xt7nvx061f57 https://exploreuk.uky.edu/dips/xt7nvx061f57/data/mets.xml Kentucky Negro Education Association Kentucky Kentucky Negro Education Association 1949 The most complete set of originals are at Kentucky State University Library. Call Number 370.62 K4198k journals  English Kentucky Negro Educational Association: Louisville, Kentucky  Contact the Special Collections Research Center for information regarding rights and use of this collection. Kentucky Negro Educational Association Journal African Americans -- Education -- Kentucky -- Periodicals The Kentucky Negro Educational Association (K.N.E.A.) Journal v.20 n.2, March, 1949 text The Kentucky Negro Educational Association (K.N.E.A.) Journal v.20 n.2, March, 1949 1949 1949 2020 true xt7nvx061f57 section xt7nvx061f57  



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“All Hana! Educational Opnortunlty for Every Kentucky Child”


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The Kentucky
State College

Frankfort, Kentucky

Co—educati’onal Class A College

Degrees Offered In
Arts and Sciences
Home Economics — Agriculture
Business Administration

Engineering — Industrial Arts







 The K. N. 'E. A. journal

Official Organ of the Kentucky Negro Education Association
VOL. XX MARCH, 1949 No. 2




Published by the Kentucky Negro Education Association
Editorial Office at 2230 West Chest-nut Street
Lnuisvme 11, Kentucky

w‘ H. Perry, .711, Executive Secretary, Louisville, Managing Editor
Whitney M. Young, Lincoln Ridge, President of K.N‘E.A.


Membership in the K.N'.E,A. includa subscription to (he Journal.
Rates of adveflising mailed on request.



Editorial Comment


Announcements w
The K‘N.E,A‘—Whitney M, Young
Speech As We Speak It—Helen Herndon Fisher .
Negro Educators Opyose Segregated Regional Schools—contributed" 10
New President at West Kentucky Vocational Training SchooL..
Lauisville Steps forward—shades '1‘. Steele
Over The Editor’s wk
K.N.E‘A‘ Honor Roll
Interracial Programs







 K.N.EA OFFICERS FOR 1948—1949
Whitney M. Young, President...
w. B. Chenault, Eirst Vice-President
B. G. Patterson, Second Vice-President
Alice D. Samuels, Historian
w. H. P'erry, Jr, Secretary—Treasurer

Whitney M. Young, Presiden

Lincoln Ridge





Victor K. Perry.

E. V]. Whiteside


Edward T, Buford, High SchooleCollege Department
Mayme R.'Morris, Elementary Education Department.
Emma B. Bennett, Rural School Department

R. L. Carpenter, Music Department...

13. w. Browne, Vocational Education Department.
John v. Robinson, Principals’ Conference ..
Arline E. Allen, primary Teachers’ Department
Hattie Figg Jackson, Art Teachers’ Conference
H. s. Smith, Social Science Teachers’ Conference.
Gertrude Sledd, Science Teachers’ Conierence..
Christine B. Redd, English Teachers Conference
Catherine o. Vaughn, Librarians’ Conference
w. L. Kean, Physical Education Department
W. H. Craig, Guidance Workers’ Conference.
A. J. Richards, Foreign Language Teachers’ Conference
William T. Davidson, Adult Education Conference...







Covingtc n







’Bettie C. Cox. Faoncah ...Eirst Distr' t Association
Jaczb Bronaugh, Hopkinsville. Second District Association
H. C. Mathis, Drakesboro. Third District Association
N. s. Thomas, Horse Cave. Fourth District Association

Fifth District Associati a
Blue Grass District Association
Northern Dist ct Association
' Eastern District Association
pper Cumberland District Association






H. R. Merry, Covington.
Karl Walker, Hazard.
H. s. Osborne, Middlesboro

Legislative Committe R. B. Atwood, Frankfort, chairman; M. .1.
Sleet, Paducah, vice—chairman.

