DOCSLIB.ORG

Booker T. Washington Elementary School and Segregated Education in Virginia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Booker T. Washington Elementary School and Segregated Education in Virginia Booker T Elementary School Cover.qxp 7/17/2007 6:52 AM Page 1 National Park Service U.S. Department of the Interior History Program Northeast Region BOOKER T. WASHINGTON ELEMENTARY SCHOOL AND SEGREGATED EDUCATION IN VIRGINIA BOOKER T. WASHINGTON NATIONAL MONUMENT HISTORIC RESOURCE STUDY BOOKER T. WASHINGTON ELEMENTARY SCHOOL and SEGREGATED EDUCATION IN VIRGINIA Historic Resource Study Booker T. Washington National Monument Scot A. French Craig Barton Peter Flora Prepared under cooperative agreement with the Carter G. Woodson Institute for African-American and African Studies, University of Virginia National Park Service U. S. Department of the Interior Printed June 2007 Cover illustration: Students of all grades gathered in assembly in Mr. Holmes’ room, the school’s largest classroom and library. Courtesy of Gloris Taylor, Booker T. Washington School alumnus. Table of Contents Document Approval Page.............................................................................................. iii List of Illustrations.............................................................................................. vii Foreword.......................................................................................................................... ix Acknowledgements .............................................................................................xi I. Scope and Methodology ....................................................................................1 II. Historical Data Section ....................................................................................5 III. Architectural Data Section ............................................................................ 61 Appendix: Design and Construction Drawings ........................................................ 91 Bibliography ..................................................................................................... 105 v List of Illustrations Classroom #1 Eastern Wall (1 photo).................................................................................................. 67 Southern Wall (2 photos) ............................................................................................. 68 Northern Wall (2 photos) ............................................................................... 68 Ceiling (1 photo)............................................................................................................ 69 Classroom #2 Eastern Wall (1 photo).................................................................................................. 70 Western Wall (1 photo) ................................................................................................ 70 Southern Wall (3 photos) ............................................................................................. 71 Northern Wall (1 photo) .............................................................................................. 71 Floor (1 photo)............................................................................................................... 71 Classroom #3 Eastern Wall (1 photo).................................................................................................. 72 Western Wall (1 photo) ................................................................................................ 73 Southern Wall (1 photo)............................................................................................... 73 Northern Wall (2 photos) ............................................................................................ 73 Ceiling (1 photo)............................................................................................................ 74 Kitchen Western Wall (2 photos)............................................................................................... 75 Southern Wall (1 photo)............................................................................................... 75 Northern Wall (1 photo) .............................................................................................. 75 Floor (1 photo)............................................................................................................... 76 Principal’s Office Western Wall (1 photo) ................................................................................................ 77 Southern Wall (1 photo)............................................................................................... 77 Northern Wall (2 photos) ............................................................................................ 78 Floor (1 photo)............................................................................................................... 78 vii Girl’s Rest Room Eastern Wall (1 photo).................................................................................................. 79 Southern Wall (1 photo)............................................................................................... 80 Northern Wall (1 photo) .............................................................................................. 80 Floor (1 photo)............................................................................................................... 81 Boy’s Rest Room Southern Wall (2 photos) ............................................................................................. 82 Northern Wall (1 photo) .............................................................................................. 83 Ceiling (1 photo)............................................................................................................ 