3 20 1839 https://projectdaps.org/files/original/bc369b92cf8e9ba98146750e45eff7a1.pdf 3af8467bd4d7312e7cd5d39889292b35 PDF Text Text North Virginia NAACP lauds Court decisions I The Seventh D istrict of NAACP for northern Virginia held its uarterly meeting Saturday a t Mead’s Episcopal Church in Alexandria. Officers land delegates, represented more than 1500 m embers of the As sociation from branches in •Alexandria City, Fairfax, Arl in g to n , Loudoun and Prince William counties. Delegates hailed the recent unanimous Supreme Court d e cisions restoring 1300 colored voters to the Louisiana voting rolls, and denying Arkansas the [ names of the NAACP members 1 in that state. The delegates praised the vot ing record of the race’s rep resentatives in Congress on bills favoring justice to colored citi zens. A COMMUNICATION from lithe national office of the IjNAACP indicated sympathy IIwith and approval of the ‘'sitstudents who demonstrated II against discrim inatory practices in public service institutions | and places of public accommo dation. The Branches voted to sup port projects designed to im prove home and sanitary con, ditions and to work for better and more houses for low income groups. Problems of increasing m em berships, increasing voters, and interest in m eetings brought forth discussion of the use of newsletters, telephone comm it tees, church bulletins, the I press and radio. Each Branch pledged to ob|| serve the May 17 decision ol 1 the Supreme Court outlawing Iscgregation in public schools. B*s a second emancipation proc am ation by church services or Itfay 15 or m ass meetings on f l a y 17. �President's program are seW for inspection, sorting and packaging. This processing is done by 15 student residents of the m en’s dormitory, each of whom volun teer 10 hours every week. The books range from children’s literature to those of science, with fiction comprising the dominant category. >wners ing losses from theft is that you will probably have to show some evidence that the theft took place. Be sure th at there is at least a police record of the theft and a report of any findings the police m ay have come up with. Also, you might keep track of newspaper accounts, insurance reports, and so on. Theft loss es are deductible in the year Federal Job By EDWARD PEEKS Union representatives were | quick to act this week to ques tionable testim ony on the p art I of a government official in the [ dispute over the proposed | tran sfer of Freedm en’s Hospi tal to Howard University. A telegram was sent by Lo- I cal 1 of the American Federa- I tion of State, County and Muni-1 ipal Employees (AFL-CIO)I to the House Subcommittee onT Appropriations, calling a tte n l tion to incorrect statem ents b J official of the D epartm erf of Health. Education and W e i ■ Li v QUEEN — Miss P at Smith, daughter of Dr. and Mrs. Clarence I. Smith, recently was crowned "Junior Prom Queen" a t the Catholic Uni versity Junior Prom DinnerDance held at Arlington Tow ers. Miss Smith, a CU junior, was selected over five other candidates. � 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 18: Personal Papers of Barbara Marx 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 Newspaper clipping, Afro-American, March 1960 Description An account of the resource Newspaper clipping from the Afro-American dated March 19, 1960. Article describes the most recent meeting of the Seventh District, Virginia NAACP. The meeting lauded recent court decisions, supported sit-ins that promoted desegregation of public places, and discussed increasing memberships. Verso is other side of newspaper page. Two pages. pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Afro-American Date A point or period of time associated with an event in the lifecycle of the resource 1960-03 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_1_1_7_24 https://projectdaps.org/files/original/3d270fa44819780849c38fc6ba1c009f.pdf eb5144e22ff52b71f472486d18dbe1e4 PDF Text Text AN APPEAL FOR COMMON SENSE Mrs. Agnes E. Meyer Address before the American Association of University Women Arlington Branch at the Thomas Jefferson Junior High School Arlington, Virginia Tuesday, April 14th 8 p.m. It is a great relief these days to get away from the tensions of the Nation's Capital and to look at our many problems from the sane vantage point of life in a local community. It is especially heartening to discuss some of these problems in a county which is justly famous throughout the land as an independent, courageous community singularly competent to turn its ideals into a wo?:king reality. I am grateful to the American Association of University Women for inviting me and giving me this opportunity to remind you of the last ing contributions you have made to the preservation of some of our noblest traditions. I am all the happier to do this because the shrill voices which have been getting the head-lines of late have disturbed the even tenor of our ways and tempted us to answer the violent people with equal violence. Yet the natural fears and conflicts of an endangered society can only be assuaged by the application of self-control, intelligence and native American common sense which characterize the highly literate population of Arlington and Americans as a whole. This American common sense is derived from the daily necessity of solving dilemmas, annoyances and defeats which teaches us to accept difficulties without too much fear or anxiety. If we are more than usually disturbed today, it is because in the past we have taken our heritage of freedom too much for granted. It seemed safely enshrined not only in our daily lives but in the Bill of Rights. Now we have suddenly awakened to the fact that freedom much be re captured by every generation and that it will endure only as long as we stand ready to defend it at any cost, however high. Thus the cooperative endeavors you have made here toward social progress are of especial importance today. For the freedoms we all cherish will be lost or preserved not in Washington nor in our State governments, but in the local communities where people live and strive, succeed or fail, as the case may be. But though very definite threats to the freedoms we have always taken for granted, do exist today, let us not exaggerate the danger. We tend to forget momentarily the enormous leap toward the extension of human freedom we have taken during the last generation in ways almost too numerous to mention. We have under pinned old age, destitution and needy families with social security; improvements in the fields of health and education has been amazing; and the Negro with whose disadvantages Europe is always reproaching us, has possibly made greater progress toward equal rights than ever before in our history. If we remember the vitality our democracy has shown under the stress of wars both hot and cold, it will strengthen our faith in ourselves and help us to see the real dangers that confront our society not so much as a menace but as another challenge which must be met with the same fortitude and the same calm and constructive attitude. We must trust ourselves and each other as never before and thus strengthen the faith of the country as a whole in its principles, its hopes and beliefs. We must speak our minds fearlessly, for in so doing we discover that there are in ourselves and others human resources upon which we have never yet drawn. Nothing is more contagious, more inspiring than courage. -1 (over) �- 2- At the same time I do not wish to minimize the real dangers to our democracy. And. I shall select one of them for discussion today which interests you and me the most, the sinister attacks upon our public school system. For I think it is a clearly established fact that there has developed throughout our country in recent years . from Scarsdaie, New York to Pasadena, California — a nation-wide, more or less organized conspiracy to undermine the faith of the American people in our public school system. When I use the word conspiracy X mean a planned, concerted effort on the part,1of various individuals and organizations, the source of whose ample funds is unknown, to attack public education with identical, monotonously repeated accusations that have just enough truth to make their falsehood seem plausible. These enemies of our schools have obviously borrowed the tactics of the communists and fascists that if only a lie is Repeated often enough with sufficient impudence, many people will finally believe it. It should not surprise us that subversive elements who wish to hurt democracy, should single out our unique public school system as their deadliest enemy. For public education is the heart-beat of our nation that daily renews and purifies the blood-stream of the democratic body politic. It has helped to make our nation great, tolerant and hopeful, because it has released human talents and rapacities in our country to a greater extent than has happened anywhere else in the whole course of human history. Thus if our public education is successfully weakened or destroyed, so is democracy itself. That there may be a few master minds behind this campaign, is indicated as I have said, by the constant repetition of the same propaganda using almost identical arguments, language and slogans, distributed often in vicious literature originating from a single source: 1. The schools do not teach the 3 R ’s. 2. The teachers and the textbooks are communistic or at best socialistic. 3. Progressive education breeds undisciplined children if not delinquents and criminals. 4. The schools are godless. That is the whole gamut of these accusations. They have been answered again and again with irrefutable proof to the contrary. But the answers are ignored. For the type of mentality with which we are dealing in this battle to defend democratic insitutions, is impervious to reasonable persuasion and moral principles. One of the most regrettable results of these unjust criticisms is that the friends of the public school system have been jockeyed into a defensive position. They scarcely dare to make constructive criticisms themselves, lest they give aid and comfort to the enemy. Thereupon the enemies shout: "Oh, so you think the public schools are perfect!" Thus do the falsehoods multiply one upon the other, and time and energies that should be used to improve our public schools, is wasted because the honest critics of our educational system are forced into a state of siege mentality. To be sure, our colleges and universities have also recently come under attack from members of Congress. But these Congressional persecutions of our educators would never have taken place, if the witch hunts on the local level had not been so successful in sowing mutual distrust and thereby destroying peace and. orderly progress. In other words we would not now have so many Hitlers in �-3Congress if it were not for the fact that we have a flock of little Hitlers in almost every locality. The situation reminds me of a little-known Calvin Coolidge story. A man complained to President Coolidge that a certain Senator was a scoundrel. "Well" replied Coolidge calmly, "there are a lot of scoundrels in the country and they are entitled to some representation.” Thus the whole crux of our strategy to protect the educational system, is to meet the attacks in our local communities. The Congressional Hitlers must be criticized.,, opposed and ridiculed, since ridicule is one of the strongest weapons. How can we remain silent while these members of the Senate and House maltreat honest American citizens, disrupt the work of Congress and challenge the executive powers of the Administration? And no less serious, why should we allow these anti-democratic members of Congress to defame our country and ruin the prestige of our nation in every foreign land? ”How long will America stand for this?" asks the British journalist Francis Williams in the "News Chronicle." He says of our Congressional lunatic-fringe: "The moral attitudes they depend upon and exploit matter not only to America but to the whole free world. And those of us who hold as our strongest article of international faith the need for'the closest bonds of fidelity between Britain, the Commonwealth and he United States have an obligation to tell, our friends in America just how much damage those attitudes are doing to the cause of freedom everywhere." I mention these national and international repercussions merely to point out the full seriousness of the situation we face. But I come back to my theme by stating as my belief that these destructive members of Congress are not going to change their evil tactics until they hear from the grass-roots. Not even the leaders of the new Administration will be able to cope with them success fully, for no truly democratic statesman can afford to resort to punitive action. Yet force is the only thing the authoritarian mentality respects. Only the voters who elected these incipient dictators can use power - the democratic power of the ballot - to bring them to their senses and persuade them to renounce their present tactics. To oppose this terroristic underground successfully on a local basis, we must understand the psychology of the people who compose it, for we are contending with deep psychopathic factors. They are mostly people who because of their own emotional difficulties have never been able to relate themselves to the community and are now revenging themselves upon a society which they feel has'rejected them. They are people filled with hatred because they feel insecure, lonely and slighted, and they satisfy this hatred by the systematic destruction of situations and confidence and mutual trust in order to benefit by the general confusion to acquire power for themselves. These Americans who see themselves as the insulted and injured are not of any particular economic or social level. There are among them some of our rootless intellectuals, many of whom found refuge in "America First," and now feel more adrift then ever since the majority of Americans have learned that our nation must defend human freedom not only here at home but throughout the world. The only satisfaction of these disgruntled elements is in destruction of the community solidarity of which they could not make themselves a part. They are incapable of loyalty to any group - not even to the political party which elects them to office. And their anti-communism is nothing but a screen for their hatred of the sound, honest, stable members of society. Therefore, the conservatives make a deadly mistake when they think that these people are a bulwark against communism. The German industrialists made the same miscalculation concerning Hitler. The real hatred of our professional anti communists is precisely for the conservatives themselves whom they envy their respectability and the fact that society looks up to them. That is why they attack such patriotic, honorable and successful men as General Marshall, Secretary Dulles, lover) �•4 Senator Knowland, Charles Bohlen, Bishop Oxnam and others on the Federal level and on the local leyel that emblem of all that is sound and good and essentially conservative, the public schools. It is a desperate contest the nation faces in coping with these elements, for either they must break down through self-defeat, or they will break down every body else. They are “dead-end kids" with whom every social worker and teacher is familiar, adolescents who are getting square with a world which they feel has never been fair to them. That is also why they use the childish device of namecalling whenever they are criticized. In dealing with these maladjusted members of our society, we are baffled and handicapped, by a bad conscience. For they are the result of the weaknesses in our society, of its extreme competitiveness, of its intense striving for social and economic status, and of its total neglect in the past of children who could not stand these pressures. Our worship of success creates bitterness in the unsuccessful. And these embittered monstrosities, without faith in love and kindliness, without respect for human beings or for any of the values that we cherish, these men who seek success whatever the cost, are a reproach to us be cause they are the prototypes of our American vices. Furthermore, even the legitimate demands of democracy are a strain upon the weak, for it calls for self-discipline, and the sacrifice of the will to power for the common good and for the establishment of a high group civil ization, Thus it is not surprising that in times of danger that call for even greater sacrifices, many self-centered individuals seek to destroy a society that demands too much of them. Therefore it is a mistake to characterize these elements as types of American fascism. They are a modern version of vigilantism, a role that had dignity in our frontier days because the early vigilantes were filling a real need before law and order had been established. But they have no place and no legitimate function in our present society. What these modern vigilantes want is to establish their own law and domination for the law and the cooperative behavior of an orderly democracy. Thus we only make martyrs of these psychopathic characters if we gang up on them as disturbers of the peace. The role of the martyr would only be used as another asset and as justification of all that they are doing. We only hurt ourselves and our objectives if we suppress these anti-democratic forces with hostile methods. The most useful lesson we can give these vigilantes whether in Congress or in the local communities, is that true Americans refuse to use coercive power in the war of ideas. The best weapon we have lies in strengthening of community solidarity through improvement of our school-community relationships which keeps open the free communication between all citizens and prevents exactly what the vigilantes want, the fragmentation of our society. That is also the reason why the communists take great delight in the activities of the vigilantes. For the more they confuse us with attacks on the schools and the more we allow ourselves to be driven into a merely defense attitude, the better the communists can fish in these troubled waters. You can readily see from this analysis of the vigilante mentality, why it was a delight to me to get reacquainted during the past weeks with the steady progress toward closer school-community cooperation that has been made here in Arlington. It has been said of Americans that we lack philosophic and political theories which can be used as a battle cry against the totalitarian �-5ideologies. But this assuredly does not apply to the field of education. It has been accepted in all of our school systems that democracy, as we know it, is the highest form of government because it seeks to develop the latent potentialities of all of its citizens. We do not regard democracy as just another form of government, but as a continually expanding method of living together. Thus our educational system is an institution which has grown out of the historical soil in which it was rooted and became indistinguishable from democracy itself. This philosophy of our democratic schools is implemented differently by different educators since they themselves necessarily vary in intelligence, imagination and administrative skill. But I can say without exaggeration that your Arlington school system, given the handicaps with which you began six years ago, is one of the finest examples in the country of the application of our American principles of education. And you have made this astonishing progress in so short a time because the citizens of Arlington, the Board of Education they elected, the school administrators and the teachers have all pulled their weight in the boat and have done it in unison. The increasing mutual confidence between all of these elements was an important factor in the actual, accomplishments. It would be a needless task to outline even the major improvements for an audience which has done the actual work to achieve them. But to an observer like myself the superior quality of your Board of Education has been of value far beyond anything the county as a whole as yet realizes. I have a fairly large acquaintance with such boards and I know of none that exceeds your own in the technical education, the varied professions represented and the experiences in administration that are to be found among the five members of the Arlington School Board. The devotion which the Board has shown to its onerous duties and the respect which it has earned have never been more important to the schools than at present when almost all of them, sooner or later, are confronted with criticism and the crudest of attacks. Equally important in the rapid progress of what used to be a neglected educational system, was the appointment of first rate school administrators and supervisors who improved the whole situation by able leadership. Together with the specialists and assistant teachers who were selected with great care, this battery of experts have pulled together a school program which was limited to the 3 R's until it has developed a curriculum that is comparable to the highest standards. Furthermore the system became one of even quality, a matter of greater justice to all the children of a county whose schools used to vary from good to bad. Of especial value has been the program of in-service training which I attended three weeks ago, where small and large groups of teachers were enthusiastic about this opportunity to grow in their profession under expert guidance. It was an education for me to see the various groups and their leaders arrive at new ideas in vocational guidance, music, mathematics, physical education and other branches of your rich curriculum. It was like a poem an American poem of mutual confidence, mutual respect and the resultant h a m o n y of fine minds work ing together toward common goals. The flow of ideas back and forth, the discussions that took place at these workshops constitute a truly democratic school system in which the learning process is continuous for the pupils, their teachers and administrators. No wonder the morale of your teachers has been transformed since last I made a study of your schools, and morale of the teaching staff is as important today as adequate salaries for holding your teachers and for recruiting new ones. Every human being is attracted to an organization where his work is appreciated and where he has the opportunity to rise in his profession through increasing competence. Nothing could be a greater asset at this period of (over) �a c u te te a c h e r s h o rta g e . To be sure, i . has taken an increased budget to provide this expert t leadership and the workshops, but it was on the whole the most economical way of achieving quickly an excellent and varied curriculum, taught by people who were daily achieving greater professional skill. These remarkable innovations have aroused interest and favorable comment far beyond the reaches of your county in various professional publications. But in these comments there has never been sufficient, appreciation of the fact that the Board of Education and the school authorities were successful in these experiments because they took the parents,, and the general public with them every step of the way. And if I were to single out only one feature of the Arlington schools for commendation it would be the broad area of citizen participation that they have been able to achieve through numerous committees, councils and advisory groups who have assisted in the formulation of the curriculum, the selections of textbooks and other contributions to individual schools. For the local P.T.A.'s the usual speeches which have no relationship to immediate school problems, have become obsolete. Fathers attend the meetings as well as mothers to discuss educational issues and to study the problems constantly arising in a dynamic school program. It has become a generally accepted theory throughout our country that we should have community-centered schools, but seldom have I encountered that democratic .ideal so thoroughly implemented as it is in Arlington. And the results have been all the more constructive because your county is fortunate in having amongst its citizens probably a higher percentage of skilled, professional talents than most other counties in our nation. For example, the whole battle concerning "progressive education” was headed off by the active cooperation on curriculum and textbooks of a unique organization called "The Parents Council on Instruction." When parents meet, regularly to discuss with the associate-superintendent what kind, of education they want for their children, what philosophy the school should follow, and what textbooks should be used, the whole community feels involved in its school program and is ready to defend it, however progressive or modern, against the criticisms of people who yearn "for the good old days” and the little school house which unfortunately was red. The ironical thing is that these people who see the present educational methods as hopelessly unregenerate are by no means a good advertisement for the old-fashioned kind of education they now idealize But Arlington County is to be congratulated for the way in which it has taken most of them tactfully into camp and gone serenely on its way. The parents and citizens who have achieved this truly democratic victory have given a useful lesson to many less alert communities in political action of the wisest kind. They also learned that democratic action is far more effective than that of the rival ideologies of the left or right with which it has to contend. Your schools have been transformed into a second home for your children because both work and play have been shared by the parents, themselves, and by that larger family, the community as a whole. The learning process has a serious content and meaning because it is replete with life, with the real life of the county, the nation and the world. In such a happy setting the child retains the courage to be himself as he feels his abilities expanding. And he rejoices the more in his own progress because it is shared by his class-mates and his family. It is all the more to be regretted that a superior school system such as yours should now have to contend with another attempt at sabotage. For that is the only way to describe the reactivation of an obsolete law dating back to 1787 which bans Federal employees from holding local office in Virginia. This �-7- ancient law was amended in 1928 for the express purpose of permitting citizens of Arlington working in the Federal Departments to serve as school trustees in the State. This amendment was dismissed in the courts as "special legislation." The absurdity of this piece of shenanigans is all the more apparent when we consider that the law of 1787 was passed only to prevent people from drawing two salaries, and therefore should not apply to purely honorary positions such as membership on the school board. The absurdity becomes grotesque if we remember that Virginia did not even have a public school system until almost a century later, after this law was enacted. Furthermore, in the County of Arlington the law excludes about 30% of the county's most capable adult population from having anything to say about their own government or that of their schools. This is a monstrous injustice. Who is to blame? No mere visitor to your County has the right to name specific individuals or groups. But it is clear that you are contending once more with the same reactionary forces that you have defeated again and again in your County, the kind of people who Adlai Stevenson correctly described when hp said that they could only be dragged, kicking and screaming, into the twentieth century. Unfortunately it always seems easier for these birds of ill omen to flock together than for the good and virtuous members of our individualistic society. Yet if the Court of Appeals the day after tomorrow upholds the phantastic decision of the lower court, the result will be disastrous. Three of your excellent School Board members will be tossed out in November, and as the term of another member expires in December, there will be four vacancies to be filled simultaneously. Also the sale of $4,780,000 of school construction bonds, which are sorely needed to complete building projects already under way and to begin others, will be held up until the case is finally settled. Well, it’s not for me to tell so experienced a group of citizens how to fight this example of knavery. You have won many a battle with the crackpots that create trouble in most of our communities and you will win this one too. Democracy is above all things a trial of character, especially of human patience. And your progress in this County has been so steady that its very blessings became a challenge to the powers of darkness. It may be small comfort to you to say that the curve of progress never has been and never will be steadily upward. But, brave people, and you have demonstrated that you are brave people, do not despair when the inevitable period of reaction sets in. That is my quarrel with the pessimists who now dismiss the idea of progress as a vain delusion, because the atomic bomb and the communist peril threaten our democracy, our freedom and our very existence. It is a time when we Americans will learn what stuff we are made of and the answer will not come from the higher echelons of government. It will come from the American people, from counties such as yours where new mechanisms are being devised by which human association is made satisfactory, enriching and stimulating. You have, doubtless, discovered that we need not only new mechanisms of association to meet new needs. We must also breathe the new life of the day into the forms that have long been familiar to us. Let us feel our duties to our country and to our fellow-men everywhere, as the most beautiful and joyous heritage which our heroic forefathers have bequeathed us. Henceforth we must speak not merely for a political party, nor for a church, nor for any other faction We must defend the honor of America which our psychopathic reactionaries, especially in the Congress, have sullied at home and abroad. (over) �-eAs long as there are shameful practices to which we submit, these will be emphasized abroad by our enemies and even by our friends. On the other hand, every blow for freedom, however local, brings reassurance and inspiration to countless millions. We talk often of the American way of life as if it were something finished and perfected. It is a way because it beckons us onward to ever greater heights of achievement. And the way that each local community finds of triumphing over the wave of reaction with which it is now afflicted will decide what the world thinks of us, and whether we are fit to hold aloft the banners of democracy. Let that thought give you strength in your present difficulties. For your eventual victory will be a matter of importance not only to you and your children and your children's children. It will be a victory whose echoes will resound through the country and be carried to the ends of the earth. This is another era when we should say of ourselves what Emerson said of the American people over a hundred years ago: "We are not minors and invalids in a protected corner, not cowards fleeing before a revolution, but guides, redeemers, and benefactors, obeying the Almighty effort and advancing on Chaos and the Dark." � 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 "An Appeal For Common Sense", Address before the American Association of University women, Arlington Branch, by Mrs. Agnes E. Meyer, April 14, ?. 