6
PROPOSED SCHOOL AMENDMENT
Abstract of an Address by State
Superintendent Hinemon on
Amendment No. 8.
Following is an abstract of the
address of Hon. «T. H. Hinemon,
state superintendent of public in
struction, on the McFerrin amend
ment which will be submitted to
the people for approval at the
coming September election. Ev
ery voter should read it.
Education and prosperity are
absolutely inseperable. No igno
rant people were ever prosperyus.
Education creates ideals, arouses
ambition, stimulates effort and im
pels man to labor to gratify his
ambitions and aspirations. Dis
covery and invention follow in the
wake of education. Germany
dates her new birth from the es
tablishment of a system of univer
sal education. Japan has offered
the latest proof of the immediate
and uplifting effect of popular ed
ucation. During the last ten years
every time Russia has spent one
dollar on her elementary schools
she has spent twenty dollars on her
army and navy. During the same
time Japan has spent only four
times as much on her army and
navy as she spent on her elemen
tary schools. Russia spent many
millions of dollars and engaged
the finest engineers the world
could furnish to make Port Arthur
absolutely impregnable. No finer
fleet has sailed the seas since the
days of the Spanish Armandathan
Admiral Kojestvensky took to the
Straits of the Sea of Japan. On
land and sea alike Russia knew only
a succession of defeats and Japan a
succession of victories. The world
has again learned that victories do
not depend upon fortifications and
battleships, but upon the men be
hind the guns. The superiority of
the Japanese cannot be credited to
anything but general intelligence
and character of the masses— the
rank and tile—of her soldiery.
Strike down all that intelligence
has done to benefit and bless hu
manity, and a pall of gloom would
overshadow our whole country.
Destroy all that education has done
through invention and discovery,
and we stop the wheels of industry.
Labor should be made to think
as well as to work. It should be
made to think, first, for political
purposes that it may govern
wisely, intelligently and well. It
should be made to think, next, for
industrial purposes that the
thinking brain may give guidance,
direction and help to the working
hand. There is no difference be
tween the man who thinks and the
man who works, but there is a dif
ference between the man who
works without thinking and the
man who thinks while he works.
Labor should be made to think as
McCormick thought when he in
vented the modern method of har
vesting wheat. The telegraph, the
steam engine, the cotton gin, the
telephone and other inventions are
the results of thinking. There was
a time when muscle ruled the
world, but that time has passed.
Thought, in the brain of labor, is
the alchemy of industry. The day
of muscle has passed; the day of
brain has come. The survival of
the fittest is no longer a dogma of
science; it is a fact of life.
The masses of the people will
do what is right. They may be
trusted fully. With a firm reli
ance in their patriotism, chivalry,
courage, pride, and sense of jus
tice, let us fearlessly tell them the
plain truth. The facts are these:
The average length of the school
term in the United States is 145
days; in Arkansas, 93. The coun
try at large is spending $20.29 for
every child eurolled in the public j
schools. In Arkansas we are
spending' only $5.68. The country
at large is spending for every
child of school age in the United
States, $10.57; in Arkansas $3.73. j
Our towns and cities are doing
fairly well under greatriifHeulties.
Nearly every town and city in the
state has been forced to borrow
money to build and equip school
houses and to keep the schools
open to the children. The rooms
are crowded, the teachers are ov
erworked and underpaid, despite
the fact that only 50 per cent of
our children attend school regu
larly. At least four fifths of the
people are in the country. The
schools for the country children
should be made more etticient and j
this cannot be done without an in- j
crease in our school revenues, j
The great business enterprises, j
the timber lands, the zinc fields,
the coal mines and all other ag
gregations of wealth should aid in
the upbuilding of our schools. I
Their own protection demand*
this. All the wealth of the state)
should be taxed to educate all the
children of the state. It is true
that the centers of the wealth pay j
more than the poorer district*
and that the poorer districts de i
rive greater benefit in proportion
to what they pay. This is right.