83 Public Corridor Walls (7 photos)............................................................................................................. 84 Ceiling (1 photo)............................................................................................................ 85 Floor (1 photo)............................................................................................................... 85 Millwork and Equipment (1 photo) ........................................................................... 85 Boiler Room/Fuel Room/Pump and Tank Room Miscellaneous Interiors (8 photos)............................................................................. 86 Exterior Building Envelope Miscellaneous Exteriors (13 photos).......................................................................... 89 Design and Construction Drawings Floor Plan ....................................................................................................................... 91 Finish Schedules ............................................................................................................ 92 Site Plan........................................................................................................................... 93 Wall Section.................................................................................................................... 94 East Elevation................................................................................................................. 95 West Elevation ............................................................................................................... 96 North Elevation ............................................................................................................. 97 South Elevation.............................................................................................................. 98 Door Detail – Exterior .................................................................................................. 99 Door Detail – Interior ................................................................................................. 100 Equipment Plan – Overview....................................................................................... 101 Equipment Plan – Detail............................................................................................. 102 Window Detail............................................................................................................. 104 viii Foreword Booker T. Washington National Monument, located in Franklin County, Virginia, is preserved in public ownership as the birthplace and childhood home of Booker T. Washington, a slave who became a prominent educator and influential African- American leader in the period between 1895 and 1915. Developed in the 1940s as a private memorial and added as a unit of the National Park System in 1956, the site’s early history as a memorial is itself a subject of interest and importance. In 1952 the trustees of the Booker T. Washington Birthplace Memorial donated to the Franklin County School Board six acres of land which had been part of the Burroughs Plantation. The donation was for construction of one of the county’s last segregated schools for black children, thereby fulfilling one of the memorial’s goals, “to plan for the erection of a consolidated elementary school for Negro children.” The school, designed to at least partially “equalize” facilities for blacks with those traditionally provided for whites, opened in September 1954, four months after the U.S. Supreme Court’s unanimous decision in Brown v. Board of Education found the “separate but equal” doctrine as applied to public education to be unconstitutional. The school continued to operate—as a segregated facility—until the School Board’s Freedom of Choice initiative in 1966 led to the transfer of black students into formerly all-white schools. The four-room
Load more

Recommended publications
  • Financing the Schools in Montgomery County, Virginia a Study Conducted by the League of Women Voters of Montgomery County, VA
    Financing the Schools in Montgomery County, Virginia A Study Conducted by The League of Women Voters of Montgomery County, VA Introduction The Montgomery County League of Women Voters approved a study of financing for the Montgomery County Public Schools at its annual meeting on May 9, 2018. League members Mary Houska and Wayne “Dempsey” Worner are co-directors of the study. The study addresses the following questions: 1. Is state funding of public education adequate and equitable, and how does it impact funding Montgomery County schools? 2. Has the Montgomery County School Board prepared budgets and has the Board of Supervisors funded budgets that accurately reflect school needs? 3. Are properties in Montgomery County taxed equitably to reflect an appropriate balance of tax revenues from commercial and residential properties? 4. Has the Montgomery County School Board created mechanisms that guarantee equal access to quality programs for all students attending the public schools in the County? The planned completion date for the study was April 2019 for presentation to the League's May 2019 Annual Meeting. Over the summer and fall of 2018: • Meetings were held with representatives of the Montgomery County School Division, the Board of Supervisors, the Commissioner of Revenue’s Office, the Virginia Tech Educational Foundation, and two members of the Virginia General Assembly; • Members of the Montgomery County LWV were invited to join the study group; • Data sources included (1) reports prepared by the Virginia Department of Education; (2) reports prepared by the Commonwealth Institute for Fiscal Analysis; (3) the Montgomery County Schools Budget and Annual Report documents; (4) the Montgomery County Budget; (5) the Virginia Education Association; (6) Joint Legislative Audit and Review Commission (JLARC) reports; and others.