8 pages. Description An account of the resource Speech encouraging individuals to not give into fear and anxiety but to "speak our minds fearlessly" against those trying to subvert people's trust in the public educational system. 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 Agnes E. Meyer 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_6_1_3_8 https://projectdaps.org/files/original/304df691075d01973af55f8bd4b95407.jpg e9d25f876aef5361e82d1c3978a95828 https://projectdaps.org/files/original/79d11d30595fff52f0dde31f5d9e32e9.pdf 34cf7574f582d4ba1bfe9e9ec1cc2e70 PDF Text Text FAIRFAX COUNTY COUNCIL ON HUMAN RELATIONS P .' O. Box 170, A nnandale, V irg in ia NEW SLETTER NO. 23 5 Ja n u a ry 1961 ****************************************************** HEAD O F VIRGINIA UNION UNIVERSITY TO TALK A T FAIRFAX CHURCH O c c a sio n : G e n e ra l m e m b e rsh ip m eetin g of o u r C ouncil. S p e a k e r: C h a n c e llo r T hom as H. H en d erso n of V irg in ia Union U . , P r e s id e n t of th e V irg in ia C ouncil on Hum an R e la tio n s P la c e : F a ir fa x M eth o d ist C h u rch , T im e: F a irfa x . 8:15 p .m . T h u rsd a y , Ja n u a ry 19, 1961 7:45 f o r coffee and fello w sh ip b e fo re m e e tin g . O u r C ouncil is in d eed h o n o red to h ave D r. T hom as H. H en d erso n , P re s id e n t of V irg in ia Union U n iv ersity and P re s id e n t of th e V irg in ia C ouncil on H um an R e la tio n s , a s o u r n ex t s p e a k e r. D r. H en d erso n w ill b rin g u s a m e s sa g e on h is view of th e s ta te of hum an r e la tio n s in V irg in ia , a s an o ut­ sta n d in g N egro le a d e r in th e s ta te . -To re a c h th e F a irfa x M ethodist. C h u rch , go out R oute 236 on R oute 5 0-29-211 to c e n te r o f tow n of F airfax-r T he C h u rch is th e la r g e c h u rc h on the h ill, w ith lig h ted ste e p le , fu lly v isib le fro m th e i n t e r ­ se c tio n of R oute 123 (Chain B rid g e Road) and R o u tes 5 0 -2 9 -2 1 1 . T h e c h u rc h i s at. th e c o r n e r o f K enm o re D riv e and S tra tfo rd A ve. P -T - A FEDERATION TO CONSIDER RESOLUTIONS ON I NTERRACIAL SPORTS BAN A t a m e e tin g on Ja n u a ry 24, th e County F e d e ra tio n of P a r e n t- T e a c h e r A sso c ia tio n s is to c o n s id e r a c tio n on th e r e c e n t ban on p a rtic ip a tio n of N egro stu d e n ts in in te r - s c h o la s tic s p o r ts a t in te g ra te d sc h o o ls. V ario u s p ro p o s a ls h av e b een m ade, including one by H ollin H ills P -T A u rg in g re p e a l of th e ban. O th er w e a k e r re s o lu tio n s have a ls o b een p ro p o se d . C ouncil m e m b e rs who a r e a c tiv e in P -T A s m ay w ish to e n c o u ra g e su p p o rt of th e H ollin H ills r e s o ­ lutio n by t h e i r own P -T A s and by th e F e d e ra tio n . L a s t m onth, th e B oard of D ir e c to r s of o u r C ouncil a u th o rized the p r e p a r a tio n of a l e t t e r to the School B o ard p ro te stin g th e ban on N egro stu d e n t p a rtic ip a tio n . In a l e t t e r to the B o a rd , P re s id e n t \ B e rt S eidm an em p h asized th e a p p a re n t r e a d in e s s of th e com m unity to a c c e p t i n t e r - r a c i a l s p o r ts c o m I p e titio n , and th e v alu es to hum an r e la tio n s of su ch co m p etitio n . He u rg e d th a t th e School B o a rd re c o n ' s id e r it s ac tio n , w hich w as taken on a 4 -3 vote th is fa ll. S u p erin te n d en t W. T. W oodson, upon re c e ip t of a copy of th e l e t t e r to th e School B o a rd , re p lie d to the effe c t th a t th e d e c isio n took into acco u n t the b e s t in t e r e s t s of th e stu d e n ts and the sc h o o l s y s te m , and r e f e r r e d to th e im p a c t of in te g ra te d a th le tic s beyond the co n fin es of th e county. | S e v e ra l l e t t e r s to th e e d ito r fro m youth in th e County h av e b een p rin te d r e c e n tly p ro te s tin g the I b an a s c o n tra d ic tin g the d e m o c ra tic b e lie fs taught in the school s y s te m . The Youth C ouncil on Hum an | R e la tio n s h a s p r o te s te d to th e B o ard , and is in itia tin g a p e titio n cam p aig n a g a in s t the b an (se e o th e r a r t i c l e in th is is s u e ). R e fe re n c e s have b een m ade in the p r e s s to a re so lu tio n of th e V irg in ia A ssem b ly at the h e ig h t of th e m a s s iv e r e s is ta n c e e x c ite m e n t of fo u r y e a r s ago. T h is re so lu tio n h a s b een in c o r re c tly r e p o rte d a s a "la w ". P re c e d e n ts e x is t in d icatin g th a t th e ban on i n t e r - r a c i a l s p o r ts p a rtic ip a tio n is u n c o n stitu tio n a l. �HIGH SCHOOL STUDENTS URGE R E P E A L O F INTERRACIAL SPORTS BAN R e p eal of F a ir fa x C o u n ty 's b an on N egro p a rtic ip a tio n in in te r s c h o la s tic s p o r ts a t in te g ra te d high sc h o o ls h a s b e e n u rg e d by a g ro u p of high school stu d e n ts in th e County. The stu d e n ts a r e m e m b e rs of th e J u n io r C ouncil on H um an R e la tio n s , r e c e n tly o rg a n iz e d in th e County b y a g ro u p of w h ite and N egro high sc h o o l s tu d e n ts . T he J u n io r C ouncil h a s w r itte n to th e School B o ard to allo w N eg ro es a t in te g ra te d h ig h sc h o o ls to p a rtic ip a te in in te r s c h o la s tic s p o r ts , and h a s in iti­ ated a p e titio n cam p aig n am ong high sc h o o l stu d e n ts thro u g h o u t the C ounty. T he p e titio n now b ein g c ir c u la te d re a d s: "W e, th e u n d e rsig n e d stu d e n ts of F a ir fa x County high sc h o o ls, h e re b y p r o te s t th e School B o ard p o licy ad opted on N o v em ber 15, w hich b a n s in te g ra te d p a rtic ip a tio n in in te r s c h o la s tic s p o r ts . We b eU eve i t i s a v io latio n of c o n s titu tio n a l rig h ts to b a r any stu d e n ts f ro m playing on a sch o o l te a m b e c a u s e of h is c o l o r ." The F ello w sh ip in an accom panying s ta te m e n t r e f e r r e d to th e p a rtic ip a tio n of R ayfield B a rb e r in a fo o tb all g a m e a t G ro v eto n High School, w h e re h e i s a f re s h m a n . "In te g ra tio n in th e s p o r ts p r o g ra m h a s cau sed no d is tu rb a n c e and w e fe e l th a t th e ru lin g te n d s to a g g ra v a te a p re v io u sly u n tro u b le d situ a tio n , " th e F ello w sh ip sta te m e n t a s s e r te d . O v er 25 hig h sc h o o l stu d e n ts a r e m e m b e rs of th e F ello w sh ip , w hich h a s sp o n so re d s e v e ra l i n te r ­ r a c ia l a c tiv itie s . A p r o je c t in N o vem ber w a s fixing up th e run-d o w n hom e of an in d ig en t N egro fam ily in G um S p rin g s. Dw ain L ee o f S p rin g field , a 11th g r a d e r a t L ee High School, i s p r e s id e n t of th e g ro u p . T he p e titio n w as p r e p a r e d by a co m m itte e c h a ire d by D ick B e a rm a n , of T auxem ont, a stu d e n t a t M t. V ernon High School. T he Youth F ello w sh ip i s a d v ised by M r s . R o b e rt Godwin of F ra n c o n ia and th e R ev. H eslip L ee, m in is te r of th e F i r s t B a p tis t C h u rch of S p rin g field . T he R ev. M r. L ee is f a th e r of Dw ain L ee, p r e s i ­ d e n t of th e F ello w sh ip . M r s . Godwin and th e R ev. M r. L ee a r e c o - c h a ir m e n of the Youth A ctiv itie s C o m m ittee of th e C ouncil and m e m b e rs of o u r B o ard . In itia l re s p o n s e to th e p e titio n b e fo re the C h ris tm a s h o lid ay s w as e x c e lle n t, th e Youth C ouncil r e p o r t s . O v er 50 s ig n a tu r e s w e re s e c u re d in one day a t L ee High School, and an ad d itio n al n u m b e r of o v e r 100 w e r e s e c u re d a t J a m e s M adison High School and G ro v eto n H igh School. High School P a p e r S u p p o rts D e se g re g a tio n tio n . In D e c e m b e r, th e high school p a p e r a t F a irfa x High School u rg e d p r e p a r a tio n f o r sc h o o l d e s e g re g a ­ T he p a p e r ap p ro v ed of d e s e g re g a tio n , and u rg e d th a t sc h o o ls do m o re th a n ju s t " r e m a in o p e n ." In a co lu m n in th e p a p e r, School B o ard m e m b e r M e rr it R uhlen of M ason D is tr ic t, sa id "we a r e fo rtu n a te th a t o u r peo p le g e n e ra lly a r e s in c e r e , co n scien tio u s p e r s o n s who w ill com ply w ith th e law r e g a r d le s s of t h e ir p e rs o n a l opinion a s to its w is d o m ." R uhlen a ls o s ta te d in th e g u e s t colum n th a t he p e rso n a lly d is a g re e d w ith th e School B o a rd 's r e c e n t d e c is io n banning N eg ro es fro m in te r - s c h o la s tic co m p etitio n , and hoped the p olicy would b e re c o n s id e re d . NOMINATING COM M ITTEE A PPO IN TED ; SUGGESTIONS FO R BOARD POSTS INVITED P r e s id e n t B e r t S eidm an h a s appointed a n om inating c o m m ittee c o n sistin g of c u r r e n t and f o rm e r B o ard m e m b e rs to n o m in ate B o ard m e m b e rs f o r c o n s id e ra tio n f o r e le c tio n a t the annual m eetin g in M a rch . S ug g estio n s f o r n o m ination to the B oard should be fo rw a rd e d to any m e m b e r of th e c o m m itte e . The C o m m ittee c o n s is ts of th e follow ing: Noel H em m in g d er, H ollin H ills, W ashington a tto rn e y and f o rm e r B o ard m e m b e r, c h a irm a n (So 5-5825) M rs . R ay field (B e a tric e ) B a rb e r , B o ard m e m b e r, Springbank (So 8-7242) M r. Ed L ynch, C ouncil V ic e - P re s id e n t and f o r m e r m e m b e r of th e V irg in ia H ouse of D e le g a te s, B u rk e, (F L 4 -7 0 0 0 o r CR 3-0764) M rs . E dith H u ssey , T auxem ont, B o ard m e m b e r (So 5-6150) M r. Sidney H olland, A nnandale, B o ard m e m b e r, P re s id e n t of th e County F e d e ra tio n of N egro C itiz e n s A s so c ia tio n s (CL 6-1944) - 2- �ANNIVERSARY PARTY FO R HENDERSONS A HUGE SUCCESS! T he re c e p tio n f o r th e H en d erso n s a.i th e A nnandale M ethodist C hurch on D e c e m b e r 8 w a s a tr e m e n ­ dou s s u c c e s s in th e opinion of th e o v e r 150 p e r s o n s who atten d ed . Since th e a f fa ir w as g iv en e x c e lle n t c o v e ra g e in th e lo c a l p r e s s , d e ta ils w ill n e t be r e p e a te d h e re . H ow ever, f o r th e r e c o r d , th e follow ing w e r e am ong th o se sending o r p re s e n tin g c o n g ra tu la tio n s to the H en d erso n s f o r a life tim e of se rv io e to t h e i r com m unity and to th e c a u s e of b e t t e r hum an re la tio n s : D e le g a te John W ebb, who e x p re s s e d h is sy m p ath y f o r V irg in ia ’s N eg ro es and th e ir b u rd en , and looked fo rw a rd to th e tim e "when a ll peo p le in V irg in ia can liv e in eq u ality and m u tu al r e s p e c t, and o u r N egro c itiz e n s w ill be w elco m e e v e ry w h e re in V ir g in ia ," A lso , S en ato r John A. K„ D onovan, M ayor C. M. H aley of F a lls C hurch, Sidney H olland, M rs, S usan O lom , R o b e rt G ow ell, M rs . E dith H u ssey . W. T . W oodson, E dw ard L . E ric s o n , B e rtS e id m a r,, and J a m e s N. N a b rit, am ong m any o th e r s . Ed B e h re m ad e th e m a in p re s e n ta tio n of th e evening, re c a llin g th e long y e a r s c f c o u ra g e , p atien ce p e r s is te n c e , and " s e re n ity of s p i r i t " of the H e n d e rso n s. T he H e n d erso n s spoke of t h e i r e a r ly t r i a l s , o r h a r r a s s m e n ts , and, fin ally g ra d u a l p r o g r e s s to ­ w a rd s u c c e s s in th e ir e ffo rts f o r eq u ality and ju s tic e f o r th e ir fellow m en. A fe a tu re of th e evening w as a m ock m eetin g of th e new ly o rg a n iz e d J u n io r C ouncil on H um an R e la tio n s . T he g ro u p re p o rte d on t h e i r w o rk cam p a t w hich they sp e n t a day helping fix up th e ru n ­ down h o u se of an in d ig en t N egro fam ily in Gum S p rin g s. T he H en d e rso n ’s two so n s , of W ashington, D .C . and T u sk eg ee, A lab am a, w e re p r e s e n t, a s w as D r, H en d e rso n ’s s i s t e r . BOOKS, CHRISTMAS CARDS NEEDED FO R PRIN CE EDWARD CENTERS C ouncil m e m b e rs h av e b een re q u e ste d to sa v e t h e i r C h ris tm a s c a r d s f o r u s e in th e com m unity c e n te r s in P rin c e E dw ard C ounty. K eep y o u r c a r d s and w a it f o r w ord soon a s to d isp o s itio n . A lso , a p la n is u nderw ay to c o lle c t books f o r the P rin c e E dw ard c e n te r s . K eep tr a c k of a ll tex tbooks and li t e r a tu r e s u ita b le f o r e le m e n ta ry o r high school stu d e n ts . M ore w ord, soon, on th is, a ls o . P la n s fo r c o lle c tio n and shipping of th e c a r d s and books w ill be w orked out by o u r L ib ra ry C o m m ittee, h ead ed by M rs . John (T e rry ) B e re s fo rd , 3 A le x a n d ria A v e ., A le x a n d ria , Va. (SO 8-7825) C a ll h e r if you think you can help on th e p ro je c t. ED LYNCH NAMED TO CHURCH POST M r. Edwin Lynch of B u rk e, a V ic e - P re s id e n t of o u r C ouncil and f o r m e r m e m b e r of th e V irg in ia H ouse of D e le g a te s, h a s b een e le c te d c h a irm a n of th e D ivision of H um an R e la tio n s and E conom ic A ffa irs of th e C o m m issio n of C h ristia n S ocial C oncern of the V irginia C o n feren ce of the M ethodist C h u rch . M r, Lynch is a m e m b e r of th e A nnandale M ethodist C hurch and a c h a r te r m e m b e r of o u r C ouncil. H is new p o st in v o lv es c o n c e rn w ith public sc h o o ls and r a c ia l re la tio n s . -3 - �F a irfa x County C ouncil on H um an R e la tio n s P . O. Box 170, A nnandale, V irg in ia N o n -P ro fit O rg an izatio n Uo S. P o sta g e PAID P e r m it No. 19 � 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 18: Personal Papers of Barbara Marx 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 Newsletter of the Fairfax County Council on Human Relations, anuary 19, 1961. Description An account of the resource Newsletter of the Fairfax County Council on Human Relations. Includes PTA Federation to Consider Resolutions on Interracial Sports Ban". Board of Directors of the Council authorized the preparation of a letter to the Fairfax County School Board protesting the ban on Negro student participation. 4 pages. Date A point or period of time associated with an event in the lifecycle of the resource 1961-1-19 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource airfax County Council on Human Relations Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_2_1_18_1 https://projectdaps.org/files/original/1f088daac15aeec85e0f347d0469ea2e.pdf 07cb6819ce065db1407469c316b086ef PDF Text Text Alexandria B ra n d i of the National A ssociation Fur The Advancement OF Colored P eople FREEDOM FUND RALLY SUNDAY, JULY 29, 1956 4:00 P.M. Parkin1Gray Hiijh Sellout 1300 Madison Street Alexandria, Virginia ★ THEME CHALLENGE �ALEXANDRIA BARBER LOCAL NO. 996 OF ALEXANDRIA, VA. L E. RANDOLPH, President— 210 N. Payne Street . J. D. REDD, Vice President— 400 W olf Street ELLIS TABSCOTT, Secretary-Treasurer— 824 O r on o co Street BENNIE BYRD, R ecording Secretary— 1114 Q u een Street DAN C. WILLIAMSON, Guard— 1114 Q u een Street JULIUS ATKINSON, Sgt at Arms— 1114 Q u een Street (C olored Local) �STAR CAB Regal Restaurant 728 N. Henry St., Alexandria, Va. ASSOCIATION Finest H om e-Cooked 1212 Q u een St. Foods King 9-4800 ABC 1655 Radio Dispatched C abs from O p en Daily 8 a.m.-12 p.m. A lexandria to A nyplace at Anytime Drugs Air C onditioned for Your Com fort Hair Beauty Aids Phone King 9-0462 C o m m u n ity W il l ia m A. B ra n s on D r u g s, Inc. CONTRACTOR Prescription Specialist Fountain Service Plaster & Cement Worker Cosm etics 1209 1-2 Q ueen Street "Q u ality at Low Prices" Kl. 9-3355 TE. 6-9731 Alexandria, Va. �PROGRAM Processional...... Interdenominational Male Chorus of Alexandria City Mr. G. H. Turner, Director; Mr. L. C. Baltimore, Organist Opening Selection— National Anthem__________ Chorus and Audience Invocation......... Rev. Nathaniel S. Hargraves Pastor, Ebenezer Baptist Church, Alexandria, Va. Solo_______________________________________________ Thomas Major Purpose of Meeting and Introduction of Platform Guests Mr. Robert I. Terrell, Chairman Freedom Fund Committee Selection..........Interdenominational Male Chorus of Alexandria City Remarks............ A. Pending Cases; B. Campaign Objectives Attorney Edwin C. Brown, Member of the Legal Staff and President, Alexandria Branch NAACP Freedom Rally Song— Lift Every Voice and Sing Chorus and Audience �PROGRAM Collection Appeal for Freedom Fund and Members Rev. William H. Brown, Pastor Bulah Baptist Church, Alexandria, Va. Rev. David L. Miles, Pastor Mt. Jezreel Baptist Church. Alexandria, Va. Introduction of Speaker.................. ...........Mr. W. Lester Banks Executive Secretary, Virginia State Conference NAACP Guest Speaker___ _______________________ -Mr. Madison S. Jones Special Housing Assistant NAACP Announcements Selection....... . .Interdenominational Male Chorus of Alexandria City Benediction �BOYD S TRANSPORTATION SERVICE LIMOUSINES FOR HIRE AMBULANCE SERVICE Phone Kl. 9-0632 o r Kl. 9-0089 Alexandria, Va. COURTESY DEPENDABLE R esidence Phone TA. 9-3419 Business Phone King 9-9387 M odern B eauty Shop “ here Customer Satisfaction Com es First” W Ruth H. Brooks, M anager 1218 M adison Street Alexandria, Va. Office Phone: TEmple 4073 CHARLES F. WEST, M.D. Office Hours: 9 to 10 A.M.— 2 to 3 and 6 to 9 P.M. Sunday by Appointment Alexandria, Va. 1006 Camerofi Street Phone Kl. 8-1253 RADIO -TELEVISIO N SERVICE C O T T O N ’ RADIO AND TV CLINIC S SALES A N D SERVICE D A Y A N D N IG H T J. F. C O T T O N , P ro p rie to r 923 Cam eron Street Alexandria, Va. Phone TEmple 6-'3800 DR. FREDERIC H. PERRY DENTAL SURGEON 1010 Cam eron Street Alexandria, Va. Office Hours: 10:30 to 1:30 P.M.— 4 P.M. to 9 P.M. Saturday 10:30 A.M. to 6 P.M., and by Appointment Phone Kl. 8-6287 DANCY DELICATESSEN & CARRY OUT S H O P 1123 Q u een Street Alexandria, Va. King 9-0089 GREENE FUNERAL HOME 814 Franklin Street Alexandria, Va. Com plim ents o f M A C O ’ BEAUTY SHOPPE S Phone King 9-9542 �FRE ED O M FUND CO M M ITTEE Mr. Joseph Williams Mr. Arthur Preston Mr. Rufus Dancy Mr. George Turner Mr. Fred Galloway Mrs. Dorothy Galloway Mrs. Irene E. Terrell Mrs. Lillian Winslow Miss Marion E. Jones, Secretary Mr. Robert I. Terrell, Chairman AUDIENCE ATTENDANCE Mrs. Laura Kahoe Mrs. Dorothy Galloway Mrs. Teresa Cross Mrs. Beatrice Washington Mrs. Valeria Henderson Mrs. Ray Martin �GORDON PRESS, 1014 Pennsylvania Avenue, S.E., LI. 1-3929 � 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 18: Personal Papers of Barbara Marx 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 Program for the Alexandria Branch NAACP Freedom Fund Rally, 1956 Description An account of the resource Multi-page program for the Alexandria Branch, NAACP, Freedom Fund Rally, July 29, 1956. Rally was held at Parker Gray High School. Includes names of committee members, program of events, and advertisements from local businesses. 8 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Alexandria Branch, NAACP Date A point or period of time associated with an event in the lifecycle of the resource 1956-7-29 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 18_1_1_3_13 https://projectdaps.org/files/original/129f7513c8e1658e5eff3ba9c47670a1.pdf 553a75e52d461ad8a3f0d19d8c9605df PDF Text Text NEW YEAR BANQUET AND INSTALLATION OF OFFICERS OF ALEXANDRIA BRANCH N. A. A. C. P. Monday January 26th, 1959 At 7 P.M. National Airport Terrace Room Music by the Interdenomination Mixed Chorus, UNDER THE DIRECTION OF Mr. Joseph Marshall Lucas Miss Marion E. Jones, Mistress of Ceremonies Mrs. Mattie Brooks, Chairman of Committee �PROGRAM M E OPENING SONG____________ “Lift Every Voice and Sing” INVOCATION_________________ Rev. Ross Allen Weston Minister of tlie Unitarian Church of Arlington, Virginia Greetings and Introduction of Mistress of Ceremonies Dr. Robert M. Williams, Jr. Past President, Alexandria Branch, N.A.A.C.P. SELECTIO N _____________________________________ TheChorus INTRODUCTION OF GUEST SPEAKER Mr. W. Lester Banks Executive Secretary, Virginia State Conference N.A.A.C.P. SELECTIO N _______ The Chorus GUEST SPEAKER______________ Attorney Oliver W. Hill, Chairman of the Legal Staff of the Va. State Conference N .A .A . C .P . SELECTION_____________________________________ TheChora:, INTRODUCTION OF GUEST SELECTION _____________________________ The Chorus INSTALLATION OF O F F IC E R S ___ Dr. Philip Y. Wyatt President, Virginia State Conference N.A.A.O.P. PRESENTATION TO ALEXANDRIA BRANCH N.A.A.C.F. Mr. Harry Archer, Unit Commander, Civil Air Patrol Arlington, Virginia CLOSING SO NG_______ “We Are Climbing Jacob’s Ladder” BENEDICTION_______________________ Rev. D. L. Miles Pastor, Mf. Jezreel Baptist Church, Alexandria, Virginia �ALEXANDRIA BRANCH N.A.A.C.P. 1959 OFFICERS ELECT FOR INSTALLATION P R E S ID E N T ___________ ------Mr. Robert I. Terrell VICE P R E S ID E N T _____ _____ Mr. Arthur Preston SECRETA RY___________ Miss Dorothy V. Galloway ASSISTANT SECRETARY _____ Mrs. Bertha Preston ________ Mr. Rufus Dancy TREASURER___________ ALEXANDRIA BRANCH N.A.A.C.P. 1959 EXECUTIVE COMMITTEE ELECT FOR INSTALLATION Rev. F. D. Williams Rev. D. L. Miles Rev. J. G. West Miss Marion E. Jones Mrs. Ethel McCullough Mrs. Mattie Brooks Mr. Willie Mudd Mr. Fred Galloway Mr. Fred Majors Mr. George Turner Rev. J. D. Peters Dr. Frederick II. Perry Mrs. Anna Miller Mr. Nelson Greene Mr. James Boyd Mrs. Edith Turner Mrs. Lucille Penn Rev. William II. Brown Rev. Thomas A. Robinson Rev. N. Howard N. Stanton Dr. Robert M. Williams HOSTESSES Mrs. Marion Miller Mrs. Dorothy V. Galloway Mrs. Anna Miller Mrs. Teresa Cross Mrs. Shirley Johnson �"Lift Every Voice and Sing” Lift every voice and sing, ’Til earth and Heaven ring, Ring with the harmonies of Liberty; Let us rejoicing rise High lias the listening skies, Let it resound, loud as the rolling sea. Sing a song full of the faith that the dark past has taught us; Sing a song full of the hope that the present has brought us; Facing the rising sun of our new day begun, Le us inarch on ’til victory is won. Stony the road we trod, Bitter the chastening rod, Felt in the days when hope unborn had died; Yet with a steady beat, Have not our weary feet, Come to the place for which our fathers sighed? We have come over a way that with tears has been watered, We have come treading our path thro’ the blood of the slaughtered; Out from the gloomy past, ’Til now we stand at last, Where the white gleam of our bright star is cast. God of our weary years, God of our silent tears, Thou who hast brought us thus far on the way; Thou who has by thy might, Led us into the light, Keep us forever in the path we pray. Lest our feet stray from the places, our God, where we met Thee, Lest our hearts, drunk with the wine of the world, we forget Thee; Shadowed beneath thy hand may we forever stand, True to our God, true to our Native Land. "We Are Climbing Jaoob’s Ladder” We are climbing Jacob’s ladder We are climbing Jacob’s ladder We are climbing Jacob’s ladder Soldier of the Cross Every rung goes higher higher Every rung goes higher higher Every rung goes higher higher Soldier of the Cross We are climbing Jacob’s ladder We are climbing Jacob’s ladder We are climbing Jacob’s ladder Soldier of the Cross � 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 18: Personal Papers of Barbara Marx 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 Program "New Year Banquet and Installation of Officers of Alexandria Branch, NAACP," 1959 Description An account of the resource Program for "New Year Banquet and Installation of Officers of Alexandria Branch, NAACP" for January 26, 1959. Gives program of speakers and lists officers and executive committee members of Alexandria Branch, NAACP, for 1959. Includes song lyrics for Lift Every Voice and Sing and We Are Climbing Jacob's Ladder for musical portion of program. 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Alexandria Branch, NAACP Date A point or period of time associated with an event in the lifecycle of the resource 1959-1-26 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_6_2 https://projectdaps.org/files/original/ec614939538bb88e54ca8a46d91e048b.pdf 7ce8995efecf8f84b190d83acd84398a PDF Text Text A LETTER TO UNREGISTERED NEGRO CITIZENS OF ALEXANDRIA WHO HAVE PAID THEIR VOTING TAX April 28, 1961 Dear Negro Citizen of Alexandria: A few days ago a Negro citizen of Alexandria was mysteriously shot and killed in his homo by an Alexandria policeman. The colored population has been up in arms ever since the incident s These citizens have been demanding JUSTICE, And the other day. D R e MARTIN LUTUER KING., leader of the Iloutgoraery (Alabama) boycott, was asked this question: "What can Negroes do to get JUSTICE?" This is whan 1&B2IN LUSHER KING said: "The most significant step the Negro can take /tawards JUSTICE/ is that short walk to the voting booth*." A few Negroes voters of Alexandria took that "short walk" in the Demo cratic Primary election for City Council on April 4 „ These few 17eg.ro Toters ' of Alexandria help elect three NEW councilman and defeat one who has opposed • more public housing, slum clearance, and urban renewal. These few Negroes voters could have done more than this and can do more if they can get some help from YOU, Hore can be done in Alexandria to get Negroes JUSTICE if YOU go downtown to REGISTER as a voterd m3 have examined the latest City Treasurer1 s tax list and we find that YOU are eligible to REGISTER to vote now, if you have not al ready done so. We found that YOU have already paid your voting tax for years straight (the requirement)., but YOU just have not REGISTERED to vote yet, Five Negroes are running for public office in Alexandria (a first) this year. One Negro is planning to run for School Board appointment. But the five of us are running for seats on the Democratic Committee on July 11. On this same day, the Governor of Virginia, Lt, Governor, and Attorney General are chosen in a state-wide primary election too. General Elections for City Coun cil is on June 13 . But YOU cannot vote for us, ncr the state officers, nor the City Council if YOU have no'c REGISTERED to vote yeti Me have a ohar.ce to put good men down at Richmond cn July 11; we have a chance to defeat Delegate Thomson, the segre gationist, on July 11; We have a chance to elect Senator Armistead Boothe our Ltj Governor on July 11, and we have a chance to get a new Ciuy Council and a Negro on the School Board this year if we can get some help from YOU. YOU can best help by becoming a REGISTERED voter, Ue can get more housing, decent homes, Negro policemen and better city and private jobs for Negroes if we had more Negro voters*. The more Negro votes t.nere are downtown the mere pressure is put on the people in city hall 0 Help us ger. elected and help us get some JUSTICE by REGISTERING to vote. Note, the tax list shows that you have already paid all of your voting taxes. All YOU have to do is REGISTER to become a voter. �- 2 - Remember, too, that nobody stops anyone from REGISTERING and VOTING in Alexandria. YOU can't blamo it on "then! downtown J ' REGISTRATION is not hard " either. YOU just fill out a simple form and you are a REGISTERED voter and a first-class citizen for the first time,,. Saturday., May IJ,’is the last time you can register to be able to.vote in tjse June City Qene'ral ElecTm 6ns~ariiI the elections on the 11th of .July (tlie tiine tp vote for US). , V *' The registration office is located at ROOM 113 of City Hall At the corner of South Royal and Cameron Streets „ >The office i£ op#n Monday to Fri day from 9 to 5? It will bo open f more SATURL^YS^Som '$ to 12. Ho on for those who work in the daytime thlJ p iy/eek and cannot ge*** £o'the office before M 5 P. M. The SATURDAY openings are?pa»T<SATDRDAY, « a y 6 »ad SATURDAY, May 1J, which is the last day. , ! •* * Please REGISTER to vote b y May 15, if you have not done so already. And, remember, if you want to vote in the November general election for state of ficers, your now poll tax has to be paid by May 6 . Help us get this JUSTICE that MARTIN LUTHER KING talks about. We ALL can get it by being REGISTERED voters and voting. Should you need any help, information about registering, or transportation to the REGISTRATION office, call on one of us. RICHARD H. POOLE, Democratic Committee Candidate, Cameron Street Center, 5d Ward 311 North Patrick Street KI 9-1072 MRS. HATTIE BROOKS, Democratic Committee Candidate, Powhatan Traffic Center, 3d Ward 619 North Columbus Street TS 6-3820 REV. WILLIAM H. THOMAS, Democratic Committee Candidate, Cameron Street Center, 3d Ward 9l6 Queen Street KI 9-0997 MRS. HAZEL L O M U Democratic Committee Candidate, Fioklin School District, 1st Ward 1020 North Fairfax Street KI 8-2992 LEONARD S. SECT®, Democratic Committee Candidate, Prince Street School, Iith 'Ward 127 South West Street TE 6-7003 �•1* • •** ^ I!)