MSU RETURNING MATERIALS: Place in book drop to Harman-:5 remove this checkout from - your record. FINES wil] be charged if book is returned after the date stamped be10w. 1‘33" ” ‘ Hm“; I - 4f9léflé' #5 thaws lllllllHlLllJIZIUIIIUUIUHIIIH’HIHHIHIHIHIIUllllll 310528 3141 This is to certify that the “' "" thesis entitled THE ORIGIN, DLVJ Crib I“,.T AIID PW? SLICI‘ STATUE OF TTT‘I/‘V """"7'.YL"\C‘I J F“ 17"" ”SD .“- "7 "7"“ “W "'“ hfiflhuunu PI luluxl. k: l..rJ.I1._u. CULCJMTLLH IK'R JILUE RULE) presented by has been accepted towards fulfillment of the requirements for E2— degree mm & Counseling w/W/ WW ' Major profeéor DateFC'bI'uaI-y 2S) 3.qu 0-169 MSU LIBRARIES “ RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. ./~- ' h 4.... a,“ ." ‘ y "1* ., pm: - 'l‘tlffsi“: lu- ~§ 7m #5 _—‘_]_I if; v. _H:_ ' (Ii-liltll I'll-I‘llllll THE ORIGIN. DEVELOPMENT. AND PRESENT STATUS OF ARKANSAS' EBOGRAM OF HIGHER EDUCATION FOR NEGBOES By Lurline Mahan Lee AN ABSEEACT Submitted to the School of Graduate Studies in Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOGTOR 3F EDUCATION Department of Guidance and Counselor Training 1955 ‘ fl .! .p’ I / f I - ‘ ADDI'OVOd 521/ (2/ch '3. ‘,*- - , ' (”rt- 1/»!ng ‘_F She Problem. This was a study of the origin. development. and present status of the State of Arkansas' program of higher education for Negroes. It attempted to explore: (l) the beginning of biracialism: (2) the evolving policy of the Supreme Court toward biracialism in higher education: (3) the economic and educational backgrounds of the Negro college students in Arkansas; (h) the quality and extent of the educational offerings available in the Negro colleges of the State; and (5) the attempt of the University of Arkansas to develop an integrated program of education on the graduate level. It was hoped that the study might serve as a record of the unprecedented experiment. and that the experience of this State might prove helpful to other Southern states confronted with the racial issue in higher education. Sources :1 informatigg. Data used in this study were collected from diverse sources. namely: (i) publications related to the study; (2) court records concerning discrimination in education; (3) published statistics of the public schools of Arkansas; (h) oral reports and records of Negro institutions offering undergraduate work in the State: (5) records from the offices of ta) the Dean of the School of Education at the llaiversity of Arkansas. (b) the Division of General Extension. (c) the Graduate Center at Little Rock. and (d) the State Department of Education; (6) the personal accounts of students. teachers. ‘University officials. and State Department personnel. Findings and Proposals for Consideratign. The principal findings of the research indicate: 1. That while the problem of biracialism is an ancient one. not uniquely American or Southern. America's present- day handling of this problem has grave international implications. 2. That the Supreme Court. backed by public opinion. is becoming increasing: intolerant of biracialism in education. 3. That Arkansas' economic deprivation is reflected in all her schools and colleges. but that the Negro schools and colleges in terms of proportion of youth attending. per pupil expenditures. accredition. preparation and salary of teachers. library and laboratory facilities. and scope of offerings are more adversely affected than are the white schools and colleges. h. That since the opening of the integrated program of the University. the gap between the two races. in so far as educational indices are concerned. has begun to close. Cu“. '1 5. That a great majority of the Negroes seeking graduate study in.Arkansas are employees of either the Negro public schools or the Negro colleges. 6. That integration on the graduate level can be achieved and maintained without litigation or serious racial disturbances of any kind. These findings suggest that the following proposals be considered: 1. That additional research and experimentation are needed to solve questions arising from this study. 2. That better personnel'and guidance programs are needed in all the colleges. including the University. 3. That the cultural foundation upon which professional education is based should be greatly broadened. A. That a program of adult education for Negroes should be developed to prepare them more fully for responsibility in civic affairs. 5. That the University of Arkansas continue to develop the program of integration and become in truth a laboratory of inter-racial fellowship. THE ORIGIN. DEVELOPMENT. AND PRESENT STATUS OF ARKANSAS" PROGRAM OF HIGHER EDUCATION FOR NEGROES By LURLINE MAHAN LEE A DISSERTATION Submitted to the School of Graduate Studies of Hichignn State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Guidance and Counselor Training 1955 'll'ii‘.$.3 ‘9 ACKNOWLEDGEMENTS This study was made possible only through the cooperation of many individuals. particularly the officials of the University of Arkansas and of the Arkansas State Department of Education who made their records available and permitted their use in this study and the many friends. both Negro and white. who so willingly shared their eXperiences with the writer. The writer wishes also to express gratitude and appreciation forkthe interest. encouragement. and constructive suggestions received from Dr. Walter F. Johnson. Chairman of the Committee. and the other members of the committee: Dr. Guy Hill. Dr. Carson Hamilton. and Dr. Cecil V. Millard. each of whom contributed material help as well as valuable intangible support. 354757 TABLE OF CONTENTS CHAPTER PIGS I. THE PROBLEM AND ITS HISTORICAL BACKGROUND . . . . . l Theproblom.................. 3 Justification for the problem . . . . . . . . . . 3 Plan of organisation . . . . . . . . . . . . . . 5 Definition of terms . . . ..... . . . . . . . 6 Sources of information . . . . . . . . . . . . . 10 Limitations of the study . . . . . . . . . . . . 12 Related studies . . . . . ..... . . . . . . . 13 Genesis of the problem . . . . . . . . . . . . . 16 Beginning of bi-racialism . . . . . . . . . . . . 19 The present American dilemma . . . . . . . . . . 20 The Civil Her and its legal aftermath . . . . . . 23 Summary . . . . . . . . . . . . ..... . . . . 25 II. THE SUPREME COURT AND SEGREGATION IN HIGHER EDUCATION . . . . . . . . . . . . . . . . . . . . 26 The early period . . . . . . . . . . . . . . . . 26 Thel9h5-l950period.............. 37 SummaryW ....... .. 143 Ill. ECONOMIC AND EDUCATIONAL BACKGROUNDS OF NEGRO COLLEGE STUDENTS IN ARKANSAS . . . . . . . . . . AB Poverty of the State . . . . . . . . . . . . . . N6 CHAPTER 1?. V. Economic classification of the counties . Trends in population shift . . . . . . . Economic status of the Negro . . .'. . . The school the reflection of the economy School enrollment and attendance . . . . Expenditures per pupil for white and Negro children . . . . . . . . . . . . . . . . The teaching staff . . . . . . . . Accredited high schools . . . . . . . . . Summary . . . . . . . . . . . ; . . . . NEGRO COLLEGES OF THE STATE OF ARKANSAS . . Number. type. and location . . . . . . . . History of the Negro colleges in Arkansas Enrollment in Negro colleges. . . . . . . . . Preparation of the teaching staff . . . . . Availability of curricula . . . . . . . Degrees granted . . . . . . . . . . . . . Summary . . . . . . . . . . . . ....... THE ORIGIN AND EARLY DEVELOPHENT OF THE UNIVERSITY OF ARKANSAS' INTEGRATED PROGRAM . . . . . . . Early position of the University on the , racial issue . . . . . . . . . . . . . . . First attempts at integration . . . . . iv RACE 50 5h 65 66 67 73 76 79 31 32 86 97 107 1.1.5 122 126 128 128 131+ CHAPTER PAGE Establishment of permanent graduate center . . . lho A two-fold policy evolved . . . . . . . . . . . 1h2 Summary . . . . . . . . . . . . . . . . . . . . . 160 VI. PRESENT STATUS OF THE GRADUATE PROGRAM rm NEGROES 161 General program of the University . . . . . . . . 161 The extension program of the University in other white colleges of Arkansas . . . . . . . 172 Nork of the graduate center at Little Rock . . . 180 The program at Fayetteville . . . . . . . . . . . 196 Summary . . . . . . . . . . . . . . . . . . . . . 200 VII. SUMMARY; FINDINGS. PROPOSALS FOR FUTURE ACTION mtmxcmmns ms RESEARCH . . . . . . . . . . 201 Summary . . . . . . . . . . . . . . . . . . . . . 201 Findings.................... 203 Proposals for future action . . . . . . . . . . . 22h Proposals for further research . . . . . . . . . 230 BIBLIOGRAPHY....................... 2)} APPENDIIIS 2M7 A. STATISTICAL DATA PERTAINING TO consoles or ARKANSAS 21*8 B. ACCREDITED NEGRO HIGH SCHOOLS or ARKANSAS . . . 256 C. COPY OF LETTER FROM THE ASSISTANT COMMISSIONER FOR INSTRUCTIONAL SERVICES TO THE INVESTIGATOR . . . 259 CHAPTER PAGE D. TYPE OF DEGREES HELD BY NEGRO COLLEGES OF ARKANSAS . . . . . . . . . . . . . . . . . . . 261 s. SUMMARY OF THE DEVELOPMENT OF LAws GOVERNING STATE POLICY REGARDING HIGHER EDUCATION FOR NEGROES 26h r. COPY OF INSTRUCTIONS ISSUED TO THE NEGRO COLLEGES IN ARKANSAS . . . . . . . . . . . . . . . . . . 266 G. COPIES or ENTRANCE FORMS USED BY THE UNIVERSITY OF ARKANSAS . . . . . . . . . . . . . . . . . 269 R. COPY or CONDITIONS UNDER wRICR THE UNIVERSITY or ARKANSAS ORRRRS GRADUATE COURSES IN STATE- SUPPORTED SCHOOLS . . . . . . . . . . . . . . 275 1. COPY OF THE QUESTIONNAIRE USED IN STUDY or THE EDUCATIONAL BACKGROUND AND PLANS or THE NEGROES ATTENDING THE GRADUATE CENTER IN THE SUMMER OF 195R . . . . . . . . . . . . . . . . 279 vi TABLE II. III. IV. VI. VII. VIII. IX. XI LIST OF TABLES Distribution of Income In l9h9 of White and Non White Families In The State of Arkansas and the United States . . . . . . . . . . . . . Distribution of Incomes for the Urbanized Area of Little Rock and North Little Rock. 1953 . . . Distribution of Income for the Standard Hetropolitan.Area Pulaski County. 1953 . . . . Distribution of Arkansas Counties by Crop Type . Distribution of Arkansas Cotton Counties by Crop Sub-Type . . . . . . . . . . . . . . . . . Changes In The Population of Arkansas During the 19h0-1950 Decade . . . . .,. . . . . . . . Arkansas Counties Having Over Forty Per Cent Negro Population . . . . . . . . . ... . . . . Per Cent of Urbanization of Counties of Arkansas Median Income in 19%? of Non-White Families and Unrelated Individuals In the Several Counties of Arkansas . . . . . . . . . . . . . . . . . Enumeration, Enrollment. Average Number Belonging. and-Average Daily Attendance of Negroes. Ighgag Enumeration, Enrollment. Average Number belonging. and Average Daily Attendance of Whites, 19h8-l952 RAGE 1+7 ‘49 52 58 59 61 6h 68 69 TABLE XII. XIII. XIV. XVI. XVII. XVIII. XIX. XXI. Current Expenditures Per Pupil For White and Negro Children. l9h8-l953 . . . . . . . . . . . Comparative Data Concerning White and Negro Teachers In The State of Arkansas For the School Years l9hl-h2 . . . . . . . . . Ratings of Accredited White and Colored High Schools. 1952-53 . . . . . . . . . . . . . . . Selected Information Pertaining to Arkansas Negro Colleges, 1953 . . . . . . . . . . . . . . . . Changes in the Enrollment in Negro Colleges in Arkansas. 1932-1953 . . . . . . . . . . . . . . College Enrollment in the Negro Colleges of Arkansas for the Year 1950 . . . . . . . . . .. Enrollment by Counties of Negroes In Arkansas Negro Colleges. 1952 . . . . . . . . . . . . . Enrollment of Out-of-State Students in Negro Colleges of Arkansas. 1952 . . . . . . . . . . Enrollment of Foreign Students in Negro Colleges of Arkansas. 1952 . . . . . . . . . . . . . . . Number. Type. and Per Cent of Degrees Held by the Staff of the Negro Colleges in Arkansas. 1952-53 ..... . . . . . . . . . . . . . . . . . viii PAGE 71 7E 78 8k 100 103 108 109 115 TABLE XXII. XXIII. XXIV. XXV. XXVI. XXV”. XXVI“. JCXIX. JCZDK. RAGE Number of Fields of Specialization Available in Negro Colleges of Arkansas. 1952-53 ... . . . . 120 Degrees Granted by the Negro Colleges of Arkansas. 1952. By Type. Sex and Number . . . . 12h Type and Number of Degrees Conferred by Negro Colleges of Arkansas in Selected Years by Sex . 125 Per Cent of Graduate Faculty Holding Various Types of Degrees in Selected Land-Grant Colleges. 1951 . . . . . . . . . .-. . . . . . 165 Enrollment in Education Courses Offered at the Six Graduate Centers Cooperating With the university of Arkansas. Fall. 1952 . . . . . . . . . . . 178 Cooperating Institutions and Breakdown of Enrollment by Majors and Numbers. Fall. 1952 . 179 Enrollment in Education Courses Offered at the Six Graduate Centers Cooperating with the University of Arkansas. l953-195h . . . . . . . . . . . . . 181 Number of Students in Different Occupations Represented in the l9h8 Class at the Graduate Center in Little Rock . . . . . . . . . . . . . . 18} Courses Offered at the Graduate Center of the University of Arkansas. 19h8-195h. By Field and Number Enrolled . . . . . . . . . . . . . . . . . 188 ix TABLE PAGE XXI. Enrollment in Different Schools by Number and Per Cent of All Students Attending the Graduate Center. l9h8-195h . . . . . . . . . . . . . . . . 190 XXXII. Courses Offered at the Little Rock Graduate Conter of the University of Arkansas by Field and Number Enrolled. Summers l951-195h . . . . . 191 FIGURE 1. 2. LIST OF FIGURES County Types Location of Negro Colleges in Arkansas xi PAGE 56 72 CHAPTER I THE PROBLEM AND ITS HISTORICAL BACKGROUND Today the colored peoples of the world are on the march. This might well be termed by future historians. “The Rise of the Colored Masses.“ They are throwing off the yoke the white man has so long pressed upon them and are asserting their right to a place in the sun. Today the United States of America has been thrust into a position of leadership of the free and democratic peOples of the world. but this leadership is subject to doubt and suspicion even among these peoples because America in some measure fails to apply the equalitarian principles of the Declaration of Independence and the provisions of the Constitution to approximately one tenth of the citizenry of the country. The situation has more dangerous 1lllplicatione also. Ralph Bunche. the great Negro leader. warns that ”Our undemocratic racial attitudes and practices are rich and fully exploited sources of effective propaganda for those "’10 oppose us and all we stand for“ \562218). Education must provide the chief solution to the national dilemma. but education itself is not democratic. How then. can it provide the answer? Education must become democratic if America is to avoid political chaos and demoralization. Robert Hutchins (728105) states it this way: The truths inscribed on our hearts are. I think. the truths of the Declaration of Independence. which. as I recall it. include the preposition that all men are created equal. -~ The task that we have on a world scale is not merely to repeat these propositions. but to show that this truth. which is inscribed on our hearts. is one that we are prepared to put into opera- tion; notably put it into Operation in those institutions which are dedicated to the prepagation of our ideals. namely. our institutions of higher learning. Charles W. Pipkin (127329) who has studied the situation in the South where live approximately 68 per cent (1950 Census data) of the Negroes of the country. made the following state- ment before the Conference of the Deans of Southern Graduate Schools in their thirteenth annual session. The challenge to the South to create a civilization in which there is essential democracy for white and black is one of the most difficult problems a dominant race has ever had put to its leadership and to its institutions. It is all the more crucial test of the South's capacity for self-control and self-direction because the whole spirit and form of democracy are under indictment throughout the world. -— The educational philosOphy which does not take account of its obligation to the Negro from the kindergarten to the graduate school can have no part in the 'building of a civilization in the South where the 'two races may work in intelligent cooperation. Such cooperation in the field of education between “agrees and whites has deveIOped. to some extent. in the State of Arkansas. Arkansas is a southern state. The race-relations pattern in Arkansas is deeply grounded in southern folkwsys and mores. The great majority of white citizens of Arkansas have been brought up with the belief that the Negro is biologically as well as socially inferior. and many of the whites are determined to keep the Negro 'in his place.“ The society is bi-racial and segregation prevails generally. However. in recent years a new type of leadership has arisen. a reaffirmation of the belief in democratic ideals is underway. and this new type of leadership and this reaffirmation have deveIOped the State's program of higher education for its Negro minority. THE PROBLEM The purpose of this study was to investigate the origin. development. and present status of the program of graduate education for Negroes in the State of Arkansas: to describe the graduate work being offered; to discover some of the problems connected with the program; and to make proposals for meeting these problems. JUSTIFICATION FOR THE PROBLEM Justification for the study was based on the following factors: (1) The ever-increasing demands of the Negro for equal educational Opportunities. the court cases to which the Negro has resorted when these demands were denied. and recent court decisions are requiring educators. civic leaders. and politicians to deal with problems related to graduate study for Negroes. Many of those concerned with the matter lack sufficient information to make wise decisions. (2) Admission of Negroes to the graduate school of the University of Arkansas has been accomplished with order. good-will. and in good faith. Other southern states. beset with law suits. have inquired concerning the program. These states might learn from Arkansas' experience what to do and what not to do. as they. voluntarily or at the command of the Supreme Court of the United States. embark upon a program of educational equalization on the advanced levels. (3) No previous record of the experiment has been made and several University of Arkansas officials expressed a desire for such a study to be made. (h) The Conference of Deans of Souflhern Graduate Schools. meeting in Birmingham. Alabama. in l9h5. found that there was a great need for more factual information concerning graduate instruction of Negroes in the South. and recommended that such studies be made. preferably on a state basis (126:175). (5) The trend in education is definitely toward integration. It may well be that segregation in education will soon be a thing of the past. Such a study as this will provide a record of Arkansas' vision and leadership in initiating educational integration in the South. PLAN OF ORGANIZATION In order to understand the problem a look at its historical setting was deemed necessary. The first chapter. therefore. develops this background down through the years immediately following the Civil we: and its legal aftermath. and then defines and describes the study. Chapter II traces the evolving policy of the Supreme Court of the United States toward segregation in education. without which it is entirely possible that educational integration in Arkansas would never have been attempted. The economic and educational background of Negro students is an important factor in their higher education. and the limitations of this background are considered in Chapter III. The Negro colleges of Arkansas. their enrollment. teaching personnel. curricula and areas of Specialization form the content of Chapter IV. The beginning and early deveIOpment of the integrated program. from the drawing of the color line to the opening of classes to the members of both races. is traced in Chapter V. Chapter VI describes the present status of the integrated program. and Chapter VII draws conclusions and makes recommendations for the future development of the program. DEFINITION OF TERMS The problem of semantics is always a difficult one. This is true. to some extent. of the terminology used in this study. In order to establish a common frame of reference. some clarification is necessary in relation to the following terms: gggduate study. highg£_education. land:grant college. £3522. minority. segregation. desegregation. integration. and discrimination. 