Committee on Negro History (as Supplementary Material): Mrs. Lucy
Harlh Smith, Lexington, chairman.

Educational Research Committee: David Ht Bradford, Frankfurt, chair-
man: Atwood S. Wilson, Louisville, Vice-chairman

Resolutions Committee: B. G, Patterson, Georgetown, chairman; T. J.
Long, Louisville, vice-chairman.

Auditing Committee: M. J. Sleet, Paducah, chairman









Meyzeek Active On State Board of Education

The K. N. E, A. has noted with pleasure the appointment of colored
men t; the State Board of Education during recent years. 0. Mi Travis,
of Monticello, Kentucky, appointed by tax-Governor Simeon Willis, was
the iirst to represent our racial group in this important position He
was succeeded last July by A, E. Meyzeek, of Louisville, through
appointment by Governor Clements. Meyzeek, for many years senior
Warden of an Episcopal church, a retired principal from the Louisville
public school system, past president of the KNEA, and during World
War ii a government employee in o. P. Al, is well qualified to serve
as our racial representative. He is well known and highly respected
throughout the state for his humanitarian and civic interest and

Meyzeek has been no figure head on the state Board. He has
tavored education tor all Kentucky children, and has directed attention
to the specific needs ot Negro youth, His was the only voice on the
Board raised against approval or the contract between the University
ot Kentucky and Kentucky State College which authorized the recent
tie-up between the two schools. Although out-voted, he made triends
tor the cause he represented.

The KNEA strongly endorses the positions he has taken for
increasing thL educational opportunities of all youth at the state,
and commends Governor Clements for having put him in position to
exert constructive influence in this policy making group. Because
of his fine educational background (he holds a Master‘s degree from
Indiana University and was for many years a principal in elementary
and junior high schools) Meyzeek could render an excellent service as
the minority representative on the commission which is soon to adopt
text-books for use in Kentucky schools for the next five years. His
appointment to that group should aid in securing the adoption of
texkbooks which do not slur or misrepresent minority groups. His
present nppcintment on the State Board of Education expires June 30,
It is hoped the Governor will see fit to exiend his service through
another term.

o a e o o
Team Work

Team work has characterized meetings of the officers and mem—
bers of the K. N. E. A. as policies and procedures have been planned.
This spirit has long eben evident in the frequent sessions of ihe board
of directors, president and secretary-treasurer. Differences of opinian
and contrasts in ideas have been common, but unanimous agreement
on a definite pattern of procedure has always occurred.

This atmosphere of earnest, serious. cooperative action was obvious


 at a joint sssion of the KNEA directors and presidents of district as—
sociations held recently to implement the legislative program of the
organization Among the significant outcomes were concrete sugges-
tions for improving the convention program, an interpretation of the
problems of the districts in relation to policies the directors may pur-
sue, an understanding of the importance of action by districts in car~
rying out the over—all program of the Association and the decision to
organize the State in terms of morale and finance to support the Lyman
T. Johnson vs. University of Kentucky suit.

The pledge, now being fulfilled, of one thousand dollars from
the districts, in addition to four hundred fifty dollars contributed from
the treasury of the Association, has been a major factor in financing
the suit, and is an outcome of team work in carrying out the program
authorized by the Association at in last Convention,


Historical Note On The Day Law
(Reprint of Editorial in Louisville Gautier-Journal of July 19, 1948)

What is Kentucky’s Day Law? It figures prominently in the current
effort to give the students of the Kentucky State College, a Negro in-
stitution, at least a theoretical equality of educational opportunity with
students of the University of Kentucky. The Day Law says nothing
about equality of opportunity. It would not forhid making the courses
and facilities of the Kentucky state College exactly equal to those of
the university. But it does forbid, in pretty explicit terms, white and
colored students attending the same school. This is what the State Board

of Education is trying to get around.

The Day Law was enacted by the General Assembly in 1904f It
hears the name of its author, Representative Carl Day of the mountain
county of Breathitt. It was aimed directly at Berea Collegel The faculty
and trustees of Berea opposed the measure as best they could How-
ever, it was adopted in the House by 75 votes to 5 and in the Senate
apparently without even the formality of a roll—call vote.