They should pay according to
their ability. All of us should
unite to build good roads and pub
lic highways, yet we must not
close our eyes to the fact that all
over the state the people are con
tinuously moving into the towns
and cities not because of the bad
roads but because of the poor
schools.
Inis is a critical time in the
history of the state. No more im
portant question has been submit
ted to the people in thirty years.
The tariff, free silver, a gold stan
dard, expansion and imperialism
and a hundred other questions
discussed on the hustings are as
trifles compared with the educa
tion of our children and our neigh
bor's children. It makes a differ
ence whether or not every locality
has a good school, in a comfort
able and healthy school house, un
der a competent and capable teach
er and for a sufficient number of
days. It makes a difference
whether or not our neighbors
children have a good school. One
bad man can burn more houses
than a hundred honest carpentens
can build. One vicious character
can blight more happiness than a
hundred good men can make.
This is the first opportunity the
people have had for thirty years
to express themselves on this
question; they may not have anoth
er chance in the next thirty. When
the present constitution was adopt
ed, we were just beginning to re
cover from the ravages and deso
lation of four years of civil war,
and a period of so-called recon
struction, which was even more
disastrous than the war itself.
Considering the condition of the
State, the provisions for public
schools at that time seemed liber
al, and, indeed, they were liberal, i
We are now on the highway of'
great prosperty. Our rich materi
al resources are in great part yet
untouched. The time has come
when better and more liberal pro
vision should be made for the edu
cation of our youth.
The greatest resource of Arkan
sas is to be found in the brains of
her boys and girls; every energy
of the State should be utilized to
provide for the proper training
and development of these youths.
The dominant party has declared
itself in favor of increased taxa
tion for school purposes. When
this is done, when we provide bet
ter teachers for the schools and
better schools for the children
then, indeed, will we take our
proper place in the galaxy of the
great American States.
The legislature passed the reso
lution submitting this amendment
to the people; the governor sign
ed the resolution. Itnowr remains
for the people to say whether or
not they want better schools for
their children.
(Concluded next week)
NOTES FROM OKLAHOflA.
To The Newark Journal:
My family arrived here the 20th
of February and are as well satis
tied as could be expected, but they
do not enjoy the wind. It blows
from the southwest most of the
time, but we have been having a
g;reat deal from the north and
northeast, which has been pretty
cool. We had a light frost here
on the 9th of May, but it did no
damage.
I did not come with my family,
but went on with my mission
woik until the 20th of April
when I came. Hut I will remain
only a short time and expect to go
back to northwest Arkansas and
continue the mission work. Farm
ing operations here are well un
der way.
One hand with sufficient team
and tools can plow from 40 to 00
acres. There is a splendid pros
pect for fruit here. We live on
the prairie and can see two towns,
Cushing 5 miles away and Avery,
eight miles away. We see Indians
almost every day, but most of
them are mixed bloods, there are
not many full bloods here. The
prairie land is not as good as the
creek or branch bottom land. Cot
ton and small grain does well on
the prairie, but the bottom land is
better for corn. Cotton is seldom
hoed but once. Some plant their
cotton on ridges while others
break their land, harrow and
plant it level. They usually plant
with two-row planters and can
plant from 15 to 20 acres a day.
There is lots of cattle raised here
and as we have a stock law noth
ing is on the commons. Hut the
pastures are fenced with two and
three wires which hold them all
right. Cows sell from 1(120 to $25.
We are in the Sack and rox
I country. Much of the land is al
i lotted to the Indians and it cannot
i be bought, although some will be
j on the market tnis year, I am
j told. But few of the Indians
work. They lease out their lands
and gad around in their double
| rigs.
Religiously, we have all the de
nominations represented. Cush
ing is a town of about 1500 and
has a splendid school building and
live nice church buildings. Land
sells for from twelve to twenty
! dollars per acre. Most of the
houses are small, especially on the
farms from one to three rooms
is the usual size.
1 will close. May write more
after I get to attend an Indian
festival. J. I. Martin.
Patriot
MEN'S/
DORR MERC. CO.
Magness, - - Arkansas
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