1. Graduate m. There is a lack of precision in the use of the term “graduate study.‘ To some educators it means simply that work so classified in the college catalog; to others it defines the state of the student's academic experience without reference to the character of work (126:8): to still others. “graduate study' must involve an element of research. Pierson states that Professor Butler held that graduate work involved four essentials: (1) strong personalities. rich in scholarship. to guide the students. (2) opportunity for close. personal relationships between these guiding personalities and their students. (3) the necessary equipment. such as libraries. classroom Space. et cetera. and (h) student responsibilities for carrying on specialised studies without required class attendance or other restrictions upon the student's time (126:8). The term will be defined herein as Good defines it: '. . . formal study pursued after receiving the bachelor's degree or first professional degree. usually for the purpose of obtaining a higher degree (6h:393).' Such a definition agrees with the use of the term in Arkansas. 2. m Education. “Higher education. as used herein. is a more comprehensive term. embracing all education above the level of secondary school as a prerequisite. -- i.e. requiring secondary education -- whether it be given in college. universities. graduate schools. professional schools. technical institutes. tsachers' colleges. or normal schools (6h:201). 3. Land-ggant College. Chambers (h0:2). who has done much research in the area of land-grant colleges. gdves two definitions which. for purposes of this study. have been combined. A “land-grant college.‘ then. is herein considered to be any institution of hhgher education. state university or separate state college. that has been designated by the legislature of the state in which it is located as being eligible to receive benefits of the Morill Act and any supple- mentary legislation. h. Neg: . The various states of the United States are far from unanimous in their legal definitions of the term “Negro.' The legal definition established by the State of Arkansas. according to Pope's Digest. Section 3292. is as follows: “Any person who has in his or her veins any Negro blood whatever.“ The social definition. however. is more pertinent to this study. for it is the one commonly accepted throughout Arkansas. According to Arnold M. Rose. noted sociologist at the University of Minnesota. a Negro is “any person who has any known Negroid ancestry (lh3:6).' The United States Government recognized the prevalence of this social definition when it instructed its Census enumeratorsx 1A person of mixed white and Negro blood should be returned as a Negro. no matter how small the percentage of Negro blood“ (112:1). In such a sense will the term be used in this study. No attempt is made herein to define the term “Negro” scientifically or biOIOgically. neither is any implication of inferiority or superiority of either whites or Negroes implied. The term is merely defined as it is used legally and socially in the State of Arkansas. 5. Minority. Nirth's definition of a minority as 'a group of people who. because of physical or cultural characteristics. are singled out from the others in the society in which they live for differential and unequal treatment and who therefore regard themselves as objects of collective discrimination“ (19hz3h7) will be used herein. 6. Segregation. “Segregation” is a pattern of accommodation. The term will be used to denote the’act. process, or state of being set apart from others. but the separation need not imply discrimination since it may be voluntary. 7. Desegrggation. Another pattern of accommodation. the opposite of segregation. is desegregation. which implies the lack of spatial barriers between the two races. The term does not imply true integration. Desegregation may exist without integration. but integration cannot be achieved without desegregation. 8. integration. Bond (28:2hl) states that |‘integration“ is a term borrowed from mathematics. In that subject "to integrate is to form into a whole; to units or become united so as to form a complete or 10 perfect whole. In literary comprehension. it is to unify. as to integrate the plots of a play“ (28:2hl). In education. however. Bond feels that integration involves the intangibles of the spirit. It becomes “the admission of Negroes to the normal intimacies that comprise so large a portion of modern education“ (28:2h1). Such integration is the real goal of the vocal Negro leadership. In this study the meaning of “integration“ is restricted to what Bond calls physical or spatial integration. the “mere physical occupancy of space within an institution“ (28:2h9). Only in this latter sense has “integration“ been attempted in Arkansas. 9. Discrimination. “Discrimination.“ as used herein. does imply coercion. The word itself simply means “differential treatment accorded individuals who are considered as belonging in a particular category or group“ (253101). but for purposes of this study. it will refer to those acts which restrict or coerce a racial minority group against its will. SOURCES OF INFORMATION Data used in this study were collected from a number of sources. namely; (1) reports from Negro institutions offering undergraduate work in Arkansas; (2) reports of state subsidies for 11 graduate study; (5) reports from students enrolled in the program; (h) reports from teachers who have taught both Negro and mixed classes; (5) publications related to the study: (6) personal visits and interviews with officials of the University of Arkansas and of the Arkansas State Department of Education; (7) records from the offices of (a) the Dean of School of Education. (b) the General Extension Department. (c) the Registrar. (d) the Graduate Center at Little Rock. and (e) the State Department of Education. A review of bi—racialism in the United States. court action resulting from attempts to break segregation in education. economic (renditions in Arkansas and state educational facilities for Negroes below the graduate level serve as a background against which the problems and program of graduate instruction of Negroes are reflected. Little attention was given to the political aspects of the Problem for a two-fold reason: 1. Search revealed little evidence of political differences on the educational program within the State. 2. Coverage of the more relevant aspects threatened to render the study too voluminous. 12 LIMITATIONS OF THE STUDY Certain limitations of this study must be acknowledged: (l) limitations related to the literature; (2) limitations related to the use of the interview; (3) limitations related to the reac- tions of students and teachers involved; and (h) limitations of university records. As has been stated. little has been written that pertains directly to this investigation. but there is a vast quantity of pertinent material. much of it dealing with some phase of Negro education. The Engclopedia of the NeEo (149:17’4) lists four special Negro collections. Of these the Schomburg Collection of Negro Literature in the New York City Library is the best known. The library of the University of Virginia contains the famous James Collection on the Negro (1&9zl38). The very wealth of related material made a complete review of the literature pro- rfilbitive. The interview is a technique of investigation which. in the absence of the necessary written documents. as in this study. May be used to reconstruct the comparatively recent past. The faGator of memory. however. may color the testimony of even the f3~1-st witness to a fact and thus invalidate its complete accuracy. The long-standing bi-racial organization of Arkansas 111.11.1“ lxll‘ II‘!‘ [I ll. {(1 13 society has fixed a gulf between the white teachers and their Negro students. and between the white and colored students. that may have precluded the true expression of their inmost thoughts and emotional reactions. Even in this sincere attempt at integra- tion in education. the Negro must have found it difficult to be entirely frank. Again. the reactions of the students and teachers were not tested reactions. but merely stated ones. Records of the University of Arkansas. from the enrollment aapplication to the diploma. contain no racial identification. This is good from the standpoint of race relations. but it hampered research. It was difficult to determine the number of Negro students enrolled or to ascertain the racial category of some of the students who attended the Graduate Center. RELATED STUDIES While no previous study of the program of graduate iJlstruction of Negroes in Arkansas has been made. some brief “tlxdies. reports. and histories have dealt with certain phases in the deve10pment of the program. Granger (65:3149) gave a brief a~‘3<.‘.ount of the admission of Negro students to the graduate schools (’13 the University of Arkansas as an illustration of the changing a‘titudes in the South toward human relations. 11! An early history of the University of Arkansas (lhl recorded the founding of the “Arkansas Industrial University” in 1871 while the Republicans were in control of the state government and of the ensuing conflict over the admission of Negro students. This conflict was ended in 1873 by action of the Executive Committee of the Board of Trustees which declared the institution “open to all. without regard to race. sex. or sect“ (lhl:97). This action has never been rescinded. but its intent was circumvented by the eetablishment of the branch normal college at Pine Bluff in the heart of the colored population of the State. This institution became the Agricultural. Mechanical. and Norml College. which is today the leading college for Negroes in Arkansas. In a. much later history. Harrison Hale of the University staff (68 ). recorded the drawing of the color line by the University. the events of intervening years. and the subsequent .dmission of Negro students to the graduate schools of the University. Nora pertinent to this study is the report of Dr. William 0- Penrose who. as Associate Director of the General Extension SQI‘vice of the University. was in charge of the eXperimntal graduate center at Pine Bluff and. later. of the permanent graduate cOuter which the University established in Little Rock in May. 15 l9h8 (122:1hh). In his account of the Pine Bluff center. he stated that prior to the opening of the Graduate Center of the University of Arkansas in Little Rock. the policy of the University toward graduate work for Negroes was two-fold. (1) In cases where the expense of duplicate facilities was prohibitive. Negroes were eXpected to use existing facilities under a system of segregation. As an example he cited the case of. Silas Hunt who was permitted to enroll February. 1918. in the Law School of the University on the main campus at Fayetteville. but was required to study in a special room reserved for him in the basement of the law building and to meet classes in which he was the only student (122:1h6). (2) Graduate work in fields where the duplication of facilities was riot prohibitive was to be offered in the Pine Bluff center. which was open to Negroes only (122:11I6). Penrose attributed the success of the Pine Bluff eXperiment to the relative homogeneity of the student body. The students were 811 mature. experienced teachers. all members of a minority group alaxious to prove their worth. and eager to be in the first class 01’ Negroes to be graduated from the University (122:1h8). Other more pretentious studies. such as those of Jenkins (62). Johnson (82). Works (191). Berkowitz (2h). Pierson (126). McCuistion (103). the United States Office of Education (33). and the President's Commission on Higher Education (69-70) deal with a! -1 I'll ...... I i 1 ..‘l I I 1 l 16 graduate work for Negroes in the South or in the entire nation. with only a minor section devoted to Arkansas. They were helpful. however. in presenting a panoramic view of graduate instruction for Negroes. Murray (113) mde a comprehensive. detailed compilation of the various state laws on race and color. The volume contains not only the laws. but the pertinent Federal decisions and regional compacts as well as a balance sheet' of civic rights published annually by the National Association for the Advancement of Colored People. Chambers (141) presented a comprehensive summary of court fictions dealing with higher education. GENESIS AND DEVELOPMENT OF THE PROBLEM This investigation should be viewed within the framwork of its historical background. for only in the light of their origin and growth can educational problems of the present be viewed 8ytnpathetically and without bias. The problem of race relations is as old as nun himself and a. universal as the social organization of mankind. Race rela- ti one have been defined not so much as the relations that exist between individuals of different races as between individuals cOliscious of these differences (110414). When the pe0p1e involved 1'] regard themselves as separate races in competition for status. whether that status be social. educational. economic. or otherwise. the situation becomes racial. Carey NcWilliams in Brothers Under the Skin holds that “racial prejudice is not a by-produce of racial or cultural differences as such; it stems rather from conflict or competition and is essentially a social phenomenon“ (105:88). Until the rise of Christianity the divisions which separated peoples seem to teve been cultural ones and group antagonism was directed against the foreigner. After the rise of Christianity. the sharpest changes of the civilized world were religious in nature. “Today the most deeply rooted and persistent divisions among men are those of race and the most distinguishing badge of race is color“ (33:14). Negroes have constituted the main nonwhite group in the Population throughout most of the history of the United States. 'The history of the Negro in the United States begins definitely "1th the landing of twenty Africans from a Dutch ship at Jamtistown. Virginia. August. 1619. more than a year before the Pilgrim Fathers set foot in Plymouth Bock“(31:32). These early “rivals appear to have been indentured servants whose status was much the same as that of white indentured servants. but with their t"Did increase in numbers -- the first census in 1790 listed 697.623 Negro slaves and 59.538 free Negroes in the United States 18 (31:50). and the demands of economics they soon changed from a servant class to a slave status. All of the colonies experimented with slave labor. but will te indentured servants were found to be more suitable and more profitable than slaves in the small towns and on the small farms in the North where relatively skilled labor was required. In the South. the tobacco and rice fields. and later the production of Sugar and cotton made the use of unskilled labor under the direc- ti on of an overseer more profitable. Under these conditions Slavery gradually disappeared in the North and became increasingly 1nlportant in the South. but it was the invention of the cotton gin in 1793 that greatly increased the demand for slaves and fastened the albatross of slavery securely around the neck of the South. "finely historians believe that it is this well-nigh exclusive ‘380ciation of Negroes with slavery and of slavery with Negroes that has made this adjustment the most difficult of all the minority problems in the United sum“ (31:33). This is believed true on a universal basis also. Logan admits that in most parts or the world Negroes “do occupy the bottom rung of the ladder °°Onomica11y. socially. culturally. and politically.“ but postu- l“tee that this lowly position is “due primarily to the fact that 101‘ most of the last 500 years millions of Negroes were held in “every“ (9783). 19 BEGINNING or 314mm: SM The newly enslaved Negroes were separated from those who spoke their language and thrown in with seasoned and adjusted slaves who taught the new slaves their duties and conditioned them to their subordinate status. “Those who were born in slavery. as most of the slaves in the United States came to be. were from their birth taught by precept and example. as well as by the collective oxpfictation of their world. that their position was ordained of God. The whole social and mental climate was such that most of the slaves admired the habits and attitudes necessary to survive under such a system“ (33:9). It was easier for the white person to acquire the habits and attitudes of the dominant social. economic. and political group. Th9? Justified their enslavement of the Negro first on the ground t'h'at; they were heathen who must be won to the true religion. and 15 tar. on the supposed racial inferiority and natural servility of the Negro. Hence the Negro came to be regarded as a creature “put from white peOple. “In such an environment the members of group were unconsciously. if not deliberately. molded to the ‘ppropriate type: the one to rule. the other to serve“ (33:9). “113 pattern. once established. became traditional and “right.