    [Show full text]
  • Monty Sullivan Vitae- 1
    Monty Sullivan Vitae- 1 Monty E. Sullivan, Ed.D. Summary: Proven, innovative higher education leader with over a decade of executive level experience in the community college sector. Education Educational Doctorate Curriculum and Instruction, Louisiana Tech University, Louisiana Educational Consortium (LEC), February 2000 Dissertation entitled Analysis of the Relationship Between Student Course Satisfaction and Student Perception of Interaction in a Compressed Video Setting Master of Education English Education, Louisiana Tech University, May 1994 Bachelor of Arts Political Science, Louisiana Tech University, May 1993 Administrative Experience President- Louisiana Community and Technical College System February 2014 to Present As President, responsible to the Board of Supervisors for state policy and management of board functions for Louisiana’s thirteen community and technical colleges. Developed a bold public agenda, Our Louisiana 2020, which is a six-year plan to build a better Louisiana by significantly boosting the skills, education and earning power of its citizens, and to meet the diverse workforce needs of industry. Nationally recognized for enrollment growth, record number of graduates, substantial increases in giving to the foundations of Louisiana’s community and technical colleges. Chancellor- Delgado Community College June 2012 to February 2014 As Chancellor, responsible for all aspects of leadership and operations of the college and college foundation for the comprehensive community college enrolling over 35,000 students annually with an annual budget of over $90 million. Select accomplishments include: Secured nearly $100 million in bond funding to improve college infrastructure; Raised over $10 million in foundation contributions to support the mission; Graduated the largest class in the college’s 90 year history; Managed through a $13 million deficit; and Reconnected the college with the business community.
    [Show full text]
  • Directory of State Authorization Agencies and Lead Contacts October 2017
    Directory of State Authorization Agencies and Lead Contacts October 2017 U.S. STATES, District of Columbia, and Puerto Rico ALABAMA Alabama Commission on Higher Education Elizabeth C. French Director, Office of Institutional Effectiveness and Planning (334) 242-2179 [email protected] http://www.ache.state.al.us/ Alabama Community College System Tivoli Nash Director of Private School Licensure (334) 293-4653 [email protected] https://www.accs.cc/index.cfm/school-licensure/ Alabama Office of the Secretary of State Elaine Swearengin Division Director (Corp. Records Supervisor) Business Services Division, Alabama State House (334) 242-7221 [email protected] http://sos.alabama.gov/ ALASKA _________________________________________________________________________________ Alaska Commission on Postsecondary Education Kierke A. Kussart Program Coordinator for Institutional Authorization (907) 465-6741 [email protected] [email protected] ARKANSAS Arkansas Department of Higher Education Jeanne Jones Program Specialist, Academic Affairs (501) 371-2039 [email protected] http://www.adhe.edu Arkansas State Board of Private Career Education Alana Boles Program Directory of Private Career and Out-of-State Education (501) 683-8000 [email protected] http://www.sbpce.arkansas.gov/ CALIFORNIA California Bureau for Private Postsecondary Education Joanne Wenzel Bureau Chief (916) 431-6905 [email protected] http://www.bppe.ca.gov/ COLORADO Colorado Department of Higher Education Heather DeLange Academic
    [Show full text]
  • Massive Resistance and the Origins of the Virginia Technical College System
    Inquiry: The Journal of the Virginia Community Colleges Volume 22 | Issue 2 Article 6 10-10-2019 Massive Resistance and the Origins of the Virginia Technical College System Richard A. Hodges Ed.D., Thomas Nelson Community College, [email protected] Follow this and additional works at: https://commons.vccs.edu/inquiry Part of the Higher Education Commons, History Commons, and the Politics and Social Change Commons Recommended Citation Hodges, R. A. (2019). Massive Resistance and the Origins of the Virginia Technical College System. Inquiry: The Journal of the Virginia Community Colleges, 22 (2). Retrieved from https://commons.vccs.edu/inquiry/vol22/iss2/6 This Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The ourJ nal of the Virginia Community Colleges by an authorized editor of Digital Commons @ VCCS. For more information, please contact [email protected]. Hodges: Massive Resistance and the Origins of the VTCS MASSIVE RESISTANCE AND THE ORIGINS OF THE VIRGINIA TECHNICAL COLLEGE SYSTEM RICHARD A. HODGES INTRODUCTION In the summer of 1964, Dr. Dana B. Hamel, Director of the Roanoke Technical Institute in Roanoke, Virginia received a phone call that would change the course of Virginia higher education. The call was from Virginia Governor Albertis Harrison requesting Hamel serve as the Director of the soon to be established Department of Technical Education. The department, along with its governing board, would quickly establish a system of technical colleges located regionally throughout Virginia, with the first of those colleges opening their doors for classes in the fall of 1965.
