3 20 146 https://projectdaps.org/files/original/d8cf7feed81ce38e3d17230806c8137a.pdf 778e287796abd6dc31a7dbd537f98e8d PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Virginia Ball Graves, February 3, 1959 Description An account of the resource Letter from Virginia Ball Graves containing personal updates. 3 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Virginia Ball Graves Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_42 https://projectdaps.org/files/original/73a75b26d845f6af1204fb5e4278e682.pdf a3fd1ac5a51c09b91d44115e939edbd3 PDF Text Text ks d Arlington County Public Schools STRATFORD JUNIOR HIGH SCHOOL 4100 North Vacation Lane Arlington 7, Virginia Office of the Principal JAckson 5-7500 May XI, 1959 Mr. Lawrence Efford The Sun Baltimore, Maryland Dear Lawrence: Allene arrived home yesterday safe and sound from a delightful trip and brought me the Farnham "NEWS". When she told me that she had seen you, X was re­ minded that I had failed to acknowledge some of the letters that I received at the time our school was desegregated. X tried to keep up but seem to have^to sleep at the switch. I did appreciate your letter of February 3. It was kind and thoughtful of you to write, and it was pleasant to know you remembered me. So far our school is running Just as smooth as it did before the three little left handed Negro boys and the Negro girl entered. They are holding their own academ­ ically and are good citizens. Did Allene have time to tell you that we are planning to go to Europe this Summer? We expect to leave here June 17 and return Aug. b . We are spending the major part of the time in England. I hope we shall be able to visit my father's and my mother's birthplaces, along with the historical spots. With best wishes to you and Mrs. Efford. Sincerely, Claude Richmond � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Claude Richmond to Lawrence Efford, May 11, 1959 Description An account of the resource Letter from Claude Richmond in reply to Lawrence Efford's letter regarding the integration of Stratford. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Claude Richmond Date A point or period of time associated with an event in the lifecycle of the resource 1959-5-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_41 https://projectdaps.org/files/original/6943acc6cb393aa18fe751801a63f84a.pdf c9aa132a1e499d3203cc1b722a0eea83 PDF Text Text May 11, 1959 Mr. Lawrence Efford The Sun Baltimore, Maryland Dear Lawrence: Allene arrived home yesterday safe and sound from a delightful trip and brought me the Farnham "NEWS". When she told me that she had seen you, I was re­ minded that I had failed to acknowledge some of the letters that I received at the time our school was desegregated. I tried to keep up but seem to have^to sleep at the switch. I did appreciate your letter of February 3 • It was-kind and thoughtful of you to write, and i m was pleasant to know you remembered me. ” So far our school is running just as smooth as it did before the three little left handed Negro boys and the Negro girl entered. They are holding their own academ­ ically and are good citizens. Did Allene have time to tell you that we are planning to go to Europe this Summer? We expect to leave here June 17 and return Aug. * . + We are spending the major part of the time in England. I hope we shall be able to visit my father's and my mother's birthplaces, along with the historical spots. With best wishes to you and Mrs. Efford. Sincerely, C laude Richmond � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Claude Richmond to Lawrence Efford, May 11, 1959 Description An account of the resource Letter from Claude Richmond in reply to Lawrence Efford's letter regarding the integration of Stratford. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Claude Richmond Date A point or period of time associated with an event in the lifecycle of the resource 1959-5-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_40 https://projectdaps.org/files/original/9d06884c49a2a0309495e935177e1021.pdf 3690be253d862b038e7cbbb3dbb1e2ff PDF Text Text The S u n , B a l t i m o r e Feb. 3 Dear C l a u d e , I m a g i n e my p l e a s a n t on t h e D ougla3 E dw ards out of t o u c h w i t h you th e p r i n c i p a l p f TV news a t fo lk s w ent o f f a cep ted 7 .1 5 happy Suprem e£ s m o o t h ly a t yo u r sc fe o o l th a t i t p rese n ts to p rev e n t h o stility , a d iffe re n t th a t Had, b e e n th e g r e a t . In te g ra tio n w as h o w e v e r , I am n o t situ a tio n in V irg in ia . b eg in n in g t h a t th e r e i s little th a t the e v e n tu a l co m p lete c a r r y i n g o u t o f th e C o u r t 's m an d ate. As you may know, I have b e e n B a l t i m o r e Sun f o r first came d i d n o t know t h a t y o u o r e to h e a r you s a y P e rs o n n a ly , I have f e l t fro m th e c a n be done P . M. y e s t e r d a y . so l o n g and h ereab o u ts w ith such la c k of u n m in d f u l you S t r a t f o r d H ig h S c h o o l . I w as a l s o ch a n g e s u r p r i s e when j o b I e v e r had t o b e a b l e t o go b a c k th e t h e l a s t 20 y e a r s , w h i c h , i n c i d e n t a l l y , w as t h e way b a c k i n 1 9 1 6 . I w i l l s o o n be 64 a n d t o t h e - N o r t h e r n N eck some d a y . T e l l A lin e woman, who rep o rtin g fo r th a t I am m a r r i e d to a very fin e comes f r o m S c r a n t o n , P a . R a r e l y s e e a n y o n e h e r e f r o m t h e N. N . , o t h e r t h a n a few o l d t i m e r s who a t t e n d t h e same c h u r c h ( U n i v e r s i t y B a p t i s t ) t h a t we d o . Do hope so much t h a t y o u r school w i l l not p a s s t h r o u g h a to o t r y i n g p e r i o d and am s u r e t h a t y o u a r e w e ll q u a l i f i e d t o meet w h a te v e r s i t u a t i o n t h a t may a r i s e . My k i n d e s t r e g a r d s ex c ise paper 4l £ l t o f i k e, W as to youn \ no o t h e r i s i m m e d i a t e l y S in c e re ly , Road t w o , and p l e a s e av a ila b le . hope � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Lawrence Efford February 3, 1959 (year assumed) Description An account of the resource Letter from Lawrence Efford regarding the integration of Stratford and including personal updates. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Lawrence Efford Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_39 https://projectdaps.org/files/original/cf4627bd2b8731094b3717aade32d672.pdf 6d25f05e95cbaeb100a3610f6ddab49c PDF Text Text 1-737 2 0 th . S t r e e t , N. A r lin g to n 7 , Va. F e b ru a ry 3 , I 959 P rin c ip a l S t r a t f o r d J r . High A r l i n g to n , Va. D ear Mr. Richmond: I 'w ish t o commend you on y o u r v e r y a b le h a n d lin g of th e i n t e g r a t i o n problem atb S t r a t f o r d . The c a r e f u l a t t e n t i o n t o th e many d e t a i l s t h a t you and th e o th e r sc h o o l a u t h o r i t i e s a d m in is te r e d h a s p a id o f f i n th e sm o o th n ess o f th e f i r s t d ay o f i n t e g r a t i o n . S in c e r e l y y o u r s . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Ralph S. Pearse February 3, 1959 Description An account of the resource Letter from Ralph S. Pearse commending the principle on how he handled the integration of Stratford. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Ralph S. Pearse Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_38 https://projectdaps.org/files/original/182a3a13b356c3b0788f55a0537063bd.pdf 5d0860bbf8b487ddc5563549c9570f21 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Schools Part in the Planning for the Integration of Stratford February 2, 1959 Description An account of the resource Handwritten notes concerning steps before the integration of Stratford. 