Jackson advocate. [volume] (Jackson, Miss.) 1939-current, 1949-04-02
Address By
Governor Fielding
l. Wright
Annual State Meeting of Teachers
In Negro Schools.
Mississippi.

much misunderstanding among
different groups relative to the
educational program for our
state. I much prefer not to use
a manuscript or notes speaking
but in this instance, so that
there can be no misunderstood
ing as to what is said, I shall
use the manuscript and make
copies available to those who may
desire a copy.
Several thousand men and wo-
men have come together in Jack
son within the last ten days to
discuss the many and varied pro-
blems which have to do with
what we call education. These
people represent instructors and
pupils of both races the
teachers and the taught The tea
cheers have a burden of response
bility greater in some respects
than that borne by any other
group within the entire structure
of our civilization. 1t is a mere
truism to say that the future of
our country lies within the hands
of each succeeding generation of
our people. And do you teachers
and leaders discuss today? White
and colored, what are your pro-
blems, your duties, and your re-
sponsibilities?
I could talk for an hour and
not answer my own question. In
ore of Solomon's proverbs he ad-
monishes us the Wisdom is the
principal thing; therefore, get
wisdom; but with all thy getting,
get understanding" And perhaps
to get understanding is the most
important objective of all edu-
cation. 1t profits us nothing if
we know Greek and Latin and
higher mathematics, and yet not
have the common sense to I'M
derstand the ways and means of
making a living This thing of
getting understanding includes
every aspect of our lives. But
above all else its greatest prac-
teal value is to get an under
standing of ourselves and of our
own relation to our environment
The problem of individual ad
justment to individual surround
ings is one of the most import
ant for all races and groups. And
it is one which most nearly de-
mands individualized solution.
I use the expression 'individu-
allied solution" advisedly There
is no other basis upon which most
problems of human relationship
can be adjusted. Such problems
cannot be disposed of by any fiat
of law intended to apply to all
or a large portion, of the men,
bers of any two races or groups
will individually adjust their pro-
blems, then the group will also
be solved. insofar as such pro-
blems are capable of human sol
ution
In no branch of human pro-
gress is the individualized basis
more definitely applicable than
in the field of what we cali edu-
cation. General Armstrong, in his
great work for the Negro, at
Hampton Institute, was the first
of the really great educators of
America to realize and apply the
principle of individualiZed educa-
ton. 1t was through his common
sense teaching and policies that
two of the outstanding Negroes
of America and of the world came
to be recognized and their great
service made available to both
the Negro and the white races. I,
of course, have reference to
Booker T. Washington and to
Robert Russo Motion.
This reference to these two
distinguished men naturally
brings to mind something else
which is closely related to our
large scale educational problems.
This is the matter of racial Sc
paration in schools. We think of
this as something ultra-mOdern
and call it segregation. There is
nothing new about it. Hampton
Institute was originally a school
for Negroes. Purely as an expert
ment, Indians were sent there af-
ter the close of the Civil War.
This experiment in inter-racial
education was not success and
was finally discontinued. Limited
to Negroes, Hampton Institute
has made a wonderful contribu-
ton to the progress and leader