Dedication Keynote

Rose C. Kittrell
Outside Activity Request
Date: June 28, 2008
Place: Hendersonville, North Carolina

PREPARED FOR SUCCESS

Good evening everyone. I want to thank Mr. Randy McMinn for that kind and generous introduction. It is indeed a privilege to be asked to speak on the occasion of the combined Sixth and Ninth Avenue Reunion. So much has been accomplished since I attended the last Reunion. The 6th and 9th Avenue School Monument was a project under discussion, but this morning, we were witnesses to a historic moment with the unveiling of the monument. It was a very moving event.

Mayor Newman and City Leaders are to be commended for their progressive leadership in seeking out positive ways to acknowledge the contributions of African American educators during the last Century. Several grants were secured to digitally reproduce the graduates from 1951- 1965. They are prominently displayed on the walls of our former 9th Avenue School. My sister Edith has the yearbook from 1950 if you need to use it to display those graduates. I am just amazed at the progress that’s been made.

We know an event of this magnitude requires dedication and imagination. I think the planning committee has done a superb job in making this gathering special.

I would be remiss if I overlooked the diligence and dedication of Girl Scout Troop 404 and their leader, Lou Ann Welter. The work of this troop recognizes the contributions of principals and teachers in the education of black children in Henderson and surrounding Counties during the previous century. Their efforts will ensure the work of these early pioneer educators and students will not fade with time.

I am heartened and inspired in that this work is instrumental in bringing about racial reconciliation in Henderson County. Thanks, to all of you for being here tonight.

Before I proceed, please note, the views expressed in my presentation are my own and do not represent the views of the Agency I work for or the United States government.

I want to share with you briefly on the Topic: “Prepared for Success—Lessons Learned from Pioneer Educators”

Regardless of the challenges confronting students in the segregated South of the 20th Century, many overcame these barriers and achieved excellence in life. In preparing for my presentation, I thought it would be useful to look to our history to discern what these early educators did to inspire young people to excel. They had great hopes for our future success and, I dare say, we became the fulfillment of their hopes and dreams.

These educators took meager resources and produced men and women in medicine, law, research, business, government, military, ministry, engineering, home making, farming, education, math and the sciences. They are to be commended in giving our country overall productive citizens.

There is a quote by William Arthur Ward, which states: “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” The educators at both 6th and 9th Avenue shaped and molded young men and women and inspired them to overcome their challenges and to become achievers.

What did these educators say or do to motivate their students to maximize their potential--to be all that they could be?

To find out, I reviewed historical documents, read passages from the book, “A Brief History of the Black Presence in Henderson County and I conducted interviews. What I learned would take too long to impart within this time allotted; however, I want to share with you some of the insights and knowledge I gained and how we might apply it today. For some of you, I may be affirming what you are already doing in your communities, but for others, I may stimulate you to want to go back to your families and communities and implement the lessons learned from these pioneer educators.

Rev. J.W. Neill, my grandfather, was appointed to be the first African American principal in Henderson County. During the turn of the 19th Century, he knew that education was the ticket to help advance the first generation of freed slaves and to help Blacks out of the quagmire of poverty. He had been blessed with an education at Howard University in the late 1800s and felt that a part of his calling was to go back to the South and help educate his people.

Although he was appointed by the Hendersonville Board of Education to be the principal, he had to assume additional duties as the janitor, woodcutter, stove stoker, and substitute teacher. He took the lead in advocating to the N.C. State legislative body for a physical facility for the students and self-contained classrooms for each grade. In addition to being a principal, he was also, a minister, husband and father.

The second principal, Professor Robinson continued what Rev. Neill started. Professor Robinson also served in multiple roles. He had to fire up the pot-bellied stoves, clean the classrooms and then assume his role as teacher and principal. He visited the classrooms to observe the learning environment. He was supportive of his teachers and students. He attended Star of Bethel Baptist Church, which was located in the community where a lot of students lived and many families attended. He did not wait to have a parent/student conference at the school; instead, he had informal meetings with parents on the church grounds.

Third, in the line of succession, was Dr. Spencer E. Duran. I am told that he was a scholar and an educator. He instilled and expected excellence from his students and teachers. He enjoyed visiting the classrooms, especially when science, math or history was being taught. It was not unusual for him to stop by 2-3 times a week, as he wanted to be sure the students were learning the principles under girding these subjects. He would stop students in the halls and offer words of encouragement.

Our next principal was Mr. John R. Marable. Mr. Marable continued to set high standards for the faculty and students. He was fluent in French, so in addition to being a capable administrator, he taught French, as well as English. He also coached football and basketball. He encouraged and motivated students to put forth their best efforts whether they were on the gridiron, basketball court, or in the classroom. He also lived in the community and would often visit with parents, who were unable to attend meetings at the school.

After Mr. Marable left, the torch was passed to Mr. Cedric Jones. He continued the legacy of his predecessors. He encouraged teachers and students to be prepared for opportunities to advance in society. He was also known for being fair in dealing with students. Our fifth principal was Mr.J.R. Wright. Mr. Wright continued to instill excellence and self-discipline in students and teachers. He was a stickler for punctuality. It didn’t matter that some of us had to walk to school, he would tell us to start out earlier. I will always remember him telling us that if we did not come to school on time, we would be late for work.

