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Council on Schools -- Little Rock -- Pulaski","LITTLE ROCK PUBLIC SCHOOLS ADMINISTRATIVE OFFICES EIGHTH AND LOUISIANA STREETS February 20, 1952 PERSONAL TOTHE BOARD Ï have read with interest the report of the Little Rock Council on Schools having to do with segregation, a copy of which I sent to you this morning. There are a lof of things in this report which are true, but there are many which have been twisted in such a way that they do not give a true picture. Some of these are: 1. The report compares the Little Rock High School and Tech High with Dunbar, as to cost and staff loads. Dunbar is both a junior high and senior high school, and in order for the figures to be accurate, the junior high school part of Dunbar would have to be separated from the senior high school. 2. There are some courses offered at Little Rock High School and Tech High which are not offered at Dunbar. There are also some courses offered at Dunbar which are nor offered at the other schools, such as bricklaying, trade laundry, Negro History, and Youth Faces its Problems. 3. In this report, no mention is made of the extra lots and extra one-half block which have been purchased for Dunbar. 4. In referring to the guidance services at Dunbar, it should be remembered that we have only 555 senior high school pupils at Dunbar, and we have not yet provided guidance service for Tech High or for any of the junior high schools. 5. The report refers to courses in aircraft repair, which have been discon- tinued because of lack of interest. This report says that there are two full-time librarians at Little Rock High School and one at Dunbar. We have one and one-half librarians at Dunbar. 6. Each school gets sane appropriation for library books ona per pupil basis. The white schools have been able to use this to better advantage in securing more books. 7. In regard to health care services, we have one full-time nurse assigned to Little Rock High School and one assigned to Dunbar, even though there are fewer pupils there. 8. The report says there are 76 1/2 courses offered in the Little Rock High School that are not offered at Dunbar. There are only 84 courses offered in all at Senior High School, so this mos me an error. The report also offers comment on music courses offered in Little Rock High School and Dunbar. We have approximately the same number of music teachers at each school. 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Council on Schools -- Little Rock -- Pulaski","To the Board--2/20/52--2 9. The report also says that Dunbar does not have modern sewing machines, which are in use at tother schools. The Dunbar machines have all been replaced since those in white schools. It is true that they do not take care of them as well, but they certainly should be in as good shape as the older ones in the white schools. We have also recently completely redone the foods section of the Home Economics Department at Dunbar, and we have not been able to do that at any of the other schools. We have also completely redone a science room at Dunbar, and this has not been done at the white schools. 10. It is true that the colored pupils do not make the same progress as do the white pupils. It is my opinion that this is due to three causes: (a) Lack of regular attendance, (b) Poor home conditions, (c) A poor quality of instruction. In this connection, many of the colored teachers who are average teachers for their race could not qualify for teachers in comparison with our white schools. With the exception of Gibbs, which is now on the drafting board, facilities for Negro elementary children are on the average superior to those for children in the Little Rock School District. 11. Our most crowded conditions, as far as elementary schools are concerned, are in the white schools. All of this does not belittle the fact that we must continue to work for better school facilities for white and Negro pupils. It does seem to me that when we look at the picture, we should look at the entire picture and not just part of it. It is true that Little Rock spends somewhat less per Negro pupil that for white. This is due solely to the fact that not as high a percentage of Negro teachers are grad- uates of accredited institutions. Our salary scale is the same. Our allotments for supplies and other services are the same, and when Negro teachers avail themselves of the opportunities for securing approved college credit, our expenditures per pupil will be the same. I, personally, believe that the solution to our educational problem does not lie in the mixing of the two races with different backgrounds and different interests in our schools, but in the building up of both school systems to the highest possible efficiency and the stimulation of the parents of all children to provide the necessary home incentive for good work; and further, the employment of educational staff mem- bers who are well qualified by training, interest, and desire, to do effective work. It might be cheaper on the Little Rock School District to provide an integrated educational program, but we should not be concerned with the cheapest program, but the best. White parents believe in schools enough that ther are willing to provide extra equipment such as choir robees, musical instruments, books, etc., for their children. Negro parents seem unwilling or unable to provide such facilities. If Negro children were placed immediately in white schools, they would be so over-shadowed by white pupils that they would lose all opportunity for training in leadership and in social qualities which they now get in their own schools. These are just some of my opinions, given to you for that they are worth. I may be entirely wrong, as I sometimes am. Very truly yours, [Signature included] Harry A. 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