Crystal Kitts

November 8, 2004

HIST: 3090

Desegregation in Columbia County Schools

Racial desegregation refers to controversial, complicated, and ongoing efforts to erase racial stratification, “the color line”, from American society. Although desegregation has touched every aspect of social life from employment to public accommodations to marriage; public schooling is the context in which desegregation has attained its most salient position as a national issue. The desegregation of America’s schools has been one of this country’s most explosive social issues for more that a century. The origins of the present controversy over school desegregation extend deep into the American past. The foundation of this controversy rests on a relationship between the races. In order to grasp the complexities of the present situation, an understanding of the past is essential. For this reason, segregation that led to desegregation in schools, especially in Columbia County, Georgia will be discussed.

Segregation is the separation of groups of people by custom or by law. It is often based on differences of race, religion, wealth, or culture. Whatever the differences may be, many people consider them highly important. Segregation almost always involves some kind of discrimination by one group against another. The people most affected by racial segregation, in the United States and elsewhere, have been Negroes. Segregation is usually the result of a long period of group conflict, with one group having more power and influence than another. In time, both groups develop beliefs and attitudes that support the system of separation. Segregation comes to be seen as right particularly by the dominant group and as the only way society should be organized. Further support for segregation comes from hostile attitudes and feelings between groups. Members of this group are expected to usually have the best education, homes, jobs, and public services. As a result, their beliefs of superiority are strengthened. They do not consider the system unfair, but regard it as the proper way for society to distribute its resources. Likewise, the subordinate group has a sense of inferiority that is reinforced by a system that denies it the social benefits enjoyed by others. Each group naturally views the other as fundamentally different. Sometimes subordinated groups try to make up their low status. They develop intense group loyalty, and make special efforts to overcome the limitations of separation. A segregated society runs the risk of its group growing apart and developing highly different values and ways of life. Eventually, the differences may become so great that they cause serious conflicts between the groups. The differences reduce the chances for peaceful desegregation and integration in the future.

Throughout the history of the United States, reformers have challenged laws and customs that compelled the separation of racial groups, separation that typically stigmatized people of color and relegated them to facilities decidedly inferior to those reserved for whites. The Georgia Constitution of 1877 specified segregated education. It stated, “separate schools shall provided for white and colored children”.^{1 For} nearly a century, Georgia public schools separated students by race. Black Georgians challenged laws providing for segregated schools. But the courts upheld the separated but equal doctrine. As long as blacks were furnished school facilities equal to those of whites, schools could by law be separate. Under this doctrine, Georgia operated a dual education system: one for whites and one for blacks. This practice applied to state colleges as well as public schools. Although it was suppose to be equal, the education furnished black children was quite different from that offered to white children.

Total whites in schools in 1908 were 53% and 47% blacks.²

Value of school furniture $590,336.00 for whites and 101,385.00 for blacks.^{3 The} average teacher’s monthly salary for whites was $44.29

and then for blacks $20.23.^{4 The} value of school libraries for whites

99% to blacks 1%.⁵

Clearly, more state and local tax money went to educate white children than black children. As a result, white students had finer school buildings; more books, supplies, and equipment; and better-prepared and better-paid teachers. To make matters worse, In 1967 Lester Maddox, an outspoken segregationist, became Georgia’s governor.^{6 He} strongly opposed forced integration and even encouraged parents to put their children in private academies rather than send them to integrated schools. To many Americans, that this message was coming from the governor of Georgia suggested a deep racism lingered in the state.

Although the struggle to desegregate public schools in the United States is of ten portrayed as a triumph of principle over prejudice, the reality is more complicated and sobering. In some areas, desegregation attained widespread public support and became an accepted part of daily life. But in others, an intense and unyielding resistance continued. In 1899 the first school segregation case to reach the Supreme Court, the justices tolerate unequal treatment and forced Augusta, Georgia, to close a high school for whites until it reopened a black school.^{7 Fifty} five years later, a haunting reminder of the troubled history of desegregation in public schooling in Brown Vs. Board of Education of Topeka which remained an ongoing case thirty five years after the supreme court’s landmark ruling. Linda Brown, the little girl for whom the case was named, herself became a parent alleging that her children’s constitutional rights were violated by a state’s failure to desegregate fully its public school.

The case, Brown vs. Board of Education, wiped out legal basis for racial segregation in public education. According to the court, segregation laws were unconstitutional; they violated the fourteenth Amendment, which guarantees all citizens’ equal protection (or treatment) under the law.