    [Show full text]
  • Private Schools for Blacks in Early Twentieth Century Richmond, Virginia
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2016 Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Smith College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the History Commons Recommended Citation Smith, Sharron, "Private Schools for Blacks in Early Twentieth Century Richmond, Virginia" (2016). Dissertations, Theses, and Masters Projects. Paper 1477068460. http://doi.org/10.21220/S2D30T This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Renee Smith Richmond, Virginia Master of Liberal Arts, University of Richmond, 2004 Bachelor of Arts, Mary Baldwin College, 1989 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department of History The College of William and Mary August, 2016 © Copyright by Sharron R. Smith ABSTRACT The Virginia State Constitution of 1869 mandated that public school education be open to both black and white students on a segregated basis. In the city of Richmond, Virginia the public school system indeed offered separate school houses for blacks and whites, but public schools for blacks were conducted in small, overcrowded, poorly equipped and unclean facilities. At the beginning of the twentieth century, public schools for black students in the city of Richmond did not change and would not for many decades.
    [Show full text]
  • Authorizations by States
    Authorizations by States Listed below are states in which ESU Distance Education has sought and received authorization to offer distance education or where we are currently in the process of obtaining authorization. Alabama: ESU Distance Education has been authorized to offer distance education in Alabama. Alabama has joined the State Authorization Reciprocity Agreement (SARA) on 01-01-2016. Alaska: ESU Distance Education is exempt from authorization to offer distance education in Alaska. Alaska has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Arizona: ESU Distance Education is exempt from authorization to offer distance education in Arizona. Arizona has joined the State Authorization Reciprocity Agreement (SARA) on 11-11-2014. Arkansas: ESU Distance Education has been authorized to offer distance education in Arkansas. Arkansas has joined the State Authorization Reciprocity Agreement (SARA) on 06-29-2015. California: ESU Distance Education is exempt from authorization to offer distance education in California. Colorado: ESU Distance Education is exempt from authorization to offer distance education in Colorado. Colorado has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Connecticut: No application is required from ESU Distance Education to offer online education in Connecticut. Connecticut has joined the State Authorization Reciprocity Agreement (SARA) on 12-09-2016. Delaware: ESU Distance Education has been authorized to offer distance education in Delaware. Delaware has joined the State Authorization Reciprocity Agreement (SARA) on 09-01-2016. District of Columbia: ESU Distance is exempt from authorization to offer distance education in DC. District of Columbia has joined the State Authorization Reciprocity Agreement (SARA) on 07-01-2016.
    [Show full text]
  • Booker T. Washington and the Historians
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2015 Booker T. Washington and the Historians: How Changing Views on Race Relations, Economics, and Education Shaped Washington Historiography, 1915-2010 Joshua Thomas Zeringue Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the History Commons Recommended Citation Zeringue, Joshua Thomas, "Booker T. Washington and the Historians: How Changing Views on Race Relations, Economics, and Education Shaped Washington Historiography, 1915-2010" (2015). LSU Master's Theses. 1154. https://digitalcommons.lsu.edu/gradschool_theses/1154 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. BOOKER T. WASHINGTON AND THE HISTORIANS: HOW CHANGING VIEWS ON RACE RELATIONS, ECONOMICS, AND EDUCATION SHAPED WASHINGTON HISTORIOGRAPHY, 1915-2010 A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of History by Joshua Thomas Zeringue B.A., Christendom College, 2010 December 2015 To Monica, Sam, and Noah. Tu ne cede malis, sed contra audentior ito. ii ACKNOWLEDGEMENTS When I was twelve years old my father gave me a piece of advice. “Son,” he said, “whenever you read a book, be sure to note when it was written.” Though I did not understand at the time, my father had taught me the most basic principle of historiography.