* -IrJ X CluLickj ]/l^u xc c- � 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 18: Personal Papers of Barbara Marx 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 Letter to Unregistered Negro Citizens of Alexandria Who have Paid Their Voting Tax," 1961 Description An account of the resource "A Letter to Unregistered Negro Citizens of Alexandria Who have Paid Their Voting Tax," dated April 28, 1961, is a call to action for African-Americans to register and then vote for African-American candidates and candidates friendly to civil rights. Mentions a shooting death in Alexandria, probably that of Emmet Chavis. Gives detailed instructions on how to register in Alexandria. Verso of second page has postmark, stamp, and E. B. Henderson address. Three 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Alexandria Branch, NAACP Date A point or period of time associated with an event in the lifecycle of the resource 1961 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_1_1_8_42 https://projectdaps.org/files/original/808319c9ea65ebe9a2acc7fae3add740.pdf 47c350b792a7a58f3f3de53d0b41a465 PDF Text Text ALEXANDRIA BRANCH, NAACP NEWSLETTER V o l . 1, No. 2 ( A u gust 1?, 1 9 61) R o b e r t I. T e rrell, President A. M e l v i n M i l l e r , V i c e P r e s i d e n t Geo. R T u r n e r , Jr,, T r e a s u r e r Miss M a r i o n E . Jones, S e c r e t a r y Miss B l o d g e t t Johnson, A s s t . S e c t y , 3 0 0 N„ P a y e t t e St. I. B r o u n , E d i t o r ,, A L E X A N D R I A BRANCH. N A A C P T A K E S V A C A T I O N - T h e A l e x a n d r i a B r a n c h d oes n o t m o o t t his month; t h i s is'lFacation m o n t h , Re g u l a r m o n t h l y m e e t i n g s w i l l rosutne in S e p t e m b e r tho same as u s u a l . Re p o r t s o n tho N A A C P N a t i o n a l C o n vention, m e e t i n g July uC - Lb. w e r e in o r d e r at the July meeting. B ut due to the l e n g t h of t h a t I n t e r e s t i n g m e e t i n g , it w a s a g r e e d t hat B r a n c h m e m b e r s w o u l d got a s y c o s i s C o n v e n t i o n a c t i o n t h r o u g h tho N E W S L E T T E R for A u g u s t . That s y n c s is f o l l o w s i n t h o n e x t section below. NA T I O N A L C O N V E N T I ON C A L L S F O R 'S T E P P E D U P " F I R -RE T C H I N G A C T I O N ’ ‘ ON THE L O C A L L E VELS - H Our C o n v e n t i o n this y e a r w a s a n A c t i o n C o n v e n ■ tion, E a c h b r a n c h of the A s s o c i a t i o n m u s t t r a n s l a t e the p r o g r a m as o u t l i n e d b y the C o n v e n t i o n i n t o a n a c t i o n p r o g r a m in its a r e a This is a q u ote f r o m Mr, Banks l e t t e r c o n v e y i n g to t h e B r a n c h the d i g e s t of C o n v e n t i o n action; it v e r y ^rell'gives the k o y n o t o of the C o n v e n t i o n a n d wha t w o m u s t do. Tho a c t i o n s of tho C o n v e n t i o n a n d w h a t m u s t be dono b y us a r e g r o u p e d a n d d i s c u s s e d as f o l l o w i n g ; (1) M e t h o d s and T e c h n i q u e s - a n e n d o r s e m e n t w a s g i v e n t o t h o c o n t i n u e d use of ""tested i n s t r u m e n t s of p r o g r e s s a n d reform" in tho forms of the M a s s M o o t i n g as s e m b l y , u se of the p e t i t i o n , a n d p u b l i c d e m o n stra t i o n s s u c h as sit-ins, w a d o - i n s , k n e o l - i n s , squa t - i n s , s t a n d - i n s ; (2) P o l i t i c a l A c t i o n - B r a n c h e s arc call e d u p o n to stop u p t h e i r v o t e r e g i s t r a t i o n drive s and b r i n g a bout as s o o n as p o s s i b l e i n c r e a s e d r e g i s t r a t i o n of a l l a v a i l a b l o c i tizens. N o t i n g that the N A A C P is a n o n p a r t i s a n or g a n i z a t i o n , it c a l l e d for p a s s a g e of the c i v i l r i g h t s b i l l s c a l l e d f o r i n Mr, K e n n e d y ’s a n d the D e m o c r a t i c P a r t y ’s p l a t f o r m . (3) E c o n o m i c P o l l c y -A d e m o n s t r a t i o n of p u r c h a s i n g p o w e r is c a l l e d f or in t h e i n s t i t u t i o n s o f " s e l e c t i v e b u y i n g , " boyco t t i n g , a n d p i c k e t ing to a c h i e v e d e m o c r a t i c h i r i n g polic i e s ; ( | j C o o p e r a t i o n W i t h O ther i. G r o u p s -The N A A C P w e l c o m e s the support, aid, a n d c o u n s e l of o t h e r s w i t h ^the same o b j e c t i v e s in m i n d a n d here t h e r e is n o ''conflict o f interest' a nd d i s a v o w i n g . It o p p o s e s s e p a r a t i s t g r o u p s , s u c h as tho " B l a c k M u s lims" a n d w i l l not c o o p e r a t e w i t h thorn. (5) M e m b e rship - A s p e e d u p is r e q u e s t e d i n tho a c q u i s i t i o n a n d p r o c e s s i n g of m e m b e r s h i p s ; (6 } E d u c a t i o n - O p p o s i t i o n m u s t be e x p r e s s e d to tho u s e of t a x m o n e y f o r s e g r e g a t e d s c h o o l s a n d to g r a d u a l d o s e g r o g a t i o m N e g r o pa r e n t s aro a s k e d to b e g i n n o w c a r r y i n g t heir c h i l d r e n to the " n e a r e s t school," (7) H e a l t h - A c t i o n m u s t b e t a k e n to o n d d i s c r i m i n a t i o n i n h o s i p t a l r o o m a n d w a r d services, a d m i s s i o n of N o g r o p h y s i c i a n s to h o s p i t a l p o s i tions o n the staff, a n d m e d i c a l care c o d e r f e d e r a l p r o g r a m s ; ( 6 j B O O S I K G - C o r r e c t i v e a c t i o n m u s t b o sort f r o m t h o f e d e r a l g o v e r n m e n t to"'end. r a c i a l s e g r e g a t i o n in s u b s i d i z e d h o u s i n g d e v e l o p m e n t s , a t t e n t i o n m u s t be p a i d to u r b a n r e n e w a l d i s c r i m i n a t i o n in t h e d i s p l a c e m e n t a n d r e l o c ating N e g r o e s - a n d the P r e s i d e n t m u s t b o u r g e d to issue a n E x e c u t i v e C rdor tc o n d d i s c r i m i n a t i o n i n h o u s i n g b u i l d b y pr i v a t e i n d u s t r y w i t h fcd3ral guarantoos. (?) P ’ uivabo O r g a n i z a t i o n s - S h o r e m u s t be a n e n d i n g to t he u s o of g o v e r n m e n t f a c i l i t i e s for” s e g r e g a t e d r o c r o a t i o n a l a c t i v i t i e s o f a n y k i n d in s c a t o , c o u n t y a n d m u n i c i p a l govoramor.Ss a n d a w i t h d r a w a l cf r e l a t i o n s h i p w i t h o r g a n i z a t i o n s that h a v e p o l i c i e s of r a c i a l e x c l u s i o n in r e c r e a t i o n ? (10) W h a t B l a n c h e s M ust D o To Put P r o g r a m I n t o E f f e c t D e v e l o p a t i m e t a b l e f o r a c t i o n , sot u p prrcrlisios, a n d ^ " e p ' ^ i o n w f e l n g p o p p i n g a l l tho time.," d o v e l o p a c a l e n d a r , a n d p r e s s u r e for jobs a nd h o u s i n g t h o y e a r round, i n v o l v e p e o p l e i n p i c k e t i n g a n d d e m o n s t r a t i o n s , t h i n k d r a m a t i c a l l y , a v o i d c o m p r o m i s e s , a n d uso c o l o b r i t i o s i n p r o g r a m ming,, �- 2 ALEXANDRIA BRANCH NEWSLETTERTho Branch, w as the r e c i p i e n t of two a w a r d s a t the 5 2 n d N a t i o n a l C o n v e n t i o n a n d m a d e a l i ttle h i s t o r y . It r e c e i v e d a p laque a n d a c h e c k f o r tho a m o u n t of : ; $ 2 f o r t h o t o p brachos (Class B), w i t h o u t p a i d p e r ''?5 s o n n o l — 250 to 5 0 0 uomborsj w i t h tho most L ifo M e m b e r s h i p s u b s c r i b e r s . U n d e r tho d i r e c t i o n of F a t h e r J o h n C. Davis, C h a i r m a n of the B r a n c h ' s L i f o M e m b e r s h i p C o mmi t t e o , A l e x a n d r i a has 18 L i f o M e m b e r s h i p s u b s c r i b e r s . F a t h e r D a v i s b e c a m e tho late s t p a i d - u p L i f o M e m b e r a n d R a b b i E m m o t t A. F r a n k , S p i r i t u a l L o a d e r of tho C i t y ' s J e w i s h B e t h E l C o n g r e g a t i o n b o c a m o tho latest L i f o M e m b e r s h i p s u b s c r i b e r . This Branch w e l c o m e s R a b b i F r a n k ' s m e m b e r s h i p and knows h i m as a true c i v i l righ t s fighter, l o c a l a n d n a t i o n a l . O u r J u l y m o o t i n g v o t o d to c o n d u c t a Lifo M e m b e r s h i p B a n d q u e t in O c t o b e r w i t h all s u b s c r i b e r s a n d t h o i r r e p r o s o n t a tivos p r o s o n t . A L E X A N D R I A B R A N C H B R I E F S - T wo of tho B r a n c h ' s l o n g t i m o m o m b o r s d i o d s e v e r a l days ago! W i l l i a m B i lly" W i l s o n , A l e x a n d r i a ' s t o p civic l o a d o r d i e d o n A u g u s t 5") H o ' T m 5 “ 5oo'n a niomSor of t h o D e m o c r a t i c C o m m i t t o o a n d a n y o r g a n i z a t i o n h o c o u l d join a n d w o r k f o r — to t h o e n d of b o t t o r i n g o u r p light. W a s tho r e c i p i e n t at o n o t i m o of tho N A A C P ' s C o r t i f i c a t e of A p p r e c i a t i o n f o r tho m a n y o f f i c e s ho h o l d in tho b r a n c h a n d for h i s l o n g yoars of d e v o t i o n , A d d i s o n , 8 «.do" B e c k h a m p a s s e d o n ! A u g u s t 9* A l o a d i n g f r a t e r n a l .citl^onsTELTs— wiro”lJGro m e m b e r s of the N A A C P together*The B r a n c h m o v o d i n t o the h o u s i n g f i e l d tho o t h e r n i g h t w i t h tho a p p e a r a n c e of tho p r e s i d e n t , R o b e r t I. T o r r o l l , b e f o r e the C i t y C o u n c il to p r e s e n t r e s o l u t i o n s o f the b r a n c h i n o p p o s i t i o n to imm e d i a t e c o n s t r u c t i o n of p u b l i c h o u s i n g , one c a l l i n g f o r m o r e m o d o r a t o - i n c o m e p r i v a t e h o m o s , ono a s k i n g f o r p r o p e r r e h o u s i n g in u r b a n r e n e w a l a nd o p p o s i t i o n to c o m m e r c i a l i n t r u s i o n u p o n a n a l r e a d y r e s t r i c t e d c o l o r e d com m u n i t y , T h o July m o o t i n g v o t e d to p u t t h e o r g a n i z a t i o n i nto tho " ho u s i n g b u s i n e s s . " D o l e g a t o James M. T h o m s o n has b e e n d e c l a r e d b y a Court the w i n n e r of tho J u l y 13 p r i m a r y e l e c t i o n by o n l y (now g e t this) ono v o t e . This m eans t h a t e v e r y N e g r o i n A l e x a n d r i a m u s t r o g i s t o r to v ote, b y tho Oct. 7 d e a d l i n e , f o r the N o v . 7 e l e c t i o n so t h a t we c a n c a r r y some a c t i o n of our o w n o n N o v . 7. This B r a n c h h as t a k o n tho case o n a p p e a l of the N e g r o D e m o c r a t i c C o m m i t t e e m a n w h o w a s a r r o s t e d the d a y a f t e r h i s e l e c t i o n for " d i s o r d e r l y c o n d uct at K i n g a n d W a s h i n g t o n S t r e e t s . The p e r s o n was L e o n a r d S. B r o w n . R O Y WIL K I N S ANNIVERSARY THIS MONTH - R o y Wilkins, Executive S e c r e t a r y of t he NAACP, o o l o b r a t e s this m o n t h ( A u gust 15) h i s 3 0 t h y o a r w i t h tho w o r l d - r o n o w e d o r g a n i z a t i o n . Says tho s t a t e o f f i c e : " R o y W i l kins is n o t w i t h o u t honor, s a v e a m o n g his b e n e f a c t o r s . " This branch is r o q u o s t o d t o p a r t i c i p a t e i n the 3 0 - y e a r a n n i v e r s a r y w i t h e m p h a s i s on p r e s e n t i n g h i m (the n a t i o n a l office) w i t h m a n y n e w m e m b e r s h i p s . X M A S S E A L S A L E S COMMENCING- - This B r a n c h has r e q u e s t e d to indicato to the n a t i o n a l o f f i c e tho e xtent of its H o l i d a y S e a l C a m p a i g n p l a n n o d f o r t h i s year. E a c h m e m b e r of this b r a n c h is a s k e d to i n d i cate t o tho l o a d o r s h i p t h e i r d e s i r e to s e l l X m a s s eals a n d the a m o u n t . C O R E IS IN T H E A REA; I N V I T E S B R A N C H P A R T I C I P A T I O N - T h e C o n g r o s s Of R a c i a l E q u a l i t y (CORE) h a s arrived" i n tho N o r t h e r n V i r g i n i a a r e a a n d is c o n d u c t i n g in A l e x a n d r i a i n s t i t u t e s o n tho d e s t r u c t i o n o f r a c i al b a r r i e r s . N A A C P m e m b e r s h a v o b o o n i n v i t e d to p a r t i c i p a t e i n some of its p u b l i c f u n c t i o n s . A n O p e n H ouse w i l l b e h e l d o n S u n d a y , A u gust 20, f r o m 2 to l P, H,, a t the Mt, V o r n o n U n i t a r i a n C h u r c h , 1 275 y Fort Hunt Road, R e f r e s h m e n t s w i l l b o s e r v e d a n d all a rea i n t o r o s t o d p eople a r o in v i t e d . A p a n e l d i s c u s s i o n is s l a t o d at the D e p a r t m e n t a l P r o g r e s s i v e C l u b o n T u e s d a y , A u g u s t 22, at 9 ;0 0 P. M. Participants w i l l b e a r e a N o n v i o l e n t A c t i o n loaders g i v i n g tho goals of t h o m o v e m ent. C O R E w i l l c o n d u c t a p u b l i c w o r k s h o p o n Saturday, A u g u s t 2 6 for those i n t e r e s t e d in d i r e c t a c t i o n m e t h o d s a n d t h o i r a p p l i c a t i o n . I f you w o u l d l i k o to a t t e n d ( p a y i n g o n l y a d o l l a r f o r lunch) c o n t a c t M i s s G o n c v i o v o H u g h o s at tho C h u r c h or Mr, J ulius H o b s o n at L A 9 - 1 2 1 0 , Y O U R N A A C P M E M B E R S H IP IS N E EDED TOD A Y A N D Y O U R S U P P O R T T O M O R R O W Things a r o b o g i n n i n g to m o v e i n t b i 3 city,’ t h e r e is* a n o o d f o r m o r o " hou s i n g , d e c e n t jobs, m o r e v o t e r s , a n d f i r s t - c l a s s c i t i z o n s h i p in g e n eral. T he N A A C P horo h a s b o o n i n s t r u c t e d to s t e p - u p " your" f i g h t . It can do it, but it n e e d s y o u r m e m b e r s h i p today. It n e e d s y o u r s u p p ort a f t e r y o u b e c o m e a m e m b e r . N o w is tho t i me to stop b e i n g a f r a i d to f igh t f o r y o u r r i g h t s . Y o u h a v e g o t tho N A A C P to do it f o r you; it c a n n o t do it f o r y o u w i t h o u t you. Como o n now, join today, • ► 30 �Dra S * B. F a lls fjsndorson Church, Virgin! � 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 18: Personal Papers of Barbara Marx 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 Newsletter, Alexandria Branch, NAACP, August 1961 Description An account of the resource Newsletter for the Alexandria Branch, NAACP, dated August 15, 1961. Reviews actions at the NAACP National Convention, gives personal briefs on branch members, and notifies members that CORE has been established in Northern Virginia and NAACP members have been invited to join the group. Verso of second page has postmark, stamp, E. B. Henderson address typed on it, and "Mrs. Marx" written on the side. Three 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Alexandria Branch, NAACP Date A point or period of time associated with an event in the lifecycle of the resource 1961-08-15 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_1_1_8_44 https://projectdaps.org/files/original/f7a18de30eeaff741efc5f184ce94a9b.pdf d31fb2c37ec91d70203fd0bae0033e0f PDF Text Text D ec. 5 /6 4 To Barbara Marx: CCSP EXEC. -COM . MEETING - Sunday, D ec. 1 3 s t 3 :0 0 p.ra. M a t 1141 N. H a rriso n S t r e e t - Bev G ood rich 1s , 5 3 8 -5 1 9 0 . T ptlate, th e f o l lo w in g p e r so n a have e x p r e s s e d t h e i r d e s i r e to s e r v e on CCSP'a E d u ca tio n Committee: ( 0n membership form s r e c ' d ) Mr. James E. Eoger - 6 7 1 -7 0 1 4 Mrs. C a th e r in e G. L a u g h lin , 5 2 5 -1 4 3 6 (n e e d s tr a n s p o r t a t io n ) Mrs. A lic e R i t t e r , Ke 6 -8 3 1 8 M iss M a rjo rie L. S c h u s t e r , JA 4 -1 5 4 5 Mrs. Ruth W Tryon, KE 8 -6 0 8 6 . The f o l lo w in g a re in d i v id u a l s who have in the p a s t y e a r a ls o in d i c a t e d an i n t e r e s t in s e r v in g on th e same Committee and c o n c e iv a b ly c o u ld be c a l l e d upon if i so m eth in g was brew ing: Mr. C h a r le s A. Funn, JA 8 -3 6 7 4 Mr. James W Freeman, JA 4-6 2 4 7 . Mr. James G. L„ Howard, 2 ? 3 -2 a ,70 Rev. Edward H. Redman, JA 5 -1 5 6 5 Naomi M cLaurin, JA 2 -0 0 4 5 You may w ish to c o n s id e r c a l l i n g t h i s group t o g e t h e r — t h a t ' s c o n s id e r a b le (? ) man and b ra in -p o w er g o in g u n ta p p ed , y e t so w i l l i n g ( ?) „ As you p o in t e d o u t. Summer 3ch b ol i s r e a l l y n o t w it h in th e means o f lcw -in co ra e f a m i l i e s — who may n eed i t th e m o st. A ls o , E lem entary S c h o o ls a s a n eig h b o rh o o d f a c i l i t y are n o t b e in g u sed p erh ap s to th e b e s t a d v a n ta g e . A fte r a l l , t h i s i s where c h ild r e n w ith r e a d in g and math prob lem s are f i r s t d e t e c t e d . . . »Which a ls o le n d s em p h asis to th e need f o r making K in d e r g a r te n s more e a s i l y a tte n d e d ( t r a n s p o r t a t io n - w is e ) and th e need f o r p r e -k in d e r g a r te n (d a y -c a r e c e n te r s ) f o r th e lo w e r incom e f a m i l i e s . 'Veil t ’l't'i'IIIV II (W ith Barnard Joy rumored t o be th e n e x t ABC Chm. — w e'd hpve so much su D p ert f o r such p r o g r e s s iv e m e a s u r e s ? !!!) The e n c lo s e d c li p p in g s may be o f some i n t e r e s t A. R i t t e r � 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 18: Personal Papers of Barbara Marx 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 December 5, 1964 Letter to Barbara Marx Description An account of the resource Letter to Barbara Marx regarding community interest in serving on the Community Council for Social Progress' Education Committee. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Alice Ritter Date A point or period of time associated with an event in the lifecycle of the resource 1964-12-05 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_3_6_3_12 https://projectdaps.org/files/original/9569626cb955013775c4e31993f2e5be.pdf 1550d8bda4c0aab46ff7ec1f24c7fe23 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter to Barbara Marx from Alice Williams, March 2, 1961 Description An account of the resource Letter written on note card to Barbara Marx from Alice Williams dated March 2, 1961. Introduces letter Williams will be sending out to restart the Prince William County Branch, NAACP, and asking Marx to speak at the meeting mentioned in the branch letter. Two 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Alice Williams Date A point or period of time associated with an event in the lifecycle of the resource 1961-03-02 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_1_1_8_52 https://projectdaps.org/files/original/cb4145b60cd7779cce6ff35bf5178ffb.pdf 7898b0917a2fc8ddc6c37c45acaa4a1f PDF Text Text November- 1964. To Our Colored Citizens: Negro citizens around the nation established an enviable voting record in 1964. In northern Virginia we did remarkably well. But we can and must do better. We increased the number who paid poll taxes and voted, also hundreds more took advantage of the new Constitutional amendment and voted without paying poll taxes for federal officers. Next year only those who pay poll taxes will be able to vote for our Governor, state'legislators and other county and state officers. You must pay poll taxes for 1962-1963-1964 on or before: December 5th. We now have a strong civil rights act, an anti-poverty bill and a favorable administration in Washington. Consider the sacrifices our people are making all over the south just to be able to vote. Surely we cannot afford to let the payment of these poll taxes stand in our way. 0n3ty the very poor, the indifferent or illiterates will not pay this small tax. Finally we owe a great debt of gratitude to you, to hundreds of our white friends, to CORE, to the NAACP, to the Leagues of Women Voters, to our many Ministers for the work they helped do in getting out the voters. We are urging all to make efforts to get poll taxes paidregistration can come later. Sincerely yours, The All Citizens Registration Committ’ CO-Chairmen: P.o. Anunber of us are preparing a list of names of those who are gegistered in Fairfax County and those who voted in 1964. We will send them when the list is completed. Rev. Wallace d. Cbstne E.B.Henderson � 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 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter "To Our Colored Citizens" from "The All Citizens Registration Committee" of Fairfax County, November, 1964. Description An account of the resource Letter informing Negro citizens of the need to pay poll taxes for years 1962-1964 by December 5th in order to be able to vote for state officials and thanking different groups and individuals in getting out the voters. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource All Citizens Registration Committee, Wallace E. Costner, E.B. Henderson Date A point or period of time associated with an event in the lifecycle of the resource 1964-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_1_1_11_8 https://projectdaps.org/files/original/de4923944d9e3afd09acd0f8a476a230.pdf a7cbaae41315ab90ace3fe3e7d8ad2de PDF Text Text October,1964* To Our Ministers: All over the nation our Christian ministers and Jewish Rabbis like Moses of old have supported civil rights. At long last we have such a law on the books. One of the sacred rights supported by this bill is the right to vote. We commend the fine work done by so many of our Christian leaders in supporting this bill and in persuading our Negro peo­ ple to Register and vote. But yet there are too many who still won't take the time to go before a local or county registrar and do the simple thing of giving the name, address ,age etc. YOU don't have to pay a poll tax to vote in November but you must register not later than October 3rd to vote in November. Our leaders tell us our most potent weapon is the ballot. They urge us to register and vote. We have no difficulty in doing so here in Virginia. In the deep south our people risk dying to become voters. We all know who our enemies are who seek office. It has been estimated that the Negro vote over the Nation will go to those candidates who have proven supporters of Civil Rights, the antipoverjry bill and medical care for our older people. May I therefore appeal to you to help our people register for this Fall's election. One of the reasons we have made as ■much progress without violence in Virginia is because a large number of Negroes do vote. When more go to the polls and vote we will find those who are elected ready to help us make progress. Please write or call me or Rev. Costner for any help we may give. Most of our NAACP members can also serve in this effort. CoChairmen, All Citizens ‘ Registration Com. 307 S o . M a d e Ave, Falls Church,Va. Tel. JE 2" 6 0 3 0 For further information, Signed, Rev. W’ .ii.Costner J.S.Bo»i«rsfll) pi c a p e w r i t e o r r ail. � 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 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter "To Our Ministers" from W.E. Costner, "All Citizens Registration Committee", October, 1964 asking for their help in voter registration. Description An account of the resource Letter "To Our Ministers" from W.E. Costner, "All Citizens Registration Committee, asking for their help in voter registration, informing them of the last day for registration and the importance of Negro voter registration Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource All Citizens Registration Committee, Wallace E. Costner, E.B. Henderson Date A point or period of time associated with an event in the lifecycle of the resource 1964-10 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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 18_1_1_11_18 https://projectdaps.org/files/original/fcc8fe5429af1c11e09cda80e6cda24a.pdf d0692bdec86995c9c5598e23c0781c83 PDF Text Text « W S C 1 M A M IT O OF A FEW SERIOUS CONDITION Published fey MAERICA/S FUTURE, INC., Now Rochelle w New York �What’s Happened to Our Schools? foreword 53/ / _\ . It is i n c r e d i b l e w a m h t ischief a fe d d a d c c p ts w e ic te ra k o c n w a u o a g a fre s c ty b fo its c e s c n a re k p n re t e o ie e re itiz n a b a rte to th d n e e le d e a g r. Our American socialist revolutionaries knew from the experience of Europe that our constitutional system cannot be made over in the image of Karl Marx by lecturing the older citizens. So they began their evil experiment with the children. And they learned quite early in their campaign that you cannot indoctrinate these young minds with the virus of socialism save through a process which bears the fraudulent label of “progressive” education. While infecting young minds with socialist ideas they have managed, as a by-product, to deliver into our communities a succession of school classes afflicted with an amazing form of illiteracy. Miss Rosalie Gordon, who has devoted a great deal of time and study to this subject, is eminently qualified to provide, in small compass, all the facts any disturbed parent or teacher needs for a clear understanding of this dangerous system. The story told here is, I know, difficult to believe, but no literate citizen can afford to remain in ignorance of it. And this pamphlet will give the reader all the informa tion essential to a thorough understanding of what has happened to our schools. Jo h n T. F l y n n U i _ k _ b y R osa lie M . Gordon Ignorance is not bliss . . . it’s a disgrace. U nder-education — a delib era te p la n to cultivate m ediocrity — is the program in vogue in m ost p u b lic schools. T e fo llo w in g h q u o te d H ere’s pro o f . . . p a ra g ra p h s have not been garbled by the printer. They are an exact copy of the origi nal: “It means merrily that when one na tion is going to separate from another they should state why they’re going to break of. “first it sudmitts that all men are create equal under their creator and when men do not tready you a such you should throw them of. “It state that the we have try talk ing to then. Only to receive injury. It say they tryant is unfit to be a ruler. “It say that talk no good for people like that that are deaf to the voice of justice and consanquntly that we must denounce our separation and hold then as enemies.” The above was not written by a 2 \ (Copyright, 1956, Rosalie M. Gordon) foreigner unfamiliar with our lan guage, nor by a first- or second-grade pupil. It was not written by a moron or someone with a low I.Q. It was written by a perfectly normal junior (third year of high school) in one of our public schools in California. What is it meant to convey? It is his inter pretation of the first four paragraphs of the Declaration of Independence. An isolated case? By no means. Volumes could be filled with similar cases from all over the United States. Here is just one more sample: “It my opinion that every man should continual his education. If it is any way possible. It would increase his abilitty, more than likely increase his salsary on which to surport a family. You will no douth have many expericences.” This was written by a graduate of 3 �a Chicago h ig h school as an entering freshman at the U n ive rsity o f Illin o is on the assigned subject: A re Too M any People G oing to College? Compositions lik e these; thousands o f young Am ericans fro m six to 16 o f average and above-average in te lli gence who can’t read anything more than a com ic boo k; thousands m ore who can’t spell the sim plest words and to whom a m u ltip lica tio n table ( if they have ever seen one) is as clear as a group o f Chinese characters; high school, and even college, gradu ates who can’t w rite a sim ple business le tter and on whom in d u stry must spend thousands o f dollars g ivin g the basic tra in in g in reading, w ritin g and arithm etic they should have had in school; children who th in k Am erican h is to ry began w ith the New Deal, that the purpose o f a io b is to w o rk as little as possible to b u ild up as fast as possible social security and pension rig h ts ; youngsters who th in k that what they feel lik e doing at any given m o m ent is what is rig h t to do, regardless o f consequences to others, and anyway there’ s n othing to w o rry about because the Great W h ite Father (whoever he happens to be at the m oment) in W ashington w ill take care o f every thing . I t is all this and a great deal m ore that has led m illio n s o f ques tio n in g parents, teachers and even thoughtful youngsters themselves to ask — W hat has happened to our schools? T ha t som ething has happened to o u r schools is beyond doubt. The U n iv e rsity o f Illin o is said th a t com positions such as those quoted above were unknown 20 years ago fro m en terin g freshmen. N ow they are the rule rath er than the exception. B e ginning in the 1940’s freshmen entering the university began to steadily deterior ate in th e ir a b ility to read and w rite 4 — so much so that the university had to set up a special course fo r them. A n d in 1956, when freshmen were given a sim ple test in v o lv in g gram m ar, spelling, vocabulary and the form ation o f sentences 954 of them failed to pass it. W hat happens at the U n iv e rs ity o f Illin o is matches the ex perience o f m any other colleges, but the U . o f I. decided to do something about it. I t announced that beginning in 1960 it w ill discontinue its fresh man rem edial course, thus p ro v id in g fa ir w a rning to the high