Montgomery County sentinel. [volume] (Rockville, Md.) 1855-1974, 1956-05-31

]
brings them every day." The col
or of the maids" children had
evidently made no impression.
Boy Didn't Comment
The parents of another little
boy who had Negro teacher for
the first time anxiously awaited
his reaction. After two weeks OF
silence, they couldn't contain
their curiosity any longer and in
quired how he liked his new
teacher.
81 don't know" he said, II guess
she's sick because her maid has
been taking her place"
That the children are slow at
picking up their parents atti-
tudes of racial discrimination is
shown by the fact that only one
child was reported to have shown
any resentment of his Negro
teacher.
This child came from a badly
disturbed home and the teacher
felt that his resentment was not
directed so much. at her person.
ally as at the world in general,
The child later moved out of the
area when the father stopped sup
porting the family.
Accepted Each Other
The childrens acceptance of
each other as children was al
most universal. While the white
parents fretted for fear scholas-
tic standards were being lowered,
their children recognized talent
where they found it.
The Negro boy with a genius
for twirling a baton was elected
drum major although the band
members were well aware that
this might bar them from some
of their usual outings.
Other Negro children were
elected to class office, to the stu
dent council, chosen for patrol
duty, solely because they de-
served it and not from any sense
of kindness. AS one principal
pointed out children just aren't
that bind baarfad
However there is plenty of evil
dence of sympathy and under
standing being given when it was
needed. Two little Negro boys
standing lost on the playground
their first day of school were re-
assured by the white children,
Don't you worry. Wen choose
you for our side when we play
games.
Clothing Given
There were also incidents of
white children practically TAX
ing the clothes off their backs to
give to Negro children without
adequate clothing.
One grade took up a collection
to send flowers and an Easter
basket to little Negro boy
whose daddy had died. Many of
the children in that class came
from homes that were as poor if
not poorer than the little boys.
There was also pride in accom-
plishment. At a school where
there had been bitter opposition to
integration-from the parents,
that is-the fourth grade cheered
when the Negro girl made the
Five minute club" for her abil-
ity to work arithmetic problems
quickly.
One principal, when she came
to watch the class "olympics" was
told by a white boy, Our best
runner isn't here today. l wish
you could see her run, she's like
streak of lightning" He was
referring to Negro girl,
Braid Fad Started
And then there was the pig
tailed second grader who started
a fad among the little white girls
for wearing braids!
E,tsnFfa a tI,A.a
not been on white teacher in the
county who found it impossible to
accept Negro children. Some un.
doubtedly had qualms ahead of
time but these have since appar.
emily disappeared. AS one of
them said, I'VE don't see color, we
see children"
More difficult to accept were
the Negro teachers, especially in
the communities that weren't as.
signed any this year. Some of
these still felt that they aren't
ready for this step yet. And one
all-white faculty reports that it
could accept Negroes as teachers
but not as supervisors or prin.
cipals.
As in the other phases of int.
cation the problems in anticipa.
ton are greater than in reality
All four of the schools that
opened their doors to the six Ne
gro teachers now report excel