Berea had abolitionist anceslry. Thus when the college was re-
opened in 1866, after the Civil War, it admitted white and colored stu-
dents of both sexes. Many of the white students—“half the student
body." according to one accounlrwithdrew when the first Negroes ar—
rived, though “most of them came straggling hack," according to
another authority. In any event, the policy was maintained. It con-
tinued for 38 years and without “fault or scandal real or pretended,"
wrote the late William G. Frost, who' was president of lhe college when
the Day Law was adopted At that time while enrollment was 803 and
colored 174. Berea tried manfully to provide for the displaced colored
students by sending them to Fisk University and elsewhere. In 1910
the Lincoln lnsfitule in Shelby County was established by a former
Berea faculty member..:chis was an attempt to supply to Negroes the
training opportunities they had lost at the Eastern Kenucky college.

I! probably will be news to many Kentuckians that while and
colomd sudents ever afiended the same college in this Slate and that
they did so for as long a period as 88 years before a row was raised.
But When the row-came, it was tough, The Day Law levies a fine of
$1,000 on anybody or any institution operating-a school in which while
and colored students are both received and an additional tine M $100.


 a day for each day‘s operation of such a school fitter a conviction of
guilt. The same penalty is provided for anyone teaching in such a
school. Moreover, “it shall be unlawful for any white person to attend
any school or institution where Negroes are received as pupils or receive
insuuction, and it shall be unlawful for any Negro or colored person
to attend any school or institution where white persons are received as
pupils or receive instruction. Any person so offending shall be fined

$50 for each day . . i"

The state Board at Education‘s plan involves commuting by
teachers from the University at Lexington to the Negro school at
Frankfort and commuting by Negro students trom Frankfort to use
the university’s laboratories and libraries at Lexington. it is said to
satisiy both the Day Law andnecent Supreme Court decisions which
require equality of educational opportunity between the races. It does
not satisfy A. E. Meyzeelr, Negro member at the board. He calls it, and
with some justice, a “subterfuge," But until the Day Law is repealed,
amended or held unconstitutional, this subterfuge. if it is a legal one,
will have to serve.


The seventy-third annual session of the KNEA will be held in
Louisville, Kentucky, beginning Wednesday, April 20 and continuing
through Friday, April 22. Daytime sessions will be held in the Madison
Street Junior High Schcol building, Eighteenth and Madison streets,
and‘evening sessions will he held at Quinn Chapel A, M, E. church,
912 West Chestnut Street. The annual musicale on Friday evening will
be held at spacious Halleck Hall.

A dance, complimentary to the KNEA members will be given by
the Association in the auditorium of Beecher Terrace beginning at

10:00 PrM. on Wednesday, following the first session at Quinn Chapel.
Each KNEA member may receive two tickek of admission to the

dance upon presentation of his membership card at the general session.

The Wednesday and Thumday evening sessions at Quinn Chapel will
begin at 7:30 P.M., instead of at 3:15 PM, as in previous years.

The annual musicale will featui‘e an all-state chorus, with the well
known William L. Dawson, of Tuskegee Institute, as guest diredur.
Pupils from state high schools, and students trorn Louisville Municipal
College and Kentucky State College will participate. The finals of the
skate solo contest 101' high school pupils will be held as a part of the

Lunch will be served in the Madison Junior High School lunch
room on Thursday and Friday.

Speakels an the convention program include Attorney A. .1 Carey,
conned-loan, Chicagq, I_1]in9is; Attorney George M. Johnson, Dean,
Howard Unive'lsity School ,0! LaunNVashington, D. C.; E. P. Westmore-
land. Head, Department 0! Vocational Education, Divisions 10-13,


 Washington, D. 0. Public Schools; Boswell B. Hodgkin, state Superin-
tendent of Public Instruction, Frankfort, Kentucky; Dr. William M.
Cooper, Director Adult Education and Summer study, Hampton Insti-
tute, Hampton Virginia.

