An elementary school education’s impact
By Willie Woodson (M.A.’84 / D.Min.’08)
The aim of this article is to present a statement regarding the value of elementary education on the ongoing educational career of a student; particularly a black student from a neighborhood of rich cultural standards. Rev. Dr. Martin Luther King Jr. wrote an article in the Morehouse College newspaper “The Maroon Tiger” in which he said “We must remember that intelligence is not enough — intelligence plus character — that’s the goal of true education.” A complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. “The broad education will therefore, transmit to one not only the accumulated knowledge of the race, but also the accumulated experience of social living.”
This simple yet profound perspective on education resonates with me because as a student from a neighborhood of high values in Richmond, Virginia, I too, value the sense of community with a strong educational emphasis and pedagogy. Born in a segregated era where blacks were permitted to receive instruction from the only “Colored” elementary school in the city of Richmond, located in the heart of the neighborhood called Navy Hill, it was yet very compelling and enriching. This school was the first Richmond public school to employ black teachers. The students who attended Navy Hill Elementary School were exposed to the best academics in the city, second to none other — black or white. The teachers honed our social skills that we may interact with each other as well as persons from other types of learning experiences. My first two years of education established the foundation for my educational career throughout my adult life both intellectually and socially.
High school education built on the foundation attained at the elementary level broadened our perspective on having an impact in the global society. We studied to be participants with students of other ethnic backgrounds and believed that we were capable of producing quality knowledge and experience. Carter G. Woodson in his book “The Mis-Education of the Negro” states “If you can control a man’s (person’s) thinking you do not have to worry about his actions. If you make a man (person) feel inferior, you don’t have to compel him/her to accept an inferior status, for he will seek if for him/herself.” Armstrong High School provided students with the intellectual prowess and social engagement with each other, such that many of us have excelled in life, knowing we have a responsibility to make a contribution to society. Inferiority was never the order of the day for many of Armstrong High School graduates. On one occasion, a white student from John Marshall High school needed some assistance with mathematics. I was able to support him because of the nurturing and education I received from the old neighborhood as well as Navy Hill. We were taught that we can do anything once we become focused and persevere. What an invaluable lesson!
In 1979, I entered Samuel Dewitt Proctor School of Theology at Virginia Union College (now University), which provided me with as excellent seminary education as any seminary in the country. The professors taught us to be critical thinkers; yet relevant to the people we serve.
That early educational development and model of teaching instilled and shaped at Navy Hill Elementary followed by Armstrong High remain as the guiding principles by which I continue to study and learn.