2 Pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-2 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_36 https://projectdaps.org/files/original/7c59a09ecaa1be309188604b616c1d2a.pdf 4f1a41d2610fcbb9e84e7a06bc9258da PDF Text Text Oakite GENERAL o f f i c e s ; Products, Inc. 19 Rector Street, New York 6, N. Y. O r i g i n a t o r s o f s p e c i a l i z e d c l e a n i n g m a t e r i a l s an d m et ho ds for e v e ry i n d u s t r y 1006 W ashington Avenue P.O.Box 99 Houston 1 , Texas February 2 , 1 9 5 9 Mr.Claude Richmond, P r i n c i p a l S t r a f f o r d J u n i o r High S c h o o l A rlin g to n , V irg in ia D ear Slim* Imagine my s u r p r i s e t o - n i g h t w h i l e v i e w i n g News i n s e e i n g you on TV. Douglas Edwards a n d th e M w l f * and y o u n g e s t d a u g h te r and I were l o o k i n g a t th e p i c t u r e s y o f t h e i n t e f g r a t i o n h a p p en in g s when th e man s a i d , " h e r 6 i s Mr. C laude Richmond, p r i n c i p a l . '1 I t o l d them t h a t I had t a l k e d t h a t boy o u t o f p a c k in g h i s tru n k §,nd g o i n g home 3 tim e s,w h e n he was a freshman a t W il li a m and Mary. We have J u s t r e tu r n e d from t a k i n g our o l d e s t d a u g h t e r , Sandra up to B a y l o r U n i v e r s i t y a t W a c o ,T e x a s. She s t a r t e d i n t h e r e l a s t S ep tem b er. I w an ted t o g e t h e r i n W & M ;b u t sh e f o o l e d around h e r f i r s t two y e a r s a t Lamar High and did not have th e g r a d e s . I s t i l l hope to g e t h e r t h e r e th o u g h , b e f o r e sh e f i n i s h e s . Our y o u n g e s t d a u g h terAl s 14 and w i l l e n t e r h i g h s c h o o l n ext f a l l . We have been In Houston s i n c e 1 9 4 2 . I have been a m a n u f a c t u r e r 's r e p r e s e n t a t i v e f o ? th e above f i r m f o r 17 y e a r s . We g e t up t o V i r g i n i a a b o u t every o t h e r y e a r , a s m w i f e ' s f a m ily l i v e s t h e r e . Her mother y and f a t h e r p a s s e d away l a s t y e a r j b u t she s t i l l has 2 s i s t e r s and 5 b r o t h e r s l i v i n g t h e r e . She was A l i c e Todd. I t was w i t h d eep r e g r e t t h a t we l e a r n e d t h a t i n t e r g r a t l o n had come to t h e S t a t e o f V i r g i n i a , o r sh o u ld I say Commonwealth o f V i r g i n i a . I f e e l l i k e I t i s a n o t h e r A p p ox m a tto x. So f a r we h a v e managed t o a v o i d i t h e r e i n H o u sto n . I ju d g e t h a t "Shorty" became a d o c t o r . I g e t t h e Alumni m a g a z in e ;b u t I t d oes n ot h av e too much news o f our c l a s s . S e v e r a l y e a r s back we went down t o W il li a m s b u r g and sto p p e d by P e r s o n ' s F i l l i n g S t a t i o n and Ford d e a l e r s h i p , and when B i l l y P erso n saw me, he turned w h i l e and s a i d , "Red , You a r e su p p osed t o be d ea d . They had you r e p o r t e d i n th e alu m n i magazine a s s u c h " . I am g l a d t h a t even e d i t o r s make m i s t a k e s . From y o u r p i c t u r e on TV to = d a y , th e y e a r s have t r e a t e d you k i n d l y . TECHNICAL SERVI CE REPRESENTATIVES IN ALL P R I N C I P A L CITIES OF T H E UNITED STATES AND CANADA �Oakite general o f f ii c e s : off ces Products, Inc. 19 Rector Street, New York 6, N. Y. E S T . O r i g i n a t o r s o f s p e c i a l i z e d c l e a n i n g m a t er ia I s a n d m e t h o d s f o r e v e r y i n d u s t r y 1006 W ashington Avenue P.O.Box 99 H ouston 1 , Texas 2 From t h e e n c l o s e d sn a p s h o t you can s e e 1 h a ve tak en on a few pounds s i n c e t h o s e t r a c k team d a y s, a l t h o u g h I s t a y around 1 6 8 . I b e l i e v e th e l a s t tim e I saw you was In W a sh in gton , ab ou t 1 9 2 5 , when I was w i t h Woodward & L o th r o p . I went from t h e r e t o th e C & 0 RR w ork in g a s a Land A p p a i s e r , th en was w it h B ig g s A n tiq u e Co. of Richmond, V a . managing s t o r e * f o r them i n A t l a n t a , Ga. and New O r le a n s, L a . , then coming w i t h O a k i t e in 1 9 4 2 . We l i k e Texas v e r y much, e s p e c i a l l y s i n c e th e coming o f a i r c o n d i t i o n l n g j b u t i t i s t o o f a r away from V i r g i n i a . S li m l e t me h e a r from y o u , and maybe sometime when we a r e up t h a t way we oan g e t t o - g e t h e r and t a l k o v e r o ld t i m e s . I have a b r o th e r who s t i l l l i v e s i n W ashington and works f o r t h e G o v t . I f you a r e e v e r down t h i s way by a l l means l o o k u s u p . With k i n d e s t p e r s o n a l r e g a r d s . Hugh T.Hancock 2328 A d d iso n Rd. Houston 2 5 , Texas T E C H N I C A L SERVI CE REPRESENTATIVES IN ALL P R I N C I P A L CITIES OK T H E UNITED STATES AN D CANADA ��a £ J u ( <f 3 R © i- 0 0 0 4 ��<h jr f /^'f 4 '-^ c'^ S * v < ■?r,(-y ~ f ? s f £ .0 7 - COOS' �<<1 J A A ^ r /9_4Te _______ THIS IS A K O D A C O L O R PR IN T Kodak O) o o o - LO^ WEEK OF AUG. 2 - 58 EG �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Hugh T. Hancock February 2, 1959 Description An account of the resource Letter from Hugh T. Hancock to Mr. Richmond including personal updates and family pictures. 8 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Hugh T. Hancock Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-2 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_31 https://projectdaps.org/files/original/844c13d74a25721013e8b8424d5a4d72.pdf 0c8fdd0ad3d15df4eacff6cd75d4d300 PDF Text Text February 2, 1959 The Students of Stratford Junior High School Arlington, Virginia Dear Students: It was with great joy and pride that we read in tonight's paper of the peaceful integration of a number of your Virginia schools. We in the north have come to the point of thinking that all Southerners are so fanatically set in a blind hatred of Negroes that peaceful integration is impossible. Perhaps this is because we here in the north hear only the frenzied speeches of those few who are set in such hatred of Negroes. But you, the students of Stratford Junior High, have spoken to us in the north with a quieter yet more penetrating voice. You have shown us the truth of the matter: the Southerners do not nate the Negroes, and are perfectly willing to share with them the oppor­ tunities of a good education. We all have a right to be proud of your acceptance of the Negroes, all of us through­ out the United States! We wish especially to extend our congratulations to all those among you who offered to take the colored students to their seats or in any other ways extended a greeting to them! We are sure that your own joy in helping some­ one who was afraid and lonely is amply reward for your kindness. We all know what it is to feel left out and lonely and sad. And we all know how much a gesture of friendship from someone else means at such a time. And the person who offers such kindness offers it not only to the one who is along, but also to Christ: "inasmuch as you have done it to the least of these, you have done it unto me." You who did offer such kindness have bravely set an example which we in the north also need to follow. For you have shown us that real kindness can exist between the races while we in the North, although having integrated schools, lack the integrated hearts that you have shown us. Surely integration must seem to you a small thing to make such a fuss over, now that you have experienced it and seen that there’s really not so much to it. And compared with the other problems facing the world today, it is a small thing. We live in a world where there will soon be more people to feed than food can be found for. Starvation for much of mankind is not an unrealistic future, unless we find new methods of producing food, War is another terror which is constantly hanging over our heads. It would not take much to touch off the war which would leave our planet a desert waste, swept by barren winds and washed by radio­ active rains. In the light of such drastic issues, surely admitting a few Negroes to equal educational opportunities must seem of small significance! �V - 2 - But, nonetheless, the peaceful integration of some of your schools is the beginning spark of a fire that, if it catches in other southern cities, may turn into a beacon of hope and freedom to the troubled world of our times. Many new Asian and African and Middle Eastern countries have been turned against the United States and toward Russia by Russian pro­ paganda that the United States is not the land of freedom and liberty that it claims to be. But your integration is starting the flame of liberty that will answer the Russian’s accusationl Let us shine forth to the world as the land where all men live as brothers, with equal opportunities and equal justice I Let us show the world which now views liberty as unrealistic and impratical, and which is there­ fore turning toward communism, that our liberty is not im­ pratical and our ideal of justice is not unrealistic I Again we congratulate all of you for starting the flame that will cause this truth to shine forth in the world! Sincerely, Two Northern Students at the University of Michigan � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Two Northern Students at the University of Michigan, February 2, 1959 Description An account of the resource Letter to the students of Stratford from "Two Northern Students at the University of Michigan" commending the students on the peaceful integration of their school. