14 20 1839 https://projectdaps.org/files/original/02ec062335371c13fa3f7438ad46af26.pdf 28c0160d0c87fe6e89d91fcb0ae35ca5 PDF Text Text A Supmnttniipnt SjonkH at Sty? iKittiiprgartPU H illis A. Multan Superintendent o f Schools, A tla n ta , Georgia �f *OOKING into the kindergarten room in September, one sees a large group of children from many different types of homes making first contacts with the world outside. A little boy sits silent and watchful; a home sick little girl weeps for her mother; half a dozen children, stimulated by the new envi ronment, move restlessly about the room; others have begun to play together or to investigate the attractive equipment. In May the visitor sees a different picture. The child who was silent in September is now leading a group in a constructive activity; the little girl who was homesick is capably serving an imaginary meal to others in the doll house; instead of the aimless response of the unad justed groups of September there is now the gentle hum of cooperative effort. Many factors have combined to bring about this change and perhaps that of great est importance is social adjustment thru com mon interests. It is but a step from the home environment to that of the school when that step is kindergarten, yet how much it involves. This venture out into the big world requires adjustment. A new set of habits must be formed in addition to, and perhaps in place of, those heretofore practised. These are some of the problems that confront the teacher in facing a new class, and her goal is to see that before the children leave her, they will have formed habits that fit them to face squarely any situation, in which they find themselves, with a feeling of self-confidence in meeting these situations and in attacking new fields of endeavor. A little girl said of a habit, " It’s something you get to doing and can't stop." This sums up rather successfully the thought in the teacher's mind when she plans to help children form habits that will fit them for worthy citizenship. In September, the teacher encounters "I want to ," "Let me do it," " It is mine," for the beginning kindergarten child is intensely individualistic. Gradually, however, he begins to recognize the part others must play. He eventually reaches the point where he says, "John can do that; he makes good ones." He has learned to subordinate his will for the good of the group and to take turns at being both leader and follower; in other words, to work harmoniously to accomplish the activity undertaken. The "three R's" of the elementary curricu lum are tangible means of measuring what education does for the child and are there fore held of the utmost importance, but those values of learning to live with others and of adjustment to the many human relationships are so subtle that they are apt to be over looked or not understood by the taxpayer or other critic of the value of a kindergarten program in a public school. The kindergarten itself is a source of in spiration. The kindergartner's attitude toward her children is one of cooperation and com radeship, and contains a sympathetic insight into their interests and needs. The children's �attitude toward their work is marked by spontaneity. The school and the community in general profit from the kindergarten, not only from an increased cooperation on the part of the children in obedience to civic laws and inter ests, but in actual monetary savings. In cities in which the kindergarten is not a part of the public schools, a larger enrolment occurs in the first grade, making this grade an adjust ment as well as an entrance grade. An ex periment by an Atlanta teacher shows that the percent of nonpromotions of children in her own first grade with kindergarten experi ences was 9.1 compared to 53.3 of pupils without kindergarten experiences. There has been a gradual decrease of first-grade fail ures in Atlanta since the kindergartens have become part of the public-school system. Free literature and advice relative to pro cedure in securing the establishment of a public-school kindergarten may be obtained by writing to the National Kindergarten Association 8 West Forfieth Street, New York � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 A Superintendent Looks at the Kindergarten, by Willis A. Sutton, Superintendent of Schools, Atlanta, Georgia Description An account of the resource A pamphlet containing a Superintendent's observations of the positive effects of a kindergarten class. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Kindergarten Association 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 19_6_1_1_10 https://projectdaps.org/files/original/873a58e8826d53dc0e675b3e8a320043.pdf 680c0becf97f6fcb32e37bee2454c62d PDF Text Text ® | y iagfi t p Gulp) Florence J. Ovens. Editor, National Kindergarten Association ' HE club members were r :appalled when J. Edgar Hoover stated that crime costs the United States 41 million dollars a day, they were vaguely surprised when they heard that only one child in eight goes to kindergarten, but they could find no connection between the two facts and laughed unbeliev ingly when told that more kindergartens would mean less crime. Psychiatrists, penolo gists, college presidents and superintendents of schools vouch for the contention, but to the average man it is like claiming that one may dam up Niagara with a chip. If it is true, what is the explanation? The A im of the Kindergarten There are many "outcomes" which the kin dergarten teacher purposes .to bring about as a result of the daily class activities which are seldom apparent to the uninitiated visitor. To do this she must study her pupils from every possible angle. She must know something of each child's background. So she visits the child's home and has Mothers' meetings and Parents' days. Each child has been living and forming patterns of behavior, some valuable, some detrimental, for four or five years. There is now a tendency to repeat these behavior patterns as occasion presents itself. For the best interests of the child, his family and so ciety, a continuance of the desirable patterns will be encouraged; those that are undesir- �able must be replaced. But how? Each pat tern is a separate problem. A M ere Matter o f M anners? Take a very simple case. Reuben is delight fully courteous. Praise for his courtesy to the teacher may make him conceited or priggish. It may cause his companions to react unfavor ably toward him and so towards courteous behavior in general. Yet Reuben should be made to feel satisfaction regarding attractive manners, or he may gradually copy those less pleasing. So the wise teacher arranges a situ ation in which Reuben's natural kindness and courtesy is expressed toward Peter, a less re fined member of the class, at a time when Peter is feeling unwontedly chagrined. Reuben receives from her a smile of approval in which all the class heartily concur. It is all the work of a moment, yet it bears a lifelong influence for many. D evelop in g Stick-to-itiveness Unfortunately, Reuben has also, among his five-year-old behavior patterns, a habit of leaving his projects uncompleted. This troubles his mother. She says, "I've scolded and even punished him. He won't finish anything." The kindergarten teacher knows that scolding and punishing are likely to cause the formation of new undesirable patterns, such as resentment and deceitfulness. She attacks this problem with other pupils also in mind. She makes much of the dignity of being responsible for a proj ect upon the satisfactory completion of which the success of some other work depends. She speaks of the airplane relying on every part of its motor, the locomotive helpless without the simple rails. She insists that Reuben, at first, undertake very short projects which involve little or no responsibility. But Reuben soon wants to be cooperating with others. So she makes certain that he is really interested in the project he chooses, and that it has a very defi nite purpose when completed. She limits the time he may devote to it each day and en courages some of the other children to show interest in his progress. She manages to have the supervisor come in on the day when it is completed. What satisfaction for ReubenI A new pattern has been designed, and he likes it. Repetition will make it a habit. R espect for Property Rights A group of children made some paper boats. George had been helping with a block house and had not made a boat. Later he saw the boats, liked them and— took one. Some weeks later another boy, Emmit, took a draw ing that did not belong to him. What should have been done in each case? Some one says, "These children should have been severely punished." Another person suggests, "They should have been told how serious their faults were— how wicked it was to steal." In each case the teacher said gently to the culprit, "George," or "Emmit," "we take home only our own work— the work we do ourselves," and then she casually returned the stolen treasure to the owner. But— the treatments this teacher employed to overcome these faults, though the faults were apparently the same, were quite different, because the causes were d if ferent. George, not being strongly ownership conscious, had merely succumbed to a sudden urge. This teacher, therefore, saw to it that George should have an opportunity to make a boat— that he should enjoy making it— that he then should enjoy helping another boy, �Harold, to make one. There was much said about George’s boat and Harold’s boat, and a greater respect for ownership began to be developed in George's consciousness. Envy and R esentm ent C hanged to S elf esteem and Friendliness Emmit's case was different and more serious. The teacher knew something of his back ground. Emmit was jealous of Frank; that was why he had taken his drawing. Emmit's mother was constantly holding Frank up as a model to Emmit, and Emmit had stolen that drawing with the intention of destroying it. The treat ment: First, Emmit's mother had to be shown the harm she was doing and persuaded to change her methods. Then Emmit's inferiority complex had to be gradually broken down. How? There were things, it was found, that Emmit could do much better than Frank could, and later, in cooperation, they were able several times to surprise the group with their achieve ments. Mutual admiration was developed. U nderstanding and A ppreciation Dr. Elmer Ellsworth Brown, when United States Commissioner of Education, once said: "From the kindergarten to manhood is so long a spar., that it is hard for many people to realize the full significance of kindergarten training for the adult life of our people." And Superintendent Doe of Massachusetts Reform atory, writes: "I believe that the kindergarten is one of our first lines of defense in the pre vention of crime and deserves the attention, the help and the cooperation of all our citizens." Advice and free leaflets may be obtained from National Kindergarten Association 8 West Fortieth Street,. New York � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 They Laughed, by Florence J. Ovens, Editor, National Kindergarten Association Description An account of the resource A pamphlet connecting public kindergarten to a reduction in crime rates. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Kindergarten Association 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 19_6_1_1_9 https://projectdaps.org/files/original/76015d4d16fec55b2c01147127414f01.pdf c7109d2c66921a496d431f2a0ca04f78 PDF Text Text Second Issue FACTS CONCERNING- SEGREGATION AND INTEGRATION Issued by the Arlington, Virginia, Public Schools for the information of School Advisory Committees, Parent-Teacher Associations, and other interested persons., December 195*+ SUPREME COURT ARGUMENTS POSTPONED The United States Supreme Court on November 22 announced that it will delay further the hearing of arguments as to how the ruling of the court against racial segregation in the public schools shall be put into effect. The death of Associate Justice Robert H. Jackson, v/hich results in "the absence of a full court", is given as the reason for the postponment. When the original integration decree was issued last May 17» the Su preme Court announced that arguments as to how to implement the ruling would be heard in October. Early in the fall the date was postponed to December 6. Even with the December 6 date for arguments, final decrees were not expected to be issued until spring. The new announcement that the cases will be continued sets no date for hearing the arguments. The Senate will not act until January on the nomination of Judge John Marshall Harlan to the court. If Judge Harlan8s nomination is confirmed in January, the court would then be complete. ARLINGTON SCHOOL BOARD STATEMENT AT PUBLIC HEARING An official statement from the Arlington School Board, giving the opinion of the Board as to the action which should be taken in Virginia in light of the Supreme Court decision of last May concerning racial integration in the public schools, was presented by Mrs. Elizabeth Campbell, chairman, at a public hearing in Richmond, November 15, 1 5 + > 9*• The hearing was held by the Virginia Commission on Public Education, appointed by Governor Thomas B„ Stanley. John B. Boatwright, Jr., secretary of the Commission on Public Edu cation, issued the call for the public hearing at which Mrs. Campbell spoke. In his letter of October 7» addressed to all members of the General Assembly of Virginia, to chairmen of all county Boards of Supervisors, and to mayors or other officials in all cities and towns in Virginia, he said, "The Commission desires to obtain the views and recommendations of the governing bodies and citizens as to what Virginia should do when the decision of the Supreme Court becomes effective . . . . . The hearing will be devoted to the specific question; 'What course should Virginia follow in the light of the decision of the Supreme Court in the school segregation cases?"1 The Arlington County Board received the letter announcing the hearing. The County Board voted to send County Manager A. T. Lundberg to the hearing as an observer. The County Board then referred the invitation to the hearing to the Arlington School Board. �- 2 - The School Board sought the advice o t e Committee to Study Problems f h of Integration in the Arlington Schools a to what statement t e School Board s h should make a the h a i g , The Integration Committee, appointed last June, i t ern, s made up of 7 negro citizens and 21 white citizens of Arlington. On November 8 , the Integration Committee unanimously approved a tentative statement, which was later officially adopted by the Arlington School Board to be presented in Rich mn. od The statement from the Arlington School Board is as follows; "The Arlington County Board o Supervisors referred to the Arlington f School Board the invitation to appear before your Commission. As chairman of this School Board and on i behalf, we respectfully submit t you the follow ts o ing recommendation: "First: W believe that the system o public education in t e Common e f h wealth o Virginia should continue to be maintained and supported and the com f pulsory school attendance laws o t e st t should be continued i force. f h ae n "Second: During the present interim period, before t e final decrees h o t e Supreme Court directing how t e integration decision i to b put into f h h s e effect, we ask the Commission to urge that calmness and restraint prevail i all n acts and statements by citizens, in all official acts and statements, and partic ularly i any legislative action by t e Commonwealth of Virginia concerning the n h matter o integration of t races i the public schools. f he n "Third: We urge that local school boards be given maximum latitude a to the methods t be used to carry o t the decrees o t Supreme Court s o u f he within the framework o t e law of t e Commonwealth of Virginia. f h h "Fourth: As we have faith in our American form of government and its provisions for due process of law, i i the prayer of this Board that recom t s mendations made by the Governor's Commission after the final decrees o the f Supreme Court have been entered, b legally consistent with such decrees." e VIRGINIA FILES BRIEF IN INTEGRATION CASE Monday, November 15, was the deadline for the filing of briefs i n the Supreme C ourt school integration cases. Virginia's brief said in part: "Education now follows o e pattern in n t e State; a plan for local variation must be devised. Time is needed for the h preparation of such a plan; without such a plan Virginia's schools may be closed." Seven states and the District o Columbia filed briefs in t e case. f h The Washington Post and Times-Herald summarized the briefs as follows: "The District brief said no further court action is necessary since school integration will be completed here by next September. Kansas said major steps have been taken toward integration and more are planned next year. Virginia, South Carolina and Delaware begged for time. Delaware said a significant percentage of people in parts of the state are not ready to accept integration. Virginia said local authorities must work out individual plans. South Carolina said courts cannot command adoption o affirmative solutions." f �-3PTA COUNCIL EXECUTIVE COMMITTEE ACTS The executive committee of the Arlington County Council of ParentTeacher Associations on November 3 unanimously passed a resolution asking that Governor Stanley and the Commission on Public Education preserve the public schools of Virginia, maintain the compulsory attendance laws, and per mit local autonomy in carrying out the spirit of the Supreme Court decrees. COUNTY BOARD ASKS STATE UNIFORMITY The Arlington County Board on November 27 unanimously passed a reso lution urging the Virginia Commission on Public Education to take the follow ing stand regarding the Supreme Court integration decrees 1. That the Commission be urged to pursue a course which will continue to preserve state's rights. 2. That any plan finally adopted be uniform throughout the state. George M. Rowzee, Sr., who introduced the resolution, explained that the purpose of the request for state uniformity is to eliminate confusion on the part of persons who are considering moving to Virginia. Wesley W . Cooper, in discussing the County Board resolution, mentioned , that it expresses a viewpoint different from that of the School Board resolu tion on the same matter. As reported in The Arlington Sun, Mr. Cooper said he did not oppose Mr. Rowzee's motion but that he "wondered whether a statement should be made at all if it does not represent the people of the county." Alvin F. Kimel said he agreed with Mr. Cooper that the resolution of the County Board "is not as meaningful until the concensus of the people is determined, but that it is policy of the Board." ATTORNEY GENERAL'S STAND United States Attorney General Brownell last week filed a brief for the Department of Justice, giving that department's views on integration. His recommendations, as summarized by The Washington Star, are: "The Supreme Court should direct inferior Federal courts to supervise integration in their districts. "Lower courts should order local school officials to submit integration plans within 90 days. "The courts should hold hearings to determine if the plans submitted will integrate the schools as quickly and smoothly as possible. "The lower courts should modify the plans if necessary and then order them executed by the earliest practicable date. "Progress reports should be submitted periodically by the school officials. �- k "If no plan for integration is drawn by local school officials3 the local court should order integration to he accomplished at the beginning of the next school term." In commenting on the Department of Justice recommendations, the Attorney General said that segregation must be abandoned, "as quickly as feasible, regardless of how much it may be favored by some people in the community." ARLINGTON LEGISLATORS AT STATE HEARING All four of Arlington6s representatives to the State Assembly had a part in the hearing at Richmond November 15 on the Supreme Court ruling against racial segregation in the public schools. State Senator Charles R . Fenwick and Delegate J. Maynard Magruder . are members of the Governor's Commission on Public Education which held the hearing. Delegate Harrison Mann submitted to Chairman Gray of the Commission the results of a survey which he took "to obtain a cross-section of opinion of the electorate in Arlington County on the segregation problem." He re ported that he sent out just over 1,000 requests for views and suggestions on the problem. In his letter, dated November 11, 195^* he reports: "To date there have been lj,b replies, by mail, telephone, and personal contact, or approximately i y % of those written to. The responses are still coming in at the rate of 10 to 15 a day. These are divided as follows: 63 did not favor integration in % any form if it could possibly be avoided; 26 favored integra % tion, either immediately or by positive steps to institute it gradually. In 1 1 % of the responses it was not possible to ac curately determine the views of the writer. "Various suggestions were made. Quite a number of the people remarked that if the races were left alone, the vast majority of each would prefer to go to school with members of their own race. A significant number of those who favored integration suggested that it be started gradually in the first grades and worked out over a period of time. Those who opposed integration made various suggestions centered on a three-school system (for white students, negro students and integrated) and repeal of the compulsory school laws. Only a very small percentage advocated abolishing the public school system." Delegate Kathryn H. Stone asked for careful study of the problem "in the best tradition of a Christian and liberty-loving people whose basic tenet is respect for the individual person." "The present position of our school board, which I share", Mrs. Stone said,"is that no step should be contemplated by your Commission which would impair the great progress made in Virginia under the Constitutional guarantee of free public education and the compulsory school attendance law. �- 5Further, that the possibility of integration is one which must be worked out locally, as the facts and public opinion support first steps* The success ful conduct of a sound program of public education rests, in the final analy sis, upon the community and its duly constituted school board* What may be workable in one community may be impractical in another.. We believe that no blanket, State-wide prescription can meet the issue posed* "As we await the final decrees of the Supreme Court on implementation of its decision, may we strengthen our deep resolution on the importance of good public education to the life of our Constitutional democracy; may we bear in mind the great differences among our communities which will require, I think, local answers to local situations, and may we firmly resolve to make our answers consonant with the decision of our highest tribunal." DIFFERING VIEWS AT RICHMOND A detailed report of the hearing in Richmond on November 15 was printed by the Richmond Times-Dispatch* The following excerpts from this account summarize some of the views presented; "Set up what amounts to a triple, in place of the present dual, school system by retaining separate schools for whites and Negroes and adding mixed schools for those wishing to attend integrated classes * "In effect, abolish the public schools and turn education over to private school corporations. "Repeal or amend the compulsory attendance law and the State Constitution's provision requiring the General Assembly to maintain free public schools. "Several middle-of-the-road speakers voiced strong opposition to weakening the constitutional requirement, but v/ould revise the. attendance law so no child would be forced into mixed classes. "Pro-integration plans ranged from the do-it-now type to a grad ual approach of beginning in the lowest grades and working up over a period of years* "Ministers and church groups generally offered mild but firm appeals urging the commission to find a way to conform with, rather than try to circumvent, the court's ruling." THE PRESIDENT COMMENTS President Eisenhower commented on the integration question at a press conference on November 2 3 . As reported by the newspapers, "The President said he believed the Supreme Court would avoid any arbitrary order on the integration process and weigh practical problems and deep-seated emotions involved* He remarked that the court might try to devise a way to bring about de-segregation under some form of decentralized process." � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Second Issue, Facts Concerning Segregation and Integration, Issued by the Arlington, Virginia, Public Schools, December 1954 Description An account of the resource Second issue of the Arlington Public Schools' fact sheet. Sections include the postponement of Supreme Court Arguments; the Arlington School Board's Statement at a public hearing in Richmond; a brief Virginia filed in an integration case; the PTA council executive committee; the US Attorney General's stand; differing views at Richmond; and President Eisenhower's comments. 5 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington Public Schools 1954-12 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 19_6_1_1_4 https://projectdaps.org/files/original/a520009b51f44e2a77a71fe564ce07fb.pdf 59228b05f9e4af39f1129fcae530b774 PDF Text Text Suggestions tar Arousing Jntrrrst in the HCinitergartru / c u r io s it y Is the Root ot Most Mischief but of edl KNOW! EDGE THE KINDERGARTEN Through Vise Guidance and Use of Suitable Materials, Changes Idle Curiosity into Observation Concentration Industry Manual Skill Artistic Sense ... . J National JCinbergarten ASSoriation fl H e a t y n r l i f t h & tre p t. N rtn f o r k . N . 5- �lioto to Struct a JCmbergarltn Even in a city where little is known of the kindergarten, one enthusiastic worker can arouse the whole community. Often boards of education are willing to establish kindergartens if there is sufficient demand on the part of parents. With this in mind, a petition signed by the parents of at least 25 children of kindergarten age. asking for the establishment of a public kindergarten, should be presented to the board of education. Additional signatures of influential citizens are desirable. If the petition does not receive favorable consideration, a meeting should be called, and a society organized with the two-fold purpose of establishing a demonstration kindergarten, and arousing interest in the subject of public school kindergartens. The board of directors and officers should con sist of the leading citizens of the commu nity, including the mayor and representatives of women's clubs and Parent-Teacher Asso ciations. As the value of public opinion cannot be over-estimated, it is important to secure the support of the editor of the best local paper. Ask him to cooperate in your work for little children, submit to him interesting local news items dealing with the subject and provide him with the articles on Home Education mentioned on the last page. Committees should provide for kindergarten lectures and cooper ate in stimulating public interest by giving entertainments and by taking visitors to kin dergartens in communities maintaining them. Representative women should be enthused, and they should plead with the school board and the local politicians for the establish ment of kindergartens. The interest and co operation of first-grade teachers is another important asset. Most teachers prefer the child with kindergarten experiences. Songs and games have developed cooperation and adapt ability, imagination has been stimulated, and a sense of form, color and outline developed. This helps the child later in number work, writing and reading. It is desirable to choose a large, light, airy room for the kindergarten, preferably in a public school building where the work may be observed by the members of the board of education and by the grade teachers. The success of the work depends largely upon the individuality, ability and training of the kindergarten teacher. It is important to engage a graduate of a two years’ course of kindergarten training in a recognized institution of learning. After the kindergarten has demonstrated its value, the parents should again petition the board of education to incorporate it as a part of the public school system. REM EM BER TH A T T H E CHILD W H O RECEIVES K INDERGARTEN EDUCATION HAS AN ASSET FOR L IF E ; T H E CH ILD D EPR IV E D IS NOT G ETTING A FA IR DEAL. The following letter may suggest to you a means of securing a kindergarten. Every effort to give little children the advantages of kindergarten experiences is distinctly worth while. “In answer to your inquiry, we have had two years of very successful kindergarten work. We had some trouble to finance our deal. Perhaps we need more public senti ment. We can find barely 25 children to go, in our village of 1,400, and the public school here is crowded to the limit. “We call ours a Community Kindergarten. We have a board of 20 to 25 women who support the kindergarten. This includes a number of mothers who are sending children and are glad to pay $1.00 per week. The others are interested women who pay $25.00 �or $50.00 as a yearly gift. Then the board has to give a home talent play and food sale and movie benefit or tag day to finish up. “We have a house-to-house canvass and get every child between 4 and 6 years and let mothers, not on the board, give as little or as much as they wish. I should not fail to say that our Federation of Clubs furnishes the use of their rooms, with light, heat and ianitor service, at almost no cost to us. We bought our main equipment, tables, chairs, blocks, etc., with $150.00, the proceeds of a home talent play.” The letter below shows one instance of what the weekly articles on child development have accomplished. W IL L YOU NOT ASK YOUR ED ITO R TO P R IN T TH EM IN YOUR LOCAL PA PER REGULARLY? The National Kindergarten Association will furnish them to him free at his request. “I am happy to state that public opinion here on the kindergarten question, which has been so ably advocated in your weekly articles appearing in the local ‘Bulletin’, has at last compelled action on the part of our Board of Education. “Last February, two kindergartens were started in schools located in the poorer sec tions of the city. These were filled to ca pacity from the start. “Next month two more kindergartens will be started in other sections. In the course of a year or two we hope to see one es tablished in every public school in the city.” The National Kindergarten Association will gladly cooperate with those working to secure kindergartens, under trained kin dergarten teachers, by furnishing articles for the press, a program and material for meet ings, and a moderate supply of publicity leaflets free of charge. Colored posters, also, may be borrowed or purchased. w � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Suggestions for Arousing Interest in the Kindergarten Description An account of the resource Pamphlet advocating for the establishment of public kindergartens. Published by the National Kindergarten Association. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Kindergarten Association 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 19_6_1_1_2 https://projectdaps.org/files/original/63a8d9b2fe8fd1a4f1b328f32aa30167.pdf fdfb84095f98cee39ae59a0db6e8c9bb PDF Text Text SEPARATE SCHOOLS AND BETTER RACE RELATIONS Suggestions and Solutions �SEPARATE SCHOOLS AND BETTER RACE RELATIONS Suggestions and Solutions �COPYRIGHT 1954 BY LETTER FROM A FRIEND OF NEGROES T. F. EPES Permission is hereby given to newspapers and periodicals to reproduce passages for purpose of review, with credit to author. Written permission may be obtained to reprint Parts I and II in part or in whole. P. 0. Box 2309 Richmond, Va. Integrating public schools and race relations are tied together. The author has rightly suggested that cool-headed people in both races must handle these two problems as one, and at the same time. Viewpoints and arguments are presented logically, concisely, and clearly. Nothing so complete for the guidance of school personnel, negroes, and whites has been published. C. H. Stephens �FINDING A JUST SOLUTION (Introduction) The purpose of this booklet is to unite Christian Negroes and Christian white people in a just plan for education of Negroes, and to adopt a basis for permanent improvement in race relations. When the W Between the States started, my grandfathers Epes ar and Robinson each possessed over 3,000 acres of land. Like other planters they were destitute after the war. However, my grandfather Epes received in 1863 $8,000 in gold from England, being proceeds from sale of cotton which escaped the blockade. I was reared with Negroes, understand and love them. Due to tradition and experience, conditions in the South are familiar to me. It would be difficult for one person to collect and verify without assistance, the information shown herein. Acknowledgment with appreciation is made for suggestions and viewpoints received from many people. I am retired under the Federal Reserve Bank Pension System and now engaged in church and civic work. Profit, if any from this booklet, will be reinvested in this work. If white people and Negroes do not invest common sense, love, and Christianity in race relations, our future will be dismal. T. F. E. - 5- �PART S (P ages 8 Through 20) �(1) SEPARATE OR MIXED PUBLIC SCHOOLS There has been much confusion and grave tension in the South since the Supreme Court ruled that separate schools with equal facilities were unconstitutional. This booklet gives the viewpoint of conservative, liberal, and radical groups regarding separate and mixed schools. It also includes the ideas of many experienced people and unusual in formation which has not been published. You can analyze and decide for yourself which plan is best. (2) (e) Many people believe that one of the. big benefits derived from separate schools is the fact that Negro and white children are kept apart until they are matured and are prepared to asso ciate without friction. W do you think? hat (f) The majority of Negroes prefer separate schools if they are equal, but do not feel free to express themselves. (g) Close friendships have existed between white people and Negroes for many years. They have been through troubles, hard ships and poverty together. Severe disagreement over education and racial problems can be avoided as shown herein. (3) (a) THROUGH (g) WILL GIVE AN IDEA OF CONTENTS LE T IT BE SAID AT THE START (a) People have different views. Some think mixed schools in the South will result in mixed marriages; some think mixed marriages are proper. Some think mixed schools will increase racial dissension; some think they have more advantages than disadvantages. Some people think that mixed schools are unadvoidable, because the Supreme Court ruled against separate schools. Some believe that mixed schools will start a race war. A great number of people believe that separate schools with equal facilities should have a fair trial. W hat do you think should be done? This booklet will help you make decisions. (a) There are many angles to mixed and separate schools in the South. Due ‘to complications, politics and propaganda, the majority of people in both races are confused. This booklet is intended mainly for confused people who seek a just solution for the benefit of both races. (b) Many millions have been spent to provide equal facilities for Negro schools, and leaders in both races are determined that such facilities will be maintained. It is inconceivable that any agency can or will force Southern States to adopt mixed schools, before giving equal schools a fair trial. Various viewpoints on schools and race relations are shown herein. (c) You will not agree with some of the criticisms, statements and conclusions. However, you will have the benefit of a rather complete list of problems, approaches and suggestions. This will help you to find solutions. (c) If mixed schools are compulsory and pupils attend schools nearest their residences, many Negroes will buy or rent homes in the white residential districts. This could put an end to white districts and destroy real estate values, creating an unsatis factory situation for both races. (d) It is believed that good Negroes and .good whites in the South will join forces, which is the main proposal of this book let. They will have to overcome power-mad politicians, Com munistic activities, and propaganda organizations- as well as hot-headed people in both races. (b) Many good citizens feel that they are helpless to assist in a solution. They are resigned to whatever happens. This is alarming, since it is the duty of Southern people in both races to decide be tween mixed and separate schools, or at least demand that equal schools receive a fair trial. (4) A SERIOUS MISTAKE MUST BE CORRECTED The Supreme Court and all of us have made a serious mistake in using incorrectly the term “segregated schools” in place of _“ separate -schools.” Many Negroes feel that the word SEGREGATION tends to creat an inferiority complex. Separate sch ools adopted for the benefit of both races, not to reflect upon Negroes; and Negroes are not segregated any more than white people. Therefore, we should never use the term “ segregated schools” in place of “separate schools.” �This gives the wrong impression; it is a mistake in the choice of words; it gives partisan leaders unfair propaganda. This is the opinion of friendly white people who are trying to advance the Negro race. This mistake must be corrected. Furthermore, Negroes will be less humiliated in separate than in mixed schools, as shown in the next topic. (5) realize that the safety and integrity of both races are at stake— never forget this fact. and Mixed public schools in the South will do more than all else to intermingle and amalgamate the two races. In some instances it will induce mixed marriages; in other instances, it will increase racial dissension; and it is the wrong way to make Negroes proud of their race. It is not reasonable to assume that mixed schools are desirable at this time. MIXED SCHOOLS WILL CAUSE PAINFUL HUMILIATION Painful and genuine segregation resulting from self-grouping by pupils in mixed schools in and out of the classroom will prove much more humiliating to Negroes than separate schools. Segregation from self-grouping will increase the inferiority complex which advocates of mixed schools are attempting to relieve. Advocates should Stop, Look, and Listen. No court or school regulation can prevent segregation by groups. People of different races cannot be forced to associate with each other against their wishes. Separate schools will be more satisfactory and pleasing to Negroes than mixed schools. (6) ARE MIXED SCHOOLS DESIRABLE AT THIS TIME? Mixed schools will result in mixed marriages; mixed marriages will produce mixed breeds. According to history and the Bible, the mixing of races has contributed to the decay of civiliza tions. It is claimed by some that mixed schools have not caused mixed marriages in the North and West. The reason is plain--a few Negroes in public schools in any section is not disadvantageous, and should not cause mixed marriages or other problems. Let’s be very clear on this point: Where the Negro population is small there is no reason for operating separate schools for any purpose anywhere. W Negroes are better educated and placed in close proximity hen to whites, there will be many mixed marriages. You cannot devise a system which will control love marriages or sex prac tices. If you know the South and world history, you will - 10 - (7) IS MIXED SCHOOLS A DANGEROUS EXPERIMENT? Mixed schools could be a dangerous experiment, since the public school system would suffer severely if plans for private schools are developed. But the damage to public education is small in comparison with racial dissension which could explode in mixed schools. Racial dissension is high. Trial and error methods must not be used. The information contained in these pages and else where will permit impartial leaders to decide on the danger and the problems caused by mixed schools. It is certainly practical to make an analysis, thus avoid blundering. (8) NEGROES PREFER SEPARATE SCHOOLS Over the world, people of each race prefer to be together, and the majority of Negroes prefer separate schools if facilities are equal. However, they seldom express openly such a preference, because this will make them unpopular with their own people, and it is contrary to extreme partisan propaganda. The fact that Negroes hesitate to express a preference for separate schools with equal facilities has unfairly assisted the advocates of mixed schools. W hen Negro parents express their convictions free from pressure, it will be helpful. - 11- �(9) A NEW APPROACH Extreme views of partisan leaders have divided confused people into two camps. This is wrong, because each camp includes good people, conservative people., a^.d radical people. It gives evil forces and Communists a perfect setup: Confusion, division, and representatives in both camps. The good Negroes and good white people must unite in one camp and plan a just settlement. Uniting the good people in both races is a new approach, which is shown and emphasized through out this booklet. (10) THE DANGEROUS ADVOCATES OF MIXED SCHOOLS The dangerous advocates of mixed schools are Negro and white politicians. Mixed schools are supported strongly and strangely by Communistic and subversive organizations. Communists and left wing forces are exploiting this race issue to the hilt in order to foment strife and turmoil. Deep-thinking white and Negro people must investigate and stop dangerous and subversive activities. (11) WRONGLY USED TERMS PROVIDE DECEITFUL PROPAGANDA Both races must use fair methods. Many approaches and tech niques used by partisan Negro leaders are not justified. In seeking objectives and complaining of treatment, they often use such expressions as: Segregation, inequality, inferiority complex, secondclass citizenship, justice for minority groups, and discrimination due to race, creed and color. These expressions are good, but frequently twisted into cunning propaganda to obtain sympathy and to gain objectives. This tech nique is powerful. It creates the impression that Negroes, in the year 1954, are very much oppressed, and that white people are the oppressors. Wrongly used terms are bad. The prospects confronting Negroes are good. Intelligent Negroes appreciate efforts made for the betterment of their race, and they dislike deceitful propaganda. White people who are cooperating with Negroes are displeased at such unfair methods. (12) WILL NEGROES RESPECT RIGHTS OF WHITE PEOPLE? Better education and greater benefits already provided show that the rights and wishes of Negroes are respected. Will Negroes respect the rights and wishes of white people? The belligerent demands of many Negroes and their powerful propaganda organizations have disturbed and offended white people. If white people prefer to have their own schools, residential districts, hospitals, hotels, eating and rooming places, will Negroes respect these rights, or will they re fuse, saying: "We will not permit white people to separate themselves from us, because the Supreme Court says it is un constitutional; and because Negroes must intermingle with white people to keep them from developing an inferiority com plex.” When Negro leaders refuse to consider the rights of white people, they place the Negro race in an unreasonable position. Intelligent Negroes should speak up against extremists, though they are told to keep their mouths closed. Fearless leadership is needed. Negroes are on top in regard to gaining better education and greater benefits. Unless Negroes show that the rights of white people will be considered, sympathy, gifts and assistance will cease. Lack of consideration could cause a race war. Good Negroes and good white people must stand together against extremists. ' (13) THE SUPREME COURT Several times the Supreme Court and other Courts have stated that separate schools for the two races were legal. The Supreme Court in 1896 ruled that separate transportation with equal facilities for the races was constitutional. The Court �on May 17, 1954 ruled that separate schools with equal facili ties were unconstitutional, which is inconsistent with other rulings. Many lawyers think the recent ruling was a miscarriage of justice. Many people believe the decision was an error, and it cannot be enforced without an amendment to the Constitu tion. The ineffective law which regulated the sale of whiskey and the repeal of this law show that is is impractical to legislate customs, morals, and preferences. Mixed schools could end in turmoil. People fear that compulsory mixed schools under the Court’s decree will usurp the rights of States and individuals, and that the ruling gives the Federal Government too much control over business and social activities of free people. Concen trating power in the Federal Government is the first step to Communism and to a dictator. This is alarming. In any event, would it not be wise to give separate schools with equal facilities a fair trial before installing mixed schools? A fair test has not been made. 0 4 ) SOUTHERN STATES MUST DECIDE NOW The social and sex behavior of small and large children must be directed in mixed schools in the South. Should we teach Negro and white children to mingle freely and socialize together in and out of classrooms as they prefer, or according to race? This question must be answered, not ignored by parents and school authorities. Many people have said that "children will handle these problems all right as they arise.” This is absolutely untrue. Before anyone can decide anything, someone must prepare blue prints showing policy and procedure in mixed schools which children, parents, teachers and school authorities will follow at every step. Half-baked plans must not be used. Advocates should provide written instructions showing how mixed schools will be operated. This has not been done. T he experience and advantage o f separate schoo ls can be seen. When b lu e p rin ts fo r m ixed sc hoo ls are provided you w i ll be able - 14 - to make a comparison and see whether mixed schools are practical. It is unwise to wait until the Supreme Court speaks again before making a definite decision. If mixed schools are not desirable, now is the time for State Governments to make plans for separate schools which will be legal and constitutional. Nothing should be done to offend the Supreme Court. (15) CONFUSION - CONFUSION - CONFUSION Recently, the Supreme Court ruled that separate schools were unconstitutional, and stated that in the fall it would hear arguments from the parties involved on the best method to carry out the Court’s decision. Until some workable plan is pre sented, school and state authorities as well as parents, pupils and teachers will be confused and terrified. The authorities of some states are urging legislation which will result in retaining separate schools for White children. M any believe tKe~^¥t~metHoH” is to give the various States authority to decidfe between separate andjmixed schooUjLOL_each locality. jTKe~Tutiire~~oT~~puSIic school efficiency and proper race relations are at stake. Prior to the Court’s decision, advocates of mixed schools should have prepared plans and blueprints which will insure success and prevent discord. No such blueprints have been released. Advocates of mixed schools are accepting huge re sponsibility. If equal schools are given a fair trial, it could result in bringing a satisfactory solution. (16) WASHINGTON, D. C. WILL START MIXED SCHOOLS The City of Washington has decided to start integration of schools. The change may appear to be a success, because the U. S. Army and the large Washington police force will be on hand to overcome opposition. Such powerful assistance will not be available in the South. The above fact is mentioned, since many advocates will con clude that mixed schools everywhere will meet with the same reception as schools in Washington. Adequate assistance is - 15 - �not available elsewhere and it would be a mistake to think that mixed schools will be easy to install in Southern States. (17) SUPERIOR TRAITS This booklet would be incomplete without calling attention to the superior traits of Negroes. They are most efficient and successful in dancing, music, athletics, nursing and many other achievements. They are kinder than most races to children and old people. They are the happiest people in the world. They have shown character, especially in resisting Communism and on the battlefield. They have produced outstanding leaders: Booker T. Washington, George Washington Carver and others. Their wonderful progress since 1865 is due largely to such leaders, of whom they are justly proud. The white, yellow and black races are desperately in need of leadership. (18) ments to be obtained for mankind. This must be done with God’s guidance by Christian leaders in both races. Negroes have more substantial backing now than ever before. The intelligent leaders in both races know where to place benefits and responsibilities. These people— politicians or radicals— not must lead the way, must find the right solution, which is justice to all; hate to no one; and the opportunity to go forward. Christianity and religion will do much to settle racial differences but we must not expect these forces to do the whole job. God will not do the part which man should do. Leadership and un selfish support are lacking. Only Southern people and those who have their hearts in helping the Negro race can appreciate the deep devotion between white people and Negroes. This devotion and understanding can and should unite the good people in both races for a satisfactory solution, which is the major proposal of this booklet. BETTER RELATIONS BETWEEN RACES Hate and emphasis on racial differences will destroy every plan and effort to build a better world. In facing the present situation^ nothing can be more effective than a consolidated^movernent^meaning the good people in both races must^stand together in order to settle racial discord. Confusion, vile politics and propaganda have given many people the wrong impression of support and friendship— more white peo ple are interested in the advancement and fair treatment of Negroes than politicians and subversive forces lead the public to believe. This misunderstanding must stop. The quick remedy is less inflammatory talk, more constructive action, and our determination to block selfish leaders. Many prominent leaders will be somewhat disappointed because their remedies are not mentioned at this juncture, which would only invite fruitless discussion. People cannot put a roof on a building until the foundation is laid. Bringing the good people together is the first step. The next step is to outline the rights, benefits and improve Some years ago, Negroes made a request for Negro teachers and later for Negro principals, claiming that they could do a better job because of a better understanding of their own people. The change was successful. In like manner, white children are benefited by having white teachers. This indicates that separate schools are better for both races. Furthermore, it is certain that effective teaching can not and does not occur unless the relationship of teacher, pupil, and parent is characterized by mutual affection and acceptance. It is equally certain that, at the present time, a large majority of the whites and Negroes in the South do not accept each other in a manner which creates a relationship essential to sound instruction and effective learning. It follows logically that the quality of instruction and learning would deteriorate if whites or Negroes taught mixed classes. Any damage to the fundamental and intellectual development of pupils must be considered seriously. - 17 - �Even in the North and West, few Negro teachers are employed in mixed schools, except the schools attended by a small number of white pupils. By the same token, mixed schools in the South will eliminate many Negro teachers. This will injure the public school system. In addition, mixed schools will set a pattern and pave the way for closing Negro universities and other Negro activities. It must be stated further that neither the whites nor the Negroes in the South are prepared for a sudden change. No plan, no method, no technique will do more than separate but equal schools to find a solution satisfactory to both races. Moreover, it is a mistake to assume that we can control by legislation the customs, feelings and preferences of individuals within both races. The above topic is of great importance. (20) HIGHLIGHTS OF WHAT YOU HAVE READ separate schools with equal facilities. This applies to the South--think, study, analyze. This booklet is like a showcase, displaying many viewpoints. It shows problems, difficulties, approaches and suggestions. This complete list will help people reach a decision, which is the responsibility of public officials, parents, and citizens. (21) IN CONCLUSION IF YOU FORGET ALL ELSE, REMEMBER THIS BOOKLET ADVOCATES AND EMPHASIZES TW MAJOR POINTS: FIRST, O SEPARATE SCHOOLS W ITH EQUAL FACILITIES SHOULD HAVE A FAIR TRIAL BEFORE ADOPTING MIXED SCHOOLS. SECOND, THE GOOD WHITE PEOPLE AND THE GOOD NEGROES MUST UNITE AND PROVIDE PLANS FOR PERMA NENT IMPROVEMENT IN RACE RELATIONS. At this moment, August 20, 1954, there is nothing definite, only confusion in regard to the future status of public schools in the South. Racial dissension is feared by both whites and Negroes. You will ask: W can I do? If you believe that equal schools hat should have a fair trial, write to your government and public school officials— not stir up racial discord. Pray for God’s do guidance. Advocates of mixed schools are moving rapidly, assisted by en thusiastic leaders and pwerful propaganda organizations. They say only mixed schools will provide justice for Negroes. These leaders intend to have mixed schools regardless of the wishes of white people and many Negroes; but they believe that both races will be satisfied after they become accustomed to the change. (a) Powerful propaganda and our enthusiasm to help the Negro race have induced many people to believe that mixed schools should be installed- at an early date. Only a common-sense study of problems and future developments will enable anyone to predict the time or the outcome. If this is a dangerous, unwise or Communistic movement, it should be opposed. If mixed schools will be beneficial, the plan should be adopted. (b) Suggestions from advocates of equal schools are requested. (c) Those who are interested in giving separate schools a fair trial should have a clear understanding of the benefits of this booklet to them. If it is placed in the hands of people, this will create public sentiment for giving equal schools a fair trial. Advocates of separate schools with equal facilities believe that mixed schools are not desirable, and do not conform to God’s plan. They are now looking for a proper solution and taking steps to install separate schools which will be legal and constitutional. They believe that separate schools will benefit both races. The two paragraphs above refer to proper schools; now we come to proper race relations (for details see topic No. 18). Nothing will do more to stir up race dissension than mixed schools. Nothing will do more to provide better race relations than (22) NOTE �(d) IN ANY EVENT, IT W ILL SOFTEN THE DEMAND FOR IMMEDIATE INTEGRATION. THIS W ILL ALSO POINT THE W AY TO SOLVING INTEGRATION PROBLEMS, IF AND WHEN THEY COME. ADVOCATES OF SEPARATE SCHOOLS SHOULD MAKE IT THEIR BUSINESS TO DISTRIBUTE THIS BOOKLET. (e) People fear that Satan and Communists are using dissen sion and crime to destroy our civilization. Part I of this booklet shows the amazing movement to stir up racial dissension. Part II shows "What Churches Can Do For Juvenile Delinquency” in a practical way. Will our con secrated leaders adopt common-sense solutions? 8/20/54 T . F . E. PART II -2 0- �THE REASON FOR PART II Racial dissension and juvenile delinquency are the two most dangerous problems in the world today— and they are twin bro thers. These two problems must be considered together and by the same people. For this reason, PART II has been included in this booklet. sters, especially by taking them or by encouraging them to go to Sunday School, religious services and church entertainments. (c) Some members would enlist with the Department of Evangel ism in their church, then carry God into these homes where religion is sorely needed. Juvenile delinquency starts in the home. These young people lack love and security. They want to know that someone cares. WHAT CHURCHES CAN DO FOR JUVENILE DELINQUENCY The activities now carried on by social workers and welfare agencies were handled previously through churches. This change has spoiled church people. Failure in this work is due largely to overloading the agencies. Local churches have not accepted the responsibility of juvenile delinquency as a membership project or program, though a few churches are maintaining mission centers in slum areas. The arrangement suggested herein very properly leaves juvenile delinquency and welfare in a separate field within the church. This will benefit the church and church members. Probation officers, social workers and other agencies are at tempting an almost impossible job. They have too much work, and are retarded by inadequate playgrounds and a lack of other necessary facilities. But no one has placed a simple and uniform plan in the hands of church members, showing what to do and how to do it. A UNIFORM PLAN FOR ALL CHURCHES (a) (b) Selected members would act as sponsors for their church, and undertake to help boys and girls who may be placed on probation by courts. Sponsors would not take charge of the individuals but would attempt to establish a friendly relationship, and then guide these young people on a safe course. Church members have no other responsibility since the children remain in their homes or in a home provided by the court. Many members would serve as assistant sponsors. They could help by exerting a good influence over these young WHAT UNTRAINED WORKERS SHOULD KNOW Co-operation between organizations and co-ordinating the ef forts of individuals have received little attention; therefore, helpful information is given below. This complete picture will lead to a better understanding and will be especially helpful to untrained members. 1. The immediate purpose of probation is to prevent these youngsters from serving prison sentences. Assistance from church members will make present probation a greater success, and it will increase the number on probation. Only churches have a sufficienr force to provide this help. 2. It is necessary for church people to understand what not to do, and to know what they can do and how to do it. 3. Only Judges and probation officers can handle certain cases— mental disorders, criminal tendencies, diseases and sex com plexes, but there are other cases which are less difficult. 4. The less difficult are cases where unfortunate circumstances or ignorance on the part of youngsters has brought them into trouble. Such cases should be accepted by church people. 5. Church members should rely upon the professionals for advice in selecting and in attempting to help chese youngsters. But there should be a directing head in each church or com munity to give simple advice without unduly disturbing pro fessionals. (Professionals are the Probation Officers and Welfare Workers.) This will increase the efficiency of church people and prove beneficial to all concerned. �6. Spiritual and material needs in the homes of unfortunate people must be met. This creates an immense amount of detail and follow-up work. Since probation officers and welfare workers are overloaded, church people can take over problems which come within their sphere of activity. This teamwork will achieve results. 7. As Welfare Agencies and Crime Prevention Bureaus, also Protestant, Catholic, Jewish and other organizations are engaged in this work, it is important that church people study and learn how to avoid duplication, bypass friction, and achieve the maximum co-operation everywhere. 8. The activities of church people should not be limited to young people alone. Older people are being discharged and paroled by courts, jails and penitentiaries. Church members can help these people to find jobs, and can encourage them to attend church and to lead better lives. You and I might be "in their shoes” except that Providence gave us better opportunities. A TRUE STORY The following is a true story of an incident which occurred some time ago in a Virginia city. This shows that church people can do the best work with cases where ignorance and unfortunate circumstances are responsible for juvenile delinquency. A church officer was in the Juvenile Court in behalf of a young man who had been arrested so many times it seemed necessary to send him to prison. The churchman, who was known to the Judge, explained that ignorance had caused most of the trouble, and then offered the facilities of his church. The Judge gladly accepted the offer and the churchman imnediately arranged for his minister to talk with the young man, The talk resulted in his agreeing to change his life and to rely on church influence for help. Members of the Bible Class were largely instrumental in saving this young man. Today, he is a church member and a valuable citizen. Church members can help unfortunate youth in many ways. SOME NECESSARY STEPS It is necessary that churches, Juvenile Courts and welfare agencies unite and publish in pamphlet form the details of "What Churches Can Do For Juvenile Delinquency.” Information and instructions for the pamphlet are contained in this outline and are available from court and welfare files. Probation and welfare officials must supply the approach, caution and sphere of activity for guidance of church members. It is important that each church set up a definite plan to do some welfare work, then advise the Juvenile Court that its request for assistance will have prompt attention, as illustrated in the true story above. WE ARE GOING BACKWARDS With some variations, this uniform plan for church members has been used for years by a few churches and by a few individuals. It could be in general use, but our church organizations are pitifully insufficient. Churches have not been effective in stopping world turmoil. Leadership is exceedingly rotten. W need better leaders, more e probation officers, more welfare workers, more playgrounds and more effective church management. When ninety-five million church people in America are organized efficiently, there will be workers and success. W must under e stand God’s plan, and halt world turnmoil. Remedies for Juvenile Delinquency and Major Crime are known, and they are available now. So much talk and so little action are ludicrous. Communist leaders are efficient; Christian leaders are inefficient. Let’s wake up and do a better job. O n ly churches have s u ffic ie n t o rg a n iz a tio n s and members to stop J u v e n ile D e lin quency. There is no other remedy. 8/20/54 THE END �C O P Y 1712 Walnut Street Philadelphia, Penna. January 16, 1877 Edward C. Robinson, Esq. Amelia C. H., Virginia Dear Sir: Your very kind letter of the 9th inst. has been received, and I reciprocate your wishes for a happy and prosperous New Year to yourself and family the coming season. I can also enter into your feelings of regret that your property did not relieve you from your entire obligations; you are not alone in this great andhumiliating disappointment, it appears to belong to the age, brought about by great error in statesmanship and national brotherhood: from present appearances, I fear we of the North have not yet received our full propor tion of punishment and ruin. I hope your intended change will be beneficial to your interest and that peace and tranquility may be restored to your family and self. Do not consider yourself under any obligations of a pecuniary nature to iqyself, had I been able to do so, as in the past, I would have attempted to relieve you and kept the homestead in your possession. I enclose your note cancelled, and to relieve your "amour propre", if you ever feel able, without infringing upon your obligations to the other members of your family, present the amount to your daughter, who is spending her love, youth and energy in Tennessee in an attempt to the best of her ability to relieve a kind parent from his embarrassment. Yours respectfully, Rathwell Wilson (This is a wonderful letter from a Yankee to a Rebel, ( q grandfather) showing great sympathy for and insight ry into problems of the South, largely the subject of this booklet.) - 26 - -27. �TO PEOPLE WHO OPPOSE MIXED SCHOOLS The word SEGREGATED is incorrectly and unwisely used in referring to separate schools. God did not segregate, but He separated races by placing them on different continents. There fore, people should move slowly in adopting mixed schools in the South. This booklet presents the facts, and it will create public sentiment for separate but equal schools. |f you boost distribu tion of booklet, you will have a powerful advance agent working for the success of your plans. I have neither the money nor organization to distribute the booklet. |f the demand is large it can and will be sold at less than 50^. At this time the price is: Single copy $1.00 or 3 for $2.00 (Postpaid) T . F. Epes P. 0 . Box 2309 Richmond 17, Virginia - 28 - N.B. It seems impossible for respectable people to under stand why problems relating to honest government, public schools, Juvenile Delinquency, alcohol, and sex immorality are so d ifficult. When we realize the power of communistic and subversive organizations we w ill recognize a big part of our stupidity. Why not wake up? �Will These S u g g e s t i o n s For Public S chool s a n d Crime P r o b le ms Help P e o p l e to Think C o r r e c t l y ? RE-READ - - STUDY - - ANALYZE � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Separate Schools and Better Race Relations, 1954 Description An account of the resource Booklet presenting a conservative, gradualist case for integrating public schools in the South and the need for the Christian Church to intervene in problems of juvenile delinquency. 17 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource T. F. Epes 1954 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 19_6_1_1_1 https://projectdaps.org/files/original/a1c6c773d8a0016b84477d537360f7b8.pdf cd7f388c6a4e9583d06ed266996f2610 PDF Text Text For Release after 3|3Q P. '. " I December 14* 1955 Extracts from the address of Delegate Robert Whitehead of Nelson Count/ made before the meeting of the CharlottesvUto Chapter of University Women, at CharlottesvUle, Va,, on Wednesday afternoon, Deceaber 14, 1955. SUBJECT: Shall there be a convention to revise and emend Section 141 of the Constitution of Virginia? I ahull briefly discuss some of the reasons both for and against the calling of a Constitutional Convention, which is the subject of the special election will be held on Monday. January 9, 1956. In doing so I express no opinion as how any person should cu3t i l or her vote. However, in view of the pressure campaigns now being ls waged by both the proponents and the opponents, I caution the voters to soberly view and carefully appraise the situation and to vote strictly according to the merits or demerits of the proposal. Come of the Reasons advanced in f v r of Having a C . y a f f ao. .onaUll A, The General Assembly of Virginia has for a number of yaare appropriated funds for ( ) the education of certain war orphans, ( ) the graduate aid program 1 2 for Negroes in out-of-state institutions of learning, ( ) the rehabilitation program 3 for physically handicapped persons, and ( ) the teacher scholarship program. The 4 effect of the November 7, 1955, declaion of the Supreme Court of Appeals of Virginia, was to invalidate all state appropriations for such purpose to the extent that the funds were being used in private institutions, though not in public institutions in Virginia. As a result, the sums due such private institutions or the students enrolled therein and not paid before November 7, 1955, cannot be paid, although such obligations were contracted in good faith by State officials. A revision of Section 141 is necessary in order to enable the State to make 3uch payments. This is a matter apart from the problems posed by the decisions of the Supreme Court of the United States in the school segregation decisions. B. The Amendment of Section 141 of our Constitution is necessary to enable the State of Virginia and her localities and the parents of children to cope with the problems presented by the decisions in the Prince Edward County case invoking segregation in the public free schools. The following reasons (among others) have been assigned for the foregoing! 1. The system of public education in Virginia is based on the segregation of races in the public free schools, as required by Section 140 of our constitution. In 1696 the Supreme Court of the U S. upheld the separate but equal doctrine as . applied to public schools. On the basis of that decision millions of dollars have been spent in Virginia in the erection of public free school buildings for the children of both races and the whole pattern of public education has been expanded on that base. The overruling by that court of that decision which had been the law for some 60 years and the invalidation of Section 140 of our Constitution has resulted in great confusion and resentment and has Imposed on many communities a system of public education that is obnoxious to a majority of the citlaene therein. �2. In man/ areas of Virginia where the Negro population is heavy, end in others where racial feeling is pronounced, the majority of the voters will not permit the appropriation of money to support a system of integrated schools to which they are deeply opposed, and they will not permit their children to attend them. As a consequence, in those localities if there is integration there will be no public education for the foreseeable future, which will result in a lack of educational opportunities for the children of both races if public assistance is not provided In the form of grants in aid. 3. In some areas the schools will be integrated, the majority of the people of Virginia are opposed to enforced Integration. Therefore, it is fair that parents who are unwilling to send their children to Integrated schools should receive tuition grants to assist in educating their children in non-ta£»grat*d schools. 4 . Too much emphasis is being placed upon "public" education. The goal should be the education of the children and not on the system in which the education is received. 5. Tuition grants for private education are necessary to prevent enforced integration, and, therefore, necessary to prevent the repeal or weakening of the compulsory attendance laws. 6 . Tuition grants far private education are necessary in certain areas with heavy Negro populations to supplement the pupil assignment program proposed by the Gray Commission. The assignment program will not do the job in areas in which whites and Negroes live in the same areas. 7. Public education will not be destroyed or undermined by the proposed revision of Section 141. The damage to public education in Virginia has already been done - done by the Supremo Court decisions. The purpose of the revision is to make possible the repair of the damage already done. 8 . The proposed revision does not touch h any way Section 129 of our Constitution which requires the General Assembly to establish and maintain on efficient system of public free schools throughout the State. That constitutional guarantee will not be vitiated in aay by the revision of Section 141. 9. The proposed revision expressly excluded secterion (church) schools from deriving benefit from tuition grants of public money, and therefore, maintains the traditional doctrine of separation of church and state. 10. The proposed revision of 141 does not require the General Assembly and the local governing bodies to appropriate public funds for tuition grants. It only authorises that to he done, and leaves the matter within the discretion of the elected representatives of the people. 11. Tuition granta for private schooling will ptrogLde local authorities with another tool to do the Job presented by the demands for enforce*, integration. �\ 1 2 . Mixing of white and colored pupils in school will result in songrelisation of the races, and in the exercise of its police power Virginia should do everything possible to prevent it. Tuition grants will be helpful in that connection. 