Evening star., 1949-11-19
Teacher Argues for Segregation
A. an Asset in School System

Teacher Argues for Segregation
A. an Asset in School System
To the Editor Of The Star:
I have noticed during the past several
months 4 veritable torrent Of agitation
against segregation In the D. G. schools.
One or two writer's especially keep popping
up In your columns. chronic agitators ana
one not even d. c. resident. Just another
example Of how q small but very articulate
minority can stir UP muddy waters. AS
q lifelong resident Of Washington and
teacher In our schools, can restrain myself
no longer from protesting.
Segregation In general and In education In
particular Is founded on plain common
sense. Where 1t exists. it has come to be
because the customs Of the community.
the background Of the inhabitants. and
public policy decreed 1t. Such long-estab-
lished customs should not and cannot be
abolished overnight-even by Supreme
Court decision, il it comes to that. OF
course, it Is plain that the chief aim Of the
racial agitators Is to sweep away immedi-
ately by law, by executive fiat, all customs
that seem to discriminate against them.
This course Of action itself is undemocratic.
These people aren't concerned with equality;
they want identity.
The plain truth Is that abolition Of seq
regation would wreck our school system.
Although 1t could do with many improve
ments. believe our "outmoded" "undeno-
cratic" dual system is good and compares
favorably with most any other in the Nation.
Have the advocates Of abolition ever had
experience In the classroom ct the teach
ing end? Do they know the multitude
of problems that daily beset the teacher
and which he cheerfully must surmount?
Have they any idea OF how much these prob
lens would be worsened were segregation
abolished? For every problem solved. three
more would take It's place.
With very little trouble, it isn't difficult
for one experienced In the classroom to
predict two or three almost certain results
were segregation suddenly abolished-none
Of them very pleasant. From the practical
standpoint, zee how no one familiar with
teaching could wish for abolition. And
this applies to both white and colored
teachers. It is my honest belief that the
latter probably would yearn for the dual
system such q change occurred.
Advocates Of abolition complain that there
can be no equality under segregation. Maybe
20. although I don't concede the point.
But It's still better to 90 along with what
inequities exist now IN our dual system
than to drag down the whole system.
Good education is something more than
mere facilities fine buildings, adequate space,
plenty Of pupil stations" ]" etc.
Stresses Freedom from Tension.
Good education on the sub-collegiate
level includes such things as maintenance Of
discipline, . program suited to abilities
81 students, which In turn implies homo
Heneous grouping; well-rounded social pro-
gram and most important Of all, a whole
some. relaxed, happy atmosphere free from
tension Of any sort. How many OF these
things could We have under non-segregated
system In Washington?
Please do not talk to me about New York.
BostjA or Minneapolis. Their ratio Of 4Nlored
students to white = nothing like what It