schools that one university, at least, expects them to do th e ir jo b and stop tu rn in g out illiterates. Am ericans once upon a tim e could boast that they had a p u b lic educa tio n system on a par w ith any in the w orld. I t was — and s till is — a free system — that is, it is supported by all the people thro ugh th e ir taxes fo r all th e ir children. A nd in the true Am erican tra d itio n i t was a locallyrun system — a system supported, controlled and adm inistered b v people each in th e ir own com munities, so that no tyra n t, no central all-power fu l government, no benevolent ideo logue could te ll them what to teach o r w hat not to teach, o r could say. w ith L e n in : “ Give us the ch ild fo r only eight years and it w ill be a B o l shevik ( o r a socialist, “ liberal,” New Dealer) forever.” N o one who has watched closelv what has been going on in o u r pub lic school system in Am erica these past two decades can escape the feeling that something drastic — and rather te rrib le — has happened to it. W hat is more, it is difficu lt to believe that it has happened by accident, that there has not been a planned, slyly executed and almost successful attempt to delib erately under-educate our children in order to make them into an unques tioning mass who would follow meek ly those who wish to turn the Ameri can Republic into a socialist society. I know that is a hard statement fo r Am ericans to believe, b u t before you dismiss i t too readily, let’s have a look at some o f the facts. A two-pronged attack . . . that uses progressive education as the means of “building a new social order 9 from the ground up. Here’ how i i done s t s T h e a t t a c k o n o u r p u b l ic s c h o o l s — and through them on our children — has been a tw o pronged one. One o f the prongs is know n as “ progres sive education.” The other may be ex pressed in the phrase “ b u ild in g a new social order” thro ugh the schools. But the modern educationist (as d is tin guished fro m the true educator) in dulges in a fo rm o f expression even m ore obscure than government gobbledegook. W hether o r not, in an ef fo rt to hide the real aims o f th e ir pro gram , this is deliberate, it has served to completely confuse parents and even m any teachers as to the tru e meaning o f “ progressive education” and “ b u ild in g a new social order.” I t is im portant fo r us to realize that the men and women who put over on our schools a system o f education to which norm al Am ericans w o uld be unalterably opposed i f they knew w hat was happening, were neither ric h , pow erful nor famous. They were ac tu a lly rather unim p ortant people out side th e ir own fields, b u t they had in th e ir arsenal o f attack a knowledge o f European revolu tionary methods w ith which Am ericans were — and in m any cases s till are — thoroughly un fa m ilia r. The m a jo rity o f Am ericans m aintained, consciously or uncon sciously, a p ro fo u n d belief in th e ir mode o f society — in a free republic w ith a severely lim ite d central govern ment th a t guaranteed to the in d iv id u a l the lib e rty under w h ich each could find fo r him self his own place in our free-enterprise economic system. Am ericans had no use fo r communism or socialism o r any other ism that could operate o nly under an all-power fu l central bureaucracy th a t w o uld tell every man and woman w h at they could earn, where they could earn it and how they could spend it. How , then, could Am ericans be brought to believe in the very things they hated? I t could be done only b y never c allin g those thing s b y th e ir real names. There had to be swept from the m inds o f several generations o f A m erican children a ll respect fo r th e ir tra d itio n s , fo r th e ir history, fo r home and com m unity a u th o rity . In its place, in a m a jo r mass brainw ashing operation, there had to be in s tille d i f not a love, at least a tolerance, of ideologies completely fore ign to Am erican trad itions. But th is could not be done w ith c hildren who could read and reason, add and subtract, who thought o f themselves as free in dividua ls and not as parts of a mass 6 �— a group. Before the seeds of unAmericanism could be planted in their minds, those minds had to be made fallow, had to be made not to know too much, not to inquire too deeply, not to handle the tools of reason prop erly, so that the bad seed would grow and prosper in the under-edu cated child. Diabolical? Impossible? Let us see. "The new social order” . . . What i i . . . how and by w h o m i was planned and intro t s t duced into our school systems We m u s t GO b a c k a quarter of a century for the beginnings of the campaign to subvert our schools and our children. In February, 1932, Dr. George S. Counts delivered an address to a small association meeting in Balti more, Md. Dr. Counts was, and is, a professor of education at Teachers College of Columbia University in New York. Teachers College is to the teaching profession what Harvard Law is to the legal profession or what Johns Hopkins is to the medical pro fession — only much more so. It not only has turned out thousands of our teachers, but it is to Teachers College that teachers from all over the coun try go for special summer and post graduate courses. And to Teachers Col lege, which also serves as a giant em ployment agency, go thousands of schools for the personnel to man their staffs. At the time of his address in Balti more, Dr. Counts was enthusiastic about “the great collectivist experi ment” in Soviet Russia. He has since become a sadder man—whether wiser is a question of opinion. He now con siders himself one of the leading antiCommunists in academic circles. But it is difficult to escape the feeling that what he really means by his “militant anti-communism” is that he has be come disillusioned with Russian com munism, but not with its socialist com ponents. Dr. Counts, like so many of his colleagues, is no doubt a kindly man who wants to make the world over in some beautiful image of his own, and the Russian bloodletting proved a little too much for him. But he holds fast to the socialist ingredi ents of the communism he now thinks he hates, though he would probably object vigorously to having the social ist label pinned on him. However, this did not prevent him from being the candidate for the Senate of the Liberal Party in New York in 1952. The Lib eral Party is the political wing of Americans for Democratic Action, which has replaced the old Socialist Party as the leader of the socialist movement in America. In any case, in his Baltimore ad dress in 1932, Dr. Counts set forth a philosophy that has permeated Ameri can educational circles to this day. He said that we lived in a world of revo lution, that out of that revolution a new world was coming and that there must be ushered in an age of plenty, with security for all, and no poverty anywhere in the land. How to bring this about? It “would seem to require fundamental changes in the economic system. Historic capitalism, with its deification of the principle of selfish ness, its reliance upon the forces of competition . . . and its exaltation of the profit motive, will either have to be displaced altogether or so radically changed in form and spirit that its identity will be completely lost.” To make quite clear what he was getting at Dr. Counts said this would mean “a coordinated, planned and so cialized economy.” What about lib erty and freedom? This didn’t seem to concern Dr. Counts greatly. He said: “That under such an economy the actions of individuals in certain directions would be limited is fairly obvious. No one would be permitted to build a new factory or railroad whenever or wherever he please.” But how was all this to be brought about in a country wedded to the free society that had given it the greatest abundance on earth? Dr. Counts lost no time in setting forth the method. He wrote several more papers and combined them with his Baltimore address in a little book called “Dare the Schools Build a New Social Or der?” The “new social order” of course was Dr. Counts’ “planned and social ized economy” and it was to be brought about through the schools. Then, a year later, a group of edu cators, mostly in Teachers College, with Dr. Counts as their chairman, issued “A Call to the Teachers of the Nation.” They were calling on the teachers to save “democracy” — a fa vorite word with leftist educators — and they said that “In the sphere of economic relationships, it (democracy) must be dissociated from its indi vidualistic connections and be re phrased in terms of the collectivist reality.” Meantime, as early as 1929, a small group of educators got a grant of money from a foundation set up by the conservative Harkness family, os tensibly for a study of the teaching of the so-called social sciences (in which are included history, economics, geography and civics or government). They studied and studied and studied — all through 1929, 1930, 1931, 1932, 1933 — and finally in 1934 came forth with 17 volumes as a result of their labors. But it wasn’t quite a la bor of love, for besides the Harkness grant, they also got $300,000 from the Carnegie Foundation to complete the study. And they got the eminently re spectable American Historical Asso ciation, with headquarters in the Li brary of Congress, to sponsor the whole thing. From 1931 to the end of the study, who do you suppose served as research director? None other than this same Dr. George S. Counts who was daring the schools to build his new social order of the planned economy. The final volume of the study car ried its recommendations. The follow ing quotation summarizes them pret ty succinctly: “Cumulative evidence supports the conclusion that, in the United States as in other countries, the age of indi vidualism and laissez-faire in economy and government is closing and that a new age of collectivism is emerging.” T h ese w o rld -re m o d e lin g e d u c ato rs w eren ’t q u ite s u re w h a t ex a ct fo rm th is collectivism o f th e ir s w o u ld tak e , but they d id n ’t m in d h a z a rd in g a g u ess — a p re tty p ro p h e tic o ne to o : “Almost certainly it will involve a larger measure of compulsory as well as voluntary cooperation of citizens in the conduct of the complex na tional economy,, a corresponding en largement of the functions of govera- 7 �m ent, an d an increasing state of in tervention in fundam ental branches of economy previously left to indi vidual discretion and initiative — a state intervention th a t in some in stances may be direct and m andatory a n d in others indirect and facilitative.” Here was the blueprint of these left ist educators for the “new” America — an America that would be diverted from its forward march in the only really new system of society invented in thousands of years, and turned back to the managed and crumbling systems of Europe from which our ancestors fled. Whatever else may be said of the American Republic — the American system of free competitive enterprise operating in a severely lim ited constitutional government — it was the only system ever invented by man that guaranteed to him complete liberty from that greatest of all ty rants, Big Government. With all its human faults, it brought us also the greatest abundance ever known on earth. Even the poverty of its depres sions could not be compared with the congenital poverty of the European systems. This was only one more proof of its genius. But these men could not see its genius for its faults and rather than try to correct those faults, they set out to scrap the whole wondrous American experiment in favor of the tyrannical and degenerate planned so cieties of a sick and war-torn Europe. But the label had to be enticing — and so it became “the new social order.” The poison in the well . . . that spreads the contamination nationwide i supplied by s textbooks, teachers' colleges . . . and the National Educa tion Association Now THAT THIS GROUP of revolution ary schoolmen had ready their blue prints for “a coordinated, planned and socialized economy” it was neces sary that they get them accepted by at least a good portion of the teaching profession, particularly in the socalled social sciences. Dr. Counts himself was quite frank about this. He said “That the teachers should de liberately reach for power and then make the most of their conquest is my firm conviction.” How did they propose to get the teachers “to reach for power” and put over the new socialist order on their pupils? Did they set about selling their ideas to the more than 900,000 public school teachers in America? Of course not. They knew that would be impossible. They knew that the ma jority of teachers were dedicated men and women who believed in America and in the American system and who wanted to make their students good, intelligent citizens of that system. These subversive ideas had to be sneaked over on the teachers and through the teachers on the students. And what better way to sneak them over than through the teachers’ own organization and through the text books the teachers were given to use creating a swift nation-wide campaign in the schools? In other words, as John of adult education which will support T. Flynn has so aptly put it, it wasn’t President Roosevelt in taking these necessary to poison every glass of over and operating them at full capa water coming out of every tap in a city as a unified national system in given community. It was necessary the interest of the people.” There was only to drop one cup of poison into almost the complete blueprint for a socialist society in America, as pro the reservoir serving that community. The largest teacher organization in mulgated by the National Education America is the National Education As Association! From that time to the present day, sociation. It has innumerable com mittees, sub-committees, state and lo one after another of the revolutionary cal branches which reach into every “thinkers” of Teachers College, Co phase of educational activity. It claims lumbia, and their disciples appeared a tremendous membership among the before the National Education Associa nation’s teachers and its monthly pub tion and its sub-groups, wrote for the lication, the N E A Journal, goes regu N E A Journal and other educational larly to each of these members. But publications, constantly pressing on the like all mass organizations which the teachers of America the need for their majority of the membership has “new social order” — to be brought neither the time nor the inclination about through the public schools. This to watch too closely, the NEA is pretty led the National Education Association tightly controlled at the center by a into some pretty strange fields. In 1937, group of officials who, if not outright for instance, one of NEA’s yearbooks leftists, could hardly be described as described Earl Browder, then head of the Communist Party here, as “an pro-Americans. And this has been true able and restrained radical.” The N E A for many years. As early as 1934, one Journal in 1945 plugged heavily a book of these proliferating committees of by Henry Wallace containing his plan the NEA made a report to the 72nd for government control of our lives— annual meeting of the NEA. It was pre and declared it should be made “part sented by the man who subsequently of the required study of every high became executive secretary of the school and college student.” In many NEA. This report said: schools it was. “A dying laissez-faire m ust be com Before long, teachers were getting pletely destroyed and all of us, in almost no other philosophy from their cluding the ‘owners,’ m ust be sub professional journals and their asso jected to a large degree of social ciations than this degraded European control.” one all dressed up in the bright tinsel So as to leave no doubt what they of the “new social order.” And as new meant by “social control” here is and younger teachers appeared on the what these revolutionary souls in the scene, coming out of many schools of National Education Association were education like Teachers College where feeding to their teacher members: the same poisonous philosophy was “. . . the cred it agencies, th e basic fed to them, they became less and less industries and u tilities cannot be cen resistant to the spreading disease. trally planned and operated under Along with all this went the poison private ownership.” What then? They would join “in ing of the textbooks — not only for 9 �the students but for the teachers them selves. One of Dr. Counts’ collabora tors in Teachers College was Dr. Har old 0. Rugg. First Dr. Rugg wrote a book for professional educators — for teachers — called “The Great Tech nology.” In it he set forth the phi losophy we have been examining above — the philosophy of the “new social order” under which a central govern ment equipped with all-pervading pow ers would completely regulate our lives, taking over entirely parts of the economic system and controlling and managing the rest. Dr. Rugg told the teachers it was up to them to condi tion “a new public mind” to bring this about. And this conditioning must be done in the schools. The teachers must disabuse their pupils’ minds of any archaic ideas they might have about our history. They must be told that the American Revolution was not a revolt of men who wanted to be free against an all-powerful, tyrannical and tax-eating government. It was just a brawl between American “landlords” and the British nobility, and the men who led the Revolution were merely interested in their own property. The students must be taught that our freeenterprise system is a failure — it breeds poverty and inequality and the only fair system is a planned one run by the government. But Dr. Rugg did not stop with the teachers. He wrote 14 textbooks, 14 student workbooks and 14 teacher guides and he himself boasted that this service was studied by some 5,000,0 00 young Americans. Dr. Rugg, per haps overcome by his astounding suc cess, went a little too far. He decided to re-educate the entire population for the “new social order” and began to advocate adult education groups which would get their indoctrination from the teachers along with their children. 10 Dr. Rugg was a bit too brash with some of his statements and thus brought himself to the attention of various patriotic citizens and groups who began to look into what he had been doing with his textbooks in the schools. So shocked were they with what they found that they succeeded in stopping the use of the Rugg text books in many schools. But Dr. Counts, Dr. Rugg, Dr. Wil liam H. Kilpatrick, Dr. George W. Hartmann, Dr. Boyd H. Bode, Dr. John L. Childs — to name a few of this handful of revolutionary souls — had laid a solid groundwork for put ting over their baleful system on the youth of America. The textbooks sim ply became more subtle — and there fore more dangerous. And as soon as a group of irate citizens here and there objected to one which praised Communist Russia too blatantly, it was replaced with another that omitted the praise of Communist Russia but plugged for all its socialist ingredients without calling them socialist. It is possible in this limited space to give just a few examples of the type of textbooks from which more than a generation of American children have been, and are being, taught. Here is one called “The Old World and Its Gifts.” It combines geography, history and civics in one volume (under the new dispensation of teaching “social studies” instead of individual subjects, to which we will come later). It is meant for children in the sixth grade. In teaching the youngsters about Rus sia, it implants in their minds the idea that the Russian governmental structure is pretty much like our own! For example, Russia “is made up of small local governments which corre spond to our townships, cities and counties” and “there are governments for larger regions similar to our 48 states.” A Russian girl in the book takes students on a tour and they visit a Communist school “much like a school in a large American city.” The authors wind up by telling our sixth-grade pupils that while the Soviet Union is not as good a place to live as the United States (which deserves a prize for scholastic understatement) yet “the Russians have accomplished a great deal . . . as much as many other nations have done in a century or more.” Here’s another textbook for seventh graders called “Democracy at Work.” It gets over its unnamed socialist in doctrination through simple little stories. One is called “Safeguarding Against Misfortune: Social Security.” Then there are some very sad little tales about people out of work, fol lowed by this heading: “Government to the Rescue.” Another story called “Sharing the National Income” has a mythical visitor from Mars asking: “Have you Americans made any at tempt to reduce poverty by redistrib uting your national income?” And there’s even a reference list for fur ther reading, including Harry Hop kins’ “Spending to Save: The Com plete Story of Relief” and Maxwell Stewart’s “Social Security.” Harry Hopkins, of course, was the cynical alter-ego of Franklin D. Roosevelt who expounded the theory of “tax and tax, spend and spend, elect and elect.” Maxwell Stewart is a long time Communist-fronter who was named under oath before a Senate Committee as a Communist. In a textbook for high school stu dents called “Democracy and Social Policy” appears the following: “It is clear that the great majority of Ameri cans expect the government to play a bigger role in economic affairs in the future than at any time in the past. Some persons think the efforts of government agencies should be re stricted to aiding and supervising pri vate industry, trade and finance. Oth ers think it desirable for the govern ment to become a partner in various kinds of economic enterprise. These differences are important. They are far less important, though, than the fact that there is a large measure of agree ment that the government cannot avoid increased economic responsibility of some kind, perhaps of many kinds.” The above examples could be multi plied endlessly from textbooks on every conceivable subject in every grade from first through high school. The social revolutionaries, you must agree, have done their work well. Is it any wonder then, that a recent sur vey of 5,000 high school seniors throughout the United States produced the following startling results among the youngsters who expect to be the future leaders of our constitutional, free-enterprise system: Over 60 percent believe the profit motive can be killed off without hurt ing the American system. Fifty-six percent think the best way to improve our standard of living is not by workers producing more but by giving workers more wages. Sixty percent think employees get too little and owners too much of the profits of a company. Seventy-five percent believe that when an industry puts in new ma chinery, the owners get most of the gains resulting from modernization. More than 60 percent think manu facturers can raise wages by 10 cents an hour without raising the prices of the products they make. Is it any wonder that Dr. Oliver Carlson reported with shock over hearing a conversation among a group of high school juniors discussing their 11 �future. It went like this: “I’ll get mine in two thousand three.” A younger boy, with envy: “I’ve got to wait till two thousand and five.” An older girl: “I’m the lucky one — I get mine in the year two thousand.” With at least another year, and maybe five, of edu cation ahead of them and almost a lifetime in the work-a-day world, they were avidly looking forward to the time when they could start to draw their Federal Old-Age Pensions! The pipeline from li we ll . . . le ready and waiting . . . was and i “progressive education. s ’ I became the tool of the new social organizers t for our educational revolutionaries only one problem. They had infiltrated the teachers’ organiza tions and journals with their “new social order” for a socialist America. They had captured a good many of the teacher-training colleges. They had filled the textbooks of American schools with their sneers and slurs on the American constitutional system and its free-enterprise economy, and with the glories of Big Government that would run every phase of our lives. They had filled the books with Socialist ideas without calling them socialist. They had under their control the well of poison. But how to instill that poison into present and future gen erations — that was their problem. What could they do about children from homes where the traditional vir tues of the American way were part of everyday life? What could they do about children who knew what was meant by discipline, restraint, self-re spect, who had been brought up to consider themselves individuals with the right to reason and think? What good the poison if the moment the child got to his home or to his church he was given an antidote to the T h e r e r e m a in e d 12 poison? How keep the avidly curious mind of youth from devouring in the written word, in the fascinating world of numbers, in the heartwarming stories of their own American heritage the unalterable answers to the noxious draughts of the “new social order?” In other words, there had to be a pipeline from the well of poison di rectly to the child in school. And it had to be so constructed that once the poison was injected it could not be too easily purged from the child’s mind. For this purpose the revolution ary educationists had the perfect in strument at hand in what has come to be known as “progressive educa tion.” That term “progressive education” is a hard one to fight. If you are against it, there is the implication that you are against “progress” in education. If you object to many of its methods, you are met with the answer: Do you want the schools to remain static? Do you want your chil dren taught under the rigid discipline and learning by rote of a hundred years ago? Of course, no one objects to true progress in educational methods or anything else. It is beyond doubt that over the years advances have been made in newer and better methods of imparting knowledge to young minds and in handling the disciplinary prob lems that arise when any group of youngsters are brought together. But progressive education as we know it in our schools today has practically noth ing to do with these things. This is merely the smokescreen thrown up by its advocates and defenders to conceal its true purpose. Progressive education is an entire ly new (in the last 25 years) method of education the purpose of which — whether all its defenders realize it or not — is to deliberately under-educate our children. It was put over on our schools by the same men, the same groups, the same organizations bent on building “the new social order” of socialism in America through the schools. And it was put over by them because it was only through this method that the minds of generation after generation of American school children could be so molded as to ac cept without reasoning and without questioning the subversive political and economic philosophy of these rev olutionary schoolmen. Progressive education was first pro pounded early in the century by John Dewey, a muddle-headed philosopher at Columbia University who was sub sequently built up into a kind of left ist god by the collectivists on the campuses of American colleges. Dewey believed that there is no such thing as truth and certainly no eternal truths, no fixed moral laws, that man has no mind or soul as we have always un derstood those words, that man is nothing more than a biological organ ism subject to constant change and that he is therefore wasting his time try ing to find in religion or tradition the moral and ethical concepts to guide his stay on earth. As a result of such “thinking” it was naturally easy for Dr. Dewey to arrive at the conclusion that tradition had no meaning, that history and the lessons of the past were nonsense, that discipline of the mind and body was foolish and that education had only one purpose — to enable the child to be happy in his environment and, as his environment was constantly changing, for the child to change with it. Dr. Dewey never thought through to the logical conclusion of his phil osophy, but very simply what it boils down to is this. If the child finds him self in an environment — a group — in which the majority doesn’t wash and therefore is always steeped in dirt, he must be permitted to adjust freely to his environment and become good and dirty himself. If, in a few weeks, his group decides to clean up, he will clean up too if left to himself. Then, having tired of being dirty, the group may turn to more interest ing pursuits, such as tearing up the schoolroom, whereupon the child will “adjust” to his new environment, and join in the happy destruction. Ridicu lous as this sounds, it is nevertheless Dr. Dewey’s “progressivism” carried to its logical conclusion. In 1919 a number of Dr. Dewey’s disciples formed the Progressive Edu cation Association to see if they could not sell these “new” educational ideas to America’s schools. They didn’t get very far. Our schools went ahead, all through the ’twenties and even into the early ’thirties, with their tradi tional American system — teaching children to read, to write clearly, to add, subtract, multiply and divide, to spell, giving them a good solid ground work in history, geography, civics and government, in literature, in the na13 �ture of our Republic and our way of life, in manners and deportment and respect for their parents, their teach ers and each other. In other words, the schools went right ahead turning out educated young Americans who had been taught to think for themselves and who had been given the tools with which to reason. Then, beginning around 1932, as those builders of the “new social or der” we have been examining looked about them for the means of putting