“ 20 Thus was established the American system of bi-racialism and thus was the United States led into what Myrdal calls the “American Dilemma“ . THE PRESENT AMERICAN DILEMMA Myrdal's encyclopedic study. Ag American Dilemma (1114). is the most comprehensive report yet made on the Negro in American society. He sees America turn between her democratic professions as set forth in the Declaration of Independence and the Constitution. which he calls the “American Creed.“ and her highly undemocratic relationships with her Negro fellow citizens. He V ridicules the belief in the biological inferiority of the Negro as “no longer intellectually respectable“ (1114:1003) and points out that “The trend of psycholog. education. anthropology. and social science is toward environmentalism in the explanation of group differences. which means that the racial beliefs which dOfended caste are being torn away“ (llh:1003). The social differentiation between Negroes and whites. as he sees it. is ”based on tradition and. more specifically. on the traditions of “lavfry society“ (llh:669). From this position he argues that the U31 ted States must either give up the “American Creed“ and go t"Waist or accept an equality which would permit amalgamation. ‘91 ther of these alternatives seems to be immediately acceptable “‘3 the American. at least. not in theory. Myrdal is supported in his refutation of the inherent intellectual inferiority of the Negro by Otto Klineberg (81$) who. after much experimentation and much research. concludes that while there is no proof that Negro and white groups are inherently different there also is no complete demonstration that the groups are entirely alike. However. he finds little probability that inherent differences between Negroes and whites actually exist“ (shim). What differences there are he states. “appear to depend on existing discrepancies in the opportunities offered to the two groups“ (sham-102). This conclusion is similar to that reached by Professor Boaz. Dean of American anthropologists. in 1911. and propounded in his book 1kg 35333 3'}; Primitive Men. In a Joint statement dated September 22. 1952. thirty-two outstanding social scientists who have worked in the area of American relations and among whom are Gordon and Floyd Allport. David Kata of the University of Michigan. Arnold M. Rose. and GC-rdner Murphy conclude that environmental differences are rellponsible for most if not all of the distinguishable differences be tween various racial and national groups (168). St. Clair Drake and Horace R. Clayton carry this environ- mentalism a step further. In M Metropolis (’48). their d‘finitive study of Negro urbanization. they assume that not only 22 the present position of the Negro in the United States results from the oppression to which white people have subjected him. 'but that the Negro's mentality. conduct. personality. culture. and his entire life “flow naturally and inevitably out of the conditions imposed upon him by white America“ (h832h). American adherence to the ideals of liberty and equality was not an idle boast. In the slave-holding South a grave un- easiness. albeit covered with rationalization and a clamourous (defense of slavery. was stirring. Hurray (113:8) states that 'the advocates of slavery resolved the schizOphrenia of holding a truman being as property in a country dedicated to the principle of ‘the equality of all men by the following syllogism: All men are created equal. but Negroes are not men; they are un-Christianized. inferior barbarians and savages. therefore Negroes are not entitled to equal rights and privileges. Many slave owners resolved the moral conflict by freeing their slaves. thus swelling the number of free Negroes to almost 500.000 at the outbreak of the Civil war ( sign). In the free North. moral indignation over the continued and ever-expanding onSlavement of the Negro mounted to a crescendo which played its part in engulfing the Nation in the holocaust of war. 23 THE CIVIL WAR AND ITS LEGAL AFTERMATH The Civil War freed the slaves legally. On December 18. 1865. the Thirteenth Amendment abolishing slavery was ratified (85:3). On March 1M. 1866. congress passed a Civil Rights Bill which was vetoed by President Johnson. but which on April 9. 1866. became law over the veto of the President (853h). This Act an- ticipated the Fourteenth Amendment. There was some question as to the constitutionality of the Civil Rights Act. however. and it was deemed safer to place the substance of the Act beyond the reach of the Supreme Court or the Congress of a later day and the Fourteenth Amendment with its famous “equal protection of the laws“ clause was passed on June 13. 1886. and ratified by the states on July 2.8. 1868 (85:5). In adOpting this amendment. the American pe0p1e reaffirmed their belief in the “American Creed“ and set forth a broad and courageous policy toward minorities which greatly extended the frontiers of American Democracy. McWilliams (105) states that it was adopted for the specific purpose of making it clear that the federal government could. and indeed. should. safeguard the °1V11 rights of citizens against any infringement of these rights by either private groups or the states. 2h The South. broken and bewildered. confronted with thousands of suddenly freed Negroes. passed the infamous Black Codes (85:9) in an effort to control the situation and keep the Negro “in his place.“ In 1875. Congress passed the culminating Act of all the civil rights legislation. This bill as adopted by the Senate. insured the right of all citizens. regardless of race. color. or previous condition of servitude. to the full and equal endoyment vof all accommodations. advantages. facilities. public conveyances <>n land or water. theatres. and other places of public amusement. schools. and cemeteries. but the House substituted a bill from which “schools and cemeteries“ were omitted. It was the House bill tllat became the Civil Rights Act of 1875 (85:6). Clearly the Act was intended to eliminate practices of discrimination. but the Supreme Court. in 1883. held the Act unconstitutional (85:9). Mr. Justice Harlan was the lone dissenter from the Opinion that the first section of the Fourteenth Amendmnt '83 prohibitory upon the states only. Konvitz (85:132) sums up the situation from the standpoint of the Constitution as follows: 1. States may prohibit discrimination. 2. States may conpel discrimination (or segregation. which is not discrimination according to the United States Supreme Court). 25 3. States may leave the matter to private discretion. This decision of the Court and the Fourteenth Amendment itself have been the bases of much litigation regarding education. some of which will be reviewed in the next chapter. A SUMMARY This study was concerned with investigating the deve10pment of an attempt in the State of Arkansas to integrate education. at least on the graduate level. The fact that this experiment is the first of its kind in the South and the expressed interest in and need for such a study on the part of officials of the University of Arkansas. other Southern states which face similar problems. and the Conference of Deans of Southern Graduate Schools suggest that this study would make a contribution to educational history. The sources of data and the method of collecting the data were described. Certain terms were defined and clarified. Limitations related to the review of the literature. the method of collecting data. the reactions of persons involved. and University records were present in the study. Directly related studies were summarized and the historical background of the problem was develOped as a basis for understanding the problem. CHAPTER II THE SU?BEME COURT AND SEGREGATION IN HIGHER EDUCATION The development of bi-racialism in American attitudes and practices has been traced. This chapter deals with the litigation to which more militant Negroes resorted in their efforts to overthrow this bi-racialism in education. litigations withoum which it is highly probable that no Negro would have been permitted to enter a white state university in the South. THE EARLY PERIOD Since the schools are but the reflection of the society which they serve. a dual school system naturally deve10ped. Indeed. long before there was a public school system in the South. segregation in the public schools of Boston came under legal attack in the case of Roberts vs City of Boston. 5 Cumhing 198. (161379). A Negro girl who had been barred from a white school 'only 800 feet from her home and forced to attend a Negro school 12100 feet away. brought suit in the Massachusetts Supreme Court against the city (20:h). Charles Sumner. acting as her lawyer, argued that segregation tended to perpetuate class distinction incongruous with democratic philosoPhy. that the separate Negro schools of Boston were not equal to those for whites, and that the 27 girl was subjected to a hardship in having to walk the additional distance to her home from the Negro school. Mr. Chief Justice Shaw found that segregation of the races did not in itself constitute discrimination and held that the Boston School Committee in providing essentially equal facilities had ”reasonably exercised local powers not specifically denited it by the higher aumhority' (203“). This doctrine pronounced by Mr. Chief Justice Shaw in 18h9 was later used in the courts of Ohio. Indiana. New York. West Virginia. and Missouri to defeat the intent of the Fourteenth Amendment and to uphold state—enforced segregation (20:5). None of these cases reached the Supreme Court of the United States. John P. Frank. Associate Professor of Law at Yale University. stated in the 1950 summer edition of The Journal of Negro Education that in 1873 a case involving segregation in transportation. Railway Company vs Brown. 17 Wallace Reports. hhfi. was brought before the Supreme Court of the United States which held. at that time. that “segregation among white and colored passengers into separate but identical cars on the same train amounted to exclusion from the cars and was a denial of the equality“ (59605). ' In 1896. however. the Court reversed itself and firmly established the doctrine of “separate but equal“ in the better 28 known case of Plessy vs Ferguson (163 U.S. 537. 1896) which is generally credited with the doctrine. On June 7. 1892 (161:77). Plessy. a men of one-eighth Negro ancestry. bought a ticket for first-class interstate travel on the East Louisiana Railway and seated himself in a coach for white passengers. This action violated a Louisiana statute which provided for “separate but equal“ accommodations for the two races. The law declared any passenger who insisted upon sitting in a coach “to which by race .he did not belong“ (113:193). to be liable to a fine of twenty- :five dollars and imprisonment of not more than twenty days. After being ejected from the coach. Plessy was arrested and fined for violation of the Louisiana statute. whereupon he filed in the Louisiana Supreme Court “a petition for a writ of prohi- bition and certiorari. directing that the criminal district court Judge cease the prosecution” (113:77). on the basis of the un- constitutionality of the law. The State Supreme Court refused the petition. Plessy then appealed his case to the United States Supreme Court by writ of error. He argued that the Louisiana statute violated his personal rights under the Thirteenth and Fourteenth Amendments. The Supreme Court ruled that the equal protection clause of the Fourteenth Amendment did not require states to give Negroes 29 and whites identical treatment so long as the treatment afforded them was substantially equal (20:11). That the Court relied upon the precedent set by Justice Shaw in the Roberts case is apparent in the following excerpt from Ashmore's account of the ruling (20:11): Laws permitting or even requiring (separation of the races) (sis) in places where they are liable to be brought into contact do not necessarily imply the inferiority of either race to the other. and have been generally. if not universally. recognised as within the competency of the state legislatures in the exercise of their police power. The most common instance of this is con- nected with the establishment of separate schools for white and colored children. which has been held a valid exercise of the legislative power even by states where the political rights of the colored races have been longest and most earnestly enforced. Thus was established the legal foundation for segregation by law. The durable doctrine of “separate but equal' in education. which was to prove the determining factor in much litigation involving the dual school system, was therein recognised as 'a general American practice. not uniquely a Southern one“ (80312). The sole dissenting opinion was voiced by Associate Justice Holmes Harlan who proclaimed the arbitrary separation of the white and Negro citizens on the basis of race “a badge of servitude wholly inconsistent with the civil freedom and equality before the law established by the Constitution“ (113:192). During the period between 1896 and 1930. state and Federal courts heard many cases involving segregation of various types and 30 the courts invariably invoked the doctrine laid down in Plessy vs Ferguson. Thurgood Marshall. Special Counsel of the National Association for the Advancement of Colored PeOple. states that it is highly significant that during this period no effort was made to challenge the validity of the segregation laws in the various different states. Segregation per so did not become an issue. He cites as an example the case of Gong Lum v. Rice in which the Chinese plaintiff made no objection to the segregation laws of the State of Mississippi but objected only to being assigned to the Negro school (100:317). The result was that the courst followed the separate but equal doctrine. Rice v. Gong Lum 139 Mississippi. 760. lho So. 105 (affirmed by the United States Supreme Court in 0927) 275 U.8.. 73. 72L. ed. 173. NS 8.0. 91). These cases ushered in what Marshall refers to as the '1930-l9h5 Period“ (100:317). in education litigation. In 1930 the National Association for the Advancement of Colored People. an organization made up of the verbal and militant leadership of the Negro population. began a well—organized attack on the in- equalities in public education on the higher level. Under its direction. Nathan Margold made a careful study of prevailing conditions. Charles H. Houston then drew up a blueprint for an extended legal attack against the revealed inequalities in educa- tion. A special fund was apprOpriated to begin a militant campaign (1002317). 31 The first case in the campaign. according to Marshall. was the Hocutt case against the University of North Carolina in 1933. The case was lost on a technicality in the state court when the President of the Negro college which Hocutt had attended refused to certify the academic record of the plaintiff. thus rendering Hocutt ineligible for admission (1003317). Two years later a Negro succeeded in his attempt to enter the University of Maryland law school. University of Maryland v. Murray. 169 Maryland Ins. 182 A. 590. (1935). Donald Murray applied for admission to the law school of the University of Maryland and was denied admission to the University in accordance with the Maryland law which required segregation in education. Murray then appealed to the Maryland Supreme Court of Appeals on the grounds that (1) the State provided no law school for Negroes within its borders. (2) the limited number of scholarships for out-of-state study with which Maryland sought to provide “education facilities. training and Opportunities equal to those provided otherwise for white students" (1133200) did not insure that every qualified Negro applicant would receive one. and (3) that the Negro student forced to live away from home suffered an economic disadvantage because of the inadequate monetary remuneration of such scholar- ships. The Court upheld Murray's contentions and ordered him admitted to the Maryland school (20:32). Ashmore points out that while no attempt to re-define the Plessy precedent was made. it did point out that non-segregation offered a remedy when no other remedy was available (20:32). The attack was next shifted to the State of Missouri. In 1936. Lloyd Gaines. a Negro holding an A.B. degree from Lincoln University. attempted to enter the law school of the University of Missouri. and when his application was refused on the ground that admission of a Negro would be contrary to the state constitution. he took his case to the courts. He lost in the state court. and he then appealed to the Supreme Court of the United States. Missouri ex rel Gaines v. Canada. 305 U.S. 337 (1938). At that time. according to Marshall (100:318). the best over-all strategy for attacking educational segregation seemed to be through '1aw suits seeking absolute and complete equalization“ of opportunity. Gaines therefore brought suit on the grounds that there was no law school for Negroes within the State of Missouri and that the out-of—state scholar- ships offered him by the State of Missouri did not constitute equality of treatment (20:32). The Supreme Court of the United States on December 12. 