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-3-
These have been aided by a lay-professional Advisory Committee on Human
Relations established by the Board of l^ucation. Churches have been
\ mobilized also to encourage orderly change by the Concerned Citizens.
There are two opposing groups. One is called PL15^, standing for Positive
Leadership for ^Sucating Americans, that seeks to legally end bussing.
And the other, ACT, Americans Concerned About Today, advocates impeachment
1 of the Supreme Court justices. The Director says that after attending a
three-day meeting in Raleigh by the State Advisory Committee to the
Commission on Civil Rights, "the most obvious fact pointed up by these
hearings was that where a community lacks sensitivity to minority
/"• viewpoints, it lacks the desire and the will on the part of the dominant
\ element in the community to make school desegregation work well on a
mutually acceptable basis rather than merely by law enforcement and
arbitrary discipline, then there will be continuing trouble that may
V_ soon lead to community-wid e violence."
In a folder entitled "Notes for Great Decisions Talk~2/20/75" there
is a chart of budget expenditures over ten years showing that in 1964-65
the School Board spent 9.5 million in current expenses, and in 197^-75
it spent 26.3 million. Enrollment was stable, but costs increased due
to inflation and expanded, improved services to children. There were
approximately 28,000 students in both periods, but the per pupil
expenditure had gone up to $1,000 in '74-'75 versus $339 in '64-'65.
For example, there were twenty-eight reading teachers working in '75
lwho had not been there in '65. In 1964-65, the athletic colleges
were still segregated, while ten years later all four high schools
played in the same conference and scheduled contests with each other.
In ,7^-*75» more than 3,000 volunteers in the community assisted
with tutorial work and served as aides to schools. There were also
twelve specialists in art, music, and W in '74, versus none in '64,
and thirty kind ergarten classes versus none. The school system was
also given a $900,000 federal grant designed to ease the problems
relating to possible student resegregation within individual schools.
This is to help the students to deal with basic skill problems of
math and reading and employs seventeen reading teachers, one reading
director, thirteen math teachers, and fifty-two reading, math and clerical
[ aides. About ten percent of the school population is being served
through this program. The report discusses as well the easing up of
classroom rigidity, a more open class environment, individual report
cards vis "a vis individual progress levels, and the creation in the
senior high school of total freedom of selection of courses and
teachers. There is also an optional high school for students who are
disaffected from traditional schools.
There is also a special Office of Student Affairs and a Pupil
Personnel Service which provides a great deal of counseling for
student-initiated activities as well as for social problems such as
pregnancy, stud ent-teacher conflict, etc.
Object Description
| Title | [Notes on Joan Bluethenthal papers (set 1)] |
| Date | 1979 |
| Date approximate? | yes |
| Creator | Chafe, William H., 1942- |
| Biographical/historical note |
William H. Chafe was born in Boston, Massachusetts, in 1942. He was raised in Cambridge, attended the public schools there, and then went to Harvard College, where he graduated magna cum laude in history in 1962. After a year at Union Theological Seminary in New York, he taught for two years at Columbia Grammar School, a private preparatory school in New York City. Starting in 1965, he was a student in the graduate program in American history at Columbia University where he received his Ph.D. in 1971. He taught for one year at Vassar College, and then in 1971 began his career at Duke University. Much of Dean Chafe's professional scholarship reflects his long-term interest in issue of race and gender equality. His dissertation and first book focused on the changing social and economic roles of American women in the fifty years after the woman suffrage amendment. Subsequent books compared the patterns of race and gender discrimination in America. His book on the origins of the sit-in movement in North Carolina helped to re-orient scholarship on civil rights toward social history and community studies. Chafe has written two books on the history of post-World War II America, and a biography of the liberal crusader Allard Lowenstein. The author of eight books overall, he has received the Robert F. Kennedy Book Award (1981) for Civilities and Civil Rights: Greensboro, North Carolina and the Black Struggle for Freedom (1980) and the Sidney Hillman book award (1994) for Never Stop Running: Allard Lowenstein and the Struggle to Save American Liberalism (1993). Professor Chafe's activities at Duke have also reflected these interests. He has been co-director of the Duke Oral History Program, and its Center for the Study of Civil Rights and Race Relations; he is a founder and the former Academic Director of the Duke-UNC Center for Research on Women; he is also a founder and senior research associate of the Center for Documentary Studies at Duke University. In 1988 he was named the Alice Mary Baldwin Distinguished Professor of History. He is the recipient of numerous fellowships from the National Endowment for the Humanities, the Rockefeller Foundation, the John Simon Guggenheim Foundation, the National Humanities Center, and the Center for Advanced Study in the Behavior Sciences. From 1990 to 1995 Chafe chaired the Duke University Department of History. In 1995 he became Dean of the Faculty of Arts and Sciences and in 1997 added to that title new responsibilities as Dean of Trinity College. He has most recently been appointed Vice Provost for Undergraduate Education. He is married to Lorna Waterhouse Chafe, Coordinator of Child Care Services at Duke. They have two children, Christopher, 30, and Jennifer, 28. -From Chafe's personal webpage, http://www.aas.duke.edu/admin/deans/faculty/chafe.html. |