The torch was passed to our sixth and final principal, Mr. Leon Anderson in 1964. I was able to conduct a telephone interview with Mr. Anderson and learned so much about him as a person and his contributions to education.

He was an Airborne Ranger in the military. He fought for his country overseas, and when he returned from war, he became a freedom fighter here at home. He marched with Dr. Martin Luther King, Jr. and participated in the lunch counter sit-ins in Greensboro. He sensed the trade winds of change in the air, and prepared his students to take their place in an integrated society.

• First, he told them the playing field was not level. They had to go beyond what was expected and to excel.
• Secondly, he admonished them to set high goals and be competitive. Although they were going to be competing with students that they hadn’t competed with in the past, he told them they could still make “A s” like anyone else.
  
• He also stressed to them, the importance of being on time. He told them there was no such thing as CPT in the real world. For those of you who don’t remember, CPT is “colored people’s time”.
  
• He attempted to instill confidence and self determination within his students. He felt that it was very important that they had a sense of self and to know that they could succeed anywhere in the world.
  

The other day, I read a quote by the educator George Evans. The quote reads: “Every student can learn, just not on the same day, or the same way.” These early educators understood this concept and devised various methods to ensure their students were learning.

When I was in elementary school, I remember the teachers dividing the students into 2 or 3 groups for reading and math. This was within the same classroom. These teachers did not want to hold the students back who quickly absorbed what was being taught, yet they did not want to leave children behind who required extra time to process and internalize the lessons. I am not trying to be political here tonight, but they had their own “No Child Left Behind” program.

It is incumbent upon us to recognize that no one size fits all in education.

As I reflect on the work of these principals and early educators of the last century, there are some lessons we can apply today:

1) They were advocates for education. If you aren’t already an advocate, become one for education, for better salaries/benefits; and for reduced teacher/student ratios. Go to school board meetings and join parent/teacher organizations that support our children.

2) Secondly, they were supportive and encouraging to their students and their families. If you are a professional educator get involved with your parents. If you are a parent or guardian, get to know your child’s teachers and their expectations. We know that schools do better in educating children if parents are involved. In today’s high tech environment, a number of school systems have established websites for parents to be able to review their students’ grades in real time, so that they can stay on top of the assignments that maybe missing as well as ensure assignments are turned in to the teacher. The teachers’ email addresses are also on the website for parents to communicate with them. If a computer is not in the home, you should be able to access with at your public library.

I know that in some cases, the parents are not available or they are not secure in their knowledge of different subjects. Tap into the talent of our faith-based organizations, and various civic and fraternal organizations. I encourage you to become a mentor, tutor or a listener, to an emerging reader.

We must work with parents and their surrogates in a collaborative manner to create a shared vision for OUR children. As you know the shared vision does not come from Raleigh, N.C. or Washington, DC. It begins at the local level within our neighborhoods and communities. Our children need to see that the teachers, parents, and community leaders are working together to help them achieve their maximum potential.

3) Third, instill within our children a sense of self-worth. Our students need to know their forefathers and foremothers also made meaningful contributions to the greatness of this country. The contributions of African Americans and other ethnic groups need to be a part of mainstream history and not an appendage. If our children can look back over the years and see from whence they came, they will understand on whose shoulders they stand. Perhaps they will say to themselves: “If they could do it with second hand books, little or no heat in the classrooms, inadequate school supplies, and long bus rides to school, maybe I too, can overcome the odds.”

In closing, I want to share with you a story someone told me about three stone masons who were helping in the construction of a building in Washington, D.C., in 1907. A visitor saw them working one day and went over to the first man and said, what are you doing over here? The man said, “I’m just placing stones trying to make a living.”

The visitor watched him for a while, then he wandered over to the second man and asked him about the work he was doing. He said, “I am placing stones to create an archway.” The visitor stood back and nodded his head and said, “Yes, I can see that it’s going to be an archway.” Then the visitor went over to the third man and asked him about his work. The man looked up and smiled and said, “I am laying the foundation for the Cathedral Church of Saint Peter. This will be one of the largest cathedrals in the United States. There will be ribbed vaults, pointed arches, and flying buttresses— I am overjoyed to have been chosen for this job!”

Today, the Washington National Cathedral stands as a testament of the work of those stone masons. It took 83 years to complete and it is the second largest Cathedral in the United States. Although the third mason, did not see the job when it was finished, he had a vision of what it would be like.

My friends, all three of the men were doing their jobs, fitting stones; but each of them had a different perspective on what they were doing.

Our pioneer educators—principals and teachers—were much like the third mason. They saw us beyond our present circumstances. I imagine when they looked at us they saw us being more than Negro children without much hope for success. They saw us accomplishing more than they had achieved. They taught us as if we were destined for greatness and I am so glad that they did.

To the educators, parents, grandparents and other child care givers here tonight, I ask, which mason are you? How do you perceive the children entrusted to your care? I challenge you to see them as capable, competent, loveable and successful people. Help them to realize their hopes, dreams and aspirations.

Thank you, for your attention and your presence here this evening. May God continue to bless you.