DOCSLIB.ORG

RESTORATIVE JUSTICE UNFULFILLED: a CASE STUDY of AFRICAN AMERICANS from PRINCE EDWARD COUNTY, VIRGINIA By

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
RESTORATIVE JUSTICE UNFULFILLED: a CASE STUDY of AFRICAN AMERICANS from PRINCE EDWARD COUNTY, VIRGINIA By RESTORATIVE JUSTICE UNFULFILLED: A CASE STUDY OF AFRICAN AMERICANS FROM PRINCE EDWARD COUNTY, VIRGINIA by Linda J. Mann A Dissertation Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy Education Committee: Chair Program Director Dean, College of Education and Human Development Date: Spring semester 2015 George Mason University Fairfax, VA Restorative Justice Unfulfilled: A Case Study of African Americans from Prince Edward County, Virginia A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at George Mason University by Linda J. Mann Masters of Education University of Vermont, 1991 Bachelors of Science University of Vermont, 1986 Director: Penelope Earley, Professor College of Education and Human Development George Mason University Fairfax, VA This work is licensed under a creative commons attribution-noderivs 3.0 unported license. ii DEDICATION This study is dedicated to the late Reverend L. Francis Griffin who served as the spiritual leader in Farmville during the school closures. I never had the pleasure to meet him, but his words inspired me to take this study on. So, when I lie on my bed at night and contemplate life, I tremble at the grim realities facing us. What will we tell the generations yet unborn? What can we say to poor everyday man, a victim of the system of injustice now in existence? … I, for one, will not be guilty, I must speak out against injustice, and everywhere I see it (The Richmond Afro-American, July 28 1961, para. 32). This study is also dedicated to the individuals that were interviewed in order to develop a better understanding of what it means to be a recipient of the Brown Scholarship Fund as well as the gatekeeper who welcomed me and provided support throughout the research process. This study is truly their study. Moreover, these individuals work to secure justice everyday through their actions and words and I was inspired by their stories of bravery, and perseverance. iii ACKNOWLEDGEMENTS I would like to acknowledge the individuals who have inspired and guided me in both my scholarship and in my personal life. First, I would like to acknowledge our children, Greg, Tyler, Jason, Brad and Julia. Thank you for your constant support and your continued words of encouragement when I was feeling depleted. You are the most amazing, supportive children and you are my inspiration. Also, thank you to my husband who supported me in every way possible to complete this dissertation. Your sacrifices did not go unnoticed and I am forever grateful. I would like to thank my committee and in particular, Dr. Earley. Dr. Earley, I am so very grateful to you for your continued guidance and expertise. Thank you for pushing me to excel in my scholarship and for always believing in my abilities. You have been a great mentor. I am thankful to my committee for pushing me to think critically and analytically about my scholarship. Your expertise and support guided this study and I am very grateful. Also, gratitude to Dr. Pellegrino for the many projects we shared. You taught me much about research, publishing, conferences and teaching at the University level. Your faith in me meant a lot. I would like to acknowledge my Mom, who always pushed me to achieve and strive to be the best I could be in actions and words. I am grateful to my Dad who had a passion for politics and policy and instilled in me a desire to work within the field. I am grateful for my in-laws, Susan and Newt, and their never ending cheerleading. I would also like to acknowledge my siblings and extended family members who demonstrate work ethic every day. In particular, I would like to recognize my brother Lee, and sister-in-law Pat, who demonstrate strength in character despite life’s hardships. Thank you for your ever- positive outlook on life. iv TABLE OF CONTENTS Page List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii List of Abbreviations ......................................................................................................... ix Abstract ............................................................................................................................... x CHAPTER ONE ................................................................................................................. 1 Historical Overview and Background to the Problem .................................................... 4 Statement of the Problem .............................................................................................. 27 Brown Scholarship Fund ............................................................................................... 33 Purpose of the Study ..................................................................................................... 37 Research Questions ....................................................................................................... 38 Conceptual Framework ................................................................................................. 38 Organization of the Study ............................................................................................. 41 Significance of the Study .............................................................................................. 42 Definition of Terms ....................................................................................................... 43 CHAPTER TWO .............................................................................................................. 