13. The Gray Commission proposal for tuition grants is concrete and objective. Nothing better has been offered. lone of the reasons sdvanceiJgflinst iiaying-flJktnvcntioa 1, Tha decision of the Supreme Court construing the Constitution of the D. 3. is the supremo low of tola land and should be obeyed, iithout secession from the Union, Virginia cannot, and should not, attempt to defy the court o r to nullify its decisions. 2. The tuition grant proposal (which the revision will oaks possible) is nothing but a t effort to circumvent the decision and to do indirectly what cannot i be done directly. If thoro is public control of tuition grants of public money on either the state or local level, 3uch control will constitute "state action", and if such grants are used in racially segregated private schools, they will be illegal. 3. It is against a sound public policy for the State or a locality to appropriate and spend public money for private purposes. The public should hove control of the expenditure of public money. 4. Section 129 was placed in our Constitution to guarantee that there would be an efficient state-uldQ system of public free schools. To make it efficient, the framers of the Constitution realized that it had to be adequately financed. They recognized also that Virginia could not out of public funds support both a public school system and a private school system. They made a choice. It was in favor of the public system. Section 141 was adopted to make certain that the public school system would not be starved or weakened by reason of public appropriations of nubile money for private education (with soot mail exceptions). 5. To the extent that any public money is appropriated far private schooling to the same extent ptublic education is reduced and thereby weakened. Accordingly, the proposed amendment to Section 141 permitting public money to be uaed far private education does, to that extent, undermine Section 129. Section 189 Is the "thou shal't" conmandasat. Section 141 is the "thou ahel't not" onwnandmsat. The latter was fashioned for the protection of the former. 6 . The barrier between public money and private money should not be destroyed or lowered. As long as that barrier is up, wo do not have to f a - about public er money being uaed for sectarian education. If that barrier is removed, then there will remain, not two, but only ono barrier that prevents public money f e s being rs used for education of children in church schools. 7. The tuition grant program, if used to any appreciable extent, will increase the cost of education and will result in on increase in taxes. 8 . The Gray Comaiasion proposes ( ) a pupil assignment progrxc and (2) a 1 constitutional revision to permit the Assembly and local governing bodies to appropriate public funds for private education. The pupil assignment progren �- K- will reasonably do the job. If should be given a trial. If it works, a consti tutional revision will not be necessary. If it does not do the job, than will be the tine to try a constitutional revision. The cart has been put in front at tbs horse. 9 . The Supreme Court has not decreed compulsory integration. What it has done, and nothing mare, is to prohibit compulsory segregation. The effect and scope of its decisions are being exaggerated to frighten the people into taking on extreme step, and to amend in haste and in a state of excitement the organic law of Virginia, 10. It took the Gray Commission H months in secret sessions to coma up with its recommendations. It is now proposed that the people oust pass upon a major recommendation in the report in less than two months from the time the report wee nado piddle. The constitution should not be tampered with in thla precipitate manner. 11. It took 85 years to build i> a strong public free school system in q 'Virginia. It is now proposed to begin tearing it down in a matter of months. 1?.. The pool people and the middle class people are the greatest beneficiaries of our public school system. They will be the greatest losers when it is mangled and bled. They should look before they leap in this most important election. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Extracts from address of Delegate Robert Whitehead made before Charlottesville Chapter of University Women, December 14, 1955 Description An account of the resource Excerpts from address of Delegate Robert Whitehead made before Charlottesville Chapter of University Women, December 14, 1955. discussing reasons, pros and cons, for calling for a Constitutional Convention. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Robert Whitehead Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-14 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 19_5_2_1_66 https://projectdaps.org/files/original/33206b6c352579cba24cf4b303eec2ef.pdf edd40c2d0e1304e9a1a833889fef3e07 PDF Text Text Far Release nornine paper# Dee* 18* Statement of Delegate 1chert Whitehead of Welcoa County phonal to Associated (frese, . : dchcor»3, Virginia, on Saturday aftaraooa, Dceeaber 17, 1959, The Hovtnber 7, 1955, edition of the Sqprwe Court of Appeal* of Virginia bold unconstitutional, so far as education In prlrr.te institution* m concerned, oerteln legislation passed l r th* General W»a*Wy of Virginia, That legislation $ prodded sdvertiowa progress far! (l) oertaln mot prphana, (2) graduate aid far Hegroso in out-of-stats Institutions, (34 rehabilitation of tb* phyaiaally handicapped, c d ( ) toucher scholarship*, S t * of Udo legislation date* ba«k i o, to 1932. On tbo strength of appropriation* node b r the Asasnbly, State authorities catnr a cd into contract* (mu Invalidated by the court’ declaim*) to pay far the education t of caqy of our young eitisane in private lnrtituticna both vdthia and vlthoot Virgin!';, In none instances, the Institution* hove perform*! the acrvlcos bat hate not baon paid, n r cannot be peid unless ad until Section 141 of tie Virginia ri Constitution is saended. 'feeing, along vlth nearly all of the other r tu m 'sru of the Assn&ly, voted far appropriations far ths foregoing progress, It is ay duty, as I sse it, to do ay part to rake it posslUo for there contractual obligations to be peid, and thereby presarte inviolate the honor of Vlrgida, The pr poosd M udnsntn of Section 141 will nMk* that posuiUs, us ell as tuition grants for other edneetloMO. purposes. Accordingly, in the election of January 9, 1956, Z shall vote for the constitutional convention, Whatover be tho outcone of that election, I now serve botlce that I will labor unceasingly to preserve for the children of Virginia publio free s efahol e ueatioa in every oounty a d city of this State. Th# public Area school is the citadel of 20th century danocraey. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Robert Whitehead of Nelson County to Associated Press, December 17, 1955 Description An account of the resource Statement of Robert Whitehead of Nelson County to Associated Press, December 17, 1955 re decision of Virginia Supreme Court of Appeals that certain legislation passed by the General Assembly of Virginia re education in private institutions is unconstitutional with which Whitehead disagrees. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Robert Whitehead Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-17 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 19_5_2_1_65 https://projectdaps.org/files/original/dba2c23753ee056e02ef94af6287ac2a.pdf 4cc8b2c902cabe950a36fd38b7c55b00 PDF Text Text papers Dm . 23th. Statement of Delegate Robert Whitehead of kelson County. In a recent atateswnt Colgate W. Darden, Jr., President of the University of Virginia, called uponState leaderu for assurance that Vlrginb 'a public school system will be kept intact, do.public assurance, or nvthing like it, has been forthcoming and that is most disturbing to many Virginians . If the constitutional convention is defeated, it will, in ay opinion, be due in considerable aeasure to fear on the part of the people that the convention will be the first step in the process of closing their public schools. What is the basis if this feart It is, I hellsve, due mainly to the faet that many of those who are so enthusiastic for the convention are on record es either being in favor of closing the public schools if they cannot nave their way, or have publicly stated that in some areas the public schools will be closed. As e result, many people are associating the proposed convention with the idea of the public schools being closed, and that is mo t harmful to the proposal. s, However unpopular this statement nay be in certain areas, I now declare that under existing law no board of supervisors, by an attmmt to withhold funds, has the power to cause the public schools in its county to close, end that it is the continuing duty of every school board to operate the public schools within its jurisdiction. The first section of the school laws of Virginia (Code Section 22-1} directs! "An efficient s s s a of public free schools shall be established and maintained ytr w.uqU.VP. a n ^ j^ ti?.^.i,n.tjis..3^pJa»" When that section la read in connection with section 22-5 (requiring a 9 month school tern for the puhlic free uchools in every county end city in Virginia), and Sections 22-126 and 22-127 (requiring a minimus local contribution equal to 50 costs per £100 of property subject to local taxation} and Sections 129 and 135 of the Virginia Constitution, the duty of maintaining public fret school education in every county end city In Virginia becomes manifest. In an address before the House of Delegates on December 1, 1955, when the roferonduc b . l was before that body, I stressed the fact that public free s dl chool education must be maintained in every county and city In Virginia, svem if t&ere is not available to the local authorities on acceptable admission formula. He one rose to disagree. ttalese the foregoing laws are changed, it will be the duty of every school board in Virginia to operate - h public schools within its jurisdiction next year te end every year thereafter, and it will be the duty of the board of supervisors of every county to make the minimise appropriation required by law and it will be the duty of the General Assembly to supplement the local funds with an amount sufficient to maintain on efficient system of public free schools. To dear the atmosphere and allay t t current fears, I urge Governor Stanley, is Lieutenant Governor Stephens, President of the Senate, and Speaker E. Blackburn �\ 1 - 2- Moore of the House of Delegates to puhlicly assure the people o f Virginia that at the cooing session of the General loseahly they w ill apply the f u ll weight of their respective offices (1) against the repeal o f any existing laws requiring the operation of the public fre e schools in every county and city la Virginia, and (2 ) for the passage of any new laws that aay he naoessary to provide fo r the continuance of the operation in an efficient Banner of the public free school system in ovary such county end city. Moreover, 1 urge hr. ilewend, Superintendent of Public Instruction, a d Vr. Dabney 3. Lancaster, Chairman of the pro-convention forces, to publicly state that they will appear before the oocmdtteeu of the isaohly at the 1956 session and urge a program of action in keeping with the foregoing request made of *ssars. Stanley, .Stephana and swore. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Delegate Robert Whitehead of Nelson County Description An account of the resource Statement of Delegate Robert Whitehead of Nelson County. Whitehead declares "that under existing law no board of supervisors, by an attempt to withhold funds, has the power to cause the public schools in its county to close." 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Delegate Robert Whitehead 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 19_5_2_1_63 https://projectdaps.org/files/original/cf207741080dd375b9656837d530d307.pdf 95ac20dfa90c755c6f80eb142cb671c9 PDF Text Text A Law O f f i c e s DOUGLAS, OBEAR & CAMPBELL S O U T H E R N B U IL D IN G W ASHINGTON 5, D-CNATIONAL S - 2 1 5 5 J . A. MARSHALL B E N J.W . DULANY J O H N C . R IS T IN E A SSO CIA T E TAX C O U N SE L "Recollections and Letters of General Robert E. Lee” B y h i s s o n , C a p t a i n R o b e r t E. L e e P u b l i s h e d by G a r d e n City Publishing C o m p a n y , Inc., G a r d e n City, N e w Y o r k Copyright, 1904, P a g e & Company. p. 1924, by Doubleday, 210 " T h e l o v e a n d d e v o t i o n s h o w n jay f a t h e r b y a l l t h e p e o p l e of the S o u t h was d eeply appreciated b y him. H e l o n g e d to h e l p them, but w a s almost powerless. I think he felt that s o m e t h i n g could be done in that d i r e c t i o n by t e a c h i n g an d tr a i n i n g their youth, and I am sure this idea greatly influenced h i m i n d e c i d i n g t o a c c e p t the p r e s i d e n c y o f W a s h i n g t o n C o l l e g e . Th e a d v a n t a g e s to th e S o u t h of a p r o p e r e d u c a t i o n o f h e r y o u t h w e r e v e r y e v i d e n t to him. He strongly urged it wherever and w h e n ­ ever he could. I n a l e t t e r w r i t t e n a t t h i s t i m e to t h e R e v e r e n d G. W . L e y b u r n , h e s p e a k s v e r y f o r c i b l y o n t h e s u b j e c t : ’S o g r e a t l y h a v e those interests (educational) b e e n d i s t u r b e d at the Sou t h , a n d so m u c h d o e s i t s f u t u r e c o n d i t i o n depend u p o n the r i s i n g gene r a t i o n , that I consider the p r oper e d u c a t i o n of its y o u t h o n e of the m o s t i m p o r t a n t o b j e c t s n o w to b e a t t a i n e d , a n d o n e f r o m w h i c h t h e g r e a t e s t b e n e f i t s m a y be e x p e c t e d . Nothing will compensate us for the d e p r e s s i o n of the s t a n d a r d of o ur m o r a l an d i n t e l l e c t u a l culture, a n d each State should take the most e n e r g e t i c m e a s u r e s to r e v i v e the schools and colleges, and, if p o s s i b l e , to i n c r e a s e the f a c i l i t i e s f o r i n s t r u c t i o n , a n d to e l e v a t e t h e s t a n d a r d o f learning...1 " Again, i n a l e t t e r to December, 1867, he says: General J 0h n B. Gordon, written ’T h e t h o r o u g h e d u c a t i o n o f a l l c l a s s e s o f t h e p e o p l e i s the m o s t efficacious means, in m y opinion, of p r o m o t i n g the p r o s p e r i t y o f the S o u t h , The m a t e r i a l inter e s t of its citizens, as w e l l as their m o r a l and intell e c t u a l culture, dep e n d u p o n its a c c o m p l ishment. T h e text- b o o k s of our schools, therefore, should not only be clear, systematic, and scientific, but t h e y s h o u l d be a c c e p t a b l e t o p a r e n t s a n d p u p i l s i n o r d e r to e n ­ l i s t t he m i n d s of a l l i n th e subje c t 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Excerpts from book, "Recollections and Letters of General Robert E. Lee" Description An account of the resource Excerpts from book, "Recollections and Letters of General Robert E. Lee" concerning the importance of educating youth . Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Robert E. Lee 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 19_5_2_1_62 https://projectdaps.org/files/original/0dc3b4504fb300b1f1269d2e38e8e2fe.pdf 1ca296b703e77ccc2ab7eee96e30b245 PDF Text Text R E M A R K S O F E D M U N D D. A S S E M B L Y OF V I R G I N I A CAMPBELL BEFORE GENERAL AT PUBLIC HEARING ON B I L L P R O P O S E D BY G O V E R N O R T H O M A S B. S T A N L E Y T O W I T H H O L D STATE T A X F U N D S FROM C O U N T I E S OR CITIES WHICH PERMIT ANY INTEGRATION OF PUPILS IN P U B L I C SCHOOLS September I on a the come college last before campus resting Robert E. was in as Lexington place It have to it goes meet difficult with Dean today of the without in one, real this and a native within South's you do is to enact not principles Mr. bly room to my I a Virginian, stone's greatest or which at immediately of to born throw hero. the of General is that an Lee which problem and you extraordinarily you are approaching purpose. you, however, the ask dedication on great commonwealth the that legislation I would behind Washington the session repudiate the of that convinced effective Chairman, glance saying am plea forget on Campbell special sincerity It urgency Harry 1956 father. my Lee, you 5, the white-hot racial problem fundamental founded. members plaque speaker's the and was the in on the of this wall of Assem this chair. "To Nathaniel Bacon * * * a great patriot leader of the Virginia people." It fought a was this rebellion Nathaniel against the Bacon, whom Governor of you honor Virginia here, and who its �then House counties was to then. very all the headed by for levy in the providing their own local with the not only the counties for their the have it Burgesses, courts. they were themselves. of respectfully of the They Burgesses we are principle of government for which recommended there are cause to the you and Governor Berkley. state, tyranny. make It tragic he by same counties this grave for his could this Punitive the of the that elect motto, 2 the of their September fundamental Nathaniel Bacon For in the Governor of Virginia, taxation It this honor against commonwealth un-American. sport you tyranny guise, levying losing life. present of you of which gave the of whatever is danger aspects cities to the once self-government, county in of established local each say suggest afternoon and in a Assembly Virginia right people to — as taxes. I officials of county courts, Grand that fundamental law counties. historic Bacon individual the House so-called of the Under the the that of were Nathaniel all right of bodies was the Berkley, courts tax for self-government. members governing It by local county fixed and Burgesses Governor appointed These of against whatever is "Sic as the the any now individual existed under locality in provocation, is un-Virginian. Semper plan It would Tyrannis" which �we proudly feat the this on G o v e r n o r ’s tradition of display of local state proposals flag. and self-government commonwealth Revolution. our since a I uphold which century hope you will Virginia's has before been the de proud the pride American � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Remarks of Edmund D. Campbell Before General Assembly of Virginia At Public Hearing on Bill Proposed by Governor Thomas B. Stanley To Withhold State Tax Funds from Counties or Cities which permit any Integration of Pupils In Public Schools, September 5, 1956. Description An account of the resource Remarks of Edmund D. Campbell Before General Assembly of Virginia At Public Hearing on Bill Proposed by Governor Thomas B. Stanley To Withhold State Tax Funds from Counties or Cities which permit any Integration of Pupils In Public Schools, September 5, 1956. Campbell argues to defeat Governor's proposal. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Edmund D. Campbell Date A point or period of time associated with an event in the lifecycle of the resource 1956-09-05 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 19_5_2_1_59 https://projectdaps.org/files/original/d0f8525755ab2f0a3ea55c619e127643.pdf cb647c220d4e9745f8fc1aa967aaebbd PDF Text Text -1 - 1956 3 0 July- H e a r i n g on d e f e n d a n t ' s m o t i o n to d i s m i s s i n T h o m p s o n v s . C o u n t y Sch o o l B o a r d of A r l i n g t o n C o u n t y , U . S . D i s t . C t . , E. D . , Va. before Ju d g e B r y a n , 1 U U F. Su p p . 31 July C i v . No . 13l*l, 2 39 & Race Reis L Rep. 890. Opin i o n and o r d e r of the C o u r t h e l d : 1. The c o m p l a i n t s t a t e d a c l a i m u p o n w h i c h r e l i e f c o u l d b e gra n t e d ; 2. The p l a i n t i f f s had e x h a u s t e d a l l adm i n i s t r a t i v e r e m e d i e s ; 3. Orde r e d . a. R e s t r a i n e d d e f e n d a n t s " f r o m r e f u s i n g on a c c o u n t of r a c e or color t o a d m i t to, operation, or e n r o l l or e d u c a t e , i n a n y s c h o o l u n d e r their c o n t r o l , d i r ection, qualified f o r or s u p e r v i s i o n a n y c h i l d o t h e r w i s e a d m i s s i o n to, and e n r o l l m e n t and e d u c a t i o n in , su c h school." b. E f f e c t i v e d a t e i n e l e m e n t a r y s c h o o l s at the b e g i n n i n g of the second s e m e s t e r of the 1 9 5 6-57 s c h o o l ye a r , J a n u a r y 31, se c o n d a r y s c h o o l s , 1957; i n the ef f e c t i v e d a t e w a s t o b e the b e g i n n i n g of the 1957-58 s c h o o l y e a r i n S e p t e m b e r 19 5 7 . c. The i n j u n c t i o n w o u l d n o t i n v a l i d a t e a n y a s s i g n m e n t l a w so l o n g as a s s i g n m e n t w a s n o t b a s e d o n r a c e or color, or r e l i e v e a n y ch i l d of th e n e c e s s i t y of e x h a u s t i n g t h e a d m i n i s t r a t i v e r e m e d y p r o v i d e d b y the law. 31 Dec. D e c i s i o n u p o n s u b m i s s i o n on a p p e a l to U n i t e d States C o u r t of A p p e a l s , Fourth Circuit, No. Opinion b y P a r k e r , He l d : 7310, before J u d g e s P arker, So p e r a n d S o b e l o f f . C h i e f Judge, 2l;0F(2d)830, 2 R a c e R e i s . L . R e p . 959. �- 1, 2- The t r i a l c o u r t w a s r i g h t i n h o l d i n g that t h e p l a i n t i f f h a d e x hausted a l l a d m i n i s t r a t i v e r e m e d i e s , since the 19 5 5 l a w s ha d n o t b e e n p a s s e d at t h e t i m e the action w a s i n s t i t u t e d ; and e v e n if i t had b e e n passed, i n v i e w of the a n n o u n c e d p o l i c y of t h e r e s p e c t i v e s c h o o l b o a r d s any s u c h a p p l i c a t i o n s to a s c h o o l ot h e r t h a n a s e g r e g a t e d s b h o o l m a i n tained for c o l o r e d peo p l e w o u l d h a v e b e e n f utile; an d e q u i t y d o e s no t r e q uire the d o i n g of a v a i n t h i n g as a c o n d i t i o n of r e l i e f . 2. The t r i a l ju d g e did no t a b u s e defendants. I n t w o years, hi s d i s c r e t i o n i n e n j o i n i n g the since t h e f i r s t d e c i s i o n of th e S u p r e m e Co u r t i n B r o w n v B o a r d of A c t i o n a n d t h e d e f e n d a n t B o a r d of E d u c a t i o n "had taken n o steps t o w a r d s r e m o v i n g the r e q u i r e m e n t of s e g r e g a t i o n i n the schools w h i c h the S u p reme C o u r t h a d h e l d v i o l a t i v e of th e c o n s t i tutional rights "This w a s n o t of the plaintiff 'deliberate speed' i n co m p l y i n g w i t h the l a w as laid d o w n b y the S u p r e m e C o u r t and w a s c l e a r m a n i f e s t a t i o n of a n a t t i t u d e of i n t r a n s i g e n c e , w h i c h j a s t i f i e d t h e i s s u a n c e of the i n j u n c t i o n t o d i s p e l the m i s a p p r e h e n s i o n of t h e s c h o o l a u t h o r i t i e s as to t h e i r t i o n s und e r t h e l a w a n d to br i n g obliga- a b o u t their p r o m p t c o m p l i a n c e w i t h c o n s t i t u t i o n a l r e q u i r e m e n t s as i n t e r p r e t e d b y the S u p r e m e C o u rt." 1957 25' M a r . Cer t . den. i n S u p r e m e Court, C o u n t y S c h o o l B o a r d of A r l i n g t o n C o u n t y v . Thompson, H o . 27 July 761* 3 5 3 U.S, 911, 77 S . A . 667, 2 R a c e R e i s . D . R e p . 299. Fo l l o w i n g d e n i a l of ce r t , case w a s r e m a n d e d to D i s t r i c t C o u r t a n d p l a i n tiffs m o v e d t o a m e n d the decree of 31 J u l y 1956, w h i c h r e q u i r e d d e s e g r e g a t i o n of e l e m e n t a r y schools on J a n u a r y 31, 1957 and s e c o n d a r y s c h o o l s �■' 3 i n S e p t e m ber 1 9 5 7 . T h e y also m o v e d t h a t ju d g m e n t b e s t a y e d u n t i l oases testing the v a l i d i t y of the P u p i l P l a c e m e n t Act h a d b e e n r u l e d o n b y the Suprem e C o u r t F. S u p p . 2 R a c e R e l s , L , R e p , 8l O . Judge B r y a n ' s m e m o r a n d u m on the m o t i o n : 1. A m e n d e d the 31 J u l y i n j u n c t i v e decree so t h a t it b e c a m e e f f e c t i v e at all s c h o o l s l e v e l s i n S e p t e m b e r 1957. 2. In S c h o o l B o a r d of the C i t y of N e w p o r t News, V a . v . A t k i n s a n d S c h o o l B o a r d of t h e C i t y of N o r f o l k , V a . v . B e ckett, the U . S .C.A. U t h C i r c . F(2d) on 13 J u l y 1957, h a d held t h a t t h e P u p i l P l a c e m e n t A c t o f f e r e d n o adequate r e m e d y t o plai n t i f f s b e c a u s e of t h e fi x e d p o l i c y of s e g r e g a t i o n ad o p t e d b y d e f e n d a n t s and Ju d g e B r y a n h e l d that the v a l i d i t y of the P u p i l P l a c e m e n t 'ct w o u l d n o t b e i n i s s u e u n t i l a cla i m w a s m a d e f o r e n f o r c e m e n t of t h e inju n c t i o n . 3. Denied plai n t i f f s motion t h a t the Pupil Placement A c t b e declared invalid. ’ i t h propriety, however, w e W c a n o bserve t h a t q u i t e o b v i o u s l y the J u l y 31, 1 9 5 6 d e c r e e r e c o g n i z e s o n l y a n adequate a d m i n i s t r a t i v e remedy — one t h a t i s e f f i c a c i o u s an d e x p e d i c i o u s , e v e n a p a r t f r o m a n y q u e sti o n of i t s c o n s t i t u t i o n a l i t y . P u r s u i t of a n u n r e a s o n a b l e or u n a v a i l i n g f o r m of redr e s s is n o t e x a c t e d b y the d e c r e e . " Hi S e p t . I n accorda n c e w i t h th e a mended d e c r e e of 2 7 J u l y 1957, seven Negro c h i l d r e n w e r e d e n i e d a d m ission to f o u r s c h ools b y the d e f e n d a n t s on the g r o u n d t h a t p l a i n t i f f s had f a i l e d t o a p p l y to the S t a t e P u p i l Placement Board. O n m o t i o n f o r f u r t h e r r e l i e f . Judge B r y a n o r d e r e d adm i s s i o n s of the p u p i l s t o s p e c i f i e d s c h o o l s b y S e p t e m b e r 23, 19 5 7 , b u t stayed t h e i n j u n c t i o n pending a p p e a l , F.Supp. 2 R a c e Rel. �-1*L,Rep. 987. 1. Held " D e f e n d a n t s 1 p o s i t i o n t h a t t h e P u p i l Pl a c e m e n t Act i s s u c h a (reasonable) r e g u l a t i o n or r e m e d y i s u n t e n a b l e . The p r o c e d u r e there pres c r i b e d i s t o o s l u g g i s h and p r o l i x t o con s t i t u t e a r e a s o n a b l e remedial p rocess." 2. The r e i s n o n e e d t o a w a i t t h e S u p r e m e C o u r t r e v i e w of the C o u r t of A p p eals d e c i s i o n i n the A t k i n s a n d B e c k e t t cases, b e c a u s e th e de c r e e i n this case w a s e n t e r e d b e f o r e t h e P u p i l P l a c e m e n t A c t w a s p a s s e d . 3. "How e v e r , t h e co u r t f i n d s t h a t i t c a n n o t f a i r l y r e q u i r e t h e p l a i n tiff e v e n t o s u b m i t th e i r a p p l i c a t i o n s t o th e B o a r d f o r s c h o o l a s s i gnment. The reas o n i s t h a t the f o r m p r e s c r i b e d t h e r e f o r com m i t s t h e a p p l i c a n t to accept a s c h o o l 'wh i c h t h e B o a r d d e e m s m o s t app r o p r i a t e i n a c c o r d a n c e w i t h the p r o v i s i o n s of the P u p i l P l a c e m e n t Ac t . Submission to that Act amounts alm o s t t o a s s e n t to a r a c i a l l y s e g r e g a t e d s c h o o l . the f o r m be s i g n e d ' under protest,' u n f e t t e r e d an d f r e e deliberates , B u t e v e n if the petitioner wou l d not have an t r i b u n a l t o a c t o n h i s re q u e s t . The B o a r d s t i l l o n a r a c i a l question, u n d e r t h r e a t of lo s s of S t a t e m o n e y t o the a p p l i c a n t ' s s c h o o l if c h i l d r e n of d i f f e r e n t r a c e s a r e t a u g h t there. 1*. The i n j u n c t i o n applies to t h e P l a c e m e n t B o a r d as a p a r t i a l s u c cessor to t h e C o u n t y B o a r d of E d u c a t i o n and re l i a n c e o n the f o r m e r a n d on the P l a c e m e n t A c t d o n o t relieve d e f e n d a n t s f r o m c o m p l i a n c e w i t h the injunction. 5. for H o e v i d e n c e i n d i c a t e s l a c k o f q u a l i f i c a t i o n s of a n y of p l a i n t i f f s admission t o the s c h o o l applied t o e x c e p t color �-s6. D e f e n d a n t B o a r d did n o t i n t e n d t o d e f y the i n j u n c t i o n , b u t m e r e l y r e f u s e d a d m i t t a n c e w i t h o u t a s s i g n m e n t b y the P l a c e m e n t B o a r d . B u t they m u s t n o w u n d e r s t a n d th a t t h e y m a y n o lo n g e r re f u s e a d m i s s i o n t o the plaintiffs. 7. This s u p p l e m e n t a l d e c r e e w o u l d b e effective 23 S e p t e m b e r 1957. Order r e q u i r e s t h a t H a r o l y n and R i t a J o h n s o n b e a d m i t t e d t o W a s h i n g t o n and lee H i g h S c h o o l j R o b e r t A . E l d r i d g e III t o either F i l l m o r e or P a t r i c k Hen r y ; G e o r g e T. N e l s o n a n d E . L e s l i e Hamm, Jr. to e i t h e r S t r a t f o r d or S w a n s o n Junior H i g h ; a n d L o u i s G. Turner a n d M e l v i n H, 18 Sept, Turner to S w a n s o n , / I n j u n c t i o n i s s u e d 1 U Sept, st a y e d p e n d i n g ap p e a l . 2 1958 12 P’ eb, Race Rel.LJlep.991. U n i t e d Sta t e s C o u r t of Appeals, l;th C i r c u i t af f i r m e d J u d g e B r y a n ' s order, bef o r e Judg es P a r k e r , S o b eloff a n d H a y n s u o r t h , of certiorari, # 8 8 7 , ( S ource: P e t . f o r w r i t O c t ober t e r m 19 5 7 , fi l e d 2 Apr, 1 9 5 8 ) . Held: "While o r d i n a r i l y i n ca s e s of t h i s s o r t an i n j u n c t i v e o r d e r sho&ld m e r e l y e n j o i n r a c i a l d i s c r i m i n a t i o n b y scho o l authorities w i t h o u t a t tempting to d i r e c t d e t a i l s of a d m i n i s t r a t i o n , there w a s a f i n d i n g he r e that, i n v i o l a t i o n of the pr i o r i n j u n c t i v e order of th e c o u r t , d i s c r i m i n a t i o n has b e e n p r a c t i c e d w i t h r e s p e c t t o these ch i l d r e n . T h e judge f o u n d that the d e f e n d a n t s i n r e f u s i n g t h e m admission h a d a c t e d i n good f a i t h i n r e l i a n c e u p o n a statute p a s s e d after t h e e n t r y of t h e i n j u n c t i v e order and t h a t t h e y ' d i d no t i n t e n d a n y d e f i a n c e of th i s i n j u n c t i o n . * Instead of a d j u d g i n g t h e m i n c o n tempt, ther e f o r e , and p r o v i d i n g t h a t the c o n t e m p t mi g h t b e p u r g e d b y a d m i t t i n g the ch i l d to the s c h o o l s t o w h i c h �- t h e y had m a d e a p plication, 6- he t o o k the mil d e r course of e n t e r i n g a n order s p e c i f i c a l l y d e f i n i n g w h a t w a s r e q u i r e d of d e f e n d a n t s u n d e r t h e order w h i c h h ad b e e n v i o l a t e d and g i v i n g t h e m an o p p o r t u n i t y of a v o i d i n g a c o n t e m p t c i t a t i o n b y com p l y i n g w i t h t h e order so e n t e r e d . nothing i n t h i s of w h i c h t h e y c a n 2 Apr. The r e is j u s t l y c o m plain." D e f s . a p p li e d to S u p r e m e C o u r t f o r w r i t of c e r t i o r a r i to r e v i e w order of lli Sept, 1 9 5 7 and aff i r m a n c e of 1 2 F e b . 1958, # 887, O c t o b e r Te r m , 1957, C o u n t y S c h o o l B o a r d of A r l i n g t o n C o u n t y , V i r g i n i a v. T h o m p s o n . Questions Presented: 1. "Doe s a f e d e r a l di s t r i c t c o u r t h a v e j u r i s d i c t i o n t o e n t e r a d e c r e e of inju n c t i o n w h i c h h a s the e f f e c t of e n j o i n i n g the e n f o r c e m e n t of a state statute w i t h o u t f i r s t c o n v e n i n g a t h ree-judge court?" 2. "D o the F e d e r a l Ru l e s of C i v i l P r o c e d u r e p e r m i t a c o n t i n u e d p r o s e c u t i o n of a 'class-action* s u i t f o r the sole p u r p o s e of enf o r c i n g alleg e d - c l a i m s of i n d i v i d u a l s w h e n t h e r e is n o c o m m o n q u e s t i o n of fact, and w h e n n o c o m m o n r e l i e f is s ought?" 3. " M a y a f e d e r a l d i s t r i c t c o u r t e x e r c i s e the f u n c t i o n of a lo c a l sch o o l b o a r d b e f o r e s u c h lo c a l s c h o o l b o a r d h a s b e e n g i v e n a n o p p o r t u n i t y t o exercise i t s iu j u d g m e n t i n m a k i n g p u p i l assignments?" "Is t h i s d e c i s i o n of the c o u r t b e l o w i n co n f l i c t w i t h the S u p r e m e C o u r t of Appeals of V i r g i n i a i n th e ca s e of D e F e b i o v . C o u n t y S c h o o l B o a r d of F a i r f a x C o u n t y , . , , " 19 May (3 R a c e R e l s . D . R e p . 