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-2 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_29 https://projectdaps.org/files/original/e782645298d035a351433e0f6bf3583e.pdf 30fd4bedeeb96f80f6f00bd8d18b821a PDF Text Text Febuary 2 , WR S 1ICHIGAN The Students of Ttrotford Junior H \cfa fvrlinuton, M irqinia OearJ Students • j was with great joy and pride that we read in tonight s paper of thfe peaceful integration of a num of ber your Virqma. schools. 'W in the north have com -fa the e e point- of thiolcinq "that ail Southerners are. S fanatically set o in a blind hatred at Negroes that peaceful Integration is impossible, terhaps1-this is because'use here in the north hdar only The trended speeches of those -fewwho are set In such hatred of Negroes. Out you, the students ct~ Stratford Junior H Jhave spoK to us in the. north igh, en with a quieter vet more penetratina voice. Vu have o shown us +ne truth of the matter: Jthe Southerners cb hot hate, the N egroes, and are perfectly willing to share with them the opportunities of a. gooa education. W ail e have a right V be proud of your acceptance of the Negroes, all of us throughout the United Slates! W wish especially to extend our congratulations to e all those among you who offered to take "the cdored students to their seats or in any other ways extended a (greeting to them!He are sure that your own loy in helping someone who -was afraid and lonely is ample reward for yoor kindness. W all know what it is to e. feel left out' avid lonely and sad. find we all know how much a qesture of frierdship from someone else means a t such3a time. find the person who offers such kind­ ness offers if not only to thfa one w is alone, but also ho to Christ • " inasmuch as you have done it jo the least . of these, you hidvf done it unto me.1 vbu w did alter ' ho Such kindness have bravely set an example which we \n the north also need to follow, for you1have shewn 0's that real kindness can exist between the races while we. in the north, although having integrated schools. �lack the integrated hearts that you have shown us. Eorely ^integration must seem to you a, small thing to make Such a Jfuss over, flow that you have experienced if- and seen that there's really not so m to it. And, uch compared with the other problems facing the world ■ today, it to a soaaU thing. Wet live in a world where them , will soon toe more ^people to feed than -food can toe -found tor. Starvation rfor m d mankind is not Q uch n unrealistic future, unless we find, new methods of products food. War is another terror which is constantly hawqihq Jover our heads. It would not take much to tpucK on the war which would leave our planeka desert wane, swept by Darren winds and washed by radioactive mins. in. the light of such drastic issues, Surely admitting a few W eqroes to equal educational opportunities mutt seem of0 small dqnifioance I But nonetheless, the peaceful dnteqmtion^ some or your schools tn-fbe. is the beginning stfork of a. fire, that, if it catches in other southern cities, may turn into a beacon of hope and freedom to the troubled world of cur times. M new Asian and African and any Middle Eastern countries have been turned against the V and-toward Russia by Russian propoganda that the -S. United States is not the land of freedom and liberty that it claims lobe. Dot you integration is starting the flame of liberty tVat will answer the Russian!* accusation! Let us'shine forth to the world as the land where all men live as brothers, with equal opporflinifies avtd equal justice! Let us show _the world uoW now views liberty as unrealistic and worotical, ch and uohfch is therefore turning toward communism, that our liberty \s net impnatrcal and our ideal of justice to nor unrealistic I Again we congratulate all of you for starting the flame that will cause this trutVv to shine forth in the world» Sincerely Two hlothem Students at tine. University of Michigan � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Two Northern Students at the University of Michigan, February 2, 1959 Description An account of the resource Letter to the students of Stratford from "Two Northern Students at the University of Michigan" commending the students on the peaceful integration of their school. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-2 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_28 https://projectdaps.org/files/original/462f6d65c71ec365738dbebf68585dad.pdf 79dadf93ee001d332e7fe1f76705b6f0 PDF Text Text Keysville, Va., January 31, 59 Principal, Stratford Junior High, Arlington, V a . Dear Sir: I have been following the news paper reports on your problem of intergrating your school. I know this is giving you headache upon headache. I had a student in the Armstrong School of Richmond, tell me, "It isn't that I want to go to the white school, I want to be accepted socially." I don't know what the HAACP wants. I have been thinking about those four girls, who have been together through all their school, who have been assigned to your school. I don't know what your plan may be to handle them, but knowing something about human nature, if they are not happy in your school they'll be withdrawing. Knowing how they will react if they are separated, it is possible to make them miserable. I think you'll have enough classes of their grade to place them in different rooms, so they will be together only as they come to and return from school. Tills is an idea that may work in dealing with your problem. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from K. M. King, January 31, 1959 Description An account of the resource Letter from K. M. King with advice regarding the integration of Stratford. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource K. M. King Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-31 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_27 https://projectdaps.org/files/original/1264b26a2802537a7fbfdd35358b17a9.pdf a002539ddc3dbc901338b3dcea898b5b PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mr. Claude Richmond Envelope Description An account of the resource Possibly the envelop for the letter from M. S. Cooper. Various notes on front and back. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_25 https://projectdaps.org/files/original/970e26cbb7cdab2bbae9c064e9876fba.pdf c926491f38ed9337b62c6094dc2bcc6c PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Marvin (?) S. Cooper January 27, 1959 Description An account of the resource Letter from M. S. Cooper asking to excuse his daughter from wearing shorts in mixed company. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Marvin (?) S. Cooper Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-27 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_24 https://projectdaps.org/files/original/bff11977dca5dba5e521944bcec8b807.pdf d4bff9a6547ede3fa236d46af5e39c72 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Beth M. Green, January 27, 1959 Description An account of the resource Letter from Beth M. Green to Mr. Richmond regarding the integration of Stratford and personal updates. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Beth M. Green Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-27 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_22 https://projectdaps.org/files/original/e79e49bd70fc72034fdbdbe63c2af444.pdf 64836822fffcff469b835a3099a93370 PDF Text Text Dear Principal, I felt the need to let the boys and girls in. Virginia know how proud the people of other states are of them. We are also proud of their teachers and all the others who have handled this integration in such a Christian way. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dear Principal Description An account of the resource Anonymous letter to Principal Richmond expressing pride in the students and teachers' response to integration. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_21 https://projectdaps.org/files/original/1d7eb744f48c480977bdc1e6f9808122.pdf ad28ead6036795691ad752c167c510c1 PDF Text Text Mr. Richmond: Mrs. Woods called to say her son Timothywalking home from school 1/26/59 was pushed over a wall that had a 10 ft., drop by Buddy Hoener. Two other boys were with Hoener. and Geo. Richards, a smaller boy was with Tim. Says she has ^ children and has never had such a scare. Mr. Woods was called to come home early to take the boy for x-rays, as he is a tall, thin type, wears glasses. / � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Message to Mr. Richmond Regarding Student Conduct Description An account of the resource Message to Principal Richmond regarding a student conduct issue on January 26, 1959. Note on document says "Ja 4-0892" Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-26 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_20 https://projectdaps.org/files/original/fa9f145c7a49dfe529ef00db4482967b.pdf 5be49101b00f2e4c3979e8680bdad1b2 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Magdalena By (?) January 19, 1959 Description An account of the resource Letter from Magdalena By (?), a student in the Philippines, note on back says "wants a pen pal." 3 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Magdalena By (?) Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-19 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_19 https://projectdaps.org/files/original/2d172b4b8385fb9bdd94778aa539035d.pdf 27bc8c038e0d6d1ce2492aecc0971227 PDF Text Text �"THE SAGA CP STRATFORD' This is the story of a group of fine lads Who joined the police to enforce the law; Dut along came a Captain so big and had Who drilled them and schooled them without a flaw They trooped and stomped fired many a shot,, And finally wore a fine looking lot; Then came the daywhen they answered the call, Intergration was here for one and for all; Dawn found them posted and armed to the hilt, To see if agitators would care for a tilt; It was clear and so cold, and the sun rose so fine, To find this great squad all standing in line; The photogs were there, the press and TV, Sut not an agitator did anyone see; The Captain was shook for that you could tell, And most of the men wished he were in hell; Chow was then served by various means, But all that v/e had was Hot Dogs and Beans; That morning of course the children were there, And got in the backdoor without loss of hair; Afternoon came and all was still quiet, Ho one arrived to cause the big riot; As evening came and the school was to close, The men were all cold, some nearly froze; The Captain arrived and told us his views. We'd made a good show and got in the news; We returned to the courthouse so full of glee, To take off the stuff that was hanging on me; We went home that night and waited to see, The face of our Harding, there on TV...... The second day dawned the sky was so red, V e began to wonder at the dogs life we led; / Again to the school our squad did depart. All was real quiet right from the start; Our Captain was pleased at the show of our might. But one little Lieutenant was ready to fight; He raved and he ranted and made quite a noise, He thought that his men were acting like boys; He sat in his car and in the rear seat, There sat one private all tidy and neat; When partiality was mentioned, Oh how he did glow, And boasted he had shown none that you know; The Lieutenant is honest, you can’t deny, But the question at hand is, Who ate the pie? He rode in the sidecar up and around, To make sure his men were standing their ground; When 3sl5 came it was a relief, To find that our Captain was still the big chief. We went to the courthouse and as I have said, Got rid of the gear that was heavy as lead...... �The third day has dawned with drizzle and rain. Our thoughts are heavy and rather profain; We stand at the gate and watch them arrive. And wonder how they are so gay and alive; We think of the past and wonder with dread, If our motors will again leave the shed; Our dinner was ready and pizza we had, The coffee was great but the pizza was had; The afternoon cane and then came the end, Our legs are so so-e they'll hardly unbend. Tomorrow will come and this you will hear, home of our men have been sent to the rear, The fourth day has dawned, the weather's still wet, And here at the school our dead cans we set; Our force has been cut and slashed to the bone, home of the men are staying at home; Then as the skys cleared bright and blue, More TV cameras hove into view; Two privates were there with leather so clean, And managed to steal or mugg every scene; We hope that the rumors that we have heard. Of assisting Alexandria are really absured; ■hut if we must go and help intergi’ ate, We hope our boy Koorefield in the kitchen will rate We finished the day it wasn't much fun, We had a fair lunch of one hamburger and bun... This is the verse that will end my tail, Tomorrow will find us back on the trail; It's been some work and maybe some fun, But don't ever expect to see our squad run; We're really not big or extra tough. So I'll finish this poem, I've goofed off enotigh... Willie �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mr. Cullin Wanted You to See This, "The Saga of Stratford" Description An account of the resource Poem about the police presence on the day of Stratford's integration, signed by Willie. Front and back pages contain notes instructing others to read the poem. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-19 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_16 https://projectdaps.org/files/original/07f7c1a25ea79fc516b535bbbb9cf47b.pdf bc09d58ff075cafcba545a405a1ceabc PDF Text Text S T A T E M E N T O F T H E A RL IN G TO N COU NTY SCHOOL BOA RD W ITH R E S P E C T TO C O N TIN U ED O P E R A T IO N O F T H E S T R A T F O R D JU N IO R HIGH SCHOOL W H E R E A S, th e S u p re m e C o u rt of A p p e a ls o f th e S ta te of V ir g in ia h a s d e c la r e d u n c o n s titu tio n a l th e s o - c a l l e d " s c h o o l- c lo s in g " la w s a d o p te d b y th e G e n e ra l A s s e m b ly of V ir g in ia , a n d W H E R E A S, th e A rlin g to n C ounty S chool B o a rd h a s b e en o r d e r e d by th e U n ite d S ta te s D i s t r i c t C o u rt fo r th e E a s te r n D i s t r i c t of V irg in ia n o t to d i s c r im i n a t e in p la c in g p u p ils on th e b a s i s of t h e i r r a c e a n d to a d m it fo u r N e g ro c h ild r e n to th e s e v e n th g r a d e of S tr a tf o r d J u n i o r H ig h S c h o o l, e ffe c tiv e th e se c o n d s e m e s t e r of th e 195 8 -5 9 s c h o o l y e a r ; a n d W H E R E A S, th e A rlin g to n C ounty S ch o o l B o a rd h a s c r o s s a p p e a le d s a id D i s t r i c t C o u rt d e c is io n to th e F o u r th C ir c u it C o u rt of A p p e a ls , on th e g ro u n d th a t th e c r i t e r i a upon w h ic h th e S chool B o a rd b a s e d i t s d e n ia l of a d m is s io n of th e fo u r N e g ro s tu d e n ts a n d th e o th e r tw e n ty - s ix N e g ro s tu d e n ts w ho m a d e a p p lic a tio n in th e s u m m e r of 1958 fo r a d m is s io n to S tr a tf o r d a n d fiv e o th e r A rlin g to n C ounty P u b lic S c h o o ls , a r e so u n d b o th in law a n d in th e a p p lic a tio n th e r e o f to th e in d iv id u a ls in v o lv e d , and W H E R E A S, th e h e a r in g on s u c h c r o s s - a p p e a l a f o r e s a i d w ill b e h e ld on J a n u a r y 2 1 , 1959, a n d it m a y b e th a t th e ju d g m e n t of th e ap p ellate- c o u r t w ill n o t be r e n d e r e d p r i o r to th e c o m m e n c e m e n t of th e se c o n d s e m e s t e r a f o r e s a i d , and �SCH O O L BOA RD S T A T E M E N T R E : ST R A T F O R D Page 2 W H E R E A S, it i s r e c o g n iz e d th a t th e g r e a t m a j o r i ty of V ir g in ia n s a n d A r iin g to n ia n s p r e f e r s e g r e g a te d s c h o o ls , b u t it i s a t th e s a m e t im e f e lt b y th e A rlin g to n C ounty S chool B o a rd th a t o r d e r ly d e s e g re g a tio n o f t h e i r s c h o o ls , in w h ic h h ig h a c a d e m ic s t a n d a r d s a n d a c h ie v e m e n t now p r e v a ilin g w ould b e m a in ta in e d , w o u ld b e p r e f e r a b le to m a s s in te g r a t i o n , w h e re s u c h s ta n d a r d s a n d a c h ie v e m e n t m ig h t b e l o s t o r s e r i o u s l y u n d e rm in e d . N O W ,T H E R E F O R E , B E IT R E S O L V E D th a t: (1) T h e A rlin g to n C ounty S ch o o l B o a r d d i r e c t i t s a tt o r n e y s to r e q u e s t th e F o u r th C i r c u i t C o u rt of A p p e a ls to g r a n t a s ta y (p o stp o n e m e n t) of th e o r d e r of th e U n ite d S ta te s D i s t r i c t C o u rt d ir e c tin g th e S ch o o l B o a rd to a d m it th e fo u r N e g ro c h ild r e n to S tr a tf o r d J u n io r H ig h S c h o o l, u n til th e d e c is io n o f s a id C o u rt of A p p e a ls b e c o m e s f in a l, a n d f o r a f u r t h e r s ta y , if s u c h b e c o m e s n e c e s s a r y , p en d in g f u r t h e r a p p e a l of th e c a s e to th e S u p re m e C o u rt of th e U n ite d S t a te s , and (2) P r o p e r c r i t e r i a b e a p p lie d to s tu d e n ts fo r a d m is s io n to o r t r a n s f e r w ith in th e A rlin g to n C ounty P u b lic S ch o o l S y s te m , a n d �SCH OOL B O A RD S T A T E M E N T R E : ST R A T F O R D Page 3 (3) N o s tu d e n t w ill b e r e q u ir e d to a tte n d a sc h o o l in w h ic h th e m a j o r i ty of th e s tu d e n ts in th a t sc h o o l is o f a n o th e r r a c e , a n d (4) If th e D i s t r i c t C o u rt d e c is io n i s a f f ir m e d a n d no s ta y i s g r a n te d b y th e a p p e lla te c o u r t, a s a b o v e r e q u e s t e d , a n d th e S c h o o l-B o a rd i s t h e r e f o r e r e q u i r e d , b y F e d e r a l C o u rt o r d e r , to a d m it th e fo u r N e g ro c h ild r e n to th e s e v e n th g r a d e o f S tr a tf o r d J u n io r H ig h S c h o o l, th en th e S u p e rin te n d e n t of th e A rlin g to n C ounty P u b lic S c h o o ls i s d i r e c te d to ta k e su c h r e a s o n a b l e a n d law fu l s t e p s a s h e d e e m s n e c e s s a r y to m a in ta in o r d e r a n d c o n tin u e d e ffe c tiv e o p e r a tio n of th e s c h o o l. