i don t think we should justify people s assumptions about children or about schools under any circumstances. at the same time, i think you have to recognize probably the difficulty for somebody who has no experience both of the south or of poverty or of our public schools and doesn t know the craft of teaching. they probably have, as you would know because you ve taught, right? they have a lot to learn. and i just hope that people come to schools with humility, understanding that they re not there to impose their will or vision onto the children or the schools. .. made assumptions about the students and their capabilities and it is a recurring issue over time. i want to add something from my city with a 4000 population. we have a vo-tech center. and instead of government force for people to go here and there, people want to come. we have our vo-tech center you may have read about, the sundance are solar car racing scene, we won the national championship of the winston dell
great depression, other gaps we had, and so i started plunging in the collection and i happened upon this is years ago works progress administration papers, the wpa in mississippi compiled county histories, and one of the topics was war. block. they were. that meant there was a lot more out there. in addition to looking at private collection at world war ii started reading county newspapers from all around the state. i did want to try to cover all areas of the state. i have succeeded to some degree but actually not as much as i d like to because some towns where i thought there would be letters to the editor about publication from the boys overseas were not any. there could be just to the addition of the paper to get a microfilm that was not the addition that had the letters. the different additions used to be. i do not know if early on if there are two or three editions of the paper. i did the best i could. i found some wonderful letters. i tried to have men who served
somehow it was about me which is, i think, a tendency of any young person who is 22, but especially someone who comes and does a service teaching program that has a year or two-year stint. and i think, i think that the answer is that people coming in need to be more humble and to do better. i don t think we should justify people s assumptions about children or about schools under any circumstances. at the same time, i think you have to recognize probably the difficulty for somebody who has no experience both of the south or of poverty or of our public schools and doesn t know the craft of teaching. they probably have, as you would know because you ve taught, right? they have a lot to learn. and i just hope that people come to schools with humility, understanding that they re not there to impose their will or vision onto the children or the schools. .. made assumptions about the students and their capabilities and it is a recurring issue over time. i want to add something fr
their works. you can find the schedule for a when they ll be available to sign in your program. and i encourage you al all to visit with him. thank you for doing this. this is wonderful and we re excited about it. our moderator for the panel today is jerry healthridge, the distinguished author of theodore roosevelt and the assassin and the campaign of 1912 and the fantastic book high cotton. . thank you, chris. thank you for choosing to come to the mississippi history panel this afternoon. we re fortunate we have authors of four really interesting becomes that cover the range, the spire range of mississippi history, from the earliest historic epic to the late 20 them century, so we can t ask for a better panel of authors and a wider range of mississippi history to talk about today. i would like to introduce the authors before we start. to my far left, is jim barnett. he is retired director of historic properties, division of the mississippi department of archives and hi