    [Show full text]
  • “New South” – • Remains Agricultu
    Directions: 1) Read each excerpt and answer the corresponding questions with details. “New South” – Remains agricultural based on cotton farming, dependent on cheap labor (sharecropping and tenant farming by poor blacks and whites) Only a few pockets of industrialization despite attempts to industrialize the “New South” Racism: Jim Crow, Plessy v. Ferguson (1896), limited economic opportunity Voting Restrictions: literacy test, poll tax, Grandfather Clause, Solid South (Democrats only) Violence: KKK o Watch video: https://www.youtube.com/watch?v=ZiUom0q4CUE (20:10 to 23:50) 1) What was the most horrific part of the “New South” according to Ida Wells? What actions did she take? What impact did her work have? Jim Crow Stories - PBS In March of 1892, Ida B. Wells, a journalist and former Memphis school teacher, started a crusade against lynching after three friends of hers were brutally murdered by a Memphis mob. Tom Moss and two of his friends, Calvin McDowell and Henry Stewart, were arrested for defending themselves against an attack on Moss' store. Moss was a highly respected figure in the black community, a postman as well as the owner of a grocery store. A white competitor, enraged that Moss had drawn away his black customers, hired some off-duty deputy sheriffs to destroy the store. Moss and his friends, not knowing the men were deputies, resisted. A gun battle broke out and several deputies were wounded. Moss, his two friends, and one hundred other black supporters were arrested. Several nights later, masked vigilantes dragged Moss and his two friends from their cells, took them to a deserted railroad yard, and shot them to death.
    [Show full text]
  • Charlotte's Fight to Desegregate Our Schools, from Dorothy Counts To
    Charlotte’s Fight to Desegregate Our Schools, From Dorothy Counts to Swann v. CMS: 1957-1971 by Roshan R. Varghese, 2013 CTI Fellow David W. Butler High School This curriculum unit is recommended for: Grade 11: United States History-Honors and Standard Keywords: United States History; Segregation & Desegregation; Civil Rights Movement; Charlotte-Mecklenburg Schools Teaching Standards: See Appendix for teaching standards addressed within this unit. Synopsis: For this curriculum unit, we will examine the progression of desegregation within Charlotte-Mecklenburg Schools from 1957-1971. Why between those two particular dates? In the wake of the landmark decision of Brown v. Board of Education-Topeka, Kansas (1954), and its subsequent overturning of Plessy v. Ferguson (1896), schools throughout the country were expected to desegregate (and eventually integrate), allowing students of African-American descent to attend classes with their white counterparts and vice-versa. However, for nearly three years, that decision’s effects were not visible throughout the Jim Crow-dominated South. Then, the events of 1957 began to directly challenge the status quo. First in Little Rock, Arkansas, nine African-American students (appropriately named the “Little Rock Nine”), through the assistance of President Dwight D. Eisenhower and the 101st Airborne, were able to desegregate the all-white Central High School. In the wake of those few days, it finally seemed that the crippling walls of segregation were beginning to crumble. However, that type of enthusiasm was very short- lived, yet still actively pursued. For also in that year of 1957, the city of Charlotte saw its first African-American students (four in total) attempt to desegregate its district.