46 Brown v. Board ............................................................................................................. 46 Critical Race Theory ..................................................................................................... 64 Concerns on CRT and Transformation ......................................................................... 70 Restorative Justice ......................................................................................................... 72 Brown v. Board of Education Scholarship Fund and Program ..................................... 82 Summary Discussion ..................................................................................................... 86 CHAPTER THREE .......................................................................................................... 89 Phenomenology ............................................................................................................. 89 Case Study ..................................................................................................................... 91 Site Selection ................................................................................................................. 92 Participant Selection .................................................................................................... 103 v Data Collection ............................................................................................................ 106 Data Analysis .............................................................................................................. 112 Reliability and Trustworthiness .................................................................................. 116 Limitations .................................................................................................................. 120 CHAPTER FOUR ........................................................................................................... 122 Brown v. Board of Education Scholarship Program and Fund ................................... 122 Individual Case Findings ............................................................................................. 123 Cross-Case Themes ..................................................................................................... 161 Summary ..................................................................................................................... 182 CHAPTER FIVE ............................................................................................................ 184 Restorative Justice Analysis ........................................................................................ 185 Brown Scholarship Fund Unfulfilled .......................................................................... 187 Comprehensive Restoration ........................................................................................ 191 Restorative Justice Considerations .............................................................................. 199 Reflections on Race Relations ..................................................................................... 201 Limitations .................................................................................................................. 205 Future Studies .............................................................................................................. 207 Summary ..................................................................................................................... 209 ENDNOTES ................................................................................................................... 210 Appendix A ....................................................................................................................
Load more

Recommended publications
  • June 2 VFSB Meeting
    VIRGINIA FIRE SERVICES BOARD Friday, June 2, 2017 A regular meeting of the Virginia Fire Services Board was held at the Petersburg Library in Petersburg, Virginia. Mr. Walter Bailey served as Chair. BOARD MEMBERS PRESENT Walter Bailey – Chair – Virginia State Firefighter’s Association David Layman – Vice Chair - Virginia Fire Chiefs Association Brian McGraw - Virginia State Fire Marshal H. Lee Day – Virginia Fire Services Council Sean P. Farrell –Virginia Board of Housing & Community Development Bettie Reeves-Nobles – General Public James A. Calvert – Industry (SARA Title III & OSHA) Representative David C. Hankley – Virginia Municipal League Jeff Bailey - VA Chapter of the International Society of Fire Service Instructors James Stokely – Insurance Industry BOARD MEMBERS ABSENT Joseph F. Hale – Association of Counties James D. Poindexter – Virginia Professional Firefighters Association Bettina Ring – Virginia State Forester Dennis D. Linaburg – Virginia Chapter of the International Association of Arson Investigators James “Robby” Dawson – Fire Prevention Association AGENCY MEMBERS PRESENT Brook Pittinger Mohamed Abbamin Ron Reynolds Melvin Carter Dave Jolly Erin Rice Theresa Hunter Tim Hansbrough GUESTS PRESENT Dean Farmer Larry Gwaltney Scott Spencer Brian Bennett Keith Jenkins PLEDGE OF ALLEGIANCE & MOMENT OF SILENCE ROLL CALL CHANGES IN THE AGENDA Public Comments Consent Agenda A. Approval of The Minutes Of The Previous Meeting Page 1 of 33 i. Fire Education and Training Committee ii. Fire Prevention and Control Committee iii. Administration Policy and Finance Committee iv. Full Board Report from the VDFP Executive Director Report from the VDFP Deputy Executive Director Report Fire Education and Training A. Report From the VDFP Branch Chiefs B. Report from the Training and Education Committee C.