The annual spelling contest will be held beginning at 9:30 AM. on
Friday, April 22, under the direction of ML Theodore Rl Rowan,
teacher at English at the Jackson Street Junior High School, Louisville
Each contestant must represent an educational unit, as a city or county

A workshop for teachers cf vocational education, to be conducted
by Mr. E P, Westmoreland, is being organized by Mr. Bl W. Browne,
co-ordinator, West Kentucky Vocational Training School.

An exhibit of the wcrk of home economics teachers is being
arranged by Miss Edna E. Arnold, of the Home Economics Department,
Liberty High School Hazard, Kentucky. She and Mrs, A, Wl Brurnmell,
Chairman of the Home Economics Division of the Vocational Educsfiun
Department, are Working zealously to present an outstanding exhibit.
Letters have been sent all teachers of the depanment, asking their par-
ticipation in the exhibit and in a special demonstration which has been
scheduled, They urge the participation at all teachers at the department.

The convention program has been so arranged that the large depart-
mental meetings will be held in the gymnasium at convenient hours,
thus making it possible fcr teachers to visit and familarize themselves
with the work of departments other than their own.

The Principal’s Annual Banquet will be held at the Brock Build-
ing, Ninth and Magazine Streets, beginning at 5:00 PlM. on ThursdayY
April 21. Mr, William M. Cooper, Hampton Institute, will be the guest
speaker. Mr. C. L. Timberlake, president, West Kentucky Vocational
Training School, will be master of ceremonies. Reservations at $1375 per
plate, should be made now through the KNEA secretary,

The Kentucky State College Alumni Association in order to fa-
milzrize ccmmunities with the effects of the day law is conducting an
essay Contest throughout the state. The prize Winning essays will be
presented during the April convention. Subjects are: (1) The Day Law
versus the Fourteenth Amendment. (2) Effects of the Day Law on Edu-
cation. (3) The Day Law Versus The Bill of Rights.

 THE K. N. E. A.

Kentucky Negro Educatinn Association

The K. N. E. A. has a lab to do. It will not be easy for those who
have the chief responsibility for formulating the policies and execu-
ting the plans.

We shall try to keep our feet on the ground and our motives
pure. We shall seek the help of hcnest men and Women of both
races who want to do more than talk The Negro people have suf-
iered much at the hand of exploiters and pretenders.

Our organization has great potentialities for improving the
educational sysiem of our State and when you improve education
you improve everything else. Those who train the youth hold the
destiny of democracy and the world in their hands. The nation is
‘just beginning to see the time role of the teacher in the great drama
of life. Our greatest safe guard for a better world is a well prepared
christian teacher. Civilized man has been slow to see that success
in any field of human endeavor is largely a matter at training
through study, contacts, travel and the example of a irue teacherr

The K. N. E. A. is dedicated to improving the lot of the teacher
and to safeguarding democracy through a system of education which
accepts every child as a human being regardless of economic
status, religion, race of nationality. Democracy is safe only in the
hands Cf an intelligent, free people

Education should give dignity to the human being. It should
emphasize moral and spiritual values. It should give greater effi-
ciency to human hands. There are a number of teachers and parents
who feel ihat the school has failed in developing the right attitudes.
Many teachers think the trouble is in the home. Whatever the
irouble, we are all agreed on one point, namely, the school. the
Church and the community must work together on the basis of
absolute honesty, absolute unselfishness, absolute purity and absolute

In a meeting held at Louisville Jaunary 15, the Board of Direc—
torsY six District Presidents and the President of our- State college
endorsed a program for unified action, designed to improve the
total educational picture in the State.

We believe education for all people is necessary if democracy
is to survive.

We believe there should be complete cooperation between the K. N.
E. A. and the State Department of Education.

We believe the K. N. E. A. and the K. E. A. should work together
for the common good.

