Scott v Winston Salem Board of Education Appendix
Public Court Documents
October 1, 1970
681 pages
Cite this item
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Brief Collection, LDF Court Filings. Scott v Winston Salem Board of Education Appendix, 1970. eb1c8cc8-c39a-ee11-be37-00224827e97b. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/19613110-1e65-4359-be36-a9a1abe179e6/scott-v-winston-salem-board-of-education-appendix. Accessed October 09, 2025.
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Volume I
t
In The
UNITED STATES COURT OF APPEALS
FOR THE FOURTH CIRCUIT
Nos. 15,185, 15,186, 15,187, 15,188
CATHERINE SCOTT, et al.,
Appellants,
v.
WINSTON-SALEM/FORSYTH COUNTY
BOARD OF EDUCATION, et al.,
Appellees.
Appeal From The United States District Court For The
Middle District Of North Carolina
#
APPENDIX
J. LeVONNE CHAMBERS
ADAM STEIN
CHAMBERS, STEIN, FERGUSON & LANNING
216 West Tenth Street
Charlotte, North Carolina 28202
CONRAD 0. PEARSON
203-1/2 East Chapel Hill Street
Durham, North Carolina 27702
JACK GREENBERG
JAMES M„ NABRIT, III
NORMAN J. CHACHKIN
10 Columbus Circle
New York, New York 10019
Attorneys for Appellants
INDEX
Volume I
Page
Plaintiffs' Amended Complaint .................... 3
Answer of Defendant, Winston-Salem/Forsyth
County Board of Education .................................. pg
Further Answer of Defendant, Winston-Salem/
Forysth County Board of Education ............................. 23
Answer of Defendant, Board of County Commissioners
of Forsyth County ........................................... 25
Motion to Dismiss of Defendant, Board of County
Commissioners of Forsyth County ............................... 28
Memorandum in Support of Defendant's Motion to
Dismiss ..................................................... 29
Answer of Defendants North Carolina State Board of
Education and Dr. A. Craig Phillips ........................... 30
Motions to Dismiss and For Summary Judgment of
Defendants North Carolina State Board of Education
and Dr. Charles F. Carroll .................................... 34
Memorandum Brief in Support of Motions ....................... 41
Plaintiffs' Response to Defendants' Motion to
Dismiss and Motions for Summary Judgment ..................... 46
Memorandum ................................................... 34
Order, Filed June 9, 1969 ..................................... 58
Order, Filed August 5, 1969 ................................... 62
Plaintiffs' Motion for Preliminary Injunction ................ 65
Defendant Board of County Commissioners of Forsyth
County's Response to Motion ............................ gy
Memorandum in Support of Response ............................. 69
1
Page
Defendants State Board of Education and the
Superintendent of Public Instruction's Response
to Motion ..................................................... 70
Interim Order, Filed January 12, 1970 ........................ 72
Order, Filed January 19, 1970 ................................ 75
Motion For Summary Judgment of Defendant Board of
County Commissioners of Forsyth County ....... ............... 77
Plaintiffs' Response to Defendant Board of County
Commissioners of Forsyth County's Motion For
Summary Judgment ............................................. 78
Memorandum .................................................... 81
Memorandum and Order, Filed February 17, 1970 ............... 83
Plaintiffs' Notice of Appeal ................................. 94
Memorandum.......... 95
Plaintiffs' Objections to Defendants' Plan of
Desegregation .................... 97
Plaintiffs' Motion For Extension of Time
For Docketing Case on Appeal ................................. 101
Order, Filed March 26, 1970 .................................. 103
Plaintiffs' Motion For Extension of Time
To Docket Record on Appeal ................................... 104
Memorandum and Order, Filed June 25, 1970 ................... 107
Plaintiffs' Notice of Appeal ................................. 205
Plaintiffs' Motion For Further Extension of Time
to Docket Record on Appeal ................................... 206
Defendant Winston-Salem/Forsyth County Board of
Education's Report and Motion ................................ 209
Order, Filed July 17, 1970 .................................. 231
Defendant Winston-Salem/Forsyth County Board of
Education's Notice of Appeal ................................. 234
ii
Defendant Winston-Salem/Forsyth County Board
of Education's Notice of Motion .............................. 236
Defendant Winston-Salem/Forsyth County Board
of Education's Report and Motion ............................. 237
Plaintiffs' Response to Defendant's Report and Motion ....... 255
Plaintiffs' Motion to Add Additional Parties-
Defendant ..................................................... 259
Preliminary Response of Defendant Board of County
Commissioners of Forsyth County .............................. 261
Defendants North Carolina State Board of Education
and Dr. A. Craig Phillips' Reply to Motion to
Add Additional Parties-Defendant ............................. 262
Order, Filed August 17, 1970 ................................. 267
Defendant Winston-Salem/Forsyth County Board of
Education's Notice of Appeal ................................. 269
Plaintiffs' Notice of Appeal ................................. 271
Defendants North Carolina State Board of Education
and Dr. A. Craig Phillips' Motion to Strike Out
Order Adding Additional Parties-Defendant .................... 272
Defendant Board of County Commissioners of Forsyth
County's Response and Motion ................................. 275
Defendant Board of County Commissioners of Forsyth
County's Brief in Support of Response and Motion ............ 277
Plaintiffs' Reply to Motions of the Defendants Board
of County Commissioners of Forsyth County, North Carolina
State Board of Education and Dr. A. Craig Phillips,
State Superintendent of Public Instruction .................. 285
Order, Filed September 15, 1970 .............................. 293
Defendant Board of County Commissioners of Forsyth
County's Notice of Appeal .................................... 296
Defendant Board of County Commissioners of Forsyth
County's Notice of Appeal .................................... 297
Defendants North Carolina State Board of Education and
Dr. A. Craig Phillips' Notice of Appeal ...................... 298
Page
iii
Page
Interrogatories of Plaintiffs to Dependant Winston-Salem/
Forsyth County Hoard of Education and Defendant's Answers
Interrogator Le:< of Hoard oi County Commissioner:; to
Plaintiffs and Plaintiffs' Answers
Stipulation ....................
Plaintiffs' Interrogatories to Defendant and
Defendant's Answers ........
299
328
336
338
Exhibits
School Board Members By Race, 1969-1969 and 1969-1970
School Board Policy With Respect to Non-Discrimination
Summary of Special Programs in the W'inston-Salem/
Forsyth County School System .....................
Special Programs in the Winston-Salem/Forsyth
County School System .......................
School Building Capacity .................
Notice of Assignment Policy and Application for Transfer
School Board Regulation No. i/Lll ............
School Board Policy No. 1/L16 ................
School Board Policy No. JH23 ..............
Adminisrrative Regulation No. Ul23 ............
McGuffey's Short Range Plan ........................
Trial Transcript
Hearing of January 9, 1970 ...............
Volume II
Hearing of January 9, 1970 continued ..................
Volume III
36U
366
366
368
373
378
382
38U
386
387
388
If 2 6
676
1301
17U7
Hearing of April 16, 1970
Hearing of July 17, 1970 .
Hearing of August 1 1 , 1970
IV
1806
IN THE
UNITED STATES DISTRICT COURT
FOR THE
MIDDLE DISTRICT OF NORTH CAROLINA
WINSTON-SALEM DIVISION
)
CATHERINE SCOTT, a mino.r, by her mother )
and next friend, JULIA R. SCOTT; )
)
SAMUEL FORD, WALTER FORD and WILSON )
FORD, minors, by their father and next )
friend, WALTER FORD; )
BEVERLY BEATTY, CHRISTOPHER BEATTY j
and CARL BEATTY, minors, by their mother )
and next friend, RACHAEL BEATTY; )
DENISE D. ADAMS, HURBIE ADAMS, INEISE )
M. ADAMS, TENIASE D. ADAMS, and ATYNA )
L. ADAMS, minors, by their parents )
and next friends, MR. and MRS. RELEIST )
ADAMS; )
)
BILLY JOE KIRBY SOLOMON, a minor, by )
his parents and next friends, MR. and )
MRS. WILLIAM E. SOLOMON; )
GLENN WAYNE FENNELL, SUDIE KAY FENNELL, )
JAMES A. FENNELL, II and JOANNE LEE )
FENNELL, minors, by their mother and next )
friend, LAURETTA FENNELL; )
RICKY LEE DuBOSE and RONNIE LLOYD DuBOSE, ]
minors, by their parents and next friends, )
MR. and MRS. LONNIE DuBOSE; )
)
ROSCOE J. EDWARDS, a minor, by his father )
and next friend, NELL H. EDWARDS; )
VALARIE EVANS and NATHANIEL EVANS, minors, )
by their father and next friend, REV. )
JOHN H. EVANS, JR.; )
- 2 -
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JAYA I. HARDY and PAMELLA G. HARDY, minors, )
by their mother and next friend, MARY E. HARDY; )
)
PAULETTE HAYES, WILLIAM HAYES and JOAN HAYES, )
minors, by their mother and next friend, KAREN )
HAYES; )
)
CHERYL HARDY and SANDRA J. HARDY, minors, by )
their mother and next friend, PEARL HARDY; )
)
SANDRA F. JONES and LUTHER JONES, minors, by )
their parents and next friends, MR. and MRS. )
L. H. JONES; )
)
JERRY L. HODGES, JOE N. HODGES, JR., JOAN )
HODGES and SYLVESTER L. HODGES, minors, by )
their mother and next friend, PEARLENE HODGES; )
)
PAULA MOORE, PAUL MOORE, SHARON CARTER and )
GWENDOLYN MOORE, minors, by their mother and )
next friend, EVA CARTER; )
)
PYYLLIS B. NEWMAN, a minor, by her mother and )
next friend, ALMETTER CHISHOLM; )
)
JOAN MARIE WHITE, a minor, by her parents and )
next friends, MR. and MRS. JOSEPH L. WHITE; )
)
LAVENDER CHANDLER, JACOB CHANDLER, JR., )
JEROME CHANDLER, FLOYD CHANDLER, and LARRY )
CHANDLER, minors, by their father and next )
friend, JACOB CHANDLER; )
)
PATRICIA ANN MITCHELL, RHONDA MITCHELL and )
KENNETH MITCHELL, minors, by their father and )
next friend, EUGENE R. MITCHELL; )
)
BARBARA JOAN NICHOLS, a minor, by her parents )
and next friends, MR. and MRS. LAWSON B. NICHOLS; )
)
TERESA ANN NELSON, a minor, by her mother and )
next friend, DORIS M. NELSON; )
)
JANET BENJAMIN, EDWARD BENJAMIN and MARY E. )
BENJAMIN, minors, by ther parents and next )
friends, MR. and MRS. EDWARD BENJAMIN; )
)
PAMELA DENISE BELL, a minor, by her mother and )
next friend, DOROTHY BELL; )
)
-3-
MR. and MRS. JAMES EDWARD BARNHILL; SARAH MARSH;
CATHERINE R. ROGER; SAMPSON SHIPP, JR.; HATTIE
McLAURIN; JAMES C. SAMUELS; TROY BRADLEY; JUDGE
E. DUNCAN; MR. and MRS. AMOS McGILL; RICHARD A.
LANDRUM, JR.; MR. and MRS. WILLIAM S. DRUMAND;
MR. and MRS. WILL DAVIS; SEVY POWELL; JEANETTE
HARDY; J. S. ROSEROROUGH; J. L. LASSITER;
MR. and MRS. BAXTER SINCLAIR; LILLIE WATKINS;
L. W. BROWNING; MARY G. NIVENS; MARIE F.
CLYBURN; CHARLES BALDWIN, JR.; FRANCISCO
HARDING; SELINDA HARDY; PRISCILLA J. FRANCE;
MR. and MRS. LEE McDOWELL; MR. and MRS.
ARTHUR W. JARRETT; F. H. HUNTLEY; J. G. GILES;
EUNICE GILES; CHARLES GILES; OTTO 0. CARTER;
LEROY HUFF; MR. and MRS. CARTER and NAPOLEON
J. SHERARD,
Plaintiffs,
v.
WINSTON-SALEM/FORSYTH COUNTY BOARD OF EDUCATION,
a public body corporate; BOARD OF COUNTY
COMMISSIONERS OF FORSYTH COUNTY, a public body
corporate; NORTH CAROLINA STATE BOARD OF
EDUCATION, a public body corporate; and DR.
A. CRAIG PHILLIPS, NORTH CAROLINA STATE SUPERIN
TENDENT OF PUBLIC INSTRUCTION,
Defendants.
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AMENDED COMPLAINT
I
This is a civil action instituted by plaintiffs seeking a preliminary and
permanent injunction, enjoining defendants from continuing, sanctioning, authorizing
and encouraging any policy, practice, custom or usage of discriminating against
and denying equal education opportunities to plaintiffs and other Negro citizens
of Winston-Salem and Forsyth County, North Carolina, because of race or color and
from expending public monies to maintain racially segregated schools and for
-4-
other relief as hereinafter more fully appears.
II
The plaintiffs in this case are Catherine Scott, a minor, by her mother
and next friend, Julia R. Scott; Samuel Ford, Walter Ford and Wilson Ford,
minors, by their father and next friend, Walter Ford; Beverly Beatty, Christopher
Beatty and Carl Beatty, minors, by their mother and next friend, Rachael Beatty;
Denise D. Adams, Ineise M. Adams, Teniase D. Adams, and Tayna L. Adams, minors,
by their parents and next friends, Mr. and Mrs. Releist Adams; Billy Joe
Kirby Solomon, a minor, by his parents and next friends, Mr. and Mrs. William E.
Solomon, Glenn Wayne Fennell, Sudie Kay Fennell, James A. Fennell, II and Joanne
Lee Fennell, minors, by their mother and next friend, Lauretta Fennell; Ricky
Lee DuBose and Ronnie Lloyd DuBose, minors, by their parents and next friends,
Mr. and Mrs. Lonnie Dubose, Roscoe J. Edwards, a minor, by his father and next
friend, Nell H. Edwards; Valerie Evans and Nathaniel Evans, minors, by their
father and next friend, Rev. John H. Evans, Jr.; Jaya I. Hardy and Pamella
G. Hardy, minors by their mother and next friend, Mary E. Hardy; Paulette Hayes,
William Hayes and Joan Hayes, minors, by their mother and next friend, Karen Hayes;
Cheryl Hardy and Sandra J. Hardy, minors, by their mother and next friend, Pearl
Hardy; Sandra F. Jones and Luther L. Jones, minors, by their parents and next
friends, Mr. and Mrs. L. H. Jones; Jerry L. Hodges, Joe N. Hodges, Jr., Joan
Hodges and Sylvester L. Hodges, minors, by their mother and next friend, Pearlene
Hodges; Paula Moore, Paul Moore, Sharon Carter and Gwendolyn Moore, minors, by
their mother and next friend, Eva Carter; Phyllis B. Newman, a minor,by her mother
-5-
and next friend, Almetter Chisholm; Joan Marie White, a minor by her parents
and next friends, Mr. and Mrs. Joseph White; Lavender Chand’er, Jacob Chandler,
Jerome Chandler, Lloyd Chandler, and Lany Chandler, minors, by their father and
next friend, Jacob Chandler; Patricia Ann Mitchell, Rhonda Mitchell and Kenneth
Mitchell, minors, by their father and next friend, Eugene R. Mitchell; Barbara
Joan Nichols, a minor, by her parents and next friends, Mr. and Mrs. Lawson B.
Nichols; Teresa Ann Nelson, a minor, by her mother and next friend, Doris M.
Nelson; Janet Benjamin, Edward Benjamin and Mary E. Benjamin, minors, by their
parents and next friends, Mr. and Mrs. Edward Benjamin; Pamela Denise Bell, a
minor, by her mother and next friend, Dorothy Bell; Mr. and Mrs. dames Edward
Barnhill; Sarah Marsh; Catherine R. Roger; S-mpson Shipp, Jr.;; Hattie McLaurin;
James C. Samuels; Troy Bradley; Judge E. Duncan; Mr. and Mrs. Amos McGill;
Richard A. Landrum, Jr.; Mr. and Mrs. William S. Drumand; Mr. and Mrs. Will Davis;
Sevy Powell; Jennette Hardy; J. S. Roseborough; J. L. Lassiter; Mr. and Mrs.
Baxter Sunclein; Lillie Watkins; L. W. Browning; Mary G. Nivens; Marie F.
Clyburn; Charles Baldwin, Jr.; Francisco Harding; Selinda Hardy; Priscilla
J. France; Mr. and Mrs. Lee McDowell; Mr. and Mrs. Arthur W. Jarrett; F. H.
Huntley; J. G. Giles; Eunice Giles; Charles Giles; Otto 0. Carter; LeRoy
Huff; Mr. and Mrs. Carter; and Napoleon J. Sherard. The plaintiffs are Negro
citizens and tax-payers of the United States and State of North Carolina, residing
in Forsyth County, North Carolina. The minor plaintiffs are eligible to attend
the public schools operated by the Winston-Salem/Forsyth County Board of Education.
The plaintiffs bring this action on their own behalf and on behalf of others
-6-
similarly situated pursuant to Rule 23 (a) and (b) of the Federal Rules of Civil
Procedure. There are common questions of law and fact affecting the rights of
plaintiffs and others similarly situated who are seeking an educational system
in Winston-Salem/Forsyth County free of racially discriminatory practices and
policies who are so numerous as to make it impracticable to bring them all
individually before the Court. The claims and defenses of the plaintiffs are
typical of the claims and defenses of the class and plaintiffs fairly and adequately
represent the interest of the class.
Ill
Jurisdiction of the Court is invoked pursuant to 28 U.S.C. Sections 1343
(3) and (4). The plaintiffs are seeking to redress rights, privileges and
immunities arising under and secured by the Constitution of the United States,
Amendment Fourteen and 42 U.S.C. Sections 1981 and 1983.
IV
The defendant Winston-Salem/Forsyth County Board of Education is a public
body corporate of Forsyth County, North Carolina, charged by the State Constitution
and laws with the operation and administration of the Public Schools of Winston-
Salem and Forsyth County. Said defendant administers all public schools in Forsyth
County, assigning students, employing and assigning teachers and school personnel,
constructing school facilities and authorizing, sanctioning and administering
school activities and programs, related activities and programs in the manner herein
after complained of.
-7-
The defendant Board of County Commissioners of Forsyth County, pursuant
to the laws and Constitution of the State of North Carolina, is charged with
funds for the construction and maintenance of buildings, property and
facilities necessary for the operation of the school system in Winston-Salem/
Forsyth County and with securing and expending monies to supplement those monies
allocated and disbursed by the State of North Carolina for the operation of the
schools.
V
VI
The defendant North Carolina State Board of Education is a public body
corporate of the State of North Carolina, charged by the State Constitution and
laws with general supervision and administration of the educational funds for all
local boards of the State, including the defendant Winston-Salem/Forsyth County
Board of Education, the division and creation of local boards into administrative
units, the apportionment and division of State funds and all funds provided by the
Federal Government for assistance to educational programs in the State which are
administered by local boards, including the defendant Winston-Salem/Forsyth County
Board of Education; the authority to accept, receive, use or reallocate to local
boards, including the defendant Winston-Salem/Forsyth County Board of Education,
any federal funds or aids that may be appropriated now or hereafter for the
encouragement and improvement of any phase of the free public school program which
in said defendant's discretion is beneficial to the operation of the public schools
of North Carolina; authority to alter the boundaries of any administrative unit,
-8-
including defendant Winston-Salem/Forsyth County Board of Education; authority
to provide for the enrichment and strengthening of educational opportunities for
all children of the State and to allot teachers to all local boards of the State;
authority to allot clerical assistance to the various local boards of the State;
authority to determine teacher, principal and school personnel certification;
authority to provide library resources, textbooks and other instructional resources
for the various local boards; authority to direct and approve, generally, school
construction for the schools and additions in the various school systems of the
State; authority to establish rules and regulations for the various extra
curricular activities, including athletics of the local boards of the State; and
the allocation of school buses and approval of bus routes for the various school
systems of the State.
VII
The State Department of Public Instruction of North Carolina is established
and organized under the direction of the defendant, Dr. A. Craig Phillips, State
Superintendent of Public Instruction, to supervise and adminster the public school
system of the State of North Carolina.
VIII
The defendant Dr. A. Craig Phillips is the elected State Superintendent
of Public Instruction of the State of North Carolina, who is the administrative
head of the public school system of the State and, pursuant to the laws of the
State of North Carolina, is a member and the Secretary of the State Board of
Education. He is charged with organizing and establishing the State Department
-9-
of Public Instruction in order that he may supervise and administer the public
school system of the State of North Carolina. He is charged with making recommendations
to the Governor and to the State Board of Education concerning public education
within the State of North Carolina; and with administering the instructional
policies and programs of the State Board of Education.
IX
The defendant Winston-Salem/Forsyth County School Board has and is, with
the assistance, sanction and direction of the defendants Board of County Commissioners
of Forsyth County, North Carolina, State Board of Education and Dr. A. Craig
Phillips, following a policy and practice of discriminating against plaintiffs and
members of their class on the basis of race and color in the operation and
administration of the Winston-Salem/Forsyth County Public Schools, to wit:
A. Negro and white students have been and are assigned to the various
schools on the basis of race and color.
B. Negro and white teachers, principals and professional personnel
have been and are assigned to the various schools on the basis of race and color.
C. School budgets, construction, transportation, programs and related
activities are being planned, authorized and administered on the basis of race
and color.
D. For the 1968-69 and previous school years, defendants have followed
a policy and practice of authorizing, administering, encouraging and sanctioning
programs and activities designed to perpetuate racially segregated schools in the
Winston-Salem/Forsyth County Public Schools. Defendants have pursued a policy and
practice of locating schools, designing and perpetuating bus routes, assigning
-10-
teachers and school personnel and adopting plans for assigning students solely
to continue racially segregated schools.
E. Defendants Board of County Commissioners of Forsyth County, North
Carolina State Board of Education and Dr. A. Craig Phillips, State Superintendent
of Public Instruction, have dissuaded and presented defendant Winston-Salem/
Forsyth County Board of Education from instituting programs and policies which
would provide equal and non-racial educational opportunities to plaintiffs and
members of their class which might afford them their rights to an education
free of racial consideration.
F. Defendants have and are presently pursuing policies and practices
of refusing to adopt programs to insure adequate funds to provide facilities,
accommodations and equal education opportunities to plaintiffs and members of
their class.
G. Defendant Winston-Salem/Forsyth County Board of Education, despite
its authority and obligation, has refused and proposes to continue refusing to
adopt programs and practices which would insure to plaintiffs and members of
their class an education free of racial discrimination and equal educational
opportunities in Forsyth County.
H. Defendants North Carolina State Board of Education and Dr. A. Craig
Phillips, State Superintendent of Public Instruction, have followed and propose
to continue policies and practices of limiting school construction, planning
and approving teacher employment and assignment, bus routes and allocations, school
programs and activities on a basis designed to continue racially segregated schools
in Forsyth County.
11-
I. The defendants have maintained and continue to maintain inferior
schools, programs and facilities for Negro pupils. The general educational program
for all pupils within the County has suffered as a result of defendants' insistence
on maintaining racially segregated schools.
J. The defendant Board of County Commissioners has participated, sanctioned,
authorized and encouraged the discriminatory practices, policies, customs and usages
complained of herein in the appropriation and disbursements of funds for the
operation of the Winston-Salem/Forsyth County School System. In addition to the
discriminatory practices heretofore set forth, the defendant has established roads
and streets to facilitate white students to attend white or predominantly white
schools while not establishing roads and streets to facilitate Negro students to
attend the same schools, nor to facilitate white students to attend traditionally
Negro schools. In addition, the defendant has permitted roads to be built which
encroach upon the property of Negro schools while never allowing similar construction
at white schools.
X
The defendant Winston-Salem/Forsyth County School Board has followed and
is following a policy and practice cf discriminating against plaintiffs and members
of their class on the basis of race and color in the operation and administration
of its schools, to wit:
A. Since the beginning of the academic year 1966-67, defendant has operated
its schools pursuant to a plan whereby students are assigned on the basis of
attendance zones wherein they live, but have the free choice of transferring to a
-12-
school outside their attendance zone. As a result of gerrymandered attendance
zones, tranfers out of attendance zones and bus routes which facilitate segregation,
this plan of desegregation had resulted by the 1967-68 academic year in only
approximately ten percent of the 13,523 Negro students enrolled in the Winston-
Salem/Forsyth County school units attending desegregated schools; no substantial
further desegregation has occurred under the plan for the 1968-69 school year.
B. The policies and practices of the defendant resulted in only
approximately six percent of the 2035 full-time teaching and professional staff
within the unit teaching in schools where the majority of pupils are of a different
race during the 1967-68 school year; the facilities continue to remain substantially
segregated during the 1968-69 school year.
C. The school bus routes are maintained without regard to the established
attendance areas and are designed to facilitate free transfer from integrated schools
to segregated schools. In order to accomplish this purpose, some bus routes
travel through several attendance areas. Moreover, bus routes are not established
from Negro areas to predominantly white schools or from white areas to all-Negro
or predominantly Negro schools. The purpose and effect of the bus route system
is therefore to perpetuate segregated education. Additionally, the buses serving
Negro schools are older, less well maintained, and consequently more dangerous
than the buses serving the white schools.
D. The school lunch program is operated on a discriminatory basis both
as to quantity and quality.
E. The textbooks used by defendant are discriminatory in that they do not
accurately or properly portray the role and contribution of Negro citizens and,
in fact, caricature their role in American life.
-13-
F. The defendant maintains racially discriminatory employment practices
in hiring and assigning of teachers and other personnel. White teachers are hired
without certificates; Negroes are not. Generally, the most qualified Negro
teachers are involuntarily assigned to white schools while generally the least
qualified white teachers are assigned to Negro schools only with such teachers'
consent. Negro practice teachers are not assigned to white schools. Moreover, most
of the Negro teachers assigned to white schools are not full-time classroom teachers
G. The attendance areas established by the defendant follow racial lines.
When the racial composition of a neighborhood changes, the defendant adjusts the
boundaries to reflect the change and to reestablish segregated attendance areas.
H. The feeder systems employed by the defendant are assigned along racial
lines: white schools feed white schools and Negro schools feed Negro schools.
I. The defendant utilizes mobile units to insure the continued segregation
of its schools. When the free transfer requests which have the effect of resegregat
ing the schools, create overcrowding, mobile units are installed to insure the
continuation of the dual system.
J. The special schools operated by the defendants are maintained in a way
to favor white students.
K. There are marked disparities in the vocational programs offered by the
defendant, the white schools having more and better equipment and courses of
instruction than the Negro schools.
L. There are disparities in the curricula between the white and Negro
schools. The Negro schools do not offer adequate college preparatory subjects and
offer inferior music, art, driver education, audio visual, reading, remedial, speech
therapy, guidance and other programs.
-14-
M. The parking facilities available at Negro schools are inferior to
those at white schools.
N. The minimal desegregation efforts taken by defendant has been limited
to moving Negro school children to white schools, causing overcrowding in white
schools and leaving excess space in Negro schools. Adequate Negro facilities have
been phased out while inadequate overcrowded white facilities remain.
O. All the Negro schools which existed in 1954 are still all-Negro. In
addition, several formerly white schools have become all-Negro.
P. All the new schools constructed in recent years have been white,
and mostly outside the city limits. Bus routes have been established to bus white
children past Negro schools to attend the new white schools in the country. Buses
are not provided to Negro areas to bus Negro children to the new schools.
Q. The defendant in reorganizing its system to an elementary (1-6),
junior high (7-9) and high school (10-12) system has done so in a discriminatory
manner. The reorganization occurred first in the white schools. The Negro schools
are not yet completely reorganized.
R. The defendant operates a discriminatory ability grouping system. Negro
pupils are automatically placed in lower groups and have little, if any, opportunity
to move up.
S. Negroes, including a member of the defendant Board and the President
of the local NAACP Chapter, have complained about many of the discriminatory practices
complained of herein. The Board has continually and persistently ignored and
declined to respond to any such complaints.
XI
The racially discriminatory practices of the defendants are maintained and
perpetuated to assure racial segregation of students, teachers and school
personnel within the Winston-Salem/Forsyth County School Unit. Plaintiffs have
made reasonable efforts to eliminate the racially discriminatory practices of
defendants and to obtain their clearly established constitutional rights and the
right of the members of their class to an education wilhout racial discrimination,
distinction or classification and to insure that funds will not be expended for
an unconstitutional purpose, but without avail. Any other procedure or remedy
to which the plaiitiff may be subjected would involve inconvenience and delay and
would not afford the plaintiffs the relief they seek and to which they are clearly
entitled. The practices and policies of the defendant are depriving and will
deprive the plaintiffs irreparably of their rights clearly secured by the Con
stitution of the United States and 42 U.S.C. Sections 1981 and 1983.
WHEREFORE, plaintiffs respectfully pray that this cause be advanced on the
docket for immediate hearing and after such hearing, that the Court preliminarily
and permanently enjoin:
1. The defendant Winston-Salem/Forsyth County Board of Education:
(a) To present a plan within a period of time that will permit
its implementation at the beginning of the 1969-70 school
year, establishing school zone lines, school and grade con
solidation, or both, in order to completely desegregate all
schools in the school system and to eliminate and free transfer
plan now in effect and the racial identity of the various
schools;
(b) To completely desegregate all teachers and school personnel
in the school system so that for the 1969-70 school year
the percentage of Negro and white teachers and school per
sonnel in all schools in the system will approximate the
number of Negro and white teachers in the school system;
(c) To cease planning and constructing schools, additions
to schools and school facilities on the basis of race
and color and to cease all new school constructions
and additions not already underway until a comprehensive
school construction plan is approved by the Court. In
this connection, that the defendant be enjoined to
present to the Court, with copies being served upon
plaintiffs, a report of any planned school construction,
addition, alteration or closing;
(d) To eliminate, effective with the beginning of the 1969-70
school year, any and all disparities in school facilities,
school buildings, curriculum, equipment and programs;
(e) To discontinue and eliminate any and all other practices
in the school system based on race and color, including
all the practices, policies, customs, usages complained
of herein.
2. Defendant Dr. A. Craig Phillips, Superintendent of Public Instruction
of the State of North Carolina, and the North Carolina State Board of Education:
(a) From continuing to authorize, sanction or encourage practices,
programs and activities, including school constructions and
activities, designed to continue racially segregated schools
in Winston-Salem/Forsyth County, North Carolina;
(b) From continuing to allocate teachers, principals and school
personnel to the Winston-Salem/Forsyth County Board of
Education in such a way as to encourage or to permit racial
employment or assignment of such personnel;
(c) From continuing to disburse State and Federal funds to finance
racially segregated practices and policies in the Winston-
Salem/Forsyth County School System or in a way which perpetuates
or which tends to perpetuate such practices and policies;
(d) From continuing to authorize, sanction or encourage a school
transportation system for Winston-Salem/Forsyth County which
perpetuates racially discriminatory assignments of students;
(e) From failing and refusing to take affirmative steps to compel
the elimination of racially discriminatory practices in the
Winston-Salem/Forsyth County School System.
3. Defendant Board of County Commissioners of Forsyth County:
(a) From continuing to authorize, sanction or encourage practices,
programs and activities, including school constructions
and additions, designed to continue racially segregated
schools in Winston-Salem/Forsyth County, North Carolina;
(b) From continuing to disburse funds to finance racially
segregated practices and policies in the Winston-Salem/
Forsyth County School System or in a way which perpetuates
or which tends to perpetuate such policies and practices;
(c) From failing and refusing to take affirmative action to
compel the elimination of racially discriminatory practices
in the Winston-Salem/Forsyth County Public School System.
4. Plaintiffs further pray that pending the full and complete desegregation
of the Winston-Salem/Forsyth County School System that the Court retain jurisdiction
of this cause; that the plaintiffs be awarded their costs herein, including
reasonable counsel fees and be granted such other and further relief as the Court
may deem equitable and just.
Respectfully submitted,
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
CHAMBERS, STEIN, FERGUSON & LANNING
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
ROBERT BELTON
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
ANSWER
Defendant, Winston-Salem/Forsyth County Board of Education, answering
the complaint in the above-entitled cause, says:
I.
Paragraph I of the complaint states only the purpose for which this
civil action is instituted by the plaintiffs; it contains no allegations of
fact and requires no answer. Nevertheless, this defendant denies any and all
purported allegations of fact in paragraph I of the complaint.
II.
This defendant does not have knowledge or information sufficient to form
a belief as to the allegations of paragraph II of the complaint with respect to
all of the plaintiffs and, therefore, denies same.
III.
(The complaint contains no paragraph III).
IV.
The defendant Winston-Salem/Forsyth County Board of Education admits that
it is a body corporate established pursuant to laws of the State of North Carolina,
and, more particularly, pursuant to the provisions of Chapter 115 of the General
Statutes and Chapter 112 of the 1961 Session Laws; that subject to any paramount
powers vested by law in the State Board of Education or any other authorized agency,
it has general control and supervision of all matters pertaining to the public
schools in its administrative unit (G.S. 115-27); that its administrative unit
-19-
comprises all of Forsyth County, North Carolina; and that subject to the
provisions and limitations of law, its powers and duties include the assignment
and enrollment of pupils, the employment and assignment of principals, teachers
and other school personnel; the construction of school facilities, and the
sanctioning or administration of certain school activities and programs. Except
as herein admitted, the allegations contained in paragraph IV of the complaint
are denied.
V.
The allegations contained in paragraph V of the complaint relate to
another defendant, the Board of County Commissioners of Forsyth County, and are,
therefore, neither admitted nor denied; except it is admitted that the Board
of Commissioners of Forsyth County is charged by law with providing certain funds
for the construction and maintenance of buildings, property and facilities
necessary for the operation of the school system in Forsyth County, including
Winston-Salem.
VI.
The allegations contained in paragraph VI of the complaint relate to another
defendant, the North Carolina State Board of Education, and are, therefore, neither
admitted nor denied; except it is admitted that the State Boaj.d of Education is
organized pursuant to law and has the powers and duties assigned to it by law.
If any allegations in said paragraph VI should be construed as relating or
pertaining to this defendant, all such allegations are denied.
VII.
It is admitted that it is the duty of the Superintendent of Public
Instruction to organize and establish the State Department of Public Instruction
and that it is his duty to administer through the Department of Public Instruction
the instructional policies established by the State Board of Education. Except
as herein admitted, the allegations of paragraph VII of the complaint are denied.
VIII.
It is admitted that Dr. Charles F. Carroll is the elected Superintendent
of Public Instruction of the State of North Carolina; that he is a member and
Secretary of the State Board of Education; and that he has the power and duties
imposed upon him by law, including those set out in paragraph VII of this answer.
Except as herein admitted, the allegations contained in paragraph VIII of the
complaint are denied.
IX.
The allegations contained in paragraph IX of the complaint, and in each
subparagraph of paragraph IX are denied, except for those portions thereof which
this defendant is moving to strike from the complaint, and those allegations
are neither admitted nor denied; and as to such allegations this defendant
reserves the right to answer in the event its motion is not allowed.
X.
The allegations contained in paragraph X of the complaint, and in each
subparagraph of paragraph X of the complaint are denied, except the following
allegations, which are admitted:
A. With respect to subparagraph A, it is admitted that pupils in the
Winston-Salem/Forsyth County school system are assigned, in accordance with
the pupil assignment plan adopted by this defendant and approved by the United
States Department of Health, Education and Welfare, to schools in the attendance
zones in which they live, and all pupils have theefree choice of transferring
to a school outside their respective attendance zones. Under this plan, during
the 1967-68 school year approximately 1500 pupils attended schools in which a
majority of the pupils were of a different race; this school year (1968-69)
approximately 2200 pupils are attending schools in which a majority of the
pupils are of another race. Except as admitted, the allegations of subparagraph
A are denied.
B. With respect to subparagraph B, approximately six percent (6%) of this
defendant's full-time instructional staff of about 2040 persons were assigned last
year to schools where the majority of pupils were of a different race; this year over
ten percent (10%) are so assigned. Except as admitted, the allegations of sub-
paragraph B are denied.
Subparagraph C through N are denied without exceptions.
0. It is admitted that those schools which had all-Negro pupils in 1954,
and which are still in operation, have all-Negro pupils at the present time;
also, that there are two schools which formerly had all-white pupils and which
now, because of a change in the residential pattern, have all-Negro pupils.
Except as admitted, the allegations of subparagraph 0. are denied.
Subparagraphs P through R are denied without exception.
Further, as to those portions of paragraph X of the complaint which
this defendant is moving to strike from the complaint, including subparagraph S,
this defendant neither admits nor denies, but reserves the right to answer in the
event its motion to strike is not allowed.
XI.
The allegations contained in paragraph XI of the complaint are denied.
WHEREFORE, this defendant, having fully answered the complaint of the
plaintiffs, prays that this action be dismissed as to it; that it go without
day; that the plaintiffs be taxed with the costs of the action; and for such
other and further relief as the Court deems just and proper.
/S/ W. F. Womble - John L. W. Garrou
W. F. Womble - John L. W. Garrou
P. 0. Drawer 84
Winston-Salem, North Carolina 27102
Telephone: 725-1311
Attorneys for Defendant Winston-Salem/Forsyth
Of Counsel: County Board of Education
Womble, Carlyle, Sandridge and Rice
2400 Wachovia Building
Winston-Salem, North Carolina 27102
- 23 -
FURTHER ANSWER OF DEFENDANT, WINSTON-
SALEM/FORSYTH COUNTY BOARD OF EDUCATION
The defendant, Winston-Salem/Forsyth County Board of Education by
Motion filed on November 12, 1968, moved to strike certain portions of
Paragraphs IX and X of the Plaintiffs' complaint. By order filed June 9, 1969,
the said Motion was denied except as to that portion of the complaint contained
in Paragraph X, subparagraph S and as to that portion, the Motion was granted.
The Defendant, Winston-Salem/Forsyth County Board of Education answering the
portions Paragraph IX and X of the complaint not heretofore answered by this
defendant and as to which its Motion to strike was denied, says:
IX
The portions of paragraph IX of the Plaintiffs' complaint which this
Defendant has not previously answered because of its Motion to Strike same
from the complaint, and as to which the Motion was denied by the Court are
denied.
X
The portions of paragraph X of the Plaintiffs' complaint which this
Defendant has not previously answered because of its Motion to strike the same
from the complaint, and as to which the Motion was denied by the Court are
denied.
WHEREFORE, this defendant, having fully answered the complaint of the
plaintiffs, prays that this action be dismissed as to it; that it got without
day, that the plaintiffs be taxed with the costs of the action; and for such
other and further relief as the Court deems just and proper.
-24-
/S/ John L. Garrou____
W. F. Womble - John L. W. Garrou
P. 0. Drawer 84
Winston-Salem, North Carolina 28102
Telephone: 725-1311
Attorneys for Defendant Winston-Salem/
Of Counsel: Forsyth County Board of Education
Womble, Carlyle, Sandridge and Rice
2400 Wachovia Building
Winston-Salem, North Carolina 27102
-25-
ANSWER
The Board of County Commissioners of Forsyth County, one of the defendants
in the above entitled cause, answering the complaint, says:
I.
With respect to the allegations of Paragraph 1 of the complaint, this
defendant does not deny that the plaintiffs are seeking an injunction as indicated,
but this defendant does deny that this defendant is sanctioning, authorizing or
encouraging any policy, practice, custom or usage of discriminating against and
denying equal educational opportunities to the plaintiffs and other Negro
citizens of this county because of race or color, and further denies that this
defendant is expending public monies to maintain racially separate schools.
II.
With respect to the allegations of Paragraph II of the complaint, this
defendant has insufficient information with which to form a belief and, therefore,
denies the allegations set out in this paragraph.
III.
The allegations of Paragraph IV relate solely to the defendant, Winston-
Salem/Forsyth County Board of Education; and this defendant, therefore, neither
admits nor denies the allegations in this paragraph; but this defendant denies
any implications that may exist in this paragraph that this defendant has done,
or failed to do, any act contrary to law; and, denies that this defendant has
done any acts promoting school segregation on the basis of race or color in any
manner, including the manner complained of in the complaint.
IV.
With respect to the allegations of Paragraph V of the complaint, it is
admitted that the defendant, Board of County Commissioners of Forsyth County, is
charged by law with providing funds for the construction and maintenance of
buildings, property and facilities necessary for the operation of the school
-26-
system in Winston-Salem/Forsyth County , but the remaining allegations in this
paragraph are denied.
VI.
The allegations of Paragraph VI of the complaint relate solely to the
defendant, North Carolina State Board of Education; and this defendant, therefore,
neither admits nor denies the allegations thereof; but any allegations therein
which imply either directly or indirectly, that this defendant has done any
act, or failed to do any act, contrary to law, are denied.
VII.
The allegations contained in Paragraph VII of the complaint relate to the
State Department of Public Instruction; and this defendant, therefore, neither
admits nor denies the same.
VIII.
The allegations contained in Paragraph VIII of the complaint relate to the
defendant, Dr. Charles F. Carroll; and this defendant, therefore, neither admits
nor denies the same, except that it is not denied that Dr. Carroll is the elected
State Superintendent of Public Instruction and is Secretary of the State Board of
Education.
IX.
The allegations contained in Paragraph IX of the complaint are denied in
total and as to each and every subparagraph thereof, it being the contention of
the Board of County Commissioners that this defendant has not engaged in or
encouraged, assisted, sanctioned, or directed any acts designed to discriminate
against the plaintiffs on the basis of race and color.
X.
The allegations of Paragraph X of the complaint relate solely to the
defendant, Winston-Salem/Forsyth County Board of Education; and this defendant,
therefore, neither admits nor denies said allegations; but any allegations therein
-27-
which imply, either directly or indirectly, that this defendant has done any act,
or failed to do any act, contrary to law, are denied.
XI.
The allegations contained in Paragraph XI of the complaint are denied.
WHEREFORE, this defendant, Board of County Commissioners of Forsyth County,
having answered the allegations of the complaint, respectfully prays that this
action be dismissed with all costs being taxed against the plaintiffs, and prays
for such other and further relief as the defendant may be entitled to.
/S/ Roddey M. Ligon Jr.________________
Roddey M. Ligton, Jr.
Government Center
Winston-Salem, North Carolina 27101
Telephone No. 919-724-5511, Ext. 252
Attorney for Defendant, Board of
County Commissioners of Forsyth County
MOTION TO DISMISS
The defendant, Board of County Commissioners of Forsyth County, moves the
Court to dismiss this action for noncompliance with the provisions of Rule
8(a)(1) which require the complaint to contain a short and plain statement of
the grounds upon which the Court's jurisdiction depends.
/S/ Roddey M. Ligon, Jr._______________
Roddey M. Ligon, Jr.
Government Center
Winston-Salem, North Carolina
Telephone No. 919-724-5511, Ext. 252
Attorney for Defendant, Board of
County Commissioners of Forsyth County
-29-
MEMORANDUM IN SUPPORT OF THIS DEFENDANT'S MOTION TO DISMISS
Rule 8(a)(1) of the Federal Rules of Civil Procedure provides, in part:
"A pleading which sets forth a claim for relief, ... , shall contain (1) a
short and plain statement of the grounds upon which the Court's jurisdiction
depends, unless the Court already has jurisdiction and the claim needs no new
grounds for jurisdiction to support it ... ."
An examination of the complaint in the above entitled case fails to show
any compliance with the above quoted requirement; and the motion of this
defendant to dismiss for failure to comply with this requirement should,
therefore, be granted.
/S/ Roddey M. Ligo.i, Jr.___________
Roddey M. Ligon, Jr.
Government Center
Winston-Salem, North Carolina
Telephone No. 919-724-5551, ext. 252
Attorney for Defendant, Board of
County Commissioners of Forsyth County
- 3 0 -
ANSWER
The North Carolina State Board of Education and A. Craig Phillips,
North Carolina State Superintendent of Public Instruction, two of the
defendants in the above-entitled cause,answering the amended Complaint,
say:
I.
With respect to the allegations of paragraph I of the amended
Complaint, these defendants do not deny that the plaintiffs are seeking an
injunction as indicated, but these defendants do deny that these defendants
are sanctioning, authorizing or encouraging any policy, practice, custom or
usage of discriminating against and denying equal educational opportunities
to the plaintiffs or other Negro citizens of Forsyth County because of race
or color or any other reason, and further deny that these defendants are expending
public monies to maintain racially separate schools.
II.
These defendants do not have knowledge or information sufficient to
form a belief as to the allegations of paragraph II of the amended complaint with
respect to all of the plaintiffs and, therefore, deny same.
III.
With respect to the allegations of paragraph III of the amended Complaint
these defendants admit that the statutes and sections named in said paragraph
are a part of the United States Code but it is denied that they give rise to any
jurisdiction in favor of the plaintiffs.
- 3 1 -
The allegations contained in paragraph IV of the amended Complaint
relate to another defendant, the Winston-Salem/Forsyth County Board of
Education, and are, therefore,neither admitted nor denied; except it is
admitted that subject to any paramount powers vested by law in the State Board
of Education or any other authorized agency, the Winston-Salem/Forsyth
County Board of Education has general control and supervision of all matters
pertaining to the public schools in its administrative unit; and that the
powers and duties of the Winston-Salem/Forsyth County Board of Education include
the assignment and enrollment of pupils, the employment and assignment of
principals, teachers and other school personnel, the construction of school
facilities and the location of said facilities, and the sanctioning of school
activities and programs.
IV.
V.
The allegations of paragraph V of the amended Complaint relate solely
to the defendant, Board of County Commissioners of Forsyth County; and these
defendants, therefore, neither admit nor deny the allegations of this paragraph;
but these defendants deny any implications that may exist in this paragraph
that these defendants have done, or failed to do, any act contrary to the law.
VI.
It is admitted that the State Board of Education is a public body
corporate of the State of N0rth Carolina and that said defendant exercises such
powers and duties as are set forth in Chapter 115 of the General Statutes of
North Carolina. Except as herein admitted, the allegations contained in paragraph
VI of the amended Complaint are denied.
- 3 2 -
It is admitted that A. Craig Phillips is State Superintendent of Public
Instruction and that said defendant exercises such powers and duties as are set
forth in Chapter 115 of the General Statutes of North Carolina. Except as
herein admitted, the allegations contained in paragraph VII of the amended
Complaint are denied.
VII.
VIII.
Answering the allegations contained in paragraph VIII of the amended
Complaint, it is admitted that the defendant A. Craig Phillips is State Superinten
dent of Public Instruction and that he is a member of and Secretary to the
State Board of Education; that said defendant exercises such powers and duties
as are set forth in Chapter 115 of the General Statutes of North Carolina. The
defendant A. Craig Phillips, however, does not exercise any power or authority
that has been granted by the North Carolina General Assembly to the county and
city boards of education, and has no power, control or authority over the operation
of public school buses, the assignment of pupils, the hiring or firing of principals,
teachers, or other school personnel hired by a county or city board of education,
nor does said defendant have any power or authority over the location and
acquisition of sites for school buses. Except as herein admitted, the allegations
contained in paragraph VIII of the amended Complaint are denied.
IX.
The allegations contained in paragraph IX of the amended Complaint, and
in each such sub-paragraph of paragraph IX are denied.
X.
The allegations of paragraph X of the amended Complaint relate solely
to the defendant, Winston-Salem/Forsyth County Board of Education; that these
defendants, therefore, neither admit nor deny said allegations; but any allegations
therein which imply, either directly or indirectly, that these defendants have
done any act or failed to do any act, contrary to law, are denied.
XI
The allegations contained in paragraph XI of the amended Complaint
are denied.
WHEREFORE, these defendants, having fully answered the amended Complaint
of the plaintiffs, pray that this action be dismissed as to them; that the
plaintiffs be taxed with the cost of this action; and for such other and
further relief as the Court deems just and proper.
This the 12th day of January, 1970.
/S/ Robert Morgan___________________________
Attorney General of North Carolina
/S/ Ralph Moody_____________________________
Deputy Attorney General
/S/ Andrew A. Vanore, Jr.___________________
Assistant Attorney General
Attorneys for the defendants, North Carolina
State Board of Education and A. Craig Phillips,
State Superintendent of Public Instruction
Justice Building
Post Office Box 629
Raleigh, North Carolina 27602
- 3 4 -
mot ions TO DISMISS AND FOR SUMMARY
JUDGMENT
The defendants, North Carolina State Board of Education and Cr. Charles
F. Carroll, North Carolina State Superintendent of Public Instruction, move
the Court that as to them this action be dismissed for that:
(a) The Complaint fails to state a claim upon which relief can be granted
by the Court.
(b) That this action should be dismissed for the reason that the plaintiffs
having prayed for equitable relief have failed to allege and show a failure on
the part of the defendants herein to perform a clear, legal duty as a basis
for equitable relief and a valid basis for a proper decree in equity.
(c) T hat the defendants herein in the distribution of school funds sent
to this State by the Federal Government in the form of various grants-in-aid
have in all respects complied with the Civil Rights Act of 1964, and especially
Title VI, in making such distribution of funds the defendants herein have complied
with the Federal statutes, Federal regulations and Federal guidelines, and the
plaintiffs' remedy, if any, as aginst the defendants herein, would be proceedings
initiated before the Department of Health, Education and Welfare and its department
and officers; and the plaintiffs having not exhausted the administrative remedies
available to them cannot maintain this action as against these defendants.
(d) That the powers and duties of the defendants herein, being the defendants
making these Motions, are defined and set forth by the Constitution and stautes
of the State of North Carolina, the same being Article IX of the Constitution of
North Carolina, and Chapter 115, as amended, of the General Statutes of North
-3 J3 -
Carolina; that the defendants herein do allot the number of teachers that may
be employed by each county or city board of education but these defendants have
nothing to do and are not charged with any duty with respect to the selection
and employing of teachers nor do these defendants have any duties or legal
responsibilities as to the assignment of pupils; that these defendants herein,
as agents of the State of North Carolina, do not grant funds for capital outlay
purposes except in rare instances where a State-wide bond issue has been approved
for such purposes; that where proceeds derived from bond issues have been granted
by these defendants for capital structures same have been according to a non-
discriminatory evaluation and formula, and these defendants have not violated
any constitutional or statutory rights of the plaintiffs in making such grants;
that these defendants herein are not charged with any duties as to the selection
and operation of school buses and the routes traveled by said school buses;
that these defendants do not make out budgets, but, to the contrary, the same
are made out by the local boards of education and the boards of county commissioners,
and any allegations of the plaintiffs that these defendants have aided and assisted
any other defendant in any violation of the constitutional and statutory rights
of the plaintiffs are utterly untrue and are denied.
(e) That the Complaint does not state a cause of action against these
defendants for that the allegations aginst these defendants, being public officials,
for deprivation of civil rights, require that highly specific facts must be
alleged; that the plaintiffs' allegations from a legal standpoint are stated
in conclusional form and without specific allegations as to supporting facts;
that it is not alleged in what way or manner these defendants have aided, assisted,
-36-
or directed any other defendant as to any violation of the constitutional or
statutory rights of the plaintiffs and do not disclose the specific personal
involvement of these defendants, but, to the contrary, general allegations and
charges are made by the plaintiffs in their Complaint; these defendants, there
fore, allege that the plaintiffs' Complaint is defective, does not state a claim
or cause of action, and, therefore, should be dismissed and the defendants herein
move for the dismissal of said action, for the dismissal of the Complaint and for
judgment upon the pleadings.
(f)(1) That on 4 April 1968 James Godwin and others, represented by the
same counsel which represents the plaintiffs in the instance case, instituted
Civil Action No. 2114 in the District Court of the United States for the Eastern
District of North Carolina, Raleigh Division, against the. Board of Education of
Johnston County, North Carolina Board of Education and Dr. Charles F. Carroll,
North Carolina State Superintendent of Public Instruction; that a copy of the
Complaint filed in Civil Action No. 2114 is attached hereto and made a part
thereof. The allegations and prayer for relief against these defendants contained
in said Complaint are identical to the allegations and prayer for relief contained
in the Complaint pending before this Court. The plaintiffs in said Civil Action
No. 2114 having served numerous Interrogatories on these moving defendants which
have been answered and have deposed at length the defendant Charles F. Carroll,
North Carolina State Superintendent of Public Instruction. These defendants, in
Civil Action No. 2114, have filed written Motions to Dismiss and For Summary
Judgment which have not yet been heard.
(2) That on 28 May 1968 Moselle Newberne and others, represented by the
same counsel which represents the plaintiffs in the instance case, instituted
Civil Action No. 1307 in the District Court of the United States for the Eastern
-37-
District of North Carolina, Wilmington Division, against the Board of Education
of Duplin County, North Carolina State Board of Education and Dr. Charles F.
Carroll, North Carolina State Superintendent of Public Instruction; that a copy
of the Complaint filed in Civil Action No. 1307 is attached hereto and made a
part thereof. The allegations and prayer for relief against these defendants
contained in said Complaint are identical to the allegations and prayer for relief
contained in the Complaint pending before this Court. The plaintiffs in said
Civil Action No. 1307 have served numerous Interrogatories on these moving
defendants which have been answered and have deposed at length the defendant
Charles F. Carroll, North Carolina State Superintendent of Public Instruction.
These defendants, in Civil Action No. 1307, have filed written Motions to Dismiss
and For Summary Judgment which have not yet been heard.
These defendants, therefore, move that the Court dismiss the Complaint as
to them since there is already pending in the United States District Court for
the Eastern District of North Carolina two civil actions which will determine
whether the plaintiffs in this action are entitled to relief requested of these
defendants; and, in the alternative, if che Court does not dismiss the Complaint
as to these defendants, or that the Court stay this action as to these defendants
pending determination of the United States District Court for the Eastern District
of North Carolina of the actions now pending before it.
Motion For Summary Judgment
The defendants, North Carolina State Board of Education and Dr. Charles
F. Carroll, State Superintendent of Public Instruction, hereby move the Court,
in accordance with the provisions of Rule 56 of the Federal Rules of Civil
Procedure, to enter summary judgment in favor of these moving defendants;
-38-
this Motion is made upon the grounds that the Complaint, and other matters
of record, show that these defendants herein are entitled to summary judgment
as a matter of law. The defendants herein making this Motion will bring this
Motion on for hearing before the District Judge of the United States for the
Middle District of North Carolina, in the Federal Courtroom at Greensboro,
North Carolina, at such time and place as may be set by the Court for the
hearing of this Motion as well as the other Motions above set forth and as
the Court may direct.
These defendants allege in support of said Motion for Summary Judgment,
the following:
(1) These defendants do hereby adopt and again allege the matters and
things previously alleged and set forth above in the other Motions as a part
of this Motion.
(2) That as to these defendants there are no genuine issues of material
facts existing which are determinative of any rights or duties which these
defendants owe the plaintiffs, and as a matter of law these defendants are entitled
to a summary judgment.