over their baleful philosophy, there at hand, ready for the plucking, was progressive education. And when Dr. George S. Counts made that speech in Baltimore to which we have referred, setting forth his plan for a “coordi nated, planned and socialized econ omy,” it was the Progressive Educa tion Association which he chose as his forum. His talk was entitled: “Dare Progressive Education be Pro gressive?” Then there began to appear in the progressive education movement all those same revolutionary souls who had been expounding the “new social order” — Counts, Rugg, Kilpatrick. Bode, Hartmann, Theodore Brameld, Goodwin Watson and others. And they did with progressive education exactly — and concurrently — what they did with the “new social order.” The National Education Association and its N E A Journal went whole hog for the new system and began to beat the teachers of America over the head with its glories. The teachers colleges began to inculcate in their embryo teachers the methods and substance of progressivism, along with the “new social order.” The movement issued an educational magazine called Social Frontier (which later became Fron tiers of Democracy) edited by Dr. Counts. It numbered among its direc 14 tors 60 or more American educators and it proceeded to fill the minds of American teachers in issue after issue with the need for putting over “the new social order” through progres sive education. While the movement often managed to obscure its real pur pose in the educationists’ cloudy verbi age borrowed from bureaucracy’s gobbledegook, some of the “new think ers” — no doubt giddy from the amazing success their campaign was having — began to speak out openly and frankly. For instance, Dr. Bode, in Social Frontier, actually said that no matter how cleverly their proposals might be stated they “must not be permitted to obscure the fact that this proposed scheme of education is de liberately aimed at fostering a disposi tion which will m a k e the pupil in tolerant and ‘ sore’ with respect to the contrast between employers and work ers.” (Italics added). Dr. Counts himself revealed the true purpose of progressive educa tion. He said: “In the collectivist society now emerging the school should be regard ed, not as an agency for lifting gifted individuals out of the class into which they were bom and of elevating them into favored positions where they may exploit their less-favored fellows, but rather as an agency for the abolition of all artificial social distinctions and of organizing the energies of the na tion for the promotion of the general welfare . . . Throughout the school program the development of the social rather than the egotistic impulses should be stressed; and the motive of personal aggrandizement should be sub ordinated to social ends. In promotion practices, in school activities, in the re lations of pupils and teachers and ad ministrators, the ideal of a cooperative commonwealth should prevail . . . All of this applies quite as strictly to the nursery, the kindergarten, and the ele mentary school as to the secondary school, the college, and the university.” Dr. Counts then set the tone for putting over the twin evils of “the new social order” and progressive education. He said: “If progressive education is to be genuinely progressive, it must eman cipate itself from the influence (of the upper middle class), face square ly and courageously every social issue, come to grips with life in all of its stark reality, establish a theory of social welfare . . . “You will say, no doubt, that I am flirting with the idea of indoctrina tion. And my answer is again in the aflirmativc, or, at least, I should say that the word does not frighten me.” And indoctrinate they did. This small handful of almost unknown men and women — banking on the average American’s ignorance of European rev olutionary methods and on his tend ency to leave teaching to the teachers —proceeded to turn the public school system of America upside down. One of the most important bastions that had to be stormed with the new progressivism was our traditional teaching of American and European history, geography, and government or civics. These hooded socialist edu cators realized it would be very diffi cult to get youngsters well-grounded in American history and its heroes, in the theory and practice of American government and a knowledge of the physical characteristics of our own and other countries to swallow their planned society. Besides, socialists — whether open, secret or hooded — have great contempt for what they sneeringly call “nationalism,” by which they mean patriotism. They want to bring their planned society not only to America but to every country in the world and then unite them all in a beautiful world social ist government. Therefore, children must be made “world-minded.” They must think in terms not of their own country but of the whole wide world. The socialist planners in the educa tional world accomplished both pur poses — keeping American children ignorant of their own history and tra ditions, and making them “worldminded” — at one fell swoop, through the textbooks used in the progressive system. American history, geography and government were lumped all un der one subject called “social studies” and expanded to cover the world. In the New York City schools, for in stance, where a modified form of the progressive system has been in opera tion for some years, a child gets to junior high school and even high school without ever having a course in American history. Instead he has “social studies” which begin with a smattering of European history all mixed up with present-day living and political conditions and a bare outline of the location of the countries; leaps the Atlantic for a further smattering of the same with regard to America; makes another leap of the Pacific for still more of the same concerning Asia. He winds up with a few scat tered, and often slanted, facts about every subject under the sun and a deep and concise knowledge of none. Interlaced with all this is a constant stream of propaganda for the United Nations and world government being fed to the schools by the National Education Association and UNESCO, the specialized propaganda agency of the UN. And often his “social studies,” under the progressive system, consist of “projects” such as building models of the UN building in New York, go ing on endless “field trips” that wear out both pupils and teachers but keep the pupils from learning and the teach ers from teaching. Along with this, the progressive sys tem has reached all the way down to 1 5 �the lowest grades to prepare the chil dren of America for their role as the collectivists of the future. As Rudolf Flesch has pointed out, they reached back 3500 years for their "progressive” method of teaching reading — a method perfectly feasible in learning the word pictures of Chinese but one almost guaranteed to prevent an American child from learning to read English properly. The child, as a re sult of training that gives him only a so-called basic vocabulary of recog nizable words learned from stilted and contrived texts, loses all desire to dip into that wonderland of knowledge which good books have provided for children since the invention of print ing. He turns instead to pictures, to comic books. Thus, acquiring no basic knowledge of the world of history, lit erature, morals, ethics and economics, his mind becomes the fallow ground into which to drop the seeds of so cialism. Pretty much the same perverted methods of “teaching” are used in arithmetic and writing in the progres sive system, so that the child goes from grade to grade without ever hav ing acquired proficiency in the three classic and basic foundation stones of all learning — reading, writing and arithmetic. In the case of arithmetic, for instance, since the progressivists do not believe in either memorizing or drill, the child is never made to learn the multiplication table. It is impossible, within the limited space of this pamphlet, to outline all the ingredients of the progressive method and its fallacies. However, the publishers of this pamphlet have pre pared an invaluable little document called “How ‘Progressive’ Is Your School?” It is in tabular form, with the progressive and modern tradition al method of teaching each subject in 16 our elementary schools side by side, so that any interested parent or teach er can quickly tell, by using this table as a guide, just how far his own school has gone in this campaign to under educate our children. Along with the progressive system —in fact, as an integral part of it — has gone a complete breakdown in disciplinary functions in the public schools. Since children must be left to “adjust to their environment” — in other words, to do as they please — and since in the progressive lexicon tradition and morals and manners have no meaning so that children are no longer taught respect for their teachers or parents, the teachers have become not much more than glorified babysitters trying to maintain some semblance of order while their charges “express” themselves to their heart’s content. Hovering over and above it all like some evil miasma is “the group.” The group — not the individual child — is the quintessence of progressivism. The child must always be made to feel part of the group. He must indulge in group thinking, in group activity. You can’t make socialists out of individual ists, so this group idea is the nucleus of the progressive system. It means no child must be permitted to forge ahead of another — that would hurt the group. Therefore promotions are auto matic — nobody is “left back” be cause of poor work or in order to get better basic training. Grading and graded report cards are out the win dow. Competition is taboo — it breeds rivalry and endeavor to pull oneself a bit above one’s fellows — and that is anathema to “the group.” It isn’t long before the children get the idea that trying isn’t worthwhile. And with the disciplinary lines slack or non-exist ent, it isn’t long before naturally curi- ous children avid for new experiences turn to other and bizarre pursuits. Of course, criticisms of progressive education such as the above, which have been growing in volume as Americans begin to realize what has been happening to their schools, bring forth only howls of rage and denial from the planners of our new social ist society. But the results of 20 years of their system in our schools are all about us. The two compositions quoted at the beginning of this pamphlet are one example. Right from the home-grounds of the progressivist-social planners comes another. The Dean of Columbia Uni versity’s Law School says that few of their entering students (who have ac tually completed a college course) pos sess sufficient knowledge of reading, writing and history to warrant the study of law. A professor in a midwestern college gave a history test to entering fresh men from the high schools. Many couldn’t say when America came into being. Others didn’t know the dates of the Civil War or World War I. A good batch of them couldn’t name one important historical figure in Ameri can life. The chairman of the board of ex aminers of Chicago’s public schools declared that deficiencies in reading comprehension and arithmetic are two of the most glaring weaknesses of young people seeking jobs as teachers. More than half the students who entered high schools in New York City in 1955 could not read at the normal level for freshman high school students. Some were as much as six under their grade level. The per centage was even higher among those entering junior high schools. Complaints are rampant among per sonnel directors of business and in dustry that prospective employees coming to them from the high schools — and even from the colleges — can’t read, don’t know how to spell the simplest words, can’t add up a simple column of figures and, what is worse than all this, don’t seem to be particu larly concerned about it. Why should they be? Their textbooks and their social-thinking teachers have taught them that they needn’t bother — the great, fatherly government will take care of everything. Still another aspect of the results of progressive education can be found in what has become a nation-wide problem — juvenile delinquency. We have only to glance at the headlines in our daily newspapers to note an ever increasing wave of vandalism, gang riots, robberies, muggings and killings among teen-agers. Of course, there are numerous explanations for our waves upon waves of juvenile crime, but many authorities who have given much time and thought to a study of the problem are agreed that progressive education is at least one of the factors involved. Children filled with revolt against organized author ity, taught to sneer at established in stitutions, left to “learn” according to their own bent, led to believe that “something for nothing” is the nature of life, can very soon become com pliant followers of the few lawless souls — juvenile or adult — to be found in any organized society. years 17 �o v e rlo o k s The final assault one s h o u ld e m b la z o n e d be b a s ic p re m ise on th e th a t office phy o f E d u c a tio n a t th e m o m e n t. The federal gov ernment can give nothing that it does not first take away. T h e f e d e r a l g o v e r a l a id to e d u c a tio n b e e n p u t b e tte r e rn m e n t h a s o n ly o n e s o u rc e o f fu n d s . P u b lic E x p e n d itu r e C o u n c il: N o w h e re h a s th e c a s e a g a in s t fe d o ffic ia l i n A m e r i c a . out of parents’ control through “federal aid to education” T h a t is th e ta x e s of th a n in th e S ta te o f C o n n e c tic u t, b y its “It is infinitely more important that we settle down to sound thinking on the values of local participation and local citizen control of our schools, and finance them with the resources within our states, than to chase our own tax dollars through the depre ciating process of federal bureaucracy and have them come back to us worth much less and accompanied by dic tates on how we shall use them.” t h e p e o p le w h o l iv e i n o u r s o v e r e i g n s t a t e s . B e f o r e i t c o ll e g e i n T e n n e s s e e . T h e S t a t e o f I n c a n g i v e o n e p e n n y t o a i d t h e s c h o o ls r e m a in e d c o m p la c e n t u n d e r t h is tw o d ia n a in C a lif o r n ia o r p r o n g e d a t t a c k o n o u r s c h o o ls b y . t h e s c h o o ls p r o g re s s iv is t t u r n in g little nea r l y t w o T h is w as d e c a d e s o u r p e o p le s o c ia l p a rtia lly r e v o lu tio n a r ie s . due, as we have m anaged c e rta in to e x p u n g e te x tb o o k s fro m th a t H o o s ie rs in to its w ere good lit t l e s o c ia l is t s . O t h e r s t a t e s g o t r i d of n o te d , to th e ir ig n o ra n c e o f th e E u ro o t h e r t e x t b o o k s , o n l y t o f in d t h a t t h e pean ones re v o lu tio n a r y m e th o d s happens w a l ls o f e v e r y s t a t e , c o u n t y a n d l o c a l • • • as resistance builds up at the local level, i to take matters s Fo r o f w h a te v e r b u r e a u c r a t t o b e i n c o n t r o l o f t h e F e d e r a l O ffice o f in fil th e y s u b s titu te d w e r e n ’t Illin o is o r K e n tu c k y o r M is s i s s i p p i o r a n y o th e r s ta te , it m u s t f ir s t t a x t h e p e o p le o f t h e s e s ta t e s . T h e n a n d o n ly th e n c a n i t g iv e so m e o f t h e ir o w n m o n e y b a c k to th e m . F e d e ra l a id to e d u c a tio n , o f c o u rs e , m uch is a p e rf e c t g im m ic k fo r th e ta x - tr a tio n a n d in d o c tr in a tio n , a n d to th e ir b e tte r. E v e n N e w f e e lin g t h a t te a c h in g is th e d o m a in o f o f E d u c a tio n , b e s e t b y th e p le a s o f o u t h u n g r y p o litic ia n s in W a s h in g to n w h o t h e t e a c h e r . I t w a s a ls o d u e i n g o o d r a g e d p a re n ts , h a s th is y e a r in s titu te d w a n t th e se m e a s u r e to Y o rk C i t y ’s B o a r d f u n d s t o k e e p t h e m s e lv e s B u t th e d r iv e f o r f e d e r a l a id to e d u c a ti o n g o e s o n a p a c e . I t i s s p e a r h e a d e d a p r o g r a m o f w e e d in g o u t th e b r ig h te r i n p o w e r b y b r i b i n g t h e p e o p le i n t h e by p la n te d in t h e ir m in d s b y th e e d u c a p u p ils s t a t e s w i t h t h e i r o w n m o n e y . B u t i t is tio n is ts — t i o n a l E d u c a t i o n A s s o c ia t io n w h i c h , a s w e h a v e se en , w ith th e a id o f th e a b e lie f — c a re f u lly im and p e rm ittin g th e m to get none o th e r th a n th a t sam e Na a h e a d in sc h o o l a b it f a s te r th a n th e ir a ls o t h e p e r f e c t g i m m ic k f o r t h e p r o s t r u s e a n d e s o te r ic s u b j e c t w h i c h c o u ld “ g r o u p le v e l .” H e r e a n d tic u la r ly c o u ra g e o u s te a c h e r — g r e s s i v is t r e v o l u t i o n a r i e s . T h e y t a l k a b o u t “ sc h o o l n e e d s” b u t th e y h a v e p ro g re s s iv is t r e v o lu tio n a r ie s , p u t o v e r be n o t f o rg o tte n n e w s o c ia l o r d e r ” a n d p r o g r e s s i v e e d u th a t e d u c a tio n u n d e rs to o d e d u c a to rs. o n ly by is an ab p r o f e s s io n a l A ny m an o r w om an w ho r is k o f h e r jo b — th e r e a p a r a t th e h a s sp o k en o u t. d a r e d to r a is e h is v o ic e a g a in s t w h a t S o m e o f th e m , k n o w in g w h a t th e p r ic e w a s b e i n g d o n e t o o u r s c h o o ls a n d o u r o f f r a n k a p p r a i s a l w o u ld b e , h a v e r e c h ild r e n s i g n e d f ir s t a n d t h e n s p o k e n o u t w as m et w ith a to rre n t of w ho pays th e th e o ld a d a g e th a t p ip e r c a ll s th e he tu n e . on o u r s c h o o ls t h e t e a c h i n g o f “ t h e c a tio n . T h e N E A m a in ta in s , in fa c t, a T h e ir in te r e s t in f e d e ra l a id to e d u c a p o w e rfu l tio n is d u e p r im a r ily to th e fa c t th a t nanced lo b b y in th e dues by W a sh in g to n , of i ts fi te a c h e r- t h e y k n o w t h a t o n c e t h e f e d e r a l c a m e l ’s m em b e rs, t h e s t r i v i n g h a s b e e n r i s i n g i n v o lu m e s n o u t c a n b e g o t te n u n d e r t h e t e n t o f e v e ry m u c h to o d u m b , to c o p e w ith a p r o v and o u r lo c a l ly - r u n s c h o o l s y s te m s , W a s h fed e ra l g o v e rn m e n t i n c e o f k n o w l e d g e s o l o f t il y w ith o u t i n g to n c a n t h e n t e l l t h e s c h o o ls w h a t S h o u l d t h e y e v e r s u c e e d i n t h e i r a im s , t h e p r o g r a m t o t u r n A m e r i c a i n to a e d u c a tio n a le s e d e s ig n e d to m a k e h im fee l th o ro u g h ly in a d e q u a te , a n d even p e rc h e d o n a h i g h i n te l le c tu a l p l a t e a u . A ll o v e r A m e r i c a , t h e s e e t h i n g a n d in n u m b ers. th e B u t n e v e r reck o n p ro g re s s iv is t r e v o lu tio n a r i e s . T h e y d o n o t g i v e u p s o e a s ily . to te a c h a n d w h a t n o t to te a c h , h o w to B u t d u r in g th e p a s t few y e a rs , n o T h e y h a v e o n e m o r e f a t a l to o l i n t h e i r t e a c h i t a n d h o w n o t t o te a c h it, a c l o n g e r a b l e t o i g n o r e t h e e v id e n c e o f k i t w h i c h , i f t h e y c a n g e t i t u s e d , w ill c o r d i n g t o t h e w h im a n d t h e p h i lo s o u n d e r-e d u c a te d p la n w h ic h to backs g e t th e on v ig o ro u s ly hand our of th e s c h o o ls . p l a n n e d , s o c ia l iz e d s o c ie t y o n t h e E u r o p e a n m o d e l w ill b e c o m p le te . g i v e t h e m f in a l ly a n d f o r e v e r a s t r a n y o u n g s t e r s f ille d w ith s tr a n g e id e a s , p a r e n ts h a v e b r o k e n o u t g le h o ld o n t h e p u b l i c s c h o o l s y s te m o f in o p e n re v o lt. In P a s a d e n a , C a lif o r t h e A m e r i c a n s ta t e s . n i a , f o r i n s t a n c e , t a x p a y i n g c it i z e n s — T h is to o l is e m b o d ie d in th e sw e e t t h e s u p p o r t e r s o f t h e p u b l ic s c h o o ls — s o u n d in g p h r a s e “ fe d e ra l a id to e d u c a fo r th e h is to r y t i o n .” T h e a r g u m e n t s f o r i t a r e e n ti c iss u e in in g . W e n e e d a d d itio n a l sc h o o l b u ild f ir s t tim e in th e ir tu rn e d d o w n a sch o o l b o n d o r d e r to g e t r id o f a p ro g re s s iv is t s u in g s a n d a d d i t i o n a l t e a c h e r s a n d m o r e p e rin te n d e n t p a y f o r t h e te a c h e r s , f o r o u r e v e rin c re a s in g sc h o o l p o p u la tio n . W hy s h o u ld n o t t h e f e d e r a l g o v e r n m e n t — w ith i t s b o u n d l e s s b u n d l e o f b i ll io n s — g i v e s o m e o f t h e m t o t h e s ta t e s a n d c it i e s f o r t h e i r s c h o o ls ? T h e a r g u m e n t chaos in to w ho th e ir had s c h o o ls in tr o d u c e d and th e ir c o m m u n i ty . B u t t h e s y s te m h e i n s t i tu te d r e m a in s to p la g u e th e m a n d th e e d u c a t i o n i s t h i m s e lf p r o m p t l y g o t a jo b te a c h in g te a c h e rs in a te a c h e rs ’ 18 19 �Attend school board meetings. Don’t fail to vote in all local elections involv WHAT TO DO? . . Is t h e r e a n y t h i n g Y O U , the parents of America, can do about all this? Of course there is. But you must get clearly fixed in your minds several fundamental facts. The first is that the public schools belong to you. You are the taxpayers who build and main tain the schools and pay the teachers. Without you, there would be no public schools. You therefore have not only the right, but the duty, to keep an eye on your schools and to speak up when you feel the trustees of your funds — the school board, the super intendents, the principals — are abus ing your trust. Second, there is nothing strange or mysterious or beyond understanding of the average intelligent American in the education of his children. The pur pose of education in the public-school system is to train your child to use his mind, to give him information, to teach him to think for himself and to inculcate in him those principles of moral and social conduct which are the accepted code of society. When ever you see the schools doing more or less than this, it is your duty to speak out. Third, your child’s mind is his own . . . but you are his guardian. No school or its teachers has any more right to indoctrinate your child’s mind with alien philosophies than it has to indoctrinate it with a religion different from your own. With these few basic principles in mind, here are a few things you can do. Others will suggest themselves to you as correlative to these: DO THIS . . . The past few years have produced, with the growing revolt against this invasion of our schools, an increasing literature on this whole subject by authoritative and careful pro-American writers and researchers. There is appended at the end of this pamphlet a partial list of these volumes. Get a copy of the folder: “How ‘Progressive’ is Your School?” already re ferred to. This will give you an easy to follow guide, so that when you speak up on the subject of progressive education, you will know whereof you speak. Keep informed. Join parent-teachers associations and mothers’ clubs in your community and Many of these groups around the country have been infiltrated by the knowing or unknowing disciples of the progressivist revolutionaries. They are vocal, strident and forceful — and they work hard. You must work just as hard — even harder in the beginning — to get these organizations back where they belong and to aid them to bring the proper influences to bear on the schools. take an active part in them. Always be on the alert against any and all attempts to get the hand of the federal government — directly or indirectly — on your schools. 20 ing school issues and members of the school board. Keep yourself informed about the activities of the school board. Don’t hesitate to speak up at open board meetings, to contact personally and by correspondence members of the board. Look into the background and philosophy of school board members^and prospective members. And don’t be intimidated by being told you are meddling in something you know nothing about. The men and women who serve on school boards, who superintend and administer the schools are your employees. You have not only the right, but the duty, to let them know how you feel about the manner in which they are discharging their trust. Don't fight with your children's teachers. In many cases they are as much the victims of this system as are your children. The majority of teachers are a hard-working and dedicated group of good Americans. But they are human beings. They are caught up in a system in which they have found that pro test and objections on their part can mean their jobs, their retirement pay or relegation to the “sticks.” Once you have begun to make an impression on your schools you will find allies — albeit often secret ones — among the teachers themselves. Many of them don’t like the system any more than you do, but they don’t dare say so. Never make wild charges, such as branding a teacher or a textbook a9 communist. They never advocate communism openly. They don’t even advo cate socialism openly, but slyly and sneakily as we have explained. But if you charge them with communism, they not only vehemently deny it but shout their anti-communism to the housetops. This immediately puts you in the position of making unfounded charges and anything else you have to soy, no matter how true, is then tarred with the same brush of unreliability. Always be sure of your facts first—and then speak out openly and frankly— and stand your ground. particularly at the high school level. It is to these libraries that your high school students are often sent for their supplemental and “required” reading. The progressivist revolutionaries have not overlooked trying to pack them with a preponderance of leftist books. Not only that, but in their need to break down the moral fibre of American youth, thev have succeeded in getting into some high school libraries books that would not be permitted on the shelves of a men’s club in any of our sophisticated larger cities. And don’t be scared off by cries of “freedom of the press” and “academic freedom.” A high school library is not in the same category as a public library or a bookshop where may be found books of all types for discriminating adults. The high school library is there to supplement the education of young, formative minds. Keep an eye on your school libraries, Don't leave the whole education job to the schools. Try to rid your mind of the feeling, if you have it, that school is some place to send the kids to get them off your neck. Watch their education carefully. Discuss their school problems with them. Look at their textbooks. Be sure they are progressing as rapidly in their studies as you feel they should. If possible, teach your child to read before he goes to school or during his first year there. It isn’t as hard as you think. It can be done with the help of a book like Rudolf Flesch’s “Why 21 �Johnny Can’t Read.” Your child’s ability to read well will give him — and you — a weapon with which to resist the blandishments of the progressivist revolutionaries, as the world of books and writing is opened to him. Suggestions for Additional Reading Be eternally vigilant — and not just until you can get your schools back on the track. Remember that the advocates of “the new social order” and pro gressive education never rest. They are endlessly active. You must fight them whenever they try to get a foothold — locally or at state and national levels. They count, as in the past, on your apathy. They cannot succeed if you are vigilant, vocal and vigorous in your own interest. Now a word of warning. Once you take up the cudgels to restore your schools to their traditionally American pattern, you will be vilified and smeared, made to feel stupid. Bear up and stand your ground. With the destructive evidences of their system all about us, these are the only weap ons the progressivist revolutionaries have left with which to fight. But al ways remember that on the crusade in which you are engaged depends the future of your country children. — and your How ‘Progressive’ is Your School? 25<f Why Johnny Can’t Read by Rudolf Flesch $3.00 Also available in paper covers at newsstands and bookstores at 25# Conquest of the American Mind by Felix Wittmer $5.00 The Diminished Mind — a Study of Planned Mediocrity in Our Public Schools by Mortimer Smith $2.75 Education or Indoctrination by Mary L. Allen (Also available in condensed form in All-American Vol. I, at $1.00). $4.00 Bo o k Digest, A Layman’s Guide to Educational Theory by Coulter &Rimanoczy $3.50 Progressive Education is Reducation by Jones & Olivier $3.00 The Public Schools in Crisis, edited by Mortimer Smith $2.75 Retreat from Learning by Joan Dunn $3.50 Tales of a Teacher by Beatrice S. Nathan $4.00 Communist-Socialist Propaganda in American Schools by Verne P. Kaub $2.50 All of the above available from America's Future, Inc., except the paperbound edition of “ W h y Johnny C a n t R e a d ” which can be pur chased at newsstands or from the reprint publisher — Popular Library, Inc., N e w York City. 23 22 �‘ Eternal Vigilance Is the Price of Liberty” AMERICA’S FUTURE, INC. 542 MAIN STREET, NEW ROCHELLE, N. Y. A non-profit, non-partisan educational organization SEND FOR ANOTHER COPY . . or as many more copies as you can afford and hand them or mail them to your acquaintances, your fellow church and parents’ club members, your fellow employees, your leaders. PURCHASE IN BULK QUANTITIES You can obtain additional copies of this pamphlet by writing to America’s Future, Inc. which will supply them in lots of any number at the .special bulk rates below: P R I C E S 1 copy $ .25 5 copies $1.00 12 copies $2.00 50 copies $ 6.001 " 100 copies $10.00 1000 copies $75.00 For your convenience we will mail copies direct to your friends and associates. You pay at the bulk rate for the total number of copies, plus 3^ per name, for postage. Simply send names and addresses with check to cover. � 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 "What's Happened to Our Schools?" Rosalie Gordon, published by "America's Future, Inc.", 1956. 