2 1 ) Supr e m e Court d e n i e d a w r i t of c e r t i o r a r i � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Timeline of court cases involving desegregation 1956-1958 Description An account of the resource Timeline of court cases involving desegregation 1956-1958, 6 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 19, The Personal Papers of Elizabeth Pfohl Campbell 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 1958 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 19_5_2_1_53 https://projectdaps.org/files/original/e9b7d3eb032ce8fb5d6484a62f5ce999.pdf 045ae73b1a74518beb5b6ae8a7ef35b8 PDF Text Text R e m a r k s of D E L E G A T E R O B E R T W H IT E H E A D o f N e ls o n Countyb e f o r e th e H O U SE O F D E L E G A T E S O F V IR G IN IA on D e c e m b e r 1, 1955 �I a m f o r th e p u b lic f r e e s c h o o l s y s t e m o f V ir g in i a . I w a s e d u c a te d in i t. I ta u g h t in i t . M y c h i l d r e n w e r e g r a d u a te d f r o m i t . E v e r s in c e I b e c a m e a m e m b e r o f th is b o d y in 1942 I h a v e la b o r e d f o r it, a s m a n y o f y ou k n o w . I w a s f o r i t w h e n a l l p r o f e s s e d to b e f o r i t . I a m f o r i t to d a y w h e n i t s f a i r w e a th e r f r i e n d s h a v e d e s e r t e d i t. I a m f o r i t b e c a u s e I b e lie v e in i t. E v e r y m e m b e r o f th i s H o u se i s , I a s s u m e , o p p o s e d to e n f o r c e d i n t e g r a t i o n in th e p u b lic s c h o o ls - no o n e m o r e th a n I. H a p p ily th a t i s n o t th e q u e s tio n b e f o r e u s . T h e d e c i s io n o f th e S u p r e m e C o u r t o f th e U n ite d S ta te s d o e s n o t r e q u i r e e n f o r c e d in t e g r a t i o n . W h at i t d o e s i s to a b o lis h e n f o r c e d s e g r e g a t i o n . T h e d o o r i s l e f t o p e n to e v e r y ty p e o f p o lic y a n d p r o g r a m w h ic h d o e s n o t in v o k e c o m p u ls o r y s e g r e g a t i o n . A n d a l l o f u s kn o w th a t th e a l t e r n a t i v e to c o m p u ls o r y s e g r e g a t i o n i s n o t c o m p u ls o r y i n te g r a tio n , th o u g h s o m e a r e la b o r in g u n d e r th a t d e lu s io n . We a r e h e r e to d a y b e c a u s e o f th e d e c i s io n s of tw o h ig h c o u r t s in v o lv in g c o n s ti tu tio n a l q u e s ti o n s . T h e s e a r e r e f e r r e d to in th e p r e a m b le o f th e b i l l w h ic h i s no w u n d e r c o n s i d e r a t i o n . T h e o n e i s th e S u p r e m e C o u r t o f A p p e a l s of V ir g in i a ; th e o th e r i s th e S u p r e m e C o u r t o f th e U n ite d S ta te s . B y i t s d e c i s io n o f N o v e m b e r 7, 1955, th e V ir g in i a C o u r t in v a lid a te d , a s v io la tiv e o f S e c tio n 141 o f th e V ir g in i a C o n s titu tio n , so m u c h o f I te m 210 o f th e 1954 A p p r o p r i a ti o n s A c t a s p e r m i t s p u b lic m o n e y to b e u s e d f o r th e e d u c a tio n o f c e r t a i n o r p h a n s o f w a r v e t e r a n s in p r i v a t e in s t i t u t i o n s of le a r n i n g . B u t th e s w e e p o f th a t d e c i s io n in c lu d e s m o r e th a n w a r o r p h a n s . It i s now c o n c e d e d th a t i t h a s a ls o in v a lid a te d (1) V i r g i n i a 's g r a d u a te a id p r o g r a m f o r N e g r o e s in a l l o u t - o f - s t a t e i n s t i t u t i o n s o f l e a r n in g , w ith one e x c e p tio n , (2) V i r g i n i a 's r e h a b i l i t a t i o n p r o g r a m f o r th e p h y s ic a lly h a n d i c a p p e d i n p r i v a t e in s t i t u t i o n s , a n d (3) V i r g i n i a 's t e a c h e r s c h o l a r s h i p p r o g r a m a s to s tu d e n t s in p r i v a t e i n s t i t u t i o n s . I t m a y a l s o a f f e c t th e H ig h w a y D e p a r t m e n t 's e d u c a tio n a l p r o g r a m . T h e l e g i s l a t i o n f o r th e e d u c a tio n o f w a r o r p h a n s , so in v a lid a te d in p a r t b y V i r g i n i a 's h ig h e s t c o u r t, i s n o t o f r e c e n t o r i g i n . A s f a r b a c k a s th e A p p r o p r i a ti o n s A c t o f 1932 th e la n g u a g e u s e d w a s: " a t a n y e d u c a tio n a l i n s t i tu tio n in th e S ta te o f V ir g in i a a p p r o v e d in w r iti n g b y th e s u p e r in te n d e n t of p u b lic i n s t r u c t i o n " . A t tw e lv e r e g u l a r s e s s i o n s c o v e r in g a s p a n o f 24 y e a r s (1 9 3 2 -1 9 5 4 ), th e G e n e r a l A s s e m b ly p a s s e d th i s ty p e o f l e g i s l a t i o n in th e A p p r o p r i a ti o n s B i l l . T h e y w e r e s ig n e d b y G o v e r n o r s P o l l a r d , P e e r y , P r i c e , D a r d e n , T u c k , B a t tle a n d S ta n le y . A t th e 7 r e g u l a r s e s s i o n s d u r in g w h ic h I h a v e b e e n a m e m b e r o f th is b o d y (1 9 4 2 -1 9 5 4 ) I h a v e v o te d f o r s u c h l e g i s l a t i o n . A n d th e s a m e i s t r u e o f n e a r l y a l l o f th e o th e r D e le g a te s w ho h a v e s e r v e d d u rin g a l l o r a p a r t o f th a t p e r i o d . M y v o te w a s c a s t in g o o d f a ith , a n d I a m s u r e th a t i s t r u e of th e o th e r D e le g a te s . I a m a l s o s u r e th a t e a c h o f th e g o v e r n o r s n a m e d s ig n e d -1- �th e A p p r o p r i a ti o n s B i l l s i n g o o d f a ith . N o tw ith s ta n d in g th e f a c t th a t th i s l e g i s l a t i o n h a d i t s o r i g i n n e a r l y a q u a r t e r of a c e n t u r y a g o , a n d w a s r e n e w e d a t e a c h r e g u l a r s e s s i o n , o u r S u p r e m e C o u r t o f A p p e a ls in a u n a n im o u s d e c i s io n in v a lid a te d i t, a s f a r a s p r i v a t e s c h o o ls w e r e c o n c e r n e d , a s v io la tiv e o f th e C o n s titu tio n of V ir g in i a . T h a t a c t io n o f o u r c o u r t w a s i n p u r s u a n c e o f th e a c k n o w le d g e d a u t h o r i t y o f a c o u r t to c o n s tr u e th e c o n s ti tu tio n a n d to h o ld u n c o n s ti tu tio n a l a c t s of th e l e g i s l a t u r e w h ic h i t a d ju d g e s to b e in c o n f lic t t h e r e w ith . T h a t a u t h o r i t y I a c k n o w le d g e . T h a t d e c i s io n I a c c e p t . U n le s s a n d u n til in th e m o d e p r e s c r i b e d b y la w , o u r C o n s titu tio n i s c h a n g e d , th a t d e c i s io n i s th e la w o f V ir g in i a . T h e c o u r t 's a u th o r ity i s n o t to b e f lo u te d ; n o r i s i t s d e c i s io n s u b je c t to n u llif ic a tio n b y a n y c i t i z e n o r a n y o th e r b r a n c h o f o u r g o v e r n m e n t. T h e o th e r c o u r t i s th e S u p r e m e C o u r t of th e U n ite d s io n o f M a y 17, 1954, i t in v a lid a te d a s v io la tiv e o f th e U n ite d S ta te s , S e c tio n 140 o f th e V ir g in i a C o n s titu tio n , p u r s u a n t t h e r e t o , r e q u i r i n g c o m p u ls o r y s e g r e g a t i o n of p u p ils in p u b lic s c h o o ls . S ta te s . B y its d e c i C o n s ti tu tio n of th e a n d th e s t a t u t e s w h ite a n d c o lo r e d N o tw ith s ta n d in g th e f a c t th a t s u c h r a c i a l s e g r e g a t i o n h a d b e e n ju d i c i a l l y s a n c tio n e d b y i t f o r m o r e th a n o n e - h a lf a c e n t u r y , th a t c o u r t , i n th e e x e r c i s e of th e i n h e r e n t p o w e r o f a l l c o u r t s to o v e r r u l e t h e i r p r i o r d e c i s io n s , h o w e v e r u n w is e s u c h a c t io n m a y b e , o v e r r u l e d i t s p r e v io u s d e c i s i o n s a n d h e ld th a t c o m p u ls o r y s e g r e g a t i o n in p u b lic s c h o o ls b a s e d s o le l y o n a c c o u n t o f r a c e w a s u n c o n s ti tu tio n a l. I a m i n f o r m e d th a t th e S u p r e m e C o u r t o f th e U n ite d S ta te s h a s o v e r r u l e d i t s p r e v i o u s d e c i s io n s in 65 i n s t a n c e s . In i t s d e c i s io n o f M ay 31, 1955, th a t c o u r t r e - a f f i r m e d i t s d e c i s io n o f M ay 17, 1 9 5 4 . B o th d e c i s io n s w e r e u n a n im o u s . W h e th e r o n e a g r e e s o r d i s a g r e e s w ith th o s e d e c i s io n s i s b e s id e th e p o in t. H o w e v e r m u c h o n e m a y d i s a g r e e , a n d I d i s a g r e e , th e f a c t i s th a t th e S u p r e m e C o u r t o f th e U n ite d S ta te s h a s s p d k e n o n a q u e s ti o n in v o lv in g th e c o n s t r u c t i o n o f th e C o n s ti tu tio n o f th e U n ite d S t a t e s . T h a t C o n s titu tio n , a s c o n s t r u e d b y th e S u p r e m e C o u r t, w h e th e r i t s c o n s t r u c t i o n b e r i g h t o r w ro n g , i s th e s u p r e m e la w of t h i s la n d , a n d e v e r y m e m b e r o f th i s A s s e m b ly h a s ta k e n a n o a th to s u p p o r t it. U n til o v e r r u l e d b y th e c o u r t i t s e l f o r u n til th e C o n s ti tu tio n o f th e U n ite d S ta te s i s a m e n d e d in th e m a n n e r p r e s c r i b e d th e r e i n , th a t d e c i s io n i s th e la w , a n d b e in g th e la w , m u s t b e o b e y e d . T h a t c o u r t ’s a u t h o r i t y i s no m o r e to .b e f lo u t e d th a n th e a u t h o r i t y o f o u r S u p r e m e C o u r t o f A p p e a ls . I ts d e c i s io n i s no m o r e s u b je c t to n u llif ic a tio n th a n th e d e c i s io n o f th e V ir g in ia C o u r t. T h e e s s e n c e of c o n s e r v a t i s m i s th e a c k n o w le d g m e n t o f la w fu l a u t h o r i t y a t a l l l e v e l s o f g o v e r n m e n t. T h e a l t e r n a t i v e to th e a c k n o w le d g m e n t of a u th o rity is a n a rc h y . - 2- �I h a v e b e e n s t a r t l e d b y m a n y o f th e s t a t e m e n t s th a t h a v e b e e n m a d e in c o n n e c tio n w ith th i s m a t t e r . O n b o th s i d e s , t h e r e h a s b e e n m u c h r e c k l e s s n e s s , a s th e p u b lic h e a r in g d e m o n s t r a te d . E v e n m o r e i m p o r t a n t th a n e d u c a tio n i t s e l f i s a n o th e r d e v e lo p m e n t in th is u n h a p p y s itu a tio n , th a t i s , l a c k o f r e s p e c t f o r th e j u d i c i a l p r o c e s s . O ne s p o k e s m a n r e f e r r e d to th e S u p r e m e C o u rt o f th e U n ite d S ta te s a s n in e m e n w ho a r e r e s p o n s i b l e to n o o n e , a n d s t a t e d th a t th e p e o p le w ill n o t s u b m it to " th is p ie c e o f j u d i c i a l t y r a n n y " . T h e fo u n d in g f a t h e r s e x p r e s s l y m a d e th e S u p r e m e C o u r t j u s t i c e s r e s p o n s ib le to no o n e , s a v e b y im p e a c h m e n t. T h a t w a s to p r o v id e a n i n d e p e n d e n t j u d i c i a r y . J o h n M a r s h a l l , a g r e a t V ir g in ia n , p r o v e d th e w o r th of th a t in d e p e n d e n c e . He m a d e th e S u p r e m e C o u r t th e f in a l e x p o s it o r o f th e C o n s titu tio n o f th e U n ite d S ta te s . Do w e n o w h o n o r o r r e p u d ia te h im ? T o w h a t e n d d o e s th i s d e fia n c e o f la w u l t i m a t e l y l e a d u s ? If a d e c i s io n o f t h a t c o u r t i s n o t r e c o g n iz e d b y th e o f f i c i a l s o f V ir g in i a a n d o f h e r p o l i t i c a l s u b d iv is i o n s a s th e la w o f th e la n d , th e n a c o n s u m e r o f m ilk m a y n a t u r a l l y a s k : W hy do I h a v e to r e c o g n iz e th e d e c i s io n o f th e S u p r e m e C o u r t of A p p e a ls o f V ir g in i a i n R e y n o ld s v M ilk C o m m is s io n , 163 V a . 957 u p h o ld in g th e V ir g in i a M ilk C o m m is s io n la w ? In th a t c a s e b y a v o te o f 4 to 3 th e C o u r t o n a r e h e a r i n g , fo llo w in g th e d e a th o f o n e j u s t i c e a n d th e a p p o in tm e n t o f h is s u c c e s s o r , r e v e r s e d i t s f o r m e r d e c is io n , w ith th e new j u s t i c e v o tin g d i r e c t l y th e o p p o s ite o f h is p r e d e c e s s o r , a n d s u s ta in e d th e a c t b y a 4 to 3 d e c i s io n . A s a c o n s e q u e n c e w ith o u t a c h a n g e in a s in g le w o r d in e i t h e r th e C o n s titu tio n o r th e a c t, th a t w h ic h w a s u n c o n s ti tu tio n a l o n N o v e m b e r 15, 1934, b e c a m e c o n s ti tu tio n a l o n M a r c h 29, 19 3 5 . T h is I s a y w ith no d i s r e s p e c t to o u r c o u r t . I m e n tio n i t o n ly to i l l u s t r a t e th a t la w i s la w , e v e n w h e n b a s e d o n a r e v e r s a l o f a f o r m e r d e c i s io n . H ow c a n w e e x p e c t o u r p e o p le to o b e y th e d e c i s io n s o f o u r c o u r t s , if w e in c ite th e m to ig n o r e th e d e c i s io n s of th e h ig h e s t c o u r t in th e la n d ? W h at if a p e r s o n fo u n d g u ilty b y a C i r c u i t C o u r t J u d g e o r T r i a l J u s t i c e in f o r m th e c o u r t th a t th e d e c i s io n w a s w ro n g a n d h e w o u ld ig n o r e i t a n d s t a r t e d o u t o f th e c o u r t r o o m ? We a r e h e r e in s p e c i a l s e s s i o n , n o t to p r a i s e , n o t to c o n d e m n , b u t to c o n s i d e r a n d a c t . It i s id le to v e x th e liv in g b y r e s u r r e c t i n g th e d e a d . T h e N o v e m b e r 7, 1955, d e c i s io n o f V i r g i n i a 's h ig h e s t c o u r t l e a v e s u s , a s I s e e i t, no a l t e r n a t i v e b u t to s e t in m o tio n th e p r o c e d u r e f o r a m e n d in g S e c tio n 141 o f o u r C o n s titu tio n w h ic h i s th e o b je c t in p a r i o f th i s l e g i s l a tio n . T h is I s a y b e c a u s e th e h o n o r o f V ir g in i a i s in v o lv e d . R e ly in g in g o o d f a i t h o n th e l e g i s l a t i o n p a s s e d b y th e A s s e m b ly a n d s ig n e d b y th e G o v e r n o r , S ta te a u t h o r i t i e s h a v e m a d e c o n t r a c t s (now in v a lid a te d b y th e c o u r t 's d e c i sio n ) to p a y f o r th e e d u c a tio n o f m a n y o f o u r y o u n g c i t i z e n s in in s t i t u t i o n s -3- �o f l e a r n i n g b o th w ith in a n d w ith o u t V ir g in i a . In s o m e i n s t a n c e s th e i n s t i t u tio n s h a v e p e r f o r m e d th e s e r v i c e s b u t h a v e n o t b e e n p a id , a n d th e y c a n n o t b e p a id v o ile s s a n d u n til S e c tio n 141 i s a m e n d e d . H a v in g v o te d f o r th e l e g i s l a t i o n , i t i s m y d u ty , a s I s e e i t , to do w h a t I c a n a s a m e m b e r o f th i s H o u se to m a k e i t p o s s i b l e f o r th o s e c o n t r a c t u a l o b lig a tio n s to b e d i s c h a r g e d a n d th e r e b y p r e s e r v e in v io la te th e h o n o r of V ir g in i a . T h is b i l l i s d e s ig n e d in p a r t to a c c o m p lis h th a t e n d . T o b e s u r e th e p r o p o s e d r e v i s i o n o f S e c tio n 141 c o n te m p la t e d b y th is b i l l g o e s f u r t h e r a n d a u t h o r i z e s th e G e n e r a l A s s e m b ly a n d g o v e rn in g b o d ie s of l o c a l i t i e s to m a k e t u itio n g r a n t s f o r p u p ils in s c h o o ls , in c lu d in g p u p ils i n b o th g r a d e a n d h ig h s c h o o ls . W h at, i t m a y b e a s k e d , i s th e j u s t i f i c a t i o n f o r t h i s ? I w o u ld b e l e s s th a n f r a n k i f I d id n o t s a y t h a t th e r e a s o n i s to b e fo u n d i n th e tw o d e c i s io n s o f th e S u p r e m e C o u r t o f th e U n ite d S ta te s e a r l i e r r e f e r r e d to . S in c e th o s e d e c i s io n s w e r e m a d e V ir g in i a h a s b e e n w r e s t l i n g w ith a n e d u c a tio n a l a n d s o c io l o g ic a l p r o b le m o f im m e n s e p r o p o r t i o n s . It h a s d iv id e d o u r p e o p le in to m a n y g r o u p s , w ith v a r i e d a n d c o n f lic tin g v ie w s . M a n y u n f o r tu n a te a n d m a n y in f l a m m a t o r y s t a t e m e n t s h a v e b e e n m a d e . So h e a t e d h a s b e c o m e th e c o n t r o v e r s y t h a t i t n o w e n d a n g e r s th e p u b lic s c h o o l s y s t e m o f V ir g in i a . A nd h e r e i t s h o u ld b e o b s e r v e d th a t t h e r e a r e in V ir g in i a m a n y p e o p le , c o n s ti tu tin g a s iz e a b le e l e m e n t o f o u r p o p u la tio n , w ho do n o t r e a l l y b e lie v e in p u b lic f r e e s c h o o ls , a n d r e g a r d i t a s s o c i a l i s m to ta x th e m in o r d e r to h e lp p a y f o r th e e d u c a tio n o f th e c h i l d r e n of th o s e w ho a r e l e s s f o r tu n a t e f in a n c ia lly . T h e y m a y b e c o u n te d u p o n to jo in in th e c l a m o r f o r th e a b o l i tio n o f th e p u b lic s c h o o ls . N ow t h a t a l l p o in ts o f v ie w h a v e b e e n e x p r e s s e d , one f a c t b e c o m e s i n c r e a s i n g l y c l e a r : W e m u s t i n s i s t th a t V ir g in i a s o lv e th i s p r o b l e m in a w a y th a t w ill b e a c r e d i t to h e r g r e a t t r a d i t i o n s , a n d th a t w e fin d a s o lu tio n w h ic h i s g r o u n d e d o n r e s p e c t f o r a n d o b s e r v a n c e o f la w , a n d i s f a i r to a ll of h e r c h i l d r e n . T h is s o lu tio n w ill n o t b e s a t i s f a c t o r y to th o s e o n th e e x t r e m e s o f th e r ig h t a n d l e f t . It s h o u ld b e d e s ig n e d to g a in th e a p p r o v a l o f th e g r e a t b o d y o f m e n a n d w o m e n w ho b e lie v e th a t a m o d e r a t e , c o n s e r v a t i v e , m i d d l e - o f - t h e - r o a d c o u r s e i s th e o n ly r e a s o n a b l e p a th th a t w e c a n s a f e ly t r a v e l w ith r e a s o n a n d j u s t i c e . In th e a d o p tio n o f a p r o g r a m we m u s t n e v e r lo s e s ig h t o f tw o f u n d a m e n t a l s . T h e f i r s t i s th a t th e S ta te o f V ir g in i a a s a s t a t e o w e s i t to i t s c h i l d r e n - to a ll o f i t s c h ild r e n , i r r e s p e c t i v e o f r a c e o r c o l o r , c l a s s o r c r e e d , a n d r e g a r d l e s s of p la c e of h a b ita tio n o r e c o n o m ic c o n d itio n - th e s o le m n d u ty to p r o v id e f o r th e m a s y s t e m o f p u b lic f r e e s c h o o ls th ro u g h o u t th e S ta te . T h a t r i g h t i s b a s i c in a d e m o c r a t i c s o c i e t y . T h a t b a s i c r i g h t i s now g u a r a n te e d b y S e c tio n 129 o f o u r C o n s ti tu tio n . T h a t g u a r a n te e m u s t n o t b e i m -4 - �p a i r e d , d i r e c t l y o r i n d i r e c t l y . T h a t e d u c a tio n a l r o c k o f G i b r a l t e r m u s t not be s h a tte re d . T h e o t h e r f u n d a m e n ta l i s th a t, w ith in th e f r a m e w o r k o f a S ta te s y s te m , th e m a n n e r i n w h ic h th e p u b lic s c h o o ls s h a l l b e o p e r a t e d s h o u ld b e l e f t a s f a r a s p o s s i b l e to th e d i s c r e t i o n o f th e l o c a l s c h o o l a u t h o r i t i e s so th a t th e ty p e o f o p e r a tio n w ill f it th e n e e d s o f th e l o c a l p e o p le a n d b e a c c o m m o d a te d to c o n d itio n s p r e v a ilin g lo c a lly . C o n d itio n s i n V ir g in i a v a r y g r e a t l y . C e r t a i n s e c tio n s h a v e n o r a c i a l p r o b l e m s . O th e r s h a v e m in o r r a c i a l p r o b l e m s . Y e t o t h e r s h a v e p ro n o u n c e d r a c i a l p r o b l e m s . R e c o g n itio n o f th is f a c t i s b a s i c to a s o u n d s o lu tio n . In c e r t a i n s e c tio n s o f V ir g in i a , u n d e r c o n d itio n s o b ta in in g a s o f now , m a n y p a r e n t s o f w h ite p u p ils s im p ly w ill n o t p e r m i t t h e i r c h i l d r e n to a t te n d a n y s c h o o l in w h ic h t h e r e a r e c o lo r e d c h i l d r e n . T h e y f e a r th a t a p u p il a s s i g n m e n t p r o g r a m w ill n o t b e e f f e c tiv e . A s o f n o w th e y w ill, if th e y c a n , c lo s e t h e i r p u b lic s c h o o ls r a t h e r th a n h a v e th e m m ix e d . H ow lo n g t h a t c o n d itio n w ill o b ta in n o o n e k n o w s . In th i s s ta t e o f a f f a i r s , m a n y s i n c e r e a n d d e v o te d f r i e n d s o f th e p u b lic s c h o o ls b e lie v e t h a t i t w ill b e s t s e r v e th e c a u s e b y a m e n d in g S e c tio n 141 o f o u r C o n s titu tio n s o a s to m a k e i t p e r m i s s i b l e f o r a p p r o p r i a t i n g a u t h o r i t i e s to p r o v id e tu itio n g r a n t s f o r e d u c a tio n o f p u p ils in n o n s e c t a r i a n p r i v a t e s c h o o ls . T o w h a t e x te n t a n d f o r how lo n g s u c h p r i v a t e e d u c a tio n a l e f f o r ts w ill b e m a d e no o n e k n o w s. I f e e l, a n d I h a v e r e p e a t e d l y s ta t e d , th a t a n e f f e c tiv e p u p il a s s ig n m e n t p r o g r a m w ill s u b s t a n t i a l l y ta k e c a r e o f th e s i tu a tio n in a l l a r e a s in w h ic h t h e r e a r e a s s i g n m e n t p r o b l e m s . O th e r s , e q u a l ly d e v o te d to th e p u b lic s c h o o ls , d i s a g r e e . T h e G r a y C o m m is s io n h a s p r o p o s e d a d o u b l e - b a r r e l a p p r o a c h - a p u p il a s s i g n m e n t p r o g r a m a n d a tu itio n a id p r o g r a m . O b v io u s ly , th a t r e p o r t i s a r e c o n c i l e m e n t o f c o n f lic tin g v ie w s a n d w a s h a m m e r e d o u t on a g iv e a n d ta k e b a s i s . I t i s , t h e r e f o r e , d is p le a s in g to th o s e w ho a r e f o r i n t e g r a t e d s c h o o ls th r o u g h o u t V ir g in i a . It i s a l s o d i s p le a s in g to th o s e w ho a r e d e m a n d in g a c o n tin u a n c e o f c o m p u ls o r y s ta t e - w i d e s e g r e g a tio n , f o r th e y c l a i m th a t th e r e p o r t i s p r e d i c a t e d o n th e a s s u m p tio n o f p a r t i a l i n t e g r a t i o n . C o n s e q u e n tly , th e r e p o r t i s u n d e r a c r o s s - f i r e f r o m b o th d i r e c t io n s . If t h i s b i l l p r o p o s e d b y th e c o m m i s s i o n i s d e f e a te d , i t i s p o s s i b l e th a t i t s d e f e a t m a y j e o p a r d i z e th e p u p il a s s i g n m e n t p r o p o s a l a l s o a d v a n c e d b y th e c o m m is s io n . If th e l a t t e r i s d e f e a t e d th e r e s u l t m a y b e th a t V ir g in i a w ill h a v e no p r o g r a m , o r o n e w h ic h w ill d e n y to s c h o o l b o a r d s a f u ll m e a s u r e o f d i s c r e tio n a s to p u p il a d m i s s i o n . S u c h a s i tu a tio n m ig h t w e ll p r o v e to b e a s t a g g e r in g b lo w to th e c a u s e o f p u b lic e d u c a tio n i n V ir g in i a . -5 - �I w a s g r e a t l y d i s t u r b e d b y th e g e n e r a l la n g u a g e o f th e b i l l p r o p o s e d b y th e c o m m i s s i o n a n d b y c e r t a i n la n g u a g e in th e r e p o r t in d ic a tin g th a t in c e r t a i n a r e a s o f V ir g in i a t h e r e m ig h t n o t b e p u b lic e d u c a tio n . T h e b i l l d id n o t c o n fin e th e p r o p o s e d r e v i s i o n to S e c tio n 141. It l e f t o p e n th e p o s s i b i l i t y o f a r e v i s i o n o r m o d if ic a tio n , b y i m p lic a tio n a t l e a s t , o f S e c tio n 129, w h ic h g u a r a n t e e s " a n e f f ic ie n t s y s t e m o f p u b lic f r e e s c h o o ls th r o u g h o u t th e S ta te " . T h is p r o m p t e d m e to p u b lic ly a s k c e r t a i n 'q u e s tio n s a s to th e in te n d e d s c o p e o f th e c o m m i s s i o n 's p r o p o s a l . F o llo w in g th a t t h e r e w e r e s o m e c o n f e r e n c e s w ith r e s p e c t to th e m a t t e r . S u b s e q u e n tly I w a s a s s u r e d th a t th e b i l l w o u ld b e r e v i s e d to s p e c i f i c a l l y l i m i t th e s c o p e o f th e r e v i s i o n to S e c tio n 141. T h a t h a s b e e n d o n e . In i t s r e v i s e d f o r m th e b i l l i s now b e fo re u s. I t i s m y u n d e r s ta n d in g th a t S e c tio n 129 w ill n o t b e in th e r e v i s i o n , a n d w ill b e l e f t e x a c tly a s i t i s ; a n d th a t a n y r e v i s i o n o f S e c tio n 141 w ill n o t, e i t h e r d i r e c t l y o r in d i r e c t l y , a b r id g e , a f f e c t, m o d if y o r w e a k e n th e m a n d a te o f S e c tio n 129. L e s t w e f o r g e t, I n o w q u o te th a t s e c tio n : " T h e G e n e r a l A s s e m b ly s h a l l e s t a b l i s h a n d m a in ta in a n e f f ic ie n t s y s t e m of p u b lic f r e e s c h o o ls th r o u g h o u t th e S ta te " . N o tw ith s ta n d in g th e r e v i s i o n o f S e c tio n 141 a s c o n te m p la te d , i t w ill r e m a i n th e s o le m n d u ty o f th e G e n e r a l A s s e m b ly u n d e r S e c tio n 129 n o t o n ly to " m a i n t a i n " a s y s t e m o f p u b lic f r e e s c h o o ls , b u t to m a in ta in a n " e f f i c i e n t " s y s t e m a n d to m a in ta in i t " th r o u g h o u t th e S ta te " . H o w e v e r u n w e lc o m e i t m a y b e to m a n y , a n d n o tw ith s ta n d in g th e u n f o r tu n a te a s s u m p tio n to th e c o n t r a r y r e f e r r e d to i n G o v e r n o r S ta n le y 's m e s s a g e of N o v e m b e r 30, 1955, th e f a c t i s th a t th e G e n e r a l A s s e m b ly m u s t m a in ta in p u b lic e d u c a tio n in p u b lic f r e e s c h o o ls in e v e r y c o u n ty a n d c ity i n V ir g in i a . T h is i s t r u e e v e n i f t h e r e i s n o t a v a i la b le to th e l o c a l a u t h o r i t i e s a n a c c e p ta b le a d m i s s i o n f o r m u la , a s a c o n s e q u e n c e o f w h ic h a tte n d a n c e i s d im in is h e d . T h e p la in c o n s ti tu tio n a l m a n d a te c a n n o t b e n u llif ie d b y n e g a tio n o r b y a c o n t r o v e r s y a s to how a n d f r o m w h a t s o u r c e o r s o u r c e s th e fu n d s a r e to b e r a i s e d . S e c tio n 129 w a s c o n s t r u e d b y th e S u p r e m e C o u r t o f A p p e a ls o f V ir g in i a in S c h o o l B o a r d v S h o c k le y 160 V a . 4 0 5 (4 1 0 ), w ith th e c o u r t d e c l a r in g : " T h e f i r s t s e c tio n o f th a t a r t i c l e (S e c tio n 129) i m p o s e s a m a n d a t o r y d u ty o n th e G e n e r a l A s s e m b ly to e s t a b l i s h a n d m a i n t a i n a n e f f ic ie n t s y s t e m o f f r e e s c h o o ls th r o u g h o u t th e S ta te " . I a s s u m e th a t th e G o v e r n o r a n d th i s A s s e m b ly w ill c o m p ly w ith th i s c o n s titu tio n a l re q u ire m e n t. T o th e e n d t h a t t h e r e m a y n o t b e a n y m i s u n d e r s t a n d i n g o n th e p a r t of a n y o n e , I now a s k th a t if a n y m e m b e r o f th e H o u se i s i n d i s a g r e e m e n t w ith th e f o r e g o in g c o n c l u s io n s a s to th e o b lig a tio n s o f t h i s G e n e r a l A s s e m b ly - 6- �w ith x e s p e c t to th e m a in te n a n c e o f th e p u b lic f r e e s c h o o l s y s te m , s u c h m e m b e r a r i s e a n d p u b lic ly e x p r e s s h is o r h e r d i s s e n t b e f o r e th is d e b a te i s c o n c lu d e d . M o r e o v e r i t i s m y u n d e r s ta n d i n g th a t i t w ill n o t b e p e r m i s s a b l e u n d e r F e d e r a l d e c i s io n s f o r P u b lic S c h o o l b u ild in g s to b e t u r n e d o v e r b y p u b lic a u t h o r i t i e s to p r i v a t e o r g a n iz a tio n s f o r u s e a s r a c i a l l y s e g r e g a t e d s c h o o ls . M y d e c i s io n a s to how I s h a l l v o te o n th i s l e g i s l a t i o n i s a d if f ic u lt o n e , a n d h a s b e e n r e a c h e d o n ly a f t e r lo n g d e l i b e r a t i o n . B e in g i n r e a l d o u b t a s to w h a t i s b e s t u n d e r th e c i r c u m s t a n c e s , I s h a l l v o te to p e r m i t th e p e o p le to s h a r e i n th e d e c i s io n a s to th e p r o p o s e d c h a n g e . If th e c o n s ti tu tio n i s a m e n d e d , i t i s m y h o p e th a t th e p r i v a t e s c h o o ls w h ic h m a y c o m e in to e x is t e n c e a s th e r e s u l t o f t u i tio n g r a n t s f o r p u p ils f r o m p u b lic fu n d s w ill n o t d a n g e r o u s ly i m p a i r th e f u n c tio n in g o f o u r p u b lic s c h o o l s y s te m , th o u g h a s th e r e s u l t o f th e a d d itio n a l f in a n c ia l b u r d e n , th e p o s s i b i l i t y of d a m a g e to th e s y s t e m c a n n o t b e l i g h tly d i s m i s s e d . M u ch w ill d e p e n d u p o n th e w is d o m o f th e G e n e r a l A s s e m b ly a n d o f th o s e d i r e c tin g th e a f f a i r s o f g o v e r n m e n t. It i s e s t i m a t e d th a t 750, 000 c h i l d r e n a r e n o w e n r o l l e d i n s c h o o ls in V ir g in i a . O f t h e s e , s o m e 715, 000 a r e in th e p u b lic s c h o o ls a n d o n ly a b o u t 35, 000 in p r i v a t e a n d p a r o c h i a l s c h o o ls . W ith 95% o f th e c h i l d r e n in p u b lic s c h o o ls , i t i s e a s y to s e e w h a t p u b lic e d u c a tio n m e a n s in V ir g in ia ; a n d e v e n e a s i e r to s e e w h a t w ill h a p p e n i f i t i s a b o lis h e d . i I do n o t b e lie v e th a t th e p e o p le o f V ir g in i a w ill s ta n d f o r th e h a n d s o f th e c lo c k o f p r o g r e s s to b e t u r n e d b a c k 85 y e a r s . T h e y k n o w th a t i t i s o n ly b y e d u c a tio n th a t th e a v e r a g e c h ild in V ir g in i a c a n h o p e to c o m p e te w ith th e b o y s a n d g i r l s in o th e r s t a t e s . T h e y kn o w th a t th e a b o litio n o f o u r p u b lic s c h o o ls w ill m e a n th a t t h e i r c h i l d r e n in l a r g e n u m b e r s w ill n o t b e a b le to g e t a n e d u c a tio n , w ith th e r e s u l t th a t y o u n g m e n a n d w o m e n f r o m th e N o r th a n d W est w ill m o v e in a n d ta k e o v e r th e b e s t jo b s . T h e y k n o w th a t in d u s t r y w ill n o t m o v e in to a s ta t e th a t d o e s n o t h a v e a g o o d s y s t e m o f p u b lic e d u c a tio n . T h e y k n o w th a t th e p r o g r e s s o f V ir g in i a d e p e n d s u p o n th e e d u c a tio n o f h e r y o u th ; a n d th e y k n o w th a t i t i s o n ly th e p u b lic s c h o o l w h ic h c a n do th e e d u c a tio n a l jo b f o r m o s t o f th e c h ild r e n . E v e r y m e m b e r o f th i s H o u se k n o w s th a t V i r g i n i a 's m o s t p r i c e l e s s p o s s e s s i o n i s h e r p u b lic s c h o o l s y s t e m . T h e p u b lic s c h o o l i s th e c ita d e l o f 2 0 th c e n t u r y d e m o c r a c y . T h is i s no tim e f o r p a r t i z a n p o l i t i c s o r f a c tio n a l d i f f e r e n c e s . T h is c r i s i s s u m m o n s to a c o m m o n m e e tin g g ro u n d a l l th o s e w ho b e lie v e in p u b lic s c h o o l e d u c a tio n a n d a r e r e a d y to c a r r y i t s b a n n e r a n d to f ig h t o n i t s s id e . T o a l l w ho so b e lie v e I e x te n d th e r i g h t h a n d o f f e llo w s h ip a n d p le d g e m y c o o p e r a t io n . -7 - �T r u l y t h e s e a r e d a y s w h ic h t r y m e n 's s o u l s . B u t i t w ill n o t a lw a y s b e s o . In d ue tim e th e fo g a b o u t u s w ill lif t, a n d th e b r i g h t s u n s h in e o f u n d e r s ta n d in g a n d g o o d - w ill w ill s t r i k e th r o u g h th e c lo u d s o f d o u b t a n d f e a r a n d m i s t r u s t w h ic h n o w e n v e lo p u s , a n d w e w ill b e h o ld o u r V ir g in i a s t r o n g e r a n d h a p p ie r th a n i t i s to d a y , a n d w ith a p u b lic s c h o o l s y s t e m I h o p e , w h ic h w ill b e o u r p r i d e a n d a p r e c i o u s le g a c y f o r o u r c h ild r e n . O u t o f th e r u i n s a n d c a r n a g e o f th e C iv il W a r o u r p u b lic s c h o o l s y s t e m e m e r g e d . F o r 85 y e a r s i t h a s s e r v e d w e ll th e p e o p le o f V ir g in i a . I t h a s c o m e d o w n to u s f r o m o u r f a t h e r s a s c u r h e r i t a g e . W e h o ld i t i n t r u s t . M ay w e b e w o r th y o f th a t t r u s t . M ay w e g u a r d i t a n d p r o t e c t i t w ith z e a lo u s care. - 8- � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Remarks of Delegate Robert Whitehead of Nelson County before the House of Delegates of Virginia on December 1, 1955 Description An account of the resource Remarks of Delegate Robert Whitehead of Nelson County before the House of Delegates of Virginia on December 1, 1955 regarding school desegregation issues. 9 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Delegate Robert Whitehead Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-01 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 19_5_2_1_52 https://projectdaps.org/files/original/57f53426341ff89c44014f692a603f01.pdf ad876ab86180dbceb5c2d52764bea3d0 PDF Text Text After innumerable requests for comments on the January 9 referendum to amend the 8onstitution of Virginia, we^,the members and members elect of the Arlington; l\ school board have come to feel that «re have an obligation to the taxpayers citizens af-Arlington to point out the facts as we see them, e do not presume to t e l l anyone how to vote. There is , however, so l i t t l e time for the average voter to ferret out and assimilate a ll the facts on which to base his decision, we are glad to share with the public the conclusions w have e reached. ■ v ' ^'^ 1. The a d o p t i o n o f t h e G r a y r e p o r t w o u l d u n d o u b t e d l y r a i s e taxes. T h e operation ofXaXE either a triple school state a n d county s y stem or the granting of public f u n d s f o r p r i v a t e t u i t i o n s w o u l d r a i s e t h e p e r p u p i l c o s t . a realistic b u d g e t w o uld be impossible b e c a u ® that the b o a r d w o u l d be u n a b l e parents as adoption of the report would m e a n to determine in a d v ance t h e choice of many to ho w they wish their any departure children t o be educated, f r o m the e s t a b l i s h e d s y s t e m 2. burdens the Gray Commission im;oses !7e a r e u n a l t e r a b l y o p p o s e d t o t h e p a y m e n t schools, ife f e e l t h a t a n i n h e r e n t p r i n c i p l e tax monies are placed beyond the e do know that wou l d m e a n ei t h e r sacrificing the quality o f e d u c a t i o n our c h i l d r e n a r e n o w re c e i v i n g additional i d h Preparing or assuming whatever on the taxpayers. of tax monies to private of d e m o cracy is violated when control of the m a c hinery of representative government. 5. i7e a r e d e e p l y c o n c e r n e d w i t h would have on procuring and personnel. Good teachers Northern Virginia the keeping We are could easily escape concerned a the private schools. State department of Gray report teachers and administrative and those residing turmoil of an unstable in system by ities. about the q uality these n o w n o n - e x i s t i n g curriculum b y qualified can get w ork anywhere finding e m p l oyment i n nearby l ocal 4. effect the adoption of t h e rtf'. jns\> iJtx-j of teaching There education. children would receive could be n o control Would they meet over standards in �#2 of a c c r e d i t a t i o n a n d c o l l e g e e n t r a n c e r e q u i r e m e n t s ? S t udents c o u l d b e i n d o c t r i n a t e d along a n y l i n e s s c h o o l ^here w o u l d b e n o c o n t r o l o v e r K selection, 1 or p u p i l teac h e r ow n e r s m i g h t f e e l to b e d e s i r a b l e . c e r t i f i c a t i o n o f t e a c h e r s , text b o o k oad. I f c h i l d r e n w e r e wi t h d r a w n f r o m p u b l i c schools i n l a r g e en o u g h n u m b e r s t h i s could. Jihhld s e r i o u s l y affe c t th e c h i l d r e n r e m a i n i n g i n t h e pu b l i c s chools a n d co u l d c o n c e i v a b l y lead t o c o m b i n a t i o n c l a sses a m d g r o u p i n g s no t i n l i n e w i t h the b e s t e d u c a t i o n a l policy. 5. VJe d o b e l i e v e the q u e s t i o n b e f o r e us on J a n u a r y 9 r e s o l v e s i t s e l f a v L M * e to r /v h~ w h e t h e r o r n o t the tax' p a y e r s o f A r l i n g t o n a r e w i l l i n g t o e n t r u s t t h e f a t e o f t h e schools f o r w h i c h t h e y h a v e work e d and sacrificed to a n unchartered course w h i c h l e a d s w e k n o w not where. The only thing we p a h say w i t h any assurance a t t h i s t i m e is t h a t a "Yes" v o t e o n the to errendum will inevitably lead h i g h e r t a x e s and a c o n f u s e d s i t u a t i o n fo r s o m e t i m e io come. f �� 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Draft of school board reply to January referendum to amend the Constitution of Virginia and general comments on Gray Report. Description An account of the resource Draft of school board reply to January referendum to amend the Constitution of Virginia and general comments on Gray Report. 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 19, The Personal Papers of Elizabeth Pfohl Campbell 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 19_5_2_1_50 https://projectdaps.org/files/original/051f64d35fe04a6b8a2ae6cb94d7a17b.pdf 0461d1d90bca9723ce840753529ead39 PDF Text Text Sum m a r y o f L e g i s l a t i o n S p o n s o r e d "by the FAIRFAX CITIZENS' COUNCIL and H o w it W i l l P r e v e n t I n t e g r a t i o n i n P u b l i c Schools 1. a. The C o n s t i t u t i o n of V i r g i n i a e m p o w e r s the L e g i s l a t u r e to e s t a b l i s h a s y s t e m of s e g r e g a t e d p u b l i c schools. b. St a t e l a w requi r e s a t t e n d a n c e at s u c h s e g r e g a t e d p u b l i c schools. c. T h e C o n s t i t u t i o n of V i r g i n i a does N O T e m p o w e r a n y p e r s o n or g r o u p to o p e r a t e a n y i n t e g r a t e d s c h o o l in Virginia. 2. a. T h e V i r g i n i a L e g i s l a t u r e is r e q u i r e d to u p h o l d th e C o n s t i t u t i o n a n d La w s of V i r g i n i a . b. I n o r d e r t o a l l o w a n i n t e g r a t e d pu b l i c s c h o o l t o o p e r a t e in V i r g i n i a th e L e g i s l a t u r e w o u l d ha v e t o d i s r e g a r d the r e q u i r e m e n t s o f the C o n s t i t u t i o n a n d L a w s of Virginia. c. U n l e s s the peo p l e of V i r g i n i a ch a n g e the C o n s t i t u t i o n of V i r g i n i a , operation of a n y i n t e g r a t e d p u b l i c s c h o o l is A G A I N S T T H E LAW. 3. a. If a n y p u b l i c school i n V i r g i n i a is i n t e g r a t e d , it w o u l d b e o p e r a t i n g unconstitutionally and illegally, b. T h e S t a t e L e g i s l a t u r e is l e g a l l y a n d m o r a l l y b o u n d t o cl o s e a n y i l l e g a l l y o p e r a t e d p u b l i c school. I . a. G o v e r n o r St a n l e y ' s p l a n w i l l p r e v e n t st a t e t a x m o n e y f r o m b e i n g s p e n t f o r t i n t e g r a t e d schools. 5. a. D e l e g a t e C. W. C l e a t o n ' s p l a n w i l l p r e v e n t l o c a l t a x m o n e y f r o m b e i n g s p e n t f o r i n t e g r a t e d schools. W I T H O U T T H I S P R O T E C T I O N W E C A N B E T A X E D T O DEA T H . 