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Special Resource Study of Little Rock Central High School

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Special Resource Study of Little Rock Central High School SPECIAL RESOURCE STUDY OF ROCK CENTRAL HIGH SCHOOL Photo Courtesy of Will Counts PLEASE RETURN TO: TECHNICAL INFORMATION CENTER DENVER SERVICE CENTER NATIONAL PARK SERVICE DEDICATED TO THE COURAGE OF THE LITTLE ROCK NINE Minnijean Brown • Blizabeth Eckford • Ernest Green • Thelma Mothershed • Melba Pattillo • OloriaRay • Terrence Roberts • Jefferson Thomas • Carlotta Walls SPECIAL RESOURCE STUDY · August 1998 LITTLE ROCK CENTRAL HIGH SCHOOL Little Rock, Arkansas U.S. Department of the Interior. National Park Service CONTENTS Introduction 1 Historical Overview 3 Background 5 Establishment of Little Rock Central High School 5 Little Rock Crisis 6 Influence of Brown v. Board of Education of Topeka 6 Emergence Of The Crisis: May 1954 - August 1957 7 The Crisis From August - September 1957 11 Aftermath of the Crisis 14 Little Rock Central High School Today 17 Significance of Little Rock Central High School 18 Recognition of Significance 18 Suitability/Feasibility 19 Suitability of the Site 21 Feasibility 28 Conclusion 31 Alternatives 33 Alternatives for Resource Protection and Public Use 35 Alternative A: Little Rock Central High as a National Historic Landmark 36 Management Authority 36 Boundary Recommendation 36 Resource Protection 36 Visitor Experience 36 Alternative B: Little Rock Central High as an Affiliated Area 38 Management Authority 38 Boundary Recommendation 38 Resource Protection 38 Visitor Experience 38 Alternative C: Little Rock Central High as a National Historic Site 39 Management Authority 39 Boundary Recommendation 40 Resource Protection 40 Visitor Experience 40 Visitor Experience at Little Rock 43 Interpretation and Visitor Experience Goals 45 Interpretive Themes . 45 Visitor Experience Goals 46 Public Response to the Study 51. Appendixes 53 Appendix A: Questions and Issues Raised at Meetings and Workshops 55 Appendix B: Letters of Support 59 Bibliography 70 Preparers 72 iii INTRODUCTION Pursuant to enactment of Public Law In accordance with this legislative 105-83 (known as the Department of direction, the National Park Service has the Interior and Related Agencies prepared this special resource study for Appropriations Act, 1998; 111 Stat. Little Rock Central High School. The 1543-1627), on November 14, 1997, study includes a historical overview that Senate Report 105-56 directed that: describes and analyzes the historical significance of the school, a suitability Within the funds provided for and feasibility analysis to determine if general management plans, the school warrants inclusion in the $150,000 should be provided for a national park system, and an exami­ study to determine the suitability nation of the possible visitor experience and feasibility of designating goals and interpretive themes for the Central High School in Little Rock, site. Three alternatives that explore Arkansas, as a unit of the National potential management frameworks that Park System due to its importance would provide for resource protection in interpreting the development of and public use of the school are also the civil rights movement in the described and evaluated. United States. Photo Courtesy of Will Counts 1 HISTORICAL OVERVIEW BACKGROUND ESTABLISHMENT OF LITTLE ROCK tion of a new high school on a site in CENTRAL HIGH SCHOOL Civitan Park at 14th and Park Streets. The opening of Little Rock Central High Central High was designed in the Neo­ School in 1927 marked a new high Gothic Revival style by Little Rock archi­ point in the history of public education tects George R. Mann, Eugene John in the Arkansas state capital. (Until Stern, John Parks Almand, George H. 1953, it was known as Little Rock Wittenberg, and Lawson L. Delony. Senior High School.) In 1853, a decade Gordon Walker of Salina, Kansas, was after enabling legislation was passed, the general contractor for the building, the first public school was opened in while the landscape architect for the Little Rock, offering six years of free site was John Highberger of Memphis, education. The curriculum and terms of Tennessee. When it was completed in the city's public schools grew gradually; 1927, the $1.5 million, five-story, buff­ within 20 years the city offered 12 brick building, with its irregular but gen­ years of instruction. erally V-shaped plan, was the nation's largest high school and the state's Central High traces its beginning to second lafges'fslrf/¢ture, r<iriking only 1869 when the city's high school, behind the StaiEioCaprt'ol. Architect­ located in a wood frame structure at urally unique among Arkansas school Eighth and Sherman Streets, was structures, the American Institute of known as Sherman High School. Architects labeled it as "America's Most However, it was not until June 13, Beautiful High School." Among the 1873, that the school produced its first most impressive features of the new graduating class. In 1885 the city high building were the four statues of Greek school was