1938. I53 handed down its decision for equalization of educational opportuni- ties. It ruled that if a state furnishes higher education to white citizens. it is bound to offer. within its own boundaries. equal advantages to Negro residents. Anything else less was a denial of equal protection of the laws. and the fact that Missouri offered out-of—state scholarships for Negro students was not sufficient. Chambers (hls6) quotes Mr. Chief Justice Hughes as follows: The basic consideration is not to us what sort of Opportunities other states provide. or whether they are as good as those in Missouri. but as to what Oppor- ltunities Missouri itself furnishes to white students and denies to Negroes upon the ground of color -- The question here is not of a duty of a state to supply legal training. or of the quality of the training it does supply. but of its duty when it supplies such training to furnish it to the residents of the state upon the basis of an equality of right. By the opera- tion of the laws of Missouri a privilege has been created for white law students which is denied to Negroes by reason of their race. The white resident is afforded legal education within the state; the Negro resident having the same qualifications is refused it there and must go outside the state to obtain it. That is a denial of the equality of legal right to the enjoyment of the privilege the state has set up. and the provision for the payment of tuition fees in another state does not remove the discrimination. The Gaines decision left the Southern states with two alternatives; to admit qualified Negroes into existing state institutions for whites where no graduate facilities existed for 31+ Negroes. or to establish separate and equal institutions for Negroes (113:669). There were two sequels in Missouri to this decision of the United States Supreme Court (hl:7): (1) Missouri amended its statutes and ordered the board of curators of Lincoln University. the Missouri state institution for Negroes. to establish a law school equal to that at the University of Missouri. Such a law school was established in St. Louis; (2) A young Negro girl by the name of Bluford applied in January and again in August 1939 for admission to the graduate school of journalism at the University of Missouri. She was refused admission on the ground that she was a Negro. She then sued the registrar of the institution for $10.000 damages. claiming that he had denied her the equal pro- tection of the law. The case was tried in October. 19h0. in the Federal district court. The court decided against the plaintiff. The plaintiff. it ruled. could not legally claim she was injured until she had given the state sufficient time to provide her the facilities she sought. A school of Journalism was accordingly established at Lincoln University. Tennessee and Kentucky also felt repercussions from the Gaines decision. In Tennessee. a Negro student sought entrance to the 35 law school of the University of Tennessee (hlz7). but the case was lost ”on the highly technical point of failing to exhaust administrative remedies.“ Litigation in Kentucky resulted only in the establishment of an engineering course at the Negro college (100:318). Ten years after the Gaines case. the United States Supreme Court again dealt with the issue of equal facilities for graduate and professional education “in the form of Ada Lois Sipuel's suits in the courts of Oklahoma and of the United States to gain admission as a student in the law school of the University of Oklahoma“ (”1317). When Miss Sipuel brought suit. the Supreme Court of Oklahoma conceded that the Constitution of the United States prohibited discrimination against any citizen. and that Oklahoma was obligated to provide within the borders of the state a legal education for any qualified applicant. The court. somewhat weakly. cited the laws and customs of Oklahoma and decided that the state must be given ample time to establish a separate but equal law school for Negroes (h1:18). This time element was the Achilles heel of the state when the case was appealed and argued before the Supreme Court of the United States in l9h7. In the series of litigations already traced in this study the Court had decreed that a state must provide substantially equal educational Opportunities for Negro graduate students. then was added the responsibility of a state to provide ‘56 such opportunities within its borders. and on January 12. l9h8 (h1:18). the Court laid down a new point of law in stating that a state must provide such Opportunities for Negroas as soon as it did for any other qualified student. Sipuel v. Board of Regents of University of Oklahoma. 332 U.S. 631 (l9h8). Chambers (hlgls) quotes Mr. Justice Wiley Rutledge. who delivered the court opinion: The petitioner is entitled to secure legal education afforded by a state institution. To this time. it has been denied her although during the same period mnny white applicants have been afforded education by the state. The state must provide it for her in conformity with the equal protection clause of the Fourteenth Amendment and provide it as soon for her as it does for applicants of any other group. On January 17. the Supreme Court of Oklahoma issued a writ directing the State Regents for Higher Education to comply with the decision of the Supreme Court. The Regents of the University of Oklahoma then established a law school at Langston University. the state Negro college. in time for Miss Sipuel to enroll at the same time white law students enrolled at the University of Oklahoma. Three white lawyers were assigned to teach her in rooms of the state capitol. Miss Sipuel refused to accept such a make- shift legsl education (20:3h). The Supreme Court of the United States refused to consider the matter further because the matter of segregation was not before it and “the question as to whether 37 the mandate was actually being executed must first be passed upon by the courts of Oklahoma” (hlgl9). Justices Frank Murphy and Wiley Rutledge dissented. Mr. Justice Rutledge declared in unmistakable terms that no separate law school could be established overnight that would compare favorably with the University of Oklahoma's long-established and well-recognized law school. Nor could time be taken. said he, to establish separate but equal facilities without continuing the discrimination the Supreme Court had ordered ended at once. Chambers concludes that '. . . Mr. Justice Rutledge‘s cogent dissent was to be adopted by the whole court and became the law of the land a little less than two and a half years later" (kl:l9). Vith the continued support of the National Association for the Advancement of Colored People. Miss Sipuel began the legal process anew. She finally secured admittance into the University law school in 19u9 (20:3h). was 19u5-1950 PERIOD Marshall states that during the 1930-19u5 period the National Association for the Advancement of Colored People ”found by experience that the tangential approach to this legal problem did not produce results in keeping with time. money effort. and money eXpended" (100:318). and determined on an all-out attack 33 against segregation itself in higher education (Sweatt of Texas and G. W. McLaurin of Oklahoma). Mr. Chief Justice Vinson. who on June h. 1950. delivered the opinion of the Supreme Court. is quoted by Murray (113:699) as saying that the two cases presented two aspects of the same question: “To what extent does the Equal Protection Clause of the Fourteenth Amendment limit the power of a state to distinguish between students of different races in professional and graduate education in a state institution?“ Sweatt applied for admission to the University of Texas Law School for the February 19h6 term, and was refused admission because he was a Negro. At that time there was no law school in Texas open to Negroes. Sweatt thereupon filed sudt to compel his admission. Thurgood Marshall. attorney for the National Association for the Advancement of Colored People. in a conference held at Howard University April 16—18. 1952. stated that when the case was first filed the State of Texas assumed it was but another in the series of cases seeking separate-but-equal facilities (100:319). The trial court recognized that denial of the right of the petitioner to acquire a legal education when such right was afforded white citizens of the State was a deprivation of the equal protection of the laws guaranteed him by the Fourteenth 39 Amendment. and ruled that a writ of mandamus to compel his admission to the University law school would be issued unless the State established ”substantially equal segregated law school facilities by December 17. 19h6" (hl:21). The Texas legislature set about providing such facilities. It created the Texas State University for Negroes. and authorized such university to provide “all courses of higher learning“ in order to insure equalization of opportunity to the Negroes. Further- more. the legislature directed the "Board of Regents of the Uni- versity of Texas. in the interim. to establish forthwith upon demand. a law school to be known as the School of Law of the Texas State University for NegroesI (“1:21). An apprOpriation of $lO0.000 was made for this interim law school. and the Regents established such a school in Austin in a building near the University of Texas. The teaching was to be done by regular professors in law school of the University of Texas and the library of the Texas Supreme Court was to be available to Negro law students (hl:22). Sweatt refused to enroll in this “interim" law school and reappealed for a writ of mandamus to compel the law school of the University of Texas to admit him. Murray (1133700) gives the following course of events. 'The trial court denied mandamus. and the Court of Civil Appeals affirmed. (113:700). The Texas Supreme Court denied Sweatt's petition for a writ of error. The United States Supreme Court granted certiorari in l9h9 (113:700). In the resulting court battle. the validity of the segrega- tion laws per se was for the first time attacked directly (20:3h). Sweatt's legal staff attempted to show that the Negro law school could not be the equal of the University of Texas law school. that the Negro is as capable of learning as the white. that segregation on the basis of race is an unjust and unreasonable classification. and that segregation in itself is harmful to the personality development of the segregated. The National Association for the Advancement of Colored People called in eXperts in the fields of legal education. anthrOpology. and psychology to support these claims. The Supreme Court not only found the Negro law schools. both the original and the new. inferior in terms of faculty. variety of courses. Opportunity for specialization. scope of the library. and other measurable characteristics. but also in such intangibles as “reputation of the faculty. experience of the administration. position and influence of the alumni. standing in the community. traditions and prestige'I (113:701). Here for the first time the principle of community action was introduced. The Chief Justice noted that the Negro school hl automatically excluded 85 per cent of the population of Texas -- the potential witnesses. members of Juries. lawyers. judges. and others with whom any Texas lawyer would be forced to deal. This exclusion. the Justice concluded. made legal education offered in the segregated school inferior to that given in the University of Texas law school. According to Roche (lh2z223). what Mr. Justice Vinson was implying was that ‘. . . where a state university trains peOple for community action. for service in a mixed community. segrega- tion deprives the educational process of the meaning it should have." Roche found it difficult to conceive of an educational area in which this community action principle does not apply. The Court held that the equal protection clause of the Fourteenth Amendment required that Sweatt be admitted to the University of Texas. On this same day. June 5. 1950. the Supreme Court went a step farther and decreed that a Negro student once admitted to a state-supported graduate school must receive the same treatment as students of other races (113:70h). G. W. McLaurin. an elderly professor emeritus at Langston University. had applied for admission to the University of Oklahoma graduate school of education. and upon refusal of his application had carried his case to the federal 1&2 district court in Oklahoma City (20:71:), which had ruled he was entitled to admission. 7 The Oklahoma legislature amended Oklahoma laws to permit the admission of Negroes to white institutions of higher learning in cases where such schools offered courses not available in the Negro schools. The amendment. however. required that such instruc- tion be given on a segregated basis. and McLaurin was required to sit apart at designated desks in the classroom and in the library. and to eat at a different time from the other students (113:705). McLaurin again appealed to federal court for the removal of these restrictions on the basis that they violated the equal Protection clause of the Fourteenth Amendment. When the district court ruled against him. McLaurin sought relief in the United State. supreme Court. Mr. Chief Justice Vinson delivered the oPinion of the court. He said in conclusion: (1213:7014) we conclude that the conditions under which this lppellant is required to receive his education dfiprive him of his personal and present right to the Squal protection of the laws . . . We hold that under these circumstances the Fourteenth Amendment Precludes differences in treatment based upon race. AIZ'IM-ellant. having been admitted to a state-supported graduate school. must receive the same treatment at the hands of the state as students of other races. These two opinions handed down by the Supreme Court of the Uni ted States in the same day. June 5. 1950. dealt decisive mm"! at segregation. but they did not set aside the Plessy doctrine enunciated in 1896. ’43 State courts almost immediately followed these decisions of the Supreme Court in cases challenging discrimination within their borders. Murray states that “Following a Missouri Circuit order of June 25. 1950. to admit qualified Negro students. the University of Missouri voted unanimously to admit Negro students to the five state-supported colleges of that institution“ (113:67h). Perhaps even more far-reaching was the decision of the Delaware Chancery Court of Newcastle in Parker 21.21'.Z:.£§3 University 2: Delaware :5. al. (192:33h). which held that qualified Negro applicants were entitled to be admitted to the undergraduate school of arts and sciences of the University of Delaware in cases where the facilities afforded them at the Delaware State College did not equal those provided by the University of Delaware. Anything less. the court held. would be a denial of the equal protection clause of the Fourteenth Amendment (192:33h). The Negro was perforce admitted. SUMMARY The successive hammer blows of state courts. inferior federal courts. and the Supreme Court of the United States before which the walls of segregation in education are crumbling have been described. The development of the following principles has uh been traced: (l) the providing of separate but substantially equal facilities did not constitute discrimination. and did not violate the equal protection clause of the Fourteenth Amendment (Roberts v. City of Boston and Plesey vs Ferguson); (2) non— segregation offered a solution when no other remedy was available (Maryland v. Murray); (3) the right of access to equal facilities within the borders of the state is a personal right and the granting of out-of-state scholarships did not provide equal protection of the law (Missouri ex rel. Gaines vs Canada); (h) a state is not only obligated to provide equal opportunities for Negroes within its borders but must do so as soon as it provides Opportunities for whites (Sipuel vs Board of Regents of the University of Oklahoma); (5) a hastily improvised professional school does not nor can it afford an education equal to that obtainable in a long- established school possessing state-wide prestige and offering the student the privilege of community interchange (Sweatt vs Pointer et. al.): and (6) having once admitted a qualified Negro student to its state university. a state is further obligated to give him the same treatment as it gives to students of other races and not to handicap him by restrictions based on his race or color (McLaurin vs Oklahoma State Regents). The handwriting on the wall was plain enough and was duly noted by educators of Arkansas. CHAPTER III ECONOMIC AND EDUCATIONAL BACKGROUNDS OF NEGRO COLLEGE STUDENTS IN ARKANSAS In the design of American government. public education is a function of the State and of local communities. National and state agencies attempt to set the standards. but the final burden and responsibility for the public schools rests upon local school districts which Operate and support the public schools. The State of Arkansas does not represent a homogeneous area. for within the State are found wide differentials in the socio—economic structure of its counties. which are the smallest areas for which census data are available and also the most important administrative unit for school funds. These differences are reflected in the Negro public schools which of necessity serve as feeder schools for the Negro colleges of the state. A consideration. then. of the socio-economic structure of Arkansas counties and the system of public schools appears basic to any study of adequate opportunity for the higher education of Negroes in Arkansas. The educational problem of the Negro is racial only in part. for in large measure it is inextricably interwoven with the conditions of the state in which he lives. 1 ,.'D~ . r 1 M6 POVERTY OF THE STATE Arkansas is not only a Southern state. but it is one of the most impoverished economically of all the states in this handicapped region. Ashmore. using data on income from §3£I£Z.2£ Current Business. United States Department of Commerce. August. 1953. reported that in 1950 the per capita income in Arkansas was $821. with only Mississippi's $703 per capita income being lower. This was also true of total income: Arkansas. $1,578.000: Mississippi. $1,527,000 (20:1uh). The 1950 census confirmed this financial poverty of the State in terms of retail sale values and median income per family. Retail sales in Arkansas in 1950 amounted to $1,083.262.000. or only .83 per cent of the total United States retail sales (39:h-h7). In terms of median income. according to 1950 Census figures. the whites earned $1.117. the Negroes $h87. Table I shows the Census distribution of income in 19h9 fer all Arkansas fasilies. both white and non—white (39;u-u7). as compared with the distribution of income in the United States as a whole. Table II gives the breakdown fer the urbanized area of Little Rock and North Little Rock. Table III broadens the area somewhat and includes all of the county in which Little Rock and North Little Rock are located. Tables II and III were taken from the Report of W TABLE I DISTRIBUTION OF INCOME IN l9h9 OF WHITE AND NON WHITE FAMILIES IN THE STATE OF ARKANSAS AND THE UNITED STATES White' Non—white‘ Total income Arkansas United Arkansas United States States_ Less than $550 20.2 7.6 39.0 18.2 s 500 - 999 15.2 .7 2h.5 18.0 a 1000 - 1&99 15.0 6.5 1h.6 15.3 s 1500 - 1999 10.9 7.0 10.9 12.6 $ 2000 - 2u99 10.0 9.0 6.1 11.9 $ 2500 - 2999 6.9 9.2 2.5 7.0 s 3000 - 3h99 6.h 11.9 1.h 6.2 s 3500 - 3999 u.7 9.3 0.3 5.0 $ hooo - 9999 3.9 7.7 0.5 2.1 $ N500 - N999 2.2 5.5 0.2 1.0 $ 5000 - 5999 2.9 8.h 0.3 1.3 $ 6000 - 6999 1.5 h.6 0.1 1.0 s 7000 - 9999 1.7 5.1 0.2 0.8 $10.000 - and ever l.h 3.2 --- 6.2 Totals 100.0 100.0 100.0 100.0 Source: Based on United States Bureau of the Census. United States Census of Papulation: 1950. Preliminary Reports. “Employment and Income in the United States By Regions. 