We believe Federal Aid to Education is necessary.

We believe the State and the interest of the K. N. E. A. can be
served best by having all nine of the District Presidents meet with
the Board of Directors.

We believe education should be practical and greater emphasis
Should be placed en the vucaiional arts.

We believe any type of education which destroys the dignity of
the human being is Worse than nothing.


 speecé ’44 We Spec/4 .7!

by Helen Hemdon Fisher, Speech Correction Teacher,
Louisville Public Schools

Most teachers will agree that the speech level in this country is
deplorable. Poor enunciation and articulation are prevalent. Most child-
ren tend to mumble words, run words together, or fill in gaps with
“abs" and “anda’s. Much too
often “and so forth", “you
know”, “1 mean", and “some-
thing like that" are used to
clarify ideas. Too many young-
sters talk about a “yittle dirl"
or “thick thithter" instead of
a "‘little girl" or “sick sister".

These faulty speech habits
are often carried into later life
with unpleasant consequences.
Many times slovenness in his
speech retards a man in his job
or creates the wrong impression
of him in the minds of others,
Stuttering or speech impedi—
ments caused by cerebral palsy,
cleft palate, sound substitutions,
or defective hearing cause great
emotional problems and social

Speech is not a natural
activity like eatingY breathing

Mrs, Helen Hamlin): Fisher and elil'nination, It is an ac-
quired function, a learned activity invented and developed by man to
enable him to better adjusl himself to this social and physical environ-
ment. It has come to have a deep social signifiance and emotional

Since Speech is a learned activity, it can be poorly learned, and
poor habits formed at an early impressionable period in our develop—
ment became deeply imbedded and are very difficult to eradicate when
later training is attempted. The regular class room teacher seldom has
the time or the training needed to erase these impediments.

It is at this point that the speech currectionlst is needed. Speech cor-
rection is a relatively new field and is by no means limited to the
public school sysleml The therapist has a good background in educa-
tion, psychology and physiology as well as in her special subject field.
A love of people and the desire to help them are the most important

The speech correction program in the public schools follows this
patteni: First a survey is made. In an ideal situation 'an afliculation
test is given to all the school children. Often it must be limited to all
the childrean the first grade andrtg those in thevothexj grades that



 the teachers recommend for speech therapy The test results show
exactly which sounds are deficient or where the difficulty lies The
children are arranged in small groups of two to four children They
are EYOUPEd according to their speech difficulty and those whose defects
are most alike are put togetheri

These children are given hearing tests to see it iaulty perception
may .be a cause or contributing factor to the speech difficulty Twice a
Week-they come out (If their regular class rooms to receive corrective
speech therapy in 15-25 minute periods. In especially seriouscases,
individual lessons are given after school once or twice a week at the
therapist’s Office, Lip reading instruction is given to hard of hearing
children, An average of 75 children is a normal case load for the speech

This therapy is followed up by nunierous horne calls. The parents,
'class rocm teachers and speech therapist cooperate to establish and
encourage good speech habits, In Lcuisville, Dr. Allen, at the Central
Louisville Health Center is very cooperative in making arrangements
fcr tonsillectumies, special ear examinations, and providing other med-
ical services that enter into the speech picture. Numerous psychological
tests are given and many family studies are made, A child’s speech
cannot be separated from his whole being so the services of all the
School departments are needed and cheerfully given to help start this
youngster on a new road,

For cases requiring special treatment, a speech therapist is needed
but much can be done right in the home and class room for the ordin-
ary faults or poor diction, lazy speech, monotone, and faulty breating.