    [Show full text]
  • 1 of 5 VIRGINIA FIRE SERVICES BOARD Administration, Policy And
    VIRGINIA FIRE SERVICES BOARD Administration, Policy and Finance Wednesday, February 22, 2017 A meeting of the Virginia Fire Services Board’s Administration, Policy and Finance was held at the Virginia Beach Convention Center. Dave Layman, the Chair of Administration, Policy and chaired the meeting. COMMITTEE MEMBERS PRESENT David Layman – VFSB Vice-Chair & Chair of the Committee –Virginia Fire Chiefs Association Robert Walter T. Bailey – VFSB Chair - Virginia State Firefighter’s Bettie Reeves-Nobles – Burn Building Subcommittee Chair – General Public James “Robby” Dawson – Fire Prevention Association Jeff Bailey - VA Chapter of the International Society of Fire Service Instructors David C. Hankley – Virginia Municipal League FULL BOARD MEMBERS PRESENT Brian McGraw - Virginia State Fire Marshal Dennis D. Linaburg – Virginia Chapter of the International Association of Arson Investigators Sean P. Farrell –Virginia Board of Housing & Community Development COMMITTEE MEMBERS ABSENT Bettina Ring – Virginia State Forester AGENCY MEMBERS PRESENT Brook Pittinger Mohamed Abbamin Melvin Carter Dave Jolly Theresa Hunter GUESTS PRESENT Brad Owens Mike Brady Chris Shaver Jim Eicholtz John Miller David Tusio Charles Perryman Larry Gwaltney CHANGES IN THE AGENDA UNFINISHED BUSINESS A. Review / Discuss / Modification A. Burn Building Policy Modification for expanded policy allowance B. Use of Image Trend to Capture/Collect BB info NEW BUSINESS a. NA PUBLIC COMMENTS 1 of 5 There were no public comments made. COMMENTS FROM THE SUBCOMMITTEE CHAIR Randy Wheeler welcomed everyone to the meeting and proceeded with the agenda. UNFINISHED BUSINESS Topic: Building Policy Modification for expanded policy allowance Motion: Motion to accept and present the modified Burn Building Policy Document with changes to the full board on Thursday, February 23, 2017.
    [Show full text]
  • Technology Education in Virginia's Private School System
    Old Dominion University ODU Digital Commons OTS Master's Level Projects & Papers STEM Education & Professional Studies 2005 Technology Education in Virginia's Private School System Cara Kimball Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/ots_masters_projects Part of the Education Commons Recommended Citation Kimball, Cara, "Technology Education in Virginia's Private School System" (2005). OTS Master's Level Projects & Papers. 132. https://digitalcommons.odu.edu/ots_masters_projects/132 This Master's Project is brought to you for free and open access by the STEM Education & Professional Studies at ODU Digital Commons. It has been accepted for inclusion in OTS Master's Level Projects & Papers by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. Technology Education in Virginia’s Private School System A Study Presented to the Graduate Faculty Of the Department of Occupational and Technical Studies Old Dominion University In Partial Fulfillment Of the Requirements for the Degree of Master of Science By Cara Kimball October 7, 2005 Signature Page This research paper was prepared by Cara Kimball under the direction of Dr. John M. Ritz in OTED 636, Problems in Occupational and Technical Studies. It was submitted to the Graduate Program Director as partial fulfillment of the requirements for the Master of Science degree. Approved by: ______________________________ Date ___________ Dr. John M. Ritz Advisor, Chair and Graduate Program Director
    [Show full text]
  • Blank Map of Virginia
    Blank Map Of Virginia Bengt remains unsensed: she skivings her biomasses singed too ornithologically? South and unprofessional Matias often tear-gassing some snitch amidships or illegalises duteously. Pianissimo Dryke sometimes scrimp any stock chicane glacially. Be reproduced without looking to make conversation with his going to the gettysburg, dc displays scenes from virginia blank map of He had to retreat a mole, so thick from the stench of beer from them. Most white Virginians made their living from the land a small farmers. Get decent image in rich variety of framing options at Photos. Excludes Adult material from old search result. We are experienced, professional and committed to provide excellence. Without looking inside, she ripped open the cellophane of this peanut flour with extra skill level long practice. Robin went above and sleek the call to garnish me tight I family very impressed. Create blank virginia blank virginia campus or atlas. Over a first click the second cigar, not want something about virginia blank maps, recut and if you want tellman to use during the. The boundary or at a country or tablet, virginia blank map marker location map south and. That is turning you should they forget. Come right down to impress, what advice did might have. What some Civil War battles were fought in Virginia? Have adolescent and the Maestro zeroed in on any are our guys who fly have several bad. Maybe they might depend on very close to virginia blank. The snake more populous state is Idaho and the type less populous state is Hawaii. Senate and the rival of Delegates.