1950.“ (Series PC-Y. April 11. 1951). Table 9. Median white income - $1.117. 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The white population increased by 1.1 per cent. but the Negro pOpulation decreased by 11.6 per cent, resulting in a loss of 2.0 per cent in the State (20:162-16“). Table VI. gives the recent changes by number and per cent. By 1950. the seven counties havinp a population over 60 per cent Negro had been reduced to one county. The ten counties numbering from No to 60 per cent Negro had increased to eleven. The per cent of counties more than MO per cent Negro had been lowered from 2} to 16 per cent. The heaviest concentration of Negroes was still in the predominantly cotton counties where powerful social and economic forces as well as the legal require- ments of segregation buttress rigid separation of the races (90:128). Table VII‘ shows the declining prOportion of Negroes in the counties of heaviest Negro concentration. Another trend of Negro migration became evident during these post-war years. In addition to the definite shift of Negro TABLE VI CHANGES IN THE POPULATION OF ARKANSAS DURING THE 19uo-195o DECADE Population 19uo-195o Changes Race 19ho 1950 Number Per cent White 1.h66.08u 1.u81.507 15.u23 1.1 Negro u32,578 h26.639 -55.939 -11.6 Totals 1.9u9.387 1.909.511 -39.876 - 2.0 Source: United States Census. 1950. 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Haauoz dds mmm mmm mmm hmH NOH om mmH me p: NmH mm mm mmH mm mm s.w.m HaoHeanoox mmH me am om om oH mm mm 0H em mH mm Hm nH m .<.n .HusssHsoHsms mensaxn¢ OH .3 .2 OH .3 Oz 09} 03 I: OH» .3 O: OH 0, oz -..ltll'lll EH mm? mm? Hm? 3? sense 5:335 lrllltl lag! EIIEFV!‘ WW”... . a? Ham wm mmHKK anmda 126 institutions award far more Bachelor of Science degrees than they do the Bachelor of Arts. Philander Smith College and Shorter College are both Methodist supported colleges. Philander Smith is a member of the North Central Association of Colleges and Secondary Schools. whi1e Shorter is not so accredited. This lack of accreditation of Shorter plus the very small number of degrees of any type granted by the College during the three-year period for which data were available again suggest that perhaps it would be wise to merge these two Methodist institutions. The resulting single college would be strengthened and fewer Arkansas Negroes would be receiving degrees from non-accredited schools. SUMMARY The five Negro colleges of Arkansas. one of them a Junior college. have reflected the national trend toward increased enrollments. enrollments in which the females outnumber the males. A tabulation of the counties of Arkansas which sent students to these colleges suggested that geographical accessi- bility and economic factors are strong. influential determinants in college attendance and revealed the need for a college open to Negroes in the geographically isolated northorn portion of the State. The curricula of the Negro colleges followed the same 127 general pattern of the offerings available to whites. with the fields of arts and sciences. education. and home economics receiving the major emphasis. The scope of the offerings.however. and the library facilities available to Negroes were much more limited than were those available to whites. None of the Negro colleges offered any advanced work at any level. These limitations in educational opportunities for Negroes in Arkansas should be of concern to not only the State of Arkansas but to the Nation as a whole. for many out-of-state students attend Negro colleges in the State. However. progress is being made. and with the opening of the doors of the University of Arkansas to Negroes. to be discussed in the next chapter. the future looks bright for increasingly expanded educational opportunities for Negroes. 1‘11] l‘lllllllllll'l CHAPTER V THE ORIGIN AND EARLY DEVELOPMENT OF THE UNIVERSITY OF ARKANSAS' INTEGRATED RROGRAN The State of Arkansas and the University of Arkansas have traveled a perilous and uncertain road from declared desegre- gation in the days of the University's infancy to sincere attempts at integration in the post-war years. They traveled this road quietly and voluntarily. without any of the disturbances and litigations suffered by other Soumhern states. That Arkansas was able to do so and become the first state of the South to voluntarily open the doors of its university to Negro graduate students -- the only Southern state to take such action of its own will -- is a testimonial to the educational leadership within the State and to the good will and discretion of the students. both Negro and white. who pioneered in this venture. This chapter gives an account of these developments. EARLY POSITION OF UNIVERSITY ON THE RACIAL ISSUE The University of Arkansas is eighty three years old. Its 195h-55 Bulletin gives the following account of its founding: The University of Arkansas owes its origin to a public- land grant act of the Federal Congreqs. which was aceepted by the General Assembly of Arkansas on March 27. 1871. The Stato Act provided for the location. organisa- 129 tion. and maintenance of the institution. Fayettovillo was selected as the site. and the University was opened on January 22. 1872. (183:13). The State organic act of 1871. referred to above. created a board of trustees which was to consist of eleven members: the state superintendent of public instruction. who was to act as ex- officio president of the board. and ten elective members. one from each judicial circuit. who were to be elected by the legislature in a Joint meeting of the two houses (1h0357). At that time Joseph Carter Corbin. a Negro. was serving as superintendent of public instruction. and. as such. was president ex-officio of the board of trustees of the University (1hoz357). Under such conditions it was not unnatural that the issue of admitting Negroes to the University arose even before the opening of the University. At a meeting of the board in Little Rock on January 17. 1872. Trustee Millon offered a resolution directing the preshlent of Arkansas Industrial university. as the institution established under the provisions of the Merrill Act. was known until 1899 (1N0369). to admit white and colored students 'into the same classes“ (lhOx96). However. after much discussion. a substitute resolution introduced by Trustee Bennett. which left the issue to ”the sound discretion of the executive committee" was adopted by the 130 board. On.April 1k. 187}. the executive committee announced that their “sound discretion" had thrown the University open to all “without regard to race. sex. or sect“ (lhO:299). In.June of 1872. General Albert Webb Bishop. then treasurer of the board. and who later served the University as president from 1873 to 1875. delivered an oration in which he declared the question of race and color practically settled and referred to the University as a place which "all (are) privileged to attend. and with equal facilities to struggle after the preeminence which is the reward alone of industry and capacity" (1ho:96). The color line drawn. President Gates. the very first president of the University. had the unpleasant duty of facing .this embarrassing racial issue. One Negro. doubtlessly encouraged by legislative action and the ensuing oratory. had the temerity to apply for admission. According to the law he could not be ex- cluded. President Oates therefore admitted the Negro. but required him to remain during the day in an out-house near the University. and "at noon and after school he himself heard the negro's (sic) recitations' (1&0397). This was not integration. but the Negro did attend the University. According to the records of R. N. Chanay. long-time principal of Merrill High School where the Pine Bluff Extension Center was located during the summers of l9h8. l9h9 and 1950. several other Negroes also attended during these early years. 131 Mr. A. B. Crumpt. later principal of the Camden Negro high school. was among them. But Arkansas was a Southern state. the bitterness aroused by the Civil War was yet rampant. and the white citizens of the state were not ready for even this degree of integration. The opening of the branch normal at Pine Bluff in 1875 in accordance with the act of 1873. discussed in Chapter IV of this study. removed the question of Negro attendance at the University from “the domain of practical consideration“ (1&0397). Early extension work. Although the Branch Normal at Pine Bluff was under the control of the University Board of Trustees until 1927 (lhl:20) and was statuably the equal of the University. practically it was not so. The University. perhaps in recognition of the inequality of educational opportunities for the two races. has consistently encouraged extension work among the Negroes. During the 1920's. correspondence and extension courses could be taken from the University. Among the extension courses offered were courses in child psychology and tests and measurements which were taught at the old Branch Normal College at Pine Bluff from 192h-l926 by Mr. W. A. Wilson. principal of the First Ward School in Pine Bluff. Dr. Nolin H. Irby. Supervisor of Colored Schools 132 in Arkansas and a member of the extension faculty of the University of Arkansas. in 1936-37 taught courses on the graduate level to Negroes at Agricultural. Mechanical and Normal College at Pine Bluff. The credits earned were not transferrable to other graduate schools and were later transferred.from.the University to Agricultural. Mechanical and Normal College. These accounts of early work among the Negroes were taken from the personal records of H. N. Chanay. Emeritus Principal of Merrill High School and were confirmed by Mr. Hilton. Emeritus Director of General Extension and Dr. Hots. Emeritus Dean of the School of Education. Hale. in his history of the University of Arkansas. stated that a movable school for Negroes consisting of 'a light truck equipped with material for giving practical demonstrations in such subjects as terracing. poultry house construction. and canning" was “inaugurated by the General Extension Service' of the University in 1928. This mobile school was moved from county to county and during the first year of its existence conducted demonstrations in twenty-eight counties (68:202). Ed McCuistian of Little Rock. long-time State Director of Negro Education for the State of Arkansas. stated in a conversation with a research worker in the summer of 1951 that Dean J. B. Jewell of the University School of Education taught extension classes for Negro teachers on the undergraduate level in the early 1930's. The credits earned did not count toward a degree but 135 could be used to fulfill a requirenent for the renewal of a teaching certificate. This information was confirmed by the records of Dr. Henry Gustave Hots. Emeritus Dean of the University School of Education. and Lilbern Lewis Hilton. Emeritus Director of the General Extension Service of the University.1 The record is cited here only as an indication of the consistent interest of the University in Negro education. These same sources of information revealed that the first extension classes for Negroes which carried permanent University credit were taught on Saturday in Fort Smith Junior College during the school year 1937-38. One course in the fall was taught by Mrs. Anderson and one in the spring by Ralph Barnhart. More important was a graduate seminar in curriculum construction which was taught by Ralph Jones. Principal of the Fort Smith Junior High School. The students enrolled in this last named class came to the Fayetteville campus the last few Saturdays and were taught by regular staff members. They took examinations set by the regular staff for the regular University students. This was a step nearer integration. The coming of World War II interrupted this growing program. for. according to Mr. Hilton. the University was so short 1 Personal interviews. August. 1951. 13b of instructors during the war years that the extension courses for Negroes were of necessity discontinued as a war measure. FIRST ATTEMPTS AT INTEGRATION Despite this interruption of the extension program by the war-time reduction of the University staff. things were happening in Little Rock. all unknown to the University. that were to lead to the first attempts at integrated classes and eventually to an integrated program of higher education in Arkansas. EELEEEl$E.V°1f‘r°° Mrs. Ora P. Nix. now with the Veterans Administration in Little Rock but during the war years Director of Public Welfare for Little Bock. related the following account of the train of these events.2 The Division of Public Welfare was also plagued with such a dearth of workers that a 2H9 per cent turn over in personnel occurred. A meeting of the Pulaski County Board of Public Welfare was called to discuss means of stabilizing the staff. During the discussion. Mrs. Nix suggested that the Board employ a comparatively well educated Negro woman to work among her own people at a salary ranging between $75.00 and $90.00 a month. The Board was unwilling to adopt such a revolutionary plan. However. the problem so increased during the following month that the Board decided to follow Mrs. Nix's suggestion and 2 Personal interview with Mrs. Nix. August. 195M. 135 asked Ed. McCuistian. then Director of Negro Education. to recommend a qualified Negro woman for the position. His choice was Mrs. Inola H. Childress. wife of the State-employed Rufus Childress. and she became the first Negro employed by the Division of Public Welfare to do case work in Little Rock and Pulaski County. Mrs. Childress proved so satisfactory that the Board felt another Negro woman could be used in a like capacity. and. upon the request of the Board and approval of Mr. John Pipkin. State Director of Welfare. Mrs. Childress helped Mrs. Nix find Mrs. Enco Cox. a teacher in the Little Rock Negro school system. who became the second Negro case worker in Little Rock. Their employment. in spite of their ability. presented racial problems. An institute for Child Welfare workers was held at Henderson State Teachers College. an institution for whites. at Arkadelphia. Arkansas. No Negro had ever been received by the College or permitted to use College facilities. A compromise was effected. The two Negro women were permitted to attend the institute. They were not allowed. however. to stay in the college dormitory along with their fellow white employees but were required to find lodging elsewhere. As Mrs. Cox had relatives living in Arkadelphia. the two Negro women found- lodging in the home of Mrs. Cox's relatives. 136 ‘Eiggt‘mixgd classes. In l9h3-hh. a class in mental hygiene. offering “two semester credits“ of graduate credit was taught at the Medical School in Little Rock. by Dr. Elisabeth.Fletcher. a psychiatrist on the staff of the Arkansas State Hospital. Mrs. Nix thought that the course might be helpful to the two comparatively untrained Negro social case workers. and in order to avoid any setting apart of two Negroes. Mrs. Nix suggested that the whole group of welfare workers take the course. The group was willing to take the course. but demanded resident credit for doing so. This presented a problem. Mrs. Nix and Mr. Hilton held a conference. and Mrs. Nix requested that the group be allowed University credit for the course and that the Negro women be allowod to enter. Mr. Hilton-consulted Dr. Fletcher. the toacher of the class. and the individual members of the class. Teacher and students alike voted to permit the Negro women to enroll. In this manner did Mrs. Inola H. Childress and Mrs. Eva Cox become the first two Negroes employed by the Public Welfare Division to do case work in Little Rock and Pulaski County and the first Negroes to sit in mixed classes with white students in Arkansas. According to Mrs. Childress' personal account. which was confirmed by Mrs. Cox. Mrs. Nix. Dr. Fletcher. and Mr. Hilton.3 3Personal interviews with investigator. August. 195%. 137 there was no strain or tension felt. The two Negroes were accepted by the class and they gave their reports and participated in class discussion as did the white students. The next wedge in the wall of educational segregation was driven the following year. A class in testing and counseling. also on the graduate level. was conducted at the Medical School under the general direction of Dolph Camp. who at that time was State Supervisor of Counseling and Guidance Services. Again Mrs. Nix was instrumental in securing the admission of Mrs. Childress to the class. Mr. Hilton related that he followed the same procedure of polling the teacher and the individual class members. Again the teacher and the class voted to permit the Negro woman to enroll in the class. Once again there was no conflict or apparent tension felt by any of the class members. Mrs. Childress completed the course also and has her “certificate of credit" dated June 15. 19h5. and signed by Mr. L. L. Hilton to prove it. This time she was the only Negro in the class. These were war-time measures and. according to Mr. Hilton. the venture was not known to the officials of the University of Arkansas. Indeed. there was no publicity at all. This was a daring venture on the part of Mrs. Nix. Mr. Hilton. Dr. Fletcher. Mr. Camp. and both the Negro and the white students involved. for 138 this was in Arkansas. a Southern state. at a time when ill feeling between the races was rampant. when in Arkansas and other neigh- boring states there were rumors that Negroes were hoarding guns and ammunition in preparation for a general insurrection against the whites. Had these first attempts at integration become generally known. real trouble might have arisen. No mention of it was made in any of the Little Rock papers. either the white or the Negro publications. In 19N5. the State Supervisor of Child Welfare discovered that his department was going to lose Federal funds for a scholar- ship unless a suitable candidate to study social work could be found. Mrs. Childress was asked to accept this scholarship of $120.00 a month. and in doing so she became the first Negro in Arkansas to receive a Federal grant to study social work through the Child Welfare Department. A stipulation of the grant was that Mrs. Childress after her year of training at Atlanta University return to work for the Child Welfare Department for at least a two-year period. According to Mrs. Childress' own story. confirmed by the records of Mrs. Nix. she faced a serious problem upon her return to the Child Welfare Division.