(3) That as to these defendants there are no genuine, relevant and material
facts as to the deprivation of any constitutional rights of the plaintiffs on
the part of these defendants, but, to the contrary, these defendants being officers
and agents of the State of North Carolina and acting within the scope of valid and
constitutional authority, as well as statutory authority of the State of North
Carolina, are not subject to suit in favor of the plaintiffs, and, therefore,
the plaintiffs do not state any cause of action as the these defendants.
-39-
(4) That the defendant, Charles F. Carroll, State Superintendent of
Public Instruction, has in all things acted under constitutional and statutory
authority of the State of North Carolina and has at all times distributed funds
granted to local school units, both State and Federal, in a nondiscriminatory
manner and according to his legal duties; that said defendant is not vested
with any direct control over local school units, does not employ or assign
teachers, does not administer the public schools in Forsyth County, does not
employ the clerical assistants to the local boards and does not control the
transportation system of the various local school units, and has not assisted
or directed any local school unit in following any policy or practice of discriminating
against plaintiffs and members of their class in the operation and administration
of the Winston-Salem/Forsyth County Schools; it is utterly untrue that the
defendant Charles F. Carroll, State Superintendent of Public Instruction, has
in any manner dissuaded or prevented the defendant, Winston-Salem/Forsyth County
Board of Education, from adopting any policies that would provide equal and
nonracial educational opportunities to plaintiffs and members of their class;
that in all things the said defendant has acted within the scope of his constitu
tional and statutory duties and has not violated any constitutional or Federal
statutory rights of any of the plaintiffs.
(5) That the defendant, North Carolina State Board of Education, is a
constitutional and statutory agency of the State of North Carolina and is not
amenable to and does not come within the control and purview of any Federal
constitutional provision or civil rights statutes enacted by the Congress; that
said agency has in all things performed its constitutional and statutory duties
-40-
without any discrimination against the plaintiffs and without violating any
constitutional or civil rights statutes enacted by the Congress and which
are alleged by the plaintiffs in their Complaint; that the said agency is
organized under the Constitutional provisions of Article IX of the Constitution
of North Carolina and exercises statutory powers in accordance with Chapter
of the General Statutes of North Carolina, as amended; that the said agency
has no control over the direct administration of local school units and has in
no way or manner, acting through its officers and agents, assisted or contributed
to any form of discrimination or violation of any constitutional or Federal
statutory rights of the plaintiffs and the members of their class.
WHEREFORE, these defendants move the Court that summary judgment be entered
in their favor; that this action be dismissed or stayed pursuant to any motions
above alleged or for any other lawful reason or ground that may pertain to this
action.
Respectfully submitted,
/S/ T. W. Bruton_______________
Attorney General of North Carolina
/S/ Ralph M o o d y __________________________
Deputy Attorney General
/S/ Andrew A. Vanore, Jr._____________________
Staff Attorney
-41-
MEMORANDUM BRIEF IN SUPPORT OF MOTIONS
The Complaint if too Vague and
General to State a Cause of Action
When we examine the Complaint as to the allegations against these defendants,
we find in Paragraph VI of the Complaint that the plaintiffs allege certain
powers of the North Carolina State Board of Education, and that in Paragraph VIII
it is alleged that the defendant, Dr. Charles F. Carroll, Superintendent of
Public Instruction, exercises certain powers and duties. It is then alleged in
Paragraph IX that the defendant, Winston-Salem/Forsyth County Board of
Education, has followed a practice and policy of discriminating against plaintiffs
and members of their class on the basis of race and color in the administration
of the public schools of Winston-Salem/Forsyth County, and that this has been
done with the "assistance, sanction and direction of the defendants. . . North
Carolina State Board of Education and State Superintendent of Public Instruction."
We are nottold, however, in what way or manner this has been done. The defendant,
Winston-Salem/Forsyth County Board of Education, is charged in this paragraph
with various acts or policies whereby the plaintiffs have been discriminated against,
as alleged, but they do not allege in what way or manner these defendants which
are the subject of these Motions have participated in, encouraged, sanctioned
or directed the doing of the acts alleged.
The Complaint in this case is completely defective because its allegations
are alleged in general, abstract and conclusional form. Apparently, the cases
have not been tried, and there is no way upon which an allegation can be based
as to any action of the defendants herein because they have not yet takenany
action. In such situation the courts have not upheld such complaints. See
-42-
POWELL v. WORKMEN'S COMPENSATION BOARD OF NEW YORK, 327 F.2d 131, 137;
McGUIRE v. TODD, 198 F.2d 60, 63; SNOWDEN v. HUGHES, 321 U.S. 1, 88 L.ed.
497, 64 S.Ct. 397.
As stated in PUGLIANO v. STAZIAK, 231 F.Supp. 346:
"In an action for damages under the Civil Rights
Act, the plaintiff must allege highly specific
facts (citing cases). It is not enough to state
bare conclusionary allegations without support in
facts alleged (citing many cases)."
On the question of the adequacy of the Complaint, see these authorities:
HARVEY v. SADLER, CA-(, 331 F.2d 387; LOACH v. ROGERS, 268 F.2d 928; WILLIAMSON
v. WAUGH, 160 F.Supp. 72; HORNSBY v. ALLEN, 326 F.2d 605, 611; ORTEGA v. ROGEN,
216 F.2d 561.
The Nature of the Public School System
in North Carolina
For the purpose of this brief we shall not discuss in great detail the
nature and division of the powers and duties assigned to the various agencies
and officers of the public school system. These are all matters of statute
and decisions of the Supreme Court of North Carolina construing these statutes.
We shall elaborate on this subject and go into greater detail when we argue
these Motions before the Court. For the establishment of the various agencies
and the officers of the public school system of the State and the functions
assigned to each one must read Chapter 115 of the General Statutes of North
Carolina, as amended.
For the purpose of this brief, it is sufficient to say that the General
Assembly of North Carolina has assigned to the North Carolina State Board of
Education and the State Superintendent of Public Instruction certain general
-43-
overall duties and these duties do not pertain to the actual details of
administration of the public school system; the practical and day-to-day admin
istration of the public school system is vested in the local board of
education (G.S. 115-35). The assignment of pupils to the various schools is a
matter handled exclusively by the local board of education (see: Article 21
of Chapter 115 of the General Statutes of North Carolina). While the
authorities at the State level make allocations of funds they do so purely
on a statistical and nondiscriminatory basis. The color or race of a pupil
in some school is not shown or reflected in the State records. County and city
boards of education meet with boards of county commissioners and agree upon budgets,
and the State authorities have no control over such budgetary process. County
and city boards of education acquire the sites for school houses and take title
to same (G.S. 115-125) and it is the duty of county and city boards of education
to provide adequate school buildings equipped with suitable school furniture for
the nine month's school term (G.S. 115-129).
A casual examination of both the constitutional and statutory structure
of the public school system will show that the lines of authority came from the
General Assembly out to the State level and from the same General Assembly out
to the county and city level, and we do not have an authoritarian school system.
As said by the Federal Court in the case of BLUE v. DURHAM PUBLIC SCHOOL
DISTRICT, M.D.-N.C., 95 F.Supp. 441;
"The legislative branch of North Carolina has
conferred specific power on the county board
of education or provide plant facilities --
buildings and equipment -- and the general control
over the public school system. G.S. 115-54
-44-
et seq.. A city administrative unit has similar
powers over the city schools. G.S. 115-83, G.
S. 115-352. COGGINS v. BOARD OF EDUCATION, 223
N.C. 763, 28 S.E. 2d 527; BRIDGES v. CHARLOTTE,
221 N.C. 472, 20 S.E. 2d 825; ATKINS V. McADEN,
229 N.C. 752, 21 S.E. 2d 434. Other pertinent
sections are 115-57, 58, 59, 73, 77 and 81,
124-129."
In the case of JEFFERS v. WHITLEY, Superintendent of Public Schools, M.D.-
N.C., 165 F.Supp. 951, the Federal District Court said:
"While the complaint contains general allegations that
the county officials are denying the plaintiffs their
constitutional rights pursuant to directions and
authority of state statutes, state administrative
orders and legislative policy, it is nowhere alleged
that the state officials have any specific authority
or control over county officials in regard to the
enrollment and assignment of pupils. Indeed,
it is alleged in Paragraph 5(a) of the original
complaint that the county officials maintain and
generally supervise the public schools of Caswell
County. ***
"In dismissing the action against the state officials,
Judge Hayes, after reviewing the various school laws
of North Carolina, and the powers vested in State
and local officials, said:
"It appears from the foregoing statutes that the
State officials are given broad general powers
over the public school system which must be construed
in connection with statutes which confer specific
authority on local officials. The decisions of the
North Carolina Supreme Court have certainly upheld
the powers of the local authorities. *** The mere
discretionary powers of the State officials are not
to be controlled by injunctive power of the Court.
It follows that the action against the State officials
must be dismissed.'
"To the same general effect is CONSTANTIAN v. ANSON
COUNTY, 1956, 244 N.C. 221, 93 S.E. 2d 163, where
the Supreme Court of North Carolina said:
"Full responsibility for the administration of school
affairs and the instruction of children within each
administrative unit, including the assignment of
pupils of particular schools, rests upon the school
-45-
authorities of such units."
M.D.-N.C., 176 F.Supp. 3; JEFFERS v. WHITLEY, CA-4, 309 F.2d 621; COVINGTON
v. EDWARDS, M.D.-N.C., 165 F.Supp. 957; see also the cases annotated and cited
under Section 115-176 of the General Statutes of North Carolina.
For the reasons given above and which will be argued in more details
upon the argument of these Motions, if the Court so desires, these defendants,
the North Carolina State Board of Education and the State Superintendent of
Public Instruction, request the Court to sustain these Motions and dismiss
this action as to them.
Respectfully submitted,
/S/ T. W. Bruton___________________________
Attorney General of North Carolina
/S/ Ralph Moody_____________________________
Deputy Attorney General
/S/ Andrew A. Vanore, Jr.___________________
Staff Attorney
To the same effect, see: McKISSICK v. DURHAM CITY BOARD OF EDUCATION,
PLAINTIFFS' RESPONSE TO DEFENDANTS' MOTION TO
DISMISS AND MOTIONS FOR SUMMARY JUDGMENT
STATEMENT
This class action was instituted by Negro parents and children of Forsyth
County on October 2, 1968, seeking injunctive relief against further racially
discriminatory practices by the defendants in the operation and administration
of the Winston-Salem/Forsyth County Public Schools. Plaintiffs alleged in their
complaint that Negro and white students and teachers were being assigned to
separate schools on the basis of race; that school budgets, construction of
school facilities, bus routes and extra-curricular activities and programs were
being authorized, sanctioned and promoted by defendant on the basis of race and
color; and that defendants County Commissioners, State Board of Education and
State Superintendent of Public Instruction were dissuading and obstructing the
institution and adoption of programs, practices and policies which would eliminate
racial segregation in the Winston-Salem/Forsyth County School System and were
actively instituting and administering policies and practices to promote and
perpetuate racial discrimination in the School System; that defendants refused
to take appropriate and necessary steps to desegregate.
Following the filing of the complaint, defendants State Board of Education
and State Superintendent of Public Instruction moved the Court to dismiss the
action as to them and for summary judgment, alleging several grounds therefor.
Plaintiffs' response is addressed to the several motions of defendants to
dismiss and to their motions for summary judgment.
-46-
I
-47-
Defendants State Board of Education and
State Superintendent of Public Instruc
tion are Proper Parties to this Pro
ceeding
A. Defendants State Board of Education and State Superintendent contend that
the State Constitution (N. C. Const. Art. IX) and State Statutes (N. C. Gen.
Stat. Sections 115-1 et seq.) set forth their authority and responsibility
and vest in the various local boards the administration and operation of the
local schools. Defendants, therefore, contend, citing Jeffers v. Whitley.
165 F. Supp. 951 (M.D. N.C. 1958), affirmed and reversed in part, 309 F. 2d 621
(4th Cir. 1962); Covington v. Edwards. 165 F. Supp. 957 (M.D. N.C. 1958) and
cases annotated under N. C. Gen. Stat. Section 115-176 (Pupil Assignment Act)
that they are not proper parties to this proceeding. Plaintiffs submit that the
cases relied upon by defendants are clearly inapposite.
The decisions governing school desegregation in the South following Brown
v. Board of Education, 347 U. S. 483, 349 U. S. 294, are now history. The
initial efforts to enjoin the assignment of students to various schools under
the pupil assignment acts were concerned only with the freedom of the Negro
students. The cases now require an effective plan for total elimination of
all racially discriminatory practices and practices which tend to perpetuate
racially identifiable schools. See Green v. School Board of New Kent Countv.
__u*s*__> 20 L.ed 2d 716; Knowles, School Desegregation -- Civil Rights and
the South Symposium, 42 N. C. L. Rev. (1963).
The initial cases concerned only the request for assignment of students who,
after initial racial assignment, were trying to extricate themselves from
previously all-Negro schools. In 1965 it became clear that desegregation would
affect the total operation of the school system including students, teachers and
school personnel. Bradley v. School Board of the City of Richmond. 382 U. S.
1^3; Rogers v, Paul, 382 U. S. 198. Decisions, therefore, concerned only with
-48-
the issue of assignments of students, as the cases relied upon by defendants
State Board and State Superintendent, could hardly be dispositive of the case
here concerning the total operation of the School System. See e.g., Lee v .
Macon County Board of Education, 267 F. Supp. 458, affirmed sub nom. Wallace
v. United States, 389 U. S. 215. And when considering the total operation of
the School System and defendants' involvement, the propriety of the joinder as
parties of defendants State Board and State Superintendent is patently clear.
Defendant State Board is charged by the State Constitution and laws with
the general supervision and administration of the public schools of North
Carolina, including the Winston-Salem/Forsyth County Public Schools, N. C„
Const. Art. 9, Sections 5, 8; N. C. Gen. Stat. Sections 115-2, 115-11(1); the
defendant has the authority to create school districts within the local
administrative school units. N. C. Gen. Stat. Sections 115-11(3); through
the State Controller, who is appointed by the defendant State Board, the
State Board administers its fiscal affairs, N. C. Gen. Stat. Section 115-11(4),
115-11(5) and apportions and is charged with equalizing all State funds and
all Federal funds granted to the State of education assistance to the public
schools, N. C. Gen. Stat. Section 115-11(6); the defendant is authorized
to accept Federal funds for the State's public schools "for the encouragement
and improvement of any phase of the free public school program ..." N. C.
Gen. Stat. Section 115-11(8); the defendant has authority to establish or alter
City administrative school units. N. C. Gen. Stat. Section 115-11(11); to
allot special teaching personnel and funds for clerical assistance to principals,
N. C. Gen. Stat. Section 115-11(12) ; to certify and regulate the grade and
salary of teachers and other school employees, to adopt and supply textbookds,
to set the standard curriculum for all schools, to establish regulations for
school attendance, to provide for library resources, textbooks and resources,
to approve, generally , of school construction and use of school facilities,
-49-
to establish rules and regulations for extra school activities, to provide for
bus transportation and bus routes and to establish general policies, rules and
regulations for the State Public Schools. N. C. Gen. Stat. Sections 115-11(16),
115-11(17).
Defendant State Superintendent is the administrative head of the public
school system and administers the policies adopted by defendant State Board.
In addition, the defendant State Superintendent has the duty of keeping the
public informed of school problems and needs, N. C. Gen. Stat. Section 115-12,
115-14, and meets frequently with local school officials offering them advice
and suggestions and enforcing the rules and regulations of the State.
The defendants have actively discouraged and prevented compliance by
local school officials, including defendant Winston-Salem/Forsyth County Board
of Education; with the mandate of Brown v. Board of Education, 347 U. S. 483,
349 U. S. 294, and with Title VI of the Civil Rights Act of 1964, 42 U. S. C.
Section 2000d et seq. Local Boards desiring to desegregate, have been
discouraged and prevented from doing so by the defendants. In addition,
defendants have perpetuated rules and practices designed to maintain segregated
schools, have failed and refused to take affirmative steps to promote and
encourage integration of the schools, including the defendant Winston-Salem/
Forsyth County Board of Education. Even where local boards are completely
independent under State Law which clearly is not the case here, the obstructionist
policies of the defendants in denying and encouraging the denial of plaintiffs'
constitutional rights would justify their joinder in order that the plaintiffs
could obtain complete relief. Lee v. Macon County Board of Education, supra.
B. Another reason justifying the defendants' joinder is that their practices
in establishing rules and regulations and in generally supervising and adminis
tering the public schools discriminate against the plaintiffs and members of
-50-
their class and perpetuate racially segregated schools. As one example, all
public schools in North Carolina at the time of the Brown decision were
racially segregated pursuant to the North Carolina Constitution. Policies
and practices of the defendant were designed to carry out this constitutional
mandate: teachers were assigned and allotted to the various school systems
by defendants on the basis of race; busses were allotted for Negroes and whites
separately; within the Department of Public Instruction, the staff was racially
segregated with Negro staff members assigned to supervise Negro schools and
white staff members to supervise white schools; textbooks, library resources,
athletic programs, school budgets and fund allotments to the various schools,
school construction and all facets of the public school system were based on
race. In 1965, the defendant discontinued the practice of alloting teachers
on the basis of race, but after creating the racially segregated system, to
merely discontinue designating teacher allotment by race continues the system
in fact. Nothing has been done to break up the segregated system, to dis
establish what has been created; rather through meeting with local officials
and other practices as set forth in 1(A) above, the defendants have prevented
and discouraged desegregation. No steps have been taken by defendant to
prevent racial use of school buses and facilities; the defendants' staff is
still largely assigned on the basis of race; textbooks adopted by the defendant
State Board are still racially oriented and have continued to be allotted
unequally to Negro and white students; library resources, athletic programs
continue to be racially discriminatory; State school funds continue to be
unequally distributed between Negro and white students; school construction
and programs with funds allotted by the defendants continue on a racially
discriminatory basis. Plaintiffs are entitled to injunctive relief against the
North Carolina State Board of Education and Dr. Charles F. Carroll, North
Carolina State Superintendent of Schools to effectively redress these wrongs.
The relief which plaintiffs seek and to which they are entitled under the
-51-
Constitution of the United States requires the joinder of these defendants.
C. Further, as the general supervisors and the administrative head of
the public school system, defendants State Board and State Superintendent
are constitutionally obligated to take affirmative steps to effectuate the
disestablishment of the dual school system in North Carolina, including the
Winston-Salem/Forsyth County School System. Lee v. Macon County Board of
Education, supra; United States v, Jefferson County Board of Education, supra;
United States v. Jefferson County Board of Education, 372 F. 2d 836, 846,
affirmed on rehearing en banc, 380 F. 2d 835, cert, den., 389 U. S. 840;
Buckner v. Board of Education, 332 F. 2d 452 (4th Cir. 1964); Burton v .
Wilmington Pkg. Auth., 365 U. S. 715; Griffin v. School Board of Prince Edward
County, 377 U. S. 218. Green v. School Board of New Kent County, Supra;
Monroe v. Board of Commissioners, __ U.S. __, 20 L.ed 2d 727; Raney v. Board
of Education, __U. S.__, 20 L. ed 2d 727. As the distributor of State and
Federal funds and educational resources, defendants, together with the
United States Department of Health, Education and Welfare, have the source
of power and duty to effectively carry out the mandate of the Brown decision.
The defendants bear the State's burden of now creating a system free of racial
segregation and cannot escape this burden by a delegation of its function or
responsibility. Cf. St. Helena Parish School Board v. Hall, 368 U. S. 515;
Goss v. Board of Education, 373 U. S. 683; Griffin v. School Board of Prince
Edward County, supra; Louisiana Financial Assistance Comm, v. Poindexter,
36 U. S. L. Week 3285 (1968), affirming 275 F. Supp. 833. What the plaintiffs
seek here, and what the plaintiffs submit they are entitled to, is an order
enjoining the defendants to take affirmative steps to disestablish the dual
school program in Winston-Salem/Forsyth County School System until the Winston
Salem/Forsyth County Board of Education adopts and institutes a plan which will
provide for complete desegregation of its system. Such relief requires
-52-
defendants' joinder. Lee v. Macon County Board of Education, supra.
II
This is Not a Case for Disposition by
Summary Judgment; Nor are the Allega
tions Insufficient to State a Claim
for Relief.
A. Defendants have moved for summary judgment pursuant to Rule 56 of
the Federal Rules of Civil Procedure. Rule 56 provides, in pertinent parts,
that the motion shall be allowed "if the pleadings, depositions, answers to
interrogatories, and admissions on file, together with the affidavits, if any,
show that there is no genuine issue as to any material fact and that the
moving party is entitled to a judgment as a matter of law.1 It is clear here
that the contrary is true; there are genuine issues of material facts.
Plaintiffs have alleged that defendants have pursued and are presently pursuing
policies and practices which discriminate against them in the Winston-Salem/
Forsyth County School System. Should plaintiffs prove what they allege, they
would be entitled to injunctive relief. Defendants have denied the allegations
in the complaint.
Moreover, the defendants are not entitled to judgment as a matter of law.
See Argument I.
It is clear, therefore, that the motion for summary judgment should be
denied. 6 Moore, Federal Practice, #56.15, 3 Barron and Holtzoff, Federal
Practice and Procedure Sections 1234, 1235.1 (Wright rev. 1958)
B. It is also clear that the motion to dismiss on the alleged ground of
indefiniteness inthe allegations of the complaint should be denied. Rule 8,
FRCP, 2A Moore, Federal Practice, paragraphs 8.02, 8.06, 8.12; Lee v. Macon
County Board of Education, supra. The complaint clearly sets forth in
sufficient detail the discriminatory practices complained of. If defendants
desire further detail, the appropriate procedure is by discovery as provided
-53-
by the Federal Rules of Civil Procedure. 2A Moore, Federal Practice, o£. cit.
supra; iA Barron and Holtzoff, Federal Practice and Procedure Sections 62 (1960)
Rule 26, FRCP.
C. Defendants' further contention that the pendency of the other suits in
the Eastern District of North Carolina is a ground for dismissal or stay of
this action is also without merit. The plaintiffs have a right to the relief
for which they pray, irrespective of the outcome of the other cases.
WHEREFORE, plaintiffs pray that the defendants' motion to dismiss and
motion for summary judgment be denied; that this cause be set for hearing on
the merits at the earliest convenience of the Court and after such hearing
that judgment be issued as prayed in plaintiff's complaint.
Respectfully submitted,
#
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
CHAMBERS, STEIN, FERGUSON & LANNING
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
ROBERT BELTON
10 Columbus Circle
New York, New York
Attorneys for Plaintiffs
-54-
MEMORANDUM
This case was scheduled for hearing on the various Motions and Objections
in the United States Courtroom, Post Office Building, Winston-Salem, North
Carolina, May 2, '1969. James E. Ferguson, II, Esquire, appeared as Counsel
for the Plaintiff; W. F. Womble, Esquire, John L. W. Garrou, Esquire, Roddey
M. Ligon, Jr., Esquire, Andrew A. Vanore, Jr., Esquire and P. Eugene Price,
Jr., Esquire appeared as Counsel for the Defendants.
Having heard dral argument, considered the briefs, and the entire official
file, the ruling of the Court on the various Motions and Objections is as follows:
(1) The Motion filed by the Plaintiffs on the 12th day of November, 1968,
to amend the Complaint is allowed.
(2) A ruling on the Motion of the Plaintiffs filed on January 13, 1969,
to amend the Complaint is continued for thirty days. During the thirty-day
period, Counsel for the respective parties will confer in and attempt to resolve
issues which were On this date discussed and of concern to both the Court and
Counsel. In summary, the issues concerning the stalemating of progress in
school construction. In the event this amendment is allowed, the Court is
advised that bond Counsel will not certify the bonds. Counsel for the Plaintiffs
contend that site location and school construction will proceed in a discriminatory
manner unless some restraint is imposed on the sale of the bonds. On the
other hand, Counsel for the Defendants, and particularly Counsel for the
Winston-Salem/Forsyth County Board of Education and Counsel for the County of
Forsyth, contend that Plaintiffs are not without a remedy in the event some
construction should attempt to be performed in a discriminatory nature, as the
Plaintiffs could apply to the Court for a restraining Order. Counsel for the
Plaintiffs contend that they will be at a disadvantage in this respect as the
-55-
site acquiaition for construction of proposed buildings will have already, in
a large measure, been accomplished before such will come to their attention,
and can be brought to the attention of the Court. Counsel for the Plaintiffs
and Counsel for the Winston-Salem/Forsyth County Board of Education and Forsyth
County Board of Commissioners will meet in a good faith effort to try to resolve
in some manner this issue or issues, and accordingly advise the Court by letter
either jointly or separately of the progress. If, after receiving the letters
the Court is desirous of hearing from Counsel before entering a ruling on the
Motion to Amend, Counsel will be accordingly notified of the time and place.
Otherwise, a ruling will be entered.
(3) The Motion to Dismiss, filed on the 15th day of November, 1968, by
the Winston-Salem/Forsyth County Board of Education is denied without prejudice
to the right to renew the Motion if within ten days of this oate the Plaintiffs
have not formally amended the Complaint in accordance with the Motion of the
Plaintiffs filed November 12, 1968.
(4) The Motion to Dismiss filed on the 15th day of November, 1968, by the
Board of Commissioners is denied without prejudice to the right to renew the
Motion if within ten days of this date the Plaintiffs have not formally amended
the Complaint in accordance with the Motion by the Plaintiffs to amend filed
on November 12, 1968.
(5) The Motion to Dismiss and for Summary Judgment, filed on the 18th
day of November, 1968, by the North Carolina State Board of Education, and
Dr. Charles F. Carroll, is denied without prejudice to the right of the Defendants
to renew the Motion prior to ten days after the Completion of discovery. It is
recognized that this matter has not come on for initial Pre-Trial Conference and
that the discovery period has not yet been set.
-56-
(6) The Motion to Strike filed on the 15th day of November, 1968, by the
Winston-Salem/Forsyth County Board of Education is deniecfr.
(7) The Objection by the Winston-Salem/Forsyth County Board of Education
filed February 5, 1969, to Interrogatories 9 and 12 (1st set) is sustained.
(8) The Objection by the Plaintiffs filed January 24th, 1969, to
Interrogatories 1-54 (3rd set), inclusive, submitted by the Winston-Salem/
Forsyth County Board of Education is overruled without prejudice on the part
of the Plaintiffs to make particular objections to specific Interrogatories.
In answering these Interrogatories, one of the Plaintiffs may file
complete answers and then where the Answers of other Plaintiff would be the same,
Plaintiffs may simply state that the Answers of the answering Plaintiff is the
same as Plaintiff ______, by whom a complete Answer is given.
(9) The Objection by the Plaintiffs filed January 24, 1969, to Interrogatories
1-30 (4th set), submitted by the Board of Commissioners of Forsyth County, is
overruled without prejudice to the right of the Plaintiff to make particular
objections to specific Interrogatories. Further, Answers may be given as set
out in the paragraph(8) above.
(10) The Objection by the Plaintiffs, filed January 24, 1969, to Interroga
tories 1-14 (5th set), submitted by the North Carolina Bqard of Education and
Dr. Charles F. Carrol is overruled without prejudice to the rights of the
Plaintiffs to make particular objections to specific Interrogatories.
Similarly, the Plaintiffs may answer as provided in paragraph (8).
The Plaintiffs will file Answers to the Interrogatories on or before the
17th day of June, 1969. Counsel for the Plaintiffs will prepare and present
within ten days of this date to the Court a formal Order incorporating the
rulings of the Court on the various Motions and Objections, first submitting
-57-
same to Counsel for the Defendants for approval as to form.
I, Graham Erlacher, Official Reporter of the United States District Court
for the Middle District of North Carolina, do hereby certify that the foregoing
is a true transcript from my notes of the entries made in the above-entitled
Case No. C-174-WS-68, before and by Judge Eugene A. Gordon, on May 2, 1969, in
Winston-Salem, North Carolina, and I do hereby further certify that a copy of
this transcript was mailed to each of the below-named attorpeys on May 12, 1969.
Given under my hand this 12th day of May, 1969.
/S/ Graham Erlacher_________________________
Official Reporter
cc: James E. Ferguson, II, Esq.
W. F. Womble, Esq.
John L. W. Garrou, Esq.
Roddey M. Ligon, Jr., Esq.
Andrew A. Vanore, Jr., Esq.
P. Eugene Price, Jr., Esq.
-58-
O R D E R
This cause came on to be heard and was heard upon
the following motions and objections:
Motion to Dismiss of Winston-Salem/
Forsyth County Board of Education,
filed November 15, 1968,
Motion to Strike Portion of Complaint
of W inston-Salem /Forsyth County Board
of Education, filed November 15, 1968,
Motion to Dismiss of Board of County
Commissioners of Forsyth County, filed
November 15, 1968,
Motion to Dismiss and for Summary Judgment
of North Carolina State Board of Education
and Dr. Charles F . Carroll, North Carolina
State Superintendent of Public Instruction,
filed November 18, 1968,
Motion to Amend Complaint of Plaintiffs,
filed November 18, 1968,
Second Motion to Amend Complaint of Plain
tiffs, filed January 13, 1969,
Plaintiffs' Objection to Interrogatories
of W inston-Salem /Forsyth County Board of
Education, 3rd Set, Nos. 1-54, filed
January 24, 1969,
Plaintiffs' Objection to Interrogatories
of Board of County Commissioners of Forsyth
County, 4th Set, Nos. 1-30, filed January
24, 1969,
Plaintiffs' Objection to Interrogatories
of North Carolina State Board of Education
and Dr. Charles F . Carroll, North Carolina
Superintendent of Public Instruction, 5th
Set, Nos. 1-14, filed January 24, 1969,
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W inston-Salem /Forsyth County Board of
Education's Objection to Interrogatories
of Plaintiffs, 1st Set, Nos. 9 and 12,
filed February 5, 1969.
All parties were represented by counsel at the hearing. The
Court, after hearing all the evidence and arguments of counsel,
is of the opinion that the following Order should be entered.
IT IS, TH EREFO RE, ORDERED, ADJUDGED AND DECREED:
1. Plaintiffs' motion to amend the complaint
filed on November 19, 1968, is allowed.
2. The ruling on plaintiffs' motion to amend
filed on January 13, 1969, is hereby continued for thirty
(30) days. Counsel for plaintiffs and counsel for defendants are
to confer in a good-faith attempt to resolve the issues regarding
the bond issue in accordance with the m atters presented to the
Court regarding said bond issue at the hearing on this motion.
3. The motion to dismiss of the Winston-Salem/
Forsyth County Board of Education filed on November 15, 1968,
is denied* without prejudice, but said motion shall be deemed allowed
if within ten (10) days of the entry of this Order plaintiffs have not
formally amended the complaint to incorporate a statement of the
grounds upon which the Court's jurisdiction depends as required
under Rule 8 (a) (1) of the Fed eral Rules of Civil Procedure.
4. The motion to dismiss of the Board of County
Com missioners of Forsyth County filed on November 15, 1968,
is denied, without prejudice, but said motion shall be deemed
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allowed if within ten (10) days of the entry of this Order plaintiffs
have not formally amended the complaint to incorporate a statement
of the grounds upon which the Court's jurisdiction depends as r e
quired under Rule 8 (a) (1) of the Federal Rules of Civil Procedure.
5. The motion to dism iss and for summary judgment
of the North Carolina State Board of Education and Dr. Charles F.
C arroll, North Carolina State Superintendent of Public Instruction,
filed on November 18, 1968, is denied without prejudice to the de
fendants to renew the motion within ten (10) days after the completion
of d iscovery.
6. The motion to strike portion of the complaint filed
by W inston-Salem /Forsyth County Board of Education November 15,
1968, is denied except as to that portion of the complaint contained
in Paragraph X, subparagraph S and as to that the motion is granted.
7. The Objections to Interrogatories of plaintiffs filed
by W inston-Salem /Forsyth County Board of Education February 5,
1969, is sustained.
8. Plaintiffs' Objections to Interrogatories of each of the
defendants, filed January 24, 1969, are overruled. However, as to
those Interrogatories which are applicable to all plaintiffs, plaintiffs
may have one plaintiff to give complete answers to all of the Inter
rogatories, and the other plaintiffs may subscribe to or adopt the
answers without specifically answering each of those Interrogatories.
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Each plaintiff must answer those Interrogatories relating specifical
ly to him as an individual. This ruling is made without prejudice
to the plaintiffs to file specific objections to specific Interrogatories.
Plaintiffs a re allowed until June 17, 1969, to answer said Inter
rogatories .
/ s / Eugene A. Gordon_______ __
UNITED STATES DISTRICT JUDGE
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O R D E R
On May 2, 1969, oral argument was heard by the
Court on several motions filed by counsel for the parties.
Among those heard was the motion by the plaintiffs for leave
to amend their complaint as follows:
"Insert after paragraph XI on page 12:
"XII
"A bond issue was approved by the
voters of Forsyth County on March 16, 1968
providing $24. 8 million for school con
struction and improvements. The defendant
Board has announced construction plans
for the expenditure of these funds which,
if implemented, would maintain and p e r
petuate racial segregation in the
W inston-Salem /Fors yt.h County public
schools.
"And insert after paragraph 1(e) on page 13:
"(f) to preliminarily and p<i r nanently enjoin
any and all expenditures of funds from
bonds or other sources for capital
improvements unless aid until a co m
prehensive construction plan is
approved by the Court. "
Attention of the Court was called to the fact that
$24, 800, 000. 00 School Building Bonds were approved by the
voters of Forsyth County on March 16, 1968. Counsel for
the W inston-Salem /Forsyth County Board of Education advised
that bond counsel will not certify the bonds in the event the
amendment of the plaintiffs is allowed. It was contended by
counsel for the plaintiffs that site location and school con-
construction will proceed in a discrim inatory manner unless
the defendants a re restrained from expending funds from bonds
or other sources for capital improvements.
Believing that among the objects and purposes for
which the bonds were voted, there must be some use or uses
that would be in the mutual interest of all school children and
non-discrim inatory and that to foreclose the use of any of the
bond funds until this case is finally determined would be un
reasonable and actually detrimental to the best interest of all
citizens of the County, particularly the school children, the
Court directed counsel for the plaintiffs and the defendants
to confer in a good faith effort to resolve the issues regarding
the bonds prior to a ruling by the Court on the plaintiffs'
motion to amend the complaint. The attorneys have now r e
ported that they have been unable to reach an agreement.
Among the purposes for the bonds, it is difficult to
believe that there is not now some use or uses that could be
initiated that are not violative of the rights of anyone, but
rather mutually beneficial to all. F o r instance, it is the under
standing of the Court that an Administration Building is one of
the purposes for which the bonds were voted. It is the opinion
of the Court that if all parties conscientiously directed their ef-
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-64-
forts in an impartial and unbiased manner, this facility could and
should reasonably proceed and not offend the rights of anyone.
The Rules provide that leave to amend shall be
freely given when justice so requires. It is not believed that
justice requires that the entire bond authorization of $24, 800, 000. 00
now be completely tied up, especially in view of the fact that the
plaintiffs a re not without a remedy should the defendants attempt
some construction which violates their rights. Accordingly, it is
ORDERED, ADJUDGED AND DECREED that the motion
of the plaintiffs for leave to amend the complaint be, and the
same is, denied.
/ s / Eugene A. Gordon______________
UNITED STATES DISTRICT JUDGE
August 4th , 1969.
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MOTION FOR PRELIMINARY INJUNCTION
Plaintiffs, by their undersigned counsel respectfully move the Court for
a preliminary injunction enjoining the defendants to present to this Court for
approval and to implement no later than February 1, 1970. a plan for complete
desegregation of the Winston-Salem/Forsyth County public schools and, as grounds
therefor, plaintiffs show the Court the following:
1. This action was instituted by plaintiffs on October 2, 1968, seeking an
order requiring the complete desegregation of the Winston-Salem/Forsyth County
public schools and the elimination of all practices and policies by the
defendants in the operation of said schools based on race or color. Answers to
the complaint have now been filed by all defendants.
2. Presently pending before the Court are objections by defendant Winston-
Salem/Forsyth County Board of Education to some of the interrogatories propounded
by plaintiffs.
3. On October 29, 1969, the Supreme Court held that "the obligation of every
school district is to terminate dual school systems at ance and to operate now
and hereafter only unitary schools." The Court said that "continued operation
of segregated schools under a standard of allowing 'all deliberate speed for
desegregation is no longer constitutionally permissible." Alexander v. Holmes
County Board of Education, _U.S._ October Term, 1969, October 29, 1969. The
Supreme Court reaffirmed this position only recently, rejecting approved delay
by the Fifth Circuit to allow the Boards time to devise plans. Davis v. Board of
School Commissioners of Mobile County, U.S.; Bennett v. Evans and Burke County,
Board of Education, _U.S._(0pinions of Justice Black in Chambers, December 13,
1969); Carter v. West Feliciano Parish School Board, _U.S._(December 13, 1969).
On December 2, 1969, the Fourth Circuit stated that "Further delays will not be
tolerated in this circuit. No school district may continue to operate a dual
system based on race."
(4th Cir.).
Nesbit v. Statesville City Board of Education, F .2d_
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4. The mandate of the Court is clear -- defendants are constitutionally
required to implement now -- at once — a complete plan of desegregation.
5. The pending objections to interrogatories are no bar or afford no
excuse to defendants. The information involved might well be postponed pending
the complete desegregation of the school system for the mandate of the Court
is equally clear that defendants must desegregate now and litigate later.
Alexander v. Holmes County Board of Education, supra; Nesbit v. Statesville
City Board of Education, supra.
WHEREFORE, plaintiffs pray the Court that defendants be immediately
preliminarily enjoined to present to the Court for Court approval a plan for
complete desegregation of the Winston-Salem/Forsyth County public schools and
that a Court approved plan be fully implemented no later than February 1,
1970.
Respectfully submitted,
/S/ J. LeVONNE CHAMBERS________________
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
CHAMBERS, STEIN, FERGUSON & LANNING
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
NORMAN CHACHKIN
10 Columbus Circle
New York, New York
Attorneys for Plaintiffs
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The defendant Board of County Commissioners of Forsyth
County responding, through counsel, to the motion of the plain
tiffs for a preliminary injunction enjoining the defendants to
to the Court and to implement a plan for complete deseg
regation of the Winston-Salem/Forsyth County public schools,
respectfully moves that said motion be denied, especially as to
this defendant, for the following reasons:
1* Said motion presupposes the existence of a finding
by the Court as to the ultimate issue to be decided in this case,
namely whether ornot the public school system of Winston-Salem/
Forsyth County is a dual school system operated on the basis of
race or color. There has been no such adjudication and conse
quently, there is no judgment in this cause upon which to form
the basis for the injunctive relief requested. As regards this
defendant, there is no genuine issue as to any material fact.
2. As a matter of law, the defendant Board of County
Commissioners of Forsyth County has no duties or responsibilities
with reference to those areas which would be involved in the
presentation and implementation of a school desegregation plan.
And this defendant has not, in fact, participated in any manner,
shape, or form in any decisions made or policies established in
the areas which would be involved. To grant the motion of
the plaintiffs whereby this defendant is enjoined to present
and implement a desegregation plan would compel said defendant
RESPONSE TO MOTION
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to perform an "ultra vires" act or acts.
WHEREFORE, the defendant Board of County Commissioners
prays that the motion of the plaintiffs be denied and that no
order be granted enjoining this defendant to perform any act.
Respectfully submitted,
Roddey M. Ligon, Jr.
RODDY M. LIGON, JR.
P. Eugene Price, Jr._________
P. EUGENE PRICE, JR.
Attorneys for the Defendant
Board of County Commissioners
of Forsyth County
Government Center
Winston-Salem, North Carolina
Telephone (919) 724-5511
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MEMORANDUM IN SUPPORT OF RESPONSE
The defendant Board of County Commissioners of Forsyth
County, in support of its response to the plaintiffs' motion
far injunctive relief against this defendant, incorporates
herein by reference its BRIEF AND MEMORANDUM IN SUPPORT OF
MOTION FOR SUMMARY JUDGMENT.
This the 23rd day of December, 1969.
P. Eugene Price, Jr._________
P. EUGENE PRICE, JR.
Attorney for the Defendant
Board of County Commissioners
of Forsyth County
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RESPONSE TO MOTION
The defendants, State Board of Education and the Superintendent
of Public Instruction, responding, through counsel, to the Motion of
the Plaintiffs for preliminary injunction enjoining the defendants
to present to the Court and to implement a plan for complete desegre
gation of the Winston-Salem/Forsyth County Public Schools, respectfully
move that said Motion be denied, especially as to these defendants,
for the following reasons:
1. The Motion for preliminary injunction pre
supposes the existence of a finding by the
Court as to the ultimate issue to be decided
in this case, namely, whether or not the
defendant Winston-Salem/Forsyth County
Board of Education is operating a dual
school system on the basis of race or color.
There has been no such adjudication and con
sequently, there is no judgment in the cause
upon which to form the basis for the injunctive
relief requested.
2. As a matter of law, these defendants have no
duties or responsibilities with reference to
those areas which would be involved in the
presentation and implementation of a school
desegregation plan. These defendants have not
participated in any decisions made or policies
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established in the areas which would be in
volved in devising and implementing a plan,
should the ultimate issued be decided against
the defendant Winston-Salem/Forsyth County
Board of Education, which would desegregate
the schools under the jurisdiction of the
defendant Winston-Salem/Forsyth County Board
of Education. To grant the Motion of the plaintiffs
whereby these defendants are enjoined to present
and implement a desegregation plan would be
contrary to the North Carolina Statutes, the
decisions rendered by the Supreme Court of North
Carolina and the decisions rendered by the United
States Court of Appeals for the Fourth Circuit.
WHEREFORE, the defendants, The North Carolina State Board of Education
and the Superintendent of Public Instruction, pray that the Motion of the
plaintiffs be denied and that no Order be granted enjoining these defendants to
perform any act or acts. That these defendants renew their Motions to Dismiss
and For Summary Judgment heretofore filed in the cause on November 18, 1968.
Respectfully submitted,
ROBERT MORGAN
Attorney General
/S/ Ralph Moody__________
RALPH MOODY
Deputy Attorney General
/S/ Andrew A. Vanore, Jr.
ANDREW A. VANORE, JR.
Assistant Attorney General
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INTERIM ORDER
On the 17th day of December, 1969, the plaintiffs moved for a hearing on
its request for a preliminary injunction which request, among other requests
for relief, was contained in the prayer of the complaint. The hearing was
set to commence on January 9, 1970, and notice was accordingly given counsel
of record.
At about 5:00 o'clock P. M. on January 9, 1970, the plaintiffs having
presented live testimony and introduced as evidence in support of their motion
sixty exhibits consisting, among others, of depositions, interrogatories, maps,
and overlays to maps, rested their case. Upon inquiry by the Court, the
Defendant Winston-Salem/Forsyth County Board of Education advised the Court
that it desired to be heard and introduce evidence on the question of whether
a preliminary injunction should issue. Counsel and their clients were advised
that the Court would on Monday, January 12, 1970, set a date to resume the
hearing, giving consideration to cases already set before the Court and their
rearrangement.
Counsel for the plaintiffs then moved:
1. That the Court set a date for final hearing on the plaintiffs' motion
for a preliminary injunction;
2. That the Court set a date for the Winston-Salem/Forsyth County Board
of Education to submit a plan for the complete desegregation of the schools
should the Court decide that the Winston-Salem/Forsyth County Board of Education
should be directed to submit a plan; and
3. That the Court set a final date for implementation of the plan should
the Court direct a plan presented to the Court.
Except for setting a date for the defendant Winston-Salem/Forsyth County
Board of Education to be heard, the Board objected to the motion and counsel
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stated to the Court that the position of the Winston-Salem/Forsyth County
Board of Education is that it is operating the schools in the system under
a racially nondiscriminatory plan and that no order should be issued
requiring them to present a plan until full opportunity had been given for
the Board to be heard. The difficulty in setting a specific date for the
presentation of a plan at this stage of the proceeding is apparent inasmuch
as it is impossible to tell how much time will be necessary to study and
analyze the exhibits now before the Court, nor the time that will be consumed
in presenting additional evidence. Further, before the Court are other
pressing matters which must be given some time. It is concluded that the
plans for the current school year will be made known to the Court upon
completion of the hearing on the preliminary injunction.
Upon inquiry’ by the Court of counsel, it appears that by reason of
population shifts and recent Court decisions, a study of the Winston-Salem/
Forsyth County system has been recently completed by a committee appointed
for such purpose, assisted by a professional in school planning, and that
a plan for the future operation of the schools in the system is now or soon
will be in the hands of the Winston-Salem/Forsyth County Board of Education.
NOW, THEREFORE, IT IS ORDERED:
1. The hearing on the motion for preliminary injunction will resume
on Wednesday, the 21st day of January, 1970, at 10:00 o'clock A. M. in the
United States Courtroom, Post Office Building, Winston-Salem, North Carolina,
and continue until the parties have completed their evidence on the motion
for the preliminary injunction;
2. In the event it should be determined by the Court upon conclusion
of the hearing on the motion for a preliminary injunction that the Winston-
Salem/Forsyth County Board of Education is now operating a dual system of
-74-
schools in violation of the law, the Winston-Salem/Forsyth County Board of
Education will be prepared to present to the Court within ten days of the
Court's order a plan providing for a unitary school system.
3. The Winston-Salem/Forsyth County Board of Education will file with
the Court on or before the 2nd day of February, 1970, with a copy to counsel
for the plaintiffs, a copy of its plan for the operation of the Winston-Salem/
Forsyth County Schools for the school year 1970-71.
January 12, 1970
/S/ Eugene A. Gordon_______
United States District Judge
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ORDER
The plaintiffs having, by motion filed December 17, 1969, moved the
Court for a preliminary injunction enjoining the defendants to present to
this Court for approval and to implement no later than February 1, 1970, a
plan for the complete desegregation, including but not limited to faculty
and pupils, of the Winston-Salem/Forsyth County public schools and the Court
having received evidence in support of the motion on January 9, 1970, and
on the foregoing date having continued the hearing to Wednesday, January 21,
1970, and
It having been brought to the attention of the Court through the news
media that proceedings are contemplated to enjoin the transfer of teachers
of the Winston-Salem/Forsyth County administrative unit pursuant to the action
taken by the Winston-Salem/Forsyth County Board of Education at a meeting held
on Wednesday, January 14, 1970, and it appearing to the Court from the exhibits
now on file with the Court in this case and recent decisions of the Court of
Appeals for this Circuit and the Supreme Court of the United States that further
faculty desegregation must be accomplished immediately in the Winston-Salem/
Forsyth County administrative unit in such a manner as to achieve a ratio of
Negro and white faculty members in each school approximating the same as the
ratio throughout the system, and
It now appearing to the Court that had the Winston-Salem/Forsyth
County Board of Education not taken the action relative to the transfer of
teachers which was taken on Wednesday, January 14, 1970, it would have been
-76-
necessary for the Court in compliance with recent decisions of the Court
of Appeals for this Circuit and the Supreme Court of the United States to
order such action by February 1, 1970, or shortly thereafter, and
It being the desire of the Court to avoid the disruption that will
ensue from faculty desegregation after the semester starts and to set at
naught any confusion of speculation as to the necessity to proceed immediately
in accordance with the decision of the Court of Appeals for the Fourth Circuit,
it is
ORDERED that the Winston-Salem/Forsyth County Board of Education
proceed with its plan to integrate the faculty in the Winston-Salem/Forsyth
County administrative school unit so that the ratio of Negro and white faculty
members of each school shall be approximately the same as the ratio throughout
the system; that in determining the ratio, exceptions may be made for
specialization in faculty positions; and that such be accomplished effective
with the beginning of the second semester, which semester the Court understands
begins January 23, 1970, but in no event later than February 1, 1970.
January 19, 1970
/S/ Eugene A. Gordon_____________
United States District Court Judge
A True Copy
Teste:
Herman Amasa Smith, Clerk
By:
/S/ Wayne N. Earnhart
Deputy Clerk
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MOTION FOR SUMMARY JUDGMENT
NOW COMES the defendant Board of County Commissioners of Forsyth
County and respectfully moves and prays the Court for summary judgment in
its favor pursuant to Rule 56 of the Federal Rules of Civil Procedure as to
all of that claim asserted by the plaintiffs against this defendant, on
the grounds that there is no genuine issue as to any material fact and that
the movant is entitled to judgment as a matter of law.
This the 23rd day of December, 1969.
/s/ Roddey M. Ligon, Jr.___________________
RODDEY M. LIGON, JR.
/s/ P. Eugene Price, J r . _____________
P. EUGENE PRICE, JR.
Attorneys for the Defendant
Board of County Commissioners
of Forsyth County
Government Center
Winston-Salem, North Carolina 27101
Telephone (919) 724-5511
-78-
RESPONSE TO DEFENDANT BOARD OF COUNTY COMMISSIONERS
OF FORSYTH COUNTY'S MOTION FOR SUMMARY JUDGMENT
Plaintiffs, by and through their undersigned counsel, hereby respond
to the Motion filed by the defendant Board of County Commissioners of Forsyth
County and respectfully pray that the Court deny the Motion for Summary
Judgment filed by the Board of County Commissioners of Forsyth County, and
as grounds therefor, show the following:
1. Plaintiffs in their complaint have alleged that the schools in
Winston-Salem/Forsyth County are and have been racially segregated. The schools
are administered locally by the Winston-Salem/Forsyth County Board of Education,
a defendant in this action. The State Board of Education and the State
Superintendent of Public Instruction, also defendants in this action, have general
supervisory responsibilities pursuant to the State Constitution and statutes
for all schools in the State and administer and allocate State funds to all
school systems. Local school boards, pursuant to State law, submit budget
requests to county commissioners for local funds which contribute to the
operation of the schools. The Board of Commissioners of Forsyth County has
approved budgets for the fiscal year 1967-68 of $10,791,671; for 1968-69,
$8,103,024; and for 1969-70, $10,180,287. When the local school board submits
its budget requests, the county commissioners have the responsibility of
determining how much money, if any, is to be allowed to the school board for
each item in the budget. Dildav v. Board of Education, 267, N.C. 438 (1966)
2. Plaintiffs in their answers to Interrogatories and in their reply
to the motion of the defendant Board of County Commissioners of Forsyth County
for order have set forth the legal and factual basis for the cause of action
against this defendant. They quote at length from Franklin v. Quitman County
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Board of Education, 288 F.Supp. 509, 519 (N.D.Miss. 1968) as follows:
The affirmative obligation to seek means of disestablishing
state-imposed segregation must be shared by all agencies,
or agents of the state, including Education Finance
Commission, who are charged by law with, and who exercise,
official public school functions. Neutrality must be
forsaken for an active, affirmative interest in carrrying
out constitutional commands. Moreover, the Commission
is, or may well be placed, in a position to be of
material aid to a local school district as it confronts
complex, future building problem likely to result from
the dual challenge presented by the demands of efficiency
and desegregation. This Court respects the statutory
wisdom of imposing upon a local school district the
initial burden of adopting and coming forward with a
plan of building needs. And while such would be the
primary responsibility of the Quitman County Board of
Education, the Educational Finance Commission must
actively assist the County Board of Education in all
reasonable, proper and efficient ways to provide a plan
satisfactory both to the County Board of Education and to
the Educational Finance Commission and consistent, of
course, with the views expressed in this opinion.
The United States District Court for the Eastern District of North Carolina,
relying upon Franklin, has held that all agencies of the State having responsi
bilities related to the public schools have an affirmative obligation to insure
that dual school systems are elininated. Godwin v. Johnston County Board of
Education, F.Supp. (E.D.N.C., No. 2114, July 8, 1969). See also Lee v,
Macon County Board of Education, 267 F.Supp. 458 (M.D.Ala. 1967), aff'd . sub
nom. Wallace v. United States, 389 U.S. 215 (1967). The District Court in the
Northern Distict of Georgia, sitting en banc, recently applied this principle
to the whole State in enjoining the State Board of Education and the State
Superintendent of Schools from allocating any State funds to school systems in
the State which failed to adopt or implement plans for desegregation to eliminate
existing dual school systems. United States of America y. The State of Georgia,
C.A.No. 12972, December 15, 1969.
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3. The Board of Commissioners has admitted that it has an annual
obligation to review budget requests made by the Winston-Salem/Forsyth County
Board of Education and made independent judgment as to the funds sought by
the local school board. An affirmative obligation has existed upon all agencies
of the State, since Brown, to disestablish segregated schools. Nevertheless,
the Board of County Commissioners has annually reviewed budget requests and has
adopted budgets which have supported a segregated school system. Its involvement
in these illegal practices is clear. C.F., Burton v. Wilmington Parking
Authority, 365 U.S. 715. Therefore, plaintiffs are entitled to an order enjoining
the defendant, Forsyth County Board of County Commissioners, from appropriating
any further money in support of the Winston-Salem/Forsyth County public schools
until such schools are completely desegregated.
WHEREFORE, plaintiffs respectfully pray that the motion of the Board
of County Commissioners of Forsyth County for summary judgment be denied.
Respectfully submitted,
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
NORMAN CHACHKIN
10 Columbus Circle
New York, New York 10019
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MEMORANDUM
This case came on for hearing in the United States Courtroom, Post Office
Building, Winston-Salem, North Carolina, on January 9, 1970, and was heard on
the Motion for a Preliminary Injunction filed by the Plaintiffs. The hearing
was conducted on January 9, January 21, January 22, January 23, January 27 and
was concluded on January 28, 1970. Adam Stein, Esquire, and Julius LeVonne
Chambers, Esquire, appeared as Counsel for the Plaintiffs; William F. Womble
Esquire, and John L. W. Garrou, Esquire, appeared as Counsel for the Defendant
Winston-Salem/Forsyth County Board of Education; Roddey M. Ligon, Jr., Esquire,
and P. Eugene Price, Jr., Esquire, appeared as Counsel for the Defendant Board
of County Commissioners of Forsyth County; Andrew A. Vanore, Jr., Esquire,
appeared as Counsel for the Defendants N. C. State Board of Education and Dr.
Charles F. Carroll.
At the conclusion of the evidence, Counsel for the Defendant School Board
moved the Court to make a personal visit to at least some of the schools in
question. The Court deferred any ruling on this motion but expressed to Counsel
for the Defendant School Board that on the issue before the Court at present,
the Court might not elect to visit the schools and thus deny the motion.
Counsel for the Plaintiffs urged the Court to make a ruling on the Preliminary
Injunction forthwith, or in the immediate future, in order that the Plaintiffs
might be advised. The Court reminded Counsel that approximately one hundred
exhibits had been introduced, and that it would consider the evidence and
enter a ruling as soon as possible. Counsel for the Defendants indicated a
desire to present oral argument, but upon being advised that briefs would
be allowed, elected to waive oral argument. Counsel for the Defendants will
file with the Court such supplemental briefs as they desire on or before
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February 7, 1970. Counsel for the Plaintiffs may file such reply brief, if
any, as desired, but will do so forthwith upon receiving copies of the briefs
of the Defendants.