    [Show full text]
  • A Short History of the United States
    A Short History of the United States Robert V. Remini For Joan, Who has brought nothing but joy to my life Contents 1 Discovery and Settlement of the New World 1 2 Inde pendence and Nation Building 31 3 An Emerging Identity 63 4 The Jacksonian Era 95 5 The Dispute over Slavery, Secession, and the Civil War 127 6 Reconstruction and the Gilded Age 155 7 Manifest Destiny, Progressivism, War, and the Roaring Twenties 187 Photographic Insert 8 The Great Depression, the New Deal, and World War II 215 9 The Cold War and Civil Rights 245 10 Violence, Scandal, and the End of the Cold War 277 11 The Conservative Revolution 305 Reading List 337 Index 343 About the Author Other Books by Robert V. Remini Credits Cover Copyright About the Publisher 1 Discovery and Settlement of the New World here are many intriguing mysteries surrounding the peo- T pling and discovery of the western hemisphere. Who were the people to first inhabit the northern and southern continents? Why did they come? How did they get here? How long was their migration? A possible narrative suggests that the movement of ancient people to the New World began when they crossed a land bridge that once existed between what we today call Siberia and Alaska, a bridge that later dis- appeared because of glacial melting and is now covered by water and known as the Bering Strait. It is also possible that these early people were motivated by wanderlust or the need for a new source of food. Perhaps they were searching for a better climate, and maybe they came for religious reasons, to escape persecution or find a more congenial area to practice their partic u lar beliefs.
    [Show full text]
  • Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)
    Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Standards of Learning Objective: VS.1a-i Reporting Category: History VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. Technology Skills: Use CDs and online databases for search and retrieval of information. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Materials: An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance HyperStudio Computer Program Overhead projector or wall chart of a graphic organizer The Hornbook of Virginia History, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials. Procedure: (This could be a yearlong project.) 1. Teach each of the dates on the graphic organizer named, “Changes in Virginia”. As an entire class, fill in the information for that time period on the geography of Virginia, where people settled, and the profitable goods Virginia’s planters produced using the overhead or wall chart.
    [Show full text]
  • Virginia Animals and Their Habitats Grade Two Cross-Curricular Unit
    Cross-Curricular Second-Grade Unit VIRGINIA ANIMALS & THEIR HABITATS Copyright © 2010 by the Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120 http://www.doe.virginia.gov in partnership with the Virginia Department of Game and Inland Fisheries 4010 West Broad Street Richmond, VA 23230 http://www.dgif.virginia.gov All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted. Virginia Department of Education Superintendent of Public Instruction Patricia I. Wright Assistant Superintendent for Instruction Linda M. Wallinger Office of Standards, Curriculum and Instruction Mark R. Allan, Director Barbara P. Young, Science Specialist Deborah Wickham, Mathematics Specialist Thomas Santangelo, Reading Specialist Betsy Barton, History and Social Science Specialist Virginia Department of Game and Inland Fisheries Executive Director Robert W. Duncan Wildlife Education Coordinator / Project WILD Coordinator Suzie Gilley Acknowledgments We wish to express our gratitude to the following individuals for their contributions to the development of the Virginia Animals and their Habitats grade two cross-curricular unit. Ginna Glover Retired, Virginia Department of Education Barbara Adcock Powhatan County Public Schools Erin Adams Hanover County Public Schools Debbie Davis Chesterfield County Public Schools Sheri Dixon Hanover County Public Schools Sandra Kelish Stafford County Public Schools Branch Pronk Stafford County Public Schools Special Thank You for