“ There had never been a Negro on the staff on the Child Welfare Division. no ground work had v Porsonol interview with author. August. 195%. 139 been laid for her entrance in the local office. and the staff refused to accept her. As she stated it. "We were moving too fast and the white people were not ready for integration.‘I They refused her office space at the Child Welfare Division and for the entire time she was employed by the Division her office was in the County Welfare Building. The racial pressure became so great that in l9h8 Mrs. Childress resigned and accepted a position. which she still holds. in the Little Rock public school system. Meanwhile. things were “moving too fast" in the extension program of the University in Little Book as well as in the Child Welfare Division. According to Mr. Hilton. extension classes wero being taught in barracks on the grounds of the Medical School. but the University rented an office in the Pyramid Building. Despite the lack of publicity. word of the integrated classes had spread and several Negro teachers of North Little Rock attempted to enter an extension class taught by Miss Elizabeth Bolts for white students. When they appeared at the office in the Pyramid Building to register. the secretary in the office. not antici- pating any difficulty. allowed them to register. No preparation had been made. as had been done in the other two cases. and a serious problem was created when the Negroes unexpectedly entered the class. Real trouble might have occurred had not Superintendent B. B. Brawner of North Little Rock settled the problem by refusing 1m these Negro teachers permission to attend the class. Faced with his ultimatum. the Negroes withdrew. ESTABLISHMENT OF PERMANENT GRADUATE CENTER So great was the demand for graduate extension work that in 19h8 the University established a permanent graduate center in Little Rock (181:5). For the first two years of its existence the classes were segregated. Additional room for the newly established Center was essential. Mr. Hilton. director of the program. stated that Dr. Little. the superintendent of the Little Hock public school system which includes both white and Negro schools. agreed to the use of Negro Dunbar Junior College class; rooms by the Center. However. when the principal of the Junior College returned from Brown University where he had been studying. two Negro ministers of the city called upon him and objected to the use of Dunbar facilities by the Graduate Center on the basis of classroom segregation. To avoid confusion. the Center then rented rooms and the use of library facilities from the Little Rock East Side Junior High School. But no Negro could attend classes there or use the library. Therefore arrangements were made for the Negro classes to be held at Philander Smith College. a Methodist college for lhl Negroes sponsored by members of both.races. There were some white members on its controlling board and Dr. Harris. its president. was favorable to the plan even though the classes were segregated. This solution was far from satisfactory to the Negroes involved. Mr. Hilton recalled that the Negro students and Negro leaders in the city were adamant in their resentment of segregation and vociferant in their complaints. Mr. Hilton's answer was. “The University is doing all it can.” Approximately four times as many whites as Negroes were in attendance at the Graduate Center. More classes for whites were being offered and the Negroes felt discriminated against in this also. although the Center maintained one graduate class in public welfare that had only three Negroes enrolled. Duplicate classes for Negroes and whine were economically infeasible. Again Mr. Hilton counselled. 'Be patient. Let the University work it out gradually.‘I It was. or could have become. an orplosive situation. University personnel tried to keep down any publicity. That they were able to do so. Mr. Hilton felt. was largely because of the cooperative attitude of the press. both Negro and white. the understanding and wholesome influence of the State Director of lha Negro Education. himself a Southerner. and the outstanding leader- ship of Nebraska born Lewis Webster Jones. then president of the University of Arkansas. A TVOqFOLD POLICY EVOLVED Under the combined leadership of these men and undoubtedly influenced by the numerous litigations in other Southern states. the University recognized that the provision of opportunity for higher education for Negroes was a matter of grave concern. having social. economic. moral. philosophical. and political as well as educational facets. State school officials. working with the University announced that T--separate but equivalent facilities for undergraduate work' were available to Negroes at Agricultural. Mechanical and Normal College. this in spite of the fact that Agricultural. Mechanical and Normal College was not accredited by the North Central Association (122:1h6). The University worked out a two-fold policy for Negro graduate work which was to involve. in many instances. attendance at the University itself. Cases where duplication is prohibitive. First. in cases where the expense prohibited the duplication of graduate facilities for the two races. Negroes were to be allowed to use “existing facilities under a system of segregationI (122:1h6). The January 30. 19MB. issue of the Little Rock Gazette. the leading ”TI 1M5 newspaper of the State. quoted an announcement made by President Lewis Webster Jones. University President. and Herbert L. Thomas. Chairman of the University Board of Trustees. that any qualified Negro graduate student would be admitted to the University. Dr. Jones' statement concerning the application of a Negro who had been reported as seeking entrance to the University was given as follows: After consultation with various state officials and with members of the Board of Trustees of the University of Arkansas. the decision has been made to admit Clifford Davis. a Negro applicant to the University School of Law. if he comes. and special arrangements have been made for his recommendation k90zl). Davis did not appear on the day of registration. but one Silas Hunt. a Negro from Texarkana. Arkansas. and a graduate of Agricultural. Mechanical and Normal College did appear to enroll and was admitted on February 5. l9h8. as a first year law student. Hunt met all his classes alone in a small basement room of the Law School - just he and a professor facing each other across a table. Hunt studied through the spring semester and early summer before he was forced to go to a veteran's hospital at Springifled. Missouri. where he died of tuberculosis in April. l9h9 (9h:8). I Not all Negro applicants were as successful in gaining entrance as was Hunt. Wiley A. Branton. close friend of the 11m militant Ada Lois Sipuel Fisher of Oklahoma. accompanied Hunt to Fayetteville. seeking admission to the University. He was an undergraduate. and the University Registrar and examiner had rustified him that he should seek admission to.Agricultura1. Mechanical and Normal. After consultation upon his arrival in Fayetteville. Brenton did not attempt to enroll.{92:l). Another Negro. William‘J. Mitchell of Menifee. sought _ admission to the University of Arkansas Medical School at Little Rock. but was refused on the ground that the school was dangerously over-crowded (92:1). The enrollment of the Medical School was limited to ninety per semester and there were 113 applicants. Hunt's experience was certainly not integration. but it was a step forward for the Negro people. a step approved. in general. by the white peOple of Arkansas. The Little Rock Gazette. molder of State public Opinion. carried an editorial entitled “The University's Wise Decision“. which after stating that the issue of graduate facilities for Negroes “could no longer be avoided.“ continued: Mr. Thomas. President Lewis Webster Jones. and the other officials concerned have taken the bold and forth- right stand demanded by the logic of a situation that was not of their choosing. Their act reflects great credit upon Arkansas. They deserve. and we are confident they will have. the support of all our citizens (90:7). Reaction to polic . Little or no objection to the ad- mission of Hunt to the University was voiced by the students of 1&5 the University. According to the Little Rock Gazette (91:1) most students seemed to feel that the policy of segregated classes was unwise and that the University would in time adapt a policy of admitting qualified Negro graduate students to regular classes. The Arkansas Traveler. student newspaper of the University. pub- lished an extra of only one page in which student opinion of the unprecedented policy was voiced: Wanda Vassner. editor of The Arkansas Traveler. said she was not opposed to the enrollment of sincere Negro graduate students. Lloyd Henry of Augustus. a senior and president of the student body said he saw no objection to the decision. R. T. Eubanks in the School of Education thought it would help solve racial conflicts. William Penix. Junior in the law school and world war II officer. stated that he would not object to attending classes with Negro graduate students. Fred Steele. a practical-minded engineering student. felt that the policy was wise from the economic angle. Herehel Payne approved because he believed that God had intended equal Opportunities for all. Pete Hamzy. outstanding student and athletic director of the Fayetteville Boys Club approved the policy. but voiced the fear that “the issue of Negro students entering Southern colleges is being forced too rapidly' (167:1). n+6 Dean Leflar. Dean of the Law School. was quoted as follows: We will carry out the plans approved by the Board of Trustees in accordance with the requirements of law as laid down by the United States Supreme Court (167:1). On Wednesday. February h. l9h8. the_Lit£lg'gggk Gazette (9283) carried headlines “No Stir as Negro Enters university" and commented that he became a student I‘without any trace of the disturbances which have marked the attempted enrollment of Negroes in other Southern universities“ (92:3). Governor Ben Laney. governor of arkansas from 19hh-19h8 (15:78). endorsed the decision of the University of Arkansas authorities to admit qualified Negro applicants for graduate work. but he doubted that '--improvement of Negro educational facilities is the prime objective“ of the efforts to enroll Negroes in established white schools and warned that ”Abolishing race segregation won't work in this country. and those people who have it in their minds had better get it out“ (9131). The attorney-general's office prepared a summary of the step-by-step development of the state policy for providing higher education for Negroes above the secondary level which was published in the Little 3225 Gazette of Sunday. February 1. l9h8. (See Appensix). The consensus of legal advisors was that Negroes could be admitted to the graduate or professional schools of the University of Arkansas since no equal facilities for them was m provided within the state. but that Negroes were not entitled to enter the undergraduate school since Agricultural. Mechanical and Normal could offer the same undergraduate courses of study as those of the University at Fayetteville (91:1). According to a statement of Mr. Joe E. Covington. Provost of the University.5 there is no record in the minutes of the University board ordering the admission of qualified Negro graduate students to the University. In the first place. Negroes had never been officially excluded by action of the trustees so authorizing their admission was not necessary. and secondly. the question was a most delicate issue. involving possible unfavorable reprecussions. Therefore the whole policy was worked out in oral agreement. Attempts at integration. The University had set a precedent when itsermitted Silas Hunt. a Negro. to enter the School of Law at Iayetteville in l9h8. even though it had rejected the application of William J. Mitchell to the Medical School of the University. In view of the announced policy. it was to be expected that attempts to enter the Medical School would continue. and the summer of 1918 found Edith Mae Irby. a Negro girl from Hot Springs. among the 230 Arkansas residents who applied for admission to the freshman class of the Arkansas Medical School. 5'P’ersenal interview. September. 1952. 1&8 .All such applicants were required to take an aptitude test sponsored by the Association of American Medical Colleges and the enrollment was customarily limited to the ninety highest scoring students. Miss Irby'ranked twenty-eighth and was therefore entitled to admission (93.1). Medical School officials felt physical segregation to be impossible in medical education since laboratory work is done in pairs. and Miss Irby was admitted ”without any form of segreation'. Another very practical matter doubtless entered into her complete acceptance. The School of Medicine is at Little Rock and has no campus. maintains no dormitories. so the delicate question of living accommodations did not arise as it did at Fayetteville. This made for less sensitivity in terms of human relations. Miss Irby completed her medical course. was graduated in 1952 and is today practicing medicine in Hot Springs. Arkansas. Records reveal that since Miss Irby's entrance there has besi at least one Negro in each class of the Medical School. Jackie Lamont Shropshire. who entered the Law School at Fayetteville the same semester. September. l9h8. did not at first achieve the degree of integration accorded Miss irby. He. like Hunt before him. took a room with one of the few Negro families in Fayetteville and ate in the student union cafeteria. According mg to his own story.6 he was the only Negro on campus that first semester. and while two or three of the white students were friendly. most of them rather consciously ignored him. He spoke when he was spoken to. but made no advances. for he felt that to a considerable degree the status of future Negro students depended 'upon the record he made at the University. He too began his classes alone with a professor in that small basement room. He too was forced to carry books from the third floor library to that small room to study in isolation. After a month. two of his four classes were switched to a regular classroom full of white students. Mr. Shrapshire related the following account of this switch of classrooms. He had been tohi that he would meet two of his next day's classes in a room hitherto reserved for white students. As he sat alone in his basement room. he heard a pounding and nailing within the room across the hall where he was to meet classes on the marrow. saw many white students going in and out of the room. and heard a great deal of rather excited discussion. After all the whites had gone. he entered the room and beheld a desk in a corner apart. enclosed within a railing. He was dismayed. for he knew the significance of the pen and the solitary desk. but he was grateful that he would not enter the SPersonal interview. August. 195h. 150 room on the marrow unwarned. with the eyes of his white classmates focused upon him. Others also were uncomfortable with this arrangement. and after two or three days a white boy from Eastern Arkansas approached the professor for permission to discuss with.the class the removal of the railing. The teacher made the assignment a few minutes early and dismissed the class with the admonition. “Now discuss anything you like.“ Only two young men objected to the removal of the railing. and they withdrew their objection when they saw they were overwhelmingly outvoted. The railing was removed. but Shropshire still set in the corner alone. During the second semester he met all his classes in regular classrooms. but still sat apart. This first year was terribly hard. said Shropshire. but the second was not quite so hard. Two more Negroes. George W. Haley and Christopher C. Mercer. had enrolled in the Law School. so Shropshire did not feel so alone and nothing humiliating occurred. The professors. he stated. were always “terribly nice to me“ and' during this second year fellows began to ask him to their rooms to study. He began to feel at home. The third year the pressure relaxed to such an extent that he thoroughly enjoyed the year. The Negro students sat where they pleased in the classrooms. A special table in the law 151 library was reserved for their use. The Negro students were housed this year in Lloyd Hall. a residence hall reserved for those doing graduate work. This dormitory contains single rooms and hence no problem was created. There has never been any segregation at the Razorback Stadium; they sat where they pleased. 'Shropshire played shortstop on the Law School softball team that year and played regularly in intermural games with no unpleasantness arising. He was asked to join the Student Bar Association and did so. He was graduated in June 1951. Shropshire became the first Negro to march in the academic procession and receive his degree along with the white students. A few minutes later. Benjamin Lever. a Negro student majoring in Agriculture. who had spent the entire year of 1950-51 on the campus at Fayetteville. was also awarded a degree with the rest of his class. Haley too. according to Dr. Robert A. Leflar7 of the Law School was making his mark. He was elected to the staff of the Arkansas Lg! ngigw. edited by the high ranking students in the school. an honor comparable to becoming a member of Phi Beta Kappa. according to Dr. Leflar. Wiley Branton. refused admission in 19148. entered the Law 7 Personal interview. August. 1951. 