moved to the corner of 14th figures located over the front entrance and Scott Streets, where it was named which represented Ambition, Person­ Scott Street School, although it was ality, Opportunity, and Preparation. generally called City High School. The Three thousand pupils, with a recessed high school was moved again in 1890 locker for each, could be accommo­ to the corner of Capitol and Gaines dated in the 100 classrooms of the new Streets and named Peabody High school, and its auditorium, which seated School in honor of philanthropist George 2,000 people, was the largest stage in Peabody, who donated millions of the state. dollars to southern states after the Civil War for building school systems. Little When 12,000-seat Quigley Stadium Rock received nearly $200,000 from (named for Earl Quigley who was a Peabody; this was the largest sum coach for Tiger football teams from received by any southern city. In 1905 1914 until 1935) was constructed on Peabody High School was abandoned, the campus in 1936, it was the state's and a new high school, named Little largest stadium and one of the largest in Rock Senior High, opened at 14th and the South. The Tiger field house was Scott Streets. By the 1920s, the constructed in 1951 to provide updated growing student population necessitated facilities for the school's basketball a larger building. The far-sighted plans teams, who had been using the audi­ of the school board resulted in construc- torium stage for their games. 5 Hot Springs• NP. TEX,\S VICINITY ON MICROFILM Little Rock Central High • Arkansas u.s. Department of the Interior· National Park Service DSC • JUL 98 • _ • 20002 0$'1 In 1969 a new library-media center, that segregation in public schools at all named for Jess W. Matthews who levels was unconstitutional. While the served as principal of Central High from Brown I decision (May 17, 1954). 1945 to 1965, was constructed on reversed Plessy v. Ferguson (1896), Central's campus. Other new additions with its "separate but equal" ruling on to the high school in recent years railroad accommodations, the 1954 include modern instrumental music ruling was the culmination of the legal facilities, a vocal musical center, a debate on segregation in education that guidance center, and a business had been before the courts since 1938. education facility for simulated office The Court held that to separate black practice. schoolchildren by race induces a sense of inferiority that retards educational and mental development, that "separate LITTLE ROCK CRISIS education facilities are inherently un­ equal," and that the plaintiffs were "by Influence of Brown v. Board of reason of the segregation complained Education of Topeka of, deprived of the equal protection of the laws guaranteed by the Fourteenth Two cases (Brown v . .Board of Amendment. " Education of Topeka), concerned with the legality. of separation by race in In the second Brown case (349 U.S. public education, reached the U.S. 294), often referred to as Brown II, on Supreme Court in 1954 and 1955. In May 31, 1955, the Court held that the the first case (347 U.S. 483). often pace of desegregation in schools was referred to as Brown I, the Court held the responsibility of school authorities, 6 would depend on the problems and Court and praising state efforts to resist conditions facing individual communi­ forced integration by lawful means. ties, and should be carried out "with all White citizens' councils sprang up in deliberate speed." After the 1955 numerous southern communities, decision, the case was returned to ostensibly to protect the constitutional federal district courts for implemen­ rights of whites, but actually to prevent tation. free access of blacks to public schools. Given a new lease on life by the mood The Supreme Court's refusal to require of resistance sweeping the South, a immediate implementation of its deci­ revived Ku Klux Klan found considerable sion in Brown and its adoption of the support among hard-core segrega­ "all deliberate speed" standard in 1955 tionists ready to commit or condone provided notice that the struggle to gain virtually any activities to preserve white the promised right to equal educational supremacy in America. opportunity would be long and difficult. Nevertheless, the Brown decision became the symbol of racial equality Emergence of the Crisis: May 1954 - and led to the dismantling of overt racial August 1957 segregation policies that marked every important public function in much of the Surprisingly, the great test for the country. It sparked major reform in resurrected doctrine of interposition racial laws, policies, and even patterns came in Little Rock. Of all southern of thought and' behavior. Moreover, it cities, Little Rock was among the least heightened the expectations of African­ likely scenes for a dramatic confron­ Americans, particularly those of an tation between state and federal power. expanding middle class, thus contribut­ This comparatively progressive upper­ ing enhanced vitality to the ongoing civil South capital city had been among the rights movement.
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