13 pages. Description An account of the resource Leaflet deriding current "progressive education" in America's public schools. Presents reasons why public education is being undermined by progressive ideas and how to combat it. 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 America's Future, Inc., Rosalie Gordon. 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_6_1_2_15 https://projectdaps.org/files/original/b33cf08f4abfb92c2771c40fa637c3ed.pdf 3bd2926df7ea8a88cd2063aae5a9c0ce PDF Text Text t' o # 0 ^ * 5 , v l ^ s> tv ®. £ 1955 A E 1 A U t70R SH RA A S7 IC 0P Subject; A Study of the Problem of Integration 9:30 - 10:00 Registration and coffee 10 , 0 - 10:30 Introductions 0 $ > Mrs. Robert L. Lankin, State AAW President Lis. Arthur 3. Young, State Education Chairman Branch Presidents Arlington — Mrs. C Glen Hass . Alexandria — Mrs. Allan D Bartelt . Palls Church — Mrs. E. P Vandivere,Ji . x, Fredericksburg — Mrs. J C Russell . . Springfield — Mrs. Hubert P Werner . Winchester — Mrs. D. 3 Leatherman . Workshop Program Chairman — Mrs. L.W.Lathroum.Falls Ch . Workshop Arrangements Chairman — Krs.H.F.Clark,Arlington Recorder — Mrs. 3dr r . Hahn, Palls Church ae 10:30 11:00 Summaries Arlington Alexandria Falls — Mrs. Church Integration Chairman A.D.Bartelt, Social Studies President — Mrs.N.J.Heubusch, Fredericksburg Winchester on C o m m u n i t y — Mrs.T.J.Parker, Chairman Education — — Mrs. D.HhLeatharman, President 11:00 - 12:30 Panel Discussion"Th3 Supreme Court Decision — Its Legal and Educational Aspects” M oderator — Mrs. Raemey Burton, Arlington P anel Members — Mrs. Albert S. Hussey, Alexandria Mrs. Yaro Skalnik, Falls Church Mrs. Victor Vaughn,:,Aifilngton* 12:45 Luncheon Speaker — Subject — Dr. Walter E. Hager, President of District of Columbia Teachers College "Facing Integration in Our Schools” We wish to express our thanks to Trinity Presbyterian Chureh for the use of Fellowship Hall ana to the women of Circle 8 of the Women of the Church for serving our luncheon. Mr. William H. Foster, Jr. is Trinity's Minister. � 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 Meeting Announcement, 1955 Area 1 AAUW Workshop, n.d. Description An account of the resource A Study of the Problem of Integration, American Association of University Women, Workshop program and speakers 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 American Association of University Women, Area 1 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_2_9_1_13 https://projectdaps.org/files/original/a1dd726cc636c8f441e52113ee19c7ab.pdf 9a0633feb3b16a67f57829aff3a18376 PDF Text Text AMERICAN COUNCIL OF CHRISTIAN CHURCHES The following resolution was unanimously adopted by delegates of the American Council of Christian Churches attending its sixteenth Spring Convention April 29 - May 2, Greenville, S.C. RACIAL SEGREGATION The American Council of Christian Churches in emphasizing that Christian principles should govern the conduct of all believers, regard less of their race or color, declares that so-called liberal Christianity today and the program of the National Council of Churches, calling for a non-segregated church and a non-segregated world, does violence to the true gospel of Jesus Christ. Segregation within the church on racial, linguistic, and national lines is not unchristian nor contrary to the specific commands of the Bible. An avalanche of propaganda sponsored by modernist church leaders now in control of ecclesiastical machinery is being deliberately direct ed against the South. The religious shiboleth the integrationists use is not even found in the Bible. The so-called universal Fatherhood of God and brotherhood of man was repudiated by Christ and has been rejected by historic Christianity which makes the clearest distinction between the saved and the lost, the children of the devil and the children of God and maintains that man must be born again in order to become a son of God. At stake in the present conflict is true Christian doctrine as opposed to a false Christianity being subtly substituted. To make integration the standard of Christian conduct and to hurl the charge "unchristian" against conscientious, God-fearing men of both races who desire to maintain a social pattern in their churches and communities in keeping with the principles of states rights and their convictions and faith, stimulates bitterness and strife and denies the liberty that every believer has in Christ. The National Council's propaganda for integration will destroy not only our races, but Christianity itself. Only the Chfristian faith which generates real love among men can give mutual respect and proper relations between the races as each carries on its work for Christ according to its convictions. The attempt of church bodies to tell local congregations and individ ual Christians that they cannot use their local properties for private or religious schools is simply an expression of the growing authoritarianism developing in American Protestantism and which denies to the individual Christian his rights in Christ. It is time for Christian people to repudiate this false Christianity which is attempting to take from them their churches, their liberty and ultimately their Christ. �A / J /<a r v e y : Giveaway Bosses E m p lo y T r ic k e r y T he administration, determ ined to perpetuate m a ssiv e sp en d in g for foreign aid, i s u sin g every d e v ic e to s ile n c e your ob je ctio n s. T h ey sa y “all i s fair in lov e and war and p o l i t i c s . ” Then it is within their lib era l ground ru les to c a ll the p o liticia n s, the p u b lish ers and the preach e r s to the White H ou se and flatter them by te llin g them how important they are, s e l l them on how “n e c e s s a r y ” foreign aid is and e n list their e ffo rts toward con v in cin g you. It i s not d ifficu lt to s e l l the foreign aid theory to a man o f God. T h ere are many qu otatiqn s from from Scripture which cle a rly d efin e the C h ristian ’s re s p o n s ib ility to th o se l e s s fortunate. EXPLOIT CLERGY Thus, the adm inistration has se cu r e d im p ressiv e support from behind the pulpit. T hu s,gen erous, w ell-m eaning A m ericans are led to allow the sp en d ers a blank c h e c k — with no further q u estion s. A lifetim e o f unwavering re sp e c t for the c le r g y o b lig a te s me to offer certain ev id en ce; I offer it in a sp irit o f humility and genu ine anxiety. F oreign aid “in theory,” and a s practiced, are not the sam e things. F oreign aid in theory is h elp in g our brothers in the C h rist-like c o n c e p t o f u n selfish n ess. F oreign aid in p ra ctice i s not s o humanitarian. Form er A m bassador Spru ille Braden (who has se e n foreign aid adm in istered in foreign hands) has referred to it a s “trea so n ou s," for it s o often i s u sed to strengthen the g o d l e s s Com m unist en em ies o f a ll religion s. Reverend, are you sure you want to submit another b illio n d olla rs to the R ed d icta tor o f Y u go sla v ia who lo c k s the church d o o rs ? Are you sure you want to sen d more money to the French who u se som e o f it to bom b and kill c iv ilia n s in T u n isia ? If you do, that i s your ch o ic e. But know what you are doing! party,” it is an armed attempt to overthrow God! Communism i s not a “p o litic a l D on’t let an invitation to the White H ou se flatter and flu ster you s o that you throw your in flu en ce into a con troversy which you have not thoroughly exam ined. Is it in the b e st in te r e sts o f mankind for you to urge more money for In d on esia where, Secretary D u lles admits, “ all-out Com m unist d esp o tism i s taking ov er" and bom bing anti-Com m unists? Are you certain you want, in Poland, to pay tithe to Com m unism ? That i s where som e o f your foreign aid i s going. I d o not b e lie v e you intend our moral ob lig a tion to in clu d e stren gth en in g G o d ’s enem ies. CHARITY BEGINS AT HOME T hu s I have dared to ask that you withhold endorsem en t o f "fo reig n aid," per se, h ow ever the p o litic ia n s se e k to flatter your e g o and brainwash your in te lle c t and p ropa gan d ize your pulpit. You men o f G od do not have to pay that high a p rice for an in vitation to the White H ouse. You w ill be h ere— and that for which you stand w ill p rev ail— lon g after the p o litic ia n s ace dead and forgotten. T hey can afford to be wrong. You dare not. And if it i s charity that you would have u s adm inister, it is not u n selfish to think first o f our own people. Indeed, I T im othy adm on ish es, “But if any p rovide not for h is ow n#s p e c ia lly for th o se o f h is own house, he hath d en ied the faith and i s w orse than an in fid e l.” D I S T R I B U T E D BY DEFENDERS OF STATE SOVEREIGNTY AND INDIVIDUAL LIBERTIES 405— A EAST FRANKLIN STREET RICHMOND, VIRGINIA � 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 18: Personal Papers of Barbara Marx 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 Documents, American Council Of Christian Churches, Racial Segregation, Paul Harvey, Giveaway Bosses Employ Trickery Description An account of the resource Documents, The American Council Of Christian Churches, stating their position and views on racial segregation and Paul Harvey, Giveaway Bosses Employ Trickery. Likely part of contents of Envelope Sent To Mrs. P. Costley, Secretary, Hoffman-Boston High School, P.T.A. Both undated. 2 single page documents. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource American Council Of Christian Churches, Paul Harvey. 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 18_2_1_4_41 https://projectdaps.org/files/original/2f4ecf71ad8a1fad6c69c50d69bfeff9.pdf 11402ee3c2db6bffb781a03f43257a7d PDF Text Text THE NEGRO CITIZEN IN ARLINGTON A N e g ro in A rlin g to n , V irg in ia c a n , lik e a n y o f th e w h ite r e s id e n ts o f o u r c o m m u n ity , c a ll a n e f fic ie n t F i r e D e p a rtm e n t if h is h o u s e is b u rn in g . H e ca n s e n d h is c h ild to s c h o o l a n d know th a t a n a l e r t o f f ic e r w ill s to p tr a f f i c i f n e e d be so th a t h is s o n o r d a u g h te r m a y m a k e a s a f e s t r e e t c r o s s in g . H is w ife c a n b u y m e a t a t th e n e a r e s t s u p e r - m a r k e t w ith th e a s s u r a n c e th a t it h a s b ee n in s p e c te d a n d is f a i r ly w eig h e d a n d p r ic e d . In m o s t m a t t e r s th e A rlin g to n N e g ro liv e s o u t h is d a y s w ith th e s a m e e le m e n ts o f r i s k a n d w ith th e s a m e m e a s u r e of c iv ic p ro te c tio n th r e a te n in g h im on th e one h an d an d s u p p o r tin g h im on th e o th e r a s i s th e c o m ­ m o n lo t o f th e r e s t o f u s in m o d e rn s itu a tio n s . B ut th e r e a r e a r e a s o f h is lif e w h e re b e in g a N e g ro m a k e s a d if f e re n c e in h is d a y s . B e lie v in g th a t m a n y p eo p le m a y be u n a w a re o f th i s d if f e r e n c e , th e A rlin g to n C o u n ty C o u n c il on H um an R e la tio n s w ould b r in g th e fo llo w in g f a c ts to th e a tte n tio n o f c o n c e rn e d p e o p le . 1. If an A rlin g to n N e g ro m a n w a n ts to ta k e h is fa m ily out to d in n e r , h e w ill h av e to go to th e D i s tr ic t o f C o lu m b ia to fin d a r e s ta u r a n t o f h ig h q u a lity w h e re th e y m a y b e s e a t e d . T h e y w o u ld be tu r n e d aw ay fro m a l l th e b e t te r e a tin g p la c e s in A rlin g to n . If h is fa m ily is in th e m o o d f o r an in f o r m a l m e a l, h e m a y buy food to c a r r y h o m e a t a n A rlin g to n D r iv e - in R e s ta u r a n t b u t h e c a n n o t e x p e c t th e k in d o f c u r b s e r v ic e w h ich m a n y w h ite f a m ili e s e n jo y a t th e en d o f a b u s y d a y . It i s n o t c l e a r to w h at e x te n t r e s t a u ­ r a n t r e s t r i c t i o n s a r e r e l a te d to th e le g a l b an on m ix e d s e a tin g in p u b lic a n d to w h at e x te n t th e y a r e r e ­ la te d to th e p r e ju d ic e s o f w h ite p a t r o n s . 2. If a n A rlin g to n N e g ro w a n ts to s e e a m o v ie , h e m u s t a l s o go to W a sh in g to n . He ca n n o t w a lk to a n e ig h ­ b o rh o o d m o v ie o r go to an y D r iv e - i n T h e a tr e in th e A rlin g to n a r e a b e c a u s e th e y a r e a l l c lo s e d to N e g r o e s . N o r c a n h e go to a p u b lic bo w lin g a lle y o r s k a tin g r in k . H e ca n n o t s to p f o r h is c h ild r e n to h av e pony r id e s a t a pony lo t. 3. H ig h ly q u a lifie d p e rs o n n e l d ir e c t th e A rlin g to n r e c r e a ti o n p r o g r a m f o r N e g ro e s b ut w h e r e a s th e p la y ­ g ro u n d s an d s u m m e r r e c r e a t i o n p r o g r a m s fo r w h ite c h ild r e n a r e lo c a te d in th e n e ig h b o rh o o d s w h e r e w h ite c h ild r e n li v e , o n ly tw o s m a l l p la y g ro u n d s a r e a v a ila b le f o r N e g r o e s . B oth o f th e m a r e in a d e q u a te an d th e l a r g e s t o n e , w h e re f u l l - s c a l e b a ll g a m e s m ig h t be p la y e d , i s in th e s o u th e r n ti p o f A rlin g to n , in a c c e s s ib le to th e la r g e n u m b e r o f N e g ro youth in N o rth A rlin g to n . N e g ro c h ild r e n liv e v e r y n e a r s o m e o f th e la r g e p la y in g fie ld s d e s ig n a te d fo r w h ite c h ild r e n . T h e y c a n o n ly w a tc h f r o m th e s id e ­ li n e s . If fr ie n d ly y o u n g s te rs c a ll o u t to th e m to jo in th e g a m e s , th e y m u s t ig n o re th e in v ita tio n o r a c ­ c e p t it w ith th e r i s k th a t th e y m ig h t b e s e n t aw a y , o r , fa ilin g to le a v e , m ig h t be ta k e n to th e p o lic e s ta tio n . 4. A N e g ro m a n m a y r u s h h is c h ild to A rlin g to n H o s p ita l f o r e m e r g e n c y tr e a tm e n t o r f o r h o s p ita liz a tio n in th e n o n - s e g r e g a te d p e d i a tr i c s w a rd a n d h e m a y go h im s e lf a s a n o u t- p a tie n t o r a s a b ed p a tie n t in th e N e g ro w a rd . B ut w hen h is w ife is re a d y to g iv e b ir t h to t h e i r b a b y , he c a n n o t ta k e h e r to th e c o m ­ m u n ity h o s p ita l w h e re w h ite b a b ie s a r e b o rn . H e m u s t ta k e h e r m i le s aw ay to a h o s p ita l in th e D is tr ic t o r in A le x a n d ria . P e r c h a n c e h e r b ab y c a n 't w ait f o r th e W a sh in g to n h o s p ita l, th e N e g ro m o th e r w ill b e a tte n d e d a s a n e m e r g e n c y c a s e in th e A rlin g to n H o s p ita l but s h e ca n n o t th e n b e p la c e d in th e m a t e r ­ n ity w a r d . She w ill be put in th e g e n e ra l w a rd f o r N e g ro e s w h e re s h e m ig h t b e e x p o s e d to a n y o n e o f a v a r i e ty o f in fe c tio u s d i s e a s e s . T h e g e n e ra l w a rd f o r N e g ro e s a c tu a lly b e c o m e s a re c e iv in g w a r d f o r a l l o v e rflo w p a tie n ts b e c a u s e th o u g h a N eg ro m a y n o t be p la c e d in s e c tio n s o f th e h o s p ita l d e s ig n a ­ te d f o r w h ite s , i f th e w h ite s e c t io n s a r e fu ll, th e w h ite p a tie n ts n e e d in g s p a c e a r e p la c e d in th e N eg ro w a r d . T h is w a rd is not a s c a r e f u lly c o n tro lle d f o r v i s i t o r s a s th e m a te r n ity w a r d i s , m a k in g it th e m o r e u n s u ita b le f o r p o s t- d e l iv e r y c a s e s . 5. M any N e g ro e s in A rlin g to n ow n t h e i r h o m e s a n d h o m e o w n e rs h ip i s a th in g o f s p e c i a l p r id e to th e m . M any o f A rlin g to n 's N e g ro c i tiz e n s a r e n a tiv e r e s id e n ts o f th e c o u n ty an d liv e o n p r o p e r ty w h ich w as ow ned by t h e i r p a r e n t s o r g r a n d p a r e n ts . B ut w hen young N e g ro e s m a r r y , e v e n th o u g h th e y a r e w e ll e d u c a te d an d h av e good jo b s , th e y c a n n o t fin d , in A rlin g to n , h o m e s w h ich th e y m a y b u y o r la n d w h e re N e g ro e s m a y b u ild . T h e r e is l i ttl e r e n t a l p r o p e r ty a v a ila b le to th e m . So th e y m u s t le a v e n eig h b o rh o o d s w h e re th e y h a v e f r ie n d s , m u s t le a v e c h u rc h e s w h e re th e y h av e r o o ts an d r e s p o n s ib il iti e s , a n d w h e th e r th e y lik e it o r n o t, m u s t liv e in W a sh in g to n . O ld e r N e g ro e s s it p r e c a r io u s ly on t h e i r f r o n t p o r c h e s in A rlin g to n b e c a u s e th e y fe e l th a t e x p a n sio n o f p u b lic b u ild in g in th e p a s t h a s b ee n a t th e e x p e n s e o f N e g ro la n d a n d th e y ■v/onder w hen s o m e new e x p a n s ion w ill ta k e t h e i r p r o p e r ty a n d le a v e th e m h o m e le s s . 6. It is th e u n c e rta in ty ab o u t s o m a n y a s p e c ts o f h is life th a t i s tr y in g f o r a N e g ro in A rlin g to n . Som e y e a r s ag o h e knew e x a c tly w h a t h is lim ita tio n s w e r e . He d id n 't lik e b e in g lim ite d b u t h e knew w hat to e x p e c t. Now h e is t i r e d o f b e in g unknow ing ab o u t h is s t a t u s . T h e N e g ro know s th a t m e r i t h ir in g p e r m its h im to a p p ly f o r a n d , if h e is q u a lif ie d , to r e c e iv e a C iv il S e r v ic e job in th e A rlin g to n c o m m u n ity . He d o e s n o t know to w hat e x te n t r a c i a l p r e ju d ic e m a y in flu e n c e th e d e c is io n s o f th e d e p a rtm e n t h e a d who is re s p o n s ib le f o r h is p ro m o tio n s . T h e N e g ro know s th a t b y F e d e r a l L aw h is c h ild r e n a r e now g u a ra n te e d p u b lic s c h o o l e d u c a tio n on a n o n - s e g r e g a te d b a s i s . H e d o es n o t know how lo n g it w ill b e b e fo re N e g ro e s in A r lin g to n c a n e x p e c t th a t w ithout in d iv id u a l c o u r t a p p e a ls , t h e i r c h ild r e n w ill a l l be a c c e p te d in n e ig h b o rh o o d s c h o o ls ju s t a s o th e r c h ild r e n a r e . T h e s e c e r t a in lim ita tio n s a n d u n c e rta in o p p o rtu n itie s w h ich d a ily c o n fro n t N eg ro c itiz e n s in A rlin g to n a r e fe lt by th o s e w ho p a r tic ip a te d in th e s u r v e y , to b e a b lig h t upon th e c o u n ty an d a b u rd e n upon a l l o f i t s r e s i ­ d e n ts . How ch a n g e an d im p ro v e m e n t m a y b e s t b e b ro u g h t ab o u t w ill be a m a tte r o f co n tin u in g c o n c e r n to th o s e p e r s o n s o f s e v e r a l r a c e s a n d o f v a rio u s fa ith s w ho c o m p o se th e m e m b e r s h ip o f th e A r lin g to n C o u n cil on H um an R e la tio n s . � https://projectdaps.org/files/original/e1bfe59f2f1737242a10a8ef44f71e0b.jpg 4e92a31f7105b63ade483494edb5dd47 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 123, Records of the Rock Spring Congregational United Church of Christ [UCC] 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 Broadside: The Negro Citizen in Arlington published by American Council on Human Relations Description An account of the resource Broadside: The Negro Citizen in Arlington published by American Council on Human Relations. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 123, Records of the Rock Spring Congregational United Church of Christ [UCC] Creator An entity primarily responsible for making the resource American Council on Human Relations Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant undated 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 123_1_2_1_1 https://projectdaps.org/files/original/eb2bea6fb3750014a7997a21d9db5853.pdf e321d3bfd69a13bbf395d16a48616f54 PDF Text Text ARLINGTON COUNCIL ON HUMAN 5010 Little Falls Road Arlington 7, Virginia V REPORT ON HOUSING IN ARLINGTON COUNT! WITH PARTICULAR ATTENTION TOWARD DISCRIMINATION TOWARD NEGROES Arlington County is a part of the original ten mile square of the District of Columbia which was retroceded to Virginia in 1846. It is slightly over 25 (2 5 .3 ) square miles in size. It has, over the years, become progressively bound to the Metropolitan Washington growth. It's economy and social life is closely relatative to the District of Columbia and Federal employment. Naturally, Arlington derives its laws and institu­ tions from the Commonwealth of Virginia. Locally it elects five County Board members (a majority of whom are members of a non-partisan group, A.B.C.). Policy decisions are administered through a county managerial system and sophisticated Civil Service proceedures. Wide civic use is made of the skills and interests of the citizenry. It is fair to say that its local governmental proceedures are of the highest order. Land use in 1959 was in the following order: Residential Institutional Private Recreation Vacant 43.6 1-5 2.4 9-1 Public Use (Federal Industrial Industrial and Right of Ways - 1 7 .8 ) - Manufacturing - Non-Manuf. 37-^ .2 3 .6 Presently proposed land use makes only slight modifications of the present structure. largely small increases across; the board, 1 reducing vacant and public utility lands, by Population Tables: 1940 - 57,040 white non-white 51,998 5,042 91.2$ 8 .8 $ 1950 - 135,449 white non-white 1 2 8,780 6 ,6 6 9 95-1$ 4 .9 $ i960 - 1 6 3,401 white non-white 154,172 9,229 94.6$ 5-5$ The i960 census provides the factual basis of changes in racial composition of the popu­ lation that have been readily observed in the Metropolitan area over the past 10 years, namely that while the population of the Metropolitan area was steadily growing and al­ though growth was numerically greater in the suburbs, the proportion of non-white resi­ dents in the District of Columbia was increasing rapidly while that of the surrounding suburb was declining. Of the total increase in the region between 1940 and 1950, 77-6# was white and 22.4$ was non-white. In 1950, 54$ of the regions white population and 17 $ of the non-white lived in the suburbs. In Arlington the proportion of white and non-white were 95-1$ and 4.9$ respect­ ively in 1950 compared with 9 1 .2 $ and 8 .8 $ in 1940. In i960 the white population of Arlington increased by only 2,560, a number less than would be achieved by natural in­ crease (excess of births over deaths) alone. Given a constantly expanding economy and increasing Federal employment in the region, bringing both white and non-white into the area, the marked concentration of non-whites in the center city, reflects accurately the restrictive real estate practices employed in the suburbs as well as the limited supply of housing for low and middle income families in these sections. �- 2- Figures from the i960 census provide the following profile of housing characteristics in Arlington County. Housing Units Owner Occupied White Non-white Renter Occupied White Non-white Available vacant For rent For sale only Other vacant , - 56 9^9 - 2 2 ,6 1 2 ( - 2 1 , 181). - 1 ,1 2 8 - 31,8 8 6 30,971 915 2,039 - 259 11 (2 Housing units occupied by non-white Housing conditions Total All units Sound Deteriorating Delapidated 1 ,7 8 0 All units Sound Deteriorating Dilapidated 56,9^9 5k,k32 2,208 309 Persons Fer Room All occupied housing units 1.01 or more 5^,498 2,3^1 2,01(3 1 ,5 9 0 3C8 1+5 Housing units occupied by non-white 2,Ob3 1.01 or more 533 In brief: (over 25$) 15 f of overall substandard housing occupied by non-white o 23 $ of overcrowded housing is occupied by non-whites (Please see Sample of Census Tracts) �-3A study of Census Tracts suggests that as Arlington has developed its residen­ tial character of high-median income, the Negro population has been generally confined to certain areas. These areas have become identifyable as such. Of the 35 Census Tracts in Arlington listed below, the following numbered ones have 6 or less Negroes living therein: #1, #6, #10, #11, # 1 3 , # 1 9 , #20, #21, # 2 6 , # 2 8 , # 30 , # 3 2 , # 3 6 . The following numbered tracts have 12 or less Negroes living therein: #12, #23, #29The following numbered tracts have 2h or less Negroes living therein: #2, # 1 5 , #2 2 , # 3 5 . The following numbered tracts have 36 or less Hegroes living therein: #3, #5, #17The following numbered tracts have 48 or less Negroes living therein: #16, #27• Out of 35 Census Tracts, 27 have less than 48 Negroes residing therein. These figures would tend to confirm the rigidity of housing opportunities for non-whites in this ex­ panded and transient community. The residential development of Arlington has been strongly undergirded by F.H.A. support. The following figures show: 1960 F.H.A. 1961 F.H.A. - Home Mortgages for new houses - Home Mortgages for new houses 401 for $6,297*500 1 - 3 for $6,827*800 |1 Regarding Home and Property Improvements: 1960 F.H.A. - Home improvements - 9 ^ for $1,1^5*107 1961 F.H.A. - Home improvements - 7 ^ for $ 8 5 2 ,8 3 0 The Veterans Administration figures indicate that since 19 V* it has administered 7*219 home loans in Arlington. Real estate transactions tend to control occupancy. It has been stated publically that a real estate broker would lose his membership in the Realty Board should he sell or rent a home to a customer whose race would change the character of the neighborhood. Several real estate brokers have commented that they would prefer an open market and said there were no printed rules requiring discrimination. Documentation is sketchy. The Virginia Real Estate Manual, June 1959* quotes the golder:. rule "Do unto others as you would have them do unto you". The Code of Ethics of the National Association of Real Estate Boards: Article 5 - "The Realtor should not be instrumental in introducing into a neighborhood a character of property or use which will clearly be detrimental to property values in that neighborhood.." (pg. b2) The neighborhood is defined in the following manner, "the neighborhood is that part of an area or community whose physical characteristics are influenced by a similar­ ity of its residents from the standpoint of economic and social tendencies. Generally a neighborhood consists of houses of similar utility, similar quality, the same age. The residents are within the same income group and have the same cultural, racial, and national background and usually predonimately one religious faith." Offhand it would appear as though the real estate groups had not heard of pluralism in America before. In Arlington it would appear that cultural and national backgrounds mean little. Covenants restricting Jews are still found. Most important lines are economic and racial. The first is natural, the latter appears to be drawn by design and pressure. One must distinguish between the realtor and the developer. The latter mainly serves the high income group in growing Northern Virginia. There is the emphasis on exclusiveness which caused the following statement bo be included in a subdivision brochure: �-U - "Said property shall never he sold, leased, conveyed, or otherwise disposed of to anyone not of the Caucasian race as defined by the laws of the State of Virginia." Testimony is readily offered by non-whites who have been turned away from developments in Northern Virginia. For the moment, the more critical need is in regard to single housing and apart­ ment units as Arlington has almost exhausted its potential for new developments. The situation at present offers little ground for creative change or mobility of the pre­ sent attitude of local government, real estate brokers and citizens continues. The results limiting non-white housing to unoficially prescribed areas contributes to the fact that many Negroes serving the needs of Arlington are unable to reside in the county at the level of their choice. In an informal survey of Negro professionals it is revealed that their residences are as follows: Estimated Total Doctors Dentists Lawyers Teachers Live in Arlington b 2 1 9 9^ 28 3 i t . Live outside Arlington 1 1 5 66 These statistics contain many unknown factors plus personal choices, but generally the pattern of lower professional income such as teachers salaries and the unavailability of lower to moderate income housing in Arlington for non-white is supported. Another view is given in the statistics regarding employees of Arlington County. Report of Public Service at grades 1-6 (normal maximum for grade 6 - $^,9^0 per annum): 31$ of the white workers live outside the county Ll$ of the non-white workers live outside the county. It seems accurate to say that housing for all persons receiving less than $5,000 per year is not plentiful. However, it is even more restricted in the case of Negroes. An informal survey in i960 by the Department of Personnel revealed that 37$ of county employees lived outside the county. In addition to the professional and county em­ ployees who commute to Arlington, there are the thousands of Negro demestics and com­ mercial workers who increase the transportation burden of Metropolitan Washington, as they journey across the same bridges as their employers at roughly the same hours. Late in 1961 a minimum standards housing ordinance was adopted by the County Board, after careful citizen preparation. In brief, it permits the county to enforce certain standards. It is administered by the Department of Health and has provisions for ap­ peals. Regarding eviction and re-settlement, the county manager is expected "to have made every reasonable effort to insure that the occupants have been offered alternative safe decent living quarters within the occupants means in Arlington County." The ap­ peals mechanism is in the process of being instituted but under the existing situation there is little hope for finding