Listen to your children—not what they say but how they say it.
Insist that they enunciate properly, first by setting a good example;
second, by concentraled drill, Teach them to avoid all the “uhs” and
“andas” by thinking in terms of ideas instead of words In reading
and speaking, help them discover and exercise flexibility, inflexion,
force, pause, stress and emphasis

In speaking, the words that Quintilian wrote about two thousand
years ago still ring true, “II: is not of so much importance What sort
of thoughts we conceive within ourselves as it is in what manner we
express them since those whom we address are moved only as they
hear" ,

Your Printer , r


927 West Chestnut
WAbasI'i 6977 LouisviIIe, Ky.





(Reprint from Current Issue of Journal of Negro Education)
Give: Four Reasons 1m onnosltlon

As a step in its campaign against the establishment of segregated
regional schools, a special committee of the CONFERENCE OF PRES-
large number of reprints of the “Editorial Comment" from the Winter
1949 Number of the JOURNAL OF NEGRO EDUCATION, entitled
“Why Negroes Are Opposed to Segregated Regional Schools.”

The Southern Governors‘ Conference met in Savannah, Georgia;-
recently, in conjunction with the Regional Council for Education They
launched the first concrete Step in the direction of attacking the prob-
lem of providing better graduate and professional education in the
South, through the establishment of regional schools and services
which are to be Supported by several states rather then by each indi—
vidual state. However, they have decided that these services would
follow the segregated pattern.

It is this segregated aspect of the program to which Negro educa-
tors are opposed; and with almost complete unanimity. Not only have
practically all of the Negro educational associations passed resolutions

chdeming this feature; but numerous Negro educators in the South
thave declined to’ serve on several study committees which have been
set up by the Regional Council to explore certain problems connected
with the project, They insist that they will not prostitute themselves
by cooperating in a segregated enterprise which they feel is both
unconstitutional and unnecessary; nor stultify themselves by coopera-
ting on a level which is so far removed from policy-making as to be
futile, so far as affecting policy is concerned Accordingly, it appears
that most of the opposition is persistent and calculated, rather than
Sporadic and misinformed.

Thae Negro educators have emphasized the fact that their opposi—
tion is confined solely to the segregated aspect of the program, They
have no objection to (in fact, they see considerable advantage in)
regional service based upon a principle which looks forward to a
greater education future of the South, rather than backward to a period

of reaction of a decade or more ago,

Negroes are opposed to segregated regional Schools tor four basic

(1) They are convinced that equal educational opportunity can not
be provided for Negroes under the theory of “separate but equal,"
and thus they refuse to cooperate in any plan which is so patently
and inherently discriminatory in its very conception, and thus
violating the constitutional mandate that Negroes must be given
equal educational opportunity.

(2) Negroes are convinced by recent events and the present climate


 public opinion that segregated graduate and prolessim-ial work in
the South in unnecessary, and constitutes a backward step in the
educational progress a! the South.

(3) Negroes have concluded that even it “separate but equal” educa—
tioual opportunity were at all possible in theory, it would be
definitely uneconomicnl and actually unattainable in practice

(4) Empirical evidence obtained during the past ten years has con—
vinced Negroes that the Old cliche—a halt loaf is better than no
bread—es far as segregated graduate and professional work is
concerned, is fallacinus. The extension of grossly inferior graduate
and professional work, and particularly at the expense of the
undergraduate program, is shortsighted—so much so, that In segre-
gated graduate and protessicnal work for the tune being is better
than what is contemplated.

ll has been pai'ticularly disappointing to Negrccs that a group at
the most potent politicians in the South, complemented by a' cup of
the most intelligent white educators in the South, after considerable
deliberation, have arrived at the conclusion that they are unable or
unwilling to do anything about segregation in higher education, except
to make a futile attempt to improve it within the segregated frame
work. Such a position, they hold, is neither statesmanlike nor realistic.
And it is understandable, they contend, only if the Southern politi
cians who dominate the Council have decided to take the same intransi-
gent and unstatesmanlike attitude toward this problem that they have
taken in almost every situation involving race relations since the Civil
War. In every instance involving the civil rights of the Negro in the
Southern states, the South has decried outside intertel'ence snd vowed
that it would do the just thing, if allowed to flu so of its own volitinnl
However, history records that the South has seldom, if ever taken a
statesmanlike stand on the race problem and has acted fairly only in
the face of extreme pressure Negroes and their friends had thought
that the Souih had arrived at a poini, in connection wiih the prublem
oi regional cooperation, where it would face all or the issues involved
and demonstrate that it has the statesmanship and the courage which
are necessary lo make a forward social step without undue pressure.