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the Arlington County School Board with Respect to Continued Operation of the Stratford Junior High School Description An account of the resource Document regarding the Arlington County School Board's plan in response to the possible District Court decision that Stratford Junior High School admit four African-American students. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Arlington County School Board Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_13 https://projectdaps.org/files/original/4c527056e0c9e794b1f0b66ae6c53286.pdf a366b5e298eb7e7a9c87a2a2d930797e PDF Text Text What H a p pe n s When P ub l i c Schools A r e I n t e g r a t e d In A Communit y Like Arlington ? by Loui s e Parks Wi n f i e l d "Integration is the least of my worries," said the principal of a Senior High School in Montgomery County, Maryland. He went On to say, "My concern is to house 1,300 students in a building designed for many less and to see that all of them are retting a good education in line with their separate needs and abilities." These were his concluding remarks after an hour-long interview with three of us from the Social Action Committee of the Rock Spring Congregation Church in Arlington, Virginia. We are an eleven-member committee. Separate groups of us visited Montgomery County where we consulted school administrators. We visited schools, talking with principals and teachers. We observed students in classrooms, in cafeterias and on playgrounds. Cur whole group participated in a conference set up for us by a church group. It was attended b y a member of the School Board and by parents and civic leaders. We have conferred together in the preparation of this report. Four years after Negro students actually entered schools that had formerly been white, it appears to us that the people in Montgomery County are mostly thinking about ^tuer things. An editor of a local paper in that county reports that there were never iLii-y letters protesting integration and that in recent months there have been none at a]1, "The only letter that has come to us in the last years that even has a bearing on integrated schools," he observed, "came from outside this area and was just a gen­ eral complaint about the Supreme Court and a theoretical argument for Nordic supremacy Again and again people replied, "but there is very little to say" when we questioned them about the change from segregated to integrated schools. On May 17, 1954 when the Supreme Court decision nullifying the legality of segre­ gation in public schools was rendered, white and Negro races were completely segre­ gated in the public schools of Maryland as they still are in Virginia. But, immediate ?y, Montgomery County took steps to start the desegregation process and has been quiet­ ly working at it ever since. By the spring of 1957, 959 of the 3,035 Negro school-age children in Montgomery County had been shifted to integrated schools. At the present time over a third of the Negro students are no longer in segregated schools and it is anticipated that by 1961 with the completion of two new high school buildings all seg­ regation of secondary education in Montgomery County will have ended. Elementary This report, condensed somewhat, appeared in the Northern Virginia Sun (published in Arlington, Virginia) in the issues of December 19, 20, and 22, 1958. It represents an inquiry on the part of the Social Action Committee of the Rock Spring Congregation­ al Church into the desegregation of public schools in Montgomery County, Maryland. That particular suburban area was selected for an examination of the impact of school integration because of its similarity to the Virginia suburban county where the Rock Spring Church is located. Both communities are a part of Metropolitan Washington. Both represent comparable cultural traditions, economic patterns and population pro­ portions. Members of the Committee ares James Pettee, Chairman, Dudley Babcock, Joseph MoCaskill, John and Earbara McDonald, Raymond Parrott, Howard Strong, Paul and Virginia W'esthaeffer, Jane Wilhelm, and Louise Parks Winfield. _This copy of the report is distributed as a public service by the Citizens Committee for School Improvement, Box 3542, Arlington 3, Virginia, with the approval of the above Committee, �schools are likewise moving rapidly towards the time when each child, regardless of race, will be able to attend the school.nearest his home, unless for special reasons his parents and the school authorities arrange for him to transfer (with his .family assuming the responsibility for his transportation) to another school in the County which seems better able to meet his personal needs. In the beginning, integration in Montgomery County began on a selective basis. Those planning the desegregation program decided that available facilities were not adequate for a complete integration of all students.- Furthermore, it was thought that a not-too-sudden and arbitrary procedure might make for a more successful transition. This opinion was not held by all those responsible for decisions. Some felt that in­ tegration brought about in a single operation would have been possible and in the long run more easily accomplished, but the step-by-step procedure was adopted. At no time since the Supreme Court decision has there been disagreement on the Montgomery County's School Board about whether or not the Court's decision was to be implemented. Opin­ ions have differed only as to timing and method. In the case of four sub-standard Negro schools, it was decided that students would all be transferred in the fall of 1955 to white schools, preferably to the schools nearest their homes if space were available. With the exception of. these children, all other transfers were made by individual selection. Some were selected on the re­ quest of parents, others at the suggestion of school principals. In each case three basic questions were answered affirmatively before the transfer was made: 1. Are physical facilities available in the school to which the student is applying? 2. Is there a suitable educational program for this student in that school? 3. Do his parents approve of the move? Sometimes a child's application was rejected because the school he wanted to attend was already overcrowded. Sometimes the recommendation that a child be moved was dropped because his parents were reluctant to have him subjected to separation from his friends. For three years now a survey has been made each spring to determine which stu­ dents wanted to transfer the following fall, and to see which would seem most likely to benefit from a move into an integrated school. There have been conferences with parents and with both school principals involved before the decisions have been made. After the decisions, principals and guidance counselors have spent a great deal of time helping a child and his parents get ready for a move into a new situation. Even after this careful selection and preparation a transfer in the early stages of deseg­ regation was not irrevocable. It was possible, when desegregation was in the permissive stage, for a student to request transfer back to a segregated school. A few did return, mostly because they discovered that the educational program in the new school did not suit them. For in­ stance, a boy who thought he would like to take an academic course discovered that the vocational training offered in his former school was more to his liking. Some asked to go back because they found the adjustments too difficult. For the most part the students who have gone into integrated schools have stayed and reports seem to indi­ cate that the adaptation has presented no serious difficulties for them. In one Montgomery County school 17 per cent of the student body is now Negro. In others the figures show as few as two Negroes in an elementary school of 466 and as few as 5 in a high school of 1,299. Thirty-eight school districts have no school-age Negro children living in their neighborhood so schools there have no Negro children. Since the total