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' ' "I, TOO, AM FOR SEGRATION"
jV'. 'What is a people without a government and what
. is a government without laws?. Mr, Grady, can
r, the opinion of ''nine old men," the Supreme Court
of the United States, change the habits, customs
and traditions of the people of North Carolina and
the entire South by merely writing a document and .
signing their names thereto? You say no; I say yes.
You say, Mr. Grady, that you believe in our Con-
stitutiqn and the principles of our three branches
of government. 1 YoU, wrote; but- when a Supreme
court interprets an amendment to the Constitution
and in so doing admit they do not know the meaning-and
intent of the writer or writers of that
amendment when it was written then it seems to
me they are taking an arbitrary interpretation of
the amendment. In that sentence where; you used
a Supreme Court, it should be the Supreme Court.
' It is fairly simple to understand why the Supreme
Court doesn't know the meaning or intent of the
amendment. This amendment when written,
wasn't written with the same economic, social, gov
ernmental and other conditions that are present to
day. ; Therefore the writer or writers, being broad-'
minded and able to foresee the future, added this
amendment, which then very small arid only sug
gestive and was to be interpreted and broadened by
the interpreter of laws, which is the Supreme Court
1 when conditions made it necessary. In your column
you also wrote that you didn't think the Supreme
Court should use its powers and functions to tell the
people how they must live and educate their chil
, dren.? The Supreme Court can tell the people, but
cannot make them. The Supreme Court only in
terprets the laws.
gL The Supreme Court did declare segregation un
p constitutional, not only in the south, but in all places
that are governed by the government of the
United- States of America. You say, Mr. Grady,
that the decision was aimed at the south? I, being
i an American citizen, refuse to believe that "nine
, men" supposed to be the best judicial minds in the
land, would make a unanimous decision aimed di
rectly at one particular part of their country. The
decision surely effects the south more than any
other part of the United States but it easily could
have effected places worse. Also you wrote in your
., column that the "nine old men", as you called them,
said in effect that there is no such thing as races
anymore in the South. I don't believe they said
that. The nine men of the Supreme Court only in i
doing their duty in interpreting a law declared
Segregation unconstitutional.
In your fourth paragraph; Do "nine old men" in
Washington City have such a power over people?
If so then we might as well scrap our constitution
and call the whole thing Off. Mr. Grady, those "nine
' old men" in the capitol city have the power only
to interpret the laws, which the legislative branch
makes and which the President enforces. You wrote
of Christ and the Christian way. You used as a
persuasive, "Render unto Caesar that which is
Caesar's." I sayY "Render unto the Supreme Court
that which is Uie" Supreme Court's." And why
scrap and throw away the Constitution that makes
the greatest government the world has ever .
known?" N
F' 111 ypur next paragraph you challenged anyone
to show you a finer, prouder and more determined
, race of people than the Negroes in North Carolina.
I refer you to the French at Dien Bien;Phu. You
wrote that the Negroes want to continue to improve
their education and show to the world that ' the '
Negroes of North Carolina are proud of their race
and of their progress; This decision effects not. only
' Negroes of North Carolina, but their race through
out the United States. . . f;r ; , "
h In your next paragraph; Our White people de
" mand segregation in schools ''( and (I don't : believe V :
: race in this state is going to stand for such nonsense.
V I say; When the Supreme Law of the land makes a
y '. statement, I do not regard it as nonsense. You, Mr.
'' Grady, wrote that neitherrace wanted this non-
' sense. If the Negroes didn't want to mix in public
0 schools, why did they take the issue to those "poor I
old nine men of the Supreme Court"
- In your next paragraph when you were pleading ,
15 to the. Tar Heels to fight this demon in Washington,;;
' I presume when you wrote demon," you meant jtheJ i
decision of the Supreme Court in; Washington.? A;
! ' government by the people and for the people and
- someone" wants to fight their own government. You X
, I also wrote; Let's not let some outsiders tell us what
J ) to i do. OUTSIDERS, the Supreme Court ,of the '
1 ' United States has now been called an outsider. :
t ' Finally you wrote; Jfo,; we do'not want our races
mixed in our schools and let's not allow it. I say, -this
is a part of our democracy, There is nothing
- wrong with voicing a persons opinion. But, think
and think hard and when you make your decision
Kt of anything, then live for it. '
In closing - - A decision has been made. Seven
y teen southern states and Others don't like it:' So this
" squabble should be a heck of a historical , some- ;
. thing to watch. , ; '
I, toe am for segregation! ' . " ' ' ,
"("' I", ' v ; Leamon Suggs'
PUBLISHER'S NOTE:, Mr. Suggs I enjoyed your
reply very much. You present ' some food for
thought. As I said in the beginning of my article m
"What is a people. Without an opinion?" I think
r Editor Byrd will join me, in thanking you for this
I reply and wishing others would express themselves .