I, Graham Erlacher, Official Reporter of the United States District Court
for the Middle District of North Carolina, do hereby certify that the foregoing
is a true transcript from my notes of the entries made in the above-entitled
Case No. C-174-WS-68, before and by Judge Eugene A. Gordon, on January 28,
1970, in Winston-Salem, North Carolina, and I do hereby further certify that
a copy of this transcript was mailed to each of the below-named attorneys on
January 31, 1970.
Given under my hand this 31st day of January , 1970.
/S/ Graham Erlacher
Official Reporter
cc: Adams Stein, Esq.
Julius LeVonne Chambers, Esq.
William F. Womble, Esq.
John L. W. Garrou, Esq.
Roddey M. Ligon, Jr., Esq.
P. Eugene Price, Jr., Esq.
Andrew A. Vanore, Jr., Esq.
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MEMORANDUM AND ORDER
GORDON, District Judge
The plaintiffs in the complaint filed in this action allege that the
public schools in the Winston-Salem/Forsyth County Administrative Unit are
operated by the defendants on a racially discriminatory basis. Generally, the
prayer of the complaint requests the complete desegregation of the schools
and for preliminary and permanent injunctive relief.
The action was instituted on October 2, 1968. Named defendants, in
addition to the Winston-Salem/Forsyth County Board of Education, are the
Board of Commissioners of Forsyth County, the North Carolina State
Superintendent of Public Instruction. Following the filing of the complaint,
on November 19, 1968, plaintiffs moved to amend the complaint. This motion
was allowed. Again on January 13, 1969, the plaintiffs moved to amend the
complaint. This motion was denied. Discovery by the parties ensued
promptly and several motions, including motions for summary judgment by
the defendants other than the Winston-Salem/Forsyth County Board of Education,
and objections were filed. A hearing was held on May 2, 1969, and oral
argument was presented on the various motions and objections then pending.
Further, the official file reflects that timely answers were filed by
the defendants, except for some possible delay by the defendant Carroll.
The plaintiffs filed interrogatories on January 14, 1969. Timely answers
were filed to these interrogatories by the defendants, with objections to
some of them. On January 15, 1969, the Winston-Salem/Forsyth County Board
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of Education filed interrogatories addressed to the plaintiffs. The
plaintiffs objected to the interrogatories and answers were filed by the
plaintiffs on July 19, 1969, after a ruling by the Court. On July 23, 1969,
the plaintiffs filed additional interrogatories addressed to the defendant
Winston-Salem/Forsyth County Board of Education. Some of these were
answered and to some there was objection. On October 16, 1969, the Winston-
Salem/Forysth County Board of Education filed additional interrogatories
addressed to the plaintiffs which were answered on January 9, 1970, the day
the Court began hearing on the motion for a preliminary injunction, the time
having expired for filing the answers. By consent, on December 3, 1969,
the Superintendent of the Winston-Salem/Forsyth County Administrative Unit
was deposed by the plaintiffs a second time.
On December 17, 1969, the plaintiffs filed a motion for a preliminary
injunction. Prior to the filing of the motion, no request, other than
the usual request contained in complaints filed in this type action, was made
to the Court to hear the matter regarding the issuance of a preliminary
injunction. When themotion was filed, there existed unresolved discovery
matters, including the failure of the plaintiffs to file answers to certain
of the interrogatories. Faced with a heavy schedule of cases already set
for trial, but nevertheless feeling that the hearing of the motion should
be given some priority, Court schedules were rearranged and hearing on the
motion began January 9, 1970. At the conclusion of the day on January 9,
the hearing was recessed to begin again January 21, 1970, and to continue
until the parties had been fully heard on the motion. The hearing was
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concluded on January 27, 1970. The Court having considered the evidence
presented, briefs and arguments of counsel, makes the following findings
of fact and conclusions of law:
FINDINGS OF FACT
1. On Wednesday, January 14, 1970, the Winston-Salem/Forsyth County
Board of Education, by resolution, and without Court order, initiated a plan
to further desegregate the faculty in the school system effective January
23, 1970, in accordance with the guideline established m Nesbitt v. The
Statesville City Board of Education, 4 Cir., _____F. 2d _______ (decided
Dec. 2, 1969). The plan did go into effect on January 26, 1970. Defendant
School Board's Exhibit 41 in this proceeding reflects the new faculty
ratios.
Approximately 2,100 teachers are employed in the system, and
approximately 26 per cent of the total are Negro teachers. Now the
proportion of Negro teachers, with two exceptions brought about by appeals to
the School Board, in each school approximates the proportion of Negro
teachers to white teachers in the whole system. Beginning with 1964, the
Board first assigned teachers across racial lines, and this practice has
increased each year as follows:
1964 8
1965 12
1966 107
1967 124
1968 199
1969 296
The reassignment plan for teachers, put into effect on January 26,
1960, involved a transfer of approximately 425 teachers. Nevertheless,
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the number of teachers teaching across race lines by assignment of the
Board had increased steadily over some years and by 1969 was approximately
15 per cent, i.e., 296 out of 2,100.
2. The Winston-Salem/Forsyth County school system has a total pupil
population of approximately 50,455. Of this number, approximately 13,870
(27.57o) are black and approximately 36,521 (72.57=,) are white. There are 67
schools in the system, 42 elementary, 15 junior high, and 10 senior high.
3. In the school system there were 13 schools attended entirely by
members of the Negro race, that is, 9 all-black elementary schools, 1 all
black junior high school and 3 all-black senior high schools. There are no
all-white senior high schools. There are 49 schools with some racial mix,
but as the defendant Board's Exhibit 26 will show, in some of these there
is no more than one pupil of the opposite race to that of the predominant
race in the school. The number of black students attending predominantly
white schools from 1965 to the present is as follows:
1965 509
1966 1246
1967 1486
1968 2155
1969 2016
Some white students are attending predominantly black schools. In fact
this year, approximately 200 white students are attending predominantly
black schools.
4. Pupils are assigned in the system to schools on the basis of
geographic attendance zones with freedom of transfer to other schools having
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openings. Substantially all black students who have requested transfer over
the last several years have been permitted to do so. Plaintiffs do not
contend that such transfers have been denied, or discouraged.
5. The Winston-Salem and Forsyth County systems were operated as
separate school administrative units until 1963 when the two systems merged.
Negroes had at least one member on the City of Winston-Salem Board of
Education for twenty or more years prior to the merger, and at least one
member on the Forsyth County Board of Education for ten or more years prior
to merger. Since the merger in 1963, the membership of Board has been as
follows:
White Negro
1963-64 9 3
1964-65 8 3
1965-66 7 3
1966-67 6 3
1967-68 6 2
1968-69 6 2
1969-70 7 1
6. In 1957, the Winston-Salem Board of Education started a program
of desegregation, starting with Reynolds High School. This was started
voluntarily in a good faith effort to comply with the Brown decision. This
move attracted national coverage as it was one of the first systems in the
south to provide for integration of whites and Negroes in the classroom. It
was done without great disorder.
7. The number of children attending integrated schools has steadily
increased through the years. After the passage of the Civil Rights Act of
1964, the school system consistently adhered to guidelines set up by the
Department of Health, Education and Welfare. HEW representatives visited
the school system and approved the system's desegregation plans and
attendance area maps on each occasion until litigation ensued when, by
reason of the school system's involvement in litigation, the submission of
plans was not required.
8. It has not been shown, nor has it been contended, that the School
Board's plan of geographic zoning was established in any way by reference
to the race of the inhabitants of the various zones. When the Board decided
to discontinue Paisley Senior High School, new zone lines were
deliberately drawn to increase integration at Reynolds and North High Schools.
Four schools have changed in their racial make-up since they were opened,
three of these since 1960. These four are Skyland, Lowrance, North
Elementary and Hanes Junior High School. These schools were formerly all-
white and are now black or predominantly black because of change in
residential make-up of the neighborhood. However, unless people are
required to live in "racial balance," the homogeneous quality of zones
will be constantly changing. The population shifts show conclusively that
black citizens have been able to acquire residences in those areas
inhabited by white citizens, limited only by their economic ability and desire
to do so. In early days, ordinances were adopted to restrict the areas in
which Negroes could reside, but the ordinances have not been enforced. As
early as 1914, the Supreme Court of North Carolina in State v, Darnell,
166 N.C. 300, 81 S.E. 338, a case involving the City of Winston, held such
ordinance unconstitutional. William H. Andrews, Director of Community
Services for the local Redevelopment Commission, and a member of the black
race, testified that the Commission followed a strictly non-discriminatory
policy in locating places of residence for persons displaced by urban
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redevelopment and had done so since 1961 when the local Commission was
organized; that blacks have not been denied access to any area by reason
of race; that the Commission receives real estate listings throughout
Winston-Salem and has assisted over 1500 families, all black, to relocate
wherever they wished.
9. A number of public housing or redevelopment projects have been
completed in Winston-Salem in the last several years, underwritten with
federal funds for those in low income brackets. Among such projects are:
Happy Hill Gardens, Kimberly Park Terrace, Piedmont Park and Cleveland
Avenue Homes. In these four projects are 1,538 units, rentable to all
races. These projects are located in now predominantly Negro neighborhoods
in response to the demand for housing there and are occupied predominantly
by those of the Negro race. In resettling displaced Negro families,
practically all such families requested officials of the housing authority
to seek homes for them in the same locality from which they were displaced.
The School Board has no control as to the location or to the occupancy
of these federally subsidized projects. Thus the federal government acts
to meet a housing need in a community without regard to "housing balance,"
and multiplying many times the difficulty for the School Board to
accomplish a "balance."
10. In March, 1968, the voters of the Winston-Salem/Forsyth County
School Administrative Unit voted 24.8 million dollars in bonds for school
construction and equipment. Initial projects proposed for the use of this
money would have resulted in approximately 1,475 Negro students being
reassigned to predominantly white schools. Pending litigation against
the School Board caused a loss of marketability of these bonds, and
consequently, these plans have had to be delayed. An offer by the School
Board to the plaintiffs to spend the bond proceeds only after Court
approval was rejected.
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il. Plaintiffs' expert witness, Dr. Jack L. Larsen, a professor at
Rhode Island College, presented an approach to racial mixing which, he
thought, the School Board could use. This approach entailed the redrawing
of various attendance zones and presupposed that the School Board had
the necessary data at hand. Fundamental of the utilization of this
approach are spot maps showing where children live by race. Of necessity,
there would have to be a spot map drawn for each grade level if Dr. Larsen's
recommendation is followed. At present, the School Board does not have
the maps that would be required for this. Furthermore, the Larsen approach
would require a greater utilization of transportation facilities than the
School Board now has available. To require a mass transfer before this
problem could be at least partially remedied would result in a large
number of students having to furnish their own transportation to newly
assigned schools. This would undoubtedly place a staggering burden on those
black and white parents who work or who are without transportation of their
own. This would be particularly true in the black community. If Dr. Larsen's
plan were implemented, more than one-fourth of the schools in the system
would remain with the same attendance zones or pupil assignments and some
all-black and all-white schools would remain. He concluded that, considering
the size of the County and the residential patterns, his plan would
accomplish a unitary system; that it would not be practicable to transport
pupils the distances that would be required in order to mix the races in
all schools.
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12. From the evidence, it can only be concluded that affirmative
action has been taken since 1957 by those in authority to desegregate the
schools. There is no evidence upon which to base a conclusion that any
student now in the Winston-Salem/Forsyth County School System has been
excluded from a school because of race. There are some all-black and all-
white schools still remaining, resulting from residential patterns, but not
as a result of gerrymandering to accomplish assignment on a racial basis.
13. This action was brought in October, 1968. Discovery was still in
process when the motion for preliminary injunction was filed. Prior to 1968,
there had been no litigation of any kind questioning the Board's policies.
The Board has always been in compliance with HEW guidelines. After the
decision in Nesbit v. The Statesville City Board of Education and other, supra,
came to the attention of the Board, immediate plans were made by the Board
to integrate the faculty in accordance with the ratio there announced, and
this was essentially accomplished on January 26, 1970. While this Court did
on January 19, 1970, enter an order directing the Board to integrate the
faculty in accordance with the mandate of Nesbit, such should not mitigate
in the least the Board's action, as the Court's action was prompted by press
reports that action was about to ensue to enjoin the teacher reassignment
plan of the Board.
14. This case is a major importance to this community, and since
December, 1969, the press, radio and television have given large amounts
of space and time to reporting the numerous meetings and views of the
citizens. A judicious, thoughtful, orderly and equitable approach is
demanded by the facts. To do less would demean the judicial process.
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15. The Court does not conclude that the Winston-Salem/Forsyth County
School System is operated as a dual or as a unitary system, and believes it
to be the duty of the Court to first hear the evidence completely, analyze
the entire evidence and the applicable law and render a decision on the
merits and then order the relief, if any, that the parties are entitled to
receive.
16. After duly considering the evidence, briefs, argument of counsel
and the entire official file, the Court is of the opinion, and so finds,
that plaintiffs have failed to demonstrate and show justifiable grounds for
the issuance of a preliminary injunction.
CONCLUSIONS OF LAW
By reason of recent Court decisions, and the evidence adduced at the
hearing on the motion for a preliminary injunction, a substantial question
is raised about the issues in this case and their proper resolution.
Upon the foregoing, it is ORDERED:
1. The motion for a preliminary injunction is denied.
2. The motions for summary judgment by the defendants Board of County
Commissioners of Forsyth County, North Carolina State Board of Education, and
Dr. A. Craig Phillips, State Superintendent of Public Instruction are denied.
3. The parties are allowed twenty-one days from and after the date of
this order to complete discovery. After which, prompt notice will be given
of a date for a final pre-trial conference and at the final pre-trial
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conference a date certain will be set for final hearing on the merits.
/s/ Eugene A. Gordon________
United States District Judge
February 17, 1970
A True Copy Teste:
Herman Amasa Smith, Clerk
By: /s/ W. R. Odul______
Deputy Clerk
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NOTICE OF APPEAL
Plaintiffs, by their undersigned counsel, hereby give notice of
appeal to the United States Court of Appeals for the Fourth Circuit from the
decision of the United States District Court for the Middle District of
North Carolina, Winston-Salem Division, dated February 17, 1970, denying
plaintiffs' motion for a preliminary injunction, refusing to enjoin the
defendants preliminarily to present to the Court for approval a plan for
complete desegregation of the public schools of Winston-Salem/Forsyth County
and refusing to direct that such plan as approved by the Court be immediately
implemented.
This 18th day of February, 1970.
/S/ J. LeVonne Chambers__________________
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
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MEMORANDUM
The hearing in this matter was concluded on May 30, 1970, in Winston-
Salem, North Carolina. Julius LeVonne Chambers, Esquire, and James E. Lanning,
Esquire, appeared as Counsel for the Plaintiffs; W. F. Womble, Esquire, John
L. W. Garrou, Esquire, Roddey M. Ligon, Jr., Esquire, P. Eugene Price, Esquire,
and Ralph Moody, Esquire, appeared as Counsel for the Defendants.
At the conclusion of the hearing, Counsel is directed to adhere to the
following schedule;
(1) On or before the 11th day of May, 1970, Counsel for the Plaintiffs
will submit to the Court such additional brief and proposed findings
as desired.
(2) On or before the 20th day of May, 1970, Counsel for the Defendants
will submit to the Court such reply brief and proposed findings as
desired.
It is understood by the Court that the additional briefs and proposals,
if any, will supplement the briefs and proposals heretofore submitted. Counsel
for the Plaintiffs moves the Court to direct the Defendant Board not to deliver
to the students tommorrow, May 1st, the Notices of Assignment for the 1970-71
school year. After considering this matter, the Court denies this Motion;
this is not to say that the school officials might not consider this move and
delay the assignment, if in their judgment it is felt best to do so.
Counsel for the Defendant Board again moved the Court that a visitation
be made by the Court along with Counsel for the respective parties to the school
sites. The Court will consider this motion and notify counsel for all parties
in the event it is decided by the Court that this would be beneficial.
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The matter of oral argument was discussed; Counsel for the Defendant
School Board indicated that they might desire to present oral argument. Counsel
for the other parties stated that they would waive oral argument, in the event
oral argument is not presented by another party to the suit. It is hoped, and
the Court so expressed to Counsel, that the matter can be determined without
oral argument, and that the parties may incorporate in their briefs their
contentions. This is desired in the interest of time.
I, Graham Erlacher, Official Reporter of the United States District
Court for the Middle District of North Carolina, do hereby certify that the
foregoing is a true transcript from my notes of the entries made in the above-
entitled Case No. C-174-WS-68, before and by Judge Eugene A. Gordon, on May 30,
1970, in Winston-Salem, North Carolina, and I do hereby further certify that a copy
of this transcript was mailed to each of the below-named attorneys on May 13,
1970.
Given under my hand this 13th day of May, 1970.
/S/ Graham Erlacher_________
Official Reporter
cc: J. L. Chambers, Esq.
J. E. Lanning, Esq.
W. F. Womble, Esq.
J. L. W. Garrou, Esq.
R. M. Ligon, Jr., Esq.
P. E. Price, Esq.
Ralph Moody, Esq.
PLAINTIFFS' OBJECTIONS TO DEFENDANTS'
_______ PLAN OF DESEGREGATION
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Pursuant to an order entered by this Court, defendants under the date of
February 16, 1970, submitted a modification of pupil assignment plan for the
"Winston-Salem/Forsyth County Unitary School System." The plan provided a
modification of the freedom of choice plan, retaining the general freedom of
choice provisions and providing for some priority for requests for transfers
where students are moving from a school in which their race is in the majority
to a school in which their race is in the minority. The modified transfer
provision also makes available free transportation for pupils who make
majority to minority transfers if they live 1-1/2 miles or more from the school
to which they transfer. The modified plan also provides for the closing of
Anderson Senior High School Carver Senior High School and Carver Elementary
School and for the modification of the feeder system. Anderson is to be
converted to a junior high school and Carver into a junior high school.
Modified attendance zones are to be established for Parkland Senior High School,
Ibraham Elementary School, Oak Summit Elementary School, Petree Elementary
School, Walkertown Elementary School, North and East Forsyth Senior High
Schools, Anderson Junior High School, Carver Junior High School, Lawrence
Elementary School. Under the modified feeder system, Carver Junior High
School is to feed into East Forsyth and North Forsyth Senior High Schools;
Anderson is to feed into Parkland Senior High School. Basically, everything
else remains the same.
The plan will leave seven all-white elementary schools, one all-white
junior high school, eight all-Negro elementary schools, three all-Negro
junior high schools and one all-Negro Senior high school. Twenty of the
remaining schools will have less than 10% of the students of the opposite
race; nine of the remaining junior high schools will have less than 10% of the
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students of the opposite race; and two of the remaining senior high schools
will have less than 10% of the students of the opposite race. In short,
the substantial majority, more than 70% of the students, will remain in
all-black or all-white or substantially segregated schools.
With respect to teachers and school personnel, defendants propose to
continue basically the same racial assignment as that now in existence in
the system. Defendants contend and this Court has apparently concluded that
the system is a racially unitary one. Plaintiffs, by their undersigned
attorneys, respectfully object to the defendants' plan and to approval by
this Court of such plan for the following reasons.
1. The plan perpetuates the racially segregated system now in existence
in Winston-Salem/Forsyth County. Notwithstanding the defendants' contentions
and this Court's apparent approval of the system as it presently exists,
defendants have failed and refused presently to take the steps now
constitutionally required to desegregate. Nothing short of the complete
elimination of all-black and all-white schools or schools racially
identifiable as such will satisfy the obligation of the defendants to
immediately implement a non-racial, unitary school system. The modified
plan now proposed by the defendants clearly fails to do this.
2. Defendants propose to arbitrarily close all-black schools (Carver
and Anderson) as a means to desegregate, thus placing the sole burden on
Negro students. Such practices are violative of plaintiffs' rights under
the due process and equal protection clauses of the Fourteenth Amendment
to the Constitution of the United States.
3. Defendants propose the continued use of general freedom of choice
plans permitting students to transfer out of racially mixed schools into
racially segregated schools, thus perpetuating the racially segregated
system now in existence.
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4. Defendants proposed feeder system continues to assign Negro students
from elementary schools to Negro junior high schools and senior high schools
and white elementary students to white junior high and senior high schools.
Such practices perpetuate the racially segregated system now in existence.
5. The continued geographic zoning now in existence and as proposed by
the defendants merely perpetuates a racially segregated system.
6. Defendants propose no steps to correct the racial pattern in the
faculty assignments in the schools. Defendants further propose to continue
all other operations as they presently exist.
Plaintiffs respectfully submit that on the basis of the foregoing, the
plan is not sufficient to comply with defendants' constitutional responsibilites.
Plaintiffs further submit that defendants should be immediately directed to
prepare a new plan which will completely desegregate the schools and to
implement such plan during this school year.
WHEREFORE, plaintiffs respectfully pray that the modified plan of the
defendants be rejected; that the defendants be directed to prepare a new plan
immediately which will completely desegregate the schools in the system; that
defendants be directed to implement such new plan forthwith and no later than
April 1, 1970; that the Court award plaintiffs their costs herein and grant
such other and further relief as the Court may deem the plaintiffs entitled.
Respectfully submitted,
/S/ J. LeVonne Chambers______________________
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
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M0TI0N FOR EXTENSION OF TIME
FOR DOCKETING CASE ON APPEAL
Plaintiffs, by their undersigned counsel, respectfully move the Court
for an extension of time in which to do cket their appeal from the Order
entered by the Court in this case on February 17, 1970 and, as grounds
therefor, plaintiffs show the Court the following:
1. On February 17, 1970, the District Court entered an Order denying
plaintiffs' motion for a preliminary injunction in this cause, refusing to
direct the defendants to present a plan for complete desegregation of the
public schools of Wins ton-Salem/Forsyth County and refusing to direct that
such plan as approved by the Court be immediately implemented.
2. On February 18, 1970, plaintiffs noted an appeal. The Notice of
Appeal was filed in the Clerk's office on February 19, 1970.
3. The plaintiffs have now been advised by the reporter that he will
not be able to complete the transcript for submission to the Clerk and sub
sequent submission to the Court of Appeals within the time required by the
Rules. The transcript of the hearing on plaintiffs' motion for preliminary
injunction is essential for appropriate review of the appeal.
WHEREFORE, plaintiffs respectfully pray the Court that the time for
docketing this cause on appeal be extended for a period of sixty (60) days
as provided by Rule 11(d) of the Federal Rules of Appellate Procedure.
Respectfully submitted,
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York
Attorneys for Plaintiffs
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ORDER
This cause coining on to be heard before the undersigned upon motion of
plaintiffs for an extension of time for docketing their appeal in this cause
in the Court of Appeals and it appearing to the Court that there is good
cause therefor,
IT IS, THEREFORE, ORDERED that the time for docketing the appeal in this
cause be and it is hereby extended to and including the 11th day of May, 1970.
/S/ Eugene A. Gordon_______________
JUDGE, UNITED STATES DISTRICT COURT
A Time Copy
Teste:
Herman Amasa Smith, Clerk
By:
/S/ Judy A. Mabe
Deputy Clerk
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MOTION FOR EXTENSION OF TIME TO
DOCKET RECORD ON APPEAL
Catherine Scott, et al., appellants herein, respectfully move the
Court for an extension of time in which to docket their appeal, filed in
this cause on February 19, 1970 from an Order of the District Court denying
their Motion for Preliminary Injunction and as grounds therefor, respectfully
show the Court the following:
1. This action was instituted by Negro plaintiffs on October 2, 1968.
The plaintiffs sought an order requiring the complete desegregation of the
Winston-Salem/Forsyth County Public Schools. On December 17, 1969, the
plaintiffs moved the Court for a preliminary injunction pursuant to the
decision of the United States Supreme Court in Alexander v. Holmes County
Board of Education, 396 U.S. 19 and the decision of this Court in Nesbit v.
Statesville City Board of Education, __F.2d__ (4th Cir. Dec. 2, 1970).
2. On February 17, 1970, the District Court entered a Memorandum and
Order, denying the Motion of the plaintiffs for preliminary injunction and
accelerating the matter for a final hearing on the merits. Plaintiffs then
noted their appeal. On March 20, 1970, plaintiffs moved the District Court
for an extension of time to docket the case on appeal because the reporter
was unable to complete the transcription of the hearing on the Motion for
Preliminary Injunction within the forty (40) day period allowed for
docketing the record on appeal. The District Court entered an Order on
March 26, 1970, extending the time to and including the 11th day of May in
which to docket the case on appeal. This constituted the full ninety (90)
-105-
day period permitted by Rule 11(d) of the Federal Rules of Appellant
Procedure for an extension of time by the District Court for docketing
the record on appeal.
3. This matter has now been heard on the merits. The hearing on the
merits was completed on April 30, 1970. During the hearing on the merits,
the parties requested the Court to consider not only the evidence then
introduced but also the evidence introduced by the parties on the Motion
for Preliminary Injunction. The complete record is now before the District
Court and consists of several exhibits, answers to interrogatories, depositions
and approximately seven (7) days of oral testimony. Thus, part of the
record now being considered by the District Court would be necessary for
docketing the record on appeal. Additionally, some of the issues involved
in the appeal for the denial of the Motion for Preliminary Inunction may
be affected by the Court's ruling in this matter on the merits. If an
appeal becomes necessary from the Court's ruling in this matter on the
merits, it could be considered along with the appeal from the Order denying
the Motion for Preliminary Injunction.
WHEREFORE, appellants respectfully pray that the Court extend the
time for them to docket the record on appeal to and including the 15th
day of July, 1970.
Respectfully submitted,
/S/ J. LeVonne Chambers_________________
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina
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JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York
Attorneys for Appellants
MOTION GRANTED FOR THE COURT - BY DIRECTION
/s/ Samuel W. Phillips CLERK
A True Copy, Teste:
Samuel W. Phillips, Clerk
By: Beverly M. Newell
Deputy Clerk
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MEMORANDUM AND ORDER
GORDON, District Judge
The plaintiffs in the complaint filed in the cause allege that the public
schools in the Winston-Salem/Forsyth County Administrative Unit are operated
on a racially discriminatory basis in that, among other, attendance zones
are gerrymandered to promote discrimination, teachers are assigned to schools
where the majority of the students are of the teachers' race, school bus
routes are established to perpetuate segregation, school lunch programs are
operated on a discriminatory basis both as to quantity and quality,
discriminatory practies are engaged in through the hiring of teachers, special
schools are established to favor whites, vocational schools are established to
favor whites, curricula of the Negro schools are inferior to white. Succinctly,
it might be said that it is contended that in all respects a dual system is
being operated. Generally, the prayer of the complaint requests the complete
desegregation of the schools and for preliminary and permanent relief.
The action was instituted on October 2, 1968. Following the filing of
the complaint, on November 19, 1968, plaintiffs moved to amend the complaint.
This motion was allowed. Again on January 13, 1969, the plaintiffs moved to
amend the complaint. This motion was denied. Discovery by the parties ensued
promptly and several motions, including motions for summary judgment by the
defendants other than the Winston-Salem/Forsyth County Board of Education,
and objections were filed.
On December 17, 1969, the plaintiffs filed a motion for preliminary
injunction. Prior to the filing of the motion, no request, other than the
usual request contained in complaints filed in this type action, was made to
the Court to hear the matter regarding the issuance of a preliminary
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injunction. Faced with a heavy schedule of cases already set for trial, but
nevertheless feeling that the hearing of the motion should be given seme
priority, Court schedules were rearranged and the hearing on the motion began
January 9, 1970. At the conclusion of the day on January 9, 1970, the hearing
was recessed to begin again January 21, 1970. On February 17, 1970, the
plaintiff's motiJon for preliminary induction was denied by an order of the
Court containing findings of facts and conclusions of law. Since all the
evidence presented at the hearing on the matter of the preliminary injunction
is germane to the resolution of issues now before the Court, those findings
of facts contained therein will be repeated and expounded upon in this
memorandum opinion.
The Court and counsel realizing the urgency for consideration of the
issues raised, expedited the hearing of the matter on the merits with full
cooperation of counsel representing all parties by dovetailing hearing days
on rather short notice into already established court calendars. The hearing
on the merits was concluded on April 30, 1970, at which time briefing
schedules were established. The record of the hearing is voluminous,
consisting of 1,334 pages of transcript and 128 exhibits. The hearings
on the preliminary injunction motion and merits lasted nine days.
The Court having considered the evidence presented, briefs and arguments
of counsel, makes the following findings of fact and conclusions of law:
FINDINGS OF FACT
1. The Consolidated System
Prior to 1963 there were two school systems in Forsyth County. The
Winston-Salem School Administrative Unit had jurisdiction over all schools
within the corporate limits of the City of Winston-Salem. The Forsyth County
School Administrative Unit had jurisdiction over all schools in Forsyth County
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outside the corporate limits of the City of Winston-Salem. Pursuant to a
special act of the General Assembly (Chapter 112, 1961 Session Laws) and by
vote of the people of Forsyth County, the two systems were consolidated as
of July 1, 1963.
2. Geographical and Statistical Data
The Winston-Salem/Forsyth-County Board of Education has jurisdiction
over and is responsible for the operation of all public schools in Forsyth
County, North Carolina. Forsyth County is roughly rectangular in shape, its
longest East-West dimension being about 26 miles and its longest North-South
dimension being about 20 miles. It comprises 424 square miles. The estimated
current population of the County is 235,000, of whom approximately 22.5% are
non-white. Winston-Salem, the principal city in Forsyth County, comprises
57.5 square miles; it is located in the south-central part of the County and
has an estimated current population of about 152,000. Other communities in
Forsyth County include: Kernersville, an incorporated town, population about
4,200, located about ten miles east of Winston-Salem; Walkertown, unincorporated,
population about 1,240, located northeast of Winston-Salem; Rural Hall, unin
corporated, population about 1,500, located about 10 miles north of Winston-
Salem; Lewisville, unincorporated, located northwest of Winston-Salem; and
Clemmons, unincorporated, population in excess of 2,000, located about 10 miles
west of Winston-Salem. Most of the black population of the County resides in
the northern, eastern, and to some extent, southern portions of the City of
Winston-Salem. Less than 10% of the County's population, outside the City of
Winston-Salem, is black.
There are 67 schools in the Winston-Salem/Forsyth County System. Of these,
42 are elementary schools, 15 are junior high schools and 10 are senior high
schools.
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Two of the elementary schools, the Children's Center and The Children's Home,
are privately owned and operated. The Winston-Salem/Fcrsyth County School
System provides faculty for these two schools. As of December 19, 1969,
there were 50,455 students and 2,099 full-time members of the teaching staff
in the Winston-Salem/Forsyth County School System. Of these students, 36,521
(72.57.) were Oriental and 7 were Spanish. Of the faculty 1,535 were white,
561 were Negro, 1 Oriental and 2 Spanish.
The following is a chart showing the name and racial make-up of the
schools in this System as of December 19, 1969:
TABLE I
Elementary Schools
Name of School
Students
Negro White Total
Percentage of
Negro Students
Ardmore 7 588 595 1.18%
Bolton 1 520 521 .19%
Brown 663 0 663 100. %
Brunson 135 544 679 24.82%
Carver Crest 477 0 477 100. %
Carver 706 3 709 99.58%
Children's Center 4 46 50 8. %
Children's Home 0 180 180 0 %
Clemmons 14 973 987 1.42%
Diggs 609 0 609 100. %
Easton 146 191 337 43.32%
Fairview 693 0 693 100 %
Forest Park 20 647 667 3. %
Fourteenth Street 583 0 583 100 %
Griffith 0 1020 1020 0 %
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Name of School Negro White Total
Percentage of
Negro Students
0 %Ibraham 0 361 361
Kemersville 36 1116 1152 3.13%
Kimberley Park 778 0 778 100. %
Konnoak 1 550 551 .18%
Latham 7 419 426 1.64%
Lewisville 29 602 631 4.6 %
Lowrance 726 12 738 98.24%
Mebane 504 0 504 100. %
Mineral Springs 48 833 881 5.45%
Moore 0 439 439 0 %
North Elementary 689 0 689 100. %
Oak Summit 30 657 687 4.37%
Old Richmond 41 309 350 11.71 %
Old Town 99 1189 1288 7.61 %
Petree 49 281 330 14.85 %
Rural Hall 50 871 921 5.43%
Sedge Garden 7 939 946 .74%
Sherwood Forest 1 822 823 .12%
Skyland 483 0 483 100. %
South Fork 2 691 693 .29%
South Park 4 536 540 .74%
Speas 2 997 999 .20%
Union Cross 3 659 662 .45%
Vienna 12 423 435 2.76%
Walkertown 91 917 1008 9.03%
Waughtown 0 360 360 0 %
Whitaker 7 608 615 1.14%
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Junior High Schools
Percentage of
Name of School Negro White Total Negro Students
Anderson 517 0 517 100. 7»
Carver 240 0 240 100. %
Dalton 0 831 831 0 7.
Glenn 2 771 773 . 267»
Griffith 0 525 525 0 7.
Hanes 500 13 513 97.477.
Hill 41 530 571 7.187.
Jefferson 1 815 816 .127.
Kennedy 1042 1 1043 99.907.
Kemersville 24 500 524 4.567.
Mineral Springs 28 890 918 3.057.
Northwest 107 960 1067 10.037.
Paisley 552 0 552 100. 7.
Philo 19 638 657 2.897.
Southwest 19 1248 1267 1.507.
Walkertown 45 622 667 6.757.
Wiley 183 626 809 22.627.
* * * * * * *
Senior High Schools
Anderson 402 0 402 100. 7.
Atkins 1135 0 1135 100. 7.
Carver 240 0 240 100. 7.
East 65 1474 1539 4.227.
Mt. Tabor 1 1219 1220 .087.
North 305 1461 1776 17.277.
Parkland 61 1461 1522 4.017.
Name of School Negro White Total
Percentage of
Negro Students
14.89%Reynolds 255 1458 1713
West 23 1056 1079 2.13%
Continuing Education 53 9 62 85.48%
Central Rehabilitation
Center 186 166 352 52.84%
During the 1969-1970 school year, of the 67 schools in the system,
there are 9 all-black elementary schools, 1 all-black junior high school and
3 all-black senior high schools. There are 5 all-white elementary schools,
2 all-white junior high schools and no all-white senior high schools. In
the 49 schools in which there is some degree of racial mix, it runs the gamut
from schools with 1 white and the rest black to schools with only 1 black and
the rest white. The 49 schools also include those (Skyland, North Elementary
Hanes Junior High and Lowrance) which were formerly all-white and which are
now black or predominantly black because of the change in the residential
patterns of the neighborhood served by the school.
3. History of Pupil Assignments by the Local Board
Winston-Salem, Charlotte and Greensboro were the first comnunities in
North Carolina to admit a Negro child to a formerly all-white school. This
was done in 1957. In that year one child transferred to Reynolds High School
During the years that followed, the number of Negro pupils attending formerly
all-white schools as a result of the approval of requests for such transfer
were as follows:
1958 4
1959 8
1960 10
1961 18
1962 44
Beginning in 1963 the idea prevailed that desegregated school systems
should no longer keep official records of a pupil's race. As a result the
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number of pupils by race is not available for 1963 and 1964. Since 1965
HEW has required such information, and the information has been obtained from
the principal of each school in order to comply with their requirement; the
HEW reports,which are the only racial records available since 1965, show
that the number of black students attending predominantly white schools in
years subsequent to 1964 were:
1965 509
1966 1246
1967 1486
1968 2155
1969 2016
Blacks also attend schools which are predominantly black, but not all black.
For example, in the current school year (1969-70), there are 3,160 blacks
attending such schools, in which the total number of white students is 193.
As can be seen, the number of children attending desegregated schools
has steadily increased through the years. After the passage of the Civil
Rights Act of 1964, the school system consistently adhered to guidelines set
up by the Department of Health, Education and Welfare. HEW representatives
visited the school system and approved the system's desegregation plans and
attendance area maps on each occasion until litigation ensued when, by reason
of the school system's involvement in litigation, the submission of plans
was not required.
The integration achieved during the years 1965-1969 resulted primarily
from three things:
A. Elimination of the only remaining overlapping attendance zone and of
the only remaining overlapping bus route. (Carver School had been built to
accommodate all Negro children (grades 1 through 12) in Forsyth County who
resided outside Winston-Salem. Prior to 1965 those who desired to do so were
permitted to continue at Carver with school bus transportation being provided
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for them. By 1965 Carver School was given specific, non-overlapping attendance
zone lines and school bus transportation to and from outside the Carver zone
was dicontinued.)
B. Establishment of a geographic attendance zone plan, with free choice
of transfer. Under this plan, which was approved by HEW, each child was
assigned to the school inthe zone in which he lived. This would normally
be the school nearest where he lived. Then every child was given the privilege
°f transferring to any other school in the system, so long as there was room
to accommodate him. No transportation was afforded. The capacity of each
school was predetermined. Under the regulations, if there were more applicants
than could be accommodated, priority was given on the basis of the proximity
of the child's residence to the school. And any child who could not be
accommodated at the school of his first choice, could go to some other school,
of his own choosing, where there was room available. Plaintiffs do not contend
that any child has been denied the privilege of transferring to a school of
his choice; in fact certain of the plaintiffs have done so.
C. Closing of Paisley High in 1968 and redrawing attendance boundary lines
so as to assign its pupils to North Forsyth and Reynolds (predominantly white)
and to Atkins High (black) with the beginning of the 1968-69 school year.
Furthermore, in March, 1968, the voters of the Winston-Salem/Forsyth
County Administrative Unit voted 24.8 million dollars in bonds for school
constr uction and equipment. Initial projects proposed for the use of this
money would have resulted in approximately 1,475 Negro students being re
assigned to predominantly white schools. Pending litigation against the
School Board caused a loss of marketability of these bonds, and consequently
these plans have had to be delayed. An offer by the School Board to the
plaintiffs to spend the proceeds only after Court approval was rejected.
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4. The Predominantly Black Schools
Name of
School
TABLE II
Date of Initial
Construction^
Percentage of Negroes
In Attendance Zone^
Brown 1914 90-100%
Carver Crest 1950 90-100% (encompasses part of a
census tract which is 20-29.99%)
Diggs 1953 80-89.99%
Fairview^ 1962 90-100%
14th Street 1922 90-100%
Kimberly Park 1925 90-100%
Lowrance^ 1955 90-1007. (encompasses part of a
census tract which is 0-9.99%)
Mebane 1928 80-89.99%
North"’ 1923 90-1007. (contains part of a census
tract which is 80-89.997.)
Skyland^ 1923 90-1007. (contains part of a census
tract which is 30-39.997.)
Carver 1950 90-100% (contains part of a census
tract which is 10-19.997.)
Anderson 1958 80-89.997.
Hanes^ 1930 90-100%
Kennedy 1963 90-100%
Paisley 1957 90-1007. (contains part of a census
tract which is 20-29.99%)
Atkins 1930 90-1007.
These are the dates when the first construction was begun on the particular
site. In most cases additional construction has taken place since the date
which has been noted. For example, Kimberly Park was destroyed by fire and
was completely rebuilt on the same site in 1966.
2
This data was obtained by the use of Plaintiff's Exhibits No. 29 and 42.
Prior to 1960, this school had an all-white student body.
3
Approximately four years ago, this neighborhood and school were predominantly
white. There was a rapid transition to black for two years, but this has
since slowed down.
5
This school was predominantly white until 1964.
6
This school was predominantly white until the 1940's.
Until 1965 this was a predominantly white junior high school. Then, over a
period of about three years, it shifted to predominantly black.
The geographic attendance zone for Diggs Elementary School (609 black and
0 white) is bordered on the west by the attendance zone for Latham Elementary
School (7 black and 419 white); on the south by a section of the South Park
Elementary zone (4 black and 536 white); and on the east by a small section
of the Forest Park Elementary zone (20 black and 647 white). These lines as
they are drawn are not arbitrary. The boundary line dividing Diggs and Latham
is Main Street (Highway 52) which is a divided four lane thoroughfare which is
heavily traveled and constitutes a hazardous area, particularly during the
morning rush hours. The southern and eastern boundaries of Diggs, separating
it from South Park and Forest Park, run through an industrial area which is
approximately three blocks wide. Generally, Diggs serves a housing project
which is located close to the school. This is a thickly populated small zone
and access from without the zone would be difficult without the construction
of structures to overcome the obstructions.
Both Carver Crest (477 black and 0 white) and Kimberly Park (778 black
and 0 white) and Kimberly Park (778 black and 0 white) are bordered to the
west by the Brunson zone (135 black and 544 white). The western boundary of
Carver Crest runs along the property of the Methodist Children's Home; this
property is mostly undeveloped and has no roads passing through it. The
western boundary of Kimberly Park runs along the northern sector of the
Brunson district. This particular area within the Brunson district supplies
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Brunson with a very small part of its pupil population. It contains a golf
course and a business district, as well as a sparsely inhabited residential
area in which there are few children. Also contained in this northern sector
is the acreage of the Children's Home.
Mebane Elementary (504 black and 0 white) is bordered on the east and
part of the south by Forest Park (20 black and 647 white). The southern
portion is marked by a railway. The eastern border has been established along
Stadium Drive (Highway 311 and 109) which is a major access route into the
city. This is a four lane, undivided thoroughfare.
Forest Park also borders the southern portion of the Skyland Elementary
district (483 black and 0 white). This boundary is drawn along the Southern
Railway lines and on both sides of the railroad there is light to medium
industry. Skyland is bordered on the east by the Petree Elementary district
(49 black and 281 white). This line follows roughly the old city limits
(Skyland was a part of the city system and Petree was a part of the county
system until consolidation in 1963). The area through which the line runs
is not well developed. The Petree district has been redrawn under the
School Board's plan which will be dealt with later in this opinion. Skyland,
as has been noted preiously, was at one time an all-white school.
Lowrance Elementary (726 black and 12 white) is bordered on the north
by the Mineral Springs (48 black and 833 white), Oak Summit (30 black and
657 white), and Ibraham (0 black and 361 white) district. As was noted
previously, the Lowrance district has changed generally from white to black
in the last four years. The district lines have not been changed in that
time. Since these two districts are modified by the School Board's proposed
Pupil Assignment Plan for 1970-71, this general area will be dealt with under
the Court's discussion of that plan.
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The same will be done with the Carver district, which has been extensively
revamped under the Board's plan for 1970-71.
The Brown Elementary zone (663 black and 0 white) borders on the southwest
portion with that of Brunson Elementary (135 black and 544 white). This line
is drawn through the heart of the Winston-Salem business district and there
are few, if any, students living in this area.
North Elementary (689 black and 0 white) is surrounded on all sides by
the zones of predominantly or all-black schools, with the exception of a small
part of the southwest border which is contiguous with the Brunson zone. The
neighborhoods are black on both sides of this line.
Fairview Elementary (693 black and 0 white) and Fourteenth Street
Elementary (583 black and 0 white) are totally surrounded by other predom
inantly black or all-black schools.
Anderson Junior-Senior High (943 black and 0 white- approximately 400
senior high students) has previously encompassed and been fed by the Mebane
Elementary and Diggs Elementary zones. Under the Board's proposed pupil
assignment plan for 1970-1971, the senior high school would be discontinued
and the structure would be used for a junior high school only. The junior high
school zone would be left intact and the projected enrollment figures are
541 black and 0 white.
Paisley Junior High School (552 black and 0 white) is presently being
fed by the Kimberly Park and Carver Crest schools. It borders the Wiley Junior
High zone (183 black and 666 white) which includes Brunson Elementary. For a
description of the boundary lines see the discussion under the elementary
schools.
Hanes Junior High School (500 black and 13 white) is being fed by Lowrance
and North elementary schools. Until around 1964 or 1965, this was a predomi
nantly white school. The shift to predominantly black was a gradual one over
a three year period.
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Kennedy Junior High School (1042 black and 1 white) is fed by Brown,
Fairview, Fourteenth Street, and Skyland elementary schools. Kennedy is located
close to Brown Elementary and is completely surrounded by all black neighbor
hoods .
The Carver Junior High zone has been extensively modified under the
Board's proposed plan for 1970-1971 and will be discussed at a later point
in the opinion.
There were during the 1969-1970 school year three predominantly black
senior high schools. Two of these, Carver and Anderson, also contained
junior high school plants within the same building. Under the Board's pro
posed plan for 1970-1971, the senior high school operations in both these
schools would be discontinued, thus leaving only one all-black senior high
school in the system. That would be Atkins (1135 black and 0 white) which is
being fed totally by Kennedy Junior High. Atkins, as Kennedy, is located in
a heavily populated, all-black section of the city.
All sixteen of these predominantly or all-black schools in operation
during the 1969-1970 school year were compacted in an area 31/2 miles at its
widest point and 5 miles at its longest point. This area encompasses
densely populated, black neighborhoods.
5. The Predominantly White Schools
The vast majority of the remaining city schools, located in the west
and southern portions of Winston-Salem are predominantly white. The attendance
zone located in the northwestern central part of the city encompassed by
Brunson Elementary, Wiley Junior High and Reynolds Senior High is an exception.
In Brunson, partly due to geographical zoning, but in large part due to the
exercise of freedom of transfer, the black percentage of the student body is
24.827. Wiley Junior High School has 22.627. black student body; and Reynolds
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ifigh School has 14.89/. black student body. Another exception is Easton
Elementary which is located in the southern part of the city. It has a
percentage of 43.32% black contained in its student body. This is due to a
predominantly black community which lives nearby the school site. Petree
Elementary, which is adjacent to Skyland in the eastern part of the city, has
14.857o of its student body black. In the northwestern portion of the county,
serving an area which is rural and agriculturally based, old Richmond Elemen
tary has 11.71/o blacks in its student body. Located in the northern central
part of the county, in a district which includes North Elementary, Lowrance
Elementary and Part of Kimberly Park Elementary, North High School has a
black student enrollment which comprises 17.27% of the total student body.
All the remaining predominantly white schools in the system have less
than 10/o blacks in their respective student bodies. A complete redrawing of
the geographical attendance zones would not enhance the situation substan-
tially because of the peculiar situation involved. This system encompasses
highly urbanized and industrialized areas, suburban areas, and rural and
completely undeveloped areas. The vast majority of the black students in
the system live generally in the northern and eastern parts of the city.
Without substantial cross-bussing, there would be no way in which to cause
any great degree of racial mixing.
6. The Proposed Plans
A. The Larsen Plan
Plaintiff's expert witness, Dr. Jack L. Larsen, a professor at Rhode
Island College, first testified during the hearings on the matter of a prelim
inary injunction. At that time he presented an approach to racial mixing
which, he thought, the School Board could use. If this approach had been
implemented, more than one-fourth of the schools in the system would have
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remained with the same attendance zones or pupil assignments and some all-black
and all-white schools would remain. He concluded, at that time, that,
considering the size of the County and the residential patterns, his plan
would accomplish a unitary school system; that it would not be practicable
to transport pupils the distances that would be required in order to mix the
races in all schools.
Dr. Larsen returned to testify during the hearing on the merits. With
more time and with the use of additional data furnished him, he had developed
a comprehensive plan which would result in a racial mix in all the schools in
the system.
The proposal submitted to the Court by Dr. Larsen (see Appendix A) calls,
generally, for the division of this system's elementary schools into three
categories, i.e., the "inner city" elementary schools, the "middle rim” ele
mentary schools, and the "outer rim" elementary schools. Dr. Larsen applies
the satellite concept in his treatment of the "inner city" and "outer rim"
schools. The usual situation would be one "inner city" school linked up with
two "outer rim" schools. Then, instead of the present concept of an elementary
school containing grades one through six, the two "outer rim” schools would
service grades one through four, each drawing off students in those grades
from the "inner city" school. The "inner city" school would serve all students
from the three schools who were in grades five through six. Since the "inner
city" schools are predominantly black, this would necessitate the transportation
of young black children for two-thirds of their elementary education for
distances of from five to seventeen miles. A rough average of the distances
to be traveled under this particular phase of the plan would be nine miles with
approximately 6.025 elementary students requiring additional transportation
under the satellite concept.
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Dr. Larsen suggests the use of express buses with adult drivers to make
the trip between the schools involved. This would necessitate the students
going to the school now serving their geographical zone and there being picked
up by an express bus to be motored to the satellite school. In the county
areas, this would mean that an individual student would have to be picked up
by a local school bus, driven by a student driver, taken to a nearby school
and await the departure of the express bus. To alleviate the time problem,
Dr. Larsen stated that the opening and dismissal hours should be staggered
in the "outer rim" and "inner city" schools.
The fifteen remaining elementary schools are classified by Dr. Larsen
as the "middle rim" schools. Each school within this group would house grades
one through six. These schools would be divided into four groups and the
existing attendance zone lines separating the schools within the same group
would be abolished. Pupil assignment would be made based upon the following
criteria: (1) nearness to the school, and (2) the desired racial composition
of the particular school. Admittedly, this segment of the plan could not be
effectively carried out without the use of pupil locator maps, which are not
presently available. Due to the lack of these maps, Dr. Larsen could not be
too definite about the actual distribution of students to the individual
schools in these areas. But in order to achieve an acceptable degree of
mixing, according to his definitions, more than likely there would have to
a substantial degree of busing within this "middle rim" group.
Attendance on the secondary level could then be adjusted by the judicious
use of feeder systems from the modified elementary schools. Here also pupil
locator maps would be necessary.
Through the use of this plan, Dr. Larsen would hope to attain, as close
as possible, an average of 27.57. black in every student body in the system
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For an example of how the "inner city" - "outer rim" system would work,
take Group # 4. This is the Rural Hall-Oak Summit-Carver Crest combination.
Assuming staggered starting times of 8:30 for the "outer rim" schools and
9:00 for the "inner city” schools, the black first through fourth graders
would have to arrive at the Carver Crest School at a time adequate to
enable them to travel either the 11 miles to the Rural Hall or the 6 miles
to Oak Summit. Then 200 would board buses to go to Rural Hall and 118 would
embark on their way to Oak Summit. The 159 fifth and sixth graders, living
now not more than one-half mile from Carver Crest would arrive about an hour
later to begin their school day. Meanwhile, 306 fifth and sixth graders
would be gathering at Oak Summit and another 307 would be waiting at Rural
Hall to catch their express busses into Carver Crest. Since a large number
of the students attending County Schools have to utilize transportation
furnished by the school system in order to travel to the school in their
district, this would necessitate two bus rides for these children, i.e.,
one from their home either to Rural Hall or Oak Summit, and then another one
to Carver Crest. In the afternoon, the black students would be express-bussed
back to Carver Crest when their day ended at 2:30. At 3:00 the white fifth
and sixth grades attending Carver Crest would leave to return to their respec
tive outlying schools. Here another problem arises. There would have to be
transportation afforded these students so that they could get from Oak Summit
or Rural Hall back to their home. This would mean that the School Board would
either have to invest in even more buses or let those white first through
fourth graders who finished school at 2:30 wait until the express busses
returned at 3:30 or later before they could be transported home.
The intricacies of this plan demonstrate the extreme difficulties involved
in any attempt to attain an approximate racial mix in every school in the
system.
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The Court finds that the undue burden which would result from the implementation
of the Larsen plan, not only upon the School Board, but vastly more important,
upon the students, both black and white, within this system, far outweighs any
benefits which might be derived therefrom.
Furthermore, another aspect of this plan might be noted. In Beckett v. School
Board of the City of Norfolk, 308 F. Supp. 1274 (E.D.Va. 1969), Judge Hoffman
discussed the testimony of Dr. Thomas F. Pettigrew whom the Court categorized
as "undoubtedly the most outstanding and knowledgeable person in the field
of sociology and race relations as related to education." Dr. Pettigrew
testified that although he was a "racial integrationist," it was his opinion
that the greatest single correlate of achievement in the public schools was
the social class of the students attending the individual schools. He
considered race, standing along, a secondary factor. This Court takes cogni
zance of the fact that the particular race of a student should not be the
sole factor in making a determination in this case. And for this reason also the
Court does not accept the plan tendered by the plaintiffs. Additional consi
derations are necessary in order to view the situation in its totality and
proceed on a course which has as its goal quality education for all the students
of this system.
B. The School Board Plan for 1970-1971
The school board presented a Pupil Assignment Plan for 1970-1971 to the
Court on February 16, 1970. (See Appendix B). It retained the freedom of
choice provisions which had been used in previous school years under the
geographical attendance zone system, with the following modifications in
transfer policies and in attendance zones. Priority would be given to
those students who desired to transfer from a school in which their race was
in a majority to a school in which their race would be in the minority, in
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other words, majority to minority requests. These requests would be honored
until a school had reached an attendance level of 10% over its normal rated
capacity. The normal rate capacities had been re-evaluated and adjusted
upward in this plan. Also included under this plan for majority to minority
transfers was the offer of free school bus transportation for students so
desiring who lived one and one-half miles or more from the school which they
planned to attend. The majority to minority requests would be given first
priority until June 1, 1970, at which time, and up to August 28, 1970, requests
would be considered on a priority system based on the date of receipt of the
request without regard to race. No transportation would be furnished to
these students. Also no request for transfer to a school would be granted
if that school had already reached its normal rated capacity.
Also, under the board s plan, Anderson, an all-black combination
junior and senior high school, would be converted into a junior high school
only and the approximately 400 senior high school students would be assigned
to Parkland, a nearby, predominately white, senior high school.
The major change effected by the board's plan was the conversion
of Carver, a predominately black school serving levels of kindergarten through
grade 12, into a junior high school. Two contiguous, predominately white
elementary attendance zones were redrawn to absorb the lower grades at Carver.
These were the Mineral Springs, Oak Summit and Ibraham district and the Petree
• In turn, the junior high school attendance zones were redrawn with
the result that Carver Junior High School would have a majority white student
body. The 212 senior high school students who would have normally gone to
Carver were reassigned to two predominately white senior high schools, North
and East, whose attendance zones were adjacent to the old Carver zone.
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Moreover, because of the changes in the Carver district, another
elementary attendance zone which had contained three elementary schools
(Ibraham, Mineral Springs and Oak Summit) was redistricted into three distinct
zones, one of which, Mineral Springs, now includes a section of a predominately
black attendance zone Lowrance). This means that those Lowrance students
would attend Mineral Springs Junior High rather than Hanes Junior High.
Table III reflects those approximate changes if the School Board
plan were to be implemented.
TABLE III
Elementary School 1969
Black
-7 0
White
Black
Percentage
1 9 7 0 -7 1
Black White
Black
Percentage
Carver 706 3 9 9 . 587. Discontinued
Ibraham 0 361 0 . 007. 235 361 3 9 . 437.
