Okolona messenger. (Okolona, Miss.) 1900-current, 1902-08-13
Takes Issue WIth be BIshOP.

/
The Clarksdale Challenge makes the
following observation regarding Bah
op Galloway's paper on education.
Bishop Gallcway's eloquent advocacy
OF q continuance Of the present meth
cd Of appOrtioning theschool funds be-
tween the races, a embraced Ia the
pronunclamento Ignorance must be
removed, under whatever color, or
the Kingdom Of God viii long delay
it's coming is lofty In sentiment, and
permeated to the full with q spirit Of
universal brotherhood. Indeed, with
90 humane and philanthropica theory
no man viii dare take issue. But 70
look at the situation from q practical
point Of view, shorn Of theory and
divested OF sentiment, and Its relation
to Mississippi methods, what educa-
ton, after ali, is the State giving 70
her negro sOns and daughters3 What
Is the real character Of this training,
for the perpetuation of which the
WOuld-be philanthropist Is 80 warm
ly cOntending2 Is Il an education that
edueates? Does It add to the mental
CT moral stature Of the b~enehciaryf
Does Il even enhance his economic
value to society," Who knowing him
in his varied avocations and ottenest q
stranger to all avocations, but will
answer in the negative2 The most
radical opponent Of the present policy
lie opposed neither to an education that
hts for 3 useful life not yet to the
States Hberality in according such
advantages as win be conductive to
this end. But hberality Is not always
helpful. That the Literary training or
the cheap imitation oft that's obtained
in the ordinary negro SCHOOL, is not q
means to the end desired, the end be-
ing the elevation Of the negro race, is
clearly obvious. II the desire, then,
to give to the negro equal opportuni-
ties with the white is so overweening
on the part of the State, she must
change her tactics at the outset.
Competent teachers must be employ
ed for these schools, competent
teachers implying those Of Anglo
Saxon birth; their school terms must
be heightened with those Of the white
race, and when the negro is sufficient.
" grounded In the rudiments to read
and interpret portions Of the constitu-
lions, his influence mnst be admitted
to governmental policies, his ballot to
the political party most sorely In need
Of Fetrenchments. There Ia no COM
promise to be made with the public
conscience, and If that conscience Il
satisfied that the existing policy, with
the engagements and amplihcations,
is the lust and humane thing, the cry
must be clay on Macdufl" until We
fear every humanitarianist viii shrek
appalled, from the fruits of It's OWL
unwlsdom. That Education never
|, made q man worse, but always q good
man better" in It's application to the
present contention, is fallacious In the
extreme. It presupposes much more
|, as to the standard Of the education
lavished upon the Afro-Amerian by
the State, than In reality exists. The
Challenge Is never niggardly In Id
policy, especially In the consideration
t. Of those questions that have TODD will
the weak, the oppressed, the burden
ed Of humanity. Nor does 10 advocate
r any but the most humanitarian ant
, healpful measures in dealing with thu
negro-measures that will serve bu
3 to Increase his usefulness, by develop
inghim along the llnesof special talent
/ In his industrial training is the hop
and promise Of his future.