on this and other important matters. That is one of
the reasons a newspaper; is published to afford its
readers a-medium in t which to express their
thoughts. '
. Also while on this subject t want to publicly
thank Mr. Snipes, principal of the Wheat Swamp
i School, for giving me a long distance call when he
read my articleMr. Snipes said "you have 'expsess
ed the thoughts of the people in this section"; and
- Miss ; Hattie Daly of near i Kinston who drove to
Kenansville to secure a number of extra copies of
it. She said it suited her perfectly."
1 J. R. Grady.
THE SEGREGATION ISSUE
by J. W. Tomlinson' 1
The decision of the United States Supreme Court
outlawing segregation in our public schools and paving
people in other places has caught us by surprise. Never
before have our state leaders been faced with such a
paramount decision ,as what resourse to take in seeking
the best solution to the Supreme Court's epoch-making
decision.
There has been varied reaction by the public to
the decision. Some have criticized the decision as usurp
ing States' rights, while others have hailed the decision
as providing equal rights for all.
, That should not seem strange. No two persons in
the world look exactly alike and no two are made
exactly alike. We have been brought up in different
families with different ideas and ideals. Our educational
training has been different. We live in different pars
of the country.
How could you expect all the people, with such a
diversity in their upbringing and in their experiences
to think alike. But, fortunately all citizens do not thnk
alike and the majority it would appear have reacted less
vehemently, have expressed themselves cautiously and
feel that it's a problem to weigh carefully, soberly and
intelligently. '
When we differ from others in our views about the
segregation issue, we are reminded of a tradition set out
in Wheeler's History of North Carolina, 2 vol. 75, con
cerning Charles V, emperor of Germany in the days of
Martin Luther and John Calvin. Being a Roman Catho
lic, .he was intent on making everybody think his way.
In his efforts to do this he persecuted the Protestants
in The Netherlands and, other places with ferocity. Tired
of the cares of government, he abdicted his crown to his
son and retired to a monastery, where he amused the
evening of his life in regulating the movements of
watches, endeavoring to make a number keep the same
time; but, not being able to make any two go exactly
alike, it led him to reflect upon the folly and crimes he
had committed, in attempting the impossibility of mak
ing men think alike!!
As people and conditions are different in different
sections of the country, so are their problems different.
Consequently, the various states must deal with the
matter on a local level.
We'have no doubt that in our state our people and
state and school leaders will solve the, problem in a
spirit of ' understanding and goodwill, and with the
wisdom necessary to keep our state free from chaos
and conceivable turmoil and disturbance.
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Kinston. N. C
: Many remarkable characters have crossed my path during my life".
, I would be hard put to it to say which one, was the most unforgetable.
All of them had a quality in common. They stood out from their.
: fellows either through, accomplishments or eccentricity. Each of
, them was an individual in his own way, could not be confused with
.anyone else. ' " ' ,
They were not 'necessarily great although some of them were. But
t they Were all interesting,, alive, vital, exceedingly aware of their
, surroundings. Most of them were truly dedicated people in Whatever
; field they had chosen. And they all lived fully if not always con-
ventlonally.
: On of them I knew when 1 was very young. I have never forgotten
him, nor all the things he taught me. He was a retired professor of
Latin, Greek and Mathematics," but he kindly tutored me in al)
, three, t never had a better teacher. The dullest jubject became alive
when it was interpreted by him. Learning became a thrilling quest the
highest adventure. How I have wished that more teachers had his
insight and his Inspiration!
; Often I have wondered why he was such a superb teacher, what
qualities be possessed that made him such a remarkable man. I still
am not sure. I wish I had been fortunate enough to have sat in one
' of his classes. Yet be taught me much more 'than I ever learned in
. a class. ' . : 1 .
I think he was bora about 1844. I do know that he received his
Ph. D.rat Leipsic with first honors in 1874. He was in the Confederate
Army during the war between tthe states and later was a professor
at Washington College under General Lee.