Lowrance 726 12 9 8 . 247. 558 11 9 8 . 067.
Mineral Springs 48 833 5 . 457. 175 706 1 9 . 847.
Oak Summit 30 657 4 . 377. 95 700 1 1 . 957.
Petree 49 281 1 4 . 857. 146 309 3 1 . 397.
Junior High
Schools
Anderson 541 0 1 0 0 . 007. 541 0 1 0 0 . 007.
Carver 287 0 1 0 0 . 007. 190 340 3 5 , 857.
Hanes 50 0 13 9 7 . 477. 42 3 13 9 7 . 027.
Mineral Springs 28 890 3 . 057. 127 67 8 1 5 . 777.
Walkertown 45 622 6 . 757. 46 4 3 3 9 . 607.
Senior High
Schools
Anderson 40 2 0 1 0 0 . 007. Discontinued
Carver 240 0 1 0 0 . 007. Discontinued
East 65 1474 4 . 227. 112 14 74 7 . 067.
North 305 1461 1 7 . 277. 40 5 1461 2 1 . 707.
Parkland 61 1461 4 . 017. 49 7 14 53 2 5 . 497.
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7. Faculty Desegregation
On January 14, 1970, the Winston-Salem/Forsyth County Board of
8
Education, by resolution, and without Court order, initiated a plan to
further desegregate the faculty in the school system effective January 23,
1970, in accordance with the guideline established in Nesbit v. The Statesville
City Board of Education. 4 Cir., 418 F.2d 1040 (1969). The plan went into
effect on January 26, 1970.
approximately 26 percent of the total are black teachers. Now the proportion
of Negro teachers, with two exceptions brought about by appeals to the
School Board, in each school approximates the proportion of black teachers
to white teachers in the whole system. Beginning with 1964, the Board
first assigned teachers across racial lines, and this practice has increased
each year as follows:
1970, involved a transfer of approximately 425 teachers. Nevertheless, the
number of teachers teaching across race lines by assignment of the Board had
8
While this Court did on January 19, 1970, enter an order directing the Board
to integrate the faculty in accordance with the mandate of Nesbit, such should
not mitigate in the least the Board's action, as the Court's action was prompted
by press reports that action was about to ensue to enjoin the teacher
reassignment plan of the Board.
Approximately 2,100 teachers are employed in the system, and
1964 8
1965 12
1966 107
1967 124
1968 199
1969 296
The reassignment plan for teachers, put into effect on January 26,
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increased steadily over some years and by 1969 was approximately 15 percent,
i.e., 296 out of 2,100.
In order to effect a plan of faculty desegregation, a committee of
17 people from within the system was formed. Various exceptions were made
and any teacher falling in one of these exceptions could not be transferred.
Those teachers and other personnel that would be excluded were:
(a) anyone who would be 65 by July 1, 1971;
(b) principals and assistant principals approved by the
school board;
(c) special education teachers and those who worked with
the retarded and handicapped;
(d) the one teacher in the experimental program;
(e) those already teaching across racial lines;
(f) continuing education instructors;
(g) those teachers involved at Central Rehabilitation;
(h) music teachers and librarians would be placed in a
separate pool;
(i) the principals could select 20% of their original faculty
to remain, so that a nucleus could be retained at each school.
For a complete tabulation of the results of the faculty desegregation
plan for the year 1970 see Appendix C. For the purposes of this tabulation,
Central Rehabilitation and the Children's Center were eliminated because
there were no teachers who could be matched with others in order to make
an exchange -- these teachers have students who are physically handicapped.
There are four teachers who are provided by the system. The Board has no
control over the actual operation of the facility. Central School is primarily
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for handicapped students at the junior and senior high school level.
At the elementary school level the ratio of black to white faculty is
29.987 black to 70.027, white. The range within which the black faculty
ratio spans under the reassignment plan is 16.677, at the Children's Home
to 38.467 at North Elementary. (At the Children's Home the plan had been
originally to assign a third black teacher, but there was a resignation).
At the junior and senior high schools (excluding the combination
schools, i.e., Anderson (7-12), Carver (7-12) and Mount Tabor (9-12) for
the black faculty is 19.947, at Dalton to 33.337 at Kennedy. The range at
the senior high school level is 14.47, at East to 31.257, at Atkins.
In the combination schools of Anderson and Carver, the adjustment
of ratios was made difficult because of the small size of the student bodies
and the wider range of subjects which an individual on the faculty would have
to teach. Therefore, under the plan, the Anderson faculty was 407, black and
the Carver faculty was 45.837, black.
8. Transportation
Generally speaking, no transportation is provided at the present
time for pupils attending schools in the City of Winston-Salem. Transportation
is provided for pupils who attend schools outside the 1957 corporate limits
of the City of Winston-Salem and who live 1 1/2 miles or more from school,
but no transporation is provided for pupils attending schools inside the
1957 corporate limits of the City. The school system has 216 buses, and
transports about 18.104 pupils each day at an annual cost of approximately
$370,000.00. $110,000.00 is paid by the Local Board, the remainder by the
State Board. All bus routes are designed to serve the pupils in the school
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attendance area in which the bus is assigned. Pupils are assigned to
buses without regard to race or color. Buses do not pick up pupils
outside the attendance boundaries of the school served by the bus.
However, if a pupil transfers to a school outside his own attendance
area he may catch a school bus at any regular pick-up point within the
attendance area of the school to which he transfers. A pupil who resides
less than 1 1/2 miles from school may also catch the bus at any regular
pick-up point.
The case of Sparrow v. Gill, 304 F.Supp, 86 (M.N.D.C. 1969),
decided by a three-judge court, will require the State of North Carolina
to eliminate the 1957 corporate boundary limitation and to either provide
transportation only outside municipalities or to all students who live
more than a specified distance from school, without regard to corporate
boundaries. The injunction ordered as a result of this opinion will be in
effect at the beginning of the 1970-71 school year. It is apparent from
information gained through the news media that funds will be available for
intra-city transportation during the 1970-71 school year.
9. Curriculum
The curriculum in the elementary and junior high schools is
basically the same. The curriculum in the senior high schools is based upon
the demand for the various courses which are offered each year in the spring.
Some of the courses given in the predominately white high schools are not
given in the predominately black schools and vice versa. Every student
who expresses a desire to take any course not offered in his particular high
school is contacted personally and arrangements are made to allow him to take
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that course. This may be done by having him transferred to a school offering
the course or be allowing him to go to that school for the specific purpose
of taking the course. There is no evidence that by increasing the number of
Negroes attending school with whites, the opportunity of any students to
take any course would be enhanced.
The greatest variation in curriculum occurs in those schools in
low-income areas which receive additional funds through Title I of the
Elementary and Secondary Education Act for a variety of special reading
and other compensatory education programs. These programs are concentrated
in 17 schools, 15 of which are predominately or all black. The current
year's budget for Title I programs is $863,419.00, which when divided among
the 2,817 eligible pupils results in a per pupil expenditure of $306.00.
Title I programs are directed at eligible students, rather than eligible schools,
but they can be more effectively administered when the eligible students
are concentrated in a relatively small number of schools. Further, some of
the programs have residual benefits for pupils who are not themselves eligible.
In addition, the School Board operates or proposes to implement several other
programs that will be concentrated in the predominately Negro schools. At
least one of these programs, the Model Cities Education Program, with a budget
of $696,704.00 and a per pupil expenditure of $898.00 is directed at eligible
schools rather than eligible pupils and would be administered in the North
Elementary School no matter who attended it.
Pupils receiving the benefit of teaching aids and materials and
of concerted compensatory or remedial programs under Title I,ESCA, are
receiving educational benefits not currently available throughout the system.
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10- Athletics and other Activities
All school connected services, facilities, athletics, activities
and programs are open to each student on a desegregated basis. A student
assigned to a new school is not subject to any disqualification or waiting
period for participation in activities and programs, including athletics.
Interscholastic athletic competition is open to all schools
without discrimination. The predominately white schools engage in athletic
competition with the predominately or all-black schools.
H ’ The Racial Make-Up of Neighborhoods and Public Housing
It has not been shown that the School Board's plan of geographic
zoning was established in any way by reference to the race of the inhabitants
of the various zones. When the Board decided to discontinue Paisley Senior
High School, new zone lines were deliberately drawn to increase integration
at Reynolds and North High Schools. Four schools have changed in their
racial makeup since they were opened, three of these since I960. These
four are Skyland, Lowrance, North Elementary and Hanes Junior High School.
These schools were formerly all-white and are now black or predominately
black because of change in residential make-up of the neighborhoods.
However, unless people are required to live in "racial balance," the
homogeneous quality of zones will be constantly changing. The population
shifts show conclusively that black citizens have been able to acquire
residences in those areas inhabited by white citizens, limited only by their
economic ability and desire to do so. In early days, ordinances were
adopted to restrict the areas in which Negroes could reside, but the
ordinances have not been enforced, nor have they had any apparent effect
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upon the movement of Negroes into other areas. The factors affecting the
movement or lack of movement by Negroes have not been legal in nature, but
rather, sociological and economic. As early as 1914, the Supreme Court of
North Carolina in State v. Darnell, 166 N.C. 300, 81 S.E. 338 (1914), a case
involving the City of Winston, held such an ordinance unconstitutional.
Another attempt at racially oriented zoning was made in 1930, but this also
was struck down by the North Carolina Supreme Court in 1940. Clinard v.
City of Winston-Salem. 217 N.C. 119, S.E.2d 867. There is no evidence
as to whether or not either ordinance was ever enforced, but, regardless of
that, none of the area zoned for whites in 1912 ordinance is occupied by
whites today, and much of the area zoned for whites in the 1930 ordinance
is now occupied by blacks. Further the urban area of Winston and of the Winston-
Salem of those days was but a fraction of the 57.5 square miles which comprise
the City today. Plaintiffs' evidence showed, and the Court finds, that sub
stantial population shifts occurred between 1960 and 1969, clearly demonstrating
that blacks have been able to acquire places of residence in areas in which
whites have traditionally lived in Winston-Salem.
William H. Andrews, Director of Community Services for the local
Redevelopment Commission, and a member of the black race, testified that the
Commission followed a strictly nondiscriminatory policy in locating places of
residence for persons displaced by urban redevelopment and had done so since
1961 when the local Commission was organized; that blacks have not been
denied access to any area by reason of race; that the Commission receives
real estate listings throughout Winston-Salem and has assisted over 1500
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families, all black, to relocate wherever they wished.
A number of public housing or redevelopment projects have been
completed in Winston-Salem in the last several years, underwritten with
federal funds for those in low income brackets. Among such projects are:
Happy Hill Gardens, Kimberley Park Terrace, Piedmont Park and Cleveland
Avenue Homes. In these four projects are 1,538 units, rentable to all
races. These projects are located in now predominately Negro neighborhoods
in response to the demand for housing there and are occupied predominately
by those of the Negro race. In resettling displaced Negro families,
practically all such families requested officials of the housing authority
to seek homes for them in the same locality from which they were displaced.
The School Board has no control as to the location or to the occupancy
of these federally subsidized projects. Thus the federal government acts
to meet a housing need in a community without regard to "housing balance,"
and multiplying many times the difficulty for the School Board to
accomplish a "balance."
12. Operation, Direction and Control of the
Winston-Salem/Forsyth County School System
In addition to the Winston-Salem/Forsyth County Board of Education,
the plaintiffs also named as defendants the Board of County Commissioners of
Forsyth County, the North Carolina State Board of Education, and Dr. Charles
F. Carroll, State Superintendent of Public Instruction. (Dr. Craig Phillips
succeeded Dr. Carroll as Superintendent and under Rule 25 (d)(1) of the
Federal Rules of Civil Procedure was automatically substituted as a party
defendant.)
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The evidence shows that both the Forsyth Board of County Commissioners
and the State of North Carolina appropriate funds based on a budget prepared
by the local School Board. These appropriations are made on a statistical
and nondiscriminatory basis. The local School Board directs, controls and
supervises the school system and is so vested with such power and authority
by Chapter 115 of the General Statutes of North Carolina.
The evidence in this case is totally devoid of proof that the schools
in this school system are administered and controlled by other than the
Winston-Salem/Forsyth County Board of Education. Even if by inference it
could be deducted that there is some control, then there is no showing of
discrimination by either the Forsyth County Board of Commissioners, the
State Board of Education or by the State Superintendent of Public Instruction.
The Court finds as a fact that whatever relief the plaintiffs may
be entitled to pursue can be sought just as expeditiously, and whatever
remedies the plaintiffs may be entitled to receive can be enacted just as
effectively through their suit against the local School Board. The local Board
is the focal point in the operation of this school system.
DISCUSSION
The Board must maintain the ratio of black to white faculty members
of each school in approximately the same ratio as the ratio throughout the
system. Nesbit v. The Statesville Board of Education. 4 Cir., 415 F.2d 1040
(1969). Though there are numerous specific allegations of discrimination in
practically all facets of the operation of the schools, basically the issues
arising from the evidence and for the Court to decide are the following:
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As provided under the Pupil Assignment Plan
of the Board for the school year 1970-71:
(1) has the Board used all reasonable means
to integrate the schools in their jurisdiction,
and (2) has the Board taken adequate measures
to assure that no pupil is excluded from any
school on the basis of race?
It is concluded that Swann, et al. v. Charlotte- Mecklenburg
Board of Education, et al., 4 Cir., __F.2d__ (decided May 26, 1970) dictates
that these are specific issues that must be resolved as to those school plans
involving large black residential areas where the Board contends that all
schools cannot be integrated by using reasonable means.
It is no longer a matter of dispute that school boards have a duty
to convert to a unitary school system in which racial discrimination is eliminated
"root and branch." Green v. School Board of New Kent County, 391 U.S. 430,
437, 20 L.ed.2d 716, 88 S.Ct. 1689 (1968). Then more recently, in Alexander
v. Holmes County Board of Education, 396 U.S. 19, 20, 24 L.ed2d 19, 90 S.Ct.
_____(1969), a unitary school system was defined as one "within which no person
is to be effectively excluded from any school because of race or color."
After Alexander, in Northcross v. Board of Education of Memphis, __U.S.__,
25 L.ed 2d 246, 90 S.Ct. 891 (1970), the Chief Justice in a separate but
concurring opinion recognized that the definition of a unitary system set forth
in prior cases leaves open some practical problems such as, among others,
"to what extent transportation may or must be provided to achieve the ends
sought by prior holdings of the Court."
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Green established that all facets of a school system, six in number,
must be desegregated, i.e., student bodies, faculty, staff, transportation,
extracurricular activities and facilities. The evidence demonstrates, and the
Court so finds, that the Winston-Salem/Forsyth County Board of Education is
operating this system in compliance with five of the six divisions of school
operation, leaving only the question of student composition.
While it is not conceded by the plaintiffs that the Board has
always acted in "good faith," it is significant that:
(1) In 1957, the Winston-Salem Board of Education (before the
merger of the County and the City systems in 1963) starting
with Reynolds High School, one of the outstanding high
schools in this State, started a program of desegregation.
In the 1969-70 school year, Reynolds pupil population con
sisted of 255 blacks and 1456 whites;
(2) Negroes consistently served on the respective Board prior
to the merger of the two systems and on the Winston-Salem/
Forsyth County Board since the merger.
(3) The number of children attending integrated schools has
steadily increased through the years.
(4) HEW consistently and without exception approved the plan of
operation of the system until litigation ensued when,
by reason of the litigation, the submission of plans was not
required.
(5) After the decision in Nesbit, the Board moved voluntarily
to integrate the faculty in the ratio of black to white as
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there spelled out. Prior thereto, there was substantial
faculty integration.
(6) The Board initiated and supported a bond election resulting
in 24.8 million dollars being voted in March, 1968, for bonds
for school construction and equipment. As is done in most
cases, and wisely so, where large sums of money are voted,
definite and specific plans for the expenditure of the entire
24.8 million dollars were not made. This makes sense when
large sums are voted requiring much time for planning and
execution of the plans. Such sums seldom can be prudently
spent at once and are best utilized in segments. Initial
projects proposed for the money would have resulted in increased
integration in the schools. The bonds are not now marketable
by reason of the litigation and none have been sold. When the
issues in this litigation, and in Allen (formerly Atkins)
v. North Carolina State Board of Education, et al. (M.D.N.C.
#C-72-WS-68) can be resolved, the Board plans to build two
high schools with part of the proceeds from these bonds, one
in the northeast quadrant of the administrative unit and the
other in the southeast quadrant. Atkins High School, a school
now serving all-black students could then be closed.
(7) The Board has sought and received advice and help from various
study groups and experts in devising reasonable procedures
and plans to desegregate the schools and to further the total
educational program.
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(8) The Board has diligently sought and received funds from
available sources to establish and promote special education
programs. Most of the funds received have been spent in the
predominantly black schools.
(9) The Board closed Paisley Senior High School and reassigned
the pupils to increase racial mixing.
(10) It has gerrymandered zone lines to promote desegregation.
(11) It operates its athletics program on an integrated basis.
Upon the Board rests the burden to demonstrate that the school
buildings attended only by black children and only by white children are
not the result of discrimination and meet the reasonableness test. Undoubtedly
the Board has made a determined effort to overcome the many problems concerned
with the desegregation of the schools. The question is has it done enough.
Given adequate buses and personnel, the schools certainly could be put in
"racial balance." While the evidence does not show how many students must
be bussed to implement the Larsen plan, a study of the exhibits leaves no
doubt that massive bussing would be required if the plan were adopted. It
is the conclusion of the Court that constitutional principles do not require
the extreme measure necessary to effect a "racial balance" in all the
schools in this system required by the Larsen plan or such other plan as
will accomplish a racial balance.
One can easily discern that neither the children nor parents of
either race object to the mixing of the races, but there is fervent objection
to wholesale bussing by both races, black and white, children and parents.
Such groundless usurpation of time and expenditure of school funds is un
warranted and difficult of explanation. This is not to intimate that popular
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objections can dictate the requirements of the Constitution.
Under the pupil assignment plan for 1970-71, students are assigned
on the basis of geographic attendance zones with free transfer but to promote
further integration, it is provided that
(1) priority be given to requests for transfer from a school
in which the pupil's race is in the majority to a school
where the pupil's race is in the minority;
(2) majority to minority requests are to be honored even though
such results in overcrowding, up to 10 percent above the
normal rated capacity of the school; and
(3) free school bus transportation is available to pupils who
make majority to minority transfers if they live on and
one-half miles or more from the school to which they transfer.
Upon consideration of the Board's freedom of transfer policy, it is
concluded that while the above provisions tend to promote integration, the
continuation of the policy of permitting any child to transfer may be
expected to encourage resegregation. The Board's policy should be altered
so that a pupil who is a member of a minority race in the geographic attendance
zone of that pupil's residence shall be assigned to the school in the geographic
attendance zone of his residence and shall not be allowed to transfer to
a school in a zone where he would be in a majority racial enrollment. There
should be an exception to this rule in special education programs and in special
individual hardship cases.
The schools m the subject school system were built on the then
acceptable premise of locating the schools where the children were located.
It is clear that the neighborhood concept cannot be approved if residence in
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neighborhood is denied to black pupils on the ground of color. Brewer v.
School Board of City of Norfolk, 4 Cir., 307 F.2d 37, 42 (1968), but on the
other hand, it is equally clear that now residence cannot be denied in any
neighborhood because of race or color. Closely allied with the neighborhood
school concept is geographical zoning, as provided in this system. Geographical
zoning is an approved method for the assignment of pupils, but such may not
serve as a guise to foster racial segregation.
The Board strenuously contends that there has been no gerrymandering
of the zone boundaries, and that the attendance zones are drawn based on
nonracial criteria except where efforts were made to increase integration.
On the other hand, the plaintiffs contend that the attendance zones are
drawn to foster racial segregation. The Court finds no evidence to support
the contention of the plaintiffs. Instead, it appears that the boundaries
of the zones are drawn so that the pupils attend the school nearest their
residence, recognizing natural boundaries, barriers and obstacles that
might endanger the children, such as heavily traveled streets. Nevertheless,
as will be later pointed out, there are two areas in the school system which
the Court concludes will not meet the "reasonableness test" established in
Swann, et al. v. Charlotte-Mecklenburg Board of Education, et al., supra.
While the record is not replete with proof that there has been
private discrimination, the Court fairly must accept as fact that earlier
there has been some private discrimination in the sale and pruchase of
property located within the school system. There is evidence that more than
twenty years ago ordinances existed in the City of Winston-Salem defining
areas where black and white could live. However, these ordinances have long
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since been declared unconstitutional9 and have never been really enforced
■Tones v. Alfred H. Mayer Co., 392 U.S. 409, 20 L.ed. 2d 1189, 88 S.Ct.
2186, dec'd in 1968, bars all racial discrimination, public and
privstG, in the sa.le and rental Oi property.
State v. Darnell, 166 N.C. 300, 81 S.E. 338 (1914) held a 1912
Ordinance of the City of Winston providing for segregation of
the races unenforceable in that the ordinance was adopted without
authority. Also, a 1930 zoning ordinance providing for segregation
was removed in 1940.
Clinard v. City of Winston-Salem, 217 N.C. 119, 6 S.E. 2d 867.
certainly not in the last two decades. The evidence is that several neighborhoods
in the City of Winston-Salem have changed from all-white or predominately
so to predominately black, to-wit, the Bon Air area, the area surrounding
the Old City Hospital, and an area in northeast Winston-Salem. An area known
as Morningside Manor, located in the southeastern part of the City of Winston-
Salem, developed within the last fifteen years, more or less, is inhabited
by both blacks and whites. Areas surrounding North Elementary School and
Hanes Junior High School have changed from predominately white to predominately
black. Within the last three weeks, a feature story appeared in the local
daily paper ohowing photographs of Negro families living in the western and
northwestern sections of the City.
The reasonable conclusion to be drawn from the evidence is that even
though in times there has been some discrimination in the sale and rental
of property, the concentration of the Negro population in the northeastern
quadrant of the City has been caused by economic factors and the desire of
blacks to live in the areas where they do live rather than in white or
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predominately white areas. This conclusion is confirmed by the fact that in
resettling displaced blacks as a result of public housing projects that
without exception the Blacks asked to be resettled in the same area they
lived, that is, in black or predominately black areas even though other
areas were open. The concentration of blacks cannot be fairly attributed
to public and private discrimination, and it is concluded that the housing
patterns are not the result of such discrimination. In any event, where de
jure segregation has been eliminated and de facto segregation remains, there
surely must come a time when the stigma of de jure segregation is removed,
certainly so in this situation, particularly in those areas once populated
by whites and now all-black or predominately black.
In a school system where so many black pupils attend school with white
pupils, where in each school black and white teachers work hand in hand, and
where athletes, black and white, make up the teams in the majority of the
schools, it is difficult to believe that a Negro child seeing this, as he must,
would believe that a dual system of schools is being operated.
The plethora of decisions in the area of school integration
indicates the difficulty in determining what constitutes an effective dis
establishment of a dual school system. The formulation of definite rules
and guidelines is difficult, if not virtually impossible. The task facing
the nation, not merely the South, is to respond and continue to respond
to the Brown decision in the light of the circumstances in each case. The
Board in the subject case has shown a consistent approach toward a unitary
system. Its actions have not been haphazard and belated, responding only
after judicial and administrative coercion. While good faith cannot be a
substitute for effective desegregation, good faith is a vital element
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in properly evaluating local judgment in devising compliance plans.
Orderliness brings stability and stability promotes the educational process,
the education of children being the polar star of any properly run school
system.
The plaintiffs cite Green, among other cases, as authority for their
position. The fact situation here is vastly different. There were only
two schools in New Kent County, one white and one black. Buses met or passed
each other en route to school, carrying either all black pupils or all white.
Dual bus routes were the rule. The residences were mixed with no concentration
of black citizens in any particular area. The distinction between the
system in New Kent County and the system here is obvious and needs no elaboration.
The decision of this Circuit in Swann v. Charlotte-Mecklenburg
Roard of Education, et al.. supra, applies "the test of reasonableness" and
must be followed in arriving at a decision in this case. Though as set
forth in the findings of fact herein, there are natural boundaries which
tend to support the zones provided for Diggs Elementary, Kimberly Park
Elementary and Cook Elementary (Carver Crest), it is the opinion of the Court
that by redrawing the zone lines, pairing, clustering, or using other methods
available to the Board, that a reasonable integration could be accomplished
in each of these schools. Under the proposed plan of the Board for these
schools for the 1970-71 school year, each of the aforementioned schools remain
with an all-black enrollment. Practical difficulties cannot alter constitutional
requirements, and it is concluded that by reasonable means, considering the
proximity of these schools to adjoining white areas, white enrollment in
each of the three schools can be accomplished. The problems involved in doing
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so are not in any manner comparable to the problems involved in changing
the racial composition of schools such as Brown, Fourteenth Street, Mebane
and others. It is recognized that in order to accomplish an integrated
student body at Diggs, Kimberly Park and Cook there will of necessity be
changes in the racial composition in other schools.
CONCLUSIONS OF LAW
1. The area attendance zones of each school in the Winston-Salem/
Forsyth County School Administrative Unit have been drawn without dis
crimination as to race or color and with due regard to all circumstances
existing in each school area. Nevertheless, all reasonable means as required
by Swann v. Charlotte-Mecklenburg Board of Education, supra, have not been
utilized to change the racial composition at Diggs Elementary, Kimberly Park
Elementary and Cook Elementary (Carver Crest).
2. Under the plan of operation submitted by the Board for the 1970-71
school year, there will result some all-white and some all-black schools.
This fact, however, will not invalidate the plan because the large black
residential areas in the City of Winston-Salem are such that reasonably all
schools cannot be integrated. Remedies other than Court imposed are available
to correct this situtation, e.g., the more extensive use of the right of
transfer or changes in the residential pattern, or both.
3. Upon proper compliance with the direction of the Court herein
with reference to Diggs Elementary, Kimberly Park Elementary, Cook Elementary
(Carver Crest) no person will be excluded from any school because of race or
color.
. w
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4. The plan of the Board for the operation of the three schools
mentioned in Paragraph 3 first above does not comply with recently enunciated
constitutional principles in this Circuit, and the racial composition in
these schools must be changed.
5. Except in the area of pupil composition, the Board's plan
effects a unitary system.
6. In accordance with Finding of Fact No. 12, the action should be
dismissed as to the defendants Board of Commissioners of Forsyth County,
North Carolina State Board of Education and Dr. Craig Phillips, State Superinten
dent of Public Instruction.
7. The Board's freedom of tranfer policy should be altered so that
a pupil whose race is in a minority in the school to which he is assigned
under the plan of assignment shall not be allowed to transfer to a school in
a zone where he would be in a majority racial enrollment with due consideration
given to the exceptions stated in the'foregoing Memorandum.
8. The revised plan for the-1970-71 school year should include such
innovative programs as the Board can devise to increase contact between the
races.
9. The Board must continue faculty assignments previously ordered.
10. To further refine its unitary system, the Board should forthwith
proceed to plan for the construction of the two high schools, one in the north
east quadrant of the administrative unit and one in the southeast quadrant.
In addition to the above enumerated conclusions of law, the Court
incorporates herein by reference those conclusions of law appearing in the
section of this Memorandum entitled "Discussion" and which are not specifically
set forth by number in this section.
-148-
O R D E R
Pursuant to the foregoing Memorandum, it is ORDERED and DECREED
1. The Winston-Salem/Forsyth County Board of Education file
a revised plan for the operation of its schools within twenty
(20) days of the date of this Order.
2. The revised plan shall include the following:
(a) A provision that a pupil whose race is in a minority in
the school to which he is assigned under the plan of assignment
shall not be allowed to transfer to a school in a zone where
he would be in a majority racial enrollment. Excepted from
this rule will be those students in special education
programs and special individual hardship cases.
(b) Reasonable integration of Diggs Elementary, Kimberly Park
Elementary and Cook Elementary (Carver Crest).
(c) A summary of innovative programs to increase contact
between the races.
3. The Winston-Salem/Forsyth County Board of Education will
forthwith proceed to formulate, adopt and execute plans for the
construction of one high school in the northeast quadrant of
the school administrative unit and one in the southeast quadrant.
4. The action is dismissed as to the defendants, Board of
Commissioners of Forsyth County, North Carolina State Board of
Education and Dr. Craig Phillips, State Superintendent of Public
Instruction.
5. Within seven (7) days after the Board has filed the revised
that:
-149-
plan, the plaintiffs will file such exceptions, if any,
as they desire.
6. Unless specific demand is made for further hearing
within three days after the filing of exceptions or thirty
days after the date of this Order, whichever shall first
occur, the Court will enter an Order relative to the
revised plan.
7. Since prompt action is essential, such order as shall
be entered by this Court after the filing of the revised
plan shall remain in full force and effect unless modified
by an order of this Court or the United States Court of
Appeals for this Circuit.
/S/ Eugene A. Gordon_______
United States District Judge
June 25, 1970
A True Copy
Teste:
Herman Amasa Smith, Clerk
By:
/S/ Wayne S. Everhart
Deputy Clerk
Jk. \J ~~
APPENDIX A
A- SUGGESTED PLAN FOR DESEGREGATION
OF THE
WINSTON-SALEiVFCRSYTH COUNTY PUEL1C SCHOOLS
J . L . L a rs e n , P h .D .
P r o fe s s o r o f E d u c a t io n
Rhode I s la n d C o l le g e
P a r t I -151-
E l e m e n t a r y S c h o o l D e s e g r e g a t i o n
O b je c t iv e s
The s u g g e s te d p la n f o r c o m p le te e le m e n ta ry s c h o o l d e s e g r e g a t io n
i s based upon f u l f i l l m e n t o f th r e e b a s ic o b je c t iv e s .
1 . A l l e le m e n ta ry s c h o o ls i n th e d i s t r i c t w i l l be d e s e g re g a te d .
2 . Q u a l i t y e d u c a t io n w i l l be m a in ta in e d and in c re a s e d as
th e d i s t r i c t moves to w a rd I n te g r a te d e d u c a t io n .
3 . T o t a l e le m e n ta ry s c h o o l d e s e g re g a t io n w i l l be accom
p l is h e d w i t h a m inim um o f p u p i l t r a n s p o r t a t i o n . In a sm u ch
as p o s s ib le s tu d e n ts w i l l a t te n d th e s c h o o l n e a r e s t t h e i r
hom es, c o n s is te n t w i t h o b je c t iv e # 1 a b o v e .
D e f in i t i o n s
F o r p u rp o s e s o f t h i s s u g g e s te d p la n th e f o l l o w in g d e f i n i t i o n s
W i l l a p p ly r
1 . A d e s e g re g a te d s c h o o l is one in w h ic h th e r a c i a l com po
s i t i o n o f th e s tu d e n t body r e f l e c t s w i t h i n a ra n g e o f
t e n p e rc e n ta g e p o in ts th e r a c i a l c o m p o s it io n o f t h a t g ra d e
l e v e l i n th e d i s t r i c t as a w h o le . ( I t i s w o r th n o t in g
t h a t t h i s was th e l o g i c a l fo rm u la on w h ic h th e B o a rd
based i t s f a c u l t y d e s e g re g a t io n p o l i c y . )
2 . A s e g re g a te d s c h o o l i s one i n w h ic h th e m in o r i t y ra c e
c o n s t i t u t e s le s s th a n te n p e rc e n t o f th e s tu d e n t b o d y .
3 . A r a c i a l l y m ixed s c h o o l i s one i n w h ic h th e m in o r i t y
ra c e o f th e s tu d e n t body is more th a n 10/i o f th e t o t a l
b u t le s s o r more th a n th e ra n g e a p p r o p r ia te f o r a d e s e g r e
g a te d ' s c h o o l.
A p p ro a c h to S c h o o l D e s e g re g a t io n
T h is p la n a p p ro a ch e s th e ta s k o f d e s e g re g a t in g e le m e n ta ry
e d u c a t io n th ro u g h a c a t e g o r i z a t io n o f th e f o r t y e le m e n ta ry s c h o o ls
p r e s e n t ly i n th e s ys te m
-152-
1 .
2 .
3 .
4.
C a te g o ry / / I c - n be c a l le d th e " in n e r c i t y " s c h o o ls These
a re s e v e n e le m e n ta ry s c h o o ls , each w i t h i t s own a t e nd an
a re a i n th e in n e r c i t y o f W in s to n -S a le m . Each o f th e s e
T a ^ e L t 0 t a l l y K e g r° i n U S S tu a 9 n t P o p u la t io n ! See
^ be c a l le d th a " m id d le r im " s c h o o ls . T h e re a re f i f t e e n e le m e n ta ry s c h o o ls i n t h i s c a te g o ry fo r m in g
a r im b o r d e r in g o r s u r r o u n d in g th e " in n e r c i t y " s c h o o ls
T h r e e .o f th e s e a re p r e d o m in a n t ly to t o t a l l y N e g ro . Tw e lve
a re p re d o m in a n t ly t o e x c lu s iv e ly w h ite s c h o o ls ! See T ^ b le 2
C a te g o ry #3 can be c a l le d th e " o u te r r i a " s c h o o ls T h e re
a re t h i r t e e n e le m e n ta ry s c h o o ls i n t h i s c a te g o r y ! A l i a s
p re d o m in a n t ly w h ite s c h o o ls . See T a b le 3 . 7
The th re e c a te g o r ie s above a c c o u n t f o r a l l b u t f i v ° elemen
t a r y s c h o o ls i n th e d i s t r i c t . Those s c h o o ls and t h e i r
d i s p o s i t i o n a re to be a c c o u n te d f o r as f o l lo w s : :
K onnoak and E a s to n a re to be p a ir e d i n o r d e r to
a c h ie v e d e s e g r e g a t io n . See b e lo w .
O la Town and O ld R ichm ond e le m e n ta ry s c h o o ls
w i l l re m a in u n to u c h e d . E ach w i l l c o n t in u e
to s e rv e i t s p re s e n t a t te n d a n c e a re a .
C a rv e r E le m e n ta ry S c h o o l w i l l be c lo s e d o u t .
S tu d e n ts i n th e p re s e n t C a rv e r e le m e n ta ry a t t e n
dance a re a w i l l be a s s ig n e d to v a c a n t spa ce s
( S °0 ) * P e tre e ( IS O ) , and Oak S um m it
U 0 0 ) . The C a rv e r b u i ld in g w i l l become a s e c o n
d a ry s c h o o l h o u s in g g ra d e s 1 0 ^1 2 . (See th e " s e c o n
d a ry " s e c t io n o f t n is r e p o r t . )
a,
T a b l e 1
- / -
" I n n e r C i t y " E l e m e n t a r y S c h o o l s
S c h o o l ^ P re s e n t E n r o l lm e n t S i t e C a p a c ity Y e a r o f
W h ite N egro T o ta l A creage C o n s t r u c t io n
B row n 0 663 663 1 6 .0 830 1914
C a rv e r C re s t 0 477 477 9 .5 636 1950
F a ir v ie w 0 693 693 1 5 .2 720- 1962
F o u r te e n th S t . 0 583 583 8 .0 1046 1922
Me bane 0 504 504 5 .Q 546 1928
S k y la n d a 483 483 1 9 .8 750 1923
N o r th 0 689 689 1 3 .5 870 1923
*A 11 e n r o l lm e n t f i g u r e s on t h i s and s u b s e q u e n t ta b le s
w e re d ra w n fro m th e Decem ber 1969 e n r o l lm e n t a a ta
r e le a s e d by th e B o a rd o f E d u c a t io n .
-154-
" M id d le R im " S c h o o ls
S c h o o l P re s e n t E n r o l lm e n t S i t e Y e a r o f
W h ite N egro T o ta l A c reage Capac i t y C o n s t r u c t io n
T a b l e 2
D ig g s 0 609 609 1 2 .0 733 1953
'K im b e r ly P a rk 0 778 778 7 .4 720 1966
'Low ra n e e 12 726 738 6 .5 696 1955
A rdm ore 586 - 7 593 7 .7 705 1929
B ru n s o n 540 135 675 7 .5 720 1959
F o r e s t P a rk 647 20 667 1 7 .6 728 1924
Ib ra h a m 361 0 361 2 5 .0 505 1956
La tham 415 7 422 1 2 .5 564 1957
M in e r a l S p r in g s 832 48 880 1 2 .0 870 1948
M oo re 438 Q 438 9 .0 746 19 5Q
P e tre e 280 49 329 1 1 .Q 487 1923
'S h e rw o o d F o r e s t 822 1 823 2 L .0 , 720 1962
S o u th P a rk 536 4 540 1 2 .8 715 1922
Speas 996 2 998 16 .0 . 755 1961
. “W h ita k e r 608 7 615 1 9 .0 708 1954
^ • K C a r v e r E lem ..
7073 2393 9466
9 350 35®
7073 2743 9816
* C a rv e r E le m e n ta ry S c h o o l w i l l be c lo s e d . 350 o f i t s s tu d e n ts
w i l l be a s s ig n e d to s c h o o ls i n t h i s c a te g o r y . I t is s u g g e s te d
t h a t 200 be a s s ig n e d t o Ib ra h a m and 150. to P e t r e e .
T o t a l w h i te s tu d e n ts i n " M id d le R im " a t te n d a n c e a re a s - - 7073
T o t a l N egro s tu d e n ts i n " M id d le R im " a tte n d a n c e a re a s - - 2743
£ N egro s tu d e n ts — 2 7 .9 %
T a b l e 3
-155-
MO u t e r R i m " E l e m e n t a r y S c h o o l s
S c h o o ls P re s e n t E n ro l lm e n t
h i: i i W h ite N egro T o ta l
S i t e
A creage
Y e a r o f
C a p a c ity C o n s t r .
B o l to n
Clemmons
G r i f f i t h E l .
K e r n e r s v i l le
w i s v i l l e
*O a k Sum m it
R u r a l H a l l
Sedge Gardens
S o u th F o rk
U n io n C ross
V ie n n a
W a lk e r to w n
W aughtow n
52 Q 1
972 14
1020 0
1111 36
602 ’ 2 9
657 230
671 50
935 7
691 2
659 3
423 12
916 92
358 2
521 1 0 .Q
986 1 2 .0
102Q 1 2*0
1147 1 3 .5
631 1 0 .0
887 3 0 .6
921 2 3 .0
942 1 1 .0
693 1 7 .0
662 1 0 .0
435 2 4 .0
1008 1 8 .0
360. 1 9 .0
480 1966
890 1925
1160. 1927
1130 1926
726 1947
939 1929
875 1923
9 20 1919
595 1928
655 1927
595 1956
1108 1924
393 1954
* I t i s s u g g e s te d t h a t 200 o f th e C a rv e r E le m e n ta ry
be a s s ig n e d t o Oak’ S u m f iit '\B le m e n ta ry : S c h o o l. The
above in c lu d e th e s e C a rv e r s tu d e n ts .
s tu d e n ts
f ig u r e s
The P ro b le m and th e M ethod o f D e s e g re g a t io n
-156-
I n l i n e w i t h th e o b je c t iv e s c i t e d e a r l i e r th e p la n a t te m p ts
t o d e s e g re g a te e le m e n ta ry e d u c a t io n i n th e m ost l o g i c a l m a n n e r, em
p lo y in g th e l e a s t am ount o f p u p i l t r a n s p o r t a t i o n and u t i l i z i n g th e
p re s e n t s c h o o l b u i ld i n g s . E s s e n t ia l l y th e a p p ro a c h to th e o b je c t iv e s
i s tw o -p ro n g e d .
1 . The f i r s t p ro n g o f th e p la n d e s e g re g a te s tw e n ty o f th e
d i s t r i c t ' s e le m e n ta ry s c h o o ls th ro u g h c o m b in in g th e s e v e n
b la c k s c h o o ls o f th e " in n e r c i t y " w i t h t h i r t e e n p re d o m i
n a n t ly w h i te s c h o o ls o f th e " o u te r r im . " T h is a p p ro a c h
r e s u l t s i n tw e n ty s c h o o l b u i ld in g s i n w h ic h th e s tu d e n t
p o p u la t io n ra n g e s fro m 2 3 / N egro to 3 6 / N e g ro . The p la n
i s s p e l le d - o u t l a t e r i n t h i s r e p o r t u n d e r th e s e c t io n e n
t i t l e d " I n n e r C i t y /O u te r R im ." See T a b le s 1 ana 3 f o r
a l i s t i n g o f th e s c h o o l b u i ld in g s In v o lv e d i n th e a p p ro a c h .
2 . The second p ro n g o f th e p la n d e s e g re g a te s th e s ix t e e n
s c h o o ls o f th e " M id d le R im " th ro u g h a r e a ra w in g o f th e
s c h o o l a t te n d a n c e a re a b o u n d a r ie s . These s c h o o l a t te n a a n c e
a r e a s , c o n t ig u o u s to e ach o th e r b u t now la r g e ly s e g re
g a te d by r a c e , house a t o t a l o f 9816 s tu d e n ts . O f t h i s
n um be r, 2743 o r 2 7 . 9 / a re N e g ro . T h ro u g h use o f a p u p i l
lo c a t o r map and c o m p u te r p ro g ra m s th e s e s c h o o l a t te n d a n c e
a re a s can be r e d i s t r i c t e d by p u p i l a s s ig n m e n t t o a p o in t
w he re each b u i l d i n g w o u ld house a s tu d e n t p o p u la t io n
o f 1 7 / - 3 7 / N e g ro . I n la r g e p a r t th e s e b u i ld in g s can
re m a in " w a lk - in " s c h o o ls a lth o u g h some m in o r s h u t t l e
b u s s in g may be r e q u i r e d . (C a rv e r E le m e n ta ry S c h o o l
m ust be c o u n te d as one o f- th e s ix te e n in o r d e r to
a c c o u n t f o r i t s s tu d e n ts . I t has been recommended t h a t
th e C a rv e r E le m e n ta ry S c h o o l be c lo s e d and th e b u i l
d in g become a s e c o n d a ry s c h o o l h o u s in g g ra d e s 7 - 1 2 ) .
In n e r C i t y / O u t e r R im " C o m b in a tio n s
T h is s e c t io n o f th e p la n o u t l in e s th e c o m b in a t io n s o f s c h o o ls
o f th e in n e r c i t y and o u te r r im in su c h a way as to a c h ie v e d e s e g re
g a t io n . T h is r e s u l t s i n s e v e n g ro u p in g s o f th r e e s c h o o ls i n e ach
g ro u p . W i t h in each g ro u p th e " in n e r c i t y " s c h o o l becomes a 5 t h - 6 t h
g ra d e s c h o o l and each o u te r r im s c h o o l becomes a l s t - 4 t h g ra d e s c h o o l.
- 7 - -157-
P re s e n t a t te n d a n c e a re a l i n e s a re n o t re d ra w n . F ig u re s u se d a re
th o s e p r e s e n t ly l i s t e d f o r th e a tte n d a n c e a re a c i t e d , and i n
p r o p o r t io n t o th e num ber o f g ra d e le v e ls . T a b le 4 p re s e n ts th e
d a ta and g r o u p in g s .
T a b le 4
" I n n e r C i t y /O u te r R im " G ro u p in g s
G roup #1
W aughtown E le m e n ta ry S c h o o l — C a p a c ity - 393
fro m W aughtown a t te n d a n c e a re a a l l
s tu d e n ts i n g ra d e s 1 -4 ----- 240.
fro m Mebane a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 ----- 120
36Q (3 5 # N e g ro )
U n io n C ross E le m e n ta ry S c h o o l — C a p a c ity -6 5 5
fro m U n io n C ro ss a t te n d a n c e a re a a l l
s tu d e n ts i n g ra d e s 1 -4 - — 441
fro m Mebane a tte n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 ----- 212
653 (3 2 # N e g ro )
Mebane E le m e n ta ry S c h o o l C a p a c ity -5 4 6
fro m Mebane a t te n d a n c e a re a a l l
s tu d e n ts i n g ra d e s 5 -6 - - 172
fro m W aughtown a t te n d a n c e a re a
a l l s tu d e n ts g ra d e s 5 -6 — 120
fro m U n io n C ro ss a tte n d a n c e a re a
a l l s tu d e n ts g ra d e s 5 -6 — 221
513 (3 3 # N e g ro )
- o -
T a b l e 4 ( c o n t . )
-158-
f ro m S . G ardens a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 628
fro m S k y la n d a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 200
- 8 28 (24% N e g ro )
G r o u p # 2
S e d g e G a r d e n s E l e m e n t a r y S c h o o l - C a p a c i t y - 9 2 0
K e r n e r s v i l l e E le m e n ta ry S c h o o l - C a p a c ity -5 5 2 ( i n p a r t )
f ro m K e r n e r s v i l le a t te n d a n c e a re a
h a l f o f s tu d e n ts i n g ra d e s 1 -4 - - 384
fro m S k y la n d a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 — 120
504 (23% N e g ro )
S k y la n d E le m e n ta ry S c h o o l - C a p a c ity -7 5 0 .
fro m S k y la n d a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 - - 168
fro m K e r n e r s v i l l e a t te n d a n c e
a re a h a l f o f s tu d e n ts g ra d e s 5 -6 - 192
fro m 3 . G ardens a tte n d a n c e
a re a a l l s tu d e n ts g ra d e s 5 -6 — 314
674 (24% N e g ro )
G roup #3
W a lk e r to w n E le m e n ta ry S c h o o l - C a p a c ity -1 1 0 8
fro m W a lk e r to w n a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 ----- 672
fro m F a ir v ie w a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 ----- 300
972 (30% N e g ro )
K e r n e r s v i l l e E le m e n ta ry S c h o o l — C a p a c ity -5 5 0 ( i n p a r t )
fro m K ' s v i l l e a t te n d a n c e a re a h a l f
o f s tu d e n ts i n g ra d e s 1 -4 ----- 384
fro m f a i r v i e w a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 ----- 162
5 4 6 ” (29% N e g ro )
T a b l e 4 ( c o n t . ) -159-
G r o u p if3 c o n t .
f ro m K e r n e r s v i l l a a t te n d a n c e a re a
h a l f o f s tu d e n ts i n g ra d e s 5 -6 — 192
fro m W a lk e r to w n a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 - - 336
fro m F a ir v ie w a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 231
' 759 (3 0 # N e g ro )
F a l r v l e w E l e m e n t a r y S c h o o l - - C a p a c i t y - 6 9 3
G roup #4
R u r a l H a l l E le m e n ta ry S c h o o l — C a p a c ity -3 7 5
fro m R u r a l H a l l a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 — 614
fro m C a rv e r C re s t a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 — 200
814 (.24# N e g ro )
Oak S um m it E le m e n ta ry S c h o o l — C a p a c ity -6 8 7
fro m Oak S um m it a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 — 891
fro m C a rv e r C re s t a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 — 118
709 0 8 # N e g ro )
C a rv e r C r e s t E le m e n ta ry S c h o o l — C a p a c ity -6 3 6
fro m Oak S um m it a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 206
fro m R u r a l H a l l a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 307
fro m C a rv e r C re s t a t te n u a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 - - JU59
772 (3 0 # N e g ro )
- 1 0 -
T a b l e 4 ( c o n t . )
-160-
G roup #5
S o u th F o rk E le m e n ta ry S c h o o l - - C a p a c i ty - 595
fro m S o u th F o rk a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 — 462
fro m N o r th a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 — 260
722 (3 6 # N e g ro )
B o l to n E le m e n ta ry S c h o o l - - C a p a c ity -4 8 0
fro m B o l to n a t te n d a n c e a re a
•
a l l s tu d e n ts i n g ra d e s 1 -4 - - 347
fro m N o r th A t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 - - 200
547 (3 6 # N e g ro )
N o r th E le m e n ta ry S c h o o l - - C a p a c ity -8 7 0
fro m N o r th a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 230
fro m S o u th F o rk a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 231
fro m B o l to n a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 174
635 (3 6 # N e g ro )
- 1 1 -
T a b l e 4 ( c o n t . ) .
-161-
G r o u p i!'6
G r i f f i t h E le m e n ta ry S c h o o l - - C a p a c ity -1 1 6 0
X
f ro m G r i f f i t h a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 - - 680
fro m B rov/n a t te n d a n c e a re a
£-.11 s tu d e n ts i n g ra d e s 1 -4 — 222
902 (,24>£ N e g ro )
Clemmons E le m e n ta ry S c h o o l — C a p a c ity -8 9 0
fro m Clemmons a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1 -4 — 657
fro m B row n a t te n d a n c e a re a
s tu d e n ts i n g ra d e s 1 -4 - - 220
877 (2 5 fa N e g ro )
B row n E le m e n ta ry S c h o o l - - C a p a c ity -8 3 0 .
fro m B row n a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 221
fro m G r i f f i t h a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 - - 340
fro m Clemmons a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 5 -6 — 329
890 (2 4 /, N e g ro )
- 1 2 -
r,roup #7
-162-
T a b l e 4 ( c o n t . )
L e w i s v i l l e E l e m e n t a r y S c h o o l - - C a p a c i t y - 7 2 6
from Lewisville attendance area
all students in grades 1-4 — 420
from Fourteenth St. attendance area
students from grades 1-4 (32# Negro)
Vienna Elementary School — Capacity-595
from Vienna attendance area
all students in grades 1-4 — 290
from Fourteenth St. attendance
area students in grades 1-4 -- 150
440 (34# Negro)
Fourteenth St. Elementary School ■- capacity-1046
from Fourteenth St. attendance
area all students in grades 5-6 — 228
from Lewisville attendance area
all students in grades 5-6 — 211
from Vienna attendance area
all students in grades 5-6 — 145
584 (38# Negro)
G roup #8
Konnoak Elementary School -- Capacity-577
f ro m K onnoak a t te n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 1-5
from Easton attendance area
all students in grades 1-3 — 168
443
Easton Elementary School -- Capacity-456
f ro m E a s to n a tte n d a n c e a re a
a l l s tu d e n ts i n g ra d e s 4-6
from Konnoak attendance area
all students in * /-
- 1 3 -
I r a p l lc a t lo n s o f In n e r C l t y / O u t e r Rim G ro u p in g s
A s tu d y o f th e a p p ro a c h to d e s e g r e g a t io n in v o lv e d i n r r o u D in r
in n e r c i t y s c h o o ls w i t h o u te r r im s c h o o ls y ie ld s s e v e r a l im D Id e a t io n s
w h ic h d e s e rv e com m ent.
1 . The a p p ro a c h r e s u l t s i n f u l l d e s e g r e g a t io n o f tw e n ty
e le m e n ta ry s c h o o ls .
2 . The a p p ro a c h t r a n s fo r m s th e s e v e n r a c i a l l y is o la t e d b la c k
e le m e n ta ry s c h o o ls o f th e in n e r c i t y i n t o d e s e g re g a te d
s c h o o ls s e r v in g g ra d e s 5 - 6 .
3 . A l l tw e n ty s c h o o ls w i l l be m a jo r i t y w h i t e — m in o r i t y b la c k
i n c lo s e p r o x im i t y t o th e r a c i a l c o m p o s it io n o f e le m e n ta ry
e d u c a t io n g e n e r a l ly i n th e d i s t r i c t .
4 . S tu d e n ts p r e s e n t ly r e s id in g in th e a t te n d a n c e a re a s o f th e
t h i r t e e n o u te r r im s c h o o ls w i l l be a t t e n d in g t h e i r own a re a
s c h o o l f o r g ra d e s one th ro u g h f o u r .
5 . S tu d e n ts p r e s e n t ly r e s id in g i n th e a t te n d a n c e a re a s s e rv e d
by th e s e v e n in n e r c i t y s c h o o ls w i l l have to be t r a n s p o r te d
t o o u te r r im s c h o o ls f o r th e f i r s t f o u r g ra d e s .
6 . The p la n u t i l i z e s p re s e n t b u i ld in g s in th e in n e r c i t y and
o u te r r im ; , i t s im p le m e n ta t io n need n o t be d e la y e d by c o n
s t r u c t i o n s c h e d u le s . I n a fe w case s th e s tu d e n ts a s s ig n e d
exceed b u i l d i n g c a p a c i t y . T h is can be re m e d ie d th ro u g h
a d ju s tm e n ts i n a s s ig n m e n t o r th ro u g h use o f r e lo c a t a b le s .
7 . The t r a n s p o r t a t i o n e n v is io n e d i n th e p la n w i l l be o n a
b u i ld in g t o b u i ld i n g " e x p re s s " b a s is and i n no case i 3
e x c e s s iv e i n t im e o r m ile a g e . T a b le 5 o u t l in e s th e
a p p ro x im a te num bers o f s tu d e n ts who w i l l have t o be
t r a n s p o r te d fro m th e in n e r c i t y to th e o u te r r im f o r
g ra d e s 1 -4 and fro m th e o u te r r im t o th e in n e r c i t y f o r
g ra d e s 5 - 6 .
8 . I t w i l l be p o s s ib le t o s ta g g e r s c h o o l o p e n in g s c h e d u le s
i n s u c h a way as to e n a b le busse s to to make ro u n d t r i p s
f ro m in n e r c i t y s c h o o ls to th e o u te r r im s c h o o ls and v i c e -
v e r s a . Each bus w i l l th e n f u l l y u t i l i z e d .
9 . I t i s s u g g e s te d t h a t busse s be s to re d a t th e o u te r r im
s c h o o ls w here th e r e is am p le room on each s i t e
-163-
T a b l e 5
-164-
P u p l l T ra n s p o r t a t i o n - - I n n e r C l t y / O u t e r Rim P la n
From To Number
Mebane (1 -4 ) . W aughtown 120« ft U n io n C ro ss 212
W aughtow n (5 -6 ) . Mebane 120
U n io n C ro s s " Mebane 221
673
S k y la n d ( 1 - 4 ) Sedge G ardens 200f* H K e r n e r s v i l le 120
K e r n e r s v i l le ( 5 - 6 ) S k y la n d 192
Sedge G ardens " S ky la n d 314
- 826
F a ir v le w ( 1 - 4 ) W a lk e r to w n 300It M K e r n e r s v i l l e 162
W a lk e r to w n ( 5 - 6 ) F a ir v ie w 336
K e r n e r s v i l l e ( 5 - 6 ) F a ir v ie w 192
990
C a rv e r C re s t (1 -4 ) , R u r a l H a l l 200It II N Oak Sum m it 118
R u r a l H a l l ( 5 - 6 ) C a rv e r C re s t 307
Oak Sum m it ( 5 - 6 ) C a rv e r C re s t 229
854
N o r th E l . ( 1 - 4 ) S o u th F o rk 260M H H B o l to n 200
S o u th F o rk ( 5 - 6 ) N o r th E l - 231
B o lto n ( 5 - 6 ) N o r th E l . 174
865
B ro w n ( 1 - 4 ) G r i f f i t h 222ft It Clemmons 220
G r i f f i t h (5 -6 ) . B row n 340
Clemmons ( 5 - 6 ) B row n 329
1111
F o u r te e n th S t . ( 1 - 4 ) L e w is v i l l e 200h n it V ie n n a 150
L e w is v i l l e ( 5 - 6 ) F o u r te e n th S t . 211
V ie n n a ( 5 - 6 ) F o u r te e n th S t . 145
706
T o ta l 6025
G roup #1
Group #2
Group #3
Group #4
Group #5
Group #6
Group #7
" M i d d l e - R i a l 1 S c h o o l D e s e g r e g a t i o n -165-
T a b le 2 l i s t s th e " M id d le -R im " s c h o o ls . Two o f th e s c h o o ls ,
D ig g s and K im b e r ly P a rk , a re e x c lu s iv e ly N egro i n p o p u la t io n .*
C a rv e r E le m e n ta ry S c h o o l p r e s e n t ly houses 6 c o m p le te ly N eg ro
p o p u la t io n ; 350 o f i t s s tu d e n ts w i l l be r e ta in e d i n " M id a le -
R im " s c h o o ls when C a rv e r E le m e n ta ry is c lo s e d and t h a t p o r t i o n
o f i t s s tu d e n ts re a s s ig n e d to Ib ra h a m and P e tre e as recom m ended.