new low income opportunities for non-whites whose landlords are unwilling to invest sufficient capital to raise the standards, or non­ white owners who themselves are unhble to do so. As a result, the necessary physical standards have received their due attention and at present there is no official county or citizens committee or staff operations concerned with housing needs. We can expect housing standards to rise and the marginal income families to be forced out of resi­ dence here. �-5Negro resources in meeting the problem are few as such. There are, in Virginia, area and state wide. Real Estate Broker Associations composed entirely of Negroes. These groups may serve the local non-white need, but have no apparent opportunity to expand their services to effect residential patterns. One Negro contractor in Arlington has in the past ten years found increasing solid financial support from local lending agencies. In addition to presenting work­ able plans, however, the proposed project ought to be undertaken within the proscribed Negro area. Desirable land outside of Negro areas has been consistently unavailable to him. Thus a developer in the Negro areas alone may assume greater risks because of its varied standards of housing. In order to undertake low income housing in or even beyond Negro land, urban renewal powers are necessary. These powers are presently under debate as regarding renewal of older commercial areas in Arlington. The above referred to contractor has constructed approximately 100 houses (averag­ ing about $18,000) and 77 apartment units in Arlington. He has never had to advertise for clients and continually must turn down requests from potential clients coming from outside the area to serve the government. Another opportunity for guiding social change is the Housing Information Service coordinated by the National Capital Clearing House for Neighborhood Democracy. Owners or renters who believe in open occupancy may notify this group of their interest. At present only four homes are listed in Arlington. A year ago in 1 9 61 , a Good Neighbor Campaign was undertaken by area religious groups and assisted by the National Capital Clearing House for Neighborhood Democracy in Metropolitan Washington. A total of 5 , ^ 9 signed cards were received, pledging that the individual would welcome into their neighborhood "any person of good character, re­ gardless of race, color, creed, or national origin." Northern Virginia returned 1,131 pledges of which 335 came from residents in Arlington. The director for the campaign stated, "the results demonstrated that Washington suburbs are far more ready for open occupancy housing than has generally been thought." Local planners have not been unaware of the Metropolitan situation which indicates a rapid pressure for Negro housing around the District. A retiring county planner who served Arlington for seven years and had responsibilities for the land use plan stated, in regard to the anticipated Negro move to the suburbs, "People should be more mature about this instead of taking an ostrich-like attitude about it." The reason for planners concern generally may be seen in the unpublished results of a reputible private planning group's estimate as to the population of Metropolitan Washington in 1 9 8 0 . Conclusion I - Negro population in I98 O: Total 1,025,000 5^0,000 living in D. C. U8 5 ,0 0 0 living in suburbs Conclusion II - Total 955,000 510,000 living in D. C. Uj 5 ,0 0 0 living in suburbs i- The difference between these two conclusions rests largely on estimates concerning inmigration and birthrates. When one compares these estimates to the present location of the non-white population, the future course is clear to see. �- 6- In i960 the non-white population of Metropolitan Washington was bS9,b6Q with Ul8,6l5 living in the District and 80,773 presently living in the suburbs. The simple limits of space, availability of housing in D. C. are not difficult to assess. Conse­ quently the pressure upon the suburban communities will be intense. Given the facts that there are population pressures out of the District - that at present Arlington's habits tend to discriminate against open occupancy, that real estate and commercial acceptance of Negroes is confined roughly by census divisions, that if the land use plan became implemented without change in assumed racial boundaries, there will be less opportunities for Negroes to live in Arlington than at present. If these facts are accurate, the processes of social change will probably differ from that which has taken place in less sensative areas of community life. In fact, it would appear that without political understanding and the support of interested private groups that this will be a far more difficult social change than has been faced before. In assessing political leadership, the record in Arlington over the past five years reveals, in our opinion, the fact that when a crisis occurs, the leadership res­ ponds and generally with wisdom and insight. However, it seems traditional that ad­ vanced planning has not been provided for. We seem to be a community that disinterestedly moves along until challenged. For example, the committee to keep our schools open was an effective citizens response to the threat of closing the public schools. Although court ordered desegregation has been effectively accomplished and one school district re­ vised to permit Negro children to attend formerly white junior high schools, the complete desegregation and provision for equality of education has not received leadership. Arl­ ington still maintains a segregated senior high school for Negro children having academic opportunities well below the three other senior high schools. Desegregation of lunch counters was accomplished with sound county leadership in the middle of an unplanned crisis. Having solved that, there has been no continuing effort for directing bi-racial opportunities in the county, to learn of and listen to the complaints and circumstances of its citizenry. One instance of a decision without pressure was the County Board's motion to desegregate the recreational facilities. Protests had been lodged in the past by certain citizen's groups but the motion itself arose in the conscience of res­ ponsible leadership. In brief, leadership tends to respond to crisis rather than to plan in advance according to principle. The result is the emergence of small pressure groups and a large segment of apparently disinterested citizens. If Arlington is to play a responsible part in the transition of the Metropolitan area, its political leadership will have to equal the time spent previously on property zoning with time spent concerning human rights and discrimination. Time must be spent on the merits of urban renewal and responsible provisions for low income housing pro­ bably privately encouraged. Community opinion regarding open occupancy and the inherent principles will need official guidance. Small groups such as the Arlington Council on Human Relations can best fulfill their roles by providing information and opportunity for discussion. Certain of the churches in Arlington will undoubtedly provide leader­ ship of the spirit as it involves social change. We can only hope that the need will be gracefully met by leaders in every avenue of community life and that together, Arl­ ington may become a community in which the whole nation may take pride. � 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 123, Records of the Rock Spring Congregational United Church of Christ [UCC] 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 on Housing in Arlington County with Particular Attention Toward Discrimination Toward Negroes by Arlington Council on Human Relations, April 1962 Description An account of the resource Report on Housing in Arlington County with Particular Attention Toward Discrimination Toward Negroes by Arlington Council on Human , April 1962 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 123, Records of the Rock Spring Congregational United Church of Christ [UCC] Creator An entity primarily responsible for making the resource American Council on Human Relations Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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. Date A point or period of time associated with an event in the lifecycle of the resource 1962-4 Identifier An unambiguous reference to the resource within a given context 123_1_2_1_3 https://projectdaps.org/files/original/5a3e82e528c5b7b747be877c23765f5f.pdf 812eee68dae371b77f922a0c03e189b8 PDF Text Text m i RI6HT OF EVERY SHSL9” The Story of the W ashington, D. C. Program of Schbol In tegration �THE RI GHT OF EVERY CHILD w I Published April 1955 by the American Friends Service Committee ( Q u a k e rs ) Community Relations Program 104 C Street, N. E. Washington 2, D. C. C o p ie s o f th is p a m p h l e t , a n d a n e a r l i e r o n e , IN T E G R A T IO N O F W A S H IN G T O N S C H O O L S , w h ic h c o n s id e r s 2 4 o f th e q u e s tio n s m o s t o fte n a s k e d a b o u t s c h o o l i n t e g r a t i o n , a r e a v a i l a b l e fro m t h e a d d r e s s a b o v e . Cover photo by Jules Schick STHarns & Ewing f HEN WASHINGTON SCHOOLS OPENED in September of 1954, Negro and white children sat together in the same classrooms and teachers of both races worked together for the first time. This broke a traditional pattern of racial seg regation within the capital’s school system. A complex chain of events brought about this change in pattern: years of work by citizens who sought school integration; the Supreme Court decision which outlawed school segregation; then, action by the District of Columbia Board of Education and detailed planning by the school administration. Washington is known to the world as the capital of a great nation and a center of international diplomacy on matters of in comparable scope and significance. To many it is less a city than an institution, less a fact than a symbol. Yet beneath the vast superstructure of big government and big issues, Washington is a place where people live their lives, much a# they do in other American communities. W e recount here the story of a vital job the city is doing. The District of Columbia Board of Education acted promptly to establish policy for an integrated school system. On May 25, 1954, just eight days after the Court’s decision, the following statement of principles was adopted: In the light of the decision of the Supreme Court of the United States in Bolling v. Sharpe, the Board of Education of the District of Colum bia, believing it to be in the best interest of all citizens of the com munity of Washington, and necessary to the effective administration of an integrated system within the public schools, hereby adopts the following declaration of policy: No S 0 2 -1 S M —4-SS—L.-R. 3 �1. Appointments, transfers, preferments, promotions, ratings, or any other matters respecting the officers and employees of the Board shall be predicated solely upon merit and not upon race or color. 2. No pupil of the public schools shall be favored or discriminated against in any matter or in any manner respecting his or her relation ship to the schools of the District of Columbia by reason of race or color. 3. Attendance of pupils residing within school boundaries, hereafter to be established, shall not be permitted at schools located beyond such boundaries, except for the most necessitous reasons or for the public convenience, and in no event for reasons related to the racial character of the school within the boundaries in which the pupil resides. 4 . The Board believes that no record should be kept or maintained in respect to any pupil not enrolled in a public school on or prior to June 17, 1954, or in respect to any officer or employee not employed within the system on or prior to that date in which information is solicited or recorded relating to the color or race of any such person. That the maximum efficient use shall be made of all physical facilities without regard to race or color. 5. In support of the foregoing principles, which are believed to be cardinal, the Board will not hesitate to use its full powers. It is pledged to a complete and wholehearted pursuit of these objectives. We affirm our intention to secure the right of every child, w ’ithin his own capacity, to the full, equal and impartial use of all school facili ties, and the right of all qualified teachers to teach where needed within the school system. And finally, we ask the aid, cooperation and goodwill of all citizens and the help of the Almighty in holding to our stated purposes. The prompt action of the nation’s capital in meeting the Court’s decision has understandably captured the interest of the nation. Here a large city school system is undertaking a program of elim inating segregation and establishing a non-discriminatory policy. The school population includes large numbers of both races, not severely segregated in housing. Problems of school building and facilities have been severe. The job is a sizable one. The results are of consequence to the nation and the world. The story is invaluable for those who wish to learn. School officers and citizens throughout the nation feel a responsibility for implementing the Court’s decision. Certain questions are upper most in their minds. How should the transition be carried out? What are the do’s and what are the don’ts? What has been learned about the desegregation process? The Washington program adds an important chapter to the already extensive record of experience. 4 This report is an attempt to tell the Washington story and to comment on the strengths and the weaknesses of the program as it is being carried out. Some have enthusiastically hailed Washing ton as a model for the rest of the nation. Others have assailed the program as one which fails to do the job. The first view tends to overlook the shortcomings, the second to discount achievement. It seems appropriate to look at the Washington program as a pio neering effort, necessarily involving trial and error. PUPIL ASSIGNMENT The plan for pupil assignment involves specific steps taken during the first year (1954-55) and a long-range program to be put into effect the second year. New boundary lines have been drawn on a geographic basis without regard to race, but the new map is being followed only partially during the first year. Beginning in September of 1955, pupils are to be assigned according to the new map, with the important exception that children already enrolled will be permitted to remain in present assignments until gradua tion from that level, as long as space permits. In the event of over crowding, those who live within the zone are to have priority. Under this plan, desegregated zones will not be fully enforced until present first graders finish sixth grade. The first-year program is more limited. During the year 195455, the following actions have been taken as first steps in the deseg regation program: 1. Severe problems of overcrowding in Negro schools were relieved b\ transferring blocks of children to formerly white schools. About 2900 children were reassigned on this basis. Another 100 were re assigned to reliese excess travel distance. 2. All pupils new to the school system (kindergarteners, many first graders, and new residents in the city) and those who moved from one part of the city to another were assigned on the basis of the new, desegregated school zones. 3. After school began, students wishing to move to the school in their new zone were permitted to make formal request for transfer, with administrative reassurance that such options would be granted as space permitted As a result, nearly 2000 children were transferred in late September and early October, while many others were not granted the requested transfers. 4. Mid-year graduates of junior high schools were assigned to senior high schools on a desegregated basis, adding a small number to the total of integrated classes. 5 �INTERRACIAL ATTENDANCE The measures taken have resulted in a considerable degree of interracial attendance, enough to give a real try to the new pro gram. Many have the opportunity for integrated education. Of the city’s 163 schools, 122 have some degree of mixed attendance, ranging from less than 1% Negro to more than 99%. There are 74,000 students in these integrated schools, about 70% of the total school population. The accompanying table shows the extent of interracial attendance in individual schools. It will be noted that most of the mixed schools have a small minority o f one race. In 93 schools, the minority race is less than 20% o f the student body; in 42, it is less than 1%. Still there are 29 schools which range from 20% to 80% Negro. These schools are in the areas where transfers were arranged to relieve over crowding, and where the desegregation program is therefore most PER CENT NEGRO STUDENTS IN D. C. SCHOOLS NOVEMBER 4 , 1 9 5 4 % N U M B E R NEGRO STUDENTS 0 0 . 1 - 0 .9 1 . 0 - 9 .9 1 0 .0 - 1 9 .9 2 0 .0 ■ 2 9 .9 3 0 .0 • 3 9 .9 4 0 .0 ■ 4 9 .9 5 0 .0 - 5 9 .9 6 0 .0 - 6 9 .9 7 0 .0 - 7 9 .9 8 0 .0 • 8 9 .9 9 0 .0 - 9 8 .9 9 9 .0 - 9 9 .9 100 Total ELEM ENTARY JU N IO R H .S . 10 10 12 7 5 2 7 3 5 0 2 23 24 15 0 4 0 2 3 0 1 0 0 1 0 2 2 7 125 22 OF 3 0 0 0 0 0 0 0 0 0 0 0 0 2 5 TEACHER INTEGRATION S C H O O L S V O C A T IO N A L S E N IO R H .S . TO TAL 1 1 2 1 1 0 1 0 0 0 0 0 1 3 14 15 14 10 9 2 9 3 5 1 2 25 27 27 11 j 1 63 SO U RC E: R e p o r t, " M e m b e r s h ip a s o f N o v e m b e r 4 , 1 9 5 4 c o m p a r e d w ith N o v e m b e r 5 , 1 9 5 3 , " i s s u e d b y t h e O f f ic e o f t h e S t a t i s t i c i a n , D i s t r i c t o f C o l u m b i a P u b l i c S c h o o l s , N o v em b er 15, 1954. 6 nearly complete. Forty-one schools still enroll pupils of only one race, 14 white and 27 Negro. W hite schools have been more affected by the desegregation process than Negro schools. More than 8000 Negro pupils have entered schools which were formerly white, while about 450 white pupils are enrolled in schools which last year were all-Negro. All the Negro schools remain at least 86% Negro; all the highly mixed schools are formerly-white schools. The extent of mixed classes, and the variety of pattern, is to be expected in Washington. Negroes comprise more than a third of the total population and make up 60% of the school popula tion. Less ghettoized than in most cities, they live in many parts of the city, often side-by-side with white neighbors. Opening school doors necessarily results in mixed classes. Indeed, the incomplete ness of the first year program has acted as a curb on the degree of mixed attendance which might be expected. The population of a school does not yet fully reflect the composition of the neighbor hood it serves. The announced plan of the administration reaffirmed the Board’s policy of non-discrimination by declaring that the tenure, rank, and salary of all personnel would be protected, that appoint ment would be by examination without regard to race, that assign ment would be in accordance with the needs of the total system. There was no deliberate mixing of the existing segregated staffs, but some teachers were reassigned where blocks of students were transferred. New teachers, a group which included both Negro and white, were assigned without regard to the race of the pupils or of other staff members. As a result, 38 schools opened with mixed teaching staffs. Altogether, 86 Negro teachers were assigned to 34 schools which were previously all-white. They teach pupils of both races, and in fact have more white than Negro pupils. In three instances, a Negro teacher is serving in a school where there are no Negro children. There are four white teachers in schools which were formerly Negro, one of which is still all-Negro. About one out of three white teachers has a Negro colleague in his school while about one out of ten Negro teachers has a white colleague. Once assigned, Negro teachers took their places along with others. Some principals were anxious about the first introduction of the new teacher, but no difficulties were encountered. A few white parents called to complain, though some seemed only to be seeking reassurance that everything was all right. Principals usually 7 �give an answer in terms of "Let’s give it a try.” When "the try” is given, the cause is won. In fact, complaints are few and short lived. The children have no difficulty in accepting a teacher of a dif ferent race. Accustomed to the teacher being an important person in their lives, children quickly accept the classroom situation as a normal one. Earlier anxieties about status felt by Negro teachers have gen erally been allayed. The success of the Negro teacher in a nonsegregated assignment has been conspicuous. The shortage of teachers is so severe that Negro teachers will be employed in the future. It now seems clear that Negro teachers have in fact wider opportunities under the integrated system than under the former segregated one. ADMINISTRATIVE STAFF selection of such top officers has been impartially made. Some sa\ ings in administrative costs have already been made bv abolishing jobs in which vacancies have occurred. Savings of at least $90,000 are predicted when the plan is completed. Negro personnel still feel less security about promotion than about non-discriminatory hiring and placement as such. W hile it i> clear that present Negro officers will maintain their status, anxieties will probably not be fully allayed until it can be seen how futurevacancies will be filled. VESTIGES OF SEGREGATION The outlines of the dual system in many ways remain as a kind of residue of the past. Since most teachers remained in their old assignments, faculties still tend to be all-white or all-Negro, with the pioneers scattered among the others. All schools still have principals of the same race as before. Until administrative staff reorganization was effected late in the school year, officers still administered the same schools as before, inescapably keeping plan ning and staff work largely segregated. The five vocational high schools, three white and two Negro, were not included in the first year program in any way. The two teachers colleges, while now admitting students on a non-racial basis, are still operating as separate institutions. Although the old "Division 1” for white students and "Divi sion 2” for Negro students have been nominally abolished, they fade away only slowly, with traditional lines o f authority and channels of communication slow to change. Consequently it is difficult to give up segregated thinking, to stop speaking of "white schools” and "colored schools,” and to make a really functional merger. Under the dual system, Washington had two sets of school administrators, with white officers serving white schools and Negro officers serving Negro schools. Such duplicate jobs ranged from Principal up to First Assistant Superintendent. With the desegrega tion program, it was necessary to reorganize this dual staff into a single, centralized administration. School officers were assured that the tenure, rank, and salary of every person would be protected, but the actual reorganization was not effected until late in the school year. Under the new plan of reorganization each of the school officers is given a city-wide responsibility. Jobs have been re assigned on a functional basis, with old jobs combined and new posts created. At the top staff level, there are 12 positions, of which four are held by Negroes, who supervise personnel of both races and have schools of all racial composition under their juris diction. These four are a Deputy Superintendent in charge of Coordinated Educational Services (including personnel, research, and curriculum) and three Assistant Superintendents in charge of Vocational High Schools, Elementary Schools, and Individual Pupil Study (research), respectively. The group of Directors (about 10 in number) also include both white and Negro incumbents serving on a city-wide basis. Reorganization o f academic departments is a more involved process. Most departments will ultimately have only one supervis ing officer while they now have two. During the interim period when present incumbents remain in service, one will have the top post with the other acting as assistant, even though both retain present salary. As this is written, it is too early to judge whether Integration of P-TA activities has a special importance, since Parent-Teacher Associations represent a vital link between school and community. Traditionally, white P-TA’s have been organized into the D. C. Congress of Parents and Teachers, the Negro P-TA’s into the Washington Congress of Parents and Teachers. After the Supreme Court decision, the D. C. Congress took formal action to remove from its constitution all reference to race, thereby leaving the way open for any parent to join the local P-TA group. In mixed schools which were formerly white, P-TA’s are 8 9 PARENT-TEACHER ASSOCIATIONS �interracial. Most o f the leadership is still white, since officers were elected the previous year. Some Negro parents were elected to vacancies which occurred late, and many program activities operate on a fully interracial basis. In formerly Negro schools, white par ents are so few that P-TA’s remain essentially all-Negro. There remains the job of establishing a single congress for all P-TA’s. Early in the school year, a joint committee of the two con gresses was appointed to work out a merger. The committee for mulated recommendations which have been accepted by both con gresses. Full integration now depends on the purely technical process of insuring that all local P-TA’s can qualify for full na tional membership. EXPERIENCE IN INTEGRATED SCHOOLS Within the schools, children and teachers and parents are hav ing a chance to learn, finding both the novel and the ordinary in education "without regard to race.” A white principal who had worried about working with a Negro teacher now says, with evi dent sincerity, "Why, I find that I like her.” In another situation, a Negro teacher, who had been unsure about her new assignment, reports, "I’ve made some wonderful friends here at this school.” A white high school student, being probed about the Negro stu dents, says, "Some of them are one way and some another.” A Parent-Teacher Association approached a discussion of "how in tegration is working” with some fear of hard feeling and a painful hour, only to find, "It isn’t difficult to talk about at all.” Stories such as these are innumerable. They are the stories of people learning what they live, finding that their own experience is the real teacher. Those who have been separated by a racial barrier can now see one another as people. Many who expected difficulty do not find it. Parents who had expected to use drastic measures to avoid a mixed school find their children content and have no further need to be concerned. Many parents listen anxiously for remarks o f their children which will tell them what it is like, only to hear nothing pertinent from children who do not find that new classmates have made school any different. Children bring to the situation considerable spontaneity in dealing with others and are usually less conscious of race than adults. They also sometimes bring negative attitudes, reflecting the prejudices of the community. Teachers, who are quick to feel a sense of responsibility to all, are learning to regard most problems as the problems of children, not of Negro and white children. The children themselves learn from the teacher, and from their day-by day experiences with each other. 10 In high schools, both white and Negro children have taken leadership, despite the fact that the N egro children began the year as newcomers. Student councils are elected in the spring for the following year, so the new year began with councils all-white. In a few cases, Negro students found places on the council because of a vacancy which occurred after the new year began. For other offices which are filled by election in the fall, such as Home Room Representative and club officers, some Negro children have been elected along with white children. One high school, which had suffered previously from low enrollment, had jobs on publications staffs and service clubs which were going begging, so that Negro students found more than ample opportunities. The sports activities were traditionally segregated under the dual system, with white and Negro teams never meeting in athletic contests. This year it was possible to do some rescheduling in basketball, so that all the teams could meet, but the football sched ule could not be rearranged on such short notice. However, there are now several mixed teams in formerly white schools which have become integrated. Some problems occur simply because the two halves of the segregated system were not alike. Negro schools in Washington have traditionally been more highly disciplined, organized on more authoritarian lines, than white schools. For most children, transfer into the more permissive atmosphere is helpful; for some, it is difficult and some assistance is needed. Some of the teachers who were transferred needed help in making the change to a different atmosphere. Schools meet the needs as they find them. In one school, the Negro children did not take part in ping-pong during the lunch time free period, because the school they had come from had no ping-pong tables and they didn’t know how to play. The physical education department took on the job of correcting the problem. Where there are only a few children of one race in a school, some carry on well by themselves, others need some help in overcoming initial shyness and resistance. W hile most of the newly entering children learn along with the others, some who learn more slowly need special help. The new program has brought with it some problems, but they are manageable. Many are the problems to be expected in a time of change. Many follow because of the earlier fact of segregation. Many are simply the normal problems that occur in a school situa tion. Some occur because of undue awareness of race, with result ant over-compensation or leaning-over-backwards. Race attitudes as such have some part, but far less than most people anticipated before desegregation. N ow fact can be separated from fancy, and real needs can be met by sound educational practice. 