Negro school-age population of Montgomery County is now only about 4.5 per cent of the total school-age population, it is not likely that under complete integration any school will ever have more than a 20 per cent Negro group. If Arling­ ton were integrated it would likewise have only a small per cent of Negroes.in any school and no Negroes in many schools. (Arlington has only 1,658 Negro school child­ ren in a total school population of 23,133.) Records show that the white population is now increasing much more rapidly in. Montgomery County than is the Negro population. If this pattern continues, the per cent of Negroes in County schools there will actually decrease in the years immediately ahead. �The decision to integrate public schools in Montgomery County was applied to staff as well as students. A number of Negro teachers are now in integrated schools. One school with only white children has a Negro teacher on its faculty. A large jun­ ior high school has a Negro assistant principal. It is the stated policy of the School Board that all staff appointments are made on a merit basis so it is expected that in the future an opening in the school system will be filled by the person whose training and experience best qualify him to fill that opening. "But how is it all working out?" we kept saying. Be had to press our question, we discovered, not because people in Montgomery County have anything to hide but be­ cause there has been relatively so little change that most of them couldn't think right off of anything to tell us. One principal of an elementary school said that when he heard we were coming he had to rush to his files to see exactly how many Negro children he had.. The ten colored children in that school were so much a part of the whole group that he just didn't count them separately. "Have academic standards been lowered?" we asked a high school principal who has an integrated student body. "a girl just left my office," he answered. "She has an I.Q. of 70 and she has problems of learning with which we have to reckon. She is a white girl. The ability range of our students is from very low to very high. One problem is to place them all in situations where they learn. Some Negro students may fall in the lowest range of ability. Some may fall in the highest range. If we place them where they belong, then the school will be good for them and they will present no special problems to the school." One elementary teacher in an integrated school reported, "The academic perform­ ance of new children is not a problem. Of course, the learning situation is better here than it was where a child had to share a room with several classes. She stated that of the five children who had come to her class from a Negro school that was recognized as sub-standard three went into Heading Group 2 and two did well in Read­ ing Group 3. The principal reported that in two grades routinely tested, the achieve­ ment test figures at the end of the first year of integration were still comfortably above national standards as they had been in the past. We asked about health standards. The reply of school principals was that all children have physical examinations and that no child, Negro or white, remains in school if he has an infectious condition or a communicable disease. No one seemed to • think that the incidence of illness is any higher since schools have been integrated than it was before. Some observers remarked that with the question of school health receiving more attention since integration, it is likely that all children will be watched more closely so the general school health level may be raised. We asked about the social contacts of students. Principals of all schools said that it seems always to be true that children who have had a hard time adjusting in a segregated school have had a hard time in an integrated school, and conversely a child who has gotten on well in one school has made good adjustments in a new school. The only "incident" we heard about in an integrated elementary school concerned a little Negro girl in the third grade. She had lots of friends and seemed secure. One day she met the principal in the hall, "Mr. Smith," she said with some agitation, "do you know what Donald called me?" "he principal realized at once that she was talking about the new white boy in her wuass who had brought with him a history of behavior difficulties in two previous schools. "What did Donald call you?" he asked. He called me a 'nigger'" she answered with indignation �"Do you think I had better speak to Donald?" he queried. The little girl looked into space for several seconds and then with all the irritation gone out of her she answered, "No, Mr, Smith. He'll get over it," This principal told us that his way of handling the social adjustment of new Negro students was to place only one in any class. That way he felt that there would be. no danger that two or more of them would hold themselves apart or that the class would think of them as "Negroes." Another elementary school principal said that she made an effort never to place a Negro child alone in a class where all other children are white. She thinks that the newcomer might feel lonely and consequently would find the new adjustments more difficult. In both of these cases the results show happy students in integrated classrooms. Perhaps the particular method procedure is not as important as the underlying concern for the well-being of children. None of the high school principals whom we saw reported any serious social diffi­ culties. In integrated high schools some Negroes have joined clubs, some haven't. Most Negro students tend to sit together in cafeterias but it is by choice and excep­ tions were reported. Negro boys have made football teams. Cne Negro boy in an inte­ grated school has been selected for the "all star" area team. In one school a Negro boy was elected a Drum Major. When a few parents called in to protest that selection the principal reminded them that it had come as a result of a democratic election in the school. They made no further complaint. Negro students who have qualities of leadership seem to have a good opportunity to emerge as leaders in integrated schools. In one school the senior class elected a Negro boy to one of its top positions. In still another high school a Negro girl was selected as the school representative to the All'State Student Conference. School dances have continued. In one high school the principal says that his only effort to control the new inter-racial situation at dances was to announce that dances would be for couples only. In another high school it was the Student Council which discussed the possible community reaction to mixed dances and decided that there would be no more stag lines. This practice of students coming to dances with their own dates seemed to both supervisors and students to be the only safeguard needed. A Junior Prom traditionally held at a downtown Washington hotel was held there again after integration with no difficulty or criticism. All reports -seem to indicate that when Negroes attend school dances in integrated schools they dance with Negro partners and white students dance with white partners. None of the people with whom we talked had seen or heard of mixed dating in the schools. In every high school we visited we heard that some white students had made a con­ scious effort to help Nsgro students feel at ease. Cne white student said that it was her observation that Negro girls seemed to be more lonely than Negro boys in inte­ grated schools and therefore needed more help in making friends. In a junior high school where 42 Negroes were expected to come into a student body of about 750 the first year of Integration, the principal called the 7th and 8th graders together in the spring to tell them that the new students were coming and to ask them if they thought anything should be done to get ready to receive them. A student said, "Well, I think we ought to make them feel at home. If I were going into a school where most people were different from me, I'd be scared stiff and I think these Negro students are going to be scared." There were numerous suggestions as to how this "at home" feeling could be achieved. One student thought that all the new students should be brought over for a tour and a chance to get acquainted. It could­ n't be managed before school was out but it was planned for a day after the vacation began. Students were asked to volunteer to return to school as hosts for the occa­ sion and every hand went up. �There have been only rare reports of bickering or scuffling or rudeness between students of .different races, never a serious incident. There is one report that