| Subject headings | School integration -- United States |
| Topics | Greensboro civic organizations;School integration, 1968-1972 |
| Place | Greensboro (N.C.) |
| Description | These thirteen pages of typescript notes are based on historian William Chafe's examination of the personal files of Joanne Bluethenthal, as well as conversations with her at her home in Greensboro in the late 1970s. The notes mostly concern school desegregation issues in Greensboro around 1969 to 1971. Although somewhat fragmentary and unclear, the notes provide names and dates for various activities, citizen and school board groups such as the Concerned Citizens for Schools (CCS), references to newspaper articles, information about lawsuits, as well as Bluethental's personal reflections. These notes were created by Chafe during the course of his research culminating in the publication of Civilities and Civil Rights in 1980. |
| Type | text |
| Original format | reports |
| Original dimensions | 8.5" x 11" |
| Original publisher | Greensboro, N.C. : The University of North Carolina at Greensboro. University Libraries |
| Language | en |
| Contributing institution | Rare Book, Manuscript, and Special Collections Library, Duke University |
| Source collection | RL.00207 William Henry Chafe Oral History Collection |
| Finding aid link | http://library.duke.edu/rubenstein/findingaids/chafe/ |
| Rights statement | http://rightsstatements.org/vocab/InC/1.0/ |
| Additional rights information | IN COPYRIGHT. This item is subject to copyright. Contact the contributing institution for permission to reuse. |
| Object ID | Duke_RL.00207.0039 |
| Digital publisher | The University of North Carolina at Greensboro, University Libraries, PO Box 26170, Greensboro NC 27402-6170, 336.334.5305 -- http://library.uncg.edu/ |
| Sponsor | LSTA grant administered by the North Carolina State Library -- http://statelibrary.ncdcr.gov/ld/grants/lsta.html |
| OCLC number | 884367576 |
Page/Item Description
| Title | 4.23.39-01 |
| Full text | -3- These have been aided by a lay-professional Advisory Committee on Human Relations established by the Board of l^ucation. Churches have been \ mobilized also to encourage orderly change by the Concerned Citizens. There are two opposing groups. One is called PL15^, standing for Positive Leadership for ^Sucating Americans, that seeks to legally end bussing. And the other, ACT, Americans Concerned About Today, advocates impeachment 1 of the Supreme Court justices. The Director says that after attending a three-day meeting in Raleigh by the State Advisory Committee to the Commission on Civil Rights, "the most obvious fact pointed up by these hearings was that where a community lacks sensitivity to minority /"• viewpoints, it lacks the desire and the will on the part of the dominant \ element in the community to make school desegregation work well on a mutually acceptable basis rather than merely by law enforcement and arbitrary discipline, then there will be continuing trouble that may V_ soon lead to community-wid e violence." In a folder entitled "Notes for Great Decisions Talk~2/20/75" there is a chart of budget expenditures over ten years showing that in 1964-65 the School Board spent 9.5 million in current expenses, and in 197^-75 it spent 26.3 million. Enrollment was stable, but costs increased due to inflation and expanded, improved services to children. There were approximately 28,000 students in both periods, but the per pupil expenditure had gone up to $1,000 in '74-'75 versus $339 in '64-'65. For example, there were twenty-eight reading teachers working in '75 lwho had not been there in '65. In 1964-65, the athletic colleges were still segregated, while ten years later all four high schools played in the same conference and scheduled contests with each other. In ,7^-*75» more than 3,000 volunteers in the community assisted with tutorial work and served as aides to schools. There were also twelve specialists in art, music, and W in '74, versus none in '64, and thirty kind ergarten classes versus none. The school system was also given a $900,000 federal grant designed to ease the problems relating to possible student resegregation within individual schools. This is to help the students to deal with basic skill problems of math and reading and employs seventeen reading teachers, one reading director, thirteen math teachers, and fifty-two reading, math and clerical [ aides. About ten percent of the school population is being served through this program. The report discusses as well the easing up of classroom rigidity, a more open class environment, individual report cards vis "a vis individual progress levels, and the creation in the senior high school of total freedom of selection of courses and teachers. There is also an optional high school for students who are disaffected from traditional schools. There is also a special Office of Student Affairs and a Pupil Personnel Service which provides a great deal of counseling for student-initiated activities as well as for social problems such as pregnancy, stud ent-teacher conflict, etc. |