11 �MEETING OPPOSITION Every proposed step in the desegregation process encountered some public opposition, with the Board of Education itself divided on the issue, many organized groups working for either a slow process or a faster transition, and a considerable block of the com munity ready to stage a last-ditch struggle against integration. The Federation of Citizens Association attempted unsuccessfully to halt the desegregation program by court action. A number of citizens’ groups organized to block the program by speech-making, protests to the Board of Education, and public statements. The public generally accepts an accomplished fact, finding the reality less fearsome than the anticipation. It is always the step not yet taken, the territory just around the corner, which becomes the issue of controversy. The D. C. school administration has generally acted well, staying with the program despite the efforts of those who would deter action. On the other hand, it may be that fear of the anti-integration forces has been the reason why some steps have been slow, and some have been taken with troublesome anxiety. Such timidity is an error, inviting opposition rather than quelling it. Most citizens in Washington, as elsewhere, wish to obey the law and to assist the schools in making the transition. Throughout the planning stages, substantial elements of the community went on record as welcoming the Court’s decision and favoring constructive action immediately. Many religious and civic groups communicated with the Board of Education to give advice and support in a spirit o f sharing the responsibility. The opposition groups represent a minority opinion, at times becoming conspicuous out of proportion to actual numbers or strength. The most sensational, though probably not the most effective, expression o f opposition was the abortive student demonstration which occurred in October, 1954. Following the example of similar actions in Milford and Baltimore, groups of students stayed out of classes in three senior high schools, and, during part of the period, six junior high schools. The young people themselves were having a good time outdoors in beautiful Indian Summer weather. There was a spirit of adventure rather than of hostility. At Eastern High School, white and Negro students happily paraded together out side the school! N o violence occurred and normal school attendance was restored within the week. Less than 2% of the city’s school children participated, and, within the schools themselves, classes and normal activities continued as usual. Throughout, the police acted impartially and effectively to maintain order. It is notable that there was no correlation between the extent of integration in a school and its involvement in the strike, if any, 12 or the extent of its involvement. Demonstrations occurred both in the most mixed high school and in one with only a few Negro students, with the latter the more seriously affected. A school with 1 9 % Negro took no part in the demonstrations. Apparently the traditional spirit of the neighborhood and the effective leadership at the moment determined the extent of the activity, rather than the desegregation program itself. Authorities acted well in this crisis, yielding nothing to these pressure tactics. The school superintendent issued a statement re affirming the desegregation policy, calling upon parents to send their children to school, and declaring that loss of school privileges would follow continued failure to comply. The responsible ele ments of the community organized quickly to defend the school program. Religious and civic groups issued statements against the strikes, and all the daily papers editorialized against the truant students. The chief of police made it clear that there would be no hesitation to arrest. Those who promoted the strikes were testing the limits of their ability to delay and disturb the desegregation program. A firm and decisive stand by the authorities and the community put an end to the matter. LIMITATIONS OF THE PROGRAM In a number of important respects, the program in the D. C. schools falls short of full and complete desegregation. This is true both because of the partial character of the first-year steps and because of the gradual nature of the long-range plan. There are a number of problems not yet solved, some of them implicit in the nature of the program. THE FIRST-YEAR STEPS produced certain confusions, due principally to a lack of decisive clarity. Since the plan was complicated, many parents did not understand until late just where their children were to be assigned. Because several different rules were in operation, two children in the same family were often assigned to two different schools, which presented a practical prob lem for the parents. Options were not granted until after classes started, so that additional reorganization was required when late transfers were made. RACIAL DISCRIMINATION still exists. Many children are still assigned to schools on a racial basis. New classes in the fall entered the secondary schools on a segregated basis. Many Negro children were refused transfer to the nearest school. Doubtless there are many others who did not understand the plan o f options, and so did not request transfer. 13 �THE OPTION PLAN will act as a brake on integration as long as it is in force. This plan allows many children a choice of remaining where enrolled or of transferring to the proper school under the new zones. W hite parents are particularly subject to social pressure to keep their children where they are, influenced by a need to conform. Negro parents, feeling the humiliation of segregation and more often inconvenienced by the segregated as signments, have more incentive to move. In theory, those who live in the area have priority. In practice, they may attend the school in their zone only by taking initiative in seeking a transfer, at the risk of displacing those already en rolled. Thus the Negro child who exercises his right is cast in the role o f "invader” and placed in a vulnerable position. This often leads to some reluctance to transfer. Further, simply because a choice is possible, all may be subject to the subtle pressures of per suasion and exhortation. The feature of choice has the effect of loading the scales in favor o f the old pattern, unnecessarily prolonging the transition period. A policy which establishes the same rules for everyone would be more fair and easier to enforce. NEGRO SCHOOLS ARE N O T DESEGREGATED as the plan now operates. The movement of both pupils and teachers is one way into formerly-white schools. The option plan encourages white parents to avoid assignment o f their children to a school formerly Negro. The few who are so assigned because they are new to the system become therefore a smaller minority than they would be if zones were enforced for all grades. Parents are then even more apt to seek some means to have the assignment changed. There is con siderable evidence that school authorities have been too liberal in granting transfers, permitting continued avoidance of the Negro school, despite official statements that transfers are not granted for racial reasons. It is notable that despite the trend, there are several hundred white children who are having no severe difficulties in a minority assignment. Some forthright planning and imagination are needed to re move the racial label of "Negro school” in the public mind. Faculties can be integrated in these schools. Consideration should be given to the device used in some New Jersey communities of changing the name of the school when it clearly carries a racial connotation. Publicity might well stress the high quality of some of the N egro schools which logically should be integrated. At present, the tendency is to treat integration of the Negro school with anxious avoidance, making the job more difficult. There is danger that a block of Jim Crow schools will remain after desegre gation is nominally complete. Executive Secretary L e w is M- H o s k in s Chairman H e n r y J . Ca d b u r y Honorary Secretary E. P i c k e t t Cl a r en c e American Friends Service Committee INCORPORATED T w en ty South T w elfth Street Philadelphia 7, Telephone, R I t P ennsylvania t en h o u se 6-9372 "THE RIGHT OF EVERY CHILD" The Story of the Washington, D. C. Program of School Integration A Report by the American Friends Service Committee One year has passed since the Supreme Court decision of May 17th, 1954 which decreed that segregated education was not equal education. School officers, parents, teachers, and others feel a responsibility for implementing the Court's decision. Certain questions are upper most in their minds. The story of the Washington program is invaluable for those who wish to learn. Additional copies of THE RIGHT OF EVERY CHILD, and of an earlier pamphlet, WORKING TOGETHER: INTEGRATION OF WASHINGTON SCHOOLS, may be obtained from the address below. The earlier pamphlet considers the steps involved in school integration. SINGLE COPY FREE ORDERS UP TO 50 - 10<? EACH SPECIAL RATES FOR LARGE ORDERS Order from: Community Relations Program 104 C Street, N. E. Washington, D. C. Lincoln 3-2773 14 15 �These difficulties which arise from faltering are in sharp con trast to the success of the program where it has been forthrightly undertaken. The integrated schools are operating well, faculties have been integrated with ease, Negro administrators serve all without difficulty. A once-fearful public is finding that schools go on much as usual. The general success of the program is convinc ing evidence that hesitations are unnecessary. TOWARD BETTER EDUCATION Washington schools have been materially improved in the process of desegregating. The worst problems of overcrowding have been solved. Class size has been improved. Extremely over sized classes have been reduced. The shortage of teachers, which long plagued the Negro schools, has been corrected by the re assignment of children and teachers. Needs and services are better matched, facilities more fairly and more efficiently distributed. Negro schools which have not been integrated nevertheless benefit from the program because of relief from such problems as over crowding and teacher shortages. This year for the first time, com parisons of "Division 2” (formerly Negro) schools and "Division 1” (formerly white) schools show substantial equality. Solution of these old problems, which were implicit in the dual system, leaves the way clear for other improvements in schools. Funds and services can be put to better use in building a good educational program. Improved teacher education would result if the colleges were merged. School officers, once used for duplicate jobs, can now give additional service sorely needed. Only now is it possible to get on with the real business of education. Education in a democratic society centers on the individual child, respecting him as a person and providing the conditions which will help him to find the creative person which is most uniquely himself. Integration establishes the atmosphere where such an education is possible. The child is no longer blind to others because of an artificial barrier, no longer humiliated by being set aside. There is a new sense of dignity and a new feeling of freedom. The Washington story may well give courage to the faint hearted and conviction to the doubtful. Those who would learn from the Washington experience will find no magic formula to give proof against error. They will find that the job of desegrega tion is feasible and constructive, even with difficulties and mistakes. If the story is not one of perfection, it is one of success. If the full task is not done, there remains a record of substantial achievement. Washington schools have taken the first and biggest step, that of establishing a policy and undertaking a program. 15 �, a Q uaker organization, attem pts to relieve hum an suffering and to ease ten sions between individuals, groups, o r nations. At the base of all Service Com m ittee w ork is the belief th a t G od lives in every person and th a t love in action can overcome h atred, prejudice, and fear. The Service Com m ittee works in Europe, Asia, Mexico, El Salvador, and in the U nited States. T h e A m e r i c a n F r ie n d s S e r v i c e C o m m i t t e e o f the A m erican Friends Serv ice Com m ittee involves w ork in the fields of educa tion, recreation, em ploym ent, housing, and in the general field o f com munity counseling. A bout two dozen projects are located in the U nited States w ith staff and guiding com mittees w orking in such places as Indian Reservations, large industrial cities, or in the grow ing suburban areas. In each case the aim of the w ork is to help elim inate the barriers of prej udice and resulting discrim ination w hich deny the full developm ent o f each hum an being. T h e C o m m u n i t y R e la t io n s P r o g r a m the C om m unity R elations Program has de voted fo u r years of w ork w ith the com m unity to w ard elim inating segregation. Efforts have been centered around integration o f public schools and recreation areas. For two years before the Supreme C ourt’s school decision, the Service Com m ittee of fered seminars for public school teachers and ad m inistrators looking forw ard to the transition to integration. T he staff consults w ith officials and com munity leaders, serves as an inform ation center, and gives aid to local groups in program planning. A special short-term project in 1953 provided as sistance in establishing non-discrim inatory policies in places of public accom m odation. In W a s h in g t o n , D .C . O th er American Friends Service Com m ittee program s in W ashington include In ternational Student House, Davis H ouse (an international guest house), and seminars for young people and fo r governm ent officials. NATIONAL OFFICE: American Friends Service Committee, 20 S. 12tfc St., Phila. 7, Pa. � 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 Booklet: "The Right of Every Child", The Story of the Washington, D.C. Program of School Desegregation, American Friends Service, April, 1955. 10 pages. Description An account of the resource The story of the integration process in Washington, D.C. right after the Supreme Court Decision. 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 American Friends Service Date A point or period of time associated with an event in the lifecycle of the resource 1955-04 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_2_38 https://projectdaps.org/files/original/d65e64725e9515c03e885ddd4b106f6e.pdf 3c023c8fbbc238e68e3c0504d4df8f03 PDF Text Text A M E R I C A N F R I E N D S S E R V I C E C O K I T T E E Corn-unity Relations Program Washington, D. C. loll C Street, N. E. No. 31 - September 1955 Lincoln 3-2773 T ~AIL and FAREWELL With the end of this month, AFEC brings to a close the Community Relations Program in Washington. Con sequently, this is the final issue of the newsletter. With regret, we leave our many friends here. With respect, we contemplate what the city has accomplished in the h years since we began. With humility, we express gratitude that we have lived and worked here. Through the ef forts of its citizens, the city has risen to a new sense of vitality, a new respect for its people, a new recognition of mutual obligation on the part of its citizens. But there still remain problems of segregation and discriminatory practices. The citizens' organizations still have important work ahead of them. In addition, the city has the continuing job of building bet ter human relations, bringing practice in line with policy, folloidng desegregation through to integration. We shall watch with special interest the progress the city makes in continuing the task, SCHOOL DESEGREGATION In its first year, the Washington school desegre gation program accomplished much. It demonstrated amply to a watchful nation that the job can be successfully done, pro viding a better school system and a constructive experience for the com munity. This year should be a vital one in eliminating remaining traces and vestiges of segregation. Operation in the years to cone will deter mine whether the District schools do, in fact, fulfill the promise given in the Board of Education's original statement of policy for an integrated ■system. We urge citizens to take an active part as the program proceeds. Organizations should be alert to the implementation of the program and to school practice in day-by-day operation. We offer the following suggestions of important things to lcjk foij: 1) The option plan is now the governing principle in making school assignments. Under this plan students attend school according to the desegregated school zones, with the exception that pupils al ready in school may remain where enrolled until graduation from that level, if space permits. Since this plan was not fully in operation last year, Washington is now giving it its first real test. This plan delays completion of the program. It slows de segregation of Negro schools and leaves the way open for compe tition for school facilities. Citizens should be alert t < injustices or difficulties which stem from this plan. 2) Integration of administrative staff das not yet been completed. The issue of how department heads are to divide responsibility has not yet been resolved. Citizens should urge completion of this important step. �- 2- 3) The Teachers 1 College is still operating on the two sites usecTBy Miner and Wilson,, Citizens* groups have long urged location of the merged college on one site* Citizens* groups should make careful evaluation to determine whether a fullyintegrated operation results under the present arrangement0 U) Discriminatory practices are apt to arise in any school system,, Attention is called to the many northern school systerns where considerable pupil segregation occurs because of gerrymandering, community pressures, or optional transfers, Negro personnel often meet discrimination in seeking promo tion, In the years to come, citizens should be alert to Washington school practice, with attention to pupil assign ment, future hiring, and staff promotions, Washington now has a school system interracial in student bodies, faculties, administrative staff, Board oi^Jgdapation, and P-TA*s, We hope this sound basis for beginning can be strengthened and never reversed, AMERICAN FRIENDS SERVICE COMMITTEE The AFSC Community Relations Program continues with Job Opportunities Pro grams, Housing Opportunities Programs, and an extensive program with Am erican Indians, In the field of public school integration, we plan a year's work on the national level. Half of the year will involve loan of staff to Southern Regional Council for work with the state Councils on Human Relations* REPORT OF THE WASHINGTON PROGRAM There is now available a report of the l years * work of the Washington pro i ject, entitled "Toward the Elimination of Segregation in the Nation's Capital; The Report of an AFSC Community Relations Project with Public Schools and Recreations Areas, 1931-1933*w You may secure a copy by writing the Community Relations Program, AFSC, 20 South 12th Street, Philadelphia 7, Penna. Hereafter, please direct all further inquiries for information or literature to that address. AMERICAN FRIENDS SERVICE COMMITTEE Community R elations Program 104 C Street, N. E. Washington 2, D. C. Sac. 34.65 (a), P .L .& R . U. S. POSTAGE PAID WASHINGTON, D. C. Permit No. 40351 Mrs. Edmond Campbell 2912 N. Glebe Rd. Arlington, Virginia Form 3547 REQUESTED � 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 Newsletter, American Friends Service Committee, Washington, D.C., no. 31, 9/1955, 2 pages. Description An account of the resource School Desegregation 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 American Friends Service Committee, Washington, D.C. Date A point or period of time associated with an event in the lifecycle of the resource 1955-09 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1050s 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_9_1_14 https://projectdaps.org/files/original/7dc4cdcb7337d90ea50df7c6ce07a056.pdf 1a91078b3f7b667f14451e229526d852 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx 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 Science Test, Ann Marx. Date unknown, Handwritten notes on back, date unknown Description An account of the resource Science Test partial answers (?) with handwritten notes on back Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Ann Marx 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 18_2_1_6_18 https://projectdaps.org/files/original/9c5be32c41a36b05f118829fa2deef13.pdf e3ac747a7f5bde1fdfcd67f903f9db14 PDF Text Text R e p r in t e d from t h e ^ ^ S ^ b u lle tin F e b ru a ry , 1959 C o u ra g e a n d c o m m u n ity p la n n in g h e l p e d A r lin g to n , V a ., m a in ta in la w a n d o r d e r o n D -D ay f o r i t s s c h o o ls . B y D A V ID L. K R U P S A W C h ild ren le a v e a f t e r firs t d a y o f in te g r a te d c la sses in V irg in ia p u b lic sc h o o l h isto ry . THE DAY NOTHING HAPPENED T h e G o v e r n o r o f V irg in ia sa id , “I a m d e te r m in e d to k e e p th e p ea c e a n d g o o d o rd e r to th e e n d th a t th e h o n o r o f V irgin ia h e n o t d e fa m e d .” H e m e a n t w hat h e sa id . T h e C o u n ty M a n a g e r o f A r lin g to n said, “D is tu r b a n c e s w.ill n o t b e to le r­ ated . A ll p o lic e o ffic e r s h a ve b een in stru c te d to ta k e e v e r y s te p n ecessa ry to m a in ta in p e a c e a n d o rd e r.” H e m e a n t w h a t h e sa id . a Northern Virginia sub. urb just across the Potomac from Washington, D. C., has a population 169,000 and a police force of 169 men. More than half of this force was assigned to duty in and around Stratford Junior High School on the morning of February 2, 1959, the day that time ran out for "massive resistance.” At 8:35 a.m. four Negro children walked unescorted across a large playfield and entered the school. Classes began at 8:45 a.m. A t 10:30 a.m., I was able to tell newspapermen that "Arlington’s experience this morning demonstrates conclusively that no dis­ orders occur where public officials arc honestly determined that there will be no breach of the peace. Rabble rousers are basically cowards and fade away when confronted by authorities in a posture of dignity and quiet confidence.” This, I believe, is the real reason why desegregation in Arlington was accom­ plished without incident. This is why there was no excitement, why the assign­ ment turned out to be a dull one for press, radio and television. The lunatic fringe had made threats, had promised to picket, had said it would distribute hate literature. It did not appear. Report­ ers made up most of the crowd that morning and their number dwindled as the day wore on. We made it clear in words that we would tolerate no breach of the peace; rl in g t o n , A we also took elaborate precautions to back up our words. Since last summer our police had been taking special train­ ing and instruction in the handling of "civil disturbance.” On the morning that the school was integrated pursuant to the decree of the federal courts, our police, wearing GI battle helmets painted white, and equipped with gas grenades and masks, batons and other riot equip­ ment, were deployed around the entire perimeter of the school grounds. Fifteen plain clothesmen, mostly from our Ju ­ of venile Bureau, were on duty in the school building. Access to the school and the -------------- T h e A u t h o r -------------Mr. Krupsaw had an insider's view of the Arlington story. He is Chairman of the Arlington County Board— a title equiva­ lent to that of mayor. thwarted. There was no disruption of the teaching schedule. It soon became evident to Arlington authorities that we had "over-prepared.” The next morning the contingent assigned to protect the children and the school was reduced from 90 men to 60. The following day, February 4, the sixty were cut to thirty and the next day to fifteen. On Friday, February 6, the last school day of the week, all officers were removed except for two plainclothes officers in­ side the school and motorized units patroling the school area. The Arlington desegregation story was Qff the front pages on the fourth day. In less than 100 hours we had become only second section news. This exceeded our best hopes and was a good measure of our success. We are not in the least sorry that we were over-prepared. And we know that we will have a continuing problem for some time. But we are confident that we can handle our problem ourselves— without interference from state militia or paratroopers with fixed bayonets. surrounding area was limited to pupils and teachers. Press, radio and television reporters were barred from school prem­ ises. Any carnival character that might have attached to the event was eliminated. Photographers and reporters did some­ what better from their standpoint after T h e sm ooth and happy passing of school was dismissed; they could stop and talk with children after they had left Arlington’s D-Day was the result of much more than just police planning. the restricted area around Stratford. Several anonymous telephone calls were Many others participated. received during the day alleging that One of the Negro mothers was in bombs had been planted in the school charge of "orientation.” Conferences building. Our police were certain that were held by Negro and white parents. this was not true, and a careful recheck Workshops with the youngsters prepared of the building showed that they were them for the emotional adjustment to the right. Stratford had been kept under white school. Volunteer white teachers intense surveillance; for several nights worked as tutors. Several white parents before "Desegregation Day” the school arranged parties for the Negro children building was illuminated inside and lights to get together with kids from Stratford flooded the school grounds. N o panic fol­ so that the new students would see a lowed the bomb threats and the obvious few familiar faces that first day. Student purpose of emptying the building was guides were assigned to help the new­ available from ANTI-DEFAMATION LEAGUE OF B’NAI B’RITH 515 Madison Avenue, New York 22, N. Y. comers through the hallways to the vari­ ous classes. The orientation activities and get-togethers were not sponsored by school authorities. They knew of this only through the newspapers. S in c e litig a tio n was pending almost to the moment that school opened Monday morning, the school administrative au­ thorities participated only in the me­ chanics of the necessary arrangements. They conferred, of course, with the county manager and police officials regarding arrangements for the big day. The su­ perintendent of schools conferred with the principal of the junior high school about the enrollment and placing of the Negro pupils. The superintendent assigned the school system’s public relations offi­ cer to Stratford and she sent informa­ tion over to the Administration Building for release to the press. Claude M. Richmond is the principal of Stratford Junior High School. He talked to each of the 7th grade sections, giving only the facts, and told the stu­ dents what was expected of them in terms of behavior. The children were told to discuss this with their parents. Attend­ ance in school on "opening” day was a matter for parental decision. Mr. Rich­ mond also spoke to his 8th and 9th grades at assemblies and discussed all facets of the problem with his faculty. In assign­ ing the children, he gave careful consider­ ation to the makeup of the group and to the teachers concerned. He talked to the four Negro children and to some of their parents about arrangements for en­ rollment, programs and schedules. The superintendent issued a rule (with the approval of the school board) that the admission of Negro students would not automatically constitute a valid rea­ son for transfer of students to another school or to another section within Strat­ ford. He also ruled that any student cre­ ating a disturbance would automatically be suspended and would be readmitted only after a conference with the child’s parents. Principal Richmond sent these regulations home by the children. So w e are now, we hope, over the hump. Because the Governor of Virginia, J. Lindsay Almond, Jr., is a responsible public official and a man of courage, be­ cause Arlington authorities made it clear that no disorder would be tolerated, our community was able to master its crisis. Although we are, in one sense, a suburb of Washington, D. C., we are still Vir­ ginians, and most Virginians do not wel­ come integration. But that was not the point. Responsible Virginians and Arlingtonians wanted no Little Rock. And there was no Little Rock. � 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 Article by David L. Krupsaw, Chairman of the Arlington County Board, "The Day Nothing Happened", The ADL Bulletin, February, 1959. Description An account of the resource Article about the first day of integrated school at Stratford Junior High School in Arlington and the preparations that had been made to make a smooth transition. Date A point or period of time associated with an event in the lifecycle of the resource 1959-2 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 Anti-Defamation League of B'nai B'rith, David L. Krupsaw 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. nauthorized 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_8_1_8