD Engineering and Contracting Land Surveys la Specialty I oncrete Work Skillfully done or In Drawings and estimates of all Kind. Telephone No. 346 Laurens, S. C. _2r?-tf N. R. Dial A. C. Toon DIAL & TODD AttorneyN at Law Rntcrprlse Dank Building, Laurene, S. C. PRACTia?*rT ALL COURTS .Money to loan on Itenl Kstate Long 'rime. 1 AUCTION SALE ?????????? OF CHOICE LOTS AT CLINTON, S. C. Wednesday, April 23, 1913, at 10:30 This is the property of J. I.& T. D. Copetand in the Eastern part of town on the S. A. L. and C. N. & L. Railroads, E#st of Adair Street, Florida Street runs entirely through the property. More new residences built in this section than in any other in the City in the past ten years. A good portion of this property on sewer line and in sight of and only one-fourth mile from Presbyterian College and only 200 yards from Presbyterian Church, a handsome granite building costing about $30,000. I Clinton is a live, healthy, progressing, growing city,with its water works, sewerage, electric lights, ! I graded schools, numerous churches, Thornwell Orphanage, the largest Presbyterian Orphanage in j America, and the site of the Presbyterian College of South Carolina, and with its railroad facilities and many advantages, make it one among the most inviting and attractive places to buy lots, either for j i homes or for investment. This is an opportunity that comes seldom in a lifetime, to buy such valuable | ! property as this at auction as we sell to the highest bidder. This property is bound to increase rapidly j II in value, located as it is in this growing city, so come out and buy lots at your own price. We make ]' the terms but you make the price, and the terms are easy, only one=fourth cash, balance in six, twelve j: and eighteen months, with interest on deferred payments. Sale made Rain or Shine. Brass Band Concert. Don't forget the date, Wednesday, April 23, 1913, and time 10:30 LSouthern Realty and Auction Company \ E. M. ANDERSON, Manager. GREENSBORO, NORTH CAROLINA^