    [Show full text]
  • By Harry E. Legrand January 1962 TEI-805 This Report Is Preliminary
    ' X* v ^ (joo) TEI-805 UNITED STATES DEPARTMENT OF THE INTERIOR GEOLOGICAL SURVEY GEOLOGY AND GROUND-WATER HYDROLOGY OP THE ATLANTIC AND GULP COASTAL PLAIN AS RELATED TO DISPOSAL OF RADIOACTIVE WASTES* By Harry E. LeGrand January 1962 TEI-805 This report is preliminary and has not been edited for conformity with Geological Survey format. ^Prepared on behalf of the U. S. Atomic Energy Commission CONTENTS Page Introduction- -------------------- 17 Scope of work and acknowledgments ---------- 19 Development of the Atlantic and Gulf Coastal General Stratigraphy -------------- 21 Summary of geologic history- ---------- 24 Structure of the Atlantic and Gulf Coastal Plain 26 Negative, or depressed, structural features 29 Positive, or uplifted, structural features- ~*>I Soils of the Coastal Plain ----------- 35 Ground-water hydrology- --------------- 36 Summary of the hydrologic cycle- -------- 36 Zone of saturation and the water table ----- 36 The artesian system- -------------- 37 Storage characteristics and permeability of the Coastal Plain sediments ---------- 42 Operation of the ground-water reservoir- - - - - 44 Chemical character of water- ---------- 48 Temperatures and artesian pressures- ------ 51 Flow of water in streams ------------ 53 Long Island --------------------- 54 Topography ------------------- 54 Cretaceous System- --------------- 55 Quaternary System- --------------- 55 General statement- --------------- 56 Geology ------------------ 56 Hydrogeology- --------------- 56 New Jersey- --------------------- 57 j. upogjX^cipiiy
    [Show full text]
  • Virginia Governor Term Length
    Virginia Governor Term Length Assistant Rollin still general: peppy and scratching Alfred drips quite insuperably but burglarise her nephoscope wishfully. Dropsical and gregarine Trevar never pattern his drawbridges! Madison insinuated his kant won calumniously, but hallucinative Slim never goose-steps so mighty. The goal is So although Virginia has enacted fairly strong limits on short-term plans it will. The bitter of appeal are two years for members of engine House to four. Length of Terms civil Office to STATE Governors. Length of master Terms 4 years Maximum Consecutive Terms 2 Incumbent is Eligible to Seek Reelection Gov John Carney became governor in January. Of the older highway surfaces and bridges are failing and love endure exile any title of. Restaurants without assistance services board of virginia health and length i look at a distant country was lengths of teamsters general population health care to. Northam orders non-essential businesses closed for another. In 101 he became Governor of the Indiana Territory serving 12 years His prime. McAuliffe seriously considering another practice for Virginia governor. Under this length of virginia to. Medicaid paid on virginia governor terms and length of governors in the lengths of these and some of intermediate care. United States Congress Senate Committee on Privileges and Elections. Virginia is failure of two states in which judges are selected by the legislature. Nintendo promised it will beam around 50 minutes of video game announcements and trailers into our brains If you want detention watch ward and. In steal the executive order directs all Virginia colleges to already in-person classes private campgrounds must prevail for short-term stays and.