152 School in 1950. He was later elected president of his dormitory. which housed both Negro and white students. The Negro students were. in general. about average. according to Dean Leflar. Some were on probation at times. but none was asked to leave because of academic inefficiency. All completed their work. were graduated from the School of Law. and are now practicing in the State. When duplication ig_not prohibitive. The second part of the policy for graduate work for Negroes was similar to that for undergraduate work.. In such graduate fields as English. history. government. social work. psychology. and education duplication of facilities is not necessarily prohibitive. and it was to provide graduate work "in such fields as these that the Pine Bluff Center was established“ (122:1h7). The University assumed a longhterm obligation to staff the new school until the colored Agricultural. Mechanical and Normal College could deve10p its own graduate program. and it turned for instructors to the College of Education. University of Arkansas. to the State Department of Education. to Agricultural. Mechanical and Normal College. to the State Library Commission. and to the Pine Bluff Public School system (122:1h7). 153 Because the Negro college was already crowded. the classes were held in the main building of Merrill High School. the Negro secondary school at Pine Bluff. The overall theme of that first summer's work was "planning for school improvement.” A sheet of directions and offerings was mimeOgraphed and made available to all interested persons.8 This move was looked upon with dis- trust by the Negro people of Arkansas. Penrose. in the only written account of this venture. pictures this distrust and dissatisfaction graphically: Early in the spring of 19h8. many Negro teachers in the State feared that this was not a bona fide educa- tional venture. but only a stratagem to prevent Negroes from attending classes on the main campus at Fayetteville. Accordingly. these leaders discouraged prospective students from enrolling. Negro teachers dissuaded fellow teachers. Even family pressure was applied in some cases. Negro journalists in the State Openly agitated against the proposal. The student paper at Agricultural. Mechanical and Normal College editorialized against it. and the majority of Negro undergraduates were also apposed. There was talk of boycott (122:1h7). The powerful National Association for the Advancement of Colored People also opposed the new school. According to B. K. Bent.9 University Professor. who served as director of the school for a two-year period. on May 31. 19h8. the day of 8 See Appendix. 9Personal interview. July. 1950. 15h registration. approximately 150 Negroes were milling around the Merrill High School. but many refused to register until Mr. Chaney. principal of the host school and highly respected by the Negroes. called them into the auditorium and urged them to accept the University's offering in good faith. A good many did so. although some eXpressed the intention of spending only one week there. However. Penrose states that not one left before the entire term of six weeks was completed (122:1h7). The following motives were given by those hardy persons who braved the censure. enrolled. and remained for the six weeks (122:1h8). 1. It was less expensive than going outside the State to study. 2. It was more desirable for Arkansas teachers to earn their Master's degree in a state school. 3. It was the logical place to find ideas for_improving their own schools. h. There was the wish to qualify for salary raises. 5. There was the desire to be in the first class of Negroes to graduate from the University. Penrose states that in actual operation the Center exceeded expectations (122:1h8). Under the instruction of friendly. interested. and helpful Li 155 teachers the students forgot their early misgivings. gave their cooperation. and esprit de corps quickly deve10ped. So earnest and sincere were those first students that the instructors felt the work done by them equalled that done in the regular graduate school. and in some cases surpassed usual standards (122:1h8). This record was especially commendable since many of the students were graduates of unaccredited schools. Perhaps this very handicap provided an added spur to scholarship. for in accordance with the general policy of the University such students were assessed a removable deficiency of twelve semester hours of work. If grades on the student's first twelve hours of graduate work averaged a h.00 (“B“) or above. the penalty would be waived.(l80:265). They were anxious to remove these penalties and to prove that they could do acceptable work on the University level. In addition. they were all mature. experienced teachers with like problems and similar gpals. ‘ The students were handicapped in a measure by the inadequacy of the library. Penrose states that “Books and materials except for test books. were furnished by individual instructors and the library at Fayetteville' and concludes. “The Center library was small but carefully selected” (122:1h7). The library of Agricultural. Mechanical and Normal College was also accessible to the Center students. 156 The reactions of the students both to the over-all program and to the specific courses were favorable. In an unsigned evaluation requested of each student the following factors were listed as being most helpful (122:1u8). 1. Exposure to the methodology of the instructors as an aid in the improvement of their own teaching. 9. Help in planning and in school evaluation. Help in vocational building. 11. The use of current events as an enrichment of the curriculum. 5. The acquisition of a new concept of democracy and leadership in education. A questionnaire was distributed at the close of the session asking the students for suggestions for the next summer's work. Again the students cooperated. and they brought forth the following suggestions for the improvement of future sessions (122:1h8-lh9)3 1. Set up introductory skills courses to include such things as note taking. outlining. sentence construction. organization of composition. and summarizing. 2. All additional courses should be centered around practical problems of community school improvement. 3. Have the same instructors return for ensuing terms. h. Use additional visual aids. Provide an enlarged library. J. 157 6. Provide guidance and supervision from the State Depart- ment of Education and from the Extension Division of the University during the coming school year. 7. Let next summer session consist of either two terms of six weeks each. or one long term of ten or twelve weeks. 8. Provide an expanded program of courses to include .American history. adult education. and religious education. 9. .Arrange for some social get-togethers for the group. 10. Set up a series of non-credit courses in school management for those educators who need the stimulation of new ideas but who lack the background necessary to do ‘ graduate work. Many of these prOposals were incorporated into the summer programs of l9h9 and 1950. the only other terms the Pine Bluff Center was operated., In early May of l9h9. the announcement that the University of Arkansas in cooperation with Agricultural. Mechanical and Normal College and the State Department of Education would offer courses in education and related fields for graduate credit was made and circulated among the Negro teachers. Again the University of Arkansas. the State Department of Education. Agricultural. Mechanical and Normal College and the State Library Commission supplied the instructors. with the University of Arkansas 158 furnishing the majority of the teachers. According to official records of the Division of General Extension of the University an expanded schedule of courses was offered: six courses in educational administration. three in sociology. two each in elementary educa- tion. and political science. one in philosophy and one in rural economics. The enrollment was 131 for the first six weeks and 67 the last six weeks. making a total enrollment of 193 for the summer. Many of the students availed themselves of the opportunity for part-time study in the Little Rock Graduate Center during the regular school year. and the program of the Seventy-Sixth Annual Commencement Exercises of the University of Arkansas. Saturday. June 3. 1950. bore the names of six Negroes. all education majors. who had earned the Master of Science degree. These Negroes. stated Dr. Hatz.10 did not go to the University for graduation exercises but were presented with their degrees in Pine Bluff. During the summer of 1950. the enrollment in the Pine Bluff Center reached ask for the first six weeks and there were 2h} in attendance the second six weeks. or a total enrollment of h97 for the summer. Twelve courses. all in education were offered the first summer session and eight courses. again all in education. the second session. 10 Personal interview. August. 1951. 1‘59 It is clear that all of this work at the Pine Bluff Center was concentrated in the field of education. but the students were. almost without exception. teachers in the schools of Arkansas and their greatest needs were to raise standards in their schools and to advance their own professional standings. The Pine Bluff Center was a genuine attempt on the part of the University and State Department of Education to meet those needs. The Pine Bluff Center was discontinued after this summer of 1950. for by the fall of 1950 the University had bought prOperty in Little Rock at Sixteenth and Lewis streets to serve as permanent quarters of the Graduate Center of the University of Arkansas. That same fall the classes offered by the Graduate Center in Little Rock. which formerly had been segregated. were thrown open to both whites and Negroes on a completely desegregated basis. This was the first attempt at integration which dealt with a large number of Negroes. This quantitative factor is an all-important one. As Ashmore has said. “breaching of the wall in the very top stratum of the educational system was possible because only a relatively few persons were involved“ (193251). Arkansas was now ready to attempt integration“ on a larger scale. An account of this integrated education follows in the next chapter of this study. 160 SUMMARY The train of events related in this chapter shows plainly the slowly evolving change in attitudes in human relations and viewpoints of the educators and people of Arkansas over the years. from the time when the newly founded University was declared open to all races. through the drawing of the color line. to the world War II years and their emergency measures. which subsequently led to sincere. if somewhat limited. attempts at educational integration. No national or federal pressure was brought to bear upon the situation so far as can be ascertained. but these people fearlessly faced their internal problems. perhaps somewhat in advance of many of their peers in other states. CHAPTER VI PBESENT STATUS OF THE GRADUATE PROGRAM FOR NEGBOES From the beginning and somewhat halting developments traced in the preceding chapter of this study. evolved the present program of integrated graduate education at the University of Arkansas. a program duplicated to an extent at several of the other Arkansas colleges formerly restricted to white students. This chapter describes the general graduate program of the University. the extension program of the University operating in other white colleges. the work of the Little Rock Graduate Center. and the integrated program on the main campus at Fayetteville. GENERAL PROGRAM or our UNIVERSITY The University of Arkansas. the only educational institu- tion in the State that offers graduate work at either the master's or doctoral level. is the capstone of the educational system of the State of Arkansas. The Graduate School offers the following advanced degrees: (1) Master of Arts. (2) Master of Science. (3) Master of Science in Chemical Engineering. (h) Master of Science in Civil Engineering. (5) Master of Science in Electrical 162 Engineering. (6) Master of Science in Engineering Mechanics. (7) Master of Science in Industrial Engineering. (8) Master of Science in Mechanical Engineering. (9) Master of Business Administration. (10) Master of Education. (11) Professional Degrees in Engineering. (12) Doctor of Philosophy. and (13) Doctor of Education (183315). The Bulletin further states that while the main objective of the Graduate School is 'the advancement and dissemination of knowledge.“ the program is planned to meet the needs of "those who wish to participate in the scholarly activities of a particular field. those who desire self-improvement through advanced study beyond the bachelor's degree. and those preparing for the teaching profession! (183:15). In addition to the Graduate School. the university maintains four rather limited professional schools: the School of Law at Fayettoville. the School of Nursing. the School of Medicine. and the School of Pharmacy at Little Rock (183:15). ‘Agcroditation. The catalogs of the University from 19h8 (the earliest one consulted) to the 195h-55 Bulletin of the Graduate School all contain the following statement: “The University of Arkansas is a member of the North Central Associa- tion of Colleges and Secondary Schools. All its colleges and schools are approved by their respective professional associations.“ Hale. in his history of the University of 163 Arkansas. stated in 19h8 that the University was on the "Approved List of Association of American Universities“ and that "only nineteen out of two hundred Southern colleges are so recognized" (68:275). Such approval is generally regarded as the highest accredi— tation a college can receive. Students from colleges so accredited are admitted to the leading graduate schools of the country without examination. The University is the only college in Arkansas approved by the Association. Graduate faculty. The Graduate School is headed by Dr. Virgil William Adkisson who is both Dean of the Graduate School and Chairman of the Controlling Graduate Council of eight members. all of whom hold the doctor's degree. The graduate faculty is composed of those who hold the. doctorate. those who have two full years of graduate study and have published research articles. and those who may be chosen by the graduate council (126:123). Very few qualify under this last classification. The graduate faculty was. in 1951-52. composed of a total of 227 persons. Of these. 166. or 73.1 per cent held the doctorate; 55. or 2h.2 per cent had earned the master's degree; two. or .9 per cent. had only the bachelor's; and four. or 1.8 per cent. a degree of some other type such as that of Certified 161+ Public Accountant or a professional degree in some field of engineering (18138-20). By 1952-53. the per cent of the graduate faculty holding the doctorate had increased to 77.5. the master's percentage had been lowered to 20.1 per cent. the bachelor's to .h per cent. and other type degrees had increased to 2.0 per cent (182:7-lh). This graduate faculty compared favorably in terms of degrees held. with that of Michigan State College at East Lansing. the land-grant institution in Michigan as the University of Arkansas is in Arkansas. In this same year Michigan State College's graduate faculty claimed 81.9 per cent of doctor's degrees. 16.2 per cent master's degrees. and 1.9 per cent bachelor's (107:2h5-266). The University of Arkansas faculty held fewer doctorates. but it also had fewer bachelor's degrees held by members of the graduate faculty. The University of Arkansas compared even more favorably with selected Southern land-grant universities. Table XXV shows this comparison. In l953-5h. the picture was not quite so favorable. for while the total number of graduate staff had been increased to 267. the per cent of doctor's degrees had been lowered to 75.7 per cent. master's degrees increased to 23.2 per cent. the per cent of bachelor's degrees remained the same. and other type degrees held constituted only .7 per cent (18h: 6-16). A possible orplanation is that a large per cent of the twenty-three additional staff members empleyed that year held 165 .eaeonom eauaceuc on» no omoaaaeoe .mmma .ueweaaeo one ceded-heads: secuuea< «cannon o.ooa .. u. o.mH o.m: o.mm .....enoa no sadusopnnp o.ooH u. u. o.wH o.mm o.m: uaaaotao nuaoz mo haauaeaddb o.ooH .. m.H «.ma o.~: ~.mm assess“: so moans.>aao o.oo~ .. :.: m.aa :.:: n.mm saun»a.u no sannu.>nan o.ooa -a 0.: m.aa H.N: :.~: aam~..¢ ma s»«.o.>aap 0.00“ on m. H.:H m.m: ”.mm sedu.ah no sanoso>nnp 0.00“ nu o.m :. H.om m.- manquau< a. saaauosaap. o.ooH w.” m.m :.~a H.Nm ”.m: ae.u«a< so soaauosaap 0.00” nu u: H.mH H.Nm m.