One s c h o o l, L o w ra n ce > has a s tu d e n t p o p u la t - o n t h a t i s p r e d o m in a n t ly
N eg ro w i t h a to k e n fe w w h i te s tu d e n ts . B ru n s o n and P e tre e a re
p r e s e n t ly d e s e g re g a te d s c h o o ls a c c o rd in g to o u r fo r m u la . Ten
s c h o o ls a re p r e s e n t ly p re d o m in a n t ly to e x c lu s iv e ly w h i te s c h o o ls .
The t o t a l s tu d e n t p o p u la t io n i n 'IM id d le -R ira " a t te n d a n c e a re a s i s
9 8 1 6 . O f t h i s t o t a l , 2743 o r 2 7 .9 /, a re N e g ro . D e s e g re g a te d
s c h o o ls i n th e "M id d le -R im " s h o u ld e ach house a s tu d e n t p o p u
l a t i o n t h a t i s 1Q% t o 38;2 N e g ro .
The p la n f o r d e s e g r e g a t io n o f th e " M iu d le -R im " s c h o o ls i s
p re s e n te d b e lo w , i t w i l l be n o te d t h a t a l l th e s c h o o ls c a n be d e
s e g re g a te d by re d ra w in g a t te n d a n c e a re a l i n e s as in d ic a t e d . G roup
A in c o r p o r a t in g th e p r e s e n t Ib ra h a m , M in e r a l S p r in g s and P e tre e
a t te n d a n c e a re a s ; G roup B in c o r p o r a t in g th e p re s e n t D ig g s , L a th a m ,
F o r e s t P a rk , S o u th P a rk , and A rdm ore a t te n d a n c e a re a s ; G roup C
in c o r p o r a t in g th e p re s e n t K im b e r ly P a rk , L o w ra n ca , S p e a s , S h e r
wood F o r e s t , W h ita k e r , M oore a t te n d a n c e a re a ? ; a n d , f i n a l l y ,
B ru n s o n w h ic h re m a in s as i s . A l l d a ta a re p re s e n te d i n T a b le 6 .
— JLV^ “
T a b le 6 -166-
P ro p o se d A tte n d a n c e A re as - - Mid d le -R im S c h o o ls
*1 ^
G roup A
S c h o o l S tu d e n t E n r o l lm e n t
W h ite N egro T o ta l
* Ib ra h a m 361 200 561
M in e r a l S p r in g s 832 48 880
y P e tre e 280 200 480
1473 448 1921 (2 3 £ N egro).
G roup B
D ig g s 0 609 609
Latham 415 7 422
F o r e s t P a rk 647 20 667
S o u th P a rk 536 4 540
A rdm ore 586 7 593
2184 647 2831 (2 2f. N egro),
G roup C
K im b e r ly P a rk 0 778 778
L ow rance 12 726 738
Spaas 996 2 998
S herw ood F o re s t 822 1 823
W h ita k e r 608 7 615
M oore 438 0 438
2876 1514 4390 (3 4 ^ N e g ro )
G roup D
B ru n s o n 540 135 675 (20,2 N e g ro )
* In c lu d e s 200 fro m fo rm e r C a rv e r E le m e n ta ry A t te n d a n c e A re a
y ln c lu d e s 151 fro m fo rm e r C a rv e r E le m e n ta ry A tte n d a n c e A re a
— X / —
I m p l lc a t io n s o f " M id d le -R im " D e s e g re g a t io n P la n
The "M id d le -R im " d e s e g r e g a t io n p la n in v o lv e s g ro u p s o f
s c h o o ls . W i t h in each g ro u p th e s c h o o ls a re c o n t ig u o u s t o each
o t h e r . E ach s c h o o l w i t h i n each g ro u p w i l l house g ra d e s 1 - 6 .
P u p i l a s s ig n m e n t t o th e s c h o o l o f th e g ro u p w i l l be by h is n e a r
ness t o th e s c h o o l ana by th e d e s ir e d r a c i a l c o m p o s it io n f o r t h a t
s c h o o l. T h e re fo re a l l a t te n d a n c e a re a l i n e s f o r m e r ly s e p a r a t in g
th e s c h o o ls w i t h i n th e g ro u p fro m each o th e r have been a b o l is h e d .
I n e f f e c t , t h e n , each g ro u p becomes a s in g le a t te n d a n c e a r e a .
T h e re a re f o u r a t te n d a n c e a re a s i n th e m id d le - r im - - th e n o r th e r n
a t te n d a n c e a re a in c o r p o r a t in g Ib ra h a m , M in e r a l S p r in g s and P e tre e
th e w e s te rn a t te n d a n c e a re a in c o r p o r a t in g K im b e r ly P a rk , L o w ra n c e ,
S p e a s , S herw ood F o r e s t , W h ita k e r and M o o re ; th e s o u th e rn a t t e n
dance a re a in c o r p o r a t in g D ig g s , La tham , F o r e s t P a rk , S o u th P a rk ,
and A rd m o re ; and th 9 B ru n s o n a t te n d a n c e a re a .
T h ro u g h th e use o f p u p i l—lo c a t o r maps i t w i l l be p o s s ib le
t o a s s ig n s tu d e n ts t o s c h o o ls w i t h i n each a t te n d a n c e a re a i n
su c h a way t h a t t r a n s p o r t a t i o n is m in im a l and each s c h o o l r e f l e c t s
w i t h i n te n p e rc e n ta g e p o in ts th e r a c i a l c o m p o s it io n f o r t h a t
a t te n d a n c e a r e a . F o r many p u p i ls i n th e m id d le - r im t h i s w i l l
mean " w a lk - in " s c h o o ls . A c e r t a in am oun t o f p u p i l t r a n s p o r t a t i o n
w i l l have to b6 fu r n is h e d f o r th o s e p u p i ls who m ust be a s s ig n e d
t o s c h o o ls beyond w a lk in g d is ta n c e . W ith o u t p u p i l " p in " maps
I c a n n o t say how many t h i s w i l l b e .
-167-
- 1 8 -
P a r t I I
S e c o n d a ry S c h o o l D e s e g re g a t io n
-168-
A l l j u n i o r h ig h s c h o o ls i n th e d i s t r i c t w i l l be t o t a l l y d e
s e g re g a te d by d ra w in g new a t te n d a n c e a re a b o u n d a r ie s f o r e a c h
j u n io r h ig h s c h o o l. W i t h in e ach new ju n io r h ig h a t te n d a n c e a r e a ,
th e n , w i l l be th e a tte n d a n c e a re a s o f th e fe e d in g e le m e n ta ry
s c h o o ls to t h a t j u n io r h ig h . T h is means t h a t th e p o p u la t io n o f
e ach ju n io r h ig h s c h o o l i n th e d i s t r i c t can be r e c o n s t i t u t e d a t
th e b e g in n in g o f s c h o o l i n S e p te m b e r o f 1 97 0 .
A l l s e n io r h ig h s c h o o ls i n th e d i s t r i c t w i l l be t o t a l l y d e
s e g re g a te d by d ra w in g new a t te n d a n c e a re a b o u n d a r ie s f o r each
s e n io r h ig h s c h o o l. . W i t h in e a ch s e n io r h ig h a t te n d a n c e a r e a ,
t h e n , w i l l be th e a t te n u a n c e a re a s o f th e ju n io r h ig h s c h o o ls
fe e d in g t h a t s e n io r h ig h s c h o o l . T h is c a n be done i n S e p te m b e r a ls o .
I n a fe w In s ta n c e s i t w i l l be n e c e s s a ry to s p l i t fe e d e r
e le m e n ta ry s c h o o ls and fe e d e r j u n i o r h ig h s c h o o ls i n o r d e r t o
a s s u re n e a r op tim um c a p a c i t y i n e ach j u n i o r ana s e n io r h ig h s c h o o l ,
When s u c h s p l i t t i n g o f in c o m in g fe e d e r g ro u p s has b e e n n e c e s s a ry ,
i t i s so in d ic a t e d . I t i s s u g g e s te d t h a t th e s p l i t t i n g o f fe e d e r
g ro u p s be done by g e o g ra p h y o f home lo c a t i o n . F o r in s ta n c e w han
a n e le m e n ta ry g ro u p needs t o be s p l i t among tw o j u n i o r h ig h s c h o o ls ,
th e p d r t i o n o f th e g ro u p n e a r e s t t h a t J u n io r h ig h s c h o o l b y r e s i
dence s h o u ld be a s s ig n e d t h e r e .
An e f f o r t has been made i n t h i s p la n t o a d h e re a s c lo s e ly
as p o s s ib le to th e p r a c t i c e o f a s s ig n in g s tu d e n ts t o s e c o n d a ry
a t te n d a n c e a re a s i n as e q u i t a b le way as p o s s ib le so t h a t t r a n s
p o r t a t i o n is m in im iz e d .
- 1 9 -
-169-
T a b la 7
F e e d e r S ystem s - - E le m e n ta ry -S e c o n d a ry
East, S e n io r H ig h S c h o o l ( C a p a c lty - - 1 3 9 3 ) .
G le n n J r . H ig h
l
G roup #1 (7 6 2 )
W a lk e r to w n J r . H ig h
G roup #3 ( i n p a r t - 7 0 0 )
A tk in s S e n io r H ig h S c h o o l
Kennedy J r . H ig h
G roup (1 0 0 3 ) '
(C a p a c ity — 1372 )
K e r n e r s v i l l e J r . H ig h
G roup #3 ( I n p a r t - 4 00 )
P a rk la n d S e n io r H ig h S c h o o l (C a p a c ity 1624)
G r i f f i t h J r . H ig h
G roup $6 ( i n p a r t - 7 0 0 )
\
P h i lo J r . H ig h
Groups #8 (4 4 4 )
\
H i l l J r . H ig h
G roJp B ( i n
p a r t - 8 0 0
- 2 0 -
-170-
pnr- ^ r s e n io r HI pjh School (C a p a cl t£ _9Q0 plus >
Hanos J r . ^ K ig h
G roup C ( i n p a r t - 6 0 0 )
A n d e rs o n J r . H ig h
I
G roup B ( i n p a r t - 6 0 0 )
N o r th S p n i o r H ig h S c h o o l (Ca p a c i t y 1914 ).
\
N o r th w e s t J r . H ig h
\G roup /f4 (1 0 4 2 )
O ld T o w n /O ld R ichm ond (4 0 9 )
M in e r a l S p r in g s J r . H ig h
I
Group A (9 6 0 )
M t . T a b o r Senior H ig h S c h o o l ( C a p a c i ty 9 28 ),
J e f f e r s o n J r . H ig h
1
G roup C ( i n part-730)
Reynolds S o n lo r H ig h S c h o o l (C a pa c i t y - 3 2 9 4
W ile y J r . P a is le y J r . H ig h D a lto n J r . H ig h ( I n pa
" | I \
G roup C ( i n p a r t - 9 5 0 ) G roup #5 ( i n p a r t - 3r
‘̂ i r oro u p D (3 3 7 )
-171-
W cst S e n io r H ig h S c h o o l (C a p a c ity l i n g )
\
S o u th w e s t J r . H ig h D a lto n J r» H ig h ( i n p a r t )
/
G roup $7
I
G roup ( i n p a r t - 5 8 9 )
%
- 2 2 -
Im p l ic a t I o n s o f S e c o n d a ry S c h o o l D e s e g re g a t io n
B ecause th e s e c o n d a ry s c h o o l a t te n d a n c e a re a s and fe e d e r
p a t te r n s a re b u i l t on th e base o f d e s e g re g a te d e le m e n ta ry s c h o o ls ,
th e s e c o n d a ry s c h o o ls become d e s e g re g a te d i n s t i t u t i o n s as w e l l .
An e f f o r t has been made to a c h ie v e n e a r -o p t im u m s iz e i n each
s e c o n d a ry s c h o o l. I n a fe w cases w here th e e s t im a te d i n f l u x may
exceed c a p a c i t y a d ju s tm e n ts i n a s s ig n m e n ts o r use o f r e lo c a ta b le s
w i l l have to be c o n s id e re d . Once th e a t te n d a n c e a re a l i n e s a re
d raw n in c o r p o r a t in g th e e le m e n ta ry zones th e r e i s no re a s o n t h a t
th e s e c o n d a ry s c h o o ls c o u ld n o t be r e c o n s t i t u t e d i n th e fo rm
o f s tu d e n t p o p u la t io n by S e p te m b e r o f 1 97 0 . V i r t u a l l y a l l p re s e n t
s e c o n d a ry b u i ld in g s a re u t i l i z e d w i t h th e f o l l o w in g e x c e p t io n s :
1 . C a rv e r becomes o n ly a s e n io r h ig h s c h o o l. The e le m e n
t a r y and j u n io r h ig h com ponents w i l l have been rem oved
fro m th e b u i ld i n g .
2 . A n d e rs o n becomes a j u n io r h ig h s c h o o l o n ly .
-173-
Ggeup-G Schools
This group of six schools constitutes a different situation than
the other schools in the "Middle Rim" Because of my intention of re
taining Brunson as a desegregated school with its present attendance
area, Kimberly Park and Lowrance become physically separated from
the four predominantly white schools of Group C. It is suggested,
therefore, that the Group C schools be paj.red in the same manner as
the school combinations in the "Inner-City/Outer Rim" groupings.
Table 6a presents the enrollment and assignment data for this grouping.
Table 6a
Group C Combinations
Group Cl *Speas Elementary School -- Capacity-755
from the Speas attendance area
all students in grades 1-4 — 665
From the Lowrance attendance area
students in grades 1-4 — 220
885 (25% Negro)
ySherwood Forest Elementary School — Capacity-720
from the Sherwood Forest attendance area
all students in grades 1-4 — 548
from the Lowrance attendance area
students in grades 1-4 — 272
820 (33% Negro)
iLowrance Elementary School — Capacity 696
from Lowrance attendance area
all students in grades 5-6 — 246
from Speas attendance area
all students in grades 5-6 -- 333
from Sherwood Forest Attendance area
all students in grades 5-6 — 275
854 (28% Negro)
T a b le 6a ( c o n t . ) -174-
Group C2
Moore Elementary School -- Capacity-746
from Moore attendance area
all students in grades 1-4 — 292
from Kimberly Park attendance
attendance area students 1-4 200
492 (40% Negro)
Whitaker Elementary School — Capacity-708
from Whitaker attendance area
all students in grades 1-4
from K. Park attendance area
students in grades 1-4
410
318
728 (43% Negro)
Kimberly Park Elementary School — capacity-720
from K. Park attendance area
all students in grades 5-6 — 260
from Moore attendance area
all students in grades 5-6 — 146
from Whitaker attendance area
all students in grades 5-6 — 205611 (42% Negro)
*Speas is presently (1969-1970) listed as 243 over capacity
ySherwood Forest is presently (1969-1970) listed as 103 over capacity.
ILowrance is presently (1969-1970) listed as 42 over capacity.
APPENDIX B
MODIFICATION OF PUPIL ASSIGNMENT PLAN
OF THE
WINSTON-SALEM/FORSYTH COUNTY UNITARY SCHOOL SYSTEM,
ADOPTED BY THE WINSTON-SALEM/FORSYTH COUNTY BOARD OF EDUCATION
TO BE EFFECTIVE FOR THE 1970-71 SCHOOL YEAR
C ON T E N T S
Modification of Pupil Assignm ent Plan
F e e d e r Plan
Enrollm ent E stim ates
D escription of Attendance A re a s
Appendix A - Notice of School D esegregation Plan
Appendix B - B rie f Summary of P re se n t Operation
Appendix C - P re s e n t Remedial P ro g ra m s
WINSTON-S^lL E M /FO R S Y T H COUNTY SCIw OLS
Modification of
Pupil Assignm ent Plan
1970 - 1971
The W in sto n -S alem /F o rsy th County Board of Education has taken the
following action which resu lts in modification of its pupil assignm ent plan
effective with the 1970 - 1971 school y e a r :
I. F r e e Choice of T ra n sfe r Amendments
To encourage e x e r c is e of the tra n sfe r privilege to prom ote fu rth er
integration throu -hout the school sy stem the existing t ra n s fe r provisions
(see paragraphs 3 and 4 of Appendix A, attached) a r e amended:
r.. a . To give p riority to requests for tra n sfe r f ro m a school in which
the pupil’ s ra ce (in the school to which the pupil is initially
assigned) is in the m ajority to a school in which the pupil’ s r a c e
is in the minority (m ajority to minority re q u e s ts ) .
b . To grant m ajority to minority requests even though they resu lt
in overcrow ding, up to 10% above the norm al rated cap acity of
the school.
• c . To make available f re e school bus transportation for pupils who
make m ajority to minority tra n s fe rs if they live one and one-half
m iles or m ore fro m the school to which they t r a n s f e r .
As amended, the tra n s fe r provisions (paragraphs 3 and 4 of
Appendix A) will read as follows:
3. T ra n sfe r to School in Another Zone
9 • '
A pupil may tra n s fe r fro m the school to which he is assigned
only under the following conditions:
The parent, guardian, o r other adult person acting as a
parent, of any pupil who has been assigned in a cco rd a n ce with the
provision of paragraph 2, above, may apply to the Board for r e
assignm ent of such pupil for the ensuing school y e a r to any school
serving the pupil's grade and located in any other attendance zone.
Such application for reassign m en t shall be in writing on fo rm s
which will be f re e ly provided in the offices of all principals and
the superintendent for that purpose. All applications rece iv ed on
o r before June 1 will be approved on the following b a s is :
a . M ajority to minority requests (i. e . , where the pupil is
requesting t ra n s fe r fro m a school in which his r a c e is in
the m ajority to a school in which his ra c e is in the m inority)
will be given f i r s t p rio rity , and will be approved even though
Page 2 -178-
the granting of the request will result in overcrow ding, up
to 10% above the norm al rated capacity of the school to
which tra n s fe r is being made. This will apply to as many
altern ate choices as the applicant designates , w here his
f i r s t choice cannot be approved due to e x c e ss iv e o v ercro w d
ing, F r e e school bus transportation will be made available
fo r pupils who make m ajority to minority t r a n s f e r s , who
resid e one and one-half m iles or m ore fro m the school to
which they tra n sfe r and whose applications a r e received by
June 1,
b . A fter giving priority to m ajority to m inority req u ests as
above provided, all other applications receiv ed on o r before
June 1 will be approved up to but not in e x c e s s of the norm al
rated capacity of the school to which tra n s fe r is requested,
and no special tran sp ortation will be provided in such c a s e s ,
c . W here some but not all applications receiv ed on o r before
June 1 cannot be approved because of overcrow ding,
priority (under a . o r b, above) shall be given on the b asis
of proxim ity of the school to the homes of the pupils.
Applications may be made after June 1, to and including
August 28, but applications made during that period will be
approved in o rd e r of receip t up to , but not in e x c e s s of the
norm al rated capacity of the school, without re g a rd to r a c e ,
color or national orgin, and without special tran sp o rta tio n being
provided.
School capacity standards shall be applied uniformly
throughout the schools of the sy s tem .
4 . Notification of Assignm ent ' ,
On o r before May 1, the parent or other adult person
acting as parent, of each pupil enrolled in this sy s te m will be
sent a le t te r telling him the name of the school to which the
pupil will be assigned for the coming y e a r . A copy of this
notice will be enclosed with each le t te r . The le t te r will d ire c t
attention to the provision of paragraph 3 of this notice relating
to t ra n s fe r to a school in another zone and the provision
of school bus transportation in the ca se of m ajority to minority
t r a n s f e rs . The le t te r will also give information on any school
bus se rv ic e provided for the pupil's neighborhood. T h e re will
also be enclosed with the le t te r a l is t of all schools in the system ,
showing those which a re overcrow ded and whether o r not o v e r
crowded in e x c e ss of 10% of norm al rated cap acity . The sam e
le tte r and notice will be sent on the sam e date for a ll school
Page 3
-179
children the school system expects to en ter the school sy s te m
for the f i rs t tim e at the beginning of the n ext school y e a r . This
includes children entering the f irs t g rad e . If the school sy stem
learn s of a new pupil after the le t te r is sent out it will promptly
send the pupil's parent such a le t te r and a copy of this n o tice .
A t t e n d a n c e A r e a R e v i s i o n s -180-
1. Anderson A rea
Convert Anderson J r . -S r . High to a junior high school and
reassig n the senior high students to Parkland.
Enrollm ent at Anderson J r . High is approxim ately 540 and
is sufficient to operate an effective p ro g ra m . The senior high
enrollment of slightly m ore than 400 is too small to provide a
broad and com prehensive instructional p ro g ra m . Reassignm ent
of the senior high pupils to Parkland will give these 400 students
a c c e s s to a comprehensive senior high school instructional
prog ram and will achieve a substantial ra c ia l m ix at Park lan d .
It will also ease the crowded situation at Anderson and enable
the junior high p rog ram to make full utilization of the Anderson
building and its instructional fa cilities .
2 . C a rv e r - Ibraham - P e tre e A rea
a . Reassign C a rv e r E lem en tary students living north of the
school to Ibraham E lem en tary School.
b. Draw definite attendance a re a lines separating the
Ibraham E lem en tary School attendance a re a from the
M ineral Springs and Oak Summit attendance a r e a s .
c . Reassign C a rv e r E lem en tary students living south of the
school to P e tre e Elem en tary School.
d. Draw definite attendance a r e a lines separating the P e t r e e
E lem en tary School attendance a re a from the Walkertown
E lem en tary School attendance a r e a .
e . Reassign C a rv e r Senior High students living north of
the school to North F o rsyth and those living south of
the school to E a s t F o rsy th .
f. Convert C a rv e r into an a re a junior high school to be fed
by the newly enlarged Ibraham and P e t re e E lem en tary
attendance a r e a s .
g. Retain the ESEA Title I P re -S ch o o l P r o g ra m in the
C a rv e r building.
Both the junior and senior high school p ro g ra m s at
C a rv e r a r e handicapped due to the sm all enrollm ents,
about 256 in the junior high school and about 212 in the
senior high school.
-181-These changes result in the elimination of C a rv e r E lem en tary
and Senior High attendance a r e a s and enlarge the C a rv e r Junior
High attendance a r e a . E v e ry student in the C a rv e r a r e a will
be assigned to an integrated school and the C a rv e r building and
i ts instructional facilities will be well utilized.
3 . M ineral Springs - L ow rance A rea
a . Reassign students living in the n o rth eastern c o rn e r of
the Low rance E lem en tary attendance a r e a to M ineral Springs
E lem en tary .
b. Draw definite attendance a re a lines between the two elem en tary
schools which serv e the Mineral Springs Junior High School -
Mineral Springs Elem en tary and Oak Summit.
These changes will relieve overcrowding a t L o w ran ce and
M ineral Springs and provide fuller utilization of the Oak Summit
building. At the sam e tim e, it provides for in cre a se d integration
at Mineral Springs Elem en tary and Oak Summit E le m e n ta ry .
In making the changes described above, the B oard of Education
recognizes the fact that substantial crowding resu lts at E a s t F o rsy th
and Parkland. The B oard th e
detailed planning/Sxxt'p^s»picfetisxa4>«&tlJ6£4Jti»« to adequately se rv e the
total senior high school population of F o rsy th County.
n o r th e a
and in s o u th e a
W INSTON-SALEM /FORSYTH COUNT*
SCHOOLS
1970 -1971
-182-
ATKINS
Hanes J r . *
North El.
Kennedy J r .
Brown
Fairv iew
Fourteenth St.
Skyland
EAST FORSYTH
Glenn J r .
Sedge Garden
Union C ross
K ern ersv ille J r ,
K ern ersv ille E l .
Walkertown J r .
W alker town E l.
C arv er J r . *
MOUNT TABOR
Je ffe rs o n J r .
Old Town*
Sherwood F o r e s t
Speas
P e tre e
NORTH FORSYTH PARKLAND REYNOLDS W EST FORSYTH
Hanes J r . * Griffith J r . Children's Home J r . Southwest J r .
Lowrance Griffith E l . Children's Home
El.
Clem m ons
Lew isville
Mineral Springs J r . Hill J r . Dalton J r . South F o rk
Vienna
Mineral Springs E l. Easton A rdm ore
Oak Summit F o r e s t P ark Bolton
Waughtown Latham *
Northwest J r . Philo J r .
Moore
Old Richmond Latham * P a isle y J r .
Old Town* Konnoak C a rv e r C re s t
Rural Hall South P a rk Kim berley P a rk *
P a is le y J r . * Anderson J r . Wiley J r .
Kim berley P ark * Diggs Brunson
Mebane Latham *
C arv er J r . * Whitaker
Ibraham
♦ Feeds into m ore than one school
W instv-.i-Salem /Forsyth County Schoc.
EN ROLLM ENT ESTIMATFS
-183-
(1 9 6 9 -7 0 m em bership figures have been used and adjusted for changes in
the F e e d e r Plan )
ELEM EN T A R Y SCHOOLS ESTIMATED EN RO LLM EN T
________________________________________ Black White Total
A rdm ore 7 588 595
Bolton 0 521 521
Brown 663 0 663
Brunson 135 545 680
Children's Center . A 45 49
Children's Home 0 174 174
Clemmons 14 973 987
Cook 477 0 477
Diggs 0 609 609
Easton 146 191 337
Fairv iew 693 0 693
F o r e s t P ark 20 657 677
Fourteenth S treet 592 0 592
Griffith 0 1020 1020
Ibraham 235 361 596
K ern er sville 36 1116 1152
Kim berley Park 778 0 778
Konnoak 1 550 551
Latham 3 423 426
Lewisville 29 602 631
Low rance 558 11 569
Mebane 504 0 504
Mineral Springs 175 706 881
Moore 0 439 439
North Elem en tary 689 0 689
Oak Summit 95 700 795
Old Richmond 41 309 350
Old Town 99 1189 1288
’ P e tre e 146 319 465
Rural Hall 50 870 920
Sedge Garden 7 939 946
Sherwood F o r e s t 1 821 822
Skyland 573 0 573
South F o rk 0 693 693
South P ark 4 533 537
Speas 2 996 998
Union C ross 3 653 656
Vienna 12 423 435
Walkertown 91 917 1008
Waughtown 0 359. 359
Whitaker 7 608 615
EN RO LLM EN T ESTIMATES
-184-
JUNIOR HIGH SCHOOLS ESTIMATED ENROLLM ENT
Black White ________ Total
Anderson 541 0 541
C arv er 190 340 530
Dalton 1 826 827
Glenn 2 764 766
Griffith 0 521 521
Hanes 423 13 436
Hill 41 537 578
Jefferson 1 815 816
Kennedy 1043 0 1043
K ern ersv ille 24 495 519
Mineral Springs 127 678 805
Northwest 107 960 1067
P aisley 558 0 558
F l i lo 19 638 657
Southwest 19 1244 1263
W alker town 46 433 479
Wiley 183 628 811
SENIOR HIGH SCHOOLS -
Atkins 1125 0 1125
E ast 112 1474 1586
Mt. Tabor 1 1217 1218
North 405 1461 1866
Parkland 497 1453 1950
Reynolds 257 1456 1713
W est 23 1057 1080
Continuing Education 60 9 69
Central 186 164 350
♦ Grades 9 - 1 2
DESCRa TION OF ATTENDANCE ARE.
-185-
All school d istric ts rem ain as they existed in 1969 - 1970 except for
the changes described as follows:
I, E a s t F o rsy th Attendance A rea
A. E a s t F o rsy th Senior High School
E a s t F o rsy th has been altered by the addition of the
southern portion of the C a rv e r Senior High Attendance A re a as
described in the P e tre e Attendance A rea .
B . C arv er Junior High
The C a rv e r Junior High d is tric t will be composed of
students living in the P e tre e and P rin ce Ibraham Attendance A re a s .
C. The description of C arv er Junior High School feeder elem en tary
schools follows:
1. P e tre e E lem en tary School
Beginning at a point east of the a irp o rt runway
where the present northeast corn er of L ow rance is
located; running eastward through the C a rv e r School to
the present eastern C a rv e r d istric t line; continuing
northeasterly to the in tersection of Belews C reek Road
and Williston Road; continuing southeasterly to the
in tersection of U . S. Route 421 and the K ern ersv ille
E lem en tary at the m ost w esterly point.
The southern boundary shall rem ain the sam e.
The northern portion of the w estern boundary shall
be same as the northeastern portion of the Skyland d is t r ic t .
The sourthern portion of the P etree w estern d is tr ic t shall
rem ain the sam e.
2 . * Ibraham E lem en tary School
The southern boundary begins at a point east of the
a irp o rt runway where the present northeast c o rn e r of
Low rance is located; running eastward through the C a rv e r
School to the eastern C a rv e r d istric t line; running n o rth
ward along the present C a rv e r eastern boundary;
continuing northerly along the w estern Walkertown E le m .
d istric t to a point directly east of the northern term ination
of Davis Road; running west to an im aginary point in line
with a straight line running from the northwest co rn er of
♦ F eed s fro m C a rv e r J r . High School to North F o rs y th High
Page 2
-186-
the present C a rv e r d is tric t through the in tersectio n of
Carlton Road and White Rock Road; running 6outh from
the northwest co rn er of the present C a rv e r d is tr ic t to
the point of origin.
D. Glenn Junior High School - No change
E . No change in the following E lem en tary Attendance A r e a s :
1. Sedge Garden
2. Union C ro ss
F . K ern ersv ille Junior High School - No change
G. K ern ersv ille Elem en tary School - No change
H. Walkertown Junior High School
Walkertown Junior High School has been altered by the
reassignm ent of the P e tre e E lem en tary Attendance A re a to the
C a rv e r Junior High School Attendance A rea
I. Walkertown E lem en tary School
The only change is that the southern boundary of the
Walkertown d istric t has been established as described in the
P e tre e d is tr ic t .
II. Anderson Senior High Attendance A rea
Anderson Senior High School students a re reassigned to
Parkland Senior High School.
III. C a rv e r Attendance A rea
A. C a rv e r Senior High School
Students reassigned to E a s t and North F o rsy th Senior
High Schools.
B . C a rv e r is retained as a Junior High School fed by P e tre e and
P rin ce Ibraham E lem en tary Schools.
C . C a rv e r E lem en tary School
Students north of the C a rv e r building assigned to P rin ce
Ibraham and students south of the C arv er building assigned to
P e tre e E lem en tary School.
Page 3 -187-
IV. North F o rsy th Attendance A rea
A.
1
North F o rsyth Senior High School Attendance A rea has been
altered by the addition of that portion of the C a rv e r D istric t as
described in the P rin ce Ibraham D istrict (se e E a s t F o rsy th
Attendance A rea)
B . Hanes Junior High School
Hanes Junior High School Attendance A rea has been
altered by the deletion of a portion of the L ow rancc d is t r ic t .
%
Lowrance E lem en tary School
D istr ic t rem ains the sam e except that the following portion
has been taken out and added to Mineral Springs E lem en tary
School:
Piedmont P ark and Brookwood Development east of
Highway 52 North.
The a re a bounded by:
South - 26th S treet (to include 26th S t . )
E a s t - R o ch ester Street (to include R o ch ester S t . )
North - Smith Reynolds A irport
W est - Highway 52 North
D. North E lem en tary School - No change - continues to feed Atkins
E .
%
Mineral Springs Junior High
Mineral Springs Junior High has been altered by the :>
deletion of the P rin ce Ibraham E lem en tary School and the addition
of a sm all section of the Hanes d is tric t (see IV-C)
F . Mineral Springs E lem en tary School
The Mineral Springs d is tric t has been altered as
follows:
9
Begin at in tersection of C h erry S treet and # 8, P ro ceed
south on C h erry to intersection of C h erry S treet and 33rd S tre e t .
E a s t along 33rd S treet to new # 52 . Southerly along new # 52 to
26th S tree t . E a s t along 26th St. (including 26th S t . ) to R o ch ester
St* North along R och ester St. (including R o ch ester S t . ) to Smith
Reynolds A irport and then to P rin ce Ibraham - C a rv e r Line.
North along P rin ce Ibraham Line to in tersection of Oak Summit -
P rin ce Ibraham Line. Line proceeds w esterly coterm inus with
the Oak Summit line to point of beginning.
Page 4
' G.
H.
Oak Summit Elem en tary School
The Oak Summit E lem en tary School D istr ic t has been
defined as follows:
Begin at in tersectio n of Old Rural Hall Road and Baux
Mountain Road, proceed east to P rin ce Ibraham line. North
along P rin ce Ibraham line to Walkertown E lem en tary line to
Stokes County line. West along Stokes County line to point
200 feet west of Red Bank Road. South along Red Bank Road
200 feet west to M em orial Industrial School Road. Then
southwest on a straight line to a point on Shiloh Church Road
one mile and one-half east of Germanton Road. Then a line
south to a point 200 feet west of M errydale and #66. Then
south to a point 200 feet west of Karen C irc le . Then northwest
to a point 200 feet north of Club Knoll Road. Then southwest
to the in tersection of W hittier Road and #8. Then west to
in tersection of County F a r m Road and #52. Then south 200 feet
w est of C herry S treet to in tersection of C h erry S tre e t and #8.
Then northeast until line in te rse c ts new #52. Then a straight
line ea s te rly that proceeds 200 feet north of V oss S tree t to a
point 200 feet east of Old Rural Hall Road. Then south along
Old Rural Hall Road 200 feet east to point of beginning.
T here a r e no other changes in the North F o rsy th Attendance
A re a .
-188-
7 ■
V. Parkland Attendance A rea
A . Parkland Senior High School
The Parkland Attendance A rea has been a lte re d by the
addition of the Anderson Junior High School Attendance A r e a .
B . Anderson Junior High School
1. . Anderson Junior High School feeds Parkland Senior High
School. There is no change in the Anderson Ju n ior High School
Attendance A re a .
2. Anderson Junior High is fed by Diggs and Mebane
Elem en tary Schools, There a re no changes in the attendance
a r e a s of these elem entary schools
C. There a r e no other changes in the Parkland Senior High
Attendance A re a .
APPEN DIX
%
jy »J_.0, , U N O i U i -rt ■ M V l / r U K O U t l ' - W U 1N I I o ' -
Winstoi Salem, North Carolina 2710Z
Granville Drive at Academy Street
Post Office Box 2513
-190-
NOTICF OF SCHOOL DESEGREGATION PLAN UNDER T IT LE VI OF THE CIVIL RIGHTS ACT
NU1 OF 1964
xc WAT.TP avatt ART e to inform you about t h e d eseg rega tion o f our
= c k = - ^ r w E R Q U E S T I O N S A D O U T
1 • - - *
- iTiZrZall other forms of discrimination ’ h h ights Qf an students are
A t h e school staff will do everything they can to see to it that the ngnr
^ P e e l e d and that our desegregation plan is carr ied out successful y.
2. Non-Racial Attendance Zones depends on where he
Under the desegregation plan, the in the sysLem. All students in
lives. An attendance cone has been estab lish ed for each school 1 ^ y ^ ^ re g a rd le ss of
the same grade who live in the same zone wi e a they attend now; -(except
their r a c e , c o lo r , or national origin and r e g a r d l e s s of which .chool t ^ y . r T T H u l t
grade. He may transfer to another school under the provisions o a r a g r a p __ j.
3 ’ I " u t n V m a SyCht r a l s f e r £r lm rthZe0 sechool to which he is assigned only under the following
conditions. ASSURANCE OF COMPLIANCE (FORM HEW 4 4 1 - B (3 -66 ) OF
a d d e n d u m TO ASSoURANCEM / FO R SYTH c o u n t y b o a r d o f e d u c a t i o n
DATED THE Fifth DAY O F ________A EIlL • 1966
The p arent , guardian, or other adult person acting a p p a r e n t of^any pupil ^who ha,s^bee,
ass igned in accordance with the provis ion of paragrap , ’ s e r v i ne the pupil 's grade
reass ignm ent of such pupil for the ensuing |c oc’ re a s s ig n m e n t shall be in writing
and located in any other attendance zone. PP rarincmals and the superintendent fo
«' o r m s which will be f re e ly provided in the off ices of all p r or i gi n, arv
purpose. T r a n s f e r s shall be allowed, without: reg ard to c r J ded,
LI be denied for no reaso n other than overcrow i g. his choice 0£ au other schools
the pupil will be notified promptly, in writ ing, and wil g. f h a s s i gnment
in the sy s te m serving his grade where space is available z f w i l l be
shall be made on or before August 29. All app l®a * ° n® f® . o r io r i ty being given, in the event
approved on that date, up to the pupil capacity o ® [he homes of the students. Appli-
of overcrowding, on the b a s is of V ™ ™ * ^ ^ * * A p p r o v e d in orde r of rece ip t
cations made after June 23 and on or before August win oe pF
until the capacity of the building is reached.
In any case where a t r a n s fe r application is to be denied because of overcrop^ mg or
lack of avai lable space , or inadequate pupil capacity of a
conditions shall be applied uniformly throughout the schools of the sy s tem .
APPENDIX A
4. Notification of Assignr.
On May 23, 1969, the parent, or other adult person acting as p a re n t , of each studei
enrol led in this sy s te m will be sent a le t te r telling him the name of the school to which the
student will be ass igned for the coming school y e a r . The l e t te r will a lso give information , o
any school bus s e r v ic e provided for the student's neighborhood. A copy of this notice will
enclosed with each l e t t e r . The same le t te r and notice will be sent out on the above date fo •
all children the school system expects to enter the school sy s te m for the f i r s t t ime next yc
This includes chi ldren entering f i r s t grade. If the school s y s te m le a r n s of a new student
a fter the l e t te r is sent out, it will promptly send the student 's parent such a le t te r and a
copy of this notice.
5. Maps Showing Attendance Zones
Maps showing the boundary l ines of the attendance zones of every school in the schoc
system a r e f re e ly available for inspection by the public at the superin tendent 's of f ice .
Individual zone maps are available at each school.
-191-
% Revis ion of Attendance Zones Boundaries
Any rev is ion of attendance zone boundaries will be announced by a prominent notice
a local paper at l e a s t 30 days before the change is e f fec t ive .
7, All Other A sp ec ts of Schools Desegregated
All school-connected s e r v i c e s , fa c i l i t i e s , a th le t i c s , ac t iv i t ies and p r o g ra m s a r e op. «t
to each student on a desegregated b a s i s . A student assigned to a new school under the
provis ions of the desegregation plan will not be sub ject to any disquali f ication or waiting
period for part ic ipat ion in ac t iv i t ies and p r o g r a m s , including a th le t i c s , which might other
apply because he is a t ra n s fe r student. All transportat ion furnished by the school sy s tem
will operate on a desegregated b a s is . F a c u l t ie s will be deseg regated , and no staff membe
will lose his position because of r a c e , co lo r , or national orig in . This includes any case
where l e s s staff is needed because schools a r e c losed or enrol lm ent i s reduced.
*
8. Attendance A c r o s s School Sy stem Lines
No arra n g e m e n t will be made or p e rm iss io n granted by this school s y s te m for any
students living in the community it se rv e s to attend school in another school s y s t e m , w ei
this would tend to l im it desegregation, or where the opportunity is not available to all
students without reg a rd to r a c e , c o lo r , or national orig in . No a r ra n g e m e n t will be made
p e r m is s io n granted, by this school s y s tem , for any students living m another school syste
to attend public school in this s y s tem , where this would tend to l im it d e s eg reg a t io n , or wl
!he opportunity is not available to al l students without reg ard to r a c e , c o l o r , or national o
9. Complaints
Under the deseg regat ion plan, school off ic ia ls seek the support of a l l par ts of the
community for the desegregation of its schools . It is co n trary to the plan for school offic
and te a c h e r s to dissuade persons f r o m attending a school where a desegregated education c
be obtained, or to f r u s t r a te the purpose of the plan with p r o m is e s of fa v o rs or th rea ts of
penalt ies . In addition, it is contrary to F e d e r a l req u irem en ts for any other p e rso n to use
intimidation or re ta l ia t ion in order to in te r fe re with the r ights of students and parents unoe
the plan. Any p e rso n who has a complaint about the operation of the deseg regat ion plan si.-
bring the m atter to the attention of the responsib le lo ca l or state o f f i c ia l s . If they do not
c o r r e c t the m a t te r prom ptly , any person fa m i l ia r with the fac ts should rep o r t them witho
delay to the Office for Civil R ights , Department of Health, Education, and W e l f a r e ,
Washington, D. C. 20202 (telephone 2 0 2 - 9 6 2 - 0 3 3 3 ) . The name of any p e rso n submitting a
complaint to the Office for Civil Rights will not be d isc losed if he so req u ests .
B R IE F SUMMARY
-192-
O F
P R E S E N T OPERATION
W INSTON -SALEM /FORSYTII COUNTY SCHOOL SYSTEM
1. F a c u l t i e s
The ratio of black and white faculty assigned to each school is
approxim ately the same as the ratio of black and white te a ch e rs
cu rren tly employed throughout the sy s tem , except for certain
specialized faculty positions. . The com petence of the faculty at
each grade level in ev ery school is re lativ ely the sam e.
F a cu lty sa la r ie s a re established on a standard n o n -d iscrim in ato ry
b a sis . No differences e x is t on account of ra ce .
2. C u rr icu lum and M a ter ia ls
The cu rricu lu m in each school and for each grade level is relatively
the same except variations exist at the secondary level because of
in te re st and demand. Any variations existing on the secondary level
a r e not attributable to r a c e . L ib ra ry books and instructional
m a te ria ls and equipment are relatively equal at each school and each
grade level. Any differences are due to fa cto rs other than ra c e .
3. F a c il i t ie s
School facilities a re relatively equal at each grade level. W here
differences e x is t , it is due to school organization, age of ce rta in
buildings, age of pupils, grade organizations and instructional p ro g ra m s .
D ifferences existing are due to fa cto rs other than r a c e .
4. P u p i l - T e a c h e r Ratio
The pupil-teacher ratio is approxim ately the same for each school at
the same grade level in the d is tric t . Differences which may e x is t a re
due to fa cto rs other than r a c e .
5. Annual P e r Pupil Expenditure
The annual per pupil expenditures at each school of the sam e grade level
a re approxim ately the sam e except that certa in disadvantaged pu pils , both
black and white, receiv e m ore than the average annual expenditure per
pupil. A number of rem edial p ro g ram s a re provided for these pupils.
A PPEN D IX B P age 1
-193-
6. S e r v i c e s , F a c i l i t i e s , A ct iv i t ies and P r o g r a m s
T h e re is no d iscr im in at io n in s e r v i c e s , f a c i l i t i e s , a c t iv i t i e s and
p r o g r a m s , including inter sch o las t ic a th le t ic s or o ther in ter s c h o la s t i c
p ro g ra m s . All e x t r a c u r r i c u l a r ac t iv i t ies a r e open and avai lab le at
each school level without reg ard to r a c e .
7. Specia l P r o g r a m s
P r o g r a m s for the gifted and the mentally and physical ly handicapped
children are conducted without reg ard to ra ce and are in tegrated.
8. Transporta t ion and Bus Routes
Transporta t ion is provided in accordance with state law. This m eans
that, in ge n era l , pupils res iding in W in s to n -S a lem , attending schools
within the 1957 corporate boundaries , a r e not provided with transp orta t ion ,
and al l other pupils in the county who live m ore than 1-1/2 m i le s f r o m
school a re provided with transportat ion. There is no r a c i a l d iscr im in at io n
in the provision of transportat ion .
Bus routes for the transportat ion of pupils a re es tab l ished without regard
to r a c e . Neither dual nor overlapping routes e x is t for pupils of dif ferent
r a c e s of the sam e grade level .
9. Pupil Ass ignment
Pupil ass ignm ents a r e made on the b a s i s of proximity of pupils to sch ools ,
capacity of school buildings, and pupil density. Attendance a r e a s a r e
drawn without reg ard to ra c e . No dual or overlapping boundaries e x is t in
any geographic attendance a r e a .
No p erson within the school d is t r i c t is e f fec t ive ly excluded f r o m any school
because of r a c e or co lo r .
A P P E N D IX B Page 2
-194-
PRESENT
REMEDIAL PROGRAMS
This School System v/ill continue to provide remedial
educational programs for the disadvantaged child, both black and
white, by way of concentrated educational programs designed specifically
to attack this problem. . •
The Elementary and Secondary Education Act is an act which
authorizes special Federal programs which provide financial assistance
to local school systems for special programs and services to children
who live in areas which fall below the poverty level as prescribed by
H.E.H. Only eligible children may be served by this program. To be
eligible, a child must live in the area'which has a higher concentration
of poverty than the average of the entire school district.
The goals and objectives of the programs initiated under the
Title I Act are the same as those society holds for education in general.
Among these goals are the development of citizenship, economic independence
obtaining of high scholastic achievement, and emotional and psychological
maturity. ;
s o m e OF THE SCHOOLS PARTICIPATING IN TITLE I_PROJECTS
h i g h s c h o o l s ̂ .
ATKINS. A special assistant principal for. instruction h
been added to the staff. This position is created in order to provide
a person on the faculty in a leadership position who can devote full
time and attention to developing and implementing a realistic teaching
APPENDIX C Page__l__ •
-195
program for the students who attend that school with accent on
corrective methods and curriculum.
JUNIOR HIGH SCHOOLS
The Junior High Schools are involved in the special remedial
program.
JUNIOR HIGH SCHOOL FORTIFICATION PROGRAM
In this program, there arc special resource teachers, four
in number, who are assigned to the junior high schools participating in
the program, and their primary function of each of these specialists
is to serve the teachers and students of the seventh grade. These
resource teachers work regularly with seventeen teachers, and indirectly
through the teachers they serve a large number of students in the junior
high schools which qualify under the Title I. Hanes, Kennedy, Anderson,
and Paisley Junior High Schools qualify for this program.
In addition to a full and normal curriculum program at these
two junior high schools, each has the following special programs funded
under Title I:
1. Seventh Grade - Fortification In Language.
2. Seventh Grade - Fortification In Arts.
’ 3. Seventh Grade - Fortification In Mathematics.
4. Special Junior High Resource Teacher to advise and
participate in the development of special courses of
curriculum and modernistic and improved approaches to
teaching methods to be applied in all areas of the
school.
Page 2 .
-196-
ELEMENTARY SCHOOLS
Brown
Children's Horae
___ Diggs
Easton
' Fairview
Fourteenth Street
Kimberley Park
Lowrance
Me bane
North Elementary
Skyland
All of the below described programs are concentrated in
the above named schools.
PROJECT READ.
rrojeet R « d .ts a special individualised reading program
for children in grades one through si*. In this program, children are
provided with specialised materials which are designed to heir them
iearn to read at their own pace and to, in general, considerably
improve their reading habits and abilities to the extent that each
student shall obtain and exceed the norm of the average school child
throughout the district. During the school day, the children
participating in this program have received special reading instructions
each day and the regular teacher is assisted by a teacher aide, who
daily.
Page___3
-197-
SPECIAL FIRST GRADE PROGRAM OR OPEN HIGHWAYS PROGRAM
This program has been called the Open Highways Program, simply
because the series of the reading books which are used in these classes is
known as.the "Open Highways Series.” It is, in fact, a special program
of instruction which attempts to use appropriate materials designed to •
improve the reading skills of the children participating in these programs.
In the schools involved, only children in the first grade are participating.
The program also attempts to improve the language skills of each student
and to bring their reading levels up to and above local norm for the
district in general and to improve the communication skill of each
student participating in the program.
ART EDUCATION
There are teachers assigned to the elementary schools
participating in this program who direct their teaching to first
grade children and some second grade children on a regular scheduled
basis. In addition, they are available to call on to work with other
pupils and to assist all teachers in the schools they serve. These
instructors are specialists in the field of Art, and through Art they
teach the students to develop an awareness about himself and to express
himself through or by means of Art, as well as developing the natural
creative ability which resides in the children participating in the
program. These services are not provided to the other schools
similarly situated in this district and which do not participate
in this program. .
Page 4
-198-
I PUPIL PERSONNEL SERVICES .----------- .* i • *: . 1
Special services such as home ” isits, counselling, psychological
evaluations, health and welfare services, etc., are included in this area.
Guidance and testing services for the junior and senior high schools in
Winston-Salem are organized under the Director and Coordinator of Guidance,
who reports to the Director of Pupil Personnel Services. Guidance
Counsellors work to help each student participating in this program
to develop his potential to the fullest by providing him with opportunities
to solve personal problems, by encouraging him to learn to accept himself
and others,' and by helping him use materials and Information to learn
about academic and vocational opportunities and educational requirements.
Children in the Title I schools have a much greater concentration of these
services than do children in the general school population similarly
situated.
Concentrated social services are provided to these Title I
schools by six nurses and eleven social workers who are available for
the schools participating in this program on a full-time basis. Nurses
and social workers work cooperatively to identify and correct health
problems, treat and correct psychological behavior and other problems,
and have Title I funds to use for these corrections. They are able to
do personal and group counselling with students on health matters,
behavior and academic problems to an extent not possible before or
available in other schools in this school district and aie 1- to
Page 5
-199-
effect special education placement for qualifying students, with
proper interpretation to parents. The social workers in these schools
have a greater responsibility for attendance and for eliminating any
cause of non-attendance than was possible before Title I funds were
available, and in the forty-nine schools not qualifying for Title I
funds, there are only five social workers and each school is visited
by a Public Health nurse once a week, and it is not possible because
of the case load and distances to travel to provide the services to
the students attending these schools as those given to the Title I
schools. • •
COMPREHENSIVE SCHOOL IMPROVEMENT PROJECT.
This is a state, supported program whose purpose is to upgrade
the achievement of pupils, especially in reading and communication skills
i
It provides teacher aides, consultant services, and money for materials
and equipment. ' . ' • , -
TUTORIAL PROGRAM.
Volunteers from throughout the community conduct extensive
tutorial programs, largely in reading in the schools in the Title I
areas. These volunteer tutors work directly under the supervision
1
of the classroom teacher and give individual help to pupils who need
special attention.
FOOD SERVICES.
There are three categories of special food service programs
in which there will be interest.
Page__6
• n*
• - **
</i
I 1 • Special assistance for reduced cost: lunches.
With special reimbursement from federal funds, these
. . . * •* .. * ' •
schools serve a pl*te lunch, deluding a meat, f.:e vegetables,
milk, rolls, and butter for a maximum of twenty-five cents.
I *
Students pay twenty cents, fifteen cents, ten cents, five
cents, or nothing,depending on their ability to pay. This
reduced cost lunch is a more restricted menu than is provided
in other schools where the plate lunch is thirty cents and
where other items are sold a la carte for prices ranging
. . from two cents to fifteen cents each.
. 2. Breakfast. •
A special breakfast program is served in some schools
for eligible children. If a child is participating in the
1 *
special educational programs at his school and is economically
deprived, he is eligible for the free breakfast.
•
The total amount of funds applied to participating schools
and pupils in these programs administered under Title I is $863,419.00.
. MODEL CITY EDUCATIONAL PROGRAM.
This project will affect all residents of the model city
f > # , ,' .
area, but it will have the most substantial impact on the students at
North Elomen..ary School, Lowrauee School and Kimberley Park School. The
plan called for these schools, and particularly North Elementary, is to be
converted within the next year into a model school. Additional personnel
-200-
Page 7
-201-
and equipment will be provided, as well as substantial renovation and
improvement of some of the facilities at these schools, and especially
North E l . . L « r y School. The idea would be to make this school a model
which could try out the most modern and up-to-date programs and educational
I .
activities which could be developed and which later hopefully could beJ * f
expanded into other schools in the system which are not eligible to
.*•*••* ‘ • . • * A • “ /
participate in this program. Students from the Lowrance, Kimberley
Park and as well as all children who live in the model city neighborhood,
i ’ - •
will be able to participate in the program both during and after school
hours. •
The operational budget, for the first year in these three
schools is $696,704.00. ^ *' .
• . J r • .
• " ■ . v 1
* CAREER OPPORTUNITY PROGRAM/ » '
This program provides for employment and on-the-job training
for people from the low income areas of the community. These people will
be employed in the school as teacher aides, library aides, guidance
clerks, and in addition to being employed, they will receive both on-
the-job and formal training which will enable them to upgrade themselves
and possibly eventually become qualified and certified teachers. The
benefit to the school system will be that the children in the participating
schools will have the benefit of the services of these career opportunities
people during the period in which they are being trained. The program calls
for approximately twenty-live trainees to be involved in this program
in the schools which arc participating.
Page__8
I ! •
-202-
%
Some of the schools participating in this program arc:
Fairview Carver Crest
Brown Skyland ....
North Elementary Hanes Junior
.Lowrance . Anderson Junior and Senior
Kimberley Fark Atkins Senior
The total annual budget allotted to all participating schools
* * . V %
and pupils in this program is $202,766.00.
%
P a g e __9
APPENDIX C
New F a cu lty R atios
S ch oo l
T1
F acu lty
E x e m p - Adjusted T1 %
tions F a cu lty N egro N egro
T1
White
A r d m o re 25
Bolton 20
B row n 26
B ru n so n 28
C a r v e r 18
C le m m o n s 37
Cook
Diggs
E a ston
20
26
15
24 29. 17
20 30. 00
26 3 0 .7 7
28 2 8 . 57
17 2 9 .4 1
37 11 2 9 .7 3
18 2 7 . 78
25 32. 00
13 30 . 77
17
14
18
20
12
26
13
17
9
r \ ' .
