The leader., 1904-03-19
VARDAMAN VETOEs
THE APPROPRIATION BILL FOR
THE NEGRO NORMAL
SCHOOL, LOCATED At HOLLY SPRINGS
Governor Gives Lengthy and Welshty
Reasons for Hls Aetlon--says He 10
the Negroes Friend, But He Does
Not Think the Education intended
Would Be Of Benefit to the Race.

Jackson, Miss, March 14.--f'or the
first time since his induction into the
office of chief executive, Gov. varda-
man this afternoon exercised the veto
power. Tho bill which comes under
the ban of his disapproval is the ap-
preparation measure for the State Nor
NAL School, negro educational insti-
tuition located at Holly Springs. The
governors principal reason for Veto
ing the bill is that, in his opinion, the
school does not give the proper kind
OF education for the negro. The veto
message is rather salty document,
and Is in full as follows:
March IA, 1904.
To the House Of Representatives:
have considered with great care
house bill No. 329, "an act for the
support Of the State Normal at Holly
Springs" and herewith return it wltn-
out my approval
The veto power should be used with
the utmost caution, and then only af-
ter due deliberation; and were / not
moved by a profound sense of duty,
should spare myself the regret which
grows out of disagreement with both
houses Of the State legislature. The
amount of money involved in this
measure is of trifing importance-the
principle is all. II thought the char
acter OF education for the negroes of
Mississippi, for which this school is
intended, would produce beneficial re-
suits, | should most earnestly insist
that the sum of money proposed to be
appropriated for that purpose be in
creased an hundred fold But it does
not. On the contrary many years of
experience has demonstrated that the
effect is pernicious rather than help
ful. To the unthinking, sentimental
vagarist, whose profound misinforma-
ton of the matter Is marvellous, or the
reason-paralyzed, sordid materialist,
who views the question from afar off.
the proposition to educate (without re-
gard to the character of education) is
accepted as thing from which good
must unfailingly flow. Now, while the
organic law of the nation, ignoring all
physical facts and truths vindicated
by experience, makes no distinction
between the white and black races,
but rather prohibits discrimination in
this, that mo State shall deny to any
person within it's Jurisdiction protec-
ton under the law" or "abridge any
right on account of race, color or
previous condition of servitude," yet
there is nothing in these provisions
to prohibit the State from providing
the necessary means and facilities for
education suited to the peculiar In
herent moral, mental and physical
qualities of the negro. The achoois
and methods Of instruction suited to
the white race do not fit the negro.
Let that fact be kept perpetually be-
fore us. 1t will be remembered that
the real negro in America is but one
step Tin the life of race) removed
from the bondage of barbarism and
fetch worship In the land to which
he springs indigenous his forefathers
now live and have lived from the day
when mans first footprint was made
on this earth in condition of mental
and moral darkness, and in America,
where he has attained degree of CIV
ilization, he is yet deficient absolutely
in those moral qualities which are
necessary to form the substratum up
on which to build enduring character.
Men who have devoted intelligent and
honest thought to the subject and
fearlessly pursued investigation with
the view of discovering the truth have
found some curious things regarding
negro mentality. You may take
young negro, fresh from the jungles
Of Africa, and the readiness with which
he learns to read and write is re-
markable; but it Is all done like the
parrot-in imitation of somebody else.
Literary education-the knowledge of
books-does not seem to produce any
good substantial results with the ne
gro, but serves rather to sharpen his
cunning, breed hopes that cannot be
fulfilled, inspires aspirations that can
not be gratified, creates an inclination
to avoid honest labor, promotes indo-
lence, and in turn leads to crime. That
is the true story of the life of the
average negro, the correctness of
which will hardly be questioned by
an observant student of the subject. >
Proof Is Abundant.
The community in which the State
Normal School is located will. If de-
sired, furnish abundant proof along
that line. Mississippi has been and
is, indeed, kind to her negro citizenry
No people on earth have ever had
as much done for them by their gov
ernment, to which they have con-
tributed so little~of material help and
moral worth, as the negroes of Mis-
sissippi. The public schools through
out the State four for four months, and
in the delta counties, where the ne
groes live in large numbers, the
schools run fro FIVE to seven months,
affording superior school facilities for
the negroes to those enjoyed by the
white children who live in the more
sparsely settled hill counties. I wish
it understood that my objection to this