at the time when papers were so full of the stories of disorder in Little Rock some words derogatory of Negroes appeared on the walls of a high school washroom. The writing was removed and its brief appearance didn't make a ripple in a situation that was basically stable. There was no recurrence of name-calling in that school. We asked if the integration of staff had presented special problems. Some principals felt that the problems hadn't been serious but that in some ways it is more complicated than the integration of students. In one case some white parents protested the appointment of a Negro teacher to their school. Someone suggested to us that these parents were fearful that the Negro teacher might have had sub-standard training and experience. She proved to be a person of outstanding ability and now parents are asking that their children be transferred into her class. Elementary principals say that it has been helpful if a Negro teacher has come into an integrated school at the same time Negro students first came, especially if she has come from the same school. This has made the transition easier for the ’ children and the presence of a teacher who had known them before has been helpful to a principal. ; "The difficulty may arise," one high school principal speculated, "when I need to fire a teacher for incompetence and she happens to be a Negro. I will hesitate be­ cause I know that I might have to face an accusation cf discriminatory action." He and others seemed to fe3l that after the first few years this kind of situation would j not likely present a problem. The acceptance of Negro teachers by white teachers seems to have been good. In the first place, teachers' workshops and curricula planning committees, etc., have been integrated for some years before schcol integration, so Negro and white teachers are not unaccustomed to working together. Negro teachers who are still working in segregated schools seem to feel no anx­ iety about their future placement. They expressed confidence in the fair-mindedness of the people who will make appointments. We asked about the effect of desegregation on population changes because one often hears in Northern Virginia that if schools are integrated great numbers of Negroes from D. C. will buy homes in the area with the result that the value of residential property will be lowered. 'When we asked one resident of Montgomery County if he thought that this had been happening there, he laughed and said that the people rushing to suburban Maryland now are Virginians who want to be sure their children will have schools to attend. Actually the proportion of Negroes in Montgomery County's population is lower now than it vias in 1950 while the total population has increased. This is in line with population trends throughout the country. Negroes are still moving from the country to the cities while white people are still moving from the cities to the suburbs. There is no reason to believe that this trend will be different in suburban Virginia. When it became evident to us that Montgomery County people are generally agreed that integration is proceeding there without great difficulty we began to inquire into the cause of the relatively uneventful transition. The answer was inescapable: 1 ti-m Leadership. An editor told us that he reached the Governor of Maryland by telephone within five minutes after the Supreme Court decision was announced. "Maryland will conform" Cvsrnor McKeldin said to him. From that moment official leadership in Maryland has never wavered in its support of constitutional law and in Its determination that the ■oducation of Maryland's children is not to be interx-upted. This has remained true at �all official levels. After the court.decision an opposition group was organized in Maryland and in 1955 this group was vocal in various spots around the State and parti­ cularly as a lobby group at Annapolis. Their.leaders drew up anti-integration bills but these bills all died without ever being presented on the floor of the Assembly. Not one of the 123 delegates would sponsor, them! ! Integration," said the editor, ' "has not been a politically expedient issue in Maryland," No politicians have dared to debate with the State's Attorney G e n e r a l ' F e r d i n a n d Sybert who stated on June 20, 1955 "• . . since the Constitution of the.United States is the Supreme law of the land, all constitutional and legislative acts of Maryland requiring segregation in the public schools in the State of Maryland are unconstitutional, and hence must be treated as nullities." Educational leadership in Maryland has likewise been outstanding. Nine days after the Federal court ruling, the Maryland State Department of Education Issued the following statement! "We are confident that the local school boards, the local offi­ cials, and the parents will settle thi3 problem without resorting to chicanery or devious methods and with due regard for the rights .of all parties concerned. Any pro­ gram of implementation will be based upon professional and human considerations and not with coercive designs or methods." The educators in Maryland took hold of the problem that was primarily theirs to work out, and there was never an opportunity for politicians to play ball with the destinies of school children. Less than a month after the May 17th ruling the Board of Education of Montgomery County adopted a resolution setting up a committee of white and Negro citizens, in­ cluding educators, for the purpose of advising and conferring with the Board and School administrators, on matters of policy for the implementation of the recent decisions of the Supreme Court concerning segregation." This committee of nineteen members functioned tirelessly during the 1954-55 period when policies were being determined and plans of action were being formulated. Their contribution cannot be underestimated. The Board itself met frequently during those early days, fearlessly facing its responsibilities and patiently listening to extremists (on both sides of the segregation issue) who demanded hearings and presented long lists of questions. In a "Statement of Policy on Integration" adopted on March 21, 1955, the Montgomery County School Board not only affirmed its intention to proceed to integrate the pub­ lic school system in an orderly and just manner. It went further and acknowledged "the moral and democratic implications of the ruling" and affirmed that they "regard­ ed compliance as an opportunity to extend all of its educational programs and facili­ ties to all children on an impartial basis." The School Board was not always of one mind as to how fast to move and as to how best to proceed with its accepted policy, but its members always managed t« talk uheir way through to constructive compromises. When the only substantial demonstration of resistance occurred in a rural sec­ tion of Montgomery County with parents encouraging students to stay out of school and outside agitators exciting rebellion, the School Board did not withdraw the Negro stu­ dents who had been assigned to that high school. The Superintendent of Schools re­ minded the parents of the fines that would be imposed on persons persuading or coerc­ ing school-age children to absent themselves from classes and of the fines and jail sentences that would be imposed on persons disturbing the orderly proceedings of a public school. The Chief of Police at the County seat backed up the educators by warning the members of a protest parade that no disturbance would be tolerated. Nor­ malcy was restored within a week and today that school is busy about school business with 52 Negroes in a student body of 978. Professional educators were encouraged to make their contribution, and efforts were made to strengthen the professional staff for the new demands laid upon it. Money was made available for some twenty principals and teachers to attend University summer workshops for special study of inter-group relations. Workshops were con­ ducted within the County for all teachers. ■ �Lay leadership in the Montgomery County communities came to the fore and made significant contributions towards the maintenance of stability and in the direction of sound practices. The County Council of PTAs is given much credit for its work before during the school transition. Made up of representatives of all local school ParentTeacher Associations in the County, it -had long been an integrated group. After the announcement of the decision of the Montgomery County School Board to integrate County schools, the County Council gave guidance and impetus to local PTAs urging them to become liaison groups between schools and patrons. The County Council sent resolu­ tions