6. a. S t a t e s u p p o r t of s e g r e g a t e d schools f o r a l l V i r g i n i a n s is p r o v i d e d b y t h e V i r g i n i a Constitution. b. P E R S O N S O B E Y I N G T H E L A W S O F V I R G I N I A W I L L B E P R O V I D E D W I T H S C H O O L S F O R T H E I R CHILDREN. Conclusion 1. L o c a l l y i n t e g r a t e d s c h o o l s w o u l d b e c o m e b a n k r u p t w i t h i n a f e w w e e k s d u e t o i n a b i l i t y or r e f u s a l of i n t e g r a t i o n i s t s t o p a y t h e c o s t ou t of t h e i r o w n pockets. T h e i n t e g r a t i o n i s t s k n o w this. T H A T IS T O Y T H E Y A R E A F R A I D OF T H E C I E A T O N P L A N T H A T IS W H Y W E N E E D IT. 2. V o l u n t a r i l y segr e g a t e d s c h o o l s , b o t h w h i t e a n d c o l o r e d , w i l l c o n t i n u e to o p e rate as i n the p a s t w i t h f u n d s f r o m state a n d l o c a l taxes. The r e wil l be no chan g e i n lega l l y o p e r a t e d p u b l i c schools. Through coordination w it h our fearless stat e s m e n i n Virginia's Legislature, the a b o v e s o l ution t o t h e p r o b l e m of t o t a l i t a r i a n f o r c e d i n t e g r a t i o n is th e a i m of t h e F a i r f a x Cit i z e n s ' Council. The c o n c e p t that ma t t e r s o f m a j o r p o l i c y c o n c e r n i n g th e ideals, t r a d i t i o n s , h e r i t a g e s a n d t i m e - h o n o r e d w a y o f l i f e o f V i r g i n i a a n d its p e o p l e , s hould, to the f u l l e s t ext e n t p e r m i s s i b l e u n d e r t h e C o n s t i t u t i o n of V i r g i n i a , b e e s t a b ­ l i s h e d b y the g o v e r n m e n t of t h e C o m m o n w e a l t h i n s t e a d of this r e s p o n s i b i l i t y b e i n g d e l e g a t e d to lo c a l s u b d i v i s i o n s o r c o m m u n i t i e s u n d e r fo r m s of l o c a l option. F A I R F A X CITIZENS' C O U N C I L F a i r f a x .County, Va. Address: R o u t e 2, B o x 592 McLean, Virginia Phones: Crescent 3-1809 Jefferson 2-7879 E l m w o o d 6 - L L 86 � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Summary of Legislation Sponsored by the Fairfax Citizens' Council and How it Will Prevent Integration in Public Schools Description An account of the resource Summary of Legislation Sponsored by the Fairfax Citizens' Council and How it Will Prevent Integration in Public Schools Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Fairfax Citizens' Council 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 19_5_2_1_49 https://projectdaps.org/files/original/00a36b46a8a61cd5a54dc30dec53bbf0.pdf da6f046ef8133d615f4544b0b216d578 PDF Text Text SPEECH OF DELEGATE KATHRYN f . STONE l. TO THE HOUSE OF DELEGATES GENERAL ASSEMBLY OF VIRGINIA December 2, 1955 Gentlemen: I want to state before beginning my remarks that I regret the necessity I find today of differing from the rest of my home delegation. We have stood together on every important issue in the past, and I hope that we shall do so in the future. In beginning, I want to read a precious phrase from our Virginia Bill of Rights. And may I say that next to the Bible and my Christian faith, the Virginia Bill of Rights is, in its origins and in its present meaning, to me the most precious part of my American heritage. The accident of one's birth, whether on the soil of Iowa or Virginia, does not determine the strength of one's feeling for, and dedication to its priceless words, which are without peer in the language of government. It is what is in our hearts, our minds — our acts. The phrase I would read is the concluding portion of the Section on religious freedom — Section 16: . . . "and that it is the mutual duty of all to practice Christian forbearance, love and charity towards each other". I a m reminded in these days of a vivid word picture which I recently read of the sectional differences in point of view which existed in Virginia during the years of crisis in the 18th Century, It said that the differences in the composition of the House of Burgesses could be plainly detected from the hats on the pegs at the Raleigh Tavern, which displayed, side-by-side, imported conical felts and shapeless caps of coonskin. The rest of the contrast can be imagined. The felts topped off a mode of velvets, laces and curled white wigs copied from London and accompanied by the ceremonial sword. The coonskins went with buckskin breeches and matchcoats of Indian pattern, and bespoke the ever ready musket of the frontier. Yet we know from a reading of history that the sectional politics of colonial Virginia were eventually reconciled, and that all Virginians pulled together in days of crisis. From the men in the buckskin breeches came leaders who matched their wits with the gentlemen of tidewater, and were no less Virginians. It was said then, in colonial Virginia, that you could from the name of his county. And perhaps you think this is simply this — that we must cultivate mutual tolerance, and respect for one another's points of view. I am as eager to titude of Christian forbearance, love and charity among the towards all of Virginia as I trust you gentlemen, from your tell a man's politics true today. My point is more understanding and help to attain this at people of my County varying sections, are. I think I need hardly say to you gentlemen that during the session of 1954. I grew to respect and admire you and your dedication to public service. I feel that way about the members of the Gray Commission, even though I believe that it was their misfortune that some important elements of our State were unrepresented. I feel also that some of the energy released here in the public hearing was merely the pent-up reaction of people who had waited many weary months without reports of the thinking of the inner councils. It is one of the axioms of representative government that there must be a two-way flow of action and reaction between representatives and the electorate. When this process is too long deferred, I believe you must expect some �- 2- degree of explosive reaction, and a natural degree of bafflement, incomplete under standing and bewilderment. This is especially true because many feel that the_ de tails of the Gray Commission plan are not spelled out, and that much will depend on how this is done and what the timing, will be. I know that many of you — perhaps most of you — believe that the Gray Com mission proposals represent a course of moderation between two extremes, and I for one, would sincerely seek a course of moderation. 1 believe that the 32 men of the Commission labored hard to do what they thought best. . It is, therefore, hard for me to rise and say what I believe — that amending section 141 of the Constitution can easily lead to the demise *r serious crippling of public education as we know it in Virginia today. # # # # » # I have a revered and venerable friend who has been the a/|visor to some five or six Presidents of the United States who has often said that if tomorrow we were to take a vote on universal manhood suffrage the vote would go against it. This is his way of saying that the great accomplishments of our nation, which we take for granted, are not deeply enough appreciated by the citizens. His is the thesis that these great accomplishments of past generations must periodically be freshly re evaluated and that it probably takes crises to produce such fresh thought. It. is time, therefore, to think of the meaning of public education to all of us — every one of us — whether we think as parent, as employer or just plain citizen. Cur intricate national life cannot maintain itself without an educated citizenry. We have only half as many doctors as we need, only one-third as many engineers as we need — not nearly enough teachers, or nurses. We have large numbers of people who are dependent upon society — many of them because they received insufficient education or a faulty and inadequate education. Without education today children cannot find themselves. They must be helped to understand better the nature of our complicated world, they must develop skills and competency, they must be prepared to contribute to society — to become self-sustaining — to learn to carry their share of the common burdens of a highly complex world. Out Virginia free public schools have shown remarkable progress in recent years, yet much remains to be done. They are not strong enough — yet - to withstand such blows as the tuition grant plan would likely deal them — if indeed any public school system anywhere would be. Only a few days ago our State Board of Education removed accreditation from 15 high schools. Nearly 100 more were warned that they must show substantial improve ment to retain accreditation. Gentlemen:- this is 1/5 of the high schools of the State. Some of our school systems are not yet 12 year systems. Virginia ranks 41st in per pujjil expenditures among the states with an average in 1953-54 of $177.24 — other states up to $360, Our teacher turnover is extremely high and we need 3,500 more qualified teachers than we presently have, if we would maintain good public school education. Gentlemen: I am speaking today because I deeply believe that this great Common wealth is embarking on a wrong course of action in taking steps which will result in the payment of public money for private school education. �- 3 I believe that I am voicing the predominant view of my constituents. It is also my personal conviction. I believe that the attitude of defiance of the Supreme Court's decision, and the elaborate attempt to circumvent it is the wrong way to seek a solution to the very roal and serious problem which confronts us, I believe also that a sincere, first step, however small, would haire been under stood by our Federal courts, and I cannot believe but that the Supreme Court will be very patient indeed should we evidence such sincerity. Actually, I believe the pupil assignment plan, gently and thoughtfully admin istered in the various localities, according to their circumstances, could be made to do the job. In opposing the amendment of Section 141, may I say first that I am not opposing the use of State funds for the education of those very special groups whose aid has been suddenly cut off by The Virginia Court's decision. The State should probably increase the aid to education of such worthy individuals and ways must be found to do so. I would point out, however, that this problem has been greatly exagerated in respect to the portions of tuition aid which has gone for private schooling. Ai^out 2 8 0 physically handicapped students are receiving grants so that they can prepare for vocations. The total cost of the program is $65,000, but of this the Federal Government pays 2/3, and the number of handicapped students using these grants for non-public schooling represents only 10$ of the total program. Of the 1,000 teacher scholarships, only 66 are presently used for tuition in private colleges. Only 6 of the 27 war orphans receiving tuition aid are enrolled in private schools. Gentlemen: the problem of these special cases has been exagerated. The case of Almond vs Day was plaihly a handle to clear the way for this Special Session and begin the process of legalizing the way for private tuition grants. This is the more unfortunate because the long-term legality of such grants is highly dubious. WHY DO I FEAR THAT PUBLIC FREE SCHOOLS WILL BE UNDERMINED AND THEIR FUTURE PROGRESS IMPAIRED? I WOULD ASK YOU, HOW CAN A COMPETING, MAKESHIFT SYSTEM OF PRIVATE SCHOOLS, HASTILY ERECTED AMIDST CONFUSION AND EMOTION DO OTHERWISE? This tuition grant proposal would remove from the Stato Board of Education the authority it now has to maintain standards. What would happen to the accredition of high school graduates wishing to enter college? Diplomas from these hastily erected private schools would suroly not be recognized outside the State of Virginia, and probably would not be recognized by many Virginia colleges. This tuition grant proposal removes from the Division Superintendents of Schools administrative powers they need to do their job properly, and it places upon local Boards of Education administrative responsibility for detail which no policy making board should have to handle. Seme localities in Virginia, under this plan, may be for some time without public schools — although I agree with several speakers who said yesterday that the State's obligation in Section 129 — that the General Assembly "shallT-establish and maintain an efficient system of public free schools throughout the State" — would require us eventually to fill such gaps with State-run public schools, as offensive as that would be to our belief in local responsibility. �- 4 - That compulsory school attendance law could not and would not be enforced. Transportation, so vital to our contemporary schools, might or might not be provided. The traditional school year of nine months will not be required. The administration of the teacher retirement system would be difficult and confused, I have been wondering, for example, how teachers presently teaching in private schools — many of them without pension plans — will feel about being excluded when the teachers from the newly erected private schools are being covered. The expansion of the Attorney General's office, and provision for counsel for school boards, recommended in the Gray Commission plan constitutes fore warning of the endless legal difficulties and expense to be expected. The administration of the private tuition grants open up countless opportunities for fraud, and could not but be expensive. The Gray Commission recognizes this with its recommendation that "Any person who expends a tuition grant for any purpose other than the education of his child should be amenable to prosecution therefor." Like the Gentleman from Botetourt, I am concerned for my people. I know that you are saying that this private tuition system will not really be widely used. I have heard your forecasts that this elaborate proposal is but a threat, just in case the pupil assignment plan does not work as you hope it will. I also have the right and indeed the obligation to forecast what I think will happen. You have heard that the citizens of Arlington do not completely agree. In this we are not unique. This is what I believe is likely to happen in any County. When we take a moderate first step - probably by sprinkling some 50 Negro children who do not live in predominantly Negro neighborhoods throughout the 29 white elementary schools, I know full well that many a parent will immediately apply for the private tuition grant. Our local expenditure per pupil in 1953-54 was $234. It is higher now, approaching $300. The income level of our community is relatively high. Many parents will no doubt willingly add from their own pockets sufficient money to enter their children in private schools. We have about 60 pri vate schools for preschool and young children now. These schools will attempt to expand by adding more grades. Do not think that the cost to Arlington, and to the State will be slight. How will our School Board be able to plan a budget? Superintendents make sensible and economical plans? How can the Division The cost of partially filled public schools will remain nearly as great as our present well filled schools. Our cost for education will sky-rocket — they would, that is, if the citizens of our community would stand for it, but I'm afraid they won't. You Gentlemen have heard of the colonial cry, "NO TAXATION WITHOUT REPRESENTA TION", If I understand my citizenry at all, they will quickly raise a new cry; "WE WILL NOT BE TAXED TO PAY FOR TUITION GRANTS FOR PRIVATE EDUCATION." » » » # » * * * �I agree with the Gentleman from Fairfax, that the course on which you are about to embark is legally, morally, and politically wrong. Besides this, it may well turn out to be fantastically expensive. And extricating yourselves from the intolerable muddle which will probably result will consume many more weary hours in this chamber than you have spent in the last few do.ys» The perplexities of these few days in which you launch the Gray Commission plan will seem mild in retrospect when you become engulfed in the infinitely greater perplexities which I believe are sure to result from this course of action,, One final word — many of you are making a great point of submitting the prop osition to the people. I also, in all ordinary circumstances believe in a popular referendum. But I do not believe in buck-passing, and I do not believe in haste in such a grave matter as the amendment of our Constitution. I have had considerable experience in voter education on important issues, and I know that voters as a whole cannot possibly be well informed by early January. We, the representatives of the people, are taking a great responsibility when we put such a far-reaching proposition before the people at any time, let alone in haste. We have the opportunity in this chamber for thorough and mature debate with all of the facts. The people have not had this opportunity and they will not be able to manage full public discussion in the holiday season. I believe the tuition grant plan is wrong. Therefore, I believe, we should find the wisdom to work out our problem in other ways. I believe we should come back for the regular session and enact the pupil assignment plan. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Speech by Delegate Kathryn H. Stone to the House of Delegates, General Assembly of Virginia, December 2, 1955 Description An account of the resource Speech by Delegate Kathryn H. Stone to the House of Delegates, General Assembly of Virginia, December 2, 1955, voicing her person conviction that "the attitude of defiance of the Supreme Court's decision" is the wrong way to seek a solution to desegregation of schools in Virginia. 5 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Delegate Kathryn H. Stone Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-02 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 19_5_2_1_34 https://projectdaps.org/files/original/9f211785f9e172251aaf4bb2afcfd489.pdf 9f7a529bd6eded0a6543e5ddfd38edd3 PDF Text Text ARLINGTON COJNTY PER PUPIL EXPENDITURE \ Actual 195U-5S Local Federal Funds 2 42.05 1. >*275.1+9 51.18 * State Funds (ADA) Estimated 1955-56 59 . 1 + 3 U7.15 35.76 •»3lIo.38 i.370 ! 6 8 � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Arlington County Per Pupil Expenditure Description An account of the resource Arlington County Per Pupil Expenditure Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington County 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 19_5_2_1_33 https://projectdaps.org/files/original/bb941a366fbc7b1b0847a1d8811d7227.pdf e17c868b21cbb3fec15c09b4dbf71bb1 PDF Text Text ( \ SPEECH OF DELEGATE KATHRYN H. STONE TO THE HOUSE OF DELEGATES GENERAL ASSEMBLY OF VIRGINIA December 2, 1955 Gentlemem I want to state before beginning my remarks that I regret the necessity I find today of differing from the rest of my home delegation. We have stood together on every important issue in the past, and I hope that we shall do so in the future. * * * * * * In beginning, I want to read a precious phrase from our Virginia Bill of Rights. And may I say that next to the Bible and my Christian faith, the Virginia Bill of Rights is, in its origins and in its present meaning, to me the most precious part of my American heritage. The accident of one's birth, whether on the soil of Iowa or Virginia, does not determine the strength of one's feeling for, and dedication to its priceless words, which are without peer in the language of government. It is what is in our hearts, our minds — our acts. The phrase I would read is the concluding portion of the Section on religious freedom — Section 16: . . . "and that it is the mutual duty of all to practice Christian forbearance, love and charity towards each other". I am reminded in these days of a vivid word picture which I recently read of the sectional differences in point of view which existed in Virginia during the years of crisis in the 18th Century, It said that the differences in the composition of the House of Burgesses could be plainly detected from the hats on the pegs at the Raleigh Tavern, which displayed, side-by-side, imported conical felts and shapeless caps of coonskin. The rest of the contrast can be imagined. The felts topped off a mode of velvets, laoes and curled white wigs copied from London and accompanied by the ceremonial sword. The coonskins went with buckskin breeches and matchcoats of Indian pattern, and bespoke the ever ready musket of the frontier. Yet we know from a reading of history that the sectional politics of colonial Virginia were eventually reconciled, and that all Virginians pulled together in days of crisis. From the men in the buckskin breeches came leaders who matched their wits with the gentlemen of tidewater, and were no less Virginians. It was said then, in colonial Virginia, that you could from the name of his county. And perhaps you think this is simply this — that we must cultivate mutual tolerance, and respect for one another's points of view. I am as eager to titude of Christian forbearance, love and charity among the towards all of Virginia as I trust you gentlemen, from your tell a man's politics true today. My point is more understanding and help to attain this at people of my County varying sections, are. I think I need hardly say to you gentlemen that during the session of 1954 I grew to respect and admire you and your dedication to public service. I feel that way about the members of the Gray Commission, even though I believe that it was their misfortune that some important elements of our State were unrepresented. I feel also that some of the energy released here in the public hearing was merely the pent-up reaction of people who had waited many weary months without reports of the thinking of the inner councils. It is one of the axioms of representative government that there must be a two-way flow of action and reaction between representatives and the electorate. When this process is too long deferred, I believe you must expect some �- 2 - degree of explosive reaction, and a natural degree of bafflement, incomplete under standing and bewilderment. This is especially true because many feel that the de tails of the Gray Commission plan are not Spelled out, and that much will depend on how this is done and what the timing will be. I know that many of you — perhaps most of you — believe that the Gray Com mission proposals represent a course of moderation between two extremes, and I for one, would .sincerely seek, a course of moderation. I believe that the 32 men of the Commission labored hard to do what they thought best. It is, the r e f o r e , h a r d for m e t o r i s e a n d sa y w h a t I b e l i e v e — that amending s e c t i o n 1 41 of t h e C o n s t i t u t i o n c a n e a s i l y l e a d to t h e d e m i s e er serious c r i p p l i n g of p u b l i c e d u c a t i o n as w e k n o w it i n V i r g i n i a today. * * * * * * I have a revered and venerable friend who has been the advisor to some five or six Presidents of the United States who has often said that if tomorrow we were to take a vote on universal manhood suffrage the vote would go against it. This is his way of saying that the great accomplishments of our nation, which we take for granted, are not deeply enough appreciated by the citizens. His is the thesis that these great accomplishments of past generations must periodically be freshly re evaluated and that it probably takes crises to produce such fresh thought. It is time, therefore, to think of the meaning of public education to all of u s ---every one of us — . whether we think as parent, as employer or just plain citizen. Our intricate national life cannot maintain itself without an educated citiaenry. We have only half as many doctors as we need, only one-third as many engineers as we need — not nearly enough teachers, or nurses. We have large numbers of people who are dependent upon society — many of them because they received insufficient education or a faulty and inadequate education. Without education today children cannot find themselves. They must be helped to understand better the nature of our complicated world, they must develop skills and competency, they must be prepared to contribute to society — to become self-sustaining — to learn to carry their share of the common burdens of a highly complex world. Out Virginia free public schools have shown remarkable progress in recent years, yet much remains to be done. They are not strong enough - yet - to withstand such blows as the tuition grant plan would likely deal them — if indeed any public school system anywhere would be. Only a few days ago our State Board of Education removed accreditation from 15 high schools. Nearly 100 more were warned that they must show substantial improve ment to retain accreditation. Gentlemens- this is 1/5 of the high schools of the State. Some of our school systems are not yet 12 year systems. V i r g i n i a r a n k s 4 1 s t i n per pu{>il e x p e n d i t u r e s a m o n g t h e states w i t h a n a v e r a g e i n 1 9 5 3 - 5 4 of $ 1 7 7 . 2 4 — other s t a t e s u p t o $360. Our teacher turnover is extremely high and we need 3,500 more qualified teachers than we presently have, if we would maintain good public school education. Gentlemens I am speaking today because I deeply believe that this great Common wealth is embarking on a wrong course of action in taking steps which will result in the payment of public money for private school education. �- 3 I believe that I am voicing the predominant view of my constituents. It is also m y personal conviction. I believe that the attitude of defiance of the Supreme Court’s decision, and the elaborate attempt to circumvent it is the wrong way to seek a solution to the very roal and serious problem which confronts us. I believe also that a sincere first step, however small, would hatte been under stood by our Federal courts, and I cannot believe but that the Supreme Court will be very patient indeed should we evidence such sincerity. Actually, I believe the pupil assignment plan, gently and thoughtfully admin istered in the various localities, according to their circumstances, could be made to do the job. In opposing the amendment of Section 141, may I say first that I am not opposing the use of State funds for the education of those very special groups whose aid has been suddenly cut off by The Virginia Court's decision. The State should probably increase the aid to education of such worthy individuals and ways must be found to 'do so, X would, point out, however, that this problem has been greatly exagerated in respect to the portions of tuition aid which has gone for private schooling. A^out 2&0 physically handicapped students are receiving grants so that they can prepare for vocations. The total cost of the program is $65,000, but of this the Federal Government pays 2/3, and the number of handicapped students using these grants for non-public schooling represents only 1 0 % of the total program. Of the 1,000 teacher scholarships, only 66 are presently used for tuition in private colleges* Only 6 of the 27 war orphans receiving tuition aid are enrolled in private schools. Gentlemen! the problem of these special cases has been exagerated. The case of Almond vs Day was plaihly a handle to clear the way for this Special Session and begin the process of legalizing the way for private tuition grants. This is the more unfortunate because the long-term legality of such grants is highly dubious. WHY DO I FEAR THAT PUBLIC FREE SCHOOLS WILL BE UNDERMINED AND THEIR FUTURE PROGRESS IMPAIRED? I WOULD ASK YOU, HOW CAN A COMPETING, MAKESHIFT SYSTEM OF PRIVATE SCfOOLS, HASTILY ERECTED AMIDST CONFUSION AND EMOTION DO OTHERWISE? This tuition grant proposal would remove from the Stato Board of Education the authority it now has to maintain standards. ’ What would happen to the accredition of high school graduates wishing to enter college? Diplomas from these hastily erected private schools would suroly not be recognized outside the State of Virginia, and probably would not be recognized by many Virginia colleges. This tuition grant proposal removes from the Division Superintendents of Schools administrative powers they need to do their job properly, and it places upon local Boards of Education administrative responsibility for detail which no policy making board should have to handle. Some localities in Virginia, under this plan, may be for some time without public schools — although I agree with several speakers who said yesterday that the State's obligation in Section 129 — that the General Assembly "shall establish and maintain an efficient system of public free schools throughout the State" — would require us eventually to fill such gaps with State-run public schools, as offensive as that would be to our belief in local responsibility. �~ 4 T h a t c omp u l s o r y scho o l attendance l a w could not and w o u l d n o t be enforced. Transportation, provided. so vi t a l to o u r c o n t e m p o r a r y schools, m i g h t or might n o t b e T h e t r a d i t i o n a l school year of n i n e m o n t h s will n o t b e required. T h e a d m i n i s t r a t i o n of the t e a cher r e t i r e m e n t system w o u l d b e d i f ficult a n d confused. I h a v e b e e n w o n d e r i n g , fo r example, h o w t e a c h e r s p r e s e n t l y t e a c h i n g in p r i v a t e schools — m a n y of th e m w i t h o u t p e n s i o n pl a n s — w i l l f e e l a b o u t b e i n g e x c l u d e d w h e n the teachers f r o m the n e w l y erected p r i v a t e s c h o o l s are being covered. T h e e x p a n s i o n of t h e A t t o r n e y G e n e r a l ' s office, and p r o v i s i o n f o r counsel f o r school b o a r d s , r e c ommended i n t h e G r a y Commission p l a n constitutes f o r e w a r n i n g o f t h e endless le g a l diffic u l t i e s and e x p e n s e to b e expected. T h e a d m i n i s t r a t i o n of the p r i v a t e t u i t i o n grants ope n u p countless oppo r t u n i t i e s f o r fraud, a n d could no t b u t b e expensive. The G r a y Commission recognises this w i t h its r e c o m m e n d a t i o n t h a t " A n y p erson w h o ex p e n d s a tu i t i o n g r a n t f o r a n y p u r p o s e other t h a n t h e e d u c a t i o n of his c h i l d sh o u l d b e a m e n a b l e t o p r o s e c u t i o n therefor." L i k e t h e G e n t l e m a n f r o m B o t etourt, I a m concerned f o r m y p eople. I know that y o u a r e saying t h a t this priv a t e t u i t i o n syst e m will not r e a l l y be w i d e l y us e d . I h a v e h e a r d y o u r f o r e c a s t s t h a t this e l a b o r a t e proposal is b u t a threat, just i n case t h e p u p i l a s s i g n m e n t p l a n does not w o r k a s y o u hope it will. I also have t h e ri g h t and ind e e d t h e o b ligation to f o r e c a s t wh a t I t h i n k w i l l happ e n . Y o u h a v e h e a r d t h a t the c i t i z e n s of A r l i n g t o n d o n o t c o m p l e t e l y a gree. In t h i s w e are n o t unique. This is w h a t I b e l i e v e is l i k e l y t o h a p p e n in an y C o u n t y . W h e n w e take a m o d e r a t e first st e p - p r o b a b l y b y s p r i n k l i n g some 50 N e g r o c h i l d r e n w h o do n o t l i v e in p r e d o m i n a n t l y Negro n e ighborhoods t h r o u g h o u t the 29 w h i t e elementary schools, I k n o w f u l l w e l l t h a t m a n y a p a r e n t w i l l i m m e d i a t e l y a p p l y for th e p r i v a t e t u i t i o n grant. O u r loc a l e x pendit u r e p e r pupil i n 1 9 5 3 - 5 4 w a s $234. It is h i g h e r now, a p p r o a c h i n g $3 0 0 . Th e in c o m e l e v e l of our c o m m u n i t y is r e l a t i v e l y high. M a n y p arents will n o d o u b t w i l l i n g l y a d d f r o m th e i r own p o c k e t s s u f f icie n t m o n e y t o e n t e r their c h i l d r e n in private schools. W e have about 60 p r i v a t e schools f o r p r e s c h o o l and yo u n g c h i l d r e n now. T h e s e s c h o o l s w i l l att e m p t to e x p a n d b y add i n g m o r e grades. Do n o t t h i n k that the cos t t o Arlington, a£d to the S t a t e will be slight. H o w will our S c h o o l Board b e a b l e to p l a n a budget? S u p e r i n t e n d e n t s m a k e sen s i b l e and e c o n o m i c a l plans? H o w can the D i v ision T h e cost of p a r t i a l l y f illed p u b l i c schools will r e m a i n n e a r l y a s great a s ou r p r e s e n t w e l l f i l l e d schools. Our c o s t f o r e d ucation w i l l s k y - r o c k e t — they would, that is, if the c i t i z e n s of our c o m m u n i t y w o u l d stand f o r it, b u t I ' m a f r a i d t h e y wo n ' t . You Gentlemen have heard of the colonial cry, "NO TAXATION WITHOUT REPRESENTA TION". If I understand my citizenry at all, they will quickly raise a new crys "WE WILL NOT BE TAXED TO PAY FOR TUITION GRANTS FOR PRIVATE EDUCATION." » * * * * * ♦ # �I agree with the Gentleman from Fairfax, that the course on which you are about -to embark is legally, morally, and politically wrong. Besides this, it may well turn out to be fantastically expensive. And extricating yourselves from the intolerable muddle which will probably result will consume many more weary hours in this chamber than you have spent in the last few days. The perplexities of these few days in which you launch the Gray Commission plan will seem mild in retrospect when you become engulfed in the infinitely greater perplexities which I believe are sure to result from this course of action,, One final word — many of you are making a great point of submitting the prop osition to the people, I also, in all ordinary circumstances believe in a popular referendum. But I do not believe in buck-passing, and I do not believe in haste in such a grave matter as the amendment of our Constitution. I have had considerable experience in voter education on important issues, and I know that voters as a whole cannot possibly be well informed by early January. We, the representatives of the people, are taking a great responsibility when we put such a far-reaching proposition before the people at any time, let alone in haste. We have the opportunity in this chamber for thorough and mature debate with all of the facts. The people have not had this opportunity and they will not be able to manage full public discussion in the holiday season. I believe the tuition grant plan is wrong. Therefore, I believe, we should find the wisdom to work out our problem in other ways. I believe we should come back for the regular session and enact the pupil assignment plan. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Speech by Delegate Kathryn H. Stone to the House of Delegates, General Assembly of Virginia, December 2, 1955 Description An account of the resource Speech by Delegate Kathryn H. Stone to the House of Delegates, General Assembly of Virginia, December 2, 1955, voicing her person conviction that "the attitude of defiance of the Supreme Court's decision" is the wrong way to seek a solution to desegregation of schools in Virginia. 5 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Delegate Kathryn H. Stone Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-02 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 19_5_2_1_30 https://projectdaps.org/files/original/d3f4b5cea973a02720ea2521c128f683.pdf 5bc903f13ac591d71de95d0f969f603d PDF Text Text \ Ch. 56 Acts of t h e 1956 Extra S e s s i o n of the Vir g i n i a General A s s e m b l y _________________________________________________________________ "An A c t to make a v a i lable to certain counties, cities and t o w n s f unds to be e x p e n d e d in fu r t h e r a n c e of the e l e m e n t a r y a n d / o r secondary e d u c a t i o n of p u p i l s in non s e c t a r ian private schools and for payments to t eachers and other employees u n d e r certain conditions, and to provide for a d e t e r m i n a t i o n of the amount an d conditions f o r receipt of such funds." 1 R a c e R e i s . L. R e p . 