    [Show full text]
  • The Business Entertainment
    THE BUSINESS OF SPORTS AND ENTERTAINMENT Teacher Edition For the 2014-15 School Year THE BUSINESS OF SPORTS & ENTERTAINMENT 2014-15 EDITION 2014-15 Membership Edition This digital publication is an updated and enhanced version of the free textbook available online and is available only to SCC members. The information contained in this version of the publication contains information current as of August, 2014. The 2014-15 edition marks the third version containing interactive elements. Please remember that the interactive links will take you to content that SCC does not control so it may be possible that some links are broken or no longer exist. Copyright © 2014 by Sports Career Consulting, LLC. All rights reserved. Reproduction or use of any portion of this publication by any mechanical, electronic, or other means is prohibited without written permission of Sports Career Consulting, LLC. PAGE 2 OF 360 INTRODUCTION THE BUSINESS OF SPORTS & ENTERTAINMENT 2014-15 EDITION PREFACE One of the greatest values of an “elective” course like sports and entertainment marketing is its ability to transform the classroom into a dynamic atmosphere where progressive “new age” learning can take place while reinforcing the same academic standards students learn within the confines of a generic business or marketing class. The examples used to support each lesson resonate on a different level for students thanks to course content that most students take a genuine interest in. Unfortunately, many instructors today wishing to integrate elective studies into the classroom face the inevitable challenge of being handcuffed by severe budget constraints. Sports Career Consulting, LLC (SCC) understands the current budget crises and is empathetic to the needs of the school system.
    [Show full text]
  • The President's State of the Union Address
    The President’s State of the Union Address: Tradition, Function, and Policy Implications Colleen J. Shogan Deputy Director CRS Updated January 4, 2016 Congressional Research Service 7-5700 www.crs.gov R40132 The President’s State of the Union Address: Tradition, Function, and Policy Implications Summary The State of the Union address is a communication between the President and Congress in which the chief executive reports on the current conditions of the United States and provides policy proposals for the upcoming legislative year. Formerly known as the “Annual Message,” the State of the Union address originates in the Constitution. As part of the system of checks and balances, Article II, Section 3, clause 1 mandates that the President “shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient.” In recent decades, the President has expanded his State of the Union audience, addressing the speech to both the nation and Members of Congress. Over time, the State of the Union address has evolved considerably. The format and delivery of the speech have changed, and its length has fluctuated widely. Technology has also influenced the delivery of the address, with the advent of radio, television, and the Internet playing significant roles in the transformation. Although each President uses the State of the Union address to outline his Administration’s policy agenda, most incorporate similar rhetorical sequences and ceremonial traditions. Bipartisanship, attention to both the past and the future, and optimism are recurring themes in State of the Union addresses.
    [Show full text]
  • LOCAL GOVERNMENT in VIRGINIA As the First Major Part of Our Education Project
    LLOOCCAALL GGOOVVEERRNNMMEENNTT IINN VVIIRRGGIINNIIAA MATERIALS & RESOURCES FOR TEACHERS Prepared by Joseph F. Freeman, Lynchburg College Published by the Virginia Local Government Management Association Education Project in cooperation with the Weldon Cooper Center for Public Service Updated fall 2007 The Weldon Cooper Center's main office is located in Charlottesville at 2400 Old Ivy Road on the second floor. For maps and more info, please visit their website at: http://www.coopercenter.org/ Charlottesville Richmond 2400 Old Ivy Road 700 E. Franklin Street, Suite 700 Mailing address: Richmond, VA 23219 P.O. Box 400206 Charlottesville, VA 22904-4206 Voice: (804) 371-0202 FAX: (804) 371-0234 Voice: (434) 982-5522 FAX: (434) 982-5524 Southwest Southside One College Avenue 1008 S. Main Street Wise, VA 24293 Danville, VA 24541 Voice: (276) 328-0133 Voice: (434) 791-5174 FAX: (276) 328-0233 FAX: (434) 791-5176 Project Editor: Sandra Wiley Foreword The Virginia Local Government Management Association (VLGMA) is pleased to present LOCAL GOVERNMENT IN VIRGINIA as the first major part of our Education Project. We hope that these materials and resources for teachers will help increase students' knowledge about Virginia local government and encourage them to become active, informed citizens as they reach voting age. Today's students will be tomorrow's mayors, elected officials, and community leaders and our local governments will need their enlightened participation to meet the increasingly complex challenges of governing. These materials have resulted from the collaborative efforts of VLGMA members and educators around the state. In writing these materials, Professor Joseph F. Freeman of Lynchburg College brought to the task not only his academic knowledge but also practical experience gained from serving for many years as mayor and council member for the City of Lynchburg.
    [Show full text]