^ -203- £
%
White
7 0 .8 3
70. 00
6 9 . 2 3
7 1 . 4 3
7 0 . 59
70 . 27
72. 22
68.00
6 9 .2 3
F a i r v ie w 26 26 3 4 .6 2
2 9 .6 3
17
19F o r e s t P a r k 27
F o u rte e n th St. 29
27
22 36. 36 14
7 0 . 37
6 3 . 6 4
G rif f i th 39
K e r n e r s v i l l e 42
K i m b e r l e y P a r k _____ 32
Konnoak 24
39 10 2 5 .6 4
42 12 2 8 . 57
32 12 37. 50
20 30. 00
29
30
20
14
12
7 1 . 4 3
6 2 . 50
7 0 . 00
7 0 . 59
L a th a m 21
L o w ra n c e 28
L e w is v i l le 25
17
26
2 9 .4 1
3 4 .6 2
23 2 6 . 0 9
3 6 . 8 4
17
17
12
6 5 .3 8
7 3 .9 1
6 3 . 16
M ebane 21
M in e r a l Springs_____ 33
M o o re 17
N orth E le m . 26
Oak S u m m it 29
Old Richm ond 14
Old Tow n
P e t r e e
48
17
P r i n c e Ib ra h a m 14
R u r a l Hall 37
19
33 2 7 . 27
16 3 1 .2 5
26 10
25
3 8 .4 6
2 8 . 00
14 2 8 . 57
48 14 29 . 17
13 3 0 .7 7
14 2 8 . 57
37 11 2 9 . 7 3
24
11
16
18
10
34
10
26
7 2 .7 3
6 8 . 7 5
6 1 . 5 4
7 2 . 00
7 1 . 4 3
7 0 . 8 3
6 9 .2 3
7 1 .4 3
7 0 . 27
7 2 . 2 2
Sedge G arden 36
Sherw ood F o r e s t 33
Skyland______________ 20
South F o r k 29
South P a r k 21
S £ e a s 39
Union C r o s s
Vi enna
25
17
W alkertow n 40
Waughtown
W h ita k er
14
26
S u b - to ta l 1064
' 'C h i ld r e n 's Home 12
36 10 2 7 .7 8
33 2 7 .2 7
20 30. 00
29 2 7 . 59
21 28. 57
39 12 3 0 .7 7
25 32 . 00
17 23. 52
39
13
25
11 2 8 .2 1
3 0 .7 7
2 8 . 00
40 1024 307 29. 98
12 1 6 .6 7
26
24
14
21
15
27
17
13
28
9
18
717
10
7 2 .7 3
7 0 . 00
7 2 .4 1
7 1 .4 3
6 9 . 2 3
6 8 . 0 0
7 6 .4 7
7 1 . 7 9
6 9 .2 3
7 2 . 00
7 0 . 02
8 3 . 33
G ra n d -to ta l 1076 1036 309 2 9 .8 3 727 70 . 17
* C h i ld r e n 's Home inc lu d es g rad es 1 through 9
-204-
o
i
o
Mew Facul ty Ratios
J r . High
T1
Faculty
£xen*j»«
tions
Adjusted
Faculty
— TS— -------- K—
H ost*
T1
White White
Dalton 36 34 7 1 9 . 4 4 29 8 0 . 5 6
Glenn 32 32 7 2 1 . 8 8 25 78 . 13
G riff i th 24 . 24 6 25 . 00 18 7 5 . 0 0
H anes 27 2 25 7 28. 00 18 72 . 00
Hill 28 2 26 5 1 9 . 2 3 21 8 0 . 7 7
J e f f e r s o n 34 34 7 20. 58 27 7 9 .4 1
Kennedy 48 3 45 15 3 3 . 3 3 30 66 . 67
K e r n e r sv i l le 23 23 5 2 1 . 7 4 18 78. 26
M in e ra l S p ring s 38 38 9 2 3 . 6 8 29 76 , 32
45 45 10 2 2 . 2 2 35 7 7 . 7 8
P h ilo 30 5 25 6 2 4 . 0 0 19 76 . 00
P a i s l e y 28 2 26 8 3 0 . 7 7 18 69 . 23
Southwest 52 52 11 21. 15 41 7 8 . 8 5
W a lk er town 30 30 6 2 0 . 0 0 24 80 . 00
W iley 37 1 36 7 1 9 . 4 4 29 80 . 56
S r . High
52 4 48 15 3 1 . 2 5 33 4 8 . 7 5
49 69 10 1 4 . 4 9 59 8 5 . 5 1
77 77 13 1 6 .8 8 64 83*12
89 80 14 1 7 . 5 0 66 82 . 50
P a rk la n d 64 64 11 17. 18 * 3 8 2 . 8 1
48 48 8 16. i 7 40 83 . 33
45 45 18 48 . 00 27 6 0 . 0 0
25 1 24 11 4 5 . 8 3 13 54. 17
$*M t. T a b o r 50 50 9 1 8 . 0 0 41 82 . 00
1022 28 1002 225 2 2 . 4 4 777 7 7 . 5 4
G rand Tota l 2098 60 2038 534 2 6 . 2 0 1504 7 3 . 8 0
$ Includ es grad es 7 through 12
* * Includ es gra d e s 9 through 12
%
-205-
NOTTCE OF APPEAL
Notice is hereby given that Catherine Scott, et al, plaintiffs above
named, hereby appeal to the United States Court of Appeals for the Fourth
Circuit from the opinion and order of the District Court entered in this
action on June 25, 1970.
This 6th day of July, 1970.
/S/ J. LeVonne Chambers__________
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, H I
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
-206-
MOTION FOR FURTHER EXTENSION OF TIME
TO DOCKET RECORD ON APPEAL
Catherine Scott, et al., appellants, respectfully move the Court for a
further extension of time in which to docket their appeal, filed on February
19, 1970 from an order of the District Court denying their motion for
preliminary injunction and as grounds therefor, respectfully show the Court
the following:
1. By order of May 7, 1970, the United States Court of Appeals for
the Fourth Circuit granted the appellants herein to and including the 15th
day of July, 1970 in which to docket their record on appeal pursuant to the
motion of the appellants for an extension of time.
2. As set forth in the appellants' motion, the District Court had set
the matter for further hearing, following its denial of the appellants' motion
for a preliminary injunction. Appellants noted in their motion for an
extension of time that the District Court would need the record in order to
conduct the further hearings on the matter and that some of the issues involved
in the appeal might be affected by the District Court's ruling on the merits.
Appellants further maintained that if an appeal became necessary from the
ruling on the merits by the District Court, that it could be heard along with
the appeal from the order denying the motion for preliminary injunction.
3. On June 25, 1970 the District Court entered its memorandum and
order on the merits, finding the plan submitted by the appellant School
Board sufficient to comply with its constitutional obligation to desegregate
with the exceptions of three elementary schools and a provision in the plan
dealing with the majority-to-minority transfer. The Court directed the
-207-
the School Board to submit an amended plan with respect to the three
elementary schools and the majority-to-minority transfer provision within
twenty days after the date of the order and directed the appellants to
respond to the amended plan within seven days thereafter.
4. The appellants have noted an appeal from the order of the District
Court on June 25, 1970. The further hearings directed on the amended plan,
however, will further delay submission of the record on appeal to this
Court. Appellants are desirous of obtaining a review of the District
Court's order denying preliminary relief and approving of the plan
submitted by the School Board with the exceptions noted, at the earliest
possible time. In order that the Court of Appeals might have a full record
before it, however, it is necessary to delay submission of the record pending
the final order of the District Court in its consideration of the amended
plan to be submitted by the School Board.
WHEREFORE, appellants respectfully pray that the Court further extend
the time for submission of the record on appeal to and including the 31st
day of August, 1970.
Respectfully submitted,
/s/ J. LeVonne C h a m b e r s _______________
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina 28202
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorney for Appellants
MOTION GRANTED FOR THE COURT BY DIRECTION
/s/ Samuel W. Phillips, Clerk
A True Copy, Teste:
Samuel W. Phillips, Clerk
By: /s/ Phyllis L. Tellis
Deputy Clerk
-209-
REPORT AND MOTION
COMES NOW Wins ton-Salem/Forsyth County Board of Education, a defendant
in the above-entitled cause, and, pursuant to the Order of the Court dated
June 25, 1970, reports as follows:
(1) The Board has adopted a resolution amending the freedom of transfer
provisions of its Pupil Assignment Policy - 5117 to comply with paragraph 2(a)
of the Court's Order; the Board has also adopted a schedule showing the 1970-71
projected racial composition of each school, by percentage of black pupils,
which will be used in passing on applications for transfer under the Pupil
Assignment Policy, as amended, for the 1970-71 school year. A copy of said
resolution and schedule, marked Exhibit A, is attached hereto. A copy of
Pupil Assignment Policy - 5117, as amended, is also attached hereto, marked
Exhibit A-l.
(2) The Board has adopted a Plan and Summary of Innovative Programs to
Increase Contact Between the Races as directed in paragraph 2(c) of the Court's
Order, and a copy thereof, marked Exhibit B, is attached hereto.
(3) The Board, in compliance with paragraph 3 of the Court's order, has
adopted a resolution to expedite employment of architects and selection of sites
for two new high schools, one in the northeast area and one in the southeast
area, in the hope that bond monies may soon be made available and that these
high schools may be constructed without further delay. A copy of said resolution,
marked Exhibit C, is attached hereto.
(4) The Board has encountered great difficulty in undertaking to comply
with paragraph 2(b) of the Court's Order directing the Board to make plans for
- 2 1 0 -
the "reasonable integration of Diggs Elementary, Kimberley Pa-k Elementary,
and Cook Elementary (Carver Crest)". The Board, in a good faith effort to
comply with this requirement, has met at length on six different occasions
and has considered all of the means that it and the administrative staff are
aware of to achieve reasonable integration of these schools. The Board has
considered (1) extending the geographic zones of the three schools; (2) the
pairing of these three schools with the nearest predominantly white schools;
and (3) the clustering of each of these three schools with the two nearest
predominantly white schools. The Board has found that even by extending the
geographic zones of the three schools to an unreasonble degree the result will
be to assign to these schools approximately five-sixths black and one-sixth
white pupils. This stems from the fact that much of the land adjacent to the
present attendance zones serving these schools is either vacant or used for
other than residential purposes, or, where residential^ developed, does not
have any sizable concentration of white residents. It thus appears to the
Board that even gerrymandering the attendance zones of these schools to promote
integration will not achieve the desired goal of reasonable integration of
these schools. With respect to both pairing and clustering, the Board has found
that these approaches to the integration of Diggs Elementary, Kimberley Park
Elementary and Cook Elementary Schools would require substantial cross bussing
of pupils from the neighborhoods of their residence to other neighborhoods which
would be both expensive and contrary to the best interest of the pupils, would
violate the integrity of the neighborhood school system, would force children
of both races to travel substantial distances to school when they could otherwise
attend schools in their neighborhoods, and would have no redeeming feature other
than the achievement of racial balance. Accordingly, the Board has found that
- 2 1 1 -
both pairing and clustering of these schools would not be practical or
reasonable means of integrating Diggs Elementary, Kimberley Park Elementary
and Cook Elementary. These findings of the Board are set forth in a resolution
adopted by the Board, copy of which is marked Exhibit D and attached hereto.
WHEREFORE, the Winston-Salem/Forsyth County Board of Education respect
fully moves that the Court approve the action of the Board as set forth
in Exhibits A, B and C, attached hereto, and that the Court reconsider paragraph
2(b) of its Order and that, upon its reconsideration thereof, the Court delete
paragraph 2(b) from the Order of June 25, 1970.
/S/ W. F. Womble
W. F. Womble
/S/ John L. W. Garrou________________
John L. W. Garrou
P. 0. Drawer 84
Winston-Salem, North Carolina 27102
Telephone: (919) 725-1311
Attorneys for Defendant Winston-Salem-
Forsyth County Board of Education
Of Counsel:
Womble, Carlyle, Sandridge & Rice
2400 Wachovia Building
Winston-Salem, North Carolina
- 2 1 2 -
RESOLUTION AMENDING PUPIL ASSIGNMENT
Policy - 5117
WHEREAS, --
Paragraph 2(a) of the June 25, 1970, Order of the United States District
Court directs the Board to revise its Pupil Assignment Plan to include a
provision prohibiting a child whose race is in a minority in the school to
which he is assigned from transferring to a school in which he would be in
a majority racial enrollment. The clear purpose of this requirement in the
Court Order is to prevent re-segregation through the exercise of the transfer
privilege. The Board believes the purpose and intent of this portion of the
Court's Order can be best achieved, with greatest fairness to all concerned,
by the adoption of the following amendments.
NOW, THEREFORE, BE IT RESOLVED that Pupil Assignment Policy - 5117 - as
heretofore adopted by the Winston-Salem/Forsyth County Board of Education, is
amended as follows:
(a) Paragraph 2 entitled "Attendance Zones" is amended by rewriting the
first sentence to read as follows:
"The school system uses a pupil assignment
plan based upon geographic attendance zones,
with choice of transfer to promote integra
tion. "
Said paragraph is further amended by changing the period at the end of the
fourth sentence, immediately following the words "his grade" to a semicolon and
by adding to the end of said sentence the following:
EXHIBIT A
- 213-
"provided, however, that this exception
shall not apply to any pupil residing in
an area which is a part of a new or re
vised attendance zone for the next school
year. "
Said paragraph 2 is further amended by adding at the end thereof the following
"In the assignment of pupils exceptions
shall be made only with respect to pupils
in special education programs and special
individual harship cases."
(b) Paragraph 3, entitled "Transfer To A School In Another
Zone", is amended by rewriting the first sentence in the first full paragraph,
which begins with the words "The parent" and ends with the words "attendance
zone", to read as follows:
"The parent, guardian, or other adult person
acting as a parent, or any pupil who has
been assigned according to the provisions of
paragraph 2 above, may apply to the Board
for reassignment of such pupil for the en
suing school year to another school serving
the pupil's grade as hereinafter provided."
Said paragraph is further amended by deleting the last part of said paragraph
beginning with "b. After giving priority to . . and continuing through the
remainder of paragraph 3 to and including the words "throughout the schools of
the system." at the end of paragraph 3, and inserting in lieu thereof the
following:
"b. After giving priority to majority to minority
requests as above provided, all other applications
received on or before June 1 will be approved if
(1) the transfer will not result in exceeding the
normal rate capacity of the school to which the
transfer is made, and (2) the percentage of pupils
of a race different from the race of the transferring
pupil in the school to which transfer is requested
exceeds such percentage in the school from which
the pupil desires to transfer. Special transportation
will be provided only with respect to transfers which
EXHIBIT A
-214-
qualify under paragraph a., above. If all applications
made under this paragraph b. cannot be approved
because of overcrowding, priority among applicants
shall be given on the basis of proximity of the school
to the homes of the pupils.
Applications may be made after June 1, to and including August 28,
but applications made during that period will be approved in order
of receipt so long as (1) the transfer will not result in exceeing
the normal rated capacity of the school to which the transfer is
made, and (2) the percentage of pupils of a race different from the
race of the transferring pupil in the school to which transfer is
requested exceeds such percentage in the school from which the
pupil desires to transfer.
In order to administer this policy in an orderly manner, the
Superintendent shall, subject to any subsequent changes in projected
enrollments resulting from changes in geographic attendance zones,
operate on the basis of projected enrollments (both as to numbers
and race) for the 1970-71 school year as set forth in the Modification
of Pupil Assignment Plan adopted by the Board of Education on or about
February 15, 1970, and, for succeeding years, as determined by the
Superintendent and approved by the Board of Education on or before
April 1 of each year for the following school year. School capacity
standards shall be applied uniformly throughout the schools of the
system."
EXHIBIT A
-215-
July 13, 1970
ELEMENT ARY SCHOOLS
Brown
Cook
Diggs
Fairview
Fourteenth Street
Kimberley Park
Mebane
North Elementary
Skyland
100%
100%
100%
100%
100%
100%
100%
100%
100%
Lowrance
Easton
Ibraham
Petree
Mineral Springs
Brunson
Oak Summit
Old Richmond
Walkertown
Old Town
Rural Hall
Lewisville
Kernersville
Forest Park
Vienna
Clemmons
Ardmore
Whitaker
South Park
Sedge Garden
Latham
Union Cross
Speas
Konnoak
Sherwood Forest
Bolton
Griffith
Moore
South Fork
Waughtown
98.07%
43.32%
39.43%
31.40%
19.86%
19.85%
11.95%
11.71%
9 .03%
7.69%
5.43%
4.60%
3.13%
2.95%
2.76%
1.42%
1.18%
1.14%
. 74%
. 74%
.70%
.46%
. 20%
.18%
.12%
0%
0%
0%
0%
0%
EXHIBIT A
-216-
JUNIOR HIGH SCHOOLS
Anderson
Kennedy
Paisley
Hanes
Carver
Wiley
Mineral Springs
Northwest
Walkertown
Hill
Kernersville
Philo
Southwest
Glenn
Jefferson
Dalton
Griffith
100%
100%
100%
97.027=
35.857=
22.567=
15.787=
10.037=
9.607=
7.097=
4.627=
2.897=
1.507=
. 267=
.127=
.127=
07=
SENIOR HIGH SCHOOLS
Atkins
Parkland
North
Reynolds
East
West
Mt. Tabor
1007=
25.497=
21.707=
15.007=
7.067=
2.137=
. 087=
EXHIBIT A
-217-
1 Gene ra l P o licy
It is the policy r,l t h e W inston-Salem / Forsyth County School Sy stem in the ass ignm ent of
pupils to adhere to Policy # 1160 adopted F e b ru a ry , 1969 (R esponsibili ty tc O perate A
Unitary and Non d iscr im in a to ry school Sy s te m ' to the end that all pupils shall be provided
an equal educational opportunity s ad no pupil aha) be effectively excluded fro m any school
b eca u se of ra c e « coler,
2, Attendance Zones
The school sy s tem uses a pupil ass ignm ent plan based upon geographic attendance zones,
with choice of t r a n s fe r to promote integration, Under the plan, the schord %» which each
pupil is assigned at the beginning of the year depends on where he liver, , An attendance
zone has been established lo r each school in the s y s tem . Alt pupils in thz sam e grade
who live in the sam e attendance zone will be assigned to the sam e school, r e g a r d le s s of
tb e ir race,, c o l e , o r national orig in and re g a rd le s s of which school they attend now;
except that any pupil row attending a school outside the attendance zone of his re s id e n ce ,
a s a re su lt of his f re e choice, will be assigned to that school fo r the ensuing school y ear
if it o f fe rs his grade- pro ided, however,, that this exception shall not apply to any pupil
resid ing in an a re a which is a part oi a new m rev ised attendance zone fo r the next school
yeai „ He may t r a n s fe r to another school under the provisions of paragraph 3, below, Xn
the ass ig nm ent oi pupils exceptions shall be made only with re s p e c t to pupils in special
education p rogram s and special individual hardship c a s e s .
T r a n sfe r to Scb . j ; :m Arother Zone
A pupil may t r a n s fe r f ro m the school to which he is assigned only under t( e following
conditions;
The parent, guardian or other adult person acting a s a parent, o r any pupil who has been
assigned according to the provision of paragraph 2, above, rnay apply to the Board fo r
reassig n m en t of such pupil fo r the ensuing school year to another school serving the pupil 's
grade a3 h ere in a fter provided. Such application for reassignm ent shall be in writing on
fo rm s which wit; be f re e ly provided in the o f f ices -.£ a l l principals and the Superintendent
io r that purpose j ^ P P H c ^ o n ^ r e c e i v e d or o,.- b efo re June 1 will be approved on the
following b a sic
a. M ajority to minority requests ( t . e , where the pupil is requesting tr a n s f e r fro m a
school in which his ra ce is in the m ajority to a school in which h is ra c e is in the
m i n o r i t y w i f i be given i i r s t priority , and >H1 be approved even though the granting
of the request will result, in overcrowding up h 10% above the norm al rated capacity
of the school to which tran sfer is being made , T h is will apply to as many a lternate
ch o ice s as the applicant designates where hio f i r s t choice cannot be approved d ie to
e x c e s s iv e overcrow ding. F r e e school b in transp ortation will be made available for
pupils who - r a t e m ajority to minority t r a n s fe r s , who re s id e one and -ne-half m iles
or m ore from the school to which they tra n s fe r and whose applications a t e received
by Ju ne 1 Where some but cot all such applications cannot be appro- ed b ecau se of
overcrowding, priority among such applicants shall be given on the b a s is of proximity
of the school Lo the h»>me« of the pt«piis„ ..
EXHIBIT a . i
-218-
b„ A fter giving priority to m a jor ity to minority requ ests as above provided, a l l other
applications rece ived on or before June 1 will be approved if (1) the I ta n s fe r will
not re s u lt in exceeding the norm al rated capacity of the school to which the t r a n s fe r
is made, and ( 2 ; the percentage of pupils of a ra c e d ifferent f ro m the ra c e of the
t r a n s fe r r in g pupil in the school to which t r a n s fe r i s requested exceeds such
percentage m the school fro m which the pupil d e s i re s to t r a n s f e r . Sp ecia l t r a n s
portation will be provided only with re s p e c t to t r a n s f e r s which qualify under
paragraph a , above, If nil applications made ut.der this paragraph i> cannot be
approved because of overcrow ding, priority among applicants shall be given on the
b a s i s of proximity of the school to the. homes of the pupils
App lications may be m ade a fter t une 1, to and including August 28, but applications made
during that period will lie approved in order of j eceipt so long as (1 ' the t r a n s fe r will not
resu lt in exceeding the norm al rated capacity of the school to which the t r a n s f e r is made
and (21 the p ercen tag e pupils of a r a c e different fro m the race of the -a n s fe rr in g pupil
in the school to which t r a n s fe r i s requested exceed s such percentage in vie school fro m
which the pupil d e s i re s to t r a n s f e r .
In o rd er to ad m in is ter this policy in an ord er ly m anner, the Superintendent sh a l l , subject
to any subsequent changes in protected enrollm ents resulting fro m chan; ;s in geographic
attendance zones, opev .ie ;m the; b a s ic of pro jected enrollm ents (both as to nu m be-s and
r a c e ; fo r the 1970 71 school year a s se t forth in the Modification of Pup-1 A ssignm ent
Plan adopted by the Board ,>f Education or. or about F e b ru a ry 15 1970, and, fo r succeeding
years , a s determ ined by the Superintendent and approved by the Board of hducation oti or
b efo re April 1 v each /ear for the. following school y e a r . School capacity standards shall
be applied uniformly throughout the schools of the sy s tem ,
4 , N otificat ion of A s s ignment
On or b e fo re May 1, the parent, o r other adult person acting as parent, of each pupil
enrolled in this sy stem will be sent a le t t e r telling him the name of the school to which the
pupil will be assigned for the coming y e a r , A copy of the B o a rd 's Pupil Assignm ent
P o licy will be enclosed with each le t t e r . The le t t e r will d irec t attention to the previs ions
of paragraph 3 h e re o f relating to t r a n s fe r to a school in another zone and the provision of
school bus tran sp orta tion in the ca s e c.f m ajority to minority t r a n s f e r s . The le t t e r will
a lso give inform ation ob any school bus s e r v ic e provided fo r the pupil 's neighborhood.
T h e re will a lso be enclosed with the le t t e r a l ist of all sch oo l* in the sy s tem shoving
those which a r c overcrowded and whether or not overcrowded in e x c e s s of 10% of norm al
rated capacity . The sam e le t te r will ue sent on the sam e date fo r all school children the
school s y s tem expects to enter the school system fo r the f i r s t t im e at the beginning of the
next school y ea r . T h is includes children entering the f i r s t grad s . If the school system
le a r n s of a new pupil a fte r the le t te rs a r e sent out, i t will promptly send the pupil s
parent such a le t te r and enclosures,,
-219-
5« All Other A spects of School A ctiv it ies
All school-connected s e r v ic e s , fa c i l i t i e s , a th le t ics , a c t iv i t ie s and program s a re open to
each pupil without regard to r a c e . No pupil who is reassig ned b eca u se of changes in
geographic attendance zones or who t r a n s f e r s f ro m a school in which his ra c e i s in the
m a jo r ity to a school fn which his ra c e is in the m inority will be sub ject to any disqualify
cation or waiting period for participation in a c t iv i t ie s and p ro g ram s, including a th le t ics ,
which might o therw ise apply to t r a n s f e r students. All tran sp orta tion furnished by the
school sy s tem shall be on a non racia l b a s i s , except where specia l tran sp orta tion is
provided under paragraph 3, a , above, to encourage g r e a te r integration in the school
syste m.
6, Maps Showing Attendance Zones
Maps showing the boundary l ines of the attendance zones of every school ir the school
sy s tem shall be fre e ly available for inspection by the public a t the Superintendent's o f f ice .
Individual zone maps shall be available at each school.
7 0 Attendance A c r o ss School System L ines
No arran gem ent will be made or p erm ission granted by this school sy stem for any students
living in the community it s e r v e s to attend school in another school sy s tem , where this
would tend to l im it d esegregation , or where the opportunity i s not available to all students
without regard t - r a c e , color o r national orig in . No a rra n g em en t will be made or
p erm ission granted by this school sy stem for any students living in another school sy stem
to attend public school in this sy stem , where this would tend to l im it d esegregation , or
where the opportunity is nut available to a l l students without regard to ra ce , co lor or
national orig in .
8. Complaints
School o f f ic ia ls seek the support of a l l parts of the community fo r the smooth operation of
a unitary and non d iscr im in a to ry scho 1 system, in which no pupil is effective ly excluded
f ro m any school b ecau se of ra c e or c o lo r . It is con trary to the pupil ass ignm ent plan of
th is school sy stem for school o f f ic ia ls and te a c h e rs to dissuade persons rrom attending a
school where a desegregated education can be obtained, or to f r u s tr a te the purposes of
the plan with p ro m ise s of fa v ors or th re a ts of penalt ies . In addition, it i s con trary to
F e d e r a l requ irem en ts fo r any other person to use intim idation or re ta lia tion in o r d e r to
in te r fe r e with the rights of students and parents under the plan, Any person who has a
com plaint about the operation of the pupil ass ignm ent plan should bring the m atter to tne
attention of the resp onsib le lo ca l or state o f f ic ia ls . If they do not c o r r e c t the m atter
promptly, any person fa m il ia r with the fa c ts should rep ort them without delay to the
O ffice fo r Civil R ights, Department of Health, Education, and W e lfa re , Washington, D. C, ,
20202 (telephone 2 0 2 - 9 6 2 - 0 3 3 3 ’,. The name of any person submitting a complaint to the
O ffice fo r Civil Rights will not be d isclosed if he so re q u e sts .
EXHIBIT /?-
-220-
PLANS AND SUMMARY OF INNOVATIVE PROGRAMS
TO INCREASE CONTACT BETWEEN THE RACES
IN THE WINSTON-SALEM/FORSYTH COUNTY SCHOOLS
I. Within Each School
Many programs and activities have been undertaken during the past
several years to increase positive contact between the races and to give
every pupil equal opportunity to participate fully in the academic and
extra-curricular activities of the school. While these efforts have not
always been totally effective, progress has been made and school administrators,
counselors, and teachers have developed many of the insights and skills
needed in working successfully in integrated schools.
Among the steps already taken which have shown some effectiveness and
which hold more promise for the future are the following:
A. School administrators have reviewed all existing school rules to
determine whether changes needed to be made, mindful that school
rules and regulations should be applied fairly, yet firmly, without
double standards and without favoritism because of race, creed,
color or economic status.
B. Special student committees have been established at all high
schools to serve as a clearing house for student suggestions,
questions, rumors and grievances. One of the functions of these
committees is to arrange for small discussion groups of Negro and
white students, who meet together and talk over their differences
and gain better understanding of each other.
EXHIBIT B
- 2 2 1 -
C. Each high school has reviewed its entire extra-curricular
program and taken steps to assure that (a) club rules and
practices are non-discriminatory and clearly stated and
(b) additional activities are provided to meet the interests
and needs of students.
D. Appropriate instructional material on contributions of
minority groups to our history and culture have been
introduced into the curriculum.
E. A new position, Director of Intergroup Relations, has been
added to the Superintendent'sstaff with specific responsibilities
for assisting and advising individual school faculties and
student bodies in their efforts to achieve a truly integrated
school.
F. Since adoption by the Board of its pupil assignment plan on
February 16, 1970, many activities have been undertaken to
insure effective implementation of that plan. Intervisitation
and joint planning by student groups at Anderson and Parkland
High Schools have been conducted very successfully during
the spring and will continue throughout the summer. Well-
attended Open Houses have been conducted at Ibraham, Petree,
and Carver for parents and students who have been reassigned
to those schools.
G. Summer school programs which are open to all students have
been thoroughtly integrated. In both remedial and enrichment
programs, black and white students participate together
EXHIBIT B
- 2 2 2 -
enthusiast ically.
H. Another specific and innovative effort which has been made
for the past two summers and is being continued and expanded
for the summer of 1970 is the "Guidance Program for Students
in Transition." This project has served students who were
moving from black schools into predominantly white schools.
During the summers of 1968 and 1969, between 98% and 997o of
the eligible students transferring from black to predominantly
white schools received special orientation services. Personnel
who worked with this project are convinced that their efforts
were responsibile for reducing the incidence of problems during
the course of the 1969-70 school year. In this program, one
guidance counselor and two student aides are employed during
the summer at each of the four largest predominantly white
senior high schools. Their purpose this summer is to contact
transferring students from Carver and Anderson Senior High
Schools as well as rising tenth graders from Carver, Anderson,
Hanes and Paisley Junior Highs. This contact includes orientation
information about school, individual assistance in course
selection, orientation to the school plant, and introduction to
student activities and student leaders. Prior to school opening,
some group visitations and programs will also be scheduled for
both students and parents.
In every school throughout the system the Board encourages all efforts
aimed at more complete involvement of all students. Principals, faculty,
and representative students and parents in the schools are encouraged to
EXHIBIT B
-223-
evaluate traditional procedures and practices in terms of whether they are
truly democratic. In schools in which students are crossing racial lines
for the first time in the fall of 1970, the Board particularly encourages
the local school administration to plan for participation by every student.
II. System Wide Programs
Recognizing that the encouragement of improved black/white relationships
will benefit all students, the Board will encourage expansion of those
programs throughout the system which have shown promise and inauguration
of innovative programs which will increase interracial contact in school
activities.
Examples of kinds of innovative programs which the Board has in mind
will be described later in this report.
The most promising ideas, however, count for nothing until they
are effectively implemented. For this reason, it is imperative that the
highest priority be given to the coordination of efforts to increase interracial
contacts and that careful and definite organizational plans be made to insure
that current and new approaches at increased contact between the races become
reality and do not remain merely good ideas.
Responsibility for coordination of the efforts to increase contact
between the races in school affairs has been assigned to the Director of Inter
group Relations. Under his direction, the following organizational plans
will be developed at each school level with initial emphasis placed on
those schools in which the smallest amount of racial mixing has occurred:
A. Elementary Schools - Under the leadership of the principals, two
racially different schools will work together in an effort to
increase racial contact. A joint committee composed of faculty
members, students and parents from both schools will be appointed
EXHIBIT B
-224-
to plan and implement activities designed to accomplish this
purpose.
B. Junior and Senior High Schools - An Exchange Program Council
will be established at both Junior High and Senior High levels.
Pupil and faculty representatives from selected schools will
make up these two councils. The function of the Councils will
be to promote, arrange and schedule exchange programs among
the schools, especially in areas of speech and drama, music,
student council activities, publications and the like.
The Board believes that increased contact between the races can be
accomplished in several areas of school life. Following is a summary of
illustrative types of programs which will be undertaken:
A. Curriculum Related Activities
Encouragement will be given throughout the system to teachers
to plan joint field trips by classes from two schools, one
predominantly black and the other predominantly white. Support
will be given to the planning by teachers of intervisitation
for science fairs, art exhibits, and similar activities.
Channels will be provided to facilitate this planning. Teachers
will be asked to be creative in planning activities which will
encourage understanding and cooperation between the races.
B. Cultural Enrichment Programs
Centralized,system wide after-school programs, based on pupil
interest and talent, will be expanded. There have been exchange
programs in music, speech and drama, provided by students from
EXHIBIT B
-225-
schools of one race for students from schools of predominantly
the other race. With the cooperation of station WSJS and Wake
Forest University interscholastic debate and other forms of
academic competition have already been undertaken. In cooperation
with the Winston-Salem Symphony, afternoon orchestra instruction
has been instituted. A channel for encouraging increased
experiences of this kind will be developed.
With community support from a variety of agencies and interested
civil groups, young people of all races can come together
for after-school instruction in music, drama, speech, etc., and
for participation in countywide choral, band and literary performing
groups.
C . Athletics and Physical Education
For a number of years, both the intramural Junior High School
and the Senior High School athletic programs have been administered
and have functioned without regard to race. Athletic competition
has, both within the system and within the Athletic Conferences,
provided for interracial contact for students and formany citizens
in the community. In the context of providing for further meeting
of the races in the physical education setting, physical education
play days will be planned, primarily in the elementary schools.
Community agencies and civic organizations such as the Recreation
Department, Wake Forest Athletic Department, and the Jaycees might
be encouraged to assist in these intrasystem play days.
EXHIBIT B
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D. Student Involvement
At the Junior and Senior High School levels particularly,
provision will be made for system wide avenues of communication
among student councils and other student activities. Students
will be assisted in devising means of planning and working
together across racial linessuch as by cooperating on a civic
proj ect.
E . Parent Involvement
Significant progress in the area of human relations has been
made as a result of the creation of The Citizens Advisory
Council by the Board of Education. This bi-racial Council was
created as a means of maintaining and enlarging a close working
relationship between the Board and the people in each school
community. Council membership includes some 250 students, parents
and other community leaders serving on individual school committees
from each school in the system.
Council activities, which include meeting with Parent-Teacher
Associations, school staff members, students, civic clubs, and
other interest groups from within the community have been instrumental
in bringing about increased contact between the different racial
elements of the community .
Another forward step was made with the consolidation of the
black and white PTA Councils into one unified Council. This
accomplishment should result in increased cooperation, improved
EXHIBIT B
-227-
planning, and implementation of additional activities
of an interracial nature on the part of both students and parents.
Additional ways of increasing interracial contacts will be
sought in cooperation with these Councils.
EXHIBIT B
-228-
The Winston-Salem/Forsyth County Board of Education recognized
that its pupil assignment plan adopted in February, 1970, for the 1970-71
school year would result in substantial crowding at East Forsyth and
Parkland, and would still leave one all black high school, Atkins. The
Board stated at that time that it proposed "to move ahead immediately
with detailed planning for construction of senior high schools in the
northeast and in the southeast." The construction of these schools would
alleviate the crowding at East Forsyth and Parkland and would enable the
Board to close Atkins.
The United States District Court in its order of June 25, 1970, has
directed the Board to proceed forthwith to adopt and execute plans for the
construction of these high schools.
The construction of these schools can be accomplished only upon
release of bond funds which are currently tied up because of school litigation,
but sufficient funds are now available to proceed with site icquisition
and development of architectural plans.
NOW, THEREFORE, BE IT RESOLVED that the Superintendent, as soon as possible,
submit recommendations for the employment of an architect or architects for
these projects and that he also submit, as soon as possible, recommendations
of sites to be acquired for these projects. Further, that efforts be continued
to obtain approval of bond counsel for the issuance of school bonds at the
earliest possible date.
EXHIBIT C
-229-
r e s o l u t i o n
WHEREAS, --
The Board has encountered great difficulty in undertaking to comply
with paragraph 2(b) of the Court's Order directing the Board to make plans
for the reasonable integration of Diggs Elementary, Kimberley Park
Elementary and Cook Elementary (Carver Crest)." The Board, in a good faith
effort to comply with this requirement, has met at length on six different
occasions and has considered all of the means that it and the administrative
staff are aware of to achieve reasonable integration of these schools.
The Board has considered (1) extending the geographic zones of the three
schools; (2) the pairing of these three schools with the nearest predominantly
white schools; and (3) the clustering of each of these three schools with
the two nearest predominantly white schools. The Board has found that even
by extending the geographic zones of the three schools to an unreasonable
degree the result will be to assign to these schools approximately five-sixths
black and one-sixth white pupils. This stems from the fact that much of the
land adjacent to the present attendance zones serving these schools is
either vacant or used for other than residential purposes, or where residentially
developed, does not have any sizable concentration of white residents. It thus
appears to the Board that even gerrymandering the attendance zones of these
schools to promote integration will not achieve the desired goal of reasonable
integration of these schools. With respect to both pairing and clustering, the
Board has found that these approaches to the integration of Diggs Elementary,
Kimberley Park Elementary and Cook Elementary Schools would require substantial
EXHIBIT D
-230-
cross bussing of pupils from the neighborhoods of their residence to
other neighborhoods, which would be both expensive and contrary to the best
interest of the pupils, would violate the integrity of the neighborhood
school system, would force children of both races to travel substantial
distances to school when they could otherwise attend schools in their
neighborhoods, and would have no redeeming feature other than the achievement
of racial balance. Accordingly, the Board has found that both pairing and
clustering of these schools would not be practical or reasonable means of
integrating Diggs Elementary, Kimberley Park Elementary and Cook Elementary.
NOW, THEREFORE, BE IT RESOLVED that the integration of Diggs Elementary,
Kimberley Park Elementary and Cook Elementary cannot be reasonably accomplished
for the reasons stated above and that the Court be requested to reconsider
and to delete this portion of its Order of June 25, 1970.
EXHIBIT D
-231-
O R D E R
GORDON, District Judge
In compliance with the Order of this Court entered June 25, 1970, the
defendant filed a Report and Motion on July 14, 1970, containing various
amendments to the pupil assignment policy, a summary of proposed programs
to increase contact between the races in the system, a resolution pertaining
to the construction of two new high schools, and a motion that the Court
reconsider and delete that portion of its order concerning the reasonable
integration of Diggs Elementary, Kimberly Park Elementary and Cook Elementary
(Paragraph 2(b) of the Order of June 25, 1970).
It is hereby ORDERED AND DECREED that:
1. Except as hereinafter set out, the Report of the Winston-Salem/
Forsyth County Board of Education is accepted by the Court, subject
to paragraph 7, infra.
2. Defendant's motion for the reconsideration and deletion of paragraph
2(b) of the Order of June 25, 1970, is denied.
3. In order to achieve the reasonable integration of Diggs Elementary,
Cook Elementary, and Kimberly Park Elementary, the Winston-Salem
Forsyth County Board of Education shall do the following:
(a) Cluster the Diggs Elementary Attendance Zone with the Attendance
Zones for Latham Elementary and South Park Elementary and develop
a plan which will result in a 61% white - 397» black student body
in each school in the cluster with a 5% leeway in either direction.
(b) Cluster the Attendance Zones for Kimberly Park Elementary and Cook
Elementary with the Attendance Zones for Speas Elementary,
Sherwood Forest Elementary, and Whitaker Elementary and develop
a plan which will result in a 66% white - 34L black student body
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in each school in the cluster with a 5% leeway in either direction.
4. No freedom of transfer shall be allowed either into or out of the
attendance zones involved in the clusters set out in Paragraph 3,
with the exception of pupils involved in special education programs
and special individual hardship cases.
5. In regard to the Pupil Assignment Policy - 5117 and the proposed
amendments thereto, the provision for majority to minority transfers
shall be retained, along with the provision for free school bus
transportation, but no other transfers shall be allowed, except
for pupils in special education programs and special individual
hardship cases. The June 1 deadline for such transfers shall be
extended to a reasonable date certain so that all eligible students
may have an opportunity to exercise their option and receive free
school bus transportation. The Court is mindful that the Board
of Education must have adequate time in which to make arrangements
necessary for such transportation, and will consider this in
determining the reasonableness of the date set.
6. The Winston-Salem/Forsyth County School Eoard shall file a revised
plan for the operation of its schools in accordance with this Order
within two (2) weeks of the date of this Order.
7. Within seven (7) days after the Board has filed the revised plan,
the plaintiffs will file such exceptions, if any, as they desire.
8. Unless specific demand is made for further hearing within three
days after the filing of exceptions or twenty-four days after
the date of this Order, whichever shall first occur, the Court
will enter an Order relative to the revised plan.
9. Since prompt action is essential, such order as shall be entered
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by this Court after the filing of the revised plan shall remain
in full force and effect unless modified by an order of this
Court or the United States Court of Appeals for this Circuit.
United States District Judge
July 17, 1970
-234-
NOTICE OF APPEAL
Notice is hereby given that the defendant, Winston-Salem/Forsyth
County Board of Education, hereby appeals to the United States Court of
Appeals for the Fourth Circuit from a part of the Memorandum and Order
entered in this action on June 25, 1970, such part being that paragraph
following the words "ORDERED and DECREED", designated 2(b), and providing
as follows:
"2. The revised plan shall include the following. > . •(b)
Reasonable integration of Diggs Elementary, Kimberly
Park Elementary and Cook Elementary (Carver Crest),
and from a part of the Order entered in this action on July 17, 1970, such
part being those paragraphs following the words "ORDERED and DECREED",
designated 2. and 3. and providing as follows:
"2. Defendant's motion for the reconsideration and deletion
of paragraph 2(b) of the Order of June 25, 1970, is denied.
3. In order to achieve the reasonable integration of Diggs
Elementary, Cook Elementary, and Kimberly Park Elementary,
the Winston-Salem Forsyth County Board of Education shall do
the following:
(a) Cluster the Diggs Elementary Attendance Zone with the
Attendance Zones for Latham Elementary and South Park
Elementary and develop a plan which will result in a
61% white - 397= black student body in each school in the
cluster with a 57= leeway in either direction.
(b) Cluster the Attendance Zones for Kimberly Park Elementary
and Cook Elementary with the Attendance Zones for Speas
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Elementary, Sherwood Forest Elementary, and Whitaker
Elementary and develop a plan which will result in a
66% white - 34% black student body in each school
cluster with a 5% leeway in either direction."
This 22nd day of July, 1970.
/s/ William F. Womble ______________
William F. Womble
P.0. Box 84
Winston-Salem, North Carolina 27102
/s/ John L. W. Garrou______________
John L. W. Garrou
P. 0. Drawer 84
Winston-Salem, North Carolina 27102
Attorneys for Defendant Winston-Salem/
Forsyth County Board of Education
Of Counsel:
Womble, Carlyle, Sandridge & Rice
2400 Wachovia Building
Winston-Salem, North Carolina 27101
Telephone: (919) 725-1311
-236-
NOTICE OF MOTION
TO: Messrs. Julius LeVonne Chambers
Adam Stein
James E. Ferguson, II
James E. Lanning
216 West Tenth Street
Charlotte, North Carolina
Attorneys for Plaintiffs
PLEASE TAKE NOTICE, that the undersigned will bring the attached
Report and Motion on for hearing before this Court in the Courtroom
of the United States Post Office Building, at Winston-Salem, North
Carolina, on such date and at such time as same shall be scheduled by the
Court.
This 31st day of July, 1970.
/s/ John L. W. Garrou___________ _______
William F. Womble/John L. W. Garrou
Attorneys for Defendant Winston-Salem/
Forsyth County Board of Education
Of Counsel:
Womble, Carlyle, Sandridge & Rice
P. 0. Drawer 84
2400 Wachovia Building
Winston-Salem, N. C. 27102
Telephone: (919) 725-1311
-237-
REPORT AND MOTION
COMES NOW Winston-Salem/Forsyth County Board of Education, a
defendant in the above-entitled cause, and pursuant to the Court's
Order of July 17, 1970, hereby submits a plan for clustering of Diggs,
South Park and Latham Elementary Schools and a plan for the clustering of
Kimberley Park, Cook, Witaker, Speas and Sherwood Forest Elementary
Schools. The plans, attached hereto labeled Exhibit A and Exhibit B are
the plans considered by the administrative staff to be the method involving
the least amount of transportation and the least amount of disruption of
the educational process of any clustering plan. However, the Board is
strongly opposed to these and any other clustering plans and urges the
Court not ot order their implementation. The defendant Board is opposed
to any clustering plan for the following reasons:
(1) The implementation of these plans will require the purchase of
twenty-seven buses at a cost of $162,000 in order to transport the
children living in the clustered areas who would be one and one-half miles
or more from their new schools as a result of the new assignments. These
buses will be needed to transport approximately 1971 pupils who would be
reassigned from schools within walking distance of their homes to other
schools in the cluster areas. In addition, in compliance with paragraph 4
of the Court's Order of July 17, the plans would reassign all pupuls in
the cluster zones who have transferred to schools within the zone, from
schools outside zones back to the schools in the zone of their residence.
-238-
It would also reassign all pupils back to the cluster zones who live within
them,but who have transferred to schools outside the zones previously.
(See Explanation of Plans following) The pupils reassigned to schools
outside the cluster areas include 192 pupils from Kimberley Park to
Lowrance, all of whom would be eligible for bus transportation. To
transfer them would require four buses at a cost of $24,000.
The Board has no money with which to purchase these additional buses
and has no present prospects of being' able to obtain such funds. Should the
Court order the plans into effect in the Fall, then the 1971 pupils who
would be eligible for transportation under the plans would not have it and
would be forced to get to school the best way they could. This
obvious hardship would fall most heavily on those poorer children who
would have no means of private transportation.
One other aspect of the transportation problem should be emphasized.
As this Court is well aware, the case of Sparrow v. Gill, No. 122-WS-68
(Aug. 12, 1969) held that the State could not arbitrarily distinguish
between classes of pupils within municipalities in providing bus
transportation. In view of the holding of that case, the defendant Board
does not consider it constitutionally permissible to provide bus
transportation for some students within the City and not others who are
otherwise eligible. It can see no legal distinction between those
pupils reassigned pursuant to these plans who thereby become eligible
for transportation by reason of the distance from their homes to their
schools and all other pupils eligible for transportation within the City.
Therefore, the Board has concluded that it cannot legally provide
transportation for pupils living within the City who attend schools
-239-
within the City if it cannot provide transportation for those pupils
reassigned pursuant to the cluster plans. This would mean that even
though the State Board of Public Instruction is providing funds for the
operational costs of in-city transportation throughout the State, the
local Board could not use it and could not provide for any in-city
transportation. There are currently 3061 pupils living in areas of the
City annexed since February 6, 1957, who would lose their school bus
transportation under these circumstances.
It should also be emphasized that many students, especially some
of those who would be newly assigned to Diggs, would not be eligible for
transportation and would thus be forced to cross busy thoroughfares,
travel through industrial and business areas and undergo other
inconveniences and hardships in order to get to school.
(2) Notice of Appeal of this Court's Orders has been given by both
this defendant, and in the case of the Court's Memorandum and Order of June
25, 1970, by the plaintiffs. This defendant strenuously argues that the
Court has gone too far in ordering the clustering of these schools; the
plaintiffs argue that the Court has not gone far enough, but should order
a proportionate racial balance in every school in the system. If this
defendant is right, the reassigment of pupils under the clustering plan
would have been unnecessary, but the issue would be largely mooted by the
implementation of the plans. If the plaintiffs are correct, the Board will
have to do much more than these plans would do to mix the races in the
schools. Of course, the Court might also be affirmed in all respects.
However, in an area as complicated as this one it seems seldom indeed that
-240-
the appellate courts do not find some area of disagreement with what has
been done by the Court below. The point is that whatever the defendant
must do, if anything, to change its present attendance patterns should be
done at once and not in a piecemeal fashion. It is submitted that any
further reassignments, especially in view of the lack of transportation
available, should await the final resolution of the appeal.
(3) The effect of the Court's Order to implement the plans would
be to order the assignment of pupils in order to create a racial balance
in the clustered schools. The defendant believes in the neighborhood
school concept, which this Court has largely upheld. The plans submitted
with this report are inconsistent with that concept and, the defendant
believes, not required by the Constitution. The Supreme Court has never
faced the question of whether a racial balance is required in schools in a
system where residential patterns dictate the racial makeup of the
schools. See Northcross v. Board of Educ. of Memphis, ____U.S.____, 90
S. Ct.____, 25 L.E.2d 246 (1970); Bell v. City of Gary, Indiana, 324 F.2d
209 (7th Cir. 1963) cert, denied 277 U.S. 924, 84 S. Ct. 1223, 12 L.E.
2d 216 (1963); Deal v. Cincinnati Board of Educ,, 369 F.2d 55 (6th Cir.
55, 1966) cert, denied, 389 U.S. 847, 88 S. Ct. 39, 19 L.E. 2d 114 (1967).
The question presented by the Court's Order of July 17 is now before the U.S.
Supreme Court in the case of Swann v. Charlotte-Mecklenburg Bd. of Educ.,
______ F.2d._____ (4th Cir., May 26, 1970); cert, granted No. 1713, 38 U.S.
Law Week 3522 (June 29, 1970). There is good reason to believe that in
-241-
the Swann case or in some other case now pending before the Supreme Court
the Court will resolve this question. It is submitted that this Court
should refrain from implementing the cluster plans until the question is
resolved.
At the risk of belaboring the point, the defendant would like to catalog
once again its objections to any plan involving any schools in its system that
involves compulsory reassignments on the basis of race in order to create
racial balance.
The Board believes, and the Court has agreed as to all schools in the
system except the ones in question here, that the cause of education is best
served by assigning pupils to neighborhood schools so long as to do so is
consistent with other educational factors. In other words the Board believes
that both for educational reasons and because it does not feel it has the
right to coerce the people of the county for goals of undemonstrated worth,
it should assign pupils to schools as near their homes as possible. Bhere
pupils in the county do not attend true "neighborhood" schools it is because
other factors, such as the value of consolidation at the secondary level
and the sparse population of rural areas, intervene.
The Board has, in good faith, determined in its capacity as an elected
body representing the people of the county, that the goal of racial balance
when weighed against other non-racial factors, such as proximity of pupils
to schools, does not Justify the abandonment of its assignment pattern and the
busing of children. Many courts have agreed that this determination is
the prerogative of the Board. For instance, in Deal v, CineinnaM bh
Educ^, 369 F.2d 55 (6th Cir. 1966), cert, denied, 389 U.s. 847, 88 S. Ct.
39, 19 L .Ed.2d 114 (1967), the Court said;
-242-
"The neighborhood system is in wide use throughout
the nation and has been for many years the basis of school
administration. This is so because it is acknowledged to
have several valuable aspects which are an aid to education,
such as minimization of safety hazards to children in reach
ing school, economy of cost in reducing transportation needs,
ease of pupil placement and administration through the use of
neutral, easily determined standards, and better home-school
communication."
The Board's method of student assignment has been endorsed by all
three branches of the federal government. In addition to Court decicions,
the Congress has spelled out the national policy pertaining to racial con
siderations in public school assignment in unambiguous terms in the Civil
Rights Act of 1964:
"'Desegregation' means the assignment of students to public
schools and within such schools without regard to their race,
color, religion, or national origin, but 'desegregation' shall
not mean the assignment of students to public schools in order
to overcome racial imbalance." 78 Stat. 246, 42 U.S.C., 2000-c
(b) (1964).
President Nixon in a recent public statement endorsed the neighbor
hood school system and disapproved "transportation of pupils beyond normal
geographical school zones for the purpose of achieving racial balance . . "
Statement by the President on Elementary and Secondary School Desegregation,
March 24, 1970.
Therefore, the Board is not alone in its sincere belief in the
neighborhood school concept. Before ordering the abandonment of the concept,
even in a few schools, the defendant submits that the Court should await a
final determination of the question by the Supreme Court.
There is ample authority to support a stay of implementation of the
plans. In Swann the Court of Appeals for this Circuit granted a stay of
Judge McMillan's Order requiring a racial balance in the schools in the system
-243-
. . insofar as it requires the reassignment of pupils for whom
transportation would be required under the order but who are now
transported or who are now being transported at substantially less
distance and at substantially less expense, such reassignments
being those arising out of the pairing and clustering of schools
with resulting cross-bussing."
The plaintiffs then moved the Supreme Court to vacate the stay and the motion
was denied.
What the defendant is asking here is exactly what was granted by the
Court of Appeals by virtue of the above-quoted order. The Court of Appeals
recognized that until the Swann case could be examined on its merits, the
order requiring the pairing and clustering should not be put into effect.
This decision was made after Alexander v. Holmes County Board of Education,
396 U.S. 19, 20 S.Ct. 29, 24 L.ed. 2d 19(1969); Carter v. West Feliciana
Parish, __U.S.__, S.Ct.__, 24 L.ed. 2d 477 (1970); Nesbit v. Statesville,
418 F .2d 1040 (4th Cir. 1969) and Whittenburg v. Greenville County, 424
F. 2d 195 (4th Cir. 1970).
The decision on the merits in the Swann case is not on point and should
not form the basis of the order here. In that case the District Court found,
and the Court of Appeals sustained the finding, that the Board was not operating
a unitary school system. The only question was what had to be done to dis
mantle the dual system. This Court has found the facts differently and, except
for the three schools at issue here, has concluded that this is a unitary
system Therefore, the extent to which a racial balance is required here to
eliminate what the Court has concluded to be the last vestige of a dual system,
should not be measured by the extent to which it was required by the District
Court and the Court of Appeals in Charlotte.
(4) The defendant believes that the Court should be aware of the other
problems in implementing a clustering plan, not because they constitute a
legal excuse to avoid compliance with constitutional mandates, but because they
-244-
illustrate the practical difficulties of implementation and, therefore, the
justification in delaying implementation until there is a final resolution
of the underlying issue on appeal.
a. The implementation of the plans would mean that faculty reassignments
would have to be made since the grade structures of the schools affected will
be altered. Moreover, further reassignments will probably need to be made
between schools within the cluster and those outside of it in order to remain
in compliance with the requirement of proportional faculty integration. This
is likely because there are varying percentages of white to black teachers in
each grade level in each school. Therefore, when grade levels are removed
from a school the white-black faculty ratio changes.
b. The School System, through Title I of the Elementary and Secondary
Education Act, spends approximately $240,000 in Diggs, Kimberley Park and
Cook to help the eligible pupils as those schools overcome their learning
handicaps. As the evidence in this case has shown, these programs would be
diluted and possibly rendered completely ineffective if the students who are
eligible for them are dispersed pursuant to a clustering plan.
c. Furniture and instructional equipment and supplies; textbooks and
library collections must all be moved in the clustered schools because of the
altered grade levels in the schools.
d. If transportation were to be provided, daily school schedules as well
as transportation schedules would have to be altered. The nunb er of busses
needed to transport eligible pupils under the plans has been computed by
assuming the most efficient use of the busses. This would mean that school
starting times would have to be staggered so the busses could carry double
loads.
e. Other changes would be necessary, such as the notification of pupil
-245-
assignments; the reassessment and probable reorganization of special reading
programs; the probable reorganization of P.T.A. and Citizens Advisory Councils
as well as class officers and extracurricular activities.
WHEREFORE,
The defendant Winston-Salem/Forsyth County Board of Education moves the
Court not to order the implementation of the attached plans or any other plan
for clustering schools in the Winston-Salem/Forsyth County School System and,
in the alternative, to stay the implementation of any such plan pending the
appeal of this action to the United States Court of Appeals for the Fourth
Circuit.