His house was like a museum filled with treasures and thousands
of books, statues, papers. Downstairs it was so full that you
couldn't sit down at all. Most of the time he spent in an upstairs
room where he had stores of hickory nuts to feed the squirrels who
. ate from his hand, and a pure sugar candy which he gave to the
many children who dropped by daily to see him. In the fall he would
- take us to the woods to gather nuts and often walked miles with a
bushel of nuts on his back.
In the spring we learned the name of every flower on our walks,
all the trees, the birds. One summer when he came to Greentrees,
he taught all the children growing up here the names of the stars, -the
constellations, the mythology behind tne names. He held the key
that unlocked for us the vast treasure house of knowledge. The most,
obscure subject became crystal clear when he explained it in his
lucid terms.
He was an expert in so many fields that he could contribute some
thing interesting to any conversation. His anecdotes were sparkling
and humorous and his stories held us spellbound during the' summer
i evenings when we sat in a circle at his feet. I do wish I could recall
his stories of the great Lee who was president of Washington College
when Professor Humphreys taught there. Lee was for all of us no
remote historical figure but a warm and very human person who had
loved young people.
Professor Humphreys had a note written by Lee asking him to
excuse all his classes so that the students could take advantage of the
ice and spend the day skating. He often told Us how General Lee had
reproved him when he had said that he regretted the time he had
wasted in the army because he was several years behind his class.
The general growned and said severely, "Never again refer to time
spent in the service of the Confedracy as time wasted, Mr." Mum
phreys." Perhaps his gift for story-telling was one reason that he was such
a splendid teacher. I am convinced that all good teachers must be
able to make any subject as interesting as a story. And students
learn so much more by an illustration in their own terms than from
a bare printed statement in a text-book.
One evening we were talking about the sub-conscience mind and
dreams. Professor Humphreys told us that the sub-conscious mind
never sleeps but is on guard to warn us of any danger. We asked
him what he meant and he told us this story:
Many. years ago when he was a young boy he liked to hunt. In
those days deer were often hunted from a crow's nest, a platform
built high in a tree near a watering place. He would go to the spring
in the evening and climb up the rudely built ladder to the platform
and sleep until just before dawn when the deer would come down
to drink.
On a moon light night in the fall. Professor Humphreys had come
to the crow's nest and had fallen asleep. Heihad not been asleep long
when he dreamed that he was lvin on, the platform asleep. At the
edge of the clearing he could faintly discern a dim figure stalking
through the trees coming towards him. The dream was so vivid and
the figure so alarming that he woke up. He looked all around and
saw nothing and went back to sleep.
The dream continued ominously. The figure was certainly a hostile
one. It crept closer to the ladder, so close that he woke again, tense
and apprehensive. He saw nothing.
This time it took him much longer to go back to sleep. But he was
tired and had' walked long way after his work to reach the spring.
But he could get little rest. Relentlessly the dream began again.
He could see the figure plainly now. It seemed to be a man dressed
in black with a 'black hat pulled low over his face. The man started
to climb up to the platform. When Prcfc. or I
: thia time he was trembling. For a long time he ley
could see nothing in the dim light nor hear a t ... . . t ?
decided that there was nothing to be afraid of and full e . , .
But the dream came back rapidly now. The figure in bl - s
' climbing again. He reached the top of the lader and steppe i i. n
v'the platform.. In bis hand shining in the moonlight was a c r
which he raised as if to strike. Now really terrified, FroU -
Humphreys woke up. He loaded bis rifle and pointed it at the e '
of the platform where the ladder led. His heart beat so fast it seezneA
to shake his arms.
-Then slowly and silently between him and the mom shadow -rose
over the edge, a black shadow. And he fired the rifle, A shrUk
'and a thud and then silence fell again'. Until dawn he stayed there)
wondering If he had killed man. But the morning light showed bit J
a huge panther lying at the bottom of the ladder. A panther' wh
would' have killed; him with a blow had his sub-conscious mind atok '
warned him of danger by a vivid dream. ' ' J '
Yes, Milton Wylie Mumphreys was the most remarkable teacher f
.1 even knew. He was a brilliant scholar and he could Impart hi
wisdom to his students and with that wisdom inspire' a seal for
learning and living, inspire an insatiable eusiosity about knowledge. J
He encouraged questions, aU kinds of questions even if they srnneS
irrelevant. He Urged us to acquire an Inquiring mind. No teaches ..
could do better than that. 1 --.
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