Thus, Negroes not only rejeci the segregation aspect of the Council’s
program for regional schools and services in the South, but resent the
none-too—well-disguised, “take-il-or-leave»it” attitude which goes along
with it. They‘ are pretty cerlain that it would be distinct disservice to
higher education in lhe South to “take-it,’ and they feel that there
are other and more constructive alternatives to that of “leave-it,” How-
Ever, Negroes are still hoping that the Regional Council for Education
will reccnsidet its decision and set up regional services on a sound and
constructive basis


On October 1, 194a. Pi‘ifessor c, L, Timberlake assumed his duties

as President of the West Kentucky Vocational Training School,
President Timlxrlake was born on a farm in Fieming County.
Kentucky. attended college a:

Kentucky sznio College and
Tuskegee Insrimte. Completed
his undergraduate work at Sim—
m’uxS Univei‘sz. and did grad-
u..ie work at the University or
Ipton Ins'i—


Cincinnati and H:

His contributions in the
held of education are many
and varied He established a
Teacher - Training School a:
Pembroke and initiated inti:
that school system a very effec-
tive home economics and in-
dustrial a program. At one
lime he employed in ma
c Depmtment of Educalicn
While Serving in this capacit,
he prepared a bulletin. entitled:
Household Ethics And Indus-
trial Training In the Colored

Professor C. L. Timberlake Schools of Kentucky~ The gen-
eral subjects treated in the book weie domesiic science, home making
and. agriculture. This bulletin was published and distributed by the
State Department of Educaticn State Superiniedent Barksdale Hamlet
sent 3,000 copies of the bulletin to the white and colored teachers of
the Slate and many others to i unions and educators ouiside the
State President Timberlake has served as superintendent ol the pubilc
SChCO‘LS of Madisonville. KM, principal of the County T°achers Train-
ing School of Gmenville. and principal of the DLmb Consolidated
High School of Mcx'ganfield, Kentucky. In ihese pos ons. his work
was administrative, superviscry and instructional. a built the Madi-
sonville School from a grade school to a {Our Vfifii accredited high
school, For six years he served as President of Third District Teachers~
Association, and eight years as Vice Pres. of Ky. Negro Education
Association, '

Outside the classroom, he made outstanding contributions along
civic, social and religious lines. He was the first educator in the State
to make the school a real community center. In the communities
where he has worked, he has organized the entire county and other
neighboring counties. Long before President Roosevelt's Pregram oi







 bettering Conditions in rural districts, this educator Was advancing
thoughts and doing work in that respect. To this end, he organized
Farmers' Conferences, and other associations for rural betterment. He
was the president of the first Home Loan Association in Christian
County In 1925, he was appointed by Governor Fields to represent
the State of Kentucky at the 27th Annual Convention of the Negro
National Educational Congress. In 1945, he was awarded a certificate
for meritorious Service in US‘O. War Work.

“For I dipt into the future as far as human eye could see .

The vocational idea is by no means a new idea to the new head of
West Kentucky Vocational Training SChoDL Mcst of his 'work and
writings have been along that line, Quite a few years ago, he sponsored
a bill through the State legislature for the establishment of the First
Trade 8: Training School for Negro boys and girls in Kentucky How—
ever, his idea did not become a reality nor'his efforis bear fruit until
1937, when the West Kentucky Vocational School was established.

President Timber-lake rates high as a public sp‘e'a‘ker, having
been the principal speaker at one time or other cn programs in most
of the leading schools of the State, He has also spoken on numerous
occasions before religious. civic, educational and social organizations.
On one occasion, he was the guest speaker at Tuskegee Institute,

The above are only a few of the “littl