1 0 9 2 . §1. A m o u n t s u n d e r I t ems 133, 134, 137, 13 8 and 143 o f Ch. 716 o f t h e A c t s of A s s e m b l y o f 1 9 5 6 to which elementary school systems were entitled which are w i t h h e l d s hall b e a v a i l a b l e f o r i n s t r u c t i o n of pupils in nonsectarian private schools and for pay ment of salaries of unemployed teachers and other public school employees to the extent of the terms and c o n d i t i o n s of t h e i r contracts or t h e end of the s c h o o l year, w h i c h e v e r is longer. §2. Same provi s i o n s s c h o o l systems. as il covering secondary §3. F u n d s p r o v i d e d b y ill & 2 t o b e a l l o c a t e d to each pupil attending a nonsectarian private school on t h e basis of the t otal amount w i t h h e l d divided by the n u m b e r of children f o r m e r l y a t t e n d i n g th e public sch o o l system. §4. An y funds t o be d istributed u n d e r terms of §3 r e m a i n i n g u n d i s t r i b u t e d s h o u l d b e a l l o c a t e d t o c h i l d r e n already r e c e i v i n g grants, but not to exceed th e a c t u a l attendance at the private school, and not to exceed #350 per p upil per year f r o m all public sources. §5. Satisfactory evidence of expenditures for edu c a t i o n a l purposes in nonsectarian p r i v a t e schools must be furnished. §6. If current d a t a mine allocation of funds, s h a l l b e used. Ch. 57 are the not a v a i l a b l e to most recent data deter available Acts of th e 1956 Extra S e s s i o n of the V i r g i n i a General A s s e m b l y _________________________________________________________________ "An Act of money b y t o authorize c e r t a i n localities to raise sumes a t a x on property, subject to local taxation, to be e x p e n d e d by local s c h o o l author i t i e s f o r educational purposes, including cost of transportation, and to impose penalties §1. for violations." Authorizes levy 1 of Race such In lieu of such a L. Rep. educational pu b l i c welf a r e m a y r e q u i r e in taxation or appropriation for §2. Reis. 1093« taxes areas w h e r e there public schools. levy, appropriation as the is no for e d u c a t i o n a l purposes m a y be m ade f r o m t h e general coun t y or city levy. The governing b o d y m a y also make appropriation for educational purposes from any other funds available. �r * §3. In any t o w n w h e r e no l evy or a p p r opriation is m a d e f o r o p e r a t i o n o f p u b l i c s c h o o l s , i f it c o n stitutes a separate school district, the governing b o d y is a u t h o r i z e d t o c o l l e c t a d d i t i o n a l t a x e s on p r o p e r t y subject to l ocal taxation, f or educational pur p o s e s , but not t o ex c e e d 1 of t h e a s s e s s e d value of taxable property. I n lieu of such a levy, a p p r o p r i a t i o n m a y be m a d e out of the g e n e r a l t o w n lev y or % any other §4. source. Any town where no levy or appropriation is m a d e f o r o p e r a t i o n o f p u b l i c schools, i f it c o n s t i t u t e s a separate s c h o o l district, is e n t i t l e d t o its s h a r e o f s c h o o l f u n d s , §22-14-1 o f t h e C o d e a n d is a u t h o r i z e d and r e q u i r e d to expend same for educational p u r p o s e s u n d e r t e r m s o f §7 below. §5. If a n y t o w n c o n s t i t u t e s a s e p a r a t e t o w n s c h o o l d i s t r i c t a n d i t s c o u n t y d o e s n o t t a x or a p p r o priate for operation of public schools, an additional t o w n sch o o l levy on l o c a l taxable property, not ex ceeding of the a s s e s s e d valuation, m a y be raised. If the county levies a t a x or makes an appropriation f o r e d u c a t i o n a l p u r p o s e s , the t o w n s h a l l r e c e i v e its s h a r e o f such f u n d s u n d e r §22-141 o f t h e Code. 3% §6. The p r o c e d u r e to be f o l l o w e d f o r obtaining th e e d u c a tional f u n d s p r o vided by t h i s Act shall be t h e s a m e as p r e s c r i b e d b y th e l a w f o r r a i s i n g of f u n d s for public school purposes. §7. The educational funds raised or appropriated u n d e r i l l , 2, 3 , a n d 4 h e r e o f , o r o t h e r w i s e m a d e a v a i l able, s h a l l be e x p e n d e d b y t he s c h o o l b o a r d in p a y m e n t o f a g e n t s f o r th e f u r t h e r a n c e of t h e e l e m e n t a r y or s e c o n d a r y education, as the case m a y be, of the chil dr e n of the county, city, or town in nonsectarian p r i v a t e schools. The local school board m a y by rules and regulations p r ovide for the cancellation or revo cation of any such g r a n t which the board finds was not o b t a i n e d in goo d faith; p r o v i d e d t h a t the action of t h e board in c a n c e l l i n g or r e v o k i n g a n y grant shall be subj e c t to r e v i e w by bill of com p l a i n t against t h e sc h o o l b oard to th e circ u i t or c o r p o r a t i o n court ha v i n g equity jurisdiction. §8. School boards may provide transportation for t h o s e pupils q u a l i f y i n g f o r such grants, and in such event, shall be e n t i t l e d to r e i m b u r s e m e n t out of State f u n d s t o th e same e x t e n t as counties a n d cities are reimbursed for costs expended for transportation to and f r o m the public schools. §9. Provides criminal penalties for misdemeanor of obtaining, s e eking t o obtain, e x p e n d i n g or seeking to expend, any transpo r t a t i o n or e d u c a t i o n grant for any other purpose than the transportation or education of the child for w h i c h th e grant is s o u g h t or obtained. Ch. $8 Acts of the 1956 Extra Sessions of the V i r g i n i a General A s s e m b l y ___________________________________________________________________ " A n Ac t to require t h e inclusion in school budgets of amou n t s sufficient f o r t h e payment of g r a n t s fo r e ducational purposes; to provide for local governing bodies raising money for educational purposes and making appropriations therefor; to p r o v i d e for the e x p e n d i t u r e of such f unds fo r payment of 2 �such gran t s and t r a n s p o r t a t i o n costs u n d e r certain ci r c u m s t a n c e s ; to e m p o w e r t h e State Board of Education t o m a k e r u l e s and r e g u l a t i o n s and p a y s u c h g rants; to provide for the w i thholding of certain funds and the use thereof; and to provide penalties for the violation of this Act." 1 R a c e R e i s . L. Rep. 1 0 9 4 * il. The division superintendent of each school d i s t r i c t shall i n c l u d e i n his budget e s t imates an item for the payment of grants for the furtherance of th e education of t h e children in n o n s e c t a r i a n private schools. §2. Board of supervisors of each school di s t r i c t s h a l l p r o v i d e a l e v y or an a p p r o p r i a t i o n to m e e t t h e e s t i m a t e s r e q u i r e d b y §1. §3. These e d u c a t i o n a l funds are t o be expended by the local school board through payments to par ents, guardians, or o t h e r persons h a v i n g cust o d y of c h i l d r e n w h o have b e e n a s s igned to or are in a t t e n d ance at public scho o l s w h e r e i n both w h i t e and colored c h i l d r e n are enrolled, up o n filing a n affidavit that t h e y object to the a s s i g n m e n t of such c h i l d r e n to such a school. Man d a m u s will not lie t o force p ay m e n t of a grant to a c h i l d assigned o r r eassigned to a school where only p u pils of his race are enrolled. §4. Theanount of t he grant shall of a t t e n d a n c e at a n o n s e c t a r i a n p r i v a t e the current school year, provided that exceed the total cost of operation per d a i l y a ttendance in the public schools ity t h e preceding year. be the cost school for it s hall not p u p i l in of the local §5. The school b oard providing transportation to its p u b l i c schools s h a l l supply like t r a n s p o rtations to a n o n s e c t a r i a n p r i v a t e school, p r o v i d e d that the b o a r d m a y provide a g r a n t for t r a n s p o r t a t i o n equal to the p e r p u p i l cost of t r a n s p o r t a t i o n in th e public s c h o o l d i s t r i c t t h e p r e c e d i n g year. 86. In distributions of State funds, payment f o r g r a n t s shall be c o n s i d e r e d as t h o u g h t h e y were made by the locality for operation and maintenance public schools. of §7. Rules and regulations to c arry out purposes of t h i s Ac t ma y be d r a w n u p by local s c h o o l boards. T h e y m a y p r o v i d e f o r c a n c e l l a t i o n or r e v o c a t i o n of g r a n t s f o u n d not o b t a i n e d in good fait h , p r o v i d e d such acti o n be subject t o judicial r e v i e w in circuit or c o r p o r a t i o n court. S3. It s h a l l b e a m i s d e m e a n o r f o r a p e r s o n t o obtain, seek to obtain, expend or seek to expend any g r a n t f o r a n y o t h e r p u r p o s e t h a n th e e d u c a t i o n or transportation facilities. 19. When the school budget has b e e n prepared in accordance with il and funds secured as provided b y §2, n e i t h e r the s c h o o l b o a r d nor t h e g o v e r n i n g b o d y s h a l l have p o w e r t o c a n c e l or t r a n s f e r an d use for o ther purposes t he funds available f or grants, p r o v i d e d t h a t if at t h e e n d of the e l e v e n t h m o n t h of the school year any f unds are not obligated, they may be e x p e n d e d f o r a n y o b j e c t set f o r t h i n t h e s c h o o l budget. 3 �§10. For so l o n g as children are assigned to or attend schools w h e r e both white and colored c h i l d r e n are enrolled, the State B o a r d of E d u c a t i o n shall authorize and direct the Superintendent o f P u b l i c I n s t r u c t i o n t o p r o v i d e f o r p a y m e n t of g r a n t s o n b e h a l f o f s u c h county, city, or town, out of any funds due said unit for maintenance of its public school system. Records to be filed with State Comptroller. Ch. 59 Acts of t h e 1956 E xtra S e s s i o n of the V i r g i n i a General A s s e m b l y _________________________________________________________________ "An Act to provide that attend integrated schools." no 1 child shall be required to Race R e i s . L. Rep. 1096. "1. N o t w i t hstanding any no child shall be r e q u i r e d to any school wherein b oth white are enrolled." Ch. 60 other provision of law, enroll in or attend and colored children A c t s o f t h e 1 9 5 6 E x t r a S e s s i o n of the V i r g i n i a G e n e r a l A s s e m b l y _________________________________________________________________ "An Act to amend and re-enact §22-72, as amended, of the Code of Virginia, r e l a t i n g to the powers and duties of the county s c hool boards, and to amend the Code of Vir g i n i a by a d ding a new section n u mbered 22-72.1, authorizing county schools to provide for transportation of pupils. 1 Race Reis. L. Rep. 1096. §22-72.1. C o u n t y school boards m a y provide the transportation of pupils; but nothing herein con t a i n e d shall be con s t r u e d as r e q u i r i n g such transportation." Ch. 61 for Acts o f the 1956 E x t r a S e s s i o n of the V i r g i n i a General A s s e m b l y _________________________________________________________________ "An Ac t to amend an d r e - e n a c t §22-205 of the Code of Virginia, relating to assignment of teachers by division superintendents." 1 R a c e R e i s . L. R e p . 1 0 9 7 . "1. That §22-205 a m e n d e d and r e - e n a c t e d of as the Code of follows; Virginia be "§22-205. The division superintendent shall h a v e authority t o a s s i g n to t heir r e s p e c t i v e p o s i t i o n s in the s c h o o l wherein t h e y hav e been p l a c e d b y the s c h o o l b o a r d all t e a c h e r s . . . including principals . . . and r e a s s i g n them t h e r e i n , provided n o change or r e a s s i g n m e n t s h a l l affect the s a l a r y of such t e a c h e r s , and p r o vided, further, th a t he shall m a k e appropriate r e p o r t s and e x p l a n a t i o n s on the r e q u e s t of the school board." Ch. 62 Acts of the 1956 Extra S e ssions of the V i r g i n i a General A s s e m b l y ________________________________________________________ ___________ "An A ct to authorize l o c a l school b o a r d s to funds designated for p ublic school purposes for 4 expend such �grants in furtherance of elementary and secondary edu cation as m a y be p e r m itted by law without first obtain ing authority therefor from the tax levying body.” 1 R a c e R e i s . L. Rep. 1 0 9 7 . "1. The l o c a l s c h o o l board o f e v e r y county, c i t y o r t o w n i s h e r e b y a u t h o r i z e d w h e n i t is d e e m e d t o be for the publ i c benefit, to t r a n s f e r school funds, excluding t h o s e for capital out l a y and debt service, within the total amount o f its authorized b u d g e t , w i t h o u t t h e c o n s e n t of t h e t a x l e v y i n g body, notwithstanding a n y other law to t he contrary, and t o ex p e n d same in f u r t h e r a n c e of t h e e l e m e n t a r y and s e c o n d a r y e d u cation of the children of such county, c i t y , o r t o w n i n n o n s e c t a r i a n p r i v a t e s c h o o l s as m a y be permitted b y law." Ch. 63. Acts of the 1956 Extra Sessions of the V i r g i n i a General A s s e m b l y ___________________________________________________________________ " A n Act to provide f or the employment of counsel to de f e n d t h e actions of m e m b e r s of school b o a r d s and to p r o vide f o r the payment of costs, expenses and liabilities l e v i e d a g a i n s t such m e m b e r s out of l o c a l p u b l i c fund s . " 1 R a c e R e i s . L. R e p . 1 0 9 8 . "l.ll. N otwithstanding any other provision of law, the attorney f o r the Commonwealth or other c o u n s e l approved b y the school board of any county, c i t y , o r t o wn, t o d e f e n d it or a n y m e m b e r t h e r e o f , or a n y school official, in any legal proceeding to w h i c h the school b o a r d or any m e m b e r thereof, or a n y school official, m a y be a defendant, w h e n such p r o c e e d i n g is i n s t i t u t e d a g a i n s t it, o r a g a i n s t a n y m e m b e r thereof b y v i r t u e of his a c t i o n s in conn e c t i o n w i t h h i s duties as su c h member. "§2. All costs, expenses and liabilities of p r o c e e d i n g s so d e f e n d e d shall be a c h a r g e against t h e county, city o r t o w n treasury a n d pai d out of f u n d s provided by the governing b o d y of the county, city, or town in w h i c h such school board discharges its functions. "2. An emergency exists f o r c e f r o m its p a s s a g e . " Ch. 64 and this action is in Acts of the 1956 Extra Sess i o n of the V i r g i n i a General A s s e m b l y _________________________________________________________________ " A n Act to amend a n d reenact § 5 1 - 1 1 1 . 1 0 as amended of the Code of Virginia, r e l a t i n g to the m e a n i n g of certain w o r d s as u s e d in the V i r g i n i a Supp l e m e n t a l R etirement Act, a n d t o a m e n d t h e C o d e o f V i r g i n i a b y a d d i n g t o it T i t l e 51, Chapter 3.2 thereof, and A r t i c l e 4.1 c o n t a i n i n g S§51-111.38:1 through 51-111.38:3, p r o v i d i n g for the retir e m e n t of certain private school teachers." 1 Race Reis. L. Rep. 1098. §51-111.10 Definitions. - As u s e d in this u n l e s s a d i f f e r e n t m e a n i n g is p l a i n l y r e q u i r e d context: chapter by the "(4) 'Teacher* m e a n s a n y p e r s o n w h o is r e g u l a r l y e m p l o y e d on a s a l a r y b a s i s as a p r o f e s s i o n a l or c l e r i c a l e m p l o y e e of a county, city, o r o t h e r l o cal p u b l i c s c h o o l or of a c o r p o r a t i o n p a r t l c i p a i n g in the r e t i r e m e n t s y s t e m as p r o v i d e d b y A r t i c l e 4 . l V" 5 �"(6) 'Employee' • T e a c h e r ’ ." amended in same fashion as "(7) ’E m p l o y e r ’ m e a n s C o m m o n w e a l t h , i n t h e case of a State employee, . . . the local public s c h o o l b o a r d in t h e c a s e of a p u b l i c s c h o o l teacher, or the l o c a l i t y or corporation partici p a t i n g in the r e t i r e m e n t s y s t e m as p r o v i d e d in Articles 4 and 4.1." Article "Participation of Certain R e t i r e m e n t System. 4-1 [all Education new] Corporations in 51-111.36:1. A n y corporation organized after t h e e f f e c t i v e d a t e o f t h i s act f o r t h e p u r p o s e of p r o v iding elementary or secondary e d u c ation may by r e s o l u t i o n d uly a d o p t e d b y its b o a r d o f directors and approved by the Board of Trustees of the V i r g i n i a Supplemental Retirement System elect to have t e a c h e r s e m p l o y e d b y it b e c o m e e l i g i b l e t o p a r t i c i pa t e in the retirement system. A c c e p t a n c e of the t e a c h e r s employed b y such an e m p l o y e r f o r m e m b e r ship in the retirement system shall approve their participation, t h e n such teachers, as m e m b e r s of t h e r e t i r e m e n t sy s t e m , s h a l l p a r t i c i p a t e t h e r e i n as pr o v i d e d in the provisions of this chapter. §51-111.38:2. T he chief fiscal o f f i c e r of the employer shall submit to the Board such information and shall cause to be performed in respect to the e m p l o y e e s of t h e e m p l o y e r such d u t i e s a s s h a l l be p r e s c r i b e d b y the B o a r d in order t o c a r r y out the provisions of this chapter. §51-111.38:3. The employer contributions rate s h a l l unless o t h e r w i s e fixed by th e B o a r d be the n o r m a l a n d a c c r u e d c o n t r i b u t i o n r a t e d e t e r m i n e d as p r o v i d e d in § 5 1 - 1 1 1 . 4 7 but members of t h e retirement system qualifying under §51-111.10(4). The contri b u t i o n s so c o m p u t e d s h a l l be c e r t i f i e d b y t h e B o ard to the chief fiscal officer of the employer. The a m o u n t s so c e r t i f i e d s h a l l be a c h a r g e a g a i n s t the employer. The c hief fiscal officer of each such emp l o y e r shall p a y to the State T r e a s u r e r the amount certified by the Board as payable u n d e r this article, i n c l u d i n g such charges as the Board m a y de e m neces s a r y t o cover costs o f administration, and the State T r e a s u r e r shall credit such amounts to the appropri ate accounts of the retirement system." Ch. 65 Acts of t he 1956 Extra Ses s i o n of the V i r g i n i a General A s s e m b l y _________________________________________________________________ new " A n Act t o amend t h e Cod e of V i r g i n i a section numbered 2-86,1 providing that General boards, Rep. by adding a the Attorney shall render certain services to local school and to appropriate funds." 1 . R a c e R e i s . L. 1100. "1. adding a section That the Code of Virginia be new section numbered 2-86.1, being as follows: 6 amended the new by �"§2-86.1. The A t t o r n e y General s hall give such adv i c e and render such legal a ssistance as he deems n e c e s s a r y w h e n r e q u e s t e d to do so b y resolutions a d o p t e d by a county, city or town s c h o o l board, u p on m a t t e r s relat i n g t o t h e commingling of the races in the public schools of the State. "2. There is h e r e b y a p p r o priated out of the g e n e r a l fund of the State treasury to t he Attorney General for each year of the biennium beginning July one, nineteen h u n d r e d fifty-six, t h e sum of one h u n dred Ch. 66 thousand dollars." Acts of t he 1956 Extra Session of the V i r g i n i a General A s s e m b l y _________________________________________________________________ " A n Act to amend and reenact §22-5, as amended, Code of Virginia, r e l ating to minimum school terms." 1 R a c e R e i s . L. R e p . 1 1 0 1 . "That amended and §22-5, as reenacted amended, as of the Code of of Virginia be follows: "122-5. Minimum Term The s c h o o l board of e a c h county and c i t y in the State is empowered . . . to maintain th e public free schools of such c o u n t y and city f o r a period of at least nine m o n t h s or one h u n d r e d and eighty t e a c h i n g days in each school year; provided, however, . . . that if t h e length of t h e t e r m of a n y s c h o o l be reduced . . ., t h e a m o u n t p a i d b y t h e S t a t e s h a l l , u n l e s s o t h e r w i s e p r o v i d e d b y l a w , be r e d u c e d i n th e same p r o p o r t i o n as t h e l e n g t h of th e t e r m h a s b e e n r e duced Ch. 67 from nine months." A cts o f t h e 1956 E x t r a Sess i o n of the V i r g i n i a General A s s e m b l y . ________________________________________________________________ " A n A c t to a m e n d a n d r e e n a c t § 1 5 - 5 7 7 o f t h e Code of Virginia, relating to coun t y and city budgets; to amend and r e e n a c t §22-117 of t h e Code of V i rginia, r e l a t i n g to w h e n S tate funds are t o be pai d for pu b l i c schools; to amend and reenact §22-125 of the Code of Virginia, relat ing to procedure when g o v e r n i n g body ref u s e s to provide funds for public school purposes; to amend and reenact § 2 2 - 1 2 6 o f th e Code o f V i r g i n i a , as a m e n d e d , r e l a t i n g to sc h o o l levies and the u s e thereof; to a m e n d and reenact §22-127 of the Code of Virginia, r elating to cash appro pr i a t i o n s in lieu of s c h o o l levies; t o a m e n d and reenact §22-129 of the Code of Virginia, rel a t i n g t o town levies and appropriations fo r publ i c school purposes; to amend and reenact §22-138 of t h e Code of Virginia, relating to unexp e n d e d funds; t o a mend the Code of V i r g i n i a by adding thereto a section numbered §22-127.1 relating to levies and appropriations by the g o v e r n i n g bodies of c o u n t i e s , cit i e s a n d t o w n s fo r s c h o o l p u r p o s e s , so as t o a u t h o r i z e s u c h g o v e r n i n g b o d i e s t o w i t h h o l d funds already made available for school purposes, and to pro vide penalties for violations." 1 R a c e R e i s . L„ R e p . 1101. §15-577. A f t e r p u b l i c a t i o n of a synopsis of a bu d g e t has b een p u b l i s h e d and h e a r i n g s held, the b o a r d s of s u p e r v i s o r s of the c o u n t i e s and the coun c ils of the cities a n d towns s h a l l a d o p t the budget 7 the �covering all te n t a t i v e expenditures [ " T e n t a t i v e 1 w a s i n s e r t e d i n 1956.] 1 for the locality. "The p roposed expenditure for school p u r p o s e s as contained in any budget p r e pared under §15-575 and 15-576 and published under this section shall be te n t a t i v e only and condition ed u p o n a p p r o p r i a t i o n s f o r s u c h p u r poses being made by the board, council or o ther g o v e r n i n g body, f r o m t i m e to time, 129." as a u t h o r i z e d [ A l l New.] by §22-127 and 22- §22-117No State money shall be paid for the public schools until the division Superintendent has filed with the State Board evidence that schools h a v e b een kept in o p e r a t i o n for at l e a s t nine months, "or that arrangements have been m a d e w h i c h will sec u r e the k e e p i n g of t h e m in o p e r a t i o n for that l e n g t h of time or a l e s s period s a t i s f a c t o r y to the State B o a r d " ; p r o v i d e d no county shall be denied participation, ex c e p t as provided b y l a w if the c o u n t y b oard has a p p r o p r i a t e d a f u n d e q u a l to the m a x i m u m l ocal s c h o o l t a x al l o w e d b y l a w , or has l evied the maximum school tax allowed. §22-125. If a governing body refuses to levy s u c h a t a x or m a k e s u c h an a p p r o p r i a t i o n , a p e t i t i o n of not less t h a n 20% of the qualified voters o f t h e county or c i t y m a y r e q u e s t t h e c o u n t y or c o r p o r a t i o n court to order an e l e c t i o n to d e termine w h e t h e r a levy or appropriation should be fixed; "provided that w h e n e v e r any such governing body h as made a cash appropriation on a tentative basis only~as provided by 822-127. no pe t i t i o n hereunder s hall lie and no o r d e r calling an e l e c t i o n m a y be entered, even t h o u g h no resolution authorizing the p a y m e n t or t r a n s f e r o f a n y f u n d s t o t h e l o c a l school board has b e e n made." §22-126. A u t h o r i z e s each c o u n t y and city to l e v y a tax on all p r o p e r t y subject t o local t a x a t i o n at a rate of n o m o r e than 3 % o f th e assessed va l u a t i o n per y e a r f or the support of local schools "and in payment of grants for the furtherance of e l e m e n t a r y or s e c o n d a r y education and t r a n s p o r t a t i o n costs as r e q u i r e d or a u t h o r i z e d b y l a w ; 1 1 but counties w i t h populations of 37,001-38,999, the vote may be v a l u e of the p r o p e r t y per year. 6 ,401-6499 and of the assessed §22-127. A cash appropriation "either tenta t i v e or final" m a y be made in l i e u o f t h e levy p r o v i d e d in §22-126. Thi s was a m e n d e d in the s a m e w a y as § 2 2 - 1 2 6 , p l u s the f o l l o w i n g p a r agraph: " W h e n e v e r such a p p r o p r i a t i o n s hav e b e e n made on a t e n t a t i v e basis, n o p a r t of t h e f u n d s so a p p r o p r i a t e d shall, in any event, b e available to the local school b o a r d except as t he local g o v e rning body may, f r o m time to time, b y reso l u t i o n a u t h o r i z e t h e p a y m e n t or t r a n s f e r of such funds.or any part thereof, t o such local school board." [All New.] 8 �"122-127.1 Notwithstanding any other provi s i o n o f lav; t o t h e c o n t r a r y , t h e g o v e r n i n g b o d y o f a n y county, city or t o w n which has ma d e a levy for s c h o o l p u r p o s e s u n d e r § 22-126 o r § 2 2 - 1 2 9 o r h a s m a d e a cash appropriation under §22-127 or any o t h e r provision of l a w m a y by resolution divest the s c h o o l board of s u c h county, city o r t o w n and the t r e a s u r e r of such county, city or t o w n to make no f u r t h e r expenditures of local school funds until f u r t h e r a u t h o r i z e d t o d o so by s u c h l o c a l g o v e r n i n g body. Any school board, and each m e m b e r thereof, and any treasurer who makes any expenditure of l o c a l school funds a f t e r being so d i r e c t e d not to m a k e such expenditures shall be perso n a l l y liable to m a k e restitution to the county, ci t y or town in v o l v e d of the f unds so expended in v i o l a t i o n of a n y such resolution of the local g o v e r n i n g body and m a y be removed f r o m office under the provisions of A r t i c l e 3. C h a p t e r 1 6 , T i t l e 1 5 o f t h e C o d e . " [All new. ] §22-129. A u t h o r i z e t h e g o v e r n i n g b o d y of an y i n c o r p o r a t e d t own in the state to m a d e a lev y on all property subject to local taxation of of t h e a s s e s s e d v a l u a t i o n p e r y e a r f o r t h e s u p p o r t of schools, or to m a k e a cash appropriation. This w a s a m e n d e d in t h e s a m e w a y as § 2 2 - 1 2 6 a n d 127, i n c l u d i n g the entire n e w paragraph in the latter. 1% §22-138. "All sums of money derived from State f u n d s fo r school or e ducational purposes, w h i c h are u n e x p e n d e d in a n y c o u n t y or city, s h a l l g o i n t o the . . . fund of the S t a t e fro m w h i c h d e r i v e d for r e d i v i s i o n the next year, unless the State Board di rects otherwise. A l l s u m s d e r i v e d f r o m c o u n t y or city funds unexpended in any year shall remain a part of the county or ci t y funds, respectively, f o r u s e t h e n e x t y e a r , b u t n o l o c a l f u n d s s h a l l be subj e c t t o r e d i v i s i o n outside of th e c o u n t y or city in which they w e r e raised. Ch. 65 A c t s o f t h e 1 9 5 6 E x t r a S e s s i o n of th e V i r g i n i a G e n e r a l A s s e m b l y _________________________________________________________________ "An Act t o establish the responsibilities of the Commonwealth of Virginia f o r the control of certain pub lic schools under certain conditions; to that end to state th e conditions that m u s t exist in r e l a t i o n to such schools in order for the Commonwealth to a s sume such re sponsibility; to vest in t h e C o m m o n w e a l t h c o n t r o l of cer tain schools under stated conditions, and to confer powers and impose duties upon t h e Commonwealth to be exercised b y the G o v e r n o r of V i rginia; to provide t h e c onditions under which such powers shall be designated; to empower the G o v e r n o r to act in cases; to confer i m m u n i t y fro m legal p r o c e e d i n g s u pon t h e C o m m o n w e a l t h of V i r g i n i a and th e G o v e r n o r ; to ref u s e t h e c o n s e n t of t h e C o m m o n w e a l t h to certain legal proceedings; to provide for the payment of cert a i n educational grants; and to p r o v i d e fo r the a p propriation and expenditure of funds n e c e s s a r y under this Act." 1 R a c e Reis. L. Re p . 1104. 1.§1 Court ginia Policy statement. As a result of Supreme decisions affecting the public schools, "Vir w i l l be faced w i t h unprecedented obstacles" 9 �if and w h e n destroy the disturb the affected. is i n t e g r a t i o n is enforced, w h i c h could e f f i c i e n c y o f a n inte g r a t e d school and peace and tranquility of the community §2 Uniformity necessary in the of action throughout event of integration the State of the races. §3 " . . . the Commonwealth of Virginia as sumes direct responsibility for the control of any school, eleme n t a r y or secondary, in t h e Commonwealth, to w h i c h children of both races are as s i g n e d by any school authorities acting voluntarily or under com p u lsion of any court order. The m a k i n g of such an a s s i g n m e n t , and th e e n r o l l m e n t of s u c h c h i l d or children,* shall automatically divest the school a u t h o r i t i e s making t h e a s signment a n d enrollment of all f u r t h e r authority, p o w e r and control over such p u b l i c school, its p r i n c i p a l , t e a c h e r s a n d o t her employees, and all p u p i l s then enrolled or ordered to b e e n r olled therein; a n d such sc h o o l is closed and is removed from th e public school system, and s uch authority, p o w e r and control o v e r such school, its principal, teachers and other employees, and all p u p i l s t h e n enrolled or ordered to b e enrolled, shall b e a n d is h e r e b y v e s t e d i n t h e C o m m o n w e a l t h of V i r g i n i a to be e x e r c i s e d by the G o v e r n o r of V i r g i n i a in w h o m reposes t h e chief e x ecutive p o w e r of the State." I4 . " I m m e d i a t e l y u p o n such control; p o w e r and a u t h o r i t y b e c o m i n g v e s t e d in the C o m m o n w e a l t h of V i r g i n i a , by re a s o n of t h e occurrences p r o v i d e d in §3 a f o r e s a i d , s u c h s c h o o l i s clo s e d , a n d s h a l l n o t be r e o pened, as a p u b l i c school, u n t i l in the o p i n io n o f the Governor, and a f t e r an i n v e s t i g a t i o n by him, he f inds and i s s u e s an executive o r d e r that (1) t h e p e a s e a n d t r a n q u i l i t y o f t h e c o m m u n i t y i n w h i c h t h e s c h o o l is l o c a t e d w i l l not b e d i s t u r b e d b y s u c h s c h o o l b e i n g r e o p e n e d a n d o p e r a t e d , a n d (2) t h e a s s i g n m e n t of p u p i l s t o s u c h s c h o o l c o u l d be a c c o m p l i s h e d without e n f o r c e d or c o m p u l s o r y int e gration of the races t h e r e i n contrary to the wishes of any child enrolled therein, or of his or her parent or parents, l a w f u l guard i a n or o t h e r custodian." §5. If the school cannot be opened u n d e r terms o f §4, t h e G o v e r n o r m a y r e o r g a n i z e t h e s c h o o l , a n d r e a s s i g n the pupils, "provided, however, no school w h i c h has b een closed, as aforesaid, s h a l l be r e opened, or reorganized and reopened, b y t h e Governor, unless and until he finds and issues an executive o r d e r t h a t such s c h o o l c a n be r e o p e n e d o r r e o r g a n i z e d and r e o p e n e d in a c c o r d a n c e w i t h the p r o v i s i o n s of §4 * above." A c c o r d i n g t o t h is, t h e a s s i g n m e n t a n d e n r o l l m e n t is the act — off point, not t h e entry into a c l a s s r o o m — if no t changed in *5$ — system that is not "efficient" by other statutes. 10 �§6. If the G o v e r n o r finds that such school cannot be reopened, he is authorized to assign p u p i l s a n d t e a c h e r s i n t h e closed s c h o o l to some o ther school or schools or other facilities. §7. When a ny school has been closed and t h e children cannot be assigned to a n o t h e r school, t he Governor and t he du l y constituted a u t h o r i t i e s f o r m e r l y h a v i n g control of s u c h school are a u t h o r i z e d to p r o v i d e e d u cation or t u i t i o n grants for the children. §8. The Gov e r n o r is authorized to make a s u p p l e m e n t a l a p p r o p r i a t i o n to the e x t e n t that n e c e ssary expenditures exceed the amount the local school board would have expended. that t e r m s o f §4, h e i s t h e control of the M ote; Codified §22.188.12 and as amended in 1 9 5 8 by Senate Bill #337. §9. W h e never t h e Governor is s a tisfied a closed school m a y be r e o p e n e d u n d e r the authorized to r e t u r n l o c a l school board. it to §10. If, a f t e r i n v e s t i g a t i o n t h e G o v e r n o r d e c i d e s , or a local school board, c o u n t y board of s upervisors or c ity council cer t i f i e s by resolution, that a closed school cannot be r e o p e n e d , t h e G o v e r n o r s h a l l so p r o c l a i m , a n d t h e school shall again become part of the school system. ill. The G o v e r n o r is give effect to the Act and sibilities thereunder. given power fulfill the to respon §12. The C o m m o n w e a l t h assumes th e c o n tr a c t u a l obligation f or the duration of the c o n t r a c t of a l o c a l sc h o o l board w h e n one of i t s s c h o o l s is c l o s e d u n d e r t h i s A c t . §13. Every action authorized and taken in c o n f o r m i t y w i t h t h e p r o v i s i o n s o f t h i s Act is t h e a c t i o n of t h e G e n e r a l A s s e m b l y , a n d of the Governor, and in b e h a l f of the C o m m o n wealth. A n y suit, a c t i o n or o t h e r l e g a l p r o c e e d i n g is a g a i n s t t h e C o m m o n w e a l t h , and t h e C o m m o n w e a l t h d e c l i n e s to be s u b j e c t to suc h a suit unless i n s t i t u t e d by t h e Attorney G e n e r a l of V i r g i n i a to enforce the l a w s of the Commonwealth, 2. 3. 4. Ch. 69 Severability clause. R e p e a l e r of a cts in conflict herewith. " A n e m e r g e n c y e x i s t s and t h i s A c t is in force from its passage.” Acts of t he 19 5 6 Extra S e s s i o n of the V i r g i n i a General A s s e m b l y _________________________________________________________________ “A n A c t t o d e c l a r e a n e m e r g e n c y t o e x i s t i n a n y school d i v i s i o n in w h i c h a n efficient s y s t e m of elementary or secondary p ublic schools is not oper ated u n d e r local authority, and in such case to involve t he police powers of the Commonwealth and the Constitutional powers of the General Assembly; to e s t a blish in every su c h school district, su b ject to t h e adoption of t h e local g o v e r n i n g b o d y of a r e s o l u t i o n declaring t he need therefor, an efficient sy s t e m of e l e m e n t a r y or s e c o n d a r y public schools operated by the Commonwealth; to provide 11 �that such system be operated and maintained by the Governor for and on behalf of the General Assembly; to define efficient system of elementary public schools ’and* efficient system of secondary public schools; to provide for the use of local public school buildings and related facilities of certain counties, cities and towns; to provide for the pur chase of textbooks, supplies and equipment and to permit local school boards to provide for the trans portation of pupils; to provide for the adminis tration of the schoool system hereby established and the employment of persons therein; to provide for the for the application of this Act to counties, cities and towns; to vest in the State Board of Education the general supervision of such schools and to authorize it, subject to certain limitations, to make rules and regulations applicable thereto; to provide how proceedings against local school boards in matters involving the State established schools may be instituted; to prescribe the effect of certain proceedings brought against local school boards and the members thereof; to provide the circumstances under which pupils may be admitted to the State schools; to provide for the employment and assignment of teachers and other personnel; to prescribe the provisions of Title 22 of the Code of Virginia which shall apply to the State established and maintained schools; to provide the method for admission to the State established schools and the terms and conditions thereof; 1 Race Reis. L. Rep. 1107. §1. to Whenever operate system, of the of the an an any emergency Commonwealth General to established local governing gency exists ed. the A copy Keeper forward turn, tem of Keeper exist copy of of this §2. An system which no in w h i c h §3» provision are involved. Under system the to effect that efficient by an so cease certificate emergency shall Keeper of who who, to be the efficient system of within e a c h county, need to will in sys under school authority certifies the emer is efficient public shall the sent schools local Act the State, Governor, secondary an be is by system shall maintain Rolls by resolution the the and or of Education this Governor ’ hat ’t an of the Powers to reestablished and Constitutional Rolls copy Whenever Board powers the resolution operate elementary been State the the school police a the State-operated the true will Act. has a of and following a fails segregated) State-operated a body and of exists Assembly circumstances, division (i.e. and these be school efficient to the system and the the shall cease apply. A forwarded to true to Rolls. p u b l i c s c h o o l s is c i t y o r t o w n in . . . school consists of a while and colored children student body are taught." This Act shall be controlling over any of any l a w i n conflict w i t h it. Where there is no conflict the other statute shall apply as to the system of p u b l i c free s c h o o l s h e r e b y established. 