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Title
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EWP Gray Commission Image Page 7
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Description
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This page continues the discussion from page 6 under THE PROBLEM BEFORE US, referencing the judicial decisions of 1954 and their impact on Virginia schools and the separation of Negro and white children in their education. The Commission sees the Supreme Court's decisions as having an "adverse effect" on white children through the integration of schools. Thus, the Commission believes that separate facilities for the races are the best for children's education overall.
The Commission presents the case that modern public schools have been racially segregated. Additionally, the process of segregation has affected where white children are taught--in private academies. It recognized by the Commission that Negro children lose "something by being compelled to attend separate schools. Further, the Commission believes that the separate facilities" in the public schools "are in the best interest of both races." Also, the school boards are to be given broad latitude in how they meet the needs of their student populations, including employing teachers, assigning pupils, and handling transportation and cafeteria issues.
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Tag
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Integration; separate facilities; racial problem in Virginia; school properties; investment; local taxes; autonomy; employment of teachers; assignment of pupils; transportation; cafeterias; athletics; societies of various kinds; extra-curricular activities; maintenance of existing social practices; elimination of every activity but bare instruction; maintenance of co-education; separation by sex; county magistrates; legislate, adjudicate; and administer the laws; George Mason; Bill of Rights; Edmund Pendleton; Virginia Revolutionary Convention.
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Place
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Virginia
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Identifier
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1000577
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Is Version Of
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1000577_EWP_Grey_Commission_006.jpg
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Is Part Of
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EWP 01 Civil Rights
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Date Created
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2024-01-07
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Format
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Jpeg Image
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Number
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4a2bfdbaa3e5fd025d7b39d80eb2817fc912d26440fee1b9954a9388f0efbbed
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Source
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/Volumes/T7 Shield/EWP/Elements/EWP_Files/Access Files/Upload temp/1000577_EWP_Grey_Commission_006.jpg
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Publisher
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Digitized by Edwin Washington Project
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Rights
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Loudoun County Public Schools
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Language
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English
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Replaces
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/Volumes/T7 Shield/EWP/Elements/EWP_Files/source/Ingest One/1 Civil Rights/integration_folder/Grey_Commission/EWP_Grey_Commission_006.jpg
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extracted text
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segregation cases before it. Progress in recent years has been so rapifl_in
improving the Negro schools that now in many of our counties and cities
they are superior to the white schools.
Our modern public school system has been developed on a .racially
segregated basis and advancement of the Negro race has been a direct re-
sult of such a system. Without segregation, the white children would
still be largely taught in private academies as they were in the early days
in Virginia. Public schools would have made no progress and Negro
children would have received little or no public education. Future judicial
pronouncements angi the attitudes of the Negroes themselves will largely
determine whether in many parts of Virginia the clock will be turned back
a century. .
It is now judicially asserted that Negro children lose something by
being compelled to attend separate schools. The Supreme Court of the
United States, however, gave no consideration to the adverse effect of
integration upon white children, although this was expressly called to the
attention of the Court. This Commission believes that separate facilities
in our public schools are in the best interest of both races, educationally
and otherwise, and that compulsory integration should be resisted by all
proper means in our power.
The racial problem in Virginia varies radically in different localities;
in thirty-one counties in the North, West, and Southwest the Negro school
population is less than 10% of the whole; in twenty-four of the South-
eastern, Piedmont, and Tidewater counties it exceeds 50%, and in one it
is nearly 80%.
In some localities where there are few Negroes the problem of ad-
justment is not so serious as it is in localities with large Negro populations.
In the latter, it is believed that the people will abandon public schools
rather than accept any integration. Our school properties, representing
an investment of nearly half a billion dollars, are owned by the localities,
and the money for their operation is raised in great part from local taxes.
Obviously, the schools cannot continue without the support of the people,
and we must leave a large measure of autonomy to the localities even
though that may result in the closing of public schools.
Thus the local school boards must be given wide discretion to meet
their peculiar local problems. The employment of teachers; the assign-
ment of pupils; the regulation or abandonment of transportation ; the opera-
tion or abandonment of cafeterias; the continuation or abandonment of
athletics, societies of various kinds, and other extra-curricular activities;
the maintenance of existing social practices or the entire elimination from
the schools of every activity but bare instruction ; the maintenance of co-
education or separation by sex;—all of these things must be in the hands
of local people who know their own communities and whose children will
profit or suffer by their decisions.
This will call for unselfish service on the part of the best people of
each community. But this is not new in Virginia; in the years that
preceded our Revolution, times of stress and danger, our best men con-
tributed unselfishly and without compensation their thoughts and energies
to local government, even while playing their parts on a larger stage. As
county magistrates they legislated, adjudicated, and administered the laws
of their people. George Mason, who wrote our Bill of Rights, was a
magistrate of Fairfax County; Edmund Pendleton, who presided over the
Virginia Revolutionary Convention and drafted the resolution calling
upon Congress to declare Independence, was a magistrate of Caroline
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