~m .moaa.o chasm «amnamausd: o.ooa -- -- m.H m.ma m.am .moaaoo .uaam qaanOazw m.mm :n m.m m.ma H.Hm m.mm owoaa.o Haudaaaooz use Haaspasuasw< can huanaoaacb eueam aaadunsoa o.ooa .. -- m.mm m.m: :.om auwca no .m.HH.o 10323: .155??? .3 ...mm. .me 5%. sum“ gum“ $3 .maoflqoo 3?? amaomaam zH namaaq mo mamas mpom<> azangom “agnoam ma4snNN numamp one mo coammeuxm Haaomoa Mo moawdaun on» mo uoaoooa Beam voaaaaoo even “acumen How on am an a: . mm ma .aas.a NH as mmm ..z hmoaonohom mm mm om no: ..2 cs HH me am ma m1: ..m moaoaoafia mamcmooow ma ma m:: ..z cod» nausea massachHm mm em mm o: no: ..z sedans» soaquu< aenoapoosua .woan.o owoaaoo decadence: oonHoo owoaaoo anonosoa use - anonoeoe omoSoo om «Zoo Hap.a .sapm ouasm Hasspaso«sm< spasm ounpm odqnooosa.m ..as.o «nonpsom noosodcom noncsxud namcaan< oaucoxu< asucaxad In J ‘lil‘ H mmma .444n .m4mzeum4 so seHmmn>Hza ama my”: amHaamamooo mmuazmo me<=nNN mumaa an» we uuaoooa seam uaaaaaoo eaon “cannon Hum H m mm m an m 2. mm Hate on H m n .H om mH ... omoHHoo opoam onenesow Nu m w Na m omoaaoo anemones oaoam mooaoccom H: 2 ma N :H w oonHoo omega-ea oaoum noncoxad mm m mH H Hm 3 mm .328 33a .2935 ma H NH m cannooahHom oouqsma< Hm H s OH .2 : .onHS Hoqusnoox use Heasaanouawd unanuxa< 513 I mean can mod» Hon-a ooqoaoo woocoaoo qoapooddo asodco coHasosbo soaasosco soaaoosvo nose-auHsdo noHasadpoaH haeapHa can oaa< Haqoauaoo> aoHoomm haaucooom Hoodohnm hasamoaoaa Honoupsusva Nmma .Aédh .mmfimxbz 924 mmbud: Mm azazqaomzm ho atonlu<fimm nz< monHDaHamzH ozHaqmamooo «upxw Hands 180 with the exception of the three offered by Arkansas State College at donesboro. A fourth class was scheduled but was cancelled when only two students enrolled in the class. The three classes taught were one each in educational foundations. educational psychology and elementary education. The enrollments were respec- tively twenty. fifteen. and ten. making a total of forty-five students enrolled in graduate extension courses. During the school year of 1953-5h. the graduate enrollment at the six cooperating colleges reached 111 the fall semester and 127 the spring semester. Table XXYIII gives these totals by course and spronsoring institution. It may be noted that two of the cooperating institutions had dropped out of the program and the yearly enrollment was a few less than the enrollment for the fall term of 1952. the first recorded year of the program. Per- haps it might be well for the University to consolidate its extension program and offer classes only at the permanent Graduate Center in Little Rock. Certainly Henderson State Teachers College. Arkansas State Teachers College. and Arkansas Polytechnic College are within the same general geographical area served by the Graduate Center. WORK OF THE GRADUATE CENTER IN LITTLE ROCK For the first two years of its existence the Graduate 181 .wamcayad mo haHmHo>HcD .moncouKfi Hauamoo mo queH>HQ on» Me adaeooa on» scam dsaamaoo damn “cannon mmm NwH HHH o Hm mm N: mH NH m: mm Ha».a wH NH NH mg: ..m moHuauavn hasvnooom wH wH mH mm: ..a Hm Hm Hm ma: ..z moHuoodvn haapaoaeafl mm mm mm mom ..2 muoaonpmum Han.Hsaossa NH . NH NH no: ..n Hm Ns :H Hm :H m: mm: ..n wdoavagoh chavaofidfi N: N: Hm mm no: ..n aoHuoaa uoHaHau4 Hideawaofldfl :mmH mmmH :an mmmH an? 33 :mmH mmmH HRH RS $3 39 $9 mmmH msHsHm HHaa wcHsam HHaa msHsHm HH¢H waHHam HHaH anHHem HHas meHsem HHaa meHsam HHas .I. .w.HH.o omoHH.o .moHH.o Hsqusnooz oonHoo amazoaoa anonosoa oonHoo oonHoo use . Hum.» HaoaH“.ma. usaam chasm spasm .sapm oHenooasH.m HaaspHsoHsm4 sous.o o ac H a a anonudom monaocsom os-csaad assasMa< eena¢3a< seasoxhd :mmH-nmmH .m4mzqem4 so saHmmastp axe mHHz azHaamamooo mmaazao aassqHZD mma ho mHBZHo HBO§OOOfl>OUU OOUOUOUIO U’OOOFU’UOOmw>> E e O . e 0 e e O o Little Rock, Paul Lawrence Dunbar Little Rock, St. Bartholomew's Leneke, Carver Magnolia Magnolia, Walker Malvern, Wilson Marianna, Robert B. Moton Marion, J. S. Phelin McCehee McNeil Menifee Mineral Springs Monticello Merrilten, L. W, Sullivan Mt. Holly, New Hepe Newport North Little Rock, Scipio A. Jones Okelema, Simmons Osceola Osan, Clow Parkin, Central Pine Bluff, J. C. Corbin Pine Bluff, Merrill Pine Bluff, St. Peter's Prescott, McBae Pulaski County (North Little Rock) Risen, Lanweod Bosston, Oak Grove Searcy Sevier County (Leckesburg) Smadkever Sparkman Stamps Star City, Lincoln Stephens, Carver Strong, Gardner Stuttgart , Holman Tonarkana, Booker T. Washington 257 LE WOW>UbOOw>O>POw 2 O o O o wwgzooooz 00 e UNWOUOWOUD’OO P'- ACCREDITED NEGRO HIGH SCHOOLS OF ARKANSAS (Continued) Thornton i'urroll , William 11. Golden Wabbaseka Waldo Warren Washington, Lincoln Rating C OWOOO Name Watson Chapel (Pine Bluff) West Memphis, Wonder City Wilmot Wrightsville Wynne, Childress 258 Rating 0 $000 APPENDIX C COPY OF LETTER FROM THE ASSISTANT COMMISSIONER FOR INSTRUCTIONAL SERVICES TO THE INVESTIGATOR DEPARTMENT OF EDUCATION December 2, 1950 260 Dear We have finally found time to answer your letter of November 8th regarding the present status of the out-of-state scholarship fund which was set up by our State Legislature in 1903 for use by Negro students not eligible to take graduate work at our state university. Since 1950-51 our state university has been open to all qualified applicants for graduate and professional work without regard to race. As a result of this change the original need for out-of—state scholarship funds has dis- appeared, and the graduate and professional work now being done at our university is more extensive and more effective than was possible under the out-ef—state scholarship program. The reason for this is primarily the fact that whereas only about one fifth of our graduate and professional students who received this aid returned to the state, and since almost 100% of these scholarships were granted to teachers you can see that we are skimming off leadership rather than producing it in our state. We do not have a complete listing of the number of students who received out-of-state aid, It started out with only three or four and built up rapidly to between 150 to 175, and the last year or two only two or three students who had started in Medicine have received aid — only.one such person has received aid this term. As indicated abofe the students were required to have admittance to an accredited graduate or professional school. The basis of the grant was that applicant must be a resident of Arkansas, and the amount of the grant was based on the cost of similar work for white graduate or professional students. The maximum was set at $312.00 per school year. The program was administered by the Division of Negro Education in the State Department of Education though the Legislative Act appropriating the funds specified the funds were to be made available through the budget of our A.M. & N. College for Negroes at Pine Bluff, The scholarships were limited to fields or courses for graduate and professional credit open to white persons only within Arkansas, making it possible for Negroes to receive scholarships in any field open to whites, but not to Negroes, at our state university. We trust that these statements will answer your questions. If they fail to do so please let us know. Ymustnny, Ed McCuistion, Ass't Commissioner For Instructional Services EMcC:ht APPENDIX D TYPE OF DEGREES HELD BY NEGRO COLLEGES OF ARKANSAS 262 TABLE TYPE OF DEGREES HELD BY THE NEGRO COLLEGES 0F ARKANSAS. 1952 W Institution Type of Number Per cent degree Agricultural. ' Bachelor's - in 12.8 Mechanical and Master's 73 67.0 Normal College Doctor's 21 19.3 No degree 1 .9 Totals 109 100.0 Arkansas Baptist Bachelor's 12 h2.9 Master's l2 h2.9 Doctor's 3 10.7 No degree 1 .325 Totals 28 100.00 Dunbar Junior College Bachelor's 9 6h.3 Master's h 28.6 Doctor's 0 0 No degree 1 7.1 Totals 1h 100.0 Philander Smith Bachelor's h 10.0 Master's 23 57.5 Doctor's 13 32.5 No degree 0 0 Totals MO 100.0 Shorter College Bachelor's H 25.0 Haster's 9 56.25 Doctor's 3 18.75 No degree 0 0 Totals 16 . 100.00 Source: College bulletins. 263 Judah seen» no.“ awofioo on» .«o 33an ”season oo.ooa mam 0.00” mo“ o.ooa ama mm.mm «ma mausoa am. a m. a ~.a m :m.a m cosmos an mm.~a Hm .m.ma am o.ma mm Hm.~a Hm ..e.so.a hm.m~ mm o.sm m» m.mm as ao.mm we ..aosuux :m.m Ha w.ma :H ~.ma ma ma.mm pm n.a.aoaoum ammo sum aopadz pace sum 3952 when hem 3952 once new hopes» $133 3.2%? mmuamma am .. on? 8.03 a. as name» $3-83 .2255 so mosses 45302 a: joHaon: ..HdeaADong 83. me has» as Mm Ea wagon—n ho an EH8 AP?ENDIX.E SUMMARY OF THE DEVELOPMENT OF LAMS GOVERNING STATE POLICY REGARDING HIGHER EDUCATION FOR NEGROES 265 STEPABI-STEP SUHMARY OF THE DEVELOPHENT OF LAWS GOVERHIHG STATE POLICY FOR PROVISION HIGH EDUCATION FOR NEGROES Little Rock Gasette. Sunday. February 1. l9h8. Vol. 129. He. 7h. Col. 2 Section 13213. Pope's Digest. directing that the university Board of trustees to select a site and locate a ”branch Normal College“ for “the poorer classes.” The site selected was Pine Bluff. The school later was known as the Agriculture}. Mechanical. and Normal School for Negro Section 13126. Pope's Digest. whereby the General Assembly accepted a congressional grant of 1890 for “the more complete endowment and support of the colleges . . . established under the Act of Congress of 1862.“ One of the conditions of the grant was that 'in states where the white and Negro races were separately educated and there was a college for the education of the Negro race. that the state should equitably divide the appropriation.“ Mr. Holland stressed the importance of the provision as congressional recognition of the principle of segregation in educational institutions. Act 3H5 of 19h5. which set up a fund “to provide for the continued segregation of white and negro public schools. colleges. universities . . . through the establishment of a state tuition fund for higher learning to be used to pay tudtion of qualified negro students in colleges outside the state when such courses are not available for them within the stato.’ APPEHDIX 3‘ COPY OF INSTRUCTIONS ISSUED TO THE NEGRO COLLEGES IN ARKANSAS 267 GRADUATE COURSES IN EDUCATIOI University of Arkansas The following courses for graduate credit will be offered by the University of Arkansas in cooperation with Agricultural. Mechanical. and Normal College in Pine Bluff. and with the cooperation and assistance of the State Department of Education. Educational Administration I“57h. workshop in Community School Development. Prerequisite: 12 hours in Education and Junior standing. Credit 2-h semester hours. Workshop Staff 8:30-11:30 daily. Educational Administration 'h53. Supervision of Instruction. Prerequisite: Senior standing and practice teaching. weaver 7-8330 daily. Elementary Education ‘hh38. Diagnostic and Remedial Tech- niques in Reading. Weaver. 11:30 - 1:00 daily. The Workshop will be conducted in several sections dealing with various phases of work including administration. library problems, guidance, child development, and health. Students may participate in one or more divisions and receive credit which will depend on the work done. One or both of the other courses may be taken‘ by full-time students depending upon the time devoted to the Workshop. Fees The regular University fee of $20.00 for one summer session will be paid by a full-time student who is a resident of Arkansas. Hon-resident students pay an additional fee of $25.00 per session. loss will be collected on registration day. Registration Registration will be conducted on the morning of May 31 at the Merrill High School in Pine Bluff. Graduate Standing Students who expect to register for graduate credit must present a transcript of their undergraduate record to Dean Henry Kronenberg, University of Arkansas, Fayetteville. before May 25 268 so that registration materials may be prepared and eligibility for admission to graduate courses may be determined. The regulations regarding admission as stated in the Graduate School Bulletin will apply. Reus ing Arranggne nt s Students are responsible for making private arrangements for board and housing. Second Term Courses If the demand is sufficient to warrant courses may be conducted during the second session. Communications regarding this should be addressed to Dean Kronenberg. APPENDIX G COPIES OF ENTRANCE FORMS USED BY THE UNIVERSITY OF ARKANSAS APPLICATION FOR ADMISSION TO University of Arkansas Graduate Center 270 Date _'“' Flace Name _. Bast First Middle Address fStreet City IIState Place of Birth Date of Birth This application is for: (Please check) Fall Semester__ Spring Semester__ Summer Is this your first enrollment in the Graduate School of the University of Arkansas either in Little Rock or Fayetteville? If this is your first enrollment. the section below must be filled out. If this information is already on file the section below may be omitted. High School Attended Date Finished Previously Attended U. of At? Yes No ____Vhen Hours Completed Other Colleges Attended: Dates: Hours Completed: Vhat Degree? ' Where? When If transcript of credits is not already on file in the University. it should be presented with this application. and must be filed before provisional enrollment is confirmed. My transcript is on file with the University of Arkansas. Yes No Signature of Applicant Credentials Received. Date Classification Approved. Date By Graduate Dean 271. UNIVERSITY OF ARKANSAS PERMIT FOR PROVISIONAL REGISTRATION Information furnished by the student: Rm . O I O O I I O O O O O O O O O O O O O O O O 0 Home address . . . . . . . . . . . . . . . . . . . . . . . . . . . High school . . . . . . . . . . . . . . . . . . Grad . . .. College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I hereby certify that the above statements are correct. I understand that my registration is provisional and will be cancelled if credentials supporting these statements are not filed within ten days from this date. Signature of Student Permit granted as provisional . . . . . . . . . . . . . . . .. . . D‘t. O l e O o O o e o o e e e O I O o e o o o a e o o o o o e OJ \3 m UNIVERSITY OF ARKANSAS Graduate School Fayetteville. Arkansas Little Rock Graduate Center Date REQUEST TO REGISTER FOR GRADUATE CREDIT Name Mailing address Course (Department and Number Major Subject ___ Is this your first registration with the University of Arkansas? Do not write below this line Approved fiajor Professor Graduate Dean Please fill out one for each course. UNIVERSITY OF ARKANSAS GRADUATE CENTER R) .4 \pJ Little Rock. Arkansas Date nm— G 3111 Surname first; then given names) raduate c " Major Address “‘ Teleohone ~-WMWVfiW_W~ .-- .Department Course Credit f :.,‘Hist. Math.Etc.) No. Sec. Hours Grade M T V T F 8 Room Instructor Leave This olumn Blank UNIVERSITY or ARKANSAS GRADUATE CENTER Little Rock. Arkansas FOR THE REGISTRAR Name Date (Surname first; then given namesTV’ Local Address Graduate SCh°°1 Street. City “near Home Address -Department Course Credit I,G..Hist..Math.Etc.} No. Sec Hours Grade M T V T F S Room Instructor W. ate of Birth & - Place of Birth Date of First Enrollment in University of Arkansas Adviser Dean UNIVERSITY OF ARKANSAS GRADUATE CENTER Little Rock. Arkansas FOR THE DEAN OF THE COLLEGE 27h Date Name (Surname first; then given names) Graduate School Mailing Address ‘_ Major _ City <___ State Do you.Expect to Graduate This Semester Department Course Credit [ Hist..Math..Etc.) No. Sec. Hours Grade M T V T E S Instructor Adviser Dean UNIVERSITY OF ARKANSAS GRADUATE CENTER Little Rock. Arkansas e ___ t __ Dean V. W. Adkisson (Sfirname first; then given names)- A.B.C.(Passing grades). de.Report for th‘ D (Lowest passing grade. un- satisfactory) tnent gnd ourse o. E (Conditional failure. can be made up by re-examination) 1' (Absolute failure) Inc. (Coursework incomplete) Abs. (Absent from fineal exam The Dean will welcome in- quiries or suggestions. Students will fill in Name and Address on back. III i killilia I l . ..I" all APRENDIX H COPY OF CONDITIONS UNDER HHICH THE UNIVERSITY OF ARKANSAS OFFERS GRADUATE COURSES IN STATE-SUPPORTED SCHOOLS I 276 CONDITIONS UNDER WHICH THE UNIVERSITY OF ARKANSAS WILL OFFER GRADUATE COURSES IN STATE-SUPPORTED SCHOOLS November 9. 1951 The University of Arkansas feels the need of extending its graduate offerings and believes that this can be accomplished by establishing Graduate Centers in other state-supported institutions who want and are able to cooperate. The following are the conditions prescribed by the university in setting up such a program. I. A. Courses The University of Arkansas will select a list of courses in professional education from which co0perating colleges may choose those best suited to the needs of their area. He courses other than those listed may be offered and courses for which enrollments are small will be cancelled. Course outlines and teaching materials shall be uniform wherever the course is taught. These shall be developed in consultation with the University staff members responsible for the various courses. Ho course will be accepted toward fulfilling any of the requirements for the Ph. D. or Ed. D. degree from the 'Univorsity of Arkansas. Courses herein provided for shall be offered during the regular school year but not in summers. Instructors Instructors may be regular staff members of the University faculty or members of the teaching staff of the cooperating college. In cases where staff members from IV. A. 277 the cooperating college are used to teach they must be approved by the Graduate Council of the University and be fully qualified to be on the University graduate faculty. Re teachers will be approved until trans- cripts of college work and other pertinent data are submitted for examination. The University will reimburse the cooperating college for the portion of the instructor‘s time used in teaching for the University. Courses taught by teachers in the cooperating colleges shall be a part of their normal load and not extra assignments above the usual load carried in the institution concerned. Students Students who wish to receive graduate credit in courses taught must apply and be formally admitted to the Graduate School in the regular manner before registration. No student shall receive credit toward a Master's Degree without the special approval of his adviser. to be obtained in advance. Ho undergraduate students may be admitted to the courses herein provided for. Qualified negro graduate students shall be accepted in courses offered. No student may apply more than a total of twelve semester hours of work taken in residence centers. toward the Master's Degree. Ho fully employed person may take more than three hours of credit in one semester. Facilities Adequate class room space is to be furnished by the cooperating institution. 278 B. Necessary teaching aids including:audio-visual equipment will be supplied by the cooperating institution. and supplemented where necessary by the University. 0. The University of Arkansas and the cooperating institution will jointly make available adequate library facilities for teaching the desired courses. This is interpreted to mean that the University will lend to the library of the cooperating institution the materials that it does not have on hand to make reference material adequate. D. A fee of $25.00 a course will be paid by the University to the cooperating institution for utilities and janitorial service. V. The fees for the course herein referred to shall be $7.00 per credit hour payable at registration. VI. The Division of General Extension of the University of Arkansas will be charged with the responsibility of administering this prograiin accordance with the . regulations adopted and agreed to by the University and the cooperating colleges. VII. A written memorandum of agreement shall be made between the University and each cooperating college. .I. 4‘ it... ..I] APPENDIXLI COPY OF THE QUESTIONNAIRE USED IN STUDY OF THE EDUCATIONAL BACKGROUND AND PLANS OF THE NEGROES ATTENDING THE GRADUATE CENTER monomer-1951; 15. quasar omens Name Address Sex Where did you receive your undergraduate training? What was your undergraduate major? Where did you begin your Master's work? What is your graduate. or present. major? What is your occupation? If a teacher. what do you teach? Where do you teach? """""C1ty fit??— Check in approximate column ‘ Town of 2.500 or under ........... Town of 10.000 or under ........... Town of 25.000 or under ........... City over 25.000 .................. How long have you taught there? How long have you taught altogether? Have you ever studied in an out-ef—state school? Where? Have you.ever attended the main campus at Fayetteville? How long? Why are you.attending graduate school? Check reason below. Higher degree as objective Teacher Certification Professional interest Other De you.plan to continue your education beyond the Master's degree? "IWANNAEs