/S/ John L. W. Garrou_____________
William F. Womble/John L. W. Garrou
Attorneys for Defendant Winston-
Salem/Forsyth County Board of
Education
Of Counsel:
Womble, Carlyle, Sandridge & Rice
P. 0. Drawer 84
2400 Wachovia Building
Winston-Salem, North Carolina 27102
Telephone: (919) 725-1311
-246-
EXPLANATION OF PLANS
The Court's Order of July 17, 1970, provided in paragraph 3 that the
defendant must cluster Diggs, Latham and South Park Elementary Schools and
develop a plan that would result in a 61/0 white - 39/o black student body in
each school in the cluster with a 57> leeway in either direction. The Order
also requires a plan for clustering Kimberley Park and Cool, with Speas,
Sherwood Forest and Whitaker so that* each school would have a 66% white -
34% black student body with a 5% leeway in either direction.
Further, the Order provided in paragraph 4 that no freedom of transfer
would be allowed either into or out of the attendance zones involved in the
clusters with the exception of pupils involved in special education programs
and special individual hardship cases.
The Board's amended Pupil Assignment Policy - 5117, provided that pupils
residing in areas which are a part of new or revised attendance zones would
be reassigned to the schools in the attendance zones of their residence.
This would mean that pupils living in the clustered areas and attending
elementary school elsewhere would be reassigned to the school in the cluster
zone of the residence serving their grade. To be consistent with this policy
and to comply with what is thought to be the intention of paragraph 4 of the
Court's Order, the plans also provide for the reassignment of all pupils
who presently attend the clustered schools as a result of freedom of transfer
from schools in attendance zones outside of the cluster area , back to the
school in the attendance zone of their residence. Thus, the result of the
plan is that only those pupils who actually live in the clustered attendance
zones would attend the elementary schools serving them.
When checks were made by the principals of Diggs and Kimberley Park, it
was discovered that both schools contained many pupils who lived in adjacent
attendance zones. The attendance lines of both schools bisect a public housing
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project and throughout the years, by formal transfer or otherwise, pupils
from the wrong side of the housing projects had come into these schools.
The number of pupils so doing was not known until after the court's Order and
is larger than had been anticipated. In the case of Diggs, the plans would
reassign 142 pupils to the Mebane attendance area where they live and in the
case of Kimberley Park, 192 students would be reassigned to Lowrance Elementary
School.
These reassignments changed the projected enrollment jn the clustered
schools to the extent that it was found that it would be impossible to adhere
to the racial percentages set out in the Order. The projected proportion of
whites to blacks in the cluster areas are set out by grade on the attached
plans. It will be noted that the projected proportion of whites to blacks in
each school in the cluster areas is well within 57, of the actual proportion of
whites to blacks in the grades served by that school in the area as a whole
and also within 57, of proportion of whites to blacks in all elementary grades.
In other words, after reassignments it was discovered that the number of blacks
in the Kimberley Park, Cook cluster was 30.87», not 347. as previously projected.
Each school in that cluster would have a proportion of blacks within 57. of
30.87., but not all would have a proportion of blacks within 57, of 347,. The
defendant requests that the Court relieve it of the requirement to submit a
plan resulting in the black-white percentages set out in paragraph 3 of the
Court's Order of July 17, 1970.
The plans achieve the required mix by changing the grade structure of the
schools so that Speas, Whitaker, Sherwood Forest, Latham and South Park would
contain grades one through four and Kimberley Park, Cook and Diggs contain
grades five and six. In order to ease the administrative burdens and to
prevent, where possible, black students from one school being divided between
two other schools, Speas and Cook were paired so that all students in the Cook
-248-
attendance area would go to Speas for grades one through four. This was
possible because Speas is almost twice as large as Cook and the percentage
of blacks at Speas under the plans would actually be slightly lower than
that at Sherwood Forest and Whitaker.
b u s i e r r ' a n xo r tne i n t e g r a t io n o f
Diggs - Latham - South Park -249-
A. Estimated enrollment for 1970-71, prior to any r e a s s ig n m e n ts .
Totals Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total
W B T W B T W B T W B T W B T W B T W B
174 111 285 166 109 275 135 76 211 140 95 235 127 96 223 135 100 235 877 587
39% 39% 36% 40% 43% 43% 40%
B. Estimated enrollment for 1970-71, revised to reflect
reassignments of pupils from cluster schools to schools
serving the attendance zones in which they live and other
lo ss e s of pupils. (Estimate not yet available of reassignments
to cluster schools of pupils living in the attendance zones of
the cluster schools but attending school elsewhere. )
1. Diggs - 167 reassigned (142 to Mebane , 27 to South Park.
2. Latham - 12 reassigned
3. South Park - 23 reassigned
-250-
Estimated Enrollment After Reassignments
Grade 1
W B T W
Grade
B
2
T W
Grade
B
3
T W
Grade
B
4
T
Grade
W B
5
T
Diggs 0 84 84 0 70 70 0 . 43 43 0 53 53 0 65 65
Latham 85 1 86 84 4 88 54 1 55 50 0 50 47 2 49
■puth Park 93 3 96 92 6 98 85 2 87 91 7 98 86 5 91
Diggs
Grade 6
W B T
0 65 65
W
0
Total
B_
380
T
380
Latham 55 0 55
V
375 8 383
South Park 78 8 86 525 1 556
Totals Grade 1
W B T
178 88 266
33.%
Grade 2
W B T
Grade 3
W B T
Grade 4
W B T
Grade 5
W B T
Qrade 6
W B T
Total
W B
176 80 256 139 46 185 141 60 201 133 72 205 133 73 206 900 419 1319
31% 25% 30% 35% 35% 32%
%
L a t h a m Sou th P a r k
Plan 1. Assign grades 1, 2, 3, and 4
to Latham and Sooth Park
Elementary Schools
2. Assign grades 5 and 6 to
Diggs Elementary School
D ig g s -
Grade Latham South Park
W B T W B T W B T
1 85 42 127 93 46 139
2 84 38 122 92 42 134
3 54 17 71 85 29 114
4 - 50 21 71 91 39 130
5 133 72 205 -
6 133 73 206
Total 266 145 411 273 118 391 361 156 517
(35%) (3)%} (30%)
Transportation
Pupils to be transported 430
Additional buses needed •Z*
Cost of new buses 3 0 ,0 0 0
Operational cost of buses 7 ,0 0 0
Total transportation cost 3 7 ,0 0 0
E X H I B I T B
Cluster Plan for the Integration of
Kimberley Park - Cook - Speas - Sherwood Forest - Whitaker
-252-
A. Estimated enrollment for 1970-71 prior to any reassignments:
Normal Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Cap. W B T W B T W B T W B T W B T
Cook 631 0 75 7.5 72 72 70 70 90 90
Kimberley Park 684 0 136 136 138 138 155 155 145 145 106 106
Speas 791 165 165 L67 1 168 148 148 174 1 175 170 170
Sherwood Forest 684 110 110 119 1 120 144 144 138 138 148 148
Whitaker 6'84 119 1 120 L20 120 87 3 90 104 1 105 99 1 100
Totals 668 394 215 609 o ON 215 621 379 230 609 416 217 633 417 197 614
35.307. . 34.627. 37.777. 34.287.
. Grade 6
W B T
Total
W B T
Cook 63 63 448 448
Kimberley Park 105 .105 785 785
Speas 190 190 1014 2 1016
Sherwood Forest 140 140 799 1 800
Whitaker 104 1 105 633 7 640
Totals i34 169 603 2446 1243 3689
28.037. 33.697.
32.087.
B. Estimated enrollment for 1970-71, revised to reflect reassignments of
pupils from cluster schools to schools serving the attendance areas in
which they live and other losses of pupils. (Estimate not yet available
of reassignments to cluster schools of pupils living in the attendance
zones of the cluster schools but attending school elsewhere.)
1. Kimberley Park - 192 reassigned (all to Lowrance - all eligible
for transportation) 2
2. Whitaker - 104 reassigned (70 to schools outside of cluster area,
34 to Speas and Sherwood Forest) 53 dropped out to
- attend private schools.
Estimated enrollment for 1970-71 after reassignments: -253-
Normal
Cap.
Grade 1
B W
Grade 2
B W
Grade 3
B W
Grade 4
B W
Grade 5
B W
Grade 6
B W B
Totals
W T
Cook 570 78 75 72 70 90 63 448 448
Kimberley Park 684 114 L24 108 91 76 80 593 593
Speas 791 166 170 150 177 172 193 2 1026 1028
Sherwood Forest 684 110 128 148 144 150 142 1 821 822
■hitaker 684 110 81 66 73 76 76 7 476 483
V
Totals 3445 192 387
579
199 379
578
180 364
544
161 394
555
166 398
564
143 411
554
1051 2323 3374
Percent Block 33.2% 34 .4% 33 .1% 29 .07. 29 .47. 25.87. 30.87.
«ood Forest
Plan
Grades
T
2
3
* •
5
6
Total
Grade?;
1
2
3
4
5
6
Total
Spent; •• Cook Kimberley Park - WhJ.i-.cker - SI
(1) Pair Spues - grades i » 2, 3, and *; and Cook - grades 5 and 6 -254'
(2) Cluster Whitaker grad
Kimberley Park grades
as 1 - 4, Sharwood Forest
5 and 6
grades 1 " 4 end
Spaas Cook
W B T W B T
166 78 244
1/0 75 245
150 72 222
-
177 70 247
172 90 262
— - - 193 63 256
663 295 958 365 153 318
(31% (29.5%)
Whitaker She wood Kimberiev Pe c!t
W
111
B
54
2
165
V
n o
3
60
1
170
W B T
81 40 121 123 34 212
66 30> 96 148 78 226
73 25 98 144 66 210
226 76 307
— —_ — ---- . —— — 218 80 298
331 149 480 530 288 8J3 444 156 SCO
(31-07.) (35 c 27.) (26.0%)
Tran-rooctetao ~i
Pupils to be transported 1541
Additionalb uses needed 22
Coat of r.3w buses 1 J-’,000
Operational coat of bu^es 3V,800
1M, 800Total transportation cost
-255-
PLAINTIFFS' RESPONSE TO
DEFENDANT'S REPORT AND MOTION
On July 17, 1970, the Court denied the defendant's motion for reconsideration
of the order of the Court of June 25, 1970 and directed the defendant to submit
a plan for student assignment within the attendance zones of schools to be
clustered. The defendant was to file the revised plan within two weeks after
the Court's order. The plaintiffs were to respond to the revised plan within
seven days thereafter. On July 31, 1970, the defendant filed a report and motion
setting forth a proposal for assigning students within the clustered schools
and again moved the Court to stay its order of June 25, 1970. The defendant
contended that it would impose a burden on the school board to desegregate the
schools and that the status of the law was such that it should not be required
to take piecemeal steps in desegregating. It assumed that the appellate court
may order more or may order less in terms of its responsibility to desegregate
the schools.
With respect to the method of assigning students within the clustered zones,
the report indicates that the Board will accomplish desegregation of the
schools within the clusters. With respect to the Board's request for a stay,
plaintiffs respectfully submit that the motion should be denied and the Board
should be directed to immediately begin preparations for implementation of the
clustered zones at the beginning of the 1970-71 school year.
1. Defendant contends that the clustered zones will require transportation
of an additional 1,971 pupils, the purchase of 27 busses and costs of approxi
mately $162,000. Plaintiffs submit that these figures have been grossly over
stated only to attempt to show that desegregation should not be implemented.
Defendant has been transporting pupils much more economically than what they
contend the clustered zones will require. As Judge McMillan stated in his
order of March 25, 1970 (Swann v. Chariotte-Mecklenburg Board of Education,
F.Supp.__, (Civ. No. 1974, W.D.N.C., March 25, 1970), if the Board voluntarily
-256-
decides to add the additional transportation requirements and costs, the
Court should not enjoin it, but the order which this Court entered on June 25,
1970 certainly will not require the alleged costs and acquisition of additional
busses as claimed by the defendant. Additionally, the State Board of Education
has indicated to local districts that they will have to provide transportation
for all city students living more than a mile and a half from school. The
defendant does not indicate what the-additional costs would be for transportation
requirements under the new State regulations. All transportation requirements
for the clustered zones would be at State expense except for the initial purchase
of school busses, under the new State regulations.
2. The defendant contends that it has no money with which to secure the
additional busses. Again,the new State regulations require that the defendant
provide transportation for city students irrespective of the order of this
Court. The State Board of Education has also advised local school units of the
number of new and used busses it has available and how they might acquire than.
Plaintiffs have contended throughout this litigation that the County Commissioners
and the State school officials are proper parties-defendant in the proceeding
and shouii hive been retained as defendants in order to avoid the problem that
the School Board now asserts. See Griffin v. School Board of Prince Edward
County, 377 U.S. 218 (1964). The local school budget and school busses now
available to the defendant, however, are more than adequate to provide for the
transportation required by the Court's order.
3. Defendant contends that it may be unconstitutional to provide
transportation for the city students living within the clustered zones while
not providing such transportation for other city students. Defendant is
obligated to provide transportation for all city students. Even if it were not,
-257-
however, the Court can require the school board to take such steps as are
necessary to effectively implement a plan of desegregation. Cf. Wanner v.
County School Board of Arlington County. 357 F.2d 452 (4th Cir. 1966).
4. Plaintiffs have submitted and again do so here that the Constitution
requires that this School Board take further steps to completely desegregate
all the schools within the system. Plaintiffs submit that Swann and Brewer
v. School Board of Norfolk, F.2d (4th Cir., No. 14,544, June 22, 1970) require
that the defendant do much more than directed by the Court on June 25, 1970.
The defendant contends that the Fourth Circuit would authorize a stay in this
proceeding as it did in Swann, but the Swann case required much more to
desegregate than what the Court has ordered here. There is no basis in law or
fact which would warrant a stay in this proceeding. Indeed, the Board should
be directed to desegregate all of its schools effective with the beginning of
the 1970-71 school year. See Swann v. Charlotte-Mecklenburg Board of Education,
38 U.S.L.Wk, 3522, June 30, 1970, reinstating the plan directed by the District
Court on February 5, 1970 and requiring that such plan be implemented pending
subsequent decision by the Supreme Court.
5. Defendant's Report and Motion indicates that only students residing
within the clustered zones are to be denied freedom of choice. The Report and
Motion shows the number of students attending school outside their attendance
zones under freedom of choice, which further supports plaintiffs' contentions
that freedom of choice has perpetuated segregation of students within the
system. If the Court's order of June 25, 1970 permits continued use of freedom
of choice in districts other than the clustered zones, it further perpetuates
segregated schools contrary to the Supreme Court's decision in Monroe v. Board
Commissioners. 391 U.S. 450 (1968).
6. The matters contained in the defendant's Motion in Support of its
plan for a stay of proceedings have already been considered and rejected by
the Court. The defendant advances no new grounds which require any further
-258-
consideration by the Court.
WHEREFORE, plaintiffs respectfully submit that the defendant's motion
for a stay should be denied; that the defendant should be directed to
immediately prepare for implementation of the order of June 25, 1970 effective
with the beginning of the 1970-71 school year; that the Court should renew
its June 25 order and direct complete desegregation of all the schools in
the system.
Respectfully submitted,
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
JAMES E. LANNING
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina 28202
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
-259-
MOTION TO ADD ADDITIONAL PARTIES-DEFENDANT
Plaintiffs, by their undersigned counsel, respectfully move the
court to add the Board of County Commissioners of Forsyth County, the North
Carolina State Board of Education and Dr. A. Craig Phillips, Superintendent
of Public Instruction of the State of North Carolina as parties-defendant
in the above-styled action and, as grounds therefore, plaintiffs show the
Court the following:
1. On June 25, 1970, the Court directed the Winston-Salem/Forsyth
County Board of Education to take additional steps to desegregate its public
schools. At the same time, the Court dismissed the Board of County Commissioners
of Forsyth County, the North Carolina State Board of Education and the State
Superintendent of Public Instruction as parties-defendant, reasoning that
the plaintiffs could obtain complete relief without the County Commissioners
and the State officials continuing as parties in the proceeding. The Court
has now been advised that the Winston-Salem/Forsyth County Board of Education
cannot receive adequate appropriation from the County Commissioners and adequate
transportation facilities from the State officials in order to implement the
steps directed by the Court in its June 25, 1970 order. The refusal of the
County Commissioners and the State officials to make available to the Local
Board of Education the necessary funds and facilities for operating a school
system in compliance with the Constitution of the United States warrants their
addition as parties-defendant in order that the plaintiffs might obtain complete
relief in this proceeding. Rules 19 and 20 of the Federal Rules of Civil
Procedure; Griffin v. School Board of Prince Edward County, 377 U.S. 213
(1964). This Court has authority to add such parties and to direct such
-260-
steps as are necessary in order to insure and to protect the constitutional
rights of the plaintiffs. Griffin v. School Board of Prince Edward County.
supra.
WHEREFORE plaintiffs respectfully pray that the Ccurt add the Board
of County Commissioners of Forsyth County, the North Carolina State Board of
Education and the State Superintendent of Public Instruction as parties-
defendant and direct said parties to provide the local school unit with
necessary funds and facilities for it to discharge its constitutional obligation.
Respectfully submitted,
/S/ J. LeVonne Chambers
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
ADAM STEIN
JAMES E. LANNING
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Caeolina
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
-261 -
PRELIMINARY RESPONSE
NOW COMES the Board of County Commissioners of Forsyth County and
preliminarily responding to the motion of the plaintiffs herein to add this
Board as an additional party in the above-entitled cause, alleges and says:
THAT the motion of the plaintiffs herein contains mis-statements of
facts and is predicated upon unfounded assumptions; that the Board of County
Commissioners of Forsyth County resists said motion and intends to file a
formal response and brief within the near future and short of the period
prescribed by Rule 21(g) of the Local Rules of the Middle District of North
Carolina; that after filing its formal motion and brief in support thereof,
said Board of County Commissioners desires the opportunity to argue orally
in opposition to said motion before this Court;
THAT this preliminary response is filed in order that this Board may make
its intent and desires known without any delay.
WHEREFORE, the Board of County Commissioners of Forsyth County prays the
Court that it be allowed a reasonable portion of the period prescribed by the
federal rules in which to file its response; that said Board be granted the
opportunity to argue orally thereafter before this Court, and hereby requests
a hearing at such time as may be determined after said Board's response and
brief are filed; that the Court enter no order granting the motion filed by
the plaintiffs until the respondent Board is granted the opportunity to
respond and be heard orally in open Court in opposition to said motion.
This the 13th day of August, 1970.
/S/ Roddey M. Ligon, Jr.___________
Roddey M. Ligon, Jr.
/S/ P. Eugene Price, Jr.___________
P. Eugene Price, Jr.
Attorneys for Board of County
Commissioners of Forsyth County
Government Center
Winston-Salem, North Carolina
- 2 6 2 -
REPLY TO MOTION TO ADD ADDITIONAL
PARTIES-DEFENDANT
The defendants, North Carolina State Board of Education, and Dr. A.
Craig Phillips, Superintendent of Public Instruction of the State of North
Carolina, replying to the motion to again add them and reinstate them as
parties-defendant in this action, -for their reply allege:
(1) That when this action was originally instituted they were named
as parties-defendant, and upon the hearing and determination of said original
action the Court entered an order on June 25, 1970, in which it was decided
among other things, that said original action against the North Carolina State
Board of Education and against Dr. A. Craig Phillips, Superintendent of Public
Instruction of North Carolina, should be dismissed, and as to these defendants,
which the plaintiffs now seek to add and reinstate in this action, the said
original action was dismissed, as shown by said order of June 25, 1970; that
thereafter, the plaintiffs entered an appeal to said order of June 25, 1970, the
said notice of appeal having been filed on July 8, 1970, and said notice of
appeal, dated July 8, 1970, and said order dated June 25, 1970, are hereby
referred to and made a part of this reply; that the District Judge of the Middle
District of North Carolina, having fully decided this case, and having dis
missed this action against these defendants by his order of June 25, 1970,
and the plaintiffs having appealed to the United States Court of Appeals for
the Fourth Circuit by entry of notice of appeal on July 8, 1970, the
District Court for the Middle District of North Carolina has no further
jurisdiction in this cause as to these defendants and is without jurisdiction
and authority to again add or reinstate these defendants in said original
action.
-263-
(2) That the N0rth Carolina State Board of Education and the
State Superintendent of Public Instruction of North Carolina (hereinafter
called: State defendants) do not levy State taxes nor do uhey appropriate
State funds for the furnishing or operation of school buses for the trans
portation of public school pupils in the State of North Carolina; that it is
expressly declared by statute that the State Board of Education shall have no
duty to supply transportation to any pupil or employee enrolled or employed
by the public schools of the State (HUFF v. NORTHAMPTON COUNTY BOARD OF
EDUCATION, 259 N.C. 75; BROWN v. CHARLOTTE-MECKLENBURG BOARD OF EDUCATION,
267 N.C. 17); that it was expressly decided by a 3-judge federal court in
the case of SPARROW v. GILL, 304 F.Supp. 86 (1969) that the State of
North Carolina for purposes of transportation would allocate its funds on
any basis it chose or could cut off funds entirely as long as the State did
not capriciously favor one group of citizens over another; that in said case
(SPARROW v. GILL, supra) it was expressly decided that the State General
Assembly would allocate its funds for the transportation of the public school
pupils of the county and not those within the corporate limits of cities
and that the decision to allocate funds by the General Assembly for those
pupils outside the corporate limits of cities and not to allocate funds for
the transportation of pupils residing within the corporate limits of the
cities was a constitutional and valid classification; that these State
defendants do allocate from time to time such funds as are appropriated from
time to time by the General Assembly for the purpose of providing transportation
to the pupils enrolled in the public schools of the State and as provided in
Sec. 115-81(f) of the General Statutes of North Carolina; that out of funds
-264-
allotted by the General Assembly of North Carolina and under the provisions
of Sec. 115-188 of the General Statutes of North Carolina the State Board of
Education allots funds for the replacement of buses that can no longer
be used; that these State defendants that plaintiffs are now seeking to
add or reinstate as defendants in the original action do not levy any taxes
and do not make appropriations of State funds for the purposes requested
by the plaintiffs, and these defendants only perform administrative functions
as fixed by the laws of the State of North Carolina and only apportion funds
as directed by the General Assembly of North Carolina; that the funds so
appropriated by the General Assembly of North Carolina must be applied to
all the public schools units of the State and cannot constitutionally be allotted
for the mere purpose of serving the plaintiffs exclusively and for the
financial support of the Winston-Salem/Forsyth County Board of Education; that
all the duties of these defendants with reference to public school transportation
are fixed and determined by Article 22, Chapter 115, of the General Statutes,
as amended, and said Chapter is referred to and made a part of this reply.
(3) That as above alleged, these State defendants do not levy taxes
and appropriate State moneys, and the efforts of the plaintiffs by their motion
is in final analysis and in essence the institution of a suit against the
State of North Carolina to compel the General Assembly of North Carolina
to appropriate its State funds and to levy its taxes to suit the notions of
the plaintiffs; that from the many cases decided on the subject it is clear
that this is an effort to reach the General Assembly of North Carolina and the
State of North Carolina through the instrumentality of these State defendants,
and, therefore, the same constitutes a suit against the State, prohibited by and
-265-
contrary to the Eleventh Amendment to the Constitution of the United States
(ROSE v. HASKINS, 388 F.2d 91; CHICAGO STADIUM CORPORATION v. INDIANA, 123
F.Supp. 783; FORD MOTOR CO. v. DEPARTMENT OF TREASURY, 323 U.S. 459,
89 L.ed. 389, 65 S.Ct. 347; GREAT NORTHERN INSURANCE CO. v. READ, 322 U.S.
47, 88 L.ed. 1121, 64 S.Ct. 873; JONES v. ROAD DEPARTMENT, 260 F.2d 421;
COOPER S. S. CO. v. MICHIGAN, 194 F.2d 465; GREAT AMERICAN INSURANCE CO.
v. STILLEY, 212 F.Supp. 303; BRENT v. STONE, 60 F.Supp. 82; AUDIO CASTING
v. LOUISIANNA, 143 F.Supp. 922; CITIZENS COMMITTEE v. VOLPE, 297 F.Supp.
809; JACKSON v. COLORADO, 294 F.Supp. 1065; FUEL CORP. v. COCREHAM, 382 F.2d
929; WHITENER v. DAVIS, 410 F.2d 24; EPSTEIN v. MADDOX, 277 F.Supp. 613,
aff'd. 401 F .2d 777; HARRIS v. PENNA, TURNPIKE, 416 F.2d 1332; SHEPHERD
v. GODWIN, 280 F.Supp. 869).
(4) That the case cited by the plaintiffs in their motion (GRIFFIN
v. SCHOOL BOARD OF PRINCE EDWARD COUNTY, 377 U.S. 218, 12 L.ed. 2d 256, 84
S.Ct. 1226) is not at all applicable to the facts in this case; in GRIFFIN
the Court ordered the county to levy local taxes to operate the public schools
in the county since the public schools of Prince Edward County had been entirely
closed; the Court did not order the State to levy taxes or to appropriate
any funds other than the same funds appropriated to other counties in the State,
and the. Court also enjoined the payment of tuition grants or giving tax
exemptions so long as the county's public schools remained closed; if the
State defendants had funds that should be allocated to the counties for
bus transportation and was withholding these funds because the county had
entirely closed the schools we would agree that the State officers should be
made to rightfully furnish the county's allotment of funds for that purpose;
-266 -
we do not have such a case for the State defendants have not refused to continue
to allot all the funds they have to the Winston-Salem/Forsyth County Board
of Education according to the statutory formula.
(5) That as above alleged plaintiffs have filed notice of appeal
to the Court of Appeals for the Fourth Circuit, and the authorities are to the
effect that this Court would no longer have any jurisdiction to add new
parties, re-instate the case and make substantial orders affecting the rights
of these defendants after said notice of appeal has been entered (ANDERSON
v. UNITED STATES, 209 F.Supp. 494, 496; DELEE v. SCHOOL DISTRICT NO. 3,
DORCHESTER COUNTY, SOUTH CAROLINA, 306 F.Supp. 905, 907; see many cases cited
on p. 907; IN RE ALLEN, 115 F.2d 936; JORDAN v. FRAM MORTGAGE CORPORATION,
152 F .2d 642; SCHEMPP v. DISTRICT OF ABINGT0N TOWNSHIP, PA. 184 F.Supp.
381).
WHEREFORE, having fully answered and replied to said motion of
the plaintiffs, these State defendants pray the Court that the plaintiffs' motion
be dismissed.
/S/ Robert Morgan__________________
Attorney General of North Carolina
/S/ Ralph Moody________
Deputy Attorney General
/S/ Andrew A. Vanore, Ji.
Assistant Attorney General
-267-
O R D E R
The defendant, Winston-Salem/Forsyth County Board of Education, in
compliance with the Order of this Court dated July 17, 1970, filed a proposed
plan for the clustering of eight elementary schools in the system. In addition
to the plan, a motion was also filed which, in effect, asked that the Court
not order the plan implemented, or, in the alternative, that any order for
implementation be stayed pending appeal to the United States Court of Appeals
for the Fourth Circuit. A hearing was held on that motion on August 11, 1970.
The Court finds that the plan as submitted is acceptable.
If this Court were writing on the proverbial "clean slate," the clustering
of the eight schools would not have been ordered initially, as it is believed
that freedom to go to any school you wish is the ultimate in freedom. However,
trial courts have a solemn obligation to follow appellate court decisions, and
a fair reading of these decisions demands what has been ordered by this Court.
If this Court is in error, it can and will soon be corrected on appeal.
Plaintiffs, by motion filed August 12, 1970, have moved that the Court
add as additional parties defendant the Board of County Commissioners of Forsyth
County, the North Carolina State Board of Education and Dr. A. Craig Phillips,
Superintendent of Public Instruction of the State of North Carolina. By order
dated June 25, 1970, the above-named parties were dismissed from this action,
because on the basis of the evidence then before it, the court determined that
the plaintiffs could obtain complete relief with the retention of the Winston-
Salem/Forsyth County Board of Education as sole party defendant. Due to events
occurring subsequent to the order of June 25, 1970, particularly in regard to
the Board of County Commissioner's failure to cooperate with the Board of
Education in the obtaining of transportation which might prove necessary in the
implementation of the Board of Education's plan for clustering filed August 3,
1970, the Court finds that in the absence of the parties set forth in the
-268-
plaintiffs' motion complete relief cannot be accorded among those who are
presently parties to this action.
Inasmuch as time is of the essence, this order is entered without the
usual hearing afforded the Board of Commissioners of Forsyth County, the
North Carolina Board of Education and Dr. A. Craig Phillips, Superintendent
of Public Instruction of the State of North Carolina, on the motion to make
them parties, but is without prejudice in their right to be heard at a later
date convenient to them and the Court.
It is accordingly ORDERED AND DECREED:
(1) That the Winston-Salem/Forsyth County Board of Education proceed
immediately to implement the plan submitted to the Court for the reasonable
integration of Diggs Elementary, Cook Elementary and Kimberley Park Elementary.
(2) That the motion of the Winston-Salem/Forsyth County Board of Education
asking that the Court not order the implementation of the plan, or in the
alternative, that a stay of any such order be granted is hereby denied.
(3) That the Board of County Commissioners of Forsyth County, the North
Carolina State Board of Education, and Dr. A. Craig Phillips, Superintendent
of Public Instruction of the State of North Carolina be, and the same hereby
are, joined as parties defendant and will remain as such until released by
order of this Court or the United States Court of Appeals for this Circuit or
the Supreme Court of the United States.
IT IS FURTHER ORDERED that the Clerk forthwith mail a certified copy of
this order to each party involved in this action, including those parties who
have been joined by virtue of this order.
/S/ Eugene A. G o r d o n ______________
United States District Judge
August 17, 1970
A true copy
Teste:
Herman Amasa Smith, Clerk
By: /S/ W. R. Idul_______
Deputy Clerk
EXHIBIT G
NOTICE OF APPEAL -269-
Notice is hereby given that in addition to the appeal of which Notice
has been given heretofore, the defendant, Winston-Salem/Forsyth County Board
of Education, hereby appeals to the United States Court of Appeals for the
Fourth Circuit from a part of the Order entered in this action on July 17, 1970,
such part being that paragraph following the words ORDERED AND DECREED designated
(5) and providing as follows:
"(5) In regard to the Pupil Assignment Policy - 5117 and the proposed
amendments thereto, the provisions for majority to minority transfers
shall be retained, along with the provision for free school bus trans
portation, but no other transfers shall be allowed, except for pupils
in special education programs and special individual hardship cases."
and to the refusal of the Court to approve those portions of the Board's
pupil assignment policy as filed with the Court on July 14, 1970, allowing,
in addition to the usual majority to minority transfers with transportation,
the approval of transfers without any special transportation where (1) the
transfer will not result in exceeding the normal rated capacity of the
school to which the transfer is made, and (2) the percentage of pupils of a
race different from the race of the transferring pupil in the school to which
transfer is requested exceeds such percentage in the school from which the
pupil desires to transfer.
Notice is also given that said defendant appeals from a part of the Order
entered in this action on August 17, 1970, such part being those paragraphs
following the words ORDERED AND DECREED, designated (1) and (2) and providing
as follows:
"(1) That the Winston-Salem Forsyth/County Board of Education
proceed immediately to implement the plan submitted to the Court
for the reasonable integration of Diggs Elementary, Cook Elementary
-270-
and Kimberly Park Elementary.
(2) That the motion of the Winston-Salem/Forsyth County Board of
Education asking that the Court not order the implementation of
the plan, or in the alternative, that a stay of any such order
be granted is hereby denied."
This the 17th day of August, 1970.
/S/ W. F. W o m b l e _________________
W . F. Womb1e
P. 0. Drawer 84
Winston-Salem, North Carolina 27102
/S/ John L. W. G a r r o u ____________
P. 0. Drawer 84
Winston-Salem, North Carolina 27102
Attorneys for Defendant Winston-Salem/
Forsyth County Board of Education
Of Counsel:
Womble, Carlyle, Sandridge and Rice
2400 Wachovia Building
Winston-Salem, North Carolina 27101
Telephone: (919) 725-1311
-271-
NOTICE OF APPEAL
Catherine Scott, et al., plaintiffs, by their undersigned counsel
hereby give notice of appeal to the United States Court of Appeals for
the Fourth Circuit from the order of the United States District Court for
the Middle District of North Carolina, Winston-Salem Division, entered in
this cause on August 17, 1970, insofar as said order failed to direct the
defendants to institute a plan for complete desegregation of all schools in
the Winston-Salem/Forsyth County School System.
This 1st day of September, 1970.
Respectfully submitted,
CONRAD 0. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
J. LeVONNE CHAMBERS
Chambers, Stein, Ferguson & Lanning
216 West Tenth Street
Charlotte, North Carolina
JACK GREENBERG
JAMES M. NABRIT, III
10 Columbus Circle
New York, New York 10019
Attorneys for Plaintiffs
-2/2-
MOTION TO STRIKE OUT ORDER ADDING ADDITIONAL
PARTIES-DEFENDANT
The additional parties-defendant, North Carolina State Board of
Education and A. Craig Phillips, State Superintedent of Public Instruction
of North Carolina, hereinafter referred to as: State defendants, move to
strike out the order heretofore entered adding them as additionalparties-
defendant in the original action as above captioned, and for their motion
allege:
(1) That said order should be stricken out for the reason that
this Court entered an order on June 25, 1970, dismissing these defendants
from the original action, and thereafter, on July 8, 1970, plaintiffs filed
notice of appeal to the United States Court of Appeals for the Fourth Circuit,
and this Court, therefore, has no jurisdiction or authority to enter said
order.
(2) That the State defendants in furnishing funds for the transportation
of pupils in school buses have at all times allowed valid and constitutional
statutes of the State of North Carolina and have observed the principles
laid down by the 3-Judge Federal Court in the case of SPAKROW v. GILL, 304
F.Supp. 86 (1969), and these defendants allocate, according to a statutory
formula that has not yet been declared invalid, funds for the transportation
of pupils, and these defendants cannot divert funds to assume all the expenses
for the Wins ton-Salem/Forsyth County Board of Education in busing children
but must allocate its funds all over the State of North Carolina.
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(3) That the addition of the State defendants as parties-defendant
to the original action is in essence a suit against the State of North
Carolina contrary to the Eleventh Amendment to the Constitution of the
United States inasmuch as the State defendants do not appropriate funds
for public school transportation but said Act of appropriation is performed
by the General Assembly of North Carolina.
(4) That the entry of said order making the State defendants
additional parties-defendant is contrary to the due process of law clause
of the Fourteenth Amendment to the Constitution of the United States in that
neither the State defendants nor their counsel had notice that said motion
would be considered at the time it was entered and were not notified, either
by telephone, by letter or formal notice, that a notice had been filed by
attorneys for plaintiffs in the form of a motion to make these defendants
additional parties, and a reply to this motion has been filed, but neither the
State defendants not their counsel had any notice of the time, date or place
when the motion would be considered, and the entry of said order without
any notice whatsoever to the State defendants or their counsel of the date,
place or time of the consideration of the order is arbitrary, capricious
and contrary to due process of law.
(5) That the State defendants here again allege all of the principles
and points contained in their reply to the motion of counsel for the plaintiffs
to add additional parties-defendant, and said reply is here referred to and
made a part of this motion.
WHEREFORE, the State defendants do hereby move the Court that this
motion be heard by the Court and that said order be stricken out and the
State defendants restored to their previous status.
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This the 18th day of August, 1970.
/S/ Robert Morgan________________
Attorney General of North Carolina
/S/ Ralph Moody________
Deputy Attorney General
/S/ Andrew A. Vanore, Jr.
Assistant Attorney General
%
-275-
RESPONSE AND MOTION
NOW COMES the Board of County Com m issioners of Forsyth
County, through counsel, and responding to the motion of the plaintiffs
filed on or about August 12, 1970 requesting and praying that the Court
add the Board of County Com m issioners of Forsyth County as a party
defendant in the above-entitled cause, and to the O rder of the Court
entered on or about August 17, 1970, prays and moves the Court that
said O rder be vacated and moves that the motion of the plaintiffs be
dism issed by the Court for lack of jurisdiction, and in support of this
response and the motion herein, alleges and says:
THAT on or about June 25, 1970 the Court rendered judg
ment dism issing this action as to the Board of County Com m issioners
of Forsyth County and th ereafter, and on or about the 6th day of July,
1970, the plaintiffs filed Notice of Appeal to the United States Court
of Appeals for the Fourth C ircuit from said Memorandum and Order
of the D istrict Court entered on June 25, 1970. The filing of the
Notice of Appeal by the plaintiffs terminated the jurisdiction of the
D istrict Court to entertain the motion of the plaintiffs and suspended
the power of the Court to enter an order on said motion oi to p ro
ceed to bring the Board of County Com m issioners into this cause as
a party defendant, after having dism issed this action as to said Board
in its original O rder.
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THAT the Board of County C om m issioners' presence in this
cause is not n ecessary or required to implement the orders of the
Court.
THAT the Board of County C om m issioners' duty to maintain
the mandatory school term in Forsyth County has been fully discharged,
and that the determination as to what funds are n ecessary to maintain said
mandatory school term is d iscretion ary , and thus said Board cannot be
required to provide additional funds as said Board is under no legal
obligation under the laws of North Carolina or of the United States to
provide funds for busing or transportation of students in the public
school system of Forsyth County.
W HEREFO RE, the Board of County Com m issioners prays the
Court that its Order of August 17 joining this Board as a party defendant
be vacated and that the motion of the plaintiffs be dism issed for lack
of jurisdiction as well as for the reasons hereinabove set forth; and
said Board hereby requests a hearing before the Court on its motion
and response at such time and place as may be specified by the Court.
This the 24th day of August, 1970.
Respectfully submitted,
/ s / Roddey M. Ligon, J r ._________
RODDEY M. LIGON, JR .
/ s / P. Eugene P rice , J r ._________
P. EUGENE PRICE, JR .
Attorneys for Board of Com m issioners
of Forsyth County
Government Center
W inston-Salem, North Carolina 27101Telephone: (919) 724-5511
-277-
B R IE F IN SUPPORT
OF
RESPONSE AND MOTION
On August 12, 1970, the plaintiffs filed a motion to add
this Board as an additional party defendant in this cause on the
basis that the local Board of Education could not receive adequate
appropriations from this Board to implement the Court's Order of
June 25, 1970, and that the County Com m issioners had refused to
make available to the local School Board the n ecessary funds and
facilities for operating a school system in compliance with the
Constitution of the United States. P rio r to the filing of this
motion and on or about the 6th day of July, 1970, the plaintiffs
filed Notice of Appeal to the United States Court of Appeals for
the Fourth C ircuit from the Order of the Court entered on June 25,
1970. The Court, in said O rder, dism issed this Board as a
defendant on the basis that the evidence herein was totally
devoid of any proof that this Board adm inistered or controlled
this school system and that even if such could be inferred, there
was no showing of discrim ination by the Board. The Court then
declared and found as a fact that whatever relief the plaintiffs
might be entitled to pursue could be sought and effectively gained
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without this B oard 's presence. The Court, therefore, dism issed
this action as to the Board of Com m issioners of Forsyth County.
It is respectfully submitted that the filing of the Notice of Appeal
by the plaintiffs from said Memorandum and Order of the Court
to entertain the plaintiffs' motion that this Board be reinstated
as a party, and that said motion should have been dism issed
for lack of jurisdiction. To the extent that this Board was r e
instated as a party defendant by the C ourt's Order of August 17,
the O rder of June 25 was vacated and this the Court had no
authority to do.
In the case of DeLee v. School D istrict, 306 F . Supp.
905 (D .C .S . C. , Charleston Div. , 1969), plaintiffs instituted
suit against the local school d istric t alleging that the school
system therein was operated upon a racially segregated b asis.
The Court entered an order providing for a term inal plan of
desegregation. This order was entered by the Court on September
4, 1969 and on September 13, 1969 the plaintiffs gave Notice of
Appeal of the order to the Fourth Circuit Court of Appeals.
T hereafter the plaintiffs made a motion before the D istrict
Court for further relief or modification of the C ourt's order
of September 4. The motion was dism issed for lack of ju r is
diction, the Court stating, at page 907:
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"The filing of a Notice of Appeal term inates
jurisdiction of the d istrict court except
insofar as may be reserved to it by statute
or rule. " (Cases cited. )
The Court went on to say, at page 908 of the opinion:
"A d istric t court has certain and limited
power to act in certain instances after
an appeal has been filed, but none of these
confer on a d istric t court power to vacate
a judgment after an appeal has been filed.
. . . Here the appeal was perfected by the
filing of notice of appeal on September 13,
1969, and the jurisdiction then vested in
the United States Court of Appeals for the
Fourth C ircuit. Since that notice, this
Court has received no perm ission to vacate
its judgment. . . . "
And speaking in general, the Court said:
"The filing of a notice of appeal from a
judgment of federal d istric t court vests
jurisdiction over the cause appealed to
the Court of Appeals, and th ereafter the
d istric t court has no power to modify its
judgment or take other action effecting
the cause without perm ission of the Court
of Appeals. . . . "
In the case of Schempp v. School D istrict, 184 F . Supp.
381 (D. C. E. D. Pa. , 1959), a three-judge court held a Pennsylvania
State statute unconstitutional and the defendant appealed. T h e re
after the defendant moved in D istrict Court for relief from the
final decree on the ground that the issue had becom e moot, as
the State of Pennsylvania had amended the statute in question.
The D istrict Court dism issed the motion on the basis of lack of
-280-
jurisdiction and stated:
"When an appeal has been taken to a higher
court, as prescribed by law, ordinarily
the jurisdiction of the lower court is
ousted by that of the higher tribunal. . . . "
184 F . Supp. 381, 383.
See also Jordan v. Fed eral F a rm M ortgage Corporation, 152 F . 2d
642 (C. C. A. , 8th, 1945), at page 644. Therein it is stated:
"The general rule is that after appeal
from the D istrict Court to the Circuit
Court of Appeals has been perfected, the
D istrict Court loses jurisdiction of the
cause. . . . "
And In re Allen, 115 F . 2d 936, (Court of Customs and Patent
Appeals, 1940), at page 939:
"The general rule is that where an appeal
has been taken the effect of which is to
tran sfer jurisdiction of the cause to the
appellate court, the court from which
the appeal is taken can proceed no further
with resp ect to the subject m atter of the
appeal until the appeal has been disposed
of. "
As the plaintiffs' motion to make this Board an additional
party defendant was filed after the plaintiffs had given Notice
of Appeal, the D istrict Court was without jurisdiction to modify
or amend its original order and thus the motion of the plaintiff
should have been dism issed for lack of jurisdiction.
The Board of County C om m issioners' presence in this cause
is not n ecessary or required to implement the orders of the Court.
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This Board has maintained throughout this p ro ce e d in g , and stil l
m aintains, that this act ion re lates to the ass ign m en t o f pupils
and the se le c t io n o f s ch o o l s ites , and the B oard o f County C o m m is
s io n e rs has nothing to do with e ither. A lso , the m otion o f the
p laintiffs appears to d e s ir e that the Board of County C o m m is s io n e r s
should be reinstated as a defendant in o r d e r that the Court might
o r d e r this B oard to ap p rop ria te funds to tran sport pupils. It
is re sp e c t fu l ly submitted that there is no law that would p erm it
the Court to enter such an o rd e r . The law o f North C arolina ,
held valid by the F e d e ra l C ourts , m akes the appropria tion o f
funds a m atter o f d is c re t io n resting with the Board o f County
C o m m is s io n e r s .
The G enera l A s s e m b ly has provided that there shall be
no duty to supply any funds for the transportation o f pupils.
See G. S. 115-186(e) w hich p rov id es as fo l low s :
"N o p ro v is io n o f this subchapter (entitled
'School T ran sp orta t ion ') shall be construed
to p lace upon the State, o r upon any county
or city, any duty to supply any funds for
the transportation o f pupils, o r any duty
to supply funds far the transportation of
pupils who live within the c o rp o ra te lim its
o f the c ity o r town in which is located the
public s ch oo l in w hich such pupil is enrolled
or to w hich such pupil is ass ign ed , even though
transportation to o r f r o m such s ch o o l is f u r
nished to pupils who live outside the lim its
o f such city or town. "
(Em phasis and parenthesis added. )
This p ro v is io n o f the North Carolina law has been upheld by a
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th re e - ju d g e fe d e ra l court as "p la in ly constitu tiona l" in the
c a s e o f S p arrow v. G ill, 304 F. Supp. 86, 91 (D. C. M. D. N. C. ,
1969). The Court there a lso found said p ro v is io n o f the law
to be "w h olly re a so n a b le " (page 90) and stated that there was
no "duty" to p rov ide transportation to c ity pupils attending
in -c i ty s ch o o ls . The Court stated at page 90 of its opinion:
"No one has a constitutional right to ride
a s ch o o l bus. His is m e r e ly the right not
to be excluded f r o m a benefit w hich is c o n
fe rre d by the state upon fe llow c it izens
w hose c la im to it is no m o r e 'r e a so n a b le '
than his . "
This B oard contends that under the law of North C arolina ,
d e c la re d constitutional by the F ed era l C ourts , there is no duty
existing upon this Board to p rov ide funds for s ch o o l buses or
transportation o f pupils. It is w ell established that a Court
can only co m p e l a party to do that which it is his duty to do
without com p u ls ion and that the party to be c o e r c e d m ust be
under lega l obligation to p e r fo r m the act sought to be en forced .
See Schoo l D is tr ic t v. A lam ance County, 211 N. C. 213, 189 S. E.
873 (1937).
In support o f their m otion, the plaintiffs have cited
the Suprem e Court case o f G riff in v. County School Board of
P r in ce Edward Co. , Va. , 377 U. S. 281, 84 Suprem e Ct. 1226
(1964). . This ca se is c le a r ly d istinguishable f r o m the factual
situation existing h ere . T h ere N egro s ch o o l ch ild ren brought
suit to enjoin the defendants f r o m refusing to operate an
e ff ic ien t sy s te m o f public f r e e sch oo ls in P r in ce Edward
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County, and to enjoin paym ent o f public funds to help support
pr ivate s ch oo ls w hich excluded students on account o f ra ce .
T h ere the P r in c e Edward County public s ch oo ls w e re c lo se d , while
public s ch oo ls in a ll other counties in V irg in ia w e re being
maintained. The Board of S u p erv isors o f the county was expend
ing funds to a s s is t private sch oo ls w hich excluded N egroes f r o m
ad m iss ion . Schools fo r whites w ere operated with governm ent
funds but not fo r b la ck s , and the Court found that the law of
V irg in ia treated the s ch o o l ch ildren o f P r in c e Edward County
d ifferent f r o m the way it treated the s ch o o l ch ild ren o f a ll
other V irg in ia Counties. T h ere the public sch oo ls w e re c lo sed
and only segregated private sch oo ls w e re being operated and they
w e re being supported by lo c a l and state funds. C lea r ly , the
G riffin ca se has no app lication to the c a s e at hand. The County
and State in that ca se w e re provid ing a s e r v ic e to whites that
was not provided to b lack s , a situation far d ifferent f ro m the
question o f p rovid ing , o r not providing, bus transportation to
a ll students m ore than 1 1/2 m iles f r o m their sch oo ls within the
City. The Board o f C o m m is s io n e rs o f F orsyth County has d i s
charged its lega l obligations in re sp e c t to this s ch o o l sy s te m
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and is not participating in any m anner in d is c r im in a to r y p r a c t ic e s
to perpetuate ra c ia l segrega tion in the public s ch o o ls o f F orsy th
C ounty.
S U M M A R Y
The p la intiffs ' N otice o f Appeal o f the d e c is io n o f this
Court d ism is s in g the B oard o f County C o m m is s io n e r s as a party
defendant p laced the ju r is d ic t io n o f this c a s e in the Court of
A ppea ls fo r the Fourth C ircu it and the p la in tif fs ' m otion to add
this B oard as an additional defendant should be d ism is se d fo r
lack o f ju r isd ic t io n , with the C ou rt 's O rd er o f August 17, 1970
being vacated . And, under the law o f North Carolina as upheld
by this Court, there is no duty to provide transportation for
s ch o o l ch ildren and, thus, this Board cannot be com p e lled to
ap p rop ria te funds fo r such a p u rp o se . This B oard resp ect fu lly
requests that its R esp on se and M otion be heard by the Court at
such tim e and p la ce as the Court m ay d ire ct .
This the 24th day o f August_________ , 1970.
R oddey M. Ligon, Jr .____________
RODDEY M. LIGON, JR.
P. Eugene P r ic e , Jr ._____________
P. EUGENE PR IC E, JR.
A ttorneys fo r Board o f C o m m is s io n e r s
o f F orsyth County
G overnm ent C enter
W in ston -S a lem , North Carolina 27101
Telephone (919) 724-5511
-285-
P L A IN TIFFS ' R E P L Y TO MOTIONS OF THE DEFENDANTS
BOARD O F COUNTY COMMISSIONERS OF FO RSYTH COUNTY,
NORTH CAROLINA S T A T E BOARD OF EDUCATION AND
DR. A. CRAIG PH ILLIPS, S T A T E SUPERINTENDENT
O F PUBLIC INSTRUCTION
At the hearing in this cause on August 11, 1970, it was brought
to the C ou rt 's attention that the F orsyth County Board o f County C om m iss ion ers
was withholding funds or threatening to withhold funds f r o m the s ch o o l board
which w e re n e c e s s a r y fo r im plem entation o f the plan of d eseg rega tion d irected
by the Court in its o r d e r o f June 25, 1970. It was a lso brought to the C o u rt 's
attention that subsequent to the June 25 o r d e r the State Superintendent had
advised the lo ca l s ch o o l boa rd s , including W in s to n -S a le m /F o rs y th County
Board o f Education, that it had in its p o s s e s s io n se v e r a l hundred new and old
s ch oo l buses which could be m ade availab le to the variou s s ch o o l boards
to p rov id e transportation fo r students as needed. C ounsel fo r the Winston-
S a le m /F o r s y th County Board o f Education advised the Court at the August
11 hearing that the lo c a l board had taken steps to s e cu re the n e c e s s a r y
transportation fa c i l it ie s to im plem ent the June 25 and July 17, 1970 o r d e rs
o f the Court. B ecau se the actions taken by the Board o f County C o m m is s io n e r s
and the State o f f ic ia ls and failure o f the lo c a l s ch o o l board to take appropria te
steps to im plem ent the plan d irected by the Court, the p laintiffs m oved the
Court on August 12, 1970 to add the Board o f County C o m m is s io n e r s and
the North C arolina State Board of Education and State Superin-
-286-
tendent o f Public Instruction as additional p arties-de fendant.
The court had p re v io u s ly d ism is se d the Board o f County C o m m is
s io n e rs and the State o f f ic ia ls as part ies -d e fen d an t , be liev ing
that the p laintiffs could obtain com plete r e l ie f without them.
The actions o f the additional p arties-de fendant, h ow ever , su b
sequent to the June 25, 1970 o r d e r o f the Court, m ade c le a r that
they w e re a c t iv e ly attempting to prevent im plem entation o f the
C ou rt 's o rd e r and that their addition as p a r t ies -d e fen d a n t was
not only p ro p e r but n e c e s s a r y in o r d e r to p ro te c t the C ou rt 's
ju r isd ic t io n and to insure com p lia n ce with the C ou rt 's o rd e r .
The State Board o f Education and State Superintendent have
responded to the p la in tif f 's m otion and to the o r d e r o f the
Court o f August 17, 1970 adding them as part ies -d e fen d an t . They
contend that the Court has no ju r isd ict ion s in ce the plaintiffs
have noted an appeal f r o m the June 25 and July 8, 1970 o r d e rs of
the Court. The State o f f ic ia ls further contend that they have
fo llow ed "v a l id " state laws in a llocating funds fo r t ra n s p o r ta
tion, that the action against them is in e s se n c e a suit against
the State in v io la tion to the Eleventh Am endm ent to the C o n
stitution o f the United States and that their addition is
v io la tive o f due p r o c e s s o f law becau se they did not have notice
o f the m otion .
-287-
The Board o f County C o m m is s io n e r s has a lso responded to
p la in tiffs ' m otion to add them as part ies -d e fen d a n t , contending
that the Court does not have ju r isd ic t io n s in ce the plaintiffs
noted an appeal f r o m the e a r l ie r o r d e r s o f the Court.
P la intiffs resp ect fu lly submit that the Court acted p r o
p e r ly in adding the Board of County C o m m is s io n e r s and the State
o f f ic ia ls as part ies -d e fen d an t s ince their act ions subsequent
to the June 25 and July 8, 1970 o r d e rs o f the Court w e re d e
signed to have and did have the e ffect o f frustrating the
C ou rt 's o r d e r s . T h e ir addition was not only p ro p e r but n e c e s
s a r y to insure com p lia n ce and to p ro te c t the ju r isd ic t io n of
the Court. P la intiffs th e re fo re , submit that the m otions of
the defendants County C o m m is s io n e r s and State o f f ic ia ls to
s tr ike them as p art ies -d e fen d a n t should be denied.
Since the additional p art ie s -d e fen d a n t p r in c ip a lly contend
that the D is tr ic t Court lacks ju r isd ic t io n b eca u se p laintiffs
have p r e v io u s ly noted an appeal, we ad d ressed this contention
f irs t .
I
UPON A P P E A L THE DISTRICT COURT HAS
CONTINUED JURISDICTION TO ISSUE A L L
ORDERS NECESSARY TO INSURE EXECUTION
OF ITS JUDGMENT UNTIL SUCH JUDGMENT
HAS B E EN SUPERSEDED B Y O RD ER OF AN
A P P E L L A T E COURT.