to the School Board for consideration and they sent resolutions to local PTAs for debate. The studied opinions of citizens were brought to bear on County policy through the channels of the County Council g.nd accurate information was brought to bear on the formation of citizens’ opinions through those same channels. We asked if all PTA groups had continued their relationship with the County Council throughout the transition period. We we re told that one group threatened to withdraw because a sub­ stantial number of its members were unhappy about the assignment of some Negro child­ ren (who didn’t live in their area) to their school for one year while construction was under way elsewhere. The threat was never carried out and their representatives continued to participate in County Council affairs. An interesting story lies in the files of a PTA in an elementary school near the DC border. The school had always been white. Its patrons included a sizeable group of professional people and a smaller group of very wealthy people. They also had a small group of low income white people. Suddenly, at the very beginning of integra­ tion these people learned that a crowded two-room Negro school (sub-standard to the point of no indoor plumbing) was to be discontinued and that the 53 Negro children of low income families who lived in a Federal housing development in their school district would appear in their classrooms the next fall. The PTA set up a school relations committee and in the appointments saw to it that all shades of opinion were represented. There were those who thought the move was already ninety years too late - those who thought it was ninety years too soon, and all those variations of points of view that emerge in any community when social change is under discussion. ’Vi ’ e talked and talked,” one member reported. "When emotions threatened communications we kept talking. We talked until we were agreed that the new situation must be handled in such a way that no child would suffer." With this basic agreement the committee set to work to "get ready" for integration. Teachers and parents and pupils worked together to bring about as smooth a transition as possible. Consultants in the field of human relations were brought in - Negroes as well as white - to meet with study groups and to appear at panel discussions. White parents visited the Negro school from which the children would come. Negro parents visited the white school to which their children would go. Observers say that the integrated school program has been highly successful in that school. Other parent groups were active in the County in efforts to help make the transi­ tion successful. One such group of white parents, after consultation with Negro par­ ents, took upon themselves the task of going around in the Negro settlements and ex­ plaining to residents what was involved in integration. They saw to it, for instance, that needy Negro children who were to be integrated in the early stages had suitable clothes so that they would not feel conspicuous with well-dressed children. Church groups in Montgomery County contributed to the community’s cooperative acceptance of the new set-up. Clergymen got together and.produced a clear statement about the "Ministry of Reconciliation.” Church action groups and committees not only passed resolutions of endorsements of the School Board policy but also provided in­ formation about it to the members of their congregation. Jewish groups in the County were likewise actively participating in programs of education for integration. The .League of Women Voters set up integration study groups and have given wide circulation to fact sheets prepared each year since the beginning of de-segregation. The American Association of University Women studied the problems related to integra­ tion and worked out suggestions for the handling of the problems. Members of the �American Veterans Committee demonstrated their concern.' Between all these groups there was close communication and correlation of effort. Innumerable man hours — of both employed personnel and lay volunteers — have gone into the successful implementation in Montgomery County, Maryland, of a decision of the Supreme Court of the United States of America. As people related to us the things they and others had done, and as they spelled out the kind of problems they had encountered, they invariably mentioned the "dividends." "You know what this is doing for us," one principal said. "It is showing us that the. old ideas about the differences in ability of different races do not hold. We are seeing more clearly than ever before that ability is an individual thing." "It is having a carry-over into the community" one member of a car pool said. "First.we noticed that Negro children, waiting for a bus that would take them to an integrated school, were neater and cleaner.. Now v/ notice that their yards are get­ e ting cleaned up and their houses are better kept." This observation reminded us that for more than a hundred years the American public school has served as a leveling-up channel through which many minority groups have become both acceptable and. contribu­ ting parts of the whole stream of American life. "Even the Negro students who would just as soon stay in the segregated schools have a new pride in the knowledge that they don't 'have to"1 one teacher said. "It is education itself,that has profited most," one heard from many sides. "Now," said someone, "each school must look more particularly at itself to see if it offers what all of its students need." One teacher commented that all aspects of school life will be improved because it is all being studied more carefully. Someone observed that while in the past it has been assumed that Negro boys who wanted to learn dry cleaning were better off in a Negro vocational school, now school planners are beginning to think that in a larger integrated high school the same Negro boys and many white boys as well can be offered a much greater number of vocational opportuni­ ties. "Take this last School Board election," one man said. "It wasn't fought out on the basis of whether we are going to be integrated or not — everyone has accepted the fact that we are. Integration wasn't mentioned in the School Board election. But schools were mentioned and the debate was about the kind of education we are going to buy with our tax dollar. That is as it should be." "We feel better about ourselves," a white church member said, "less consciencestricken somehow. Not complacent, mind you, but glad to be a part of one step towards social justice and challenged to look for next steps." What happens when public school are integrated? Cn the one hand, we could con­ clude after our observations in Montgomery County that nothing very startling happens. School doors go on opening as school doors have for a long time in this country where education is so much prized. Teachers go on assigning arithmetic problems. Children go on writing compositions. The sky doesn't fall down. The economic system doesn't collapse. Social patterns don't change overnight. On the other hand, constitutional law assumes a new dignity, educational efforts receive a new stimulus; the insights of some men become more clear, the aspirations of other men become more free. It would seem to the Rock spring Social Action Committee that Arlington could approach the de-segregation of its public schools without fear and could participate with faith in the steps ahead. # � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource What Happens When Public Schools Are Integrated In A Community Like Arlington? Description An account of the resource Report compiled by the Social Action Committee of the Rock Spring Congregation Church in Arlington, Virginia that ran in the Northern Virginia Sun in the issues of December 19, 20, and 22 1958. The report details the integration of Montgomery County Schools. 8 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Louise Parks Winfield, Social Action Committee of the Rock Spring Congregation Church Date A point or period of time associated with an event in the lifecycle of the resource 1958-12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_9 https://projectdaps.org/files/original/9ab84abdb45211414d6b5df96ef59c4c.pdf d8c298714af9acbdcae6bba5a6b5ea83 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Naomi Chapman to the Students of Stratford Junior High School Description An account of the resource Letter from Washington, DC student Naomi Chapman thanking the Students of Stratford Junior High School. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Naomi Chapman Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_7