Said the Court, “We conclude that in the field of public education

the doctrine of separate but equal has no place.^{8 Separate} educational

facilities are inherently (by nature) unequal.⁹

The ruling threw the weight of the nation’s highest court behind the movement to give all citizens equal rights. In time the entire federal government would uphold this principle. The Brown ruling did not set a date for achieving the integration of public schools. In the South, most government and school officials opposed it. Georgia’s Governor Talmadge denounced the Supreme Court’s decision, saying it reduced the Constitution to a mere scrap of paper.¹⁰

An Atlanta Constitution editorial advised that this was no

time to encourage agitators on either side “or those who are

always ready to incite violence or hatred… It is time for Georgians

to think clearly.”¹¹

A year after the Brown decision, the Court directed that school systems begin in good faith to desegregate (enroll blacks and whites together in the same schools) with all deliberate speed. The term of Governor Marvin Griffin was almost completely taken up with massive resistance to desegregation.^{12 Officials} thought that a massive effort to avoid enforcing the Court’s decision would result in the federal government changing its position on segregation. The General Assembly even went so far as to pass laws to abolish Georgia’s public schools if need be. It voted to support private schools, to close schools that desegregated, and to prosecute local school officials who permitted desegregation.

Eventually, change did come. As the 1960’s began, some Georgia political leaders, including Governor Ernest Vandiver, recognized that the schools had to be kept open, even in the face of desegregation. In 1961, token integration of Atlanta public schools began.^{13 In} Athens, Charlayne Hunter and Hamilton Holmes became the first black students to be admitted to the University of Georgia.¹⁴

Specific to Columbia County, Georgia in Brown v. Board of Education, the U.S Supreme Court declared “separate but equal” unconstitutional in federally funded institutions. The 1954 court decision sparked controversy all over the United States. The effect of this decision was most felt in the public school system. The desegregation of the public school system is perhaps the most famous and heated of all the controversies. We have all heard the horror stories surrounding desegregation. In some areas federal troops had to be sent in to protect black students from mobs of angry white students. Although Columbia County School System had its share of problems, there were no significant incidents of violence.

Initially, Columbia County Schools ignored the ruling of the Supreme Court and carried on as usual. In December of 1967, a hearing examiner for the Department of Health Education and Welfare (HEW), recommended a $342,000 cut in federal funds to Columbia County Schools for noncompliance with the Civil Rights Act of 1964.^{15 This} prompted the Board to finally take action. Three months after the examiner’s recommendation, the Columbia County System placed its plan for desegregation, The Freedom of Choice Plan, in the Augusta Chronicle. Later that month, HEW announced new guidelines for desegregation, which voided those set forth by the Board.^{16 In} May of 1968, Columbia County received yet another blow to their desegregation plan when the U.S. Supreme Court ruled against the use of freedom of choice plans if there were other reasonable options to achieve integration.¹⁷

In July, Columbia County still failed to meet the guidelines of HEW, and as a result received a $480,000 cut in funding.¹⁸On July 11, 1968 Columbia County as well as Bulloch and Lincoln Counties were sued by the Justice Department for failure to eliminate their dual school systems.^{19 The} charges brought against them included unfair employment and appointment of teachers based on race and a sub-standard curriculum in black schools and several other violations of the Civil Rights Act. They were given 60 days to come up with a desegregation plan into school.

After deliberations with the community, the Board decided to consolidate the schools. At that time four all white schools and one all black school were operating in the county. The Board decided to close the black school and expand the predominately white schools. There was some controversy over closing of the predominately black schools; some members of the black community felt it was unfair for all the black children to be forced into white schools. But the opposition was not strong enough to bring about changes in the plan. The Justice Department was not satisfied with Columbia County’s desegregation plan. Despite reservations, the Justice Department agreed to accept the plan. Even though the students moved into the schools the African American teachers were more likely to receive demotions when they were moved to new schools. Also, the appointment of principals and other administrative positions were very heated topics.

Despite complications and opposition to integration, the 1969-year went by without major conflict. Student government organizations welcomed and tried to include African Americans in activities. Although they were concerned with their ability to participate in sports and other extra-curricular events, many African Americans reported an overall positive experience at Columbia County schools. This was not to say everything was perfect. But on the whole desegregation in Columbia County was peaceful and should serve as an example that change can be accomplished without violence.