1961 US Commission on Civil Rights Report Book 2 - University of ...

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future the university would accept "any qualified student in any of its schools or colleges . . . regardless of race, creed, or color." *° On April 19, <strong>1961</strong>, Tulane University at New Orleans, Louisiana, announced that it would "admit qualified students regardless of race or color" if it were legally permissible. 41 Duke University at Durham, N.G., has indicated that it will admit Negroes to its graduate and professional schools beginning in the fall of <strong>1961</strong>. Duke was the first private college in North Carolina to announce such a policy. 48 Following Duke's example, the trustees of Wake Forest College at Winston- Salem, N.C., authorized the college's three graduate divisions to admit qualified applicants without regard to race. This, however, left the final decision on admitting particular applicants to the discretion of the deans and faculties of each graduate school. 48 (Duke and Wake Forest are the only two private colleges in North Carolina which have graduate schools in law and medicine.) On June 5, <strong>1961</strong>, Wake Forest trustees further liberalized their policy. They said the college could admit a "limited number of special students for evening classes or summer term classes without discrimination as to race." 44 At least some of these changes in admission policy were reported to have been influenced by the <strong>Commission</strong>'s Higher Education Report. 172
12. Conclusions The Nation's progress in removing the stultifying effects of segregation in the public elementary and secondary schools—North, South, East, and West—is slow indeed. During the period 1959-61, only 44 school districts in the 17 Southern and border States initiated desegregation programs; 13 of these acted under court orders; 15 more were pressured into action by pending suits. Seven years after the Supreme Court decision in the School Segregation Cases, 2,062 school districts in the South that enroll both white and Negro pupils had not even started to comply with the requirements of the Constitution. These include all districts in Alabama, Georgia, Mississippi, and South Carolina; all but one in Florida and one in Louisiana. Some of the 775 that have started to desegregate have barely begun a 12-year progression; others, by making all initial assignments by race and placing the burden of seeking transfer on Negro pupils—often under extensive pupil placement procedures—have kept at a minimum the number of Negroes in attendance at formerly white schools. In the North and the West, where segregation by race, color, religion, or national origin is not officially countenanced, it exists in fact in many public schools. A Federal court decision in the New Rochelle, N.Y., case in January <strong>1961</strong> (affirmed by the court of appeals) which required the desegregation of a public school in a northern city, was probably the most significant single event affecting equal protection of the laws in public education since the Supreme Court's decision in the Little Rock casein 1958. Legislative resistance to desegregation has continued in some Southern States, notably Louisiana. Others, such as Virginia and Georgia, have shifted from massive resistance to freedom of choice fortified by tuition grants. The former proved unconstitutional; the new strategy is now before the courts. The Prince Edward (Va.) case raised the question whether the closing of the public schools and financing the education of all children who seek it in private schools is an evasion of a court order to desegregate. In the St. Helena case the closing of a public school in accordance with Louisiana State law to avoid the neces- 173
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1961 United States
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KF 4755 .A822 1961
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Page CHAPTER 4. DESEGREGATION IN TH
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Page Summary 135 CHAPTER 9. SOUTHER
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General Contents: Books 1-5 Book I:
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Foreword The United States
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Inaction of government officials ha
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pan iv. Education 1. Introduction O
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equire or permit segregation by rac
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for the two races. 8 After the clea
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district court might conclude after
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1. State-imposed racial segregation
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grants, for example? If so, what pr
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If initial assignments by race subj
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As the Court put it in Boiling v. S
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seems to arise. The cost of public
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children of the same family to atte
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The Fifth Circuit appears to be on
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to exhaust administrative remedies
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students wishing to do so could reg
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In Northcross v. Board of Education
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standards, was rejected on "attitud
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Curriculum disparities as between w
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to be approved or disapproved by a
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their schools, as required by law."
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4. Desegregation in the South By Ma
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enrollment. In September 1960, Air
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the school year. 88 While the numbe
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hand, they were openly—this time
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Maryland All of the 23 school distr
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tion. 80 One Negro pupil was assign
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The North Carolina Advisory Committ
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eligible Negro students quietly ent
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white counterparts. Their overall a
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Fairfax County, which has a very sm
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Our dual system of schools is the b
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having only a few Negro pupils have
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The Charlotte-Mecklenburg Board of
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to maintain segregated schools for
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and authorized school boards to pro
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desegregated schools. 86 This legis
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and New Orleans—was under court o
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It had become clear that New Orlean
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South Carolina Statutes enacted dur
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6. The Threat to Education ... no i
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act, and a 1959 amendment withholdi
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ther to close other schools in any
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given authority to call an election
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from certain schools was voided by
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funds were available. The school bo
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The financing of these private scho
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and other forms of governmental par
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should be kept in mind when we spea
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public schools because of tuition g
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7. Segregation North and West At le
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y school authorities. All these pow
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easonable, and educationally sound.
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classes and school, attend the scho
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choice is between two schools havin
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thorough elimination of segregation
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INFERIORITY OF THE SCHOOL From 1896
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Having put the power of assignment
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suit in serious disparities in staf
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sponsored; others are private, volu
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same students had made the previous
Page 138 and 139: sional techniques involved in purpo
Page 140 and 141: Another approach is to improve his
Page 142 and 143: January January 1958 1961</
Page 144 and 145: IQ scores of 108, 128, 99, and 125
Page 146 and 147: 1. The gains in reading comprehensi
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Page 150 and 151: serves. Thus, Oak Park and Carver p
Page 152 and 153: sponsored. An exception is the tuto
Page 155 and 156: 9. Southern Libraries Sixteen years
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Page 165 and 166: 10. Role of the Executive Branch Ea
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Page 171 and 172: THE LOUISIANA CASES An Interpositio
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Page 175 and 176: As to the contention that the Unite
Page 177 and 178: At the hearing at which the court r
Page 179 and 180: Appropriate action to vindicate the
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Page 183 and 184: 11. The Colleges In January <strong
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Page 187: In May 1961 a Negr
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Page 193 and 194: have made some start towards compli
Page 195 and 196: Need for Federal protection 17. The
Page 197 and 198: of equal protection in public schoo
Page 199 and 200: tended, to serve as a clearinghouse
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Page 204 and 205: NOTES: EDUCATION, Chapter 2 1. Brow
Page 206 and 207: Notes: Education, Chapter 3—Conti
Page 212 and 213: NOTES: EDUCATION, Chapter 4 1. Cf.
Page 234 and 235: NOTES: EDUCATION, Chapter 7 1. See
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Notes: Education, Chapter 7—Conti
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Notes: Education, Chapter 10—Cont
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Notes: Education, Chapter 10—Cont
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Notes: Education, Chapter u—Conti
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236
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TABLE 2.—Status of segregation-de
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240
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EXHIBIT i Bureau of the Budget No.
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(3) Fill in blanks under columns th
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GARDINER, "National Library Week—
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U.S. Commission on
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LIST OF CASES CITED—Continued Pag
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LIST OF GASES CITED—Continued In
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LIST OF GASES CITED—Continued Pag
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