12 �§4-. The system of State-established schools shall operate in the unused buildings owned, constructed and maintained by the local school boards. The provisions of law applicable to purchase of textbooks, supplies and equipment by local school boards shall continue in effect and the local school board s h a l l be required t o f u r n i s h same t o p u p i l s of State-established schools, and l ocal school boards may furnish transportation to such pupils. §5. The S t a t e - e s t a b l i s h e d p u b l i c free school system shall be administered b y the G o v e r n o r f o r the G e n e r a l Assembly. L o c a l S c h o o l B oards shall have such administration of such s c h o o l s as will not c o n f l i c t wit h t h i s Act or rules and regulations of the State Board of Education. §6. The g e n e r a l supervision o f the S t a t e - e s t a b l i s h e d s c h o o l system is v e s t e d i n t h e State Board o f Ed u c a t i o n w h i c h is authorized to make regulations for the oper ation thereof in an efficient manner. Pro vi d e d , however, t h a t ex c e p t as s p e c i f i c a l l y s t a t e d , n o t h i n g in t h i s A c t shall b e c o n s t r u e d as conferring upon the State Board the power to determine the e d u cational policies of the S t a t e i n c o n f l i c t w i t h t h i s Act. §7. Mo suit, action, p r o s e c u t i o n or p r o c e e d i n g shall b e b r o u g h t against a local b o a r d in any matter i n v o lving the Statee s t a b l i s h e d schools u n l e s s the same be i n s t i t u t e d by the A t t o r n e y General. If any local school b o a r d or member thereof be proceeded against otherwise such shall automatically terminate the powers of the members and such local school board as to any such State schools and the State Board of E d u cation shall appoint a trustee to o perate same until the powers of such local school board be re-established by the General A s s e m b l y as to such S t a t e schools. §8. The e n r o l l m e n t or p l a c e m e n t of p u p i l s in, a n d t h e d e t e r m i n a t i o n of, s c h o o l attendance districts for the State-established public schools shall be accomplished only by s u c h authority and in suc h manner as n o w or h e r e a f t e r may be p r e s c r i b e d by law, an d the sc h o o l books of th e s e v e r a l counties, cities and t o w n s shall h ave n o power to a d m i t or assign p u p i l s except in a c c o r d a n c e therewith. §9* L o c a l s c h o o l b o a r d s g i v e n p o w e r to employ and assign teachers, under State Board of Education, from a v a i l a b l e funds. §10. Provisions of Title 22 of the Code of Virginia and other laws applicable to oper a tion of public free schools by local school b o a r d s apply to the o p e r a t i o n of S t a t e - e s t a b l i s h e d pub l i c schools, u n l e s s this Act or S tate Board of Education require otherwise. 13 �§11. Funds to support State-established s c h o o l s are to be r a i s e d by levy or c a s h a ppro p r i a t i o n in an amount equivalent to that r e q u i r e d u n d e r Chap t e r 7 1 6 of the Acts o f A s s embly of 1956, as amended. These funds are m a d e avail able to the State B o a r d of Education f or expendi ture by State supported public schools in the l o c a l i t y in w hich t h e y w e r e raised a n d f o r no other purpose. Ch. 70 Acts of t h e 1 9 5 6 E xtra S e s s i o n of the V i r g i n i a General A s s e m b l y . ________________________________________________________________ "An Act to create a P upil Placement B o a r d and confer u p o n it powe r s as t o e n r o l l m e n t or p l a c e m e n t o f p u p i l s i n t h e pub l i c s c h o o l s an d d e t e r m i n a t i o n of school a t t e n d a n c e districts, a n d to provide f o r admi n i s trative pr o c e d u r e and rem e d i e s f or pupils seeking en r o l l m e n t i n a s c h o o l or a c h a n g e f r o m one s c h o o l to another school." 1 R a c e R e i s . L. Rep. 1109. § 2 2 - 2 3 2 .1 ment Act amended in 1 9 5 8 by striking the last s e n tence . of §1. All p o w e r of enrollment or p l a c e pupils in and d e t e r m i n a t i o n o f school a t t e n d a n c e districts f o r the public scho o l s in V i r g i n i a is hereby v e s t e d in a Pupil Pl a c e m e n t B o a r d as h e r e i n a f t e r p r o v i d e d for. The local school boards and d i v i s i o n superintendents are h e r e b y d i v ested of a l l a u t h o r i t y n o w or at any f u t u r e tim e to det e r m i n e th e school to w h i c h an y child shall be a d m itted. The Pupil P l a c e m e n t B o a r d is h e r e b y e m p o w e r e d to a d o p t r u l e s and regulations for such enrollment of pupils as are not i n c o n sistent w i t h the p r o v i s i o n s h e r e i n a f t e r set forth. Such rules and r egu l a t i o n s shall not be s u b j e c t to Chap t e r 1.1 of the T i t l e 9 of the Cod e of Virginia, th e short t i t l e o f w h i c h is " G e n e r a l A d m i n i s t r a t i v e Agencies Act." The P upil Placement Board and any of its agents h ereinafter provided for shall have authority to administer oaths to t hose w h o appear b e f o r e said Board or a n y of its agents in connection with the a d m i n i s t r a t i o n of this Act." §22-232.2. Act amended in 1 9 5 8 so that P.P.B. members serve during p l e a s u r e of Governor. § 1 . a. The Pupil Placement B o a r d shall consist of three re s i d e n t s of the State, a p pointed by the Governor, and whose t e r m s expire w i t h th e t e r m of th e G o v e r n o r making t h e a p pointment. C o m p e n s a t i o n to be $20 p e r d i e m for each day of actual d u t y and n e c essary expenses. §2. The Pupil Placement Board m a y d e s i g n a t e such agents as it deems desirable, and empower them to ho l d hearings, take t e s t imony and make reports. §2. a . The Pupil Placement B oard m a y promu l g a t e rules and regulations and p rocedures to g o v e r n hearings and prescribe u n i f o r m forms and to require strict adherence thereto. 122-232.5 Amended in 1958 by striking §3. The P u p i l Pla c e m e n t B o a r d i n in g e a c h pupil in a sc h o o l in each s c h o o l shall take into consideration; 14 enroll district �everything after "the P . P . B . " in first sen tence and adding new language. "(1) The effect of the e n roll m e n t on the w e l f a r e and best interests of each child and all other children i n said s c h o o l a s w e l l as t h e e f f e c t on the efficiency of the operation of said school. "(2) compared school. The h e a l t h of the to other children c h i l d as in the "(3) The effect of any disparity between the p h y s i c a l and mental ages of any child to be enrolled especially when contrasted w i t h the average p h y s i c a l an d m e n t a l a g e s of t h e g r o u p with which the child might be placed. "(4) Availability of facilities. "(5) The aptitude of the "(6) Availability of transportation. child. "(7) The sociological, psychological, and like social scientific factors as wi l l pre v e n t , as n e a r l y as possi b l e , a c o n d i t i o n of socioeconomic class consciousness a mong the pupils. "(8) Such other relevant matters as may be pertinent to the efficient oper a t i o n of the s c h o o l s or indicate a clear and present d a nger to the public peace a n d tranquility a f f e c t i n g the s a f e t y or w e l f a r e of the c i t i z e n s of such school district." "§4. A f t e r the e f f e c t i v e date of t h i s Act, each school child who has hereto f o r e attended a public s c h o o l a n d h a s not m o v e d f r o m th e c ounty, c i t y or town i n w h i c h he r e s i d e d w h i l e a t tending s uch school shall a t t e n d the same sch o o l w hich he l a s t attended until graduation therefrom unless enrolled, for good cause shown, in a d i f f e r e n t school b y t h e P upil P l a c e ment Board. §22-232.7. Amended in 1958 by add ing pro vision for filing applica tion under protest. " 85. A n y child who d e s i r e s to enter a p u b l i c school f o r t h e f i r s t ti m e f o l l o w i n g D e c e m b e r 29, 1 9 5 6 , and a n y c h i l d w h o is g r a d u a t e d f r o m o ne s c h o o l t o a n o t h e r within a school division or who transfers to a school division or any child who desires to enter a public school after the opening of the session, shall apply to the P upil Placement B o a r d for e n rollment i n such f o r m as it m a y p r e s c r i b e , a n d shall be e n r o l l e d in such s c h o o l as the B o a r d d e e m s p r o p e r u n d e r th e p r o v i s i o n s of this Act. S u c h a p p l i cation shall be mad e on b e h a l f of the c hild by his parent, g u a r d i a n or o ther pe r s o n ha v i n g cust o d y of the c h i l d . " §6. Appeal procedure. 1. File protest in writing w i t h P . P . B . w i t h i n 15 d a y s a f t e r p l a c e m e n t . 2. A h e a r i n g m u s t be held b y P.P.B. not m o r e t h a n 30 days after r e c e i p t of protest. The Board shall publish notice, once a week fo r t wo weeks, c o n t a i n i n g the name of t he applicant, p e r t inent facts a nd the time and 15 �p lace of hearing. An y parent, etc. of any c h i l d attending t he school in w h i c h the Board enrol l e d an a p p l i c a n t child shall be deemed an interested party and may intervene. 3W i t h i n not mo r e t h a n 30 days after the hearing, the Board must file a written d e c i s i o n setting f o r t h th e f i n d i n g s o n w h i c h t h e d e c i s i o n is based. §22-232.9. Repealed i n 1956. § 22-232.10. Amended in 1958. § 6 . a. Appeal procedure. (Continued). A n y party a g g rieved by a de c i s i o n of the P.P,,.B., o r a n y i n t e r e s t e d p a r t y , m a y o b t a i n a review by filing an application in writing with th e Governor w i t h i n 15 days after suc h decision. The application must specify the decision sought to be r e v iewed, the action t a k e n by the P.P.B., and th e grou n d s of g r i e v a n c e or inter est, a c c o m panied b y a copy of th e P.P.B. dec i sion and a transcript of the p r o ceedings b e fore the P.P.B. 5. Upon the f i l i n g of a p e t i t i o n for r e v i e w , t h e G o v e r n o r s h a l l set the same for hearing, and within 15 days a fter the fi l i n g of th e petition, s h a l l file his opinion in writing, setting f o r t h the findings upon w h i c h his decision is based. 4. §7. Appeal procedure. (Continued). 6. Any party aggrieved by a d e c i s i o n of the G o v e r n o r , or a n y i n t e r e s t e d p a r t y , m a y obtain a judicial review by f iling with the C l e r k of the C o u n t y Circuit C o u r t or City Corporation Court, a petition in writing, specifying the d e cision sought to be reviewed, t h e actions t a k e n b y the Governor, and a s t a t e m e n t of t h e g r o u n d s of g r i e v a n c e or interest, accompanied by a copy of the deci s i o n of the G o v e r n o r and a t r a n s c r i p t of the proceeding befo r e the Governor. § 7 . a. A p p e a l procedure. (Continued). A n y interested p a r t y may intervene and shall b e h e a r d b y t h e C o u r t in its d i s c r e t i o n . §8. Appeal procedure. (Continued). 7Upon the filing of the petition w i t h the C l e r k of the C o u r t , th e P.P.B. s h a l l be notified forthwith, requiring an answer within 21 days. F a ilure of P.P.B. to ans w e r shall not constitute an a d mission of t h e t ruth of the facts or t h e a llegations t h e r e i n . The C l e r k of th e C o u r t s hall p u b l i s h n o t i c e of the filing of th e petition once a week for two weeks, s e t t i n g f orth the n a m e of the applicant, p e r t i n e n t facts c o n c e r n i n g the application, a nd the time and place for the hearing. 8. The proceeding shall be matured for hearing 21 days after notice to the P.P.B. has b e e n issued by the Clerk. 9» The case shall b e heard and d e t e r m i n e d by th e Judge e i t h e r in ter m or vacation. [Note; There is no time limit here.] §9. findings shall be stantial Appeal procedure. (Continued). “The of fact of the Pupil P l a c e m e n t Board c o n s i d e r e d final, if s u p p o r t e d b y s u b evidence on the r e c o r d . ” 16 �§10. Appeal Procedure (Continued) 10. From the f i n a l o r d e r of t h e c o u r t th e a g g r i e v e d p a r t y or an i n t e r e s t e d p arty m a y t ake an appeal as of right to the Supreme Court of Appeals in the manner pre scribed for appeals of right from the State Corpora tion Commission. §10a. Appeal P r o c e d u r e (Continued) "An in junction proceeding m a y be brought in any State court of competent jurisdiction by the Commonweath, o r b y a n i n t e r e s t e d p a r t y [but not b y a n a g g r i e v e d p a r t y ] a s d e f i n e d i n §6, f o r the p u r p o s e o f r e s t r a i n in g t h e p e r f o r m a n c e o f a n y act, or a n y i n t e n d e d or t h r e a t e n e d act, w h i c h m a y be in e v a s i o n of, i n d i s r e g a r d of, or at v a r i a n c e w ith, a n y o f t h e f o r e g o i n g provisions." §11. " N e i t h e r t h e P. P. B. n o r i t s a g e n t s shall be answerable t o a charge of libel, slander or i n s u l t i n g words, w h e t h e r criminal or civil, by r e a s o n of any finding or statement c o n t a i n e d in t h e w r i t t e n f i n d i n g s o f f a c t or d e c i s i o n s or by r e a s o n of any written or oral statement ma d e during the Ch. 71 proceedings Acts of the Assembly or deliberations." 1956 Extra Session of the V i r g i n i a General 1 R a c e R e i s . L . R e p . 1 1 1 1 ________________________ "The General Assembly declares, finds and establishes as a fact t hat the mi x i n g of w h i t e and colo r e d children in any e l e m e n t a r y or public schools within a n y county, city or t o w n of the Commonwealth constitutes a clear and present d a n g e r a f fecting an d endangering t h e h e a l t h and welfare of the children and citizens residing in such county, cit y or town, and tha t no efficient s y s t e m of elementary and secondary public schools can be maintained in an y county, city or t o w n in w hich w hite a n d colored c h i ldren are taught in a n y s u c h school loca t e d therein. "An efficient system of elementary public schools m eans and s h a l l be only tha t s y s t e m w i t h i n e a c h county, c ity or t o w n in w h i c h no e l e m e n t a r y school c o n sists of a student bo d y in which w h i t e and colored c h i l d r e n are taught. "An efficient system of secondary public schools m e a n s and s h a l l be only tha t s y s t e m wi t h i n e ach county, c ity or t o w n in w hich no s e c o n d a r y school c o n s i s t s of a student bo d y in which white and colored c hildren are taught. "The G e n e r a l Assembly, f o r the purpose of protecting the health and welfare of the people and in order to p re serve and m a i n t a i n an efficient system of public element ary and s e c o n d a r y schools, h e r e b y declares and establishes it t o be t h e p o l i c y o f t h e C o m m o n w e a l t h t h a t n o p u b l i c elementary or secondary schools in which w h i t e and colored children ar e m i x e d and ta u g h t s hall be e n t i t l e d t o receive or shall r e c e i v e any funds f r o m the State T r e a s u r y for t heir operation, and to t h a t end, forbids a n d p r o h i b i t s the e x p e n d i t u r e of any part of the funds a p p r o p r i a t e d by I t e m s 133> 1 3 4 , 137, 1 3 8 a n d 1 4 3 o f t h i s s e c t i o n f o r t h e establishment and maintenance of any system of public ele m e n t a r y or s e c o n d a r y s c h o o l s , w h i c h is no t e f f i c i e n t . The 143 a p p r o p r i a t i o n s m a d e b y I t e m s 133, 134, 1 3 7 , 1 3 8 a n d of this section shall be deemed to be appropriated 17 �separately to the counties and cities and the funds made available and apportioned to the counties and cities severally and separately b y t h e Department of Education a n d the State Board of E d u c a t i o n shall be s e p a r a t e l y sub ject to t h e limitations i m p o s e d in this s e c t i o n for their use, w h i c h limitations and a strict observance thereof shall be a condition pre c e d e n t to their use. "For the purposes of th i s section and a l l other ap plicable laws, the public sc h o o l s of the counties, cities and towns shall consist of t w o separate classes, namely, elementary and secondary schools. "Notwithstanding any other provisions of this Chap t e r o r t h e p r o v i s i o n s o f a n y o t h e r law, w h e n e v e r t h e student b o d y in any e l e m e n t a r y or sec o n d a r y p u b l i c school shall consist of both white and colored children, the Department of Education, the State Board of Education, the State Comptroller, the State Treasurer, local school board, l o c a l treasurer, an d a n y officer of t h e State or of any c ounty or city w h o has power to distribute or ex p e n d a n y o f t h e f u n d s a p p r o p r i a t e d b y I t e m s 1 3 3 , 134, 137, 1 3 8 a n d 143, each s e v e r a l l y and c o l l e c t i v e l y , are directed and commanded to refrain immediately from pay ing, a l l o c a t i n g , t r a n s f e r r i n g or in a n y m a n n e r m a k i n g a v a i l a b l e t o a n y county, city, or tow n in w h i c h such s c h o o l is l o c a t e d a n y p a r t of t h e f unds a p p r o p r i a t e d in I t e m s 1 3 3 , 134, 137, 1 3 8 a n d 1 4 3 f o r t h e m a i n t e n a n c e of any public school of the class [elementary or secondary] of the s c h o o l in which w h i t e and colored c h i l d r e n are t a u g h t w h e n e v e r it is m a d e t o a p p e a r t o t h e G o v e r n o r , a n d he so c e r t i f i e s to th e D e p a r t m e n t of E d u c a t i o n , that all s u c h s c h o o l s o f such c l a s s w i t h i n a n y s u c h cou n t y , city, or t own ca n be m a i n t a i n e d a n d operated w i t h o u t w h i t e and colored c hildren being m i x e d or taught therein, the funds a p p r o p r i a t e d in I t ems 133, 134, 137, 138 a n d 143 t o s u c h county or c i t y shall be m a d e available subj e c t to the limitations contained herein and only for such period a t i m e as it is m a d e to a p p e a r t o the G o v e r n o r t h a t t h e r e is no s c h o o l of that c l a s s b e i n g o p e r a t e d i n s u c h county, city or to w n in which w h i t e and colored ch i l d r e n are mixed and taught, provided that all the limitations herein con t a i n e d s h a l l a g a i n b e e f f e c t i v e i m m e d i a t e l y w h e n e v e r it a p p e a r s t h a t a n y c h i l d r e n ar e b e i n g m i x e d a n d t a u g h t in any public school of the class involved. "It is provi d e d tha t t h e limita t i o n s h e r e i n set forth shall not prohibit the release and d i s t r i b u t i o n of the funds a p p o r t i o n e d and allo c a t e d , or an y u n e x p e n d e d part thereof, to which any county, city or t o w n would otherwise be entitled, to such county, city or t o w n f o r the payment of salaries and wages of unemployed teachers in State and teaching positions, and other public school employees, who are u n d e r contract and for educational p u r p o s e s which m ay be e x p e n d e d in f u r t h erance o f e l e m e n t a r y an d sec o n d a r y e d u c a t i o n of V i r g i n i a s t u d e n t s in n o n s e c t a r i a n private sc h o o l s , a s m a y be p r o v i d e d b y law. . . . . " House Bill # 63 1 Acts of the 1958 Session of the Virginia General Assembly "A B i l l to est a b l i s h t h e policy of t h e C o m m o n w e a l t h of Virginia with respect to the operation of the public free schools when the peace and t r a nquility of the school d i v i s i o n is d i sturbed or the orderly a d m i n i s t r a t i o n of the 18 �e d u c a t i o n a l p r o c e s s is d i s t u r b e d b y r e a s o n o f t h e e x i s t ence of certain conditions; to provide for the closing of s u c h s c h o o l s ; t o v e s t a n d c o n f e r c e r t a i n p o w e r s in t h e G o v e r n o r ; a n d to p r o v i d e t h e c o n d i t i o n s f o r r e t u r n of such schools to the local authorities.1 1 il. If m i l i t a r y f o r c e s or o t h e r p e r s o n n e l under Fed e r a l authority e nter the premises of a free public school or the premises thereof, or if such a school sh o u l d be closed as t h e result of suc h action, the G o v e r n o r , at h i s d i s c r e t i o n m a y c l o s e a n y o t h e r sch o o l or s c h o o l s in the sam e division, w h e t h e r t h e y are p o l i c e d b y federal auth o r i t y , if he d e e m s the peace and t r a n q u i l i t y of t h e sc h o o l d i v i s i o n t o be disturbed. §2. Upon such closing the Governor shall assume all c o n t r o l and e x e r c i s e all au t h o r i t y w i t h respect to such school, its o p e r a t i n g personnel and pupils. The local authorities f o r m e r l y in control of such school are vested with the p o wers granted t h e m with regard to payment of tuit i o n grants. §3. "During th e p e r i o d of time a n y public s c h o o l is clos e d p u r s u a n t t o this Act, t h e powe r s a n d d u t i e s of t h e l o c a l s c h o o l board, t h e d i v i s i o n superintendent, the superintendent of public insti tutions, the State B oard of Education and the Pupil P l a c e m e n t Board, as t h e same are p r e s c r i b e d by st a tute w i t h respect to c o n t r o l and o p e r a t i o n of such s c h o o l shall be sus p e n d e d and divested, and all such powers, du r i n g such p e r i o d of time, s h a l l be vested in and exercised by the Governor, Nothing herein c o n t a i n e d shall be c o n s t r u e d as i m p a i r i n g the power of th e l ocal school b o a r d w i t h respect to the sale or e x c h a n g e of p r o p e r t y as provided b y §22- l 6 l of the Code." §4. W h e n e v e r a s c h o o l closed u n d e r t h i s Act can be reopened without the existence of any condi tions w h i c h caused its closing, the Governor, by exe c u t i v e order, s h a l l rest o r e the p o w e r s divested b y §3 a n d r e t u r n t h e o p e r a t i o n , c o n t r o l a n d m a i n t i nance of such school t o the local school board. Senate Bill Acts of the 1958 Session of the Virginia General Assembly #337 "A B i l l t o a m end an d r e e n a c t §10 of C h a p t e r 68 of the A c t s of A s s e m b l y of 1956, E x t r a Session, a p p r o v e d S e p t e m b e r 29, 1 9 5 6 , t h e c h a p t e r r e l a t i n g t o o p e r a t i o n o f c e r t a i n p u b l i c s c h o o l s u n d e r c e r t a i n c o n d i t i o n s a n d t h e p o w e r s of the Governor in connection therewith; the section, which was codified as 122-188.12, relating to m a n n e r certain scho o l s taken out of the public s c h o o l be returned thereto and the effect thereof." in which system may T h i s a m e n d m e n t p r o v i d e s t h a t if, a f t e r i n v e s t i g a t i o n , the G o v e r n o r concludes, or th e local a u t h o r i t i e s certify to the Gove r n o r by resolution, that in t h e i r o p inion such school cannot be reopened or reorganized and reopened, the G o v e r n o r m a y to proclaim, an d return th e school as a part of t h e public school system. [The a m e n d m e n t u n d e r scored substituted "may" f o r "Shall".] 19 �Senate Bill #120 Acts of "A the Assembly Bill to of 1958 establish the policy of the Commonwealth of Virginia with respect to public schools whenever u n d e r a n y f e d e r a l a u t h o r i t y t h e o p e r a t i o n t h e r e o f is poli c e d b y m i l i t a r y t r o o p s or enforcement officer; to provide f o r the closing of s u c h schools; t o ves t and confer certain powers in the Governor; to provide the conditions for return of such schools to the local authorities." il. S t atement of Policy. No public school shall be operated whenever a n y military f o r c e s or p er sonnel are employed or used upon the o rder or di r e c t i o n of any federal authority. §2. Whenever, except up o n application of the Gene r a l Assembly of Vi r g i n i a or the Governor, m a d e u n d e r the p r o v i s i o n s of A r t i c l e IV, S e c t i o n 4, o f t h e C o n g r e s s o f t h e U n i t e d S t a t e s , any military forces or personnel under any fed eral authority occupy a public school, the s c h o o l s s h all a u t o m a t i c a l l y be c l o s e d a n d its operation suspended. §3. U p o n the clos i n g o f an y public s c h o o l under thi s Act, the G o v e r n o r shall assume a l l control. The local authorities shall have power to make p a y m e n t of tuition grants. §4. #637 as §4 of House Bill #631. §5. House Bill Same Same as §5 of House Bill #631. Acts of "A the Bill Assembly of to and amend 1958 reenact 1122-232.1, 22-232.2, 22-232.3, 22-232.5, 2 2 - 2 3 2 . 7 and 22 - 2 3 2 . 1 0 of the Code o f V i r g i n i a , t o r e p e a l S e c t i o n 2 2 - 2 3 2 . 9 o f t h e C o d e of Vi r g i n i a and to add a n e w section numbered 22-232.17, d e c l a r i n g t h e p r o v i s i o n s o f A r t i c l e 1 . 1 o f C h a p t e r 12 of the Code of Virginia to be severable, to authorize i s s u a n c e o f s u b p o e n a s b y t h e P upil P l a c e m e n t B o a r d or its a g e n t s an d p u n i s h as f o r conte m p t i n t h e event of failure or refusal to ob e y such subpoena; and to pre scribe s t a ndards g o v e r n i n g th e Pupil P l a c e m e n t Board in the enrollment of pupils i n the public schools and cer tain administrative p r o c e d u r e s and r emedies for pupils seeking e n rollment in a p u b l i c school o r a change from one public school to another. 1. ence. See §22-232.1. Ch. 7 0 A c t s Amended of 1956 by striking last sent E x t r a S e s s i o n §1. §22-232.2. Amended by providing that members o f t h e P . P. B. s h a l l " s e r v e d u r i n g t h e p l e a s u r e o f t h e Governor" i n s t e a d of "to s e r v e f o r terms to expire at the e x p i r a t i o n of the t e r m o f the Governor making the appointment." S e e Ch. 70 A c t o f 1 9 5 6 E x t r a S e s s i o n §la. 20 �§22-232=3. A m e n d e d by adding p r o v i s i o n that m e m b e r s o r a g e n t s o f t h e P = P. B = m a y a d m i n i s t e r o a t h s or issue s u b p o e n a s an d t h a t a n y c o u r t of r e c o r d of the C o m m o nwealth m ay compel appearance u n d e r subpoena, o r p u n i s h as for c o n t e m p t an y f a i l u r e o r r e f u s a l t o d o so. S e e Ch . 70, A c t o f 1 9 5 6 Extra Session §2. §22-232=5. Amended by striking everything fo l l o w i n g the first fo u r words. It n o w reads; !,T h e P = P . B = s h a l l e n r o l l e a c h p u p i l i n a s c h o o l i n e a c h s c h o o l d i s t r i c t so as to p r o v i d e f o r the o r derly administration of such public schools, th e c o mpetent i n s t r u c t i o n of the p u p i l s enrolled and th e health, s a f e t y and general w e l f a r e of such pupils." See Ch. 70, A c t s of 1 9 5 6 E x t r a Session, §3= §22-232=7= Amended b y adding the following; " p rovided, however, t h a t any parent, g u a r d i a n or o ther person having cus t o d y of a child, w ho co n scientiously objects to the signing of an appli cation, may execute the required application 'under protest* in o rder to secure the proper placement of the child in the public school sys tem, without w a i v i n g a n y right to w h i c h such parent, guardian, o t h e r p e r s o n or child are or may be properly entitled." "I n the event tha t a n y parent, guardian, or other person, in v i o l a t i o n of this section, r e f uses or fails to exec u t e an application for p l a c e m e n t e i t h e r v o l u n t a r i l y o r ’u n d e r p r o t e s t ’ , the Board may issue a subpoena to c o m p e l such parent, guardian or other person to appear before it a n d furn i s h such i n f o r m a t i o n as m a y be n e c e s s a r y to assign the c h i l d to a pr o p e r school; and p e n d i n g the receipt of such information, the Board m a y t a k e such a c t i o n as to the p l a c e m e n t of such c h i l d a s , i n i t s d i s c r e t i o n , it m a y d e e m p r o p e r . " S e e Ch. 70, A c t s o f 1 9 5 ° E x t r a S e s s i o n §5. §22.232,10. A m e n d e d so that e v e r y t h i n g fo l l o w ing "Any party aggrieved by a d e cision of the P.P.B." is s t r i c k e n and t h e f o l l o w i n g s u b s t i t u t e d , " U n d e r t h i s arti c l e or an y p a r t y defined as a n interested p a r t y in §22-232.8 m a y obtain a r e v i e w of such deci s i o n b y f i l i n g i n t h e C l e r k ’s o f f i c e o f t h e C i r c u i t Court of the county or corporation court of the city in the jurisdiction of which such p arty resides, within fifteen days after such decision, a petition in writi n g , spec i f y i n g th e decis i o n so u g h t to be r e viewed, and the actions taken by the P . P . B . , together w i t h a statement of the grounds on w h i c h the petition er is aggrieved or b y r e a s o n of w h i c h h e is an inter ested party. The p etitioner shall file w i t h his peti t i o n a c opy of the d e c i s i o n of the P.P.B. and a t r a n script of the proceeding before the P.P.B. w h i c h shall be f u r n i s h e d to t h e p e t i t i o n e r b y t h e P.P.B. within te n d ays after the r e q u e s t t h e refor u p o n paym e n t of the costs of such t r a n s c r i p t by the p e t i t i o n e r . " S e e C h . 7 0 s A c t s o f 1 9 5 6 E x t r a S e s s i o n § § ° a & 7. 21 �are its "§22-232.17. The provision of this article h e r e b y d e c l a r e d to be s e v e r a b l e . If an y of sections, provisions, clauses, phrases, or parts, be remainder r e m a i n in is held unconstitutional or invalid, the of t h i s article, shall, nevertheless, full force and effect." "2. That repealed." See Ch. §6a. §22-232.9 70, Acts of the of 1956 Code of Extra Virginia Session �REASON and TRUTH in VIRGINIA POLITICS A n A ddress by Colonel Francis Pickens M iller Lee W a rd D em ocratic C lub, Richmond, Va. T u e s d a y E v e n in g , D e c e m b e r 12, 1950 A t this h o u r w h en the storm clouds gro w blacker and w hen a ll th a t we h o ld dear is in m o rta l jeopardy, i t is f ittin g th a t we sh o u ld c o n tin u a lly re-exam ine the c o n d itio n s o f s u rv iv a l o f o u r representative fo rm o f gove rnm ent and o f o u r dem ocratic way o f life . W e k n o w the p ric e o f s u rv iv a l we are g o in g to have to pav in term s o f o u r arm ed forces. A n d we are prepared to pay th a t price. B u t we also kn o w th a t there are m o ra l and in te lle c tu a l q u a litie s necessary fo r s u rv iv a l w ith o u t w h ic h even o u r arm ed forces w i ll n o t save us. I wish to discuss some o f these this evening. T h e dem ocratic fo rm o f representative govern m e n t established in A m e rica by tire C o n s titu tio n of 1787 is in its essence an appeal to reason. A h u n d re d and fifty years ago V irg in ia n s were the forem ost advo cates o f a p o litic a l p h ilo so p h y in sp ire d by th a t appeal. O u r V irg in ia system—o u r A m e rica n system—assumes th a t m a n is, above a ll else, a ra tio n a l and a m ora l being. I t assumes th a t the best gove rn m e n t is one in w h ic h p o lic y decisions are taken a fte r die citizens themselves have had an o p p o rtu n ity to become fa m il ia r w ith the facts and to reflect w ith th e ir m inds upon the facts in the lig h t o f d ie ir beliefs a b o u t die u ltim a te goals o f h u m a n destiny. F alsifica tio n o f fact and ap peals to passion ra th e r th a n to reason constitute a betrayal o f the V irg in ia way o f life C o m m unism is the m ost dangerous external d ire a t to o u r in s titu tio n s . T h is is tru e n o t so m uch because o f the erroneous econom ic views o f K a rl M a rx as because o f its use o f the ‘b ig lie ’, and its ap peal to fear, hate and p re ju d ic e ra th e r d ia n to reason and tru th . T h e use o f the ‘b ig lie ’ and the appeal to passion is u n fo rtu n a te ly b y n o means confined to C om m unists. T h e re has been a w o rld -w id e flig h t fro m reason d u rin g the first h a lf o f the T w e n tie th C e n tu ry . T h is is the most- frig h te n in g and o m in o u s characteristic o f o u r age. F o r flig h t fro m reason is exactly the same th in g as flig h t fro m de m o cra tic representative governm ent. I t means p o lic y im posed fro m above by clever rulers and demagogues ra th e r th a n p o lic y g ro w in g o u t o f ra tio n a l discussions and decisions am ong the people themselves. Enemies o f dem ocracy w h o pro m o te this flig h t fro m reason assume th a t die average m an is litt le m ore than a sm art m onkey w h o can be m ost effectively led by appeals to his em otions and appetites d iro u g h the 1 I h o ld here in m y han d a copy o f a fake p h o to g ra p h used in the recent M a ry la n d cam paign. T h is copy was reproduced in “ T h e N e w Y o rk T im e s ” fo r Sunday, N o v e m b e r 12. T h e p h o to g ra p h p u rp o rts to show Senator T y d in g s conversing w ith E a rl Brow der, fo rm e r leader o f the A m e ric a n C o m m u n is t Party. T h e effect was achieved by ta k in g tw o separate photos and m a k in g a com posite o f them . A c c o rd in g to “ T h e N ew Y o rk T im e s ” this fake p ic tu re was believed to be one o f the factors in d e te rm in in g the outcom e o f the M a ry la n d contest fo r the U n ite d States Senate. T h e fu tu re o f the R e p u b lic is indeed in je o p a rd y i f o u r A m e ric a n electorate is to be dup ed by this k in d o f fra u d u le n t tric k e ry . Those w h o use o r condone such m ethods are as dangerous enemies o f A m e ric a as any o f the gangsters in the K re m lin . H e re in the South we are p a rtic u la rly vuln e ra b le to such tric k s because we have a special problem . W h erever tw o races liv e together in the same te rr i tory, the te m p ta tio n is enorm ous to abandon reason in the in terest o f arousing the basest passions know n to m en. T h e despicable appeal to race hatred and V irg in ia n s as a ru le feel su p e rio r to such sordid activ itie s in n e ig h b o rin g states. W e are sorry th a t p o litic ia n s elsewhere cond uct th e ir affairs on such a lo w level and we p retend th a t ours are conducted on a m uch h ig h e r plane. A c tu a lly , the flig h t fro m reason in V irg in ia p o li tics has been as pronou nced as anyw here else, and for this Senator H a rr y F lood B y rd is m ore responsible than any o th e r m an in the C o m m onw ealth. H e is in this respect one o f the m ost a u th e n tic demagogues in the c o u n try —a ll the m ore dangerous because o f the facade o f aris to c ra tic re s p e c ta b ility be h in d w h ic h he operates. M a n y people w i ll be startle d to hear H a rry B yrd called a demagogue. W h y is he a demagogue? H e is a demagogue because his appeal is n o t to reason b u t to passion, fear, and p reju dice. T h e technique o f the demagogue is to d iv e rt ra tio n a l a tte n tio n fro m the real issues by focusing the e m o tio n a l a tte n tio n o f peo ple on a hated g ro u p o r person too week o r too distan t to fig h t back o r re ta lia te effectively. H itle r used this technique w ith m ore d ia b o lic a l c u n n in g and satanic ruthlessness than any o th e r m an in history. H e gained and m a in ta in e d his p ow er by focusing the fu ry o f the G erm an people on the helpless lews. C o m in g closer hom e, there is a prize story about th a t e m in e n t Southern demagogue, B ilb o o f M issis sip p i. P rio r to one o f his campaigns, he is alleged to have been asked by a new spaperm an if he knew w ho was g o in g to r u n against h im . “ M y son,” re p lie d B ilb o , " th a t is n o t the que stion. T h e que stion is w ho am / g o in g to r u n against. I m ig h t r u n against the C IO . I m ig h t