    [Show full text]
  • Virginia's College Guide for Students with Disabilities
    Virginia’s College Guide for Students with Disabilities VIRGINIA DEPARTMENT OF EDUCATION Virginia’s College Guide for Students With Disabilities YOU KNOW YOU CAN DO IT! HERE’S HOW! JANUARY 2003 Virginia Department of Education January 2003 91 Virginia’s College Guide for Students with Disabilities Virginia’s College Guide for Students With Disabilities YOU KNOW YOU CAN DO IT! HERE’S HOW! Virginia Department of Education Division of Special Education and Student Services P.O. Box 2120 Richmond, Virginia 23218-2120 Virginia Department of Education January 2003 1 Virginia’s College Guide for Students with Disabilities 2 Virginia Department of Education January 2003 Virginia’s College Guide for Students with Disabilities Table of Contents Introduction............................................................................................................................. 5 Acknowledgements .............................................................................................................. 6 Do You Know The Law?...................................................................................................... 7 Do You Know How To Plan Your Transition From High School To College?................................................................................. 13 Are You Ready For The Responsibility? ....................................................................... 19 Understand How College Differs From High School ............................................... 21 Select Your College Carefully...........................................................................................23
    [Show full text]
  • 2017 Annual Report on the Condition and Needs of Public Schools in Virginia
    2017 Annual Report Virginia Board of Education 2017 ANNUAL REPORT ON THE CONDITION AND NEEDS OF PUBLIC SCHOOLS IN VIRGINIA VIRGINIA BOARD OF EDUCATION PRESENTED TO THE GOVERNOR AND GENERAL ASSEMBLY NOVEMBER 2017 MEMBERS OF THE VIRGINIA BOARD OF EDUCATION As of November 16, 2017 Mr. Daniel A. Gecker, President Chesterfield, VA Mrs. Diane T. Atkinson, Vice President Ashland, VA Ms. Kim E. Adkins Martinsville, VA Mr. James H. Dillard Fairfax, VA Ms. Anne B. Holton Richmond, VA Mrs. Elizabeth V. Lodal McLean, VA Mr. Sal Romero, Jr. Harrisonburg, VA Dr. Tamara K. Wallace Christiansburg, VA Dr. Jamelle S. Wilson Ashland, VA Superintendent of Public Instruction Dr. Steven R. Staples Virginia Department of Education TABLE OF CONTENTS Statutory Requirements ……………….................................................................. Page 4 Report I. Public Education in Virginia ……………………………………….. Page 9 II. Board of Education Priorities ……………………………………….. Page 19 III. Recommendations to Amend the Standards of Quality (SOQ) ……….. Page 23 Appendices …………………………………………………………………………. Page 26 Standards of Quality (SOQ) A. Summary of Compliance and Non-Compliance with the SOQ for 2016-2017 B. School Divisions Reporting Full Compliance with the SOQ for 2016-2017 C. School Divisions Reporting Noncompliance with One or More Provisions of the SOQ for 2016-2017 D. Recommendations to Amend the SOQ E. Current SOQ Parent and Student Options F. Charter School Report and Information on Parent and Student Options School Division Reporting Requirements G. Analysis of School Division Reporting Requirements Online Learning H. Status Report Regarding Multidivision Online Learning I. Virtual Virginia Brief 3 STATUTORY REQUIREMENTS The following sections of the Code of Virginia outline the statutory requirements for the Virginia Board of Education’s Annual Report on the Condition and Needs of Public Schools in Virginia presented to the Governor and General Assembly: § 22.1-18.
    [Show full text]
  • Rethinking Booker T. and WEB from Du Bois
    Rethinking Booker T. and W.E.B. An Online Professional Development Seminar Kenneth R. Janken Professor of African and Afro-American Studies Director, Office of Experiential Education University of North Carolina at Chapel Hill National Humanities Center Fellow, 2000-01 We will begin promptly on the hour. The silence you hear is normal. If you do not hear anything when the images change, e-mail Caryn Koplik [email protected] for assistance. Rethinking Booker T. and W.E.B. GOALS Deepen your understanding of the relationship between the thought of Booker T. Washington and W.E.B. Du Bois Take their rivalry beyond the issue of manual training vs. the liberal arts Offer advice on how to teach the Washington-Du Bois rivalry americainclass.org 2 Rethinking Booker T. and W.E.B. Framing Questions On what issues did Washington and Du Bois disagree? Why did they disagree? How extensive were their disagreements? To what extent were their disagreements due to philosophical, political, or tactical considerations? americainclass.org 3 Rethinking Booker T. and W.E.B. FROM THE FORUM Challenges, Issues, Questions On what issues did Washington and Du Bois disagree? How did the black public react to their different approaches to African American advancement? How did the white public react? How were their views received in the North and in the South? What was the international reaction? What was the relationship between Washington and Marcus Garvey? How did the support of Northern philanthropists influence Washington’s views and the educational approach of the Tuskegee Institute? Is the Martin Luther King-Malcolm X rivalry a replay of the Washington-Du Bois rivalry? americainclass.org 4 Kenneth R.
    [Show full text]