r u n against W a lte r W in c h e ll. So far, I ju s t h ave n’t m ade u p m y m in d .” B ilb o kn e w th a t in M ississippi he c o u ld easily w in by r u n n in g against e ith e r one, and he always d id . H a rr y B y rd has used exa c tly this same technique in V irg in ia . M a n y years ago he chose the C IO as the g ro u p against w h ic h he was g o in g to ru n , o r have his m an ru n , in o rd e r to d iv e rt the a tte n tio n o f V irg in ia n s fro m the real issues. H e has been r u n n in g against the C IO ever since. T h e C IO is his fa v o rite w h ip p in g boy, and he has a p p lie d the lash to good effect. I n 1937 R o b e rt W . D a n ie l o f “ B ra n d o n ” decided to r u n fo r lie u te n a n t gove rno r. R o b e rt D a n ie l had been a W a ll Street b a n k e r and had no m ore in com m o n w ith d ie C IO th a n had H a rr y B yrd , b u t he was a m an o f great in te llig e n c e and in te g rity , and he d id n o t believe in a llo w in g one c liq u e to d o m in a te the state w ith o u t c o m p e titio n . C o nsequen tly he decided to r u n against the B yrd m achine. I t is generally kn o w n in the V a lle y o f V irg in ia that, sh o rtly a fte r he ann ounced, w o rd was passed o u t th ro u g h a ll the ru ra l d is tric ts th a t D a n ie l was the C IO -su p p o rte d candidate. T h e tric k w o rked. D a n ie l was defeated a t the polls. I n fact the tric k w o rke d so w e ll th a t i t was h e ld over fo r to p b illin g n e x t tim e. In 1946 M a rtin A . H u tc h in s o n offered h im s e lf fo r the U n ite d States Senate. T h e same w h ip p in g boy was tro tte d o u t. T h e B y rd m achine covered the state w ith advertisem ents d is p la y in g such scare headlines as, “ S hall the C IO -P A C Inva d e V irg in ia ? ” and con c lu d in g , “ V ote A m e rica n . . . R e tu rn H a rr y F. B y rd ,” th e clear im p lic a tio n b e in g th a t i f anyone voted against B y rd , he was v o tin g un-A m erican . A g a in the tric k w o rke d b e a u tifu lly . So we come to the g u b e rn a to ria l cam paign o f 1949. Y o u w i ll re ca ll th a t in M ay, June, and the e a rly p a r t o f J u ly , 1949, the outcom e o f the cam paign was in real d o u b t. F o r the firs t tim e in its existence, the B yrd m achine had been forced to fig h t fo r its life . T h e Senator’s personal prestige and his c o n tro l o f the state were a t stake. T h e w h ip p in g boy technique had p a id o ff w e ll in the past; there was no reason w h y it s h o u ld n o t pay o ff again. A n d so on J u ly 9, 1949, the Senator w e n t d ow n to H a rriso n b u rg , go t o u t his lash and had his fa v o rite w h ip p in g boy tro tte d out. I n o rd e r th a t he m ig h t c o n tin u e to name his ow n ca n d i date fo r go ve rn o r and in o rd e r to d iv e rt die a tte n tio n o f the people o f V irg in ia fro m the real issues o f the cam paign, he w a rne d against “ p e rm ittin g die election o f a C IO -su p p o rte d candidate by a m in o rity g ro u p .” H e said th a t the “ v ita l issue” in the cam paign was w h e th e r V irg in ia w o id d c lin g to its p h iloso phy o f “ sound g o ve rn m e n t” o r w h e d ie r "outsid e la b o r lead ers” w o u ld g a in a fd o th o ld . T h is was the o n ly issue 2 3 4 use o f techniques o f mass suggestion w h ic h the ad vance o f science has m ade possible. T h e flig h t fro m reason is the same as the flig h t to w a rd to ta lita ria n is m w h e d ie r in Russia, G erm any, I ta ly o r the U n ite d States. A n d in spite o f A m e ric a ’s vast system o f p u b lic and p riv a te edu cation, and in spite o f o u r su p e rio r s cie ntific s k ill and know -how , the flig h t fro m reason in the U n ite d States has reached te rr ify in g p ro p o rtio n s . I f i t continues unarrested, o u r d e m ocratic system o f representative gove rn m e n t w ill cease to fu n c tio n . A n yone w h o is fa m ilia r w ith recent p o litic a l cam paigns in this c o u n try is aware o f the e x te n t to w h ic h appeals to reason and tru th have given place to ap peals to passion and p re ju d ic e . D u rin g the past year we have observed on the n a tio n a l scene a phenom enon c alled M c C a rd iy is m . N e ver before in o u r n a tio n a l life has the lie been used m ore brazenly o r w ith such u tte r disregard fo r tru th and reason. T h e techniques em plo yed are alrea dy e a tin g lik e a cancer in to the life o f the body p o litic . Since, how ever, M cC a rth yism has p a id o ff at the polls, as in the defeat o f Senator T y d ings in M a ry la n d , we can a n tic ip a te th a t i t w ill con tin u e to th riv e in the m onths ahead w ith even greater, v iru le n c e . I n com m e n tin g on the recent n a tio n a l elections, M r. James Reston o f “ T h e N e w Y o rk T im e s ” w rites: “ . . . T h e means adopted in this contest were n o t he a lth y ; the suspicions in the p u b lic m in d have n o t been rem oved b u t have been increased by as ig n o b le a series o f p o litic a l tric k s as this c o u n try has seen since the A1 S m ith cam paign in 1928_____ ” fear em ployed in N o r th C a ro lin a last s p rin g and sum m er d u r in g die p rim a ry contest fo r a seat in the U n ite d States Senate serves as a so lu m n w a rn in g o f the dangers w h ic h lie ahead unless we recover o u r perspec tiv e and m ake o u r appeal to reason. In com m e n tin g on the m ethods used in the Senate race, " T h e C hapel H i l l W e e k ly ” o f C hapel H ill, N o rth C a ro lin a , said in an e d ito ria l p u b lis h e d on Ju n e 30, 1950: " A p ro m in e n t c itiz e n o f an eastern N o rth C a ro lin a tow n, a m an w h o bears a nam e hon ore d in N o rth C a ro lin a fo r generations, b ro u g h t to R a le ig h one day this week specimens o f circulars and o th e r p rin te d m a tte r th a t had been c irc u lated. . . . .One c irc u la r spread a ro u n d in the east showed Negroes s ittin g id le on a p o rc h lo o k in g a t w h ite people w o rk in g in a field, w id i te x t saying th a t people w h o voted fo r G raham w o u ld be v o t in g fo r that. T h e re were h a n d b ills saying th a t a vote fo r G raham was a vote fo r the m in g lin g o f w h ite and N e gro c h ild re n in schoolroom s and o th e r places. . . . I t was a m isrepresentation cam paign on the u p p e r level; and on the lo w e r level, where i t was w on, i t was a hate cam paign in v ir u le n t fo rm .” �he discussed, and he elaborated on i t in every con ceivable way. T h e “ R ic h m o n d T im es-D ispatch” ac c o u n t o f the Senator’s speech noted th a t B y rd was ap p a re n tly re fe rrin g to m e in his reference to “ the c and i date w h o is kn o w n to be su pp orted by the P o litic a l A c tio n C o m m itte e o f the C IO .” A g a in B y rd ’s use o f the w h ip p in g boy paid off. Some weeks a fte r the p rim a ry o f 1949 was over, I was v is itin g frie n d s in the V a lle y, and a m an w h o m I had n o t m et before was ta lk in g to me a b o u t the cam paign. A f te r we chatted fo r some tim e he said, “ C o lone l, I d id n o t k n o w you and was com ple tely m isin fo rm e d a b o u t the issues o f the cam paign. I knew the B yrd m a ch in e was bad, b u t I fe lt th a t to have V irg in ia ru n by die C IO w o u ld be worse, and I had been to ld d ia t the choice was between h a v in g the state ru n by the B y rd m achin e o r h a v in g it r u n by the C IO , so I voted fo r the B y rd m achin e.” T h is gen tlem a n’s story c ould be c o n firm e d b y thousands o f o th e r people w ho were delu d e d by H a rr y B y rd in to b e lie v in g th a t the issu was, “ S h all V irg in ia be ru n by the B y rd m achine o r sh a ll i t be r u n by die C IO ? ” I t was a close c a ll fo r the B yrd m achine on the second o f A u gust, 1949. I t is g o in g to be closer s till in A u gust, 1953. T h e boys in the m achine are aware o f d ia t, and are alrea dy ta k in g p re ca u tin a ry measures. As everyone knows, the e d ito ria l page o f “ T h e D a n v ille R e gister” is distin g u ish e d by the faithfu lness w ith w h ic h i t fo llo w s die B y rd m achine line. A p p a r e n tly the e d ito r o f th a t pap er had heard a ru m o r th a t R o b e rt W h ite h e a d m ig h t r u n fo r G o v e rn o r in 1953. T h is te rr ify in g prospect re q u ire d in s ta n t action. T h e one tric k th a t had w o rked in the past and the one tric k th a t the B y rd m achine hoped w o u ld con tin u e to w o rk in the fu tu re was its use o f the C IO as a w h ip p in g boy. So, on O cto b e r 4, 1950, an e d ito ria l appeared in “ T h e D a n v ille R e gister” headed, “ Does W e b b e r Seek C a n n o n ’s F o rm e r R ole?” (Charles C. W e b b e r is C h a irm a n o f d ie V irg in ia In d u s tria l U n io n C o u n c il, C IO .) T h is e d ito ria l was given the widest possible c irc u la tio n by being re p u b lis h e d in the “ R ic h m o n d T im e s-D isp a tch ” fo r O ctobe r 12, 1950, u n der the hea ding, “ W e b b e r A n o th e r Bishop Cannon?” T h e e d ito ria l concludes as follow s: N o greater falsehood was ever c o m m itte d to p r in t. T h e w r ite r o f this e d ito ria l knew p e rfe c tly w e ll th a t R o b e rt W h ite h e a d is one o f the m ost e m in e n t lawyers in V irg in ia w ith a ll o f the w isdom and und e rsta n d in g th a t a m an acquires w h o has spent his life in the ser vice o f a g ric u ltu ra l c o m m u nities. H e also knew th a t R o b e rt W h ite h e a d has as lit t le c onn ection w ith the C IO as d id R o b e rt W . D a n ie l o f “ B ra n d o n .” O n seven successive occasions, b e g in n in g in 1935, R o b e rt W h ite head has been elected by the people to p u b lic office. I d o u b t i f there are seventy-five C IO votes in his e n tire d is tric t. H ow ever, the e d ito ria l w r ite r ’s in terest was n o t in these p la in facts b u t in d o in g the m a x im u m a m o u n t o f damage to anyone w ith the guts to c h a l lenge the B y rd m achine. So he in v e n te d this cocka n d -b u ll story and p u b lis h e d it. Such is the record o f the one cam paign issue on w h ic h H a rr y B yrd and his henchm en have re lie d to c o n tro l V irg in ia d u r in g the past fifteen years. I f any one to o k this record a t its face value, w h a t w o u ld he im a g in e the C IO in V irg in ia to be? Surely, a m an in Senator B y rd ’s p o s itio n w o u ld n o t make tire C IO the exclusive issue o f V irg in ia p o litic s fo r fifteen years unless the C IO in V irg in ia were a very p o w e rfu l o r g a n iza tio n ! Since the C IO has been p ic tu re d as the m a in th re a t to the a ll-p o w e rfu l B y rd m achin e, it m ust indeed have enorm ous strength. W h a t is its strength? T h e “ R ic h m o n d T im e s -D is p a tc h ” in an e d ito ria l on J u ly 17, 1940, said: “ R o b e rt W h ite h e a d , as d id Francis Pickens M ille r , is lo o k in g to w a rd the gove rno rship and is c o u n tin g h e a v ily u p o n the Rev. M r. W ebber in m a k in g his plans fo r 1953. Just as C o lo n e l M ille r insisted he was n o p o litic a l fro n t fo r W ebbe r and his PA C , so w i ll W h ite h e a d say and believe he is his o w n fro n t. B u t n e id ie r m an, being pra c tic a l as w e ll as a m b itio u s , w o u ld deny th a t he co u ld seek such an office and be certa in o f a sizable vote o n ly w ith the a ll-o u t bush-beating s u p p o rt o f C h a p la in W e b b e r.” 5 L W h a t was tru e in 1946 was s till tru e in 1949. A f te r the m ost ca re fu l checking and rcchecking, i t is clear th a t n o t m ore d ia n e ig h t o r n in e thousand m em bers o f the C IO voted in the g u b e rn a to ria l cam paign o f 1949, w h ic h is tw o and three-quarters per cent o f a ll the votes cast in th a t p rim a ry . A vote as sm all as th is w o u ld be u tte rly in capable o f c o n tro llin g any m a jo r cand idate and is n o t la rge enough to influence decisively the outcom e o f an election. F u rd ie r, as recent events in O h io have m ade a b u n d a n tly clear, it is q u ite in c o rre c t to assume th a t die votes o f u n io n m embers can be d elivered by anyone in a block. T h e A m e ric a n w o rk in g m an is too in te llig e n t and too in dependent fo r that. P a re n th e tic a lly , i t is a fact th a t in Ju n e and J u ly, 1949, i t was m y r u ra l s u p p o rt th a t was the real th re a t to the m achine, and the boys w h o c o n tro l die m achine were w e ll aware o f that. These are the facts. T h e y ca n n o t be reconciled w id i the p ic tu re B y rd has dra w n . T h e im pression he has created in the m in d s o f thousands o f V irg in ia n s is th a t the C IO in d iis state is a g ig a n tic , sin ister o rg a n i zation w h ic h musters sufficien t s tre n g th to m atch its votes w ith the votes o f the B y rd m achine, and th a t anyone w ho challenges the B y rd m achin e m ust neces sa rily be a C IO -c o n tro lle d cand idate to secure enough votes to w in . T h is is an u tte rly false and rid ic u lo u s p ic tu re o f the s itu a tio n . As everyone knows, I am abso lutely opposed to gove rnm ent by pressure groups, w h e th e r the g ro u p be the C IO o r die N a tio n a l Association o f M a n u fa c turers. I am as m u c h opposed to “ la b o r” gove rnm ent as 1 am to gove rn m e n t by in d u s tria l corp o ra tio n s and fo r exactly die same reasons. A “ la b o r” p o litic a l m a c hine c o n tr o llin g the state w o u ld be as a b h o rre n t to me as the B yrd m achine c o n tr o llin g the state, and I w o u ld fig h t the one as w h o le h e a rte d ly as the other. T o receive die s u p p o rt and votes o f w o rk in g m en w h o belong, to la b o r u nions is, how ever, a very d if fe re n t th in g fro m b e in g c o n tro lle d by a C IO p o litic a l m achine. A p p a re n tly , m any u n io n m embers in O h io recently voted fo r R o b e rt A . T a f t fo r the Senate, yet I never heard o f anyone accusing h im o f being con tro lle d by the C IO . T h e w o rk in g m en w h o belong to the C IO have exactly the same r ig h t to organize as the lawyers o f V irg in ia , o r the doctors, o r the p e a n u t and hog growers, o r the dairym en, o r as any o th e r professional o r p ro d u c in g g ro u p . T h e y also have exa ctly die same r ig h t to vote. As V irg in ia n s , they s h ou ld be treated lik e V irg in ia n s by everyone w h o aspires to p u b lic o f fice. I k n o w o f n o d iin g m ore c o n te m p tib le th a n fo r die ric h and p o w e rfu l, w h o also consider themselves the* w e ll-b o rn , to k ic k w o rk in g men a b o u t as H a rry B y rd has done in o rd e r to secure and m a in ta in p o lit i cal c o n tro l. F u rth e r, i t is an e v il day in the h isto ry o f this C o m m onw ealth w hen a candidate is a u to m a tica lly brande d as un -A m e ric a n because he receives supp ort fro m V ir g in ia ’s organized w o rk in g m en. T h e record o f the B yrd m achine in this respect is an in s u lt to h u m a n in te llig e n c e and an a ffro n t to the C h ris tia n conscience. W e have had enough o f it. By using the C IO as a w h ip p in g boy, H a rry Byrd has, fo r the tim e being, reta ined c o n tro l over the state, b u t he has re ta in e d c o n tro l at te rriffic cost to the peo ple o f V irg in ia . Perhaps the greatest in ju r y he has in flic te d on o u r beloved C o m m onw ealth has been the e x te n t to w h ic h the p o litic a l m ethods used by h im and his m achine have discouraged good m en and 6 7 “ H e re in V irg in ia the emphasis b e in g p u t u p o n the a ttitu d e o f die u nions in the c u rre n t sena toria l cam paign seems exaggerated. ‘T h e T im e s -D is p a tc h ’ has c ritic iz e d them fre q u e n tly and is o u t o f sym pathy w ith m uch th a t they are d o in g , b u t la b o r is too weak in the State to be the fa c to r in d e te rm in in g the outcom e o f die sena to ria l contest th a t some im agine. T h e horrendous C IO -P A C , fo r exam ple, p ro b a b ly can d e liv e r n o t m ore tiffin 10,000 votes in the State, a t the outside. F ro m a ll the u p ro a r a b o u t it, one w o u ld suppose th a t i t c ould th ro w 50,000 votes a ro u n d a t w ill. ” w om en w h o d iffe r w ith h im fro m o p e n ly expressing th e ir differences and fro m o ffe rin g fo r p u b lic office. N o decent c itiz e n likes to be smeared p u b lic ly . Yet, th a t is exactly w h a t happens to everyone w h o ch a l lenges the ru le o f th is d ic ta to ria l cliq u e . T h e effect ove r the years has been to d e p rive V irg in ia o f some o f h e r ablest and m ost in te llig e n t leadership. M a n y a y o u n g m an wrh o co u ld have served us w e ll has had no a lte rn a tiv e b u t to leave the state o r else to b u y his liv in g a t the p ric e o f silence. In lig h t o f V irg in ia ’s g reat tra d itio n s o f tolerance and fa ir play, th is is a d e p lo ra b le situ a tio n . H a rr y B y rd ’s m ethods o f m a in ta in in g c o n tro l have had o th e r e q u a lly serious consequences. H e has discouraged the use o f reason in p u b lic affairs and, by so d o in g , has u n d e rm in e d the process o f dem ocratic representative gove rnm ent. H e has d iv id e d m any V irg in ia c o m m u n itie s in to tw o hostile camps, re c re a tin g a class society and s e ttin g class over against class. A n d fu rth e r, he has d iv e rte d a tte n tio n fro m the real issues w h ic h are c ry in g to h ig h heaven fo r statesm anlike s o lu tio n , and w'hich o u g h t to have been d e a lt w ith a g en era tion ago. Senator B yrd know s w h a t the real issues are as w e ll as anyone. B u t they are the la st issues in the w o rld he wants the people o f V irg in ia to discuss, because once they are considered and resolved by an appeal to reason, the B y rd m achine w i ll cease to exist. I challenge the leaders o f the B y rd m achine to discuss real issues in place o f spurious and false issues. F o r exam ple. South C a ro lin a has ju s t abolished the p o ll tax. W h y -have o u r m achine p o litic ia n s in V i r g in ia k e p t s ile n t now fo r m ore than a year on this great issue? W h e n w i ll V irg in ia resume h e r leader s h ip o f th e S outhern States in m atters o f this kind? O u r V irg in ia tra d itio n lives. I t w i ll su rvive the assaults o f any demagogue, how ever p o w e rfu l he m ay be. Deep in o u r souls we believe in the appeal to reason and the appeal to tru th . W e m ake th a t ap peal, and th a t appeal w i ll even tu a lly be victo rio u s. J o h n M ilto n said in 1644: “ A n d th ough a ll the w inds o f d o c trin e were le t loose to p la y up o n the earth, so T r u t h be in the field, we do in ju r io u s ly by licensing and p ro h ib itin g , to m isdou bt her strength L e t her and falsehood grapple. W h o ever knew T r u t h p u t to the worse in a free and open encounter?” T h is saying is as tru e in 1950 as it was three h u n d re d years ago. A d d itio n a l C o p ie s C a n B e S e c u re d F ro m B o o m 301, 416 E a s t M ain S tr e e t C h a rlo tte s v ille , V irg in ia 8 �STATEMENT BY THE ARLINGTON SCHOOL BOARD December 15, 1955 We, County School amendment be is the members Board, and believe enacted^ the members-elect that public if the school of the proposed system Arlington constitutional of Virginia will weakened. We are payment of public We it would fear tax lack burden, of the effective breakdown throughout of unalterably tax monies result in impairment state disciplines Virginiar a opposed for tuition substantial of the the in of principle private increase educational control^ in to education of our the schools. in the standards curriculum, of and through in children the �The members of the Fairfax Citizens1 Council ask your support of legislation to provide for State investigation of organizations which exert pressure to change the laws and way of life of Virginia and its people. Organizations such as Freedom House, Anti-Defamation League of B'nai B'rith, NAACP, Leadership Conference on Civil Rights, Delegate Assembly for Civil Rights, American Civil Liberties Union, national Urban League, Fund for the Republic, Southern Regional Council, Virginia Council on Human Relations, American Friends Service Committee and many others, including commercial organizations which have given their support, finan cial and otherwise to the above groups. We welcome any investigation of our organization, our motives, our operations or our membership. We denounce the ridiculous suggestion that other organizations, such as the League of Women Voters, Parent-Teacher Organizations, Virginia Education Association and so-called "Civic" groups, etc., be excluded from investigation. These groups certainly should be investigated; individually and collectively, including their national and international affiliations. Why should they be excluded though they have not even asked to be excluded? If they feel they should not be investigated, they must have something to hide. FAIRFAX CITIZENS' COUNCIL Fairfax County, Va. Address: Route 2, Box 592 McLean, Virginia Phones: Crescent 3-1809 Jefferson 2-7879 Elmwood 6 - k b 8 6 �REMARKS OF EDMUND D. CAMPBELL BEFORE GENERAL ASSEMBLY OF VIRGINIA AT PUBLIC HEARING ON BILL PROPOSED BY GOVERNOR THOMAS B. STANLEY TO WITHHOLD STATE TAX FUNDS FROM COUNTIES OR CITIES WHICH PERMIT ANY INTEGRATION OF PUPILS IN PUBLIC SCHOOLS September 5, 1956 I come before you today as a native Virginian, born on a college campus in Lexington within a stone's throw of the last resting place of the South's greatest hero. General Robert £. Lee. Dean Harry Campbell of Washington and Lee was my father. It goes without saying that the problem which you have to meet in this special session is an extraordinarily difficult one, and I am convinced that you are approaching it with real sincerity of purpose. It is my plea to you, however, that in the white-hot urgency to enact effective legislation on the racial problem you do not forget or repudiate the great and fundamental principles on which the commonwealth was founded. Mr. Chairman, I would ask the members of this Assem bly to glance at the dedication plaque on the wall of this room immediately behind the speaker's chair. "To Nathaniel Bacon * * * a great patriot leader of the Virginia people." It was this Nathaniel Bacon, whom you honor here, who fought a rebellion against the Qovernor of Virginia and its �then House of Burgesses for the right of the Individu«l counties to local self-government. Under the law as it was then. Governor Berkley, with the House of Burgesses, appointed all members of the so-called county courts. These county courts were not only courts, — they were the very governing bodies of the counties themselves. They fixed the tax levy for their counties. It was in the historic Grand Assembly of Burgesses headed by Nathaniel Bacon that Virginia established once and for all the fundamental right of local self-government, by providing that the people of each county could elect their own officials to have a say in the levying of their local taxes. I respectfully suggest to you that this September afternoon we are in grave danger of losing the fundamental principle of government for which you honor Nathaniel Bacon and for which cause he gave his life. For in the plan now recommended to you by the present Governor of Virginia, there are the same aspects of tyranny against the individual counties and cities of this commonwealth as existed under Governor Berkley. Punitive taxation against any locality in this state, whatever the guise, whatever the provocation, is tyranny. It is un-American. It is un-Virginian. It would make tragic sport of the motto, "Sic Semper Tyrannis" which 2 �we proudly display on our state flag. I hope you will de feat the Governor's proposals and uphold Virginia's proud tradition of local self-government which has been the pride of this commonwealth since a century before the American Revolution. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Acts of the 1956 Extra Session of the Virginia General Assembly Description An account of the resource Acts of the 1956 Extra Session of the Virginia General Assembly, including act "to provide no child shall be required to attend integrated schools" and other race related legislation. 27 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Virginia Acts of Assembly Date A point or period of time associated with an event in the lifecycle of the resource 1956 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 19_5_2_1_2 https://projectdaps.org/files/original/a832786a01ed71ea4d468c0d1e0c78ee.pdf fec4c85d650f76722cee79ae1870223a PDF Text Text UPI-152 UPI-152 FOR A ’S SUNDAY, FEB, 1 M B H,L. STEVENSON Y UNITED PRESS INTERNATIONA!. RICHM OND, VA., JAN. 31 •— <tIPI>-•-VIRGINIA»5 PUBLIC SCHOOL EGREGATlOI! BARRIERS' WILL FALL M N A fT K M O D Y A Y ILES FR M THE LITTLE T W W ER O ON H E THE FIRST D A D FO INTEGRATION W EM N S R ERE M D A E, A GROUP OF NEGRO PARENTS A D CHILDREN FILED SUIT IN PRINCE ED A N U RD COUNTY, VA,, O M Y 23, 1951, CHALLENGING THE VALIDITY O THE O D M A F L "SEPARATE BUT EQUAL" DOCTRINE OF PUBLIC SCHOOLS. IT W S O THIS, CASE, A D FOUR OTHERS, THAT THE U.S. SUPREM COURT A H N E STRUCK D W THE DOCTRINE O M Y 17, 1950, PLUNGING VIRGINIA A D O ER ON H A N TH SOUTHERN STATES INTO A DRAW N-OUT BATTLE TO M AINTAIN SEGREGATIflr:. M DAY, NEGRO A D W M N HITE STUDENTS UILL G TO RIGIDLY SEGREGATED O SCHOOLS It! FARMVILIX A D OTHER COM UNITIffi IN PRIILCE ED A D COUNTY, N M WR ' JUST A TH H V D N FO NEARLY EIGHT Y RS SINCE THE FIRST SUIT* S EY A E O E R EA CO RT APPEALS A D A SEVEN CCQ} Y R D Y GRANTED-BY A FEDERAL J ’OGE U N EA ELA HV H A E ELD UP INTEGRATION I!! PRINCE EDUARD. A APPEAL O THE L N N F OG DELAY G N RA TED B JUDGE STERLING H TCH N IS STILL PENDING. ALL OF THE Y U ESO STUDENTS IN TIE ORIGINAL CASE, H V G O N UP. M N H V PARRIED. A E RW AY A E OE M H V M V D AUAY. A E OE M N A 'S INTEGRATION WILL CO E IN TH M ODY M E ETROPOLITAN A S OF NORFOLK REA A D ARLINGTON, FAR R M V D FRO THE ROLLING FA LA D O PRINCE ED A D N E OE M RM N F WR COUNTY. SEVENTEEN NEGROES A SCHEDULED TO ENTER SIP NORFOLK SCHOOL’ . FO L RE U WILL ENROLL IN A ALL-WHITE JUNIOR HIGH SCHOOL II! ARLINGTON. N W A H S THE STATE D N SINCE MAY 17, 10 5ft, TO TRY T CIRCUM HT A OE O VENT INTEGRATION? W A W H T ILL IT D IN THE FUTURE IP ITS DETERM O INATION TO, FIND A N W BATTLEGROUND? E THE FIRST QUESTION C N B A SW A E N ERED IN A M OUNTAIN OF LEG BRIEFS, AL MILLIONS OF W R S O C U TR O TESTIMONY, T O CONFLICTING 3CCR- ir*S O OD F OR OM W F RESISTANCE A D TO COURT RULINGS W ICH TOPPLED THE W O W R S . N O H H LE O K THE SE O D C N NOT B A SW CN A E N ERED TODAY. GOV. J . LINDSAT A M N H S L OD A PLEDGED THAT THE STATE WILL USE EVERY LEG M N IT CA M STER TO AL EA S N U INSURE THAT INTEGRATION D ES NOT < O PLEAD. �AUICKD il/e STRONGLY HINTED THAT 11.:: . TATE ..A* ABANDON TAiiY 0.- ITS * PUBLIC ICHOOLS At!D TUB!! TO :O E COLT O PRIVATE , Y' TEH TILL TC BE M F DE3IGNED BY A LEGISLATIVE COMMISSION. IT WILL G TO VOLK It: THE NEAR O FUTURE. A O D SU M N D A SPECIAL SESSION OF THE GENERAL ASSEMBLY TO TEAL LM N M OE W ITH TH CURRENT CIRIS. E HE PROPOSED TUITION GHAUTS FO STUDENTS TO E ATTEND PRIVATE SCHOOLS, AN OUTLET FO THE PARENTS W O DO NOT WISH TO R H SEND THEIR CHILDREN TO INTEGRATED CLASSROOMS. IT REPRESENTED, IN EFFECT, THE GOVERNOR’ S CONCESSION THAT TOKEN INTEGRATION W S INEVITABLE AND HE BLUNTLY TOLD A SOM A BER OPENING DAY SESSION OF THE ASSEM BLY THAT THE STATE H AD EMPTIED ITS LEGAL ARSENAL. TH Oil) C M W E A SPECIAL THREE-JUDGE FEDERAL CONSTITUTIONAL E A E HN COURT AND THE VIRGINIA SUPREME COURT RULED 12 DAYS A O THAT THE STATE'S G SO-CALLED "MASSIVE RESISTANCE" PRO RAM W S UNCONSTITUTIONAL. G A "IN THIS STRUGGLE VIRGINIA H SEEN. 3 UBJECTED TO PRESSURES M R ■ AS OE RELENTLESS, BRUTISH A D FORMIDABLE TH N THAT APPLIED TO ANY OTHER STATE. M A SHE H S PRESERVED H SYSTEM. OF PUBLIC SCHOOLS LO G TH N ANY STATE A ER N ER A . W E E THE ISSUE H BEEN PRESSED. HR AS SHE H NOT SURRENDERED AND SHE DO AS ES NOT SURRENDER NOW," A O D SAID, LM N THE "MASSIVE RESISTANCE" PRO RAM W S EVOLVED IN 195S, LARGELY THE G A RECOM ENDATION OF POW M ERFUL DEM OCRATIC SEN. HARRY FLOOD BYRD. IT’ S K Y E FEATURES W ERE L W CUTTING OFF FUNDS TO SCHOOLS W A S HICH INTEGRATE, TUITION GRANTS FOR PRIVATE SCHOOLS AND AUTHORIZATION TO THE GOVERNOR T CLOSE ANY SCHOOL W ERE INTEGRATION OCCURRED. O H TH LA S W E W ERE NOT CHALLENGED DIRECTLY AT FIRST. FEDERAL DISTRICT JUDGE W ALTER E. HOFFMAN, W O O H RDERED INTEGRATION IN NORFOLK, FIRST OBSERVED THAT TH L W GIVING A THREE-M BER STATE BO RD THE PO E T E A EM A WR O /ASSIGN STUDENTS FO TH ENTIRE STATE SEEMED "UNCONSTITUTIONAL O ITS R E N FACE FINALLY, IN TH A TU N OF 195S, A O D W S FORCED TO USE HIS SCHOOL E U M LM N A CLOSURE POW ERS TO SHUTDOW SCHOOLS IN NORFOLK, CH LOTTES ’' ILLE AND N AR FRONT ROYAL. TH KEY L W W R IMMEDIATELY CHALLENGED. E A S EE AND, AS A O D PUT IT, LM N TH "H M ER OF FEDERAL INTERVENTION FELL WITH DEVASTATING FORCE" O E A M N JAN. 19, 1959. "MASSIVE RESISTANCE" W S DEAD. A CM138A � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Copy of UPI article regarding upcoming desegregation of Arlington and other Virginia schools on February 1, 1959. Description An account of the resource Copy of UPI article regarding upcoming desegregation of Arlington and other Virginia schools on February 1, 1959. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource United Press International Date A point or period of time associated with an event in the lifecycle of the resource 1959-02-01 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 19_5_2_1_1 https://projectdaps.org/files/original/1bf5298d2373f6605d372fe450cc058d.pdf 4e99d79b8b7add66add01958f0d02399 PDF Text Text THE NEGRO CITIZEN IN ARLINGTON A Negro in Arlington, Virginia can, like any of the white residents of his community, call an efficient Fire Department if his house is burinig. He can send his child to school and know that an alert officer will stop traffic if need be so that his son or daughter may make a safe street crossing. His wife can buy meat at the nearest super-market with the assurance that it has been inspected and is fairly weighed and priced. In most matters the Arlington Negro lives out his days with the same elements of risk and with the same measure of civic pro tection threatening him on the one hand and supporting him on the other as is the common lot of all men in modem situations. But there are areas of his life where being a Negro makes a difference in his days. Believing that many people may be unaware of this difference, the Arlington County Human Relations Council would bring the following facts to the attention of concerned people. 1. If an Arlington Negro man wants to take his family out to dinner, he will have to go to the District of Columbia to find a restaurant of high quality where they may be seated. They would be turned away from all the better eating pla ces in Arlington. If his family is in the mood for an informal meal, he m y abuy food to carry home at an Arlington Drive-in Restaurant but ha cannot ex pect the kind of curb service which many white families enjoy at the end of a busy day. It is not clear to what extent restaurant restrictions are related to the legal ban on mixed seating in public and to what extent they are re lated to the prejudices of white patrons. 2. If an Arlington Negro wants to see a movie, he must also go to Washington. He cannot walk to a neighborhood movie or go to any Drive-in-theatre in the Arlington area because they are all closed to Negroes. Nor can he go to a public bowling alley or skating rink. He cannot stop for his children to have pony rides at a public pony lot. 3. Highly qualified personnel direct the Arlington recreation program for Negroes but whereas the playgrounds and summer recreation programs for vi i e children it are located in the neighborhoods where white children live, only two small playgrounds are available for Negroes. Both of them are inadequate and the largest one, where full scale ball games might be played, is in the southern tip of Arlington, inaccessable to the large number of Negro youth in North Arlington. Negro children live very near some of the large playing fields designated for white children. They can only watch from the sidelines. If friendly youngsters call out to them to Join the games, they must ignore the invitation or accept it knowing that they will be sent home in a police car if they are seen by a cruising officer or if a neighbor or passer-by makes a complaint. A. A Negro man may rush his child to Arlington Hospital for emergency treatment or for hospitalization in the non-segregated pediatrics ward and he may go himself as an out-patient or as a bed patient in the Negro Ward. But when his wife is ready to give birth to their baby, he cannot take her to the com munity hospital where white babies are born* He must take her miles away to a hospital in the District or in Alexandria. Perchance her baby can't wait for the Washington hospital, the Negro mother will be attended as an emergen cy case in the Arlington Hospital but she cannot then be placed in the mater nity ward. She will be put in the general ward for Negroes where she might be exposed to any one of a variety of infectious diseases. The general ward for Negroes actually becomes a receiving ward for all overflow patients be cause though a Negro may not be placed in sections of the hospital desig nated for whites, if the white sections are full, the white patients needing space are placed in the Negro ward. This ward is not as carefully controlled for visitors as the maternity ward is, making it the more unsuitable for post delivery cases. �- 2- 5. Many Negroes In Arlington own their homes and heme ownership ii a thing of special pride te them. Many of Arlington's Negro citizens are native resi dents of the county and live on property which was owned by their parents or grandparents. But when young Negroes marry, even though they are well educated and have good jobs, they cannot find in Arlington, homes which they may buy or land where Negroes may build. There is little rental property available to them. So they must leave neighborhoods where they have friends, must leave churches where they have roots and responsibilities and, whether they like it or not, must live in Washington. Older Negroes sit precariously on their front porches in Arlington because they feel that expansion of pub lic building in the past has been at the expense of Negro land and they won der when some new expansion will take their property and leave them homeless. 6. It is the uncertainty about so many aspects of his life that is most trying for a Negro in Arlington. Some years ago he knew exactly what his limita tions were. He didn't like being limited but he knew what to expect. Now he is tired of being unknowing about his status. The Negro knows that merit hiring permits him to apply for and, if he is qualified, to receive a Civil Service job in the Arlington community. He does not know to what extent racial prejudice may influence the decisions of the department head who is responsible for his promotions. The Negro knows that by Federal Law his children are now guaranteed public school education on a non-segregated basis. He does not know how long it will be before Negroes in Arlington can expect that without individual court appeals, their children will all be accepted in neighborhood schools just as other children are. These certain limitations and uncertain opportunities which daily confront Negro citizens in Arlington are felt by those who participated in the survey, to be a blight upon the county and a burden upon all of its residents. How change and improvement may best be brought about will be a matter of continuing concern to those persons of several races and of various faiths who compose the member ship of the Arlington County Human Relations Council. � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 Report, The Negro Citizen in Arlington, 2 pp, n.d. Description An account of the resource Problems of Negro Citizens in Arlington, segregation in restaurants, movies, playgrounds, segregated recreation programs, hospitals, rental properties, job hiring, Arlington County Human Relations Council Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell 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 19_2_4_1_41