While n ot ice of appeal d ivests d is t r ic t cou rts o f ju r i s -
-288-
diction with re sp e c t to m atters appealed f ro m , it does not p r e
vent the D is tr ic t Court f r o m taking such steps as a re n e c e s s a r y
to insure im plem entation o f its judgm ent until its judgm ent has
been set as id e or superseded by an appellate court . S ir lo in
R oom , Inc. , v. A m e r ic a n E m p lo y e rs Insurance Com pany, 360 F. 2d
161 (5th C ir . 1966); M o o r e 's F e d e ra l P r a c t ic e § 203.11. P la intiffs
did not seek by their m otion to add the County C o m m is s io n e r s
and State o f f ic ia ls as part ies -d e fen d a n t to m o d ify the June 25
o r d e r o f the Court, or r e v e r s a l or change of that o r d e r by the
D is tr ic t Court. P la intiffs have a lread y noted an appeal f r o m
that o rd e r . What p laintiffs sought was to add p arties who had
taken action subsequent to the June 25 o rd e r designed to prevent
its im plem entation . It is c le a r that the D is tr ic t Court retains
ju r is d ic t io n to p ro tect and to insure im plem entation o f its
judgm ent until such judgm ent m ay have been m od ified or vacated
by an appelate court. No such action has been taken by an
appellate cou rt in this m atter . In fact, the Fourth C ircu it
and the United States Suprem e Court have denied applications
by the lo c a l Board to stay im plem entation o f the D is tr ic t C ou rt 's
o r d e r . What the additional p art ies -d e fen d a n t seek is a kind of
n o -m a n 's land w hich prevents any r e l ie f against parties having
the n e c e s s a r y m eans to insure com p lia n ce with the c o u r t 's o r d e r
without any m od ifica t ion o f such o r d e r by this cou rt o r an
appellate court . Having ju r isd ic t io n to insure co m p lia n ce with
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its judgment, the D is tr ic t Court p r o p e r ly added the additional
p a r t ies -d e fen d a n t in o rd e r to insure the rights o f the parties
and to p ro te c t the ju r isd ic t io n of the Court. See Pettway v.
A m e r ica n Cast Iron Com pany, 411 F. 2d 998 (5th. C ir . 1969); United
States v. United Mine W ork ers o f A m e r i c a , 330 U. S. 258, 291-295,
91 L. ed. 884, 913-915; Koehing Com pany v. Hyde C onstruction
Com pany, 382 U. S. 362, 15 L. ed 2d 416, rev e rs in g sub nom.
Donn v. K oehring Com pany, 384 F. 2d 643 (10th C ir . 1965).
II
ADDING THE ADDITIONAL PARTIES - DEFENDANT
DOES NOT CONSTITUTE A SUIT AGAINST THE
S T A T E AND DOES NOT V IO L A T E DUE PROCESS.
Both additional part ies-d e fen d an t seek to challenge their
addition in this ca se as in som e way vio la ting the d is c r e t io n a r y
authority o f leg is la t ive bod ies and vio lating the Eleventh A m e n d
m ent to the Constitution o f the United States. Both seek to
d istinguish G riff in v. County School Board o f P r in ce Edward
C ounty, 377 U. S. 218, 12 L. ed. 2d 256. The D istr ic t Court here
has entered an o r d e r d irect in g the lo c a l Board to take certa in
s p e c i f ic steps to further d eseg rega te the public s ch o o ls . The
steps d ire cte d , of n e c e s s ity requ ire that the s ch o o l o f f ic ia ls
continue to p rov id e certa in s e r v ic e s fo r the desegregated
s ch o o l that had been provided for the s ch o o l when segregated .
Som e additional transportation was requ ired as was som e additional
fa c i l i t ie s . C la s s r o o m fa c i l i t ie s had to be changed to a c c o m -
-290-
m odate changed grade schedu les in the sch oo ls a ffected . The
County C o m m is s io n e r s and State o f f ic ia ls , having the m eans and
fa c i l i t ie s to insure im plem entation o f the C o u rt 's , w e re w ith
holding and threatening to withhold funds and fa c i l it ie s s o le ly
to prevent en joym ent o f the constitutional rights o f the p la in
t iffs . Under these c ir cu m sta n ce s , , the additional p a r t ie s -d e fe n
dant stand on no d ifferent footing than the defendants in G riffin
and as the Suprem e Court has m ade plain, the D is tr ic t Court has
not only the pow er but the duty to take what steps a re n e c e s s a r y
to insure co m p lia n ce with the Constitution. T h ere is fhus no
suit against the State but a p roceed in g against public o f f ic ia ls
and agencies who would thwart enjoym ent o f constitutional rights.
N or has there been a denial o f due p r o c e s s . At the August
11 hearing the Court was confronted with the d e c is io n w here
prom pt action was n e c e s sa r y . The Court noted in its August 17
o r d e r that:
"D ue to events o c cu rr in g subsequent to the
o r d e r of June 25, 1970, p a r t icu la r ly in
regard to the Board o f County C o m m is s io n e r s '
fa i lu re to coop era te with the Board of
Education in the obtaining o f t ra n sp o r ta
tion which might p rove n e c e s s a r y in the
im plem entation o f the Board o f E ducation 's
plan for c lu ster in g filed August 3, 1970,
the Court finds that in the absen ce o f the
p arties set forth in the p la in tiff 's m otion
com p le te re l ie f cannot be a c co rd e d am ong
those who a re p resen tly parties to this
action .
-291-
Inasm uch as tim e is o f the e s s e n c e , this o rd e r
is entered without the usual hearing afforded
the B oard o f C o m m is s io n e r s o f F o rsy th County,
the North C arolina Board o f Education and Dr.
A. C ra ig P h il l ips , Superintendent o f Public
Instruction o f the State o f North C arolin a , on
m otion to m ake them part ies , but is without
p re ju d ice to their right to be heard at a
later date convenient to them and the court . "
The Court has a lread y con s id ered this m atter on the m e r its
and has heard the ro le of the additional part ies -d e fen d a n t in
the public s ch o o l system . T h e Court was apprised that the a d
ditional part ies -d e fen d an t had the n e c e s s a r y m eans and fa c i l it ies
\
to insure full im plem entation o f the C o u rt 's o r d e r and that
without their addition the constitutional rights o f the p la in
tiffs would be further denied. The Court m ade plain that if
either o f these parties d es ired any further hearing , the Court
would set a tim e fo r such hearing that would be convenient for
them and fo r the Court. In the m eantim e, h ow ever , the p la in
tiffs w e re to be a fforded their constitutional rights.
W H EREFO RE, p laintiffs resp ect fu lly pray that the Court
deny the m otion s filed by the additional p a r t ies -d e fen d a n t and
that the Court retain such parties in this p ro ce e d in g in o rd e r
to insure full com p lia n ce with the C ou rt 's o r d e r and to p rotect
the ju r isd ic t io n o f the Court.
-292-
R esp ectfu lly submitted,
CONRAD O. PEARSON
203 1/2 East Chapel Hill Street
Durham, North Carolina
CHAM BERS, STEIN, FERGUSON & LANNING
216 W est Tenth Street
Charlotte , North C arolina 28202
JACK GREEN BERG
JAMES M. NABRIT, III
10 Columbus C ir c le
New York, New York 10019
Attorneys fo r P la intiffs
-293-
O R D E R
By o r d e r dated August 17, 1970, the Board o f County
C o m m is s io n e r s o f F orsyth County, the North C arolina State
Board o f Education and Dr. A. C ra ig P h ill ips , Superinten
dent o f Public Instruction o f the State o f North Carolina w ere
jo ined as part ies-d e fen d an t in this action . Subsequent to
that o r d e r a ll parties who w e re joined thereby m oved that
they be d ism isse d f r o m the action.
The a forem entioned parties had presented both o ra l
and w ritten argum ents to this Court p r io r to the o r d e r of
June 25, 1970, which d ism is se d them as part ies . F u rth e r
m o r e , full and com p lete b r ie fs in support o f their present m otion
to d ism is s have been filed with this Court. B ecau se this m atter
dem ands the expeditious reso lu tion o f a ll is su e s , and s ince the
r e c o r d s o f this case m ust be forw arded to the Court o f Appeals
fo r the Fourth Circuit in o r d e r that a t im e ly determ ination be
m ade in that foru m , this Court does not fe e l that o r a l argument
on this m otions to d ism is s w il l be n e c e s s a r y and m akes this
ruling on the bas is o f the w ritten m otions and b r ie fs now b e fo r e
it.
The m ain thrust o f the p resen t m otions to d ism is s is
that this Court was without ju r isd ict ion to o rd e r that additional
-294-
p arties be jo ined , s ince this m atter was pending on appeal at the
tim e o f the o r d e r . A s was stated in the o r d e r o f August 17, 1970,
the C ourt found that com p lete re l ie f could not be a cco rd e d am ong
those who w e re parties to the action at that tim e. F u rth e rm o re ,
this Court retains ju r isd ic t io n o f d eseg rega tion m atters which
a re on appeal to the extent that it is n e c e s s a r y to insure the
e n forcem en t o f its p r io r o r d e r s . P laquem ines P a r is h C o m m is
sion C ouncil v. United States, 5th C ir . , 416 F . 2d 952 (1969).
It is a lso contended that neither the Board o f County
C o m m is s io n e r s of F orsyth County nor the North C arolina State
Board o f Education have the pow er or authority to aid in the
im plem entation o f p rov is ion s o f p r io r Court o r d e r s . H ow ever,
events o c c u rr in g subsequent to the o rd e r o f June 25, 1970, have
given co n tra ry indications. The County C o m m is s io n e r s , on
July 20, 1970, rem oved approx im ate ly $196, 000. 00 f r o m funds
or ig in a lly earm arked f o r s ch o o l bus p u rch ases and placed it in
the County G enera l Fund. A fte r the o rd e r o f August 17, 1970,
was filed , State o f f ic ia ls m ade available to the lo c a l board o f
education ap prox im ate ly 45 additional buses which w e re n e c e s s a r y
not only fo r the im plem entation o f the c lu s te r plan, but a lso fo r the
estab lishm ent o f newly provided in tra -c i ty pupil transportation .
A ls o , the W in s to n -S a le m /F o rs y th County Board o f Education,
the Board o f County C o m m is s io n e r s of F orsy th County and the
-295-
North Carolina State Board o f Education a re a ll in tegral parts in
the p urchase o f new s ch oo l buses .
F o r the reasons stated, IT IS ORDERED that the
m otions o f the a forem entioned parties to the e ffec t that they
be d ism isse d f r o m this act ion be, and the sam e h ereby a re , denied.
Is/ Eugene A. G ord on______
UNITED STATES DISTRICT JUDGE
S eptem ber 15, 1970
-296-
NOTICE OF APPEAT,
NOTICE IS HEREBY GIVEN that the Board of County Commissioners of
Forsyth County hereby appeals and gives notice of appeal to the U.S.
Court of Appeals for the Fourth Circuit from the Order of the Honorable
Eugene A. Gordon, U.S. District Judge, entered in this action on the
17th day of August, 1970.
This the 16th day of September, 1970.
/S/ Roddey M. Ligon, Jr.__________
Roddey M. Ligon, Jr". ---
/S/ P. Eugene PriceT Jr.__________
P. EugenePrice, Jr.
Attorneys for the Board of County
Commissioners of Forsyth County
Government Center
Winston-Salem, North Carolina 27101
Telephone: (919) 724-5511
-297-
N O T I C E O F A P P E A L
NOTICE IS HEREBY GIVEN that the Board of County-
C o m m is s io n e r s of F orsyth County hereby appeals and gives
notice of appeal to the U. S Court o f Appeals fo r the Fourth
C ircu it f r o m the O rder o f the H onorable Eugene A. G ordon,
U. S. D is tr ic t Judge, entered on the 15th day o f Septem ber,
1970.
This the 16th day o f Septem ber 1970.
/ s / Roddey M. Ligon, Jr.
RODDEY M. LIGON, JR.
/ s / P. Eugene P r ic e . Jr.__________
P. EUGENE PRICE, JR.
Attorneys for the Board of County
C o m m is s io n e r s of Forsyth County
G overnm ent Center
W inston -Salem , North Carolina 27101
Telephone (919) 724-5511
-298-
N O T I C E O F A P P E A L
NOTICE IS HEREBY GIVEN that the defendants, North
C arolina State Board o f Education and A. C ra ig P h ill ips , State
Superintendent o f P ublic Instruction, h ereb y appeals and gives
N otice o f Appeal to the U. S. Court o f Appeals for the Fourth
C ircu it f r o m the O rder o f the H onorable Eugene A. G ordon,
U, S. D is tr ic t Judge, entered on the 15th day o f S eptem ber ,
1970.
This the 16th day o f Septem ber, 1970.
ROBERT MORGAN
A ttorney G enera l o f North C arolina
/ s / A ndrew A. V anore , Jr._________
ANDREW A. VANORE, JR.
A ttorney for the State Board o f Education
and A. C ra ig P h ill ips , State Superintendent
o f Public Instruction
Justice Building
Raleigh, North Carolina - 27602
Telephone No. (919) 829-7387
-299-
INTERROGATORIES OF PLAINTIFFS TO DEFENDANT
WINSTON-SALEM/FORSYTH COUNTY BOARD O f
EDUCATION AND DEFENDANT'S ANSWERS
1. With respect to each school under defendant's jurisdiction,
state separately for the school years 1967-68 and 1968-69:
a. the name of each school;
b. the grades served in each school;
c. the number of students, by race and grade, who
were initially assigned to each school pursuant
to geographical zones;
d. the number of students, by race and grade, who
transferred out of each school;
e. the number of students, by race and grade, who
transferred into each school;
h. the number of classrooms in each school;
j. the number of library books at each school;
k. the land area in acreage for each school;
l. the per capital valuation of each school;
m. the planned pupil capacity for each school;
n. the number of mobile units or temporary structures
at each school; and
o. the year each school was built.
2. for the 1967-68 and 1968-69 school years, state with respect
to each school;
a. the number of buses serving the school;
KEY TO ABBREVIATIONS
EXHIBITS 1 , 2 , & 3
SP — S p e c i a l E d u c a t io n
TE— T o t a l E le m e n ta r y
TJH — T o t a l J u n i o r High
TSH— T o t a l S e n i o r High
5
-3
0
1
-
IN ITIA L ASSIGN M EN TS - MADE A P R IL 12 , 1967 - F O R 1 9 6 7 -6 8 SCHOOL YEA R
EXHIBIT I
S C H O O L S
G r a d e s
S e r v e d
N w
55 P
N
1
W 1 T J W
9
T P W N '
4
W N 1
s
W N
6
lW N
T E
W N
•
W N
8
W N
9
w N
S
w
p 3
w N
I t
w N
1 1
W N
1 2
W N
T S H
W
A r d m o r e 1 - 6 i 9 9 i 9 9 0 9 5 1 9 4 1 109 0 1 1 5 4 6 1 1
B o l t o n 1 - 6 0 9 0 0 8 1 0 9 1 0 8 5 0 8 2 0 7 7 5 0 6
B r o w n 1 - 6 9 0 0 9 0 0 9 5 0 9 0 0 8 5 0 8 0 0 530
B r u n s o n 1 - 6 8 7 7 1 2 7 2 1 0 1 1 0 9 1 3 5 6 1 3 £ 2 0 1 2 5 6 5 6 5 7
C a r v e r C r e s : 1 - 6 3 8 0 1 0 5 0 1 0 0 0 8 9 0 9 0 0 8 0 0 7 4 0 5 7 6
C r i p p l e d
f C h i l d r e n C a 1 - 6 5 3 1 5 3 1
— -
C h i l d r e n ' s
H o m e 1 - 9 0 4 0 1 2 0 1 5 0 2 6 0 > 0 0 3 9
1 1 6 0 3 3 0 3 4 0 3 3 1 0 0
C l e m m o n s 1 - 6 1 1 4 9 0 1 4 9 1 1 3 9 2 I B 2 B 8 5 B 0 11 8 1 8
C o l . H t s . 4 - 6 5 1 0 10C 0 9 5 0 9 0 0 3 3 6
—
D i g g s 1 - 6 1 1 5 0 1 1 1 0 1 2 0 0 8 5 0 1 0 5 0 9 5 0 6 3 1
E a s t o n 1 - 6 1 1 5 3 6 3 9 2 4 3 1 1 9 3 6 1 3 3 9 1 5 4 2 1 0 3 2 1 2 8 2 2 4
—
F a i r v i e w 1 - 6 1 4 5 0 1 2 6 0 1 1 5 0 1 2 5 0 1 2 0 0 1 0 0 0 7 3 1
F o r e s t R i r k 1 - 6 0 1 6 0 120 0 2 0 0 1 1 5 0 1 4 0 0 115 0 1 0 4 7 3 C —
1 4 t h S t r e e t 1 - 6 5 1 0 1 2 0 0 1 1 5 0 1 0 5 0 8 0 0 1 2 5 0 8 5 0 6 8 1
G r i f f i t h E l e . 1 - 6 0 1 7 0 0 1 6 7 0 1 6 4 0 1 7 3 0 159 0 1 6 4 9 9 7 •
K e r n e r s -
v i l l e E l e . 1 - 6 1 0 2 0 0 11 199 7 188 6 6 5 9 162 9 1 3 5
1 -
5 2 1049
\— r
-3
02
-
EXHIBIT I _p. 2
S C H O O L S
G r a d e s
S e r v e d
N W
.
N W N
—
J w N
___3
w N w N
5
W N
6
' w N
T1
lw N r N 1 W
3
N
9
W N
S l w
N
Tv
N
1 P
N
1
- 4 -----
W N i W
1 2
N
T S I
W
K i m b e r l e y
P a r k E l e . 1 - 6 1 3 0 0 1 2 9 0 11 8 0 1 1 2 0 1 2 0 0 1 1 5 0 7 3 0 1
J
K o n n o a k 1 - 6 0 5 6 0 8 5 0 8 4 0 8 5 0 7 5 0 7 5 0 7 5 5 3 5
1
I
L a t h a m 1 - 6 0 1 8 2 7 8 0 8 5 0 7 8 0 7 6 0 7 8 1 7 5 3 4 8 8
L e w i s v i l l e 1 - 6 7 1 8 4 9 6 8 9 2 3 9 7 1 8 3 3 9 2 3 9 2 2 9 5 7 0
L o w r a n c e 1 - 6 2 6 1 0 9 6 4 9 6 4 9 6 4 111 4 9 6 4 7 6 4 6 9 7 3 4
^ M e b a n e 1 - 3 2 9 0 9 5 0 8 0 0 1 0 0 0 3 0 ' t
—
M i n e r a l S p g 1 - 6 1 2 168 8 152 6 1 2 9 4 136 5 130 6 144 4 1 8 5 <
M o o r e 1 - 6 0 7 0 0 6 8 0 8 0 0 1 0 0 0 5 8 0 7 5 4 5 1
N o r t h E l e . 1 - 6 1 6 5 0 1 6 3 0 1 4 1 0 1 2 4 0 1 1 2 0 1 2 9 0 8 3 4
O a k S u m m i t 1 - 6 1 121 2 111 2 9 8 4 9 9 0 2 0 4 111 1 3 6 6 3
—
O l d
R i c h m o n d 1 - 6 5 6 5 8 1 1 8 4 8 4 4 7 8 5 0 6 5 8 3 9 3 2 7
O l d T o w n 1 - 6 6 3 0 2 3 7 2 1 2 L75 1 3 17 8 9 8 0 11 6 4 11 5 0 3 5 1049 >
P e t r e e 1 - 6 1 5 4 0 5 3 2 4 3 0 4 3 0 4 5 0 4 5 3 2 8 3
P r i n c e
I b r a h a m 1 - 6 0 6 0 0 5 5 0 4 5 0 • 4 5 0 6 5 0 6 0 3 3 0
1
R u r a l H a l l 1 - 6 8 4 2 1 0 3 6 11 5 5 1 3 L 4 0 1 2 L73 11 1 4 9 6 5 B 9 5
~
S e d g e G a r d e 1 - 6 0 170 1 6 7 0 4 6 3 L 4 6 1 3 9 0 4 1 5 9 0 9
4
-3
03
-
EXHIBIT I - p. 3
S C H O O L S
G r a d e s
S e r v e d
N W
J S £ _
N
___1
W N | W N W N w N
c
' W N
6
‘w N
T I
W N | w N
£
W N
9
W N
S l w
N
T J Lw N
1
W
1
N
l 1
W N
1 1
w N
T S I
w
S h e r w o o d
F o r e s t 1 - 6 0 L30 0 1 2 ( 0 1 2 2 0 L 2 2 0 L49 0 1 2 5 7 7 4
S k y l a n d 1 - 6 9 0 0 9 5 0 1 0 5 0 8 5 0 7 4 0 6 5 0 5 1 4 i
S o u t h F o r k 1 - 6 0 L15 0 119 0 8 9 0 LI 2 0 L 0 5 0 8 9 > 2 9
S o u t h P a r k 1 - 6 0 L15 0 1 1 0 0 n o 0 1 0 5 0 L10 0 8 9 6 3 9
S p e a s 1 - 6 0 115 1 .1 0 0 L 2 6 0 1 4 1 0 L16 0 1 4 8 1 7 5 6
j U n i o n C r o s s 1 - 6 0 2 0 1 1 7 0 ;o6 0 9 1 0 LOO 0 9 1 1 6 2 5
—
V i e n n a 1 - 6 4 7 6 4 7 5 5 6 4 3 5 5 4 5 3 6 6 7 2 6 3 9 0
| W a l k e r t o w n 1 - 6 5 . 1 0 11 L54j 1 7 :4 7 1 5 1 5 7 1 2 1 7 7 1 3 L 6 5 1 6 5 0 8 9 9 6 0
W a u g h t o w n 1 - 6 0 1 3 0 7 0 0 6 5 0 6 5 0 6 0 0 5 8 0 6 0 3 9 1
W h i t a k e r 1 - 6 - 2 8 8 1 9 1 0 1 0 9 0 8 1 0 9 9 0 9 9 3 5 6 7
D a l t o n J r . 7 - 9 0 2 8 7 0 29 3 1 2 8 1 1 8 6 1
G l e n n J r . 7 - 9 0 2 4 2 1 2 8 Q 2 3 9 1 7 0 9
G r i f f i t h J r . 7 - 9 0 1 8 1 o : 4 6 0 3 7 4 6 4
H a n e s J r . 7 - 9 1 9 0 2 L 5 5 i 1 2 4 5 469 8 ; ;
H i l l J r . 7 - 9 1 1 3 2 1 6 5 1 8 7 1 7 3 2 5 > 7 8
K e n n e d y J r . 7 - 9 3 4 0
l
i 561 0 3 3 6 0 5 1 4 0 0 4 5
-3
0
4
-
EXHIBIT I - p. 4
j S C H O O L S
i G r a d e s
S e r v e d
N W
. J S J 2 .
N
- _ 1
W N J w
l —
N W
L
N w
a
N 1 W N - f w N
T
W
E
N j w N ' Vt
3
h
9
W N
c
N
T i ¥
N
I
W
0
N
1
X-----
w
i
N
1
w
2
N
T S I
w
/ i l l e J r . 7 - 9 1 0 1 5 2 4 A 1 1 3 1 1 4 2 9
1
M i n e r a l
S p g s . J r . - 7 - 9 9 2 6 7 11 3 Of 11 2 7 3 1 8 4 7
t
J r .
N o r t h w e s t 7 - 9 3 2 2 95 3 1 17 2 3 2 8 5 3 6 8 5 5
P a i s l e y J r . 7 - 9 2 0 0 1 8 4 0 L 5 6 0 5 4 1
P h i l o J r . 7 - 9 1 3 6 0 2 1 0 0 196 0 2 1 5 1 6 5 7
S o u t h w e s t
t J r . 7 - 9 9 3 4 5 16 321 1 0 3 4 0 3 5 1 0 1 0
—
W a l k e r t o w n
J r . 7 - 9 1 2 1 9 8 1 1 175 8 1 8 8 3 1 5 6 1
W i l e y J r . 7 - 9 3 0 2 6 0 2 3 345 1 4 2 3 5 6 7 7 4 0
J e f f e r s o n
J r . 7 - 8 O ] > e n e d i n F ; 1 1 , 1 9 * 8
0
2
A n d e r s o n
J r . 7 - 1 2 1 7 1 0 1 6 2 0 1 7 1 0 1 1 5 1 0 1 4 6 0 1 3 2 0 9 4 2
A t k i n s S r . 1 0 - 1 2 4 1 0 1 3 1 4 0 3 2 7 2
—
2 7 6 0 9 5 8
C a r v e r E l e .
J r . - S r . 1 - 1 2 3 2 0 6 5 0 5 8 0 6 7 0 4 8 0 7 7 0 6 0 0 6 5 0 6 5 0 7 0 0 9 1 0 8 5 0 5 9 ! 0 8 4 2
E a s t S r . 1 0 - 1 2
2 6 3 1 4 1 0 4 2 7 8 3 7 4 4 4 1 3 1 5
M t . T a b o r S r , 7 - 1 2 0 3 0 7 1 !97 0 2 5 8 o ; 3 9 0 1 5 1 0 j > 4 1 1 3 1 6
N o r t h S r . 1 0 - 1 2
4 4 >05 2 7 4 9 1 3 5 1 0 6 1 4 2 2
P a r k l a n d S r , 1 0 - 1 2 I i 1 5 1 75 1 2 >19 8 , 3 9 8
t
2 5 1 3 9 2
• — 4
• •
-3
05
-
EXHIBIT I - p. 5
S C H O O L S
I G r a d e s
S e r v e d
N w N
____1
w N | W N W N W
3
N W N
a
‘w N
T1
W N w
7
N
£
w N
9
W N
c
1 w
>!?
N
TOI f
N
1
W
0
N
1
.4—
w
l
N
i :
W N
T S I
W
R e y n o l d s
S r . 1 0 - 1 2 4 1 5 4 i 4 0 4 9 3 2 2 4 7 2 1 0 3 1 5 1 0
W e s t S r . 1 0 - 1 2 6 1 9 c 7 3 0 0 1 1 4 3 1 4 8 4 2
C o n t i n u i n g
E d u c a t i o n 7 - 1 2 1 0 0
—
2 5 1 0 0 2 5
C e n t r a l
R e h a b .
117 156 1 1 7 1 5 6
P a i s l e y S r . 1 0 - 1 2 3 0 0 0 190
—
0 1 8 1 0 6 7 1 0
f
T o t a l
)£ . 3 “ ** / > \0 <1?y f V / ,̂ '3
T o t a l S p . E d . , E l e m . ■XX-°!i<>7
JcL— _C__ JZ. ... -
T o t a l S p . E d . J r . 3S 3C.
T o t a l S p . E d . S r . 73 0
•»
1
.
— 4
-3
0
6
-
EXHIBIT 1
I N I T I A L ASSIG NMENTS - MADE A P R I L 3 0 , 1 9 6 8 , FO R 1 9 6 8 - 1 9 6 9 SCHOOL YEA R
( E S T I M A T E )
. . ■ ------- 4 ---------------- ----------------------
■ S C H O O L S ;
N W N
1
W N '|W
____ 2 ____
N 1
3
W iN W N W N
6
" w N .
T E
W
l N -r N
8
W N
9
w N
S
w
p
N
T J
N
1C
W N
1 1
W N
1 2
W N
T S H
W
A r d m o r e 1 8 0 2 1 1 3 1 1 1 3 0 8 9 1 8 7 1 1 1 5 6 5 9 7
B o l t o n C 8 4 0 7 5 0 3 0 0 9 7 0 8 7 0 8 8 0 5 1 1
B r o w n 1 0 3 0 1 1 4 0 7 8 0 1 0 3 0 1 0 3 0 8 5 0 5 8 6
̂ B r u n s o n 8 5 0 1 2 4 4 8 5 0 1 3 8 2 8 9 1 4 1 1 1 5 3 SI OO
j
C a r v e r C r e s t 3 5 0 6 4 0 7 6 e 9 2 0 7 4 0 8 2 0 7 7 - 0 5 0 0 0
C h i l d r e n ' s C e n t e r
f
3 3 8 3 . 3 8
C h i l d r e n ' s Home 0 0 0 1 2 0 1 5 0 2 0 0 2 8 0 2 3 0 3 2 0 3 2 0 3 3 0 1 9 5
—
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D i g g s 1 0 0 1 1 2 0 1 1 4 0 11C 0 1 0 9 0 8 7 0 1 0 6 0 6 4 8 0
E a s t o n 9 ' 5 3 0 5 3 2 5 4 2 1 9 4 0 1 6 3 9 1 3 2 8 1 5 3 3 1 2 7 2 4 0
■---------------
F a r i v e w 1 2 5 0 1 4 3 0 1 2 f 0 9 6 0 1 2 2 0 1 2 9 0 7 4 1 0
F o r e s t P a r k 5t 5 7 2 0 5 9 7 2 0
>
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1
i
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t
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7 3 7 0 J i
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7
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E X H I B I T 1
P a g e 2
( 1 9 6 8 - 1 9 6 9 (
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L o w r a n c e :>8 4 1 3 5 5 1 4 1 5 9 3 4. 11 4 7 9 2 2 9 8 2 7 0 1 2 9
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•
5 8 0 6 0 0 7 5 0 7 5 0 6 0 0 413 1M i n e r a l S p r i n g s
[, E 1 e m .
L _
8 1 1 0 1 1 153 , 8 13 7 1 13 5 6 336 5 1 2 3 3 9 7 9 4
I
1
l
j M o o r e 1 5 0 8 0 0 6 0 0 6 7 0 6 6 0 1 0 3 0 5 6 0 4 3 7 t
1
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1 -
1 0 0 0 1 4 1 0 1 4 0 0 1 3 1 0 1 1 4 0 1 0 5 0 7 3 1 0 n
O a k S u m m i t 6 2 9 0 100 4 115 1 1 0 9 4 9 8 0 102 0 12 2 1 5 6 7 5
O l d R i c h m o n d 9 5 9 1 0 4 6 7 5 4 6 5 0 4 5 6 6
5 1!4 2 3 1 6
—O l d T o w n 2 0 1 2 OC
1
2 5 17 6 1 8
1
7 6 1 2 2 0 1 1 1 189 1 1 18 9 9 7 1131
— —
P e t r e e 8 5 6
1
5 5 5 j 1 >2 1 ■ 4 6 1 3 9 1 >9 0 4 8 1 7 3 4 5
; j
P r i n c e I b r a h a m 0 5 0 0 5 6 0 5 6 0 5 2 0 5 0 0 6 6 0 3 3 0
R u r a l H a l l
1 ! »17 f1
55 5 149 1 0 }l
____ L
3 5 1 2 14 6 8 161 8 1 5 9 5 0 9 0 5 ; T i
j 1 1
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1
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1
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l i
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-6 nr-
( 1 9 6 8 - 1 9 6 9 )
EXHIBIT I
Page 3
' S C H O O L S 1
1 ! N W
. _ S £ _
N
--------1
W N ] w N
— 3
w N j W N " W I N
L ___1 6
‘ w N
T1
w N J W N
£
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9
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S P
N j W
T J H
1
N
r
N
1
-A------
W N J w N I W
T S K
S o u t h F o r k 0 101 0 130 0 1 1 2 0 9 2 0 109 0 10 7 0 6 5 1 1
1
S o u t h P a r k 0 11. 0 102 0 10 5 0 1 0 8 0 109 0 1 0 8 0 6 4 4
S p e a s 1 1 4 ! 0 131 1 1 3 1 0 1 4 5 0 146 0 1 3 1 2 8 2 9
S h e r w o o d F o r e s t 0 1 2 . 0 1 2 1 0 1 4 2 0 1 2 9 0 1 4 1 0 1 5 7 0 8 1 5
U n i o n C r o s s . > 0 6 4 2
V i e n n a
f
1 5 9 1 6 8 3 7 5 5 6 6 6 5 9 1 5 8 1 7 3 8 5
W a l k e r t o w n E l e m . 5 1 2 2 0 1 4 6 1 1 186 1 7 1 7 0 1 5 1 3 9 1 2 1 5 3 1 3 1 2 8 9 3 9 3 4
—
W a u g h t o w n 1 9 0 *5 0 6 1 0 6 0 0 6 0 0 5 8 0 5 8 1 3 5 0
W h i t a k e r 1 1 0 0 2 1 0 0 0 1 0 4 0 9 8 0 8 5 0 1 0 2 3 5 8 9
•
D a l t o n J r . 0 2 8 8 0 280 0 2 7 2 0 8 4 0
G l e n n J r . 0 2 4 6 1 246 l 2 2 5 2 7 1 7
—
G r i f f i t h J r .
'
\ 0 5 2 0
_____ i____ 1 '
H i l l . J r . 1 1 2 0 0 9 191 6 1 7 6 2 6 5 6 8
J e f f e r s o n J r . 0 3 7 3 0 343 0 7 1 6 ;
K e n n e d y J r . S 1 8 0 0 5 0 0 030
K e r n e r s v i l l e J r .
' 6 4 0 8
1615 145 19 4 4 7
.
H a n e s J r . 1 9 3 4 1 9 0 1 1 6 1 0 5 4 4 5
» " «
M i n e r a l S p r i n g s J r . • • 1 2 3 1 9 1 0 3 2 8 j 2 5 3 6 7
£r f t ' ;
• •
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( 1 9 6 8 - 1 9 6 9 )
EXHIBIT 1
Page 4
! ' S C H O O L S '
, i
N w N
____1
W N N
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W N r N
cr N
$
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T1
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T S I
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N o r t h w e s t J r . 3 1 3 1 1 3 0 108 3 27 C 9 8 8 9
P a i s l e y J r .
1
193 0 1 8 1 0 171 0 1 9 0 564
P h i l o J r . 1 1 8 5 1 22C 3 2 0 2 1 1 8 6 6 2 5
I
S o u t h w e s t J r . 6 3 7 8 9 374 1 6 3 4 7 31 1 0 9 9
W a l k e r t o v m J r . 1 6 2 0 3 1 0 183 1 6 2 1 1 4 2 5 9 7
^ W i l e y J r . 5 9 2 8 7 4 1 27 £ 2 5 2 4 6 125 8 0 9
A n d e r s o n J r . - S r . 1 8 6 0 1 7 7 0 1 7 3 0 1 5 7 0 1 4 3 0 * ~u~ 9 5 9 0
A t k i n s 4 2 8 0 4 1 0 0 3 3 8 0 1 1 7 6 0
C a r v e r E l e m , J r . - S r . 1 6 0 7 2 0 8 6 0 6 6 0 9 0 0 6 9 0 7 0 0 8 2 0 7 4 0 6 5 0 7 0 0 6 2 0 4 8 0 8 7 0
1 4 3 5E a s t F o r s y t h 2 2 5 5 2 1 9 4 6 8 1 3 4 1 5 5 4
M o u n t T a b o r S r . s> l 9 6 8/
N o r t h F o r s y t h j 1 6 9 5 5 6 1 0 3 5 0 0 9 9 42 7 3 7 1 1 4 3 3
P a r k l a n d 1 4 + 8 4 9 + 6 2 12i4 6 1 35 1 4 0 7
R e y n o l d s 8 6 +59 LOO 5 2 0 1 0 8
VJ--
sn.._
2 9 4 1 5 3 7
W e s t F o r s y t h
1
9 151 5 3 2 6 3 ■3 0 9 1 7 9 8 6
2 0 3C e n t r a l R e h a b i l i t a t : o n 9 8
»
■-O
IC
-
E X H I B I T 1
P a g e 51 . - _ j_ . .11968 * 19695
S C H O O L S N j W
LSP.
N
1
W N | W w
\
n v r
*
N •w N
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3
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9
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N
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N
1
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?
N
T SI
w
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C ontinuing Education
‘ T 50 15
TOTALS O * y £
$
£
o?
£ £ £ s £ £
i
4!v * <j|J / , ?
i£2L1221—
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.
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3
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1 ■■ • #J
EXPLANATION
EXHIBIT 2
The f i g u r e s f o r t h e i n d i v i d u a l s c h o o l s i n E x h i b i t
1 i n c l u d e t h o s e s t u d e n t s who t r a n s f e r r e d i n t o t h e W i n s to n -
S a le m / F o r s y th County S y s te m from p r i v a t e s c h o o l s and from
s c h o o l s o u t s i d e o f F o r s y t h C o u n ty . I n o r d e r t o make t h e
t o t a l s o f E x h i b i t 1 and E x h i b i t 2 b a l a n c e , a column u n der
E x h i b i t 2 h a s b e e n i n c lu d e d e n t i t l e d "From P r i v a t e S c h o o l s
and O t h e r s . " The f i g u r e s under t h i s column a r e t h e number
o f s t u d e n t s who have t r a n s f e r r e d i n t o o u r s y s te m from o t h e r
s c h o o l s
-
31
2-
E X H IB IT 2
ST U D E N T S T R A N S F E R R E D OUT 1968 - 1969 School Y e a r •
N W
. _ » L _________________
' SC H O O L S
F ro m
P T iv a teSchoo ls
N W N
__ I
W N ]W
____2 ____
N1
3
W N
i
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c
W N
6
W N
TI
W N jW N
e
•w N
9
W N
S
I w N 1 W
T J B
N
r
N
1
| W N w
3
N
T s r
A rd m o re
ind UIners
4 10 5 5 7 4 35 _ T
1
i
Bolton 1 2 1 1 5
Brow n 1 2 2 4 2 5 16
B ru n so n 10 2 6 6 1 4 2 3 2 5 31
C a r v e r C r e s t 1 1 1 4 2 1 10
—
P i ld r e ^ S m e
'
j
jC lem m ons 12 2 1 1 16 . _
Diggs 3 1 1 5
E aston 18 6 1 3 4 1 4 1 3 3 38
F a i r view 1 2 4 1 3 2 13
F o r e s t P a rk • 6 7 1 2 3 1 1 1 20
14th S tre e t 2 3 1 3 1 10 >
G riff i th E le m 5 2 1 2 1 1 1
K e r n e r s v i l l e
E lem
2 1 1 1 2 7 1
1
i
P a rk
K im b e r le y 4 ■1 4 2 2 1 13
Konnoak
i
5 2 3 3 2
t
I 3 18 1 — *
% %
-3
13
-
STU D E N TS T R A N S F E R R E D OUT 1968 - 1969 School Y e a r E X H I B I T 2
Page 2
N W
___________ 1___ j__ _____________ ____ 1 . fl
' SCHOOLS
Scho
and C
ate N W
SP
N W N y w
p
N W N w
0
N
c
W N
6
lW
1
N
TJ
W NjW N V! b
9
W N
c
w N | W
TĴ l
N
1r
N
1
| W
1
N | W 1 N
/! 1 T
L atham 2( 1 8 1 5 2 45 |
L ew isv il le 1 1 3
L ow rance 6 4 9 1 5 2 4 3 2 1 27 10
Mebane 1 2 2 1 3 3 12
M in e ra l Spri i|gs E Lem . 1- 1 3 . 1 1 2 2 1 10
1
jM oore 2 4 2 2 3 6 19
1
North E le m . 2 6 1 4 5 4 22
Oak Sum mit 6 3 1 2 12 !
Old Richmont l 1 1 2
Old Town 4 1 1 1 1 1 7
P e t r e e •
1 1 2 j
P r in c e Ibrahf m 2 1 . 3 1
R u ra l Hall 2 1 1 3 1 1
Sedge G arder 6 4 1 1 12
1
1
»
Sherwood Fo: e s t - - 4 3 1 1 9 ■
j
Skyland 19 16 17 21 22 7 102 1 . I 1* » ----------- 7
-3
14
-
% %
1 ̂
-3
15
-
EXHIBIT 2
Page 4STU D E N T S T R A N S F E R R E D OUT 1968 - 1969 S c h o o l Y e a r
N W
SC H O O LS
F r o
and C
J r .
m
ate
p „
N W N w U ■pv
?
hirLW N w
e
N 1 W
n
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3
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9
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3?
♦
N
1
N
1
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W N
1
|w
Pj
N
ryC"
K e r n e r s ville 2 1 4
M in e ra l Spri lgs J r. 4 5 4 13
P a is l e y J r .
1
1 7 25 3 8
P hilo J r . 8 1 6 1 4 1 18
Southw estJ r . 6 1 7
j.Walkertown r. 1 4 2 6
| W iley J r . 8 1 9 5 2 19
Northwest J r 4 5 3 12
Oth e v s
- _
42
f ? r I
A nderson
J r . & S r . . 3 1 4 1 8 1 40 2 24 4 7 71
At kins S r . •
j 62 35 1 6 113
C a r v e r Elerr
-----Tr. fc S r . 10 1 j 2 |
1
5 1 3 3 4 27 2 3 3 3 1 6 12 4 21 13 8 42
E a s t S r .
4 7 1 1 4
M tVT?>fe0S r . 1 5 6 38 9 5
North S r . 1
I
■
57 9 33 4 31 4 121 1
P ark lan d S r .
I 1 IJ »
' I1 1
- 4 -
5 13 1 |
1
5 i 6 1 1 2
% %
-3
16
- EXHIBIT 2
Page 5
• m
-3
1
7
-
Students Transferred Into
-3
18
-
EXHIBIT 3 Page 2
, l ..........
V/SCHOOLS i
N W
SP
N
1
W N |W
___2___
N‘
3
W N
/
W N
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W N
6
W N
TE
W N W N
8
W N
9
W N
S
w
r
N
T JI/ N W N
11
W N
12
W N
TSK
Lewisvi1le 2 A 3 3 1 13
Lowrance A A 5 3 3 3 22
Mebane 7 12 10 15 13 8 65
Mineral Springs Elem. 12 2 3 2 2 2 23
Moore 6 5 6 2 A 23
[North Elementary 1 A 1 1 1 8
—
Oak Summit 1 3 1 2 1 1 2 1 3 9
Old Richmond 0 0 —
Old Town 1 1 2 3 A 3
Petree 1 1 1 1 2 2 ■------
Prince Ibraham 2 2 1 1 2 2 6
Rural Hall 1 2 1 2 1 1 8
Sedge Garden 1 1 2
Sherwood Forest 2 1 1 A 1
1
Skyland 2 3 1 1 1 A 1
12
•
South Fork 3 1
1I11 A • —
-3
1
9
-
EXHIBIT 3 Page 3
| SCHOOLS N W
- JS£.
N
___ ]
W N y w
2—
' N* W
1
N w
6
N 1 W
i.._
N
f
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T
N w
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N ' V
3
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9
W N w N
T.¥
N
1F
N
1
p N
1
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TSI
w
S o u t h P a r k ■j __L . 2 - 2 2 21
S p e a s 2 l 2 3 8
U n i o n C r o s s 1 l l 1 1 4
V i e n n a 2 3 2 6 2 3 18
W a l k e r t o w n E l e m e n t a r y 5 3 6 2 3 2 21
H W a u g h to w n 9 4 1 2 2 18 1
I
j W h i t a k e r 18 2 10 1 1 6 1 5 3 4 43
—1
A n d e r s o n J u n i o r
—
C a r v e r J u n i o r j
D a l t o n J ft /| 9 i?
—— —
G l e n n
4 1 ■> l 6
G r i f f i t h 6 2 12 20
Hanes 18 6 3 n 1 |
H i l l 16 1 1 6 2 4
* I
J e f f e r s o n 3 13 : :
1 1— hr • t
• m
-3
20
-
EXHIBIT 3 Page 4
1 - -
J
S C H O O L S
N W
- J x E .
N W N
—
N 1 w N w N 1 W
_____ 5 .
N
6
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T J
W N
r
N
£
1 V
N
9
W N | W
S ?
N
t :r N
1 1WN
I
W
1
N iwX
T S 1
w
K e n n e d y 1 1 6 4 2 1
-
K e r n e r s v i l l e i 4 1 h
M i n e r a l S p r i n g s 1 0 5 3 1 8
N o r t h w e s t 6 2 5 5 2 1 6
P a i s l e y
2 2 1 4 1 5 51
j P h i l o 3 7 4 5
—
4 6
S o u t h w e s t 1 5 4 1 0
W a l k e r t o w n 1
1 5 1 4 1 2 2 1 1
W i l e y 3 3 7 1 2 6 2 5 5 7 0 1 8
M t . T a b o r
—1
A n d e r s o n J r . & S r . ] 3 6 4 1 7 5 7 2 6 1 3 8 L I
E l e m e n t a r y ,
C a r v e r J r . & S r . 4 5 3 9 7 2 3 0 1 4 5 6 2 5 3 9 2 8 5 3 1 2 0
A t k i n s 7 0 3 9 3 1 ' 1 4 0
E a s t
l—— 2 8 2 3 oc. 4 1 3
M t . T a b o r J r . & S r . 5 3 7 2 1 2
' * -------- i— r 1
• %
-3
21
- EXHIBIT 3 Page 5
• %
-322-
Q u e s t i o n 1 - h. , i , j , k, 1, m , n, o
S C H O O L S
N u m b e r o f
C l a s s r o o m s
A u x i l i a r y F a c i l i t i e s
6
8
j
B
o
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P—■ L
a
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a
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O' J
A r d m o r e 2 1 3 2 4 0 1 0 1
1
12.7 1 3 . 7 7 . 7 706.86 7 0 5
B o l t o n 16 1 17 1 1 0 1
i 1
3 . 5 6 . L 1 0 . 1026. 87 480
B r o w n 2 6 2 2 8 0 1 0 1 1 1 7 . 7 7 . 5 6 .
s
6 7 7 . 8 i 830
B r u n s o n 2 4 0 2 4 1 1 0 1 1 1 1 1 . Qj
f l ► 5
7 9 4 . 6 0 720
C a r v e r C r e s t 2 2 0 2 2 0 1 0 1 1 1 8 .9 9. 5 1100.63 6 3 6
C h i l d r e n ' s C e n t e r 5 0 5 0 1 1 1 1 1
C h i l d r e n ' s H o m e 13 0 1 3 0 1 1 1 1 1 17. 0 1 6 .0 23. O r p h a : l a g e
C l e m m o n s 2 3 8 31 1 1 0 1 1 1 9 . 8 9 . 9 1 2 . 4 2 5 . 51 8 9 0
D i g g s 2 4 1 2 5 0 1 0 1 1 1 6 . 0 6 . 8 1 2 . C7 8 0 . 7 6 7 3 3
E a s t o n 16 0 16 0 1 0 1 1 1
1
10. 1 10. 0 1 4 . 0 1148.44 4 5 6
F a i r v i e w 2 4 0 2 4 2 1 0 1 1 1 1 7 . 6 7 . 9 15.2 692. 3 0 7 2 0
F o r e s t P a r k 2 3 2 2 5 1 1 0 1 1 1 1 0 . 7 10. 0 1 7 .6 5 2 7 .1 7 7 2 8
F o u r t e e n t h S t r e e t 3 8 1 3 9 0 1 0 1 1
1
1 1 1 4 ,9 14 .0 8 . 0 883. 61 1 0 4 6
G r i f f i t h E l e m . 37 2 39 0 1 0 1 1 1 9 . 4 9 . 5 1 2 . 0 8 8 8 10 1 1 6 0
K e r n e r s v i l l e E l e m . 36 2 3 8 2 1 0 1 1 1 7 . 0 8 . 0 1 3 . 5 4 3 9 , 7 7 1 1 3 0
K i m b e r l e y P a r k 2 4 0 2 4 2 1 0 1 1 1 1 . 1 5 . 6 7 . 4 8 4 3 1 5 2 7 2 0
K o n n o a k 2 0 1 21 0 1 0 1 1 1 8 . 8 9 . 7 20X1 8 3 2 . 4 0 5 7 7
L a t h a m 2 0 0 2 0 0 1 0 1 1 1 1 2 . q 1 2 .0 12. 5 1014.64 5 6 4
L e w i s v i l l e E l e m . 25 0 2 5 0 1 0 1 1 1 11. 3 1 1 . 3 10.0 9 5 5 .0 6 7 2 6
L o w r a n c e 2 4 0 2 4 2 1 0 1 1 1 9 . 0 8 . 0 6 . 5 663 .9-0 6 9 6
M e b a n e 19 0 1 9 0 1 0 1 1 1 9 . 0 9 . 4 5 . 0 6 1 0 . 5 5 5 4 6
M i n e r a l S p r i n g s E l e m . 2 9 0 2 9 1 1 0 1 0 1 9 . 0 9 . 4 1 2 .0 7 1 0 . 13 8 7 0
M o o r e 2 4 2 2 6 0 1 0 1 0 1 1 6 . 0 17. 6 9 . 0 1624. 13 7 4 6
N o r t h E l e m e n t a r y 2 9 0 29 0 1 0 1 1 1 6 . 7 8 . 0 1 3 .5 9 7 1 . 7 3 8 7 0
O a k S u m m i t 3 0 3 33 0 1 0 1 1 1 9 . 0 9 . 0 30. 6 7 4 2 . 8 6 9 3 9
O l d R i c h m o n d 13 1 14 0 1 0 1 1 1 15. 0 11. 9 1 5 .0 7 1 6 . .67 4 1 5
O l d T o w n 3 6 3 3 9 4 1 0 1 1 1 8 . 6 9 . 2 19 .7 50 3, 6 4 1 1 3 1
P e t r e e 17 1 18 0 1 0 1 1 1 10.5 11.0 1 1 . 0 11)19.72 4 8 7
P r i n c e I b r a h a m 16 1 17 0 1 0 1 1 1 9 . 9 10.5 2 5 . 0 155a 64 5 0 5
R u r a l H a l l 2 5 5 3 0 5 1 0 1 1 1 8 . 6 9 . 0 23. 0 47 a 7 4 8 7 5
1966
1 9 1 4
1 9 5 9
1 9 5 0
1 9 5 2
1 9 3 1
1 9 2 5
1 9 5 3
1 9 5 7
1962
1 9 2 4
1 9 2 2
1 9 2 7
1 9 2 6
1966
1 9 5 7
1 9 5 7
1 9 4 7
1 9 5 5
1 928
1 9 4 8
1 9 5 0
1 9 2 3
1 9 6 7
1 9 2 9
1921
1 9 2 5
1 9 2 3
1 9 5 6
1 9 2 3
1929
EXHIBIT 5 i'age c. -323-
S C H O O L S
Nu
C l
r n b e r o f
a s s r o o m s
A u x i l i a r y F a c i l i t i e s ! o
CO O .rH
S m a t
1
<icrt
$ < P
e
r
p
u
p
il
j
v
a
lu
e
1Q
A
8.
A
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S e d g e G a r d e n 2 4 8 3 2 0 i 0 1 i i 8 . 6 9 . 0 1 l .C 4 4 3 . 0 6 9 2 0 1 9 1 9
S h e r w o o d F o r e s t 2 4 1 2 5 4 i 0 1 i i 7 . 7 . 7 2 1 . C 6 4 a 2 8 7 2 0 1 9 6 2
S k y l a n d 2 5 0 2 5 0 l 0 1 i i 8 . 8 8 . 7 1 9 . 8 1121. 21 7 5 0 1 9 2 3
S o u t h F o r k 1 9 1 2 0 5 i 0 1 i i 9 . 6 9 . 0 1 7 . 0 4 8 1 .8 0 5 9 5 1 9 2 8
S o u t h P a r k 2 3 1 2 4 0 i 0 1 i i 10.0 11.0 12. 8 7 6 9 . 2 3 7 1 5 1922
S p e a s 2 4 2 2 6 5 i 0 1 i i 7 .0 7 .0 16.0 5 3 9 . 0 0 7 5 5 | 1 9 6 1
U n i o n C r o s s 2 1 1 2 2 0 i 0 1 i i ID. 0 9 . 0 10. >| 5 2 9 .1 5 6 5 5 1 9 2 7
V i e n n a 19 1 2 0 0 i 0 1 i i 9 . 7 12.0 2 4 . 0 1 0 2 a 5 ( 5 9 5 1 9 5 6
W a l k e r t o w n E l e m . 3 4 4 3 8 0 l 0 1 i i 8. 0 8. 4 1 8 . C 5 3 8 . 7 6 1 1 0 8 1 9 2 4
W a u g h t o w n 11 3 1 4 0 l 0 1 0 i 9 . 2 8. 0 5 . 3 5 7 5 . 6 3 3 9 3 1920
W h i t a k e r 2 4 0 2 4 0 i 0 1 1 i 14. 0 15. 0 19. 0 9 1 5 .9 7 7 0 8 1 9 5 4
D a l t o n J r . 32 0 32 1 i 2 1 1 i 9 . 0 10. 0 2 3 .0 1 0 1 A 8 2 896 I 9 6 0
G l e n n J r . 2 9 0 2 9 0 i 1 1 1 i 10.0 9 . 6 27 . 2 1 0 1 3 .9 3 8 1 2 1 9 5 1
G r i f f i t h J r . 2 6 1 2 7 0 i 1 1 1 i 10.0 9. 8 2 4 .0 7 3 5 1 9 2 7
H a n e s J r . 20 4 2 4 0 l 1 1 1 ) 13 .0 1 3 . 0 10. 0 1523.14 6 6 0 1 9 3 0
H i l l J r . 3 0 0 3 0 0 l 2 1 1 i 9 . 6 10L 2 4 4 . ( 1 6 6 a 6 7 8 4 0 I 9 6 0
K e n n e d y J r . 4 6 0 4 6 0 l 2 1 1 i 5 . 8 6. 8 i a 0 1 1 3 a i 4 1 3 2 2 1 9 6 3
K e r n e r s v i l l e J r . 17 1 18 0 0 1 1 1 i 9 . 9 9 . 9 15. 0 1 2 4 a 4 7 5 0 1 1 9 5 5
M i n e r a l S p r i n g s J r . 27 5 32 0 l 1 1 1 i 9 . 0 9 . 7 20.0 9 5 7 .8 1 8 8 1 1 9 4 8
N o r t h w e s t J r . 3 4 2 36 1 i 1 1 1 i U 6 11. 0 3 a 0 9 5 3 . 9 5 1002 1 9 5 6
P a i s l e y J r . 36 0 3 6 0 l 1 1 1 i 6. 0 11. 0 20. 3 1701. 94 9 8 8 1 9 5 7
P h i l o J r . 31 0 31 0 l 2 1 1 i 9 . 5 9 . 4 37. 0 1 4 3 9 .6 3 8 1 8 1 9 6 0
S o u t h w e s t J r . 35 0 3 5 6 l 1 1 1 i 8. 0 7 . 2 4 4 8 7 0 a i l 9 8 0 1 9 5 6
W a l k e r t o w n J r . 22 0 22 2 0 1 1 1 i 9 . 0 9 . 6 >0.0 8 4 a 14 6 0 6 1 9 5 5
W i l e y J r . 3 4 2 36 0 1 1 1 1 i 10.0 10. 0 2.0 9 9 a 4 0 1002 1 9 2 4
J e f f e r s o n J r . 2 6 0 2 6 4 1 1 1 1 i 4 . 0 a 8 7 2 8 1 9 6 8
A n d e r s o n J r . - S r . 3 6 0 3 6 3 1 1 1 1 i 9 . 3 10.5 1 \ 7 11 3 a 9 5 1 0 3 3 1 9 5 7
A t k i n s 4 3 5 4 8 0 1 5 1 2 i 12.0 l 6 1 a o i 1 2 a 21 1 3 7 2 1 9 3 0
C a r v e r - E l e m . , J r .
a n d S r . 5 8 0 5 8 0 1 2 2 1 i 11 5 a 5
!
1.0 14 9 7 .9 3 1 6 8 4 1 9 5 1
EXHIBIT 5 Page 3 .3 2 4-
SCHOOLS
|Number of
C lass room s
Auxiliary F a c i l i t ie s
68
I
Bo
ol
t
'pP73i>
Pfci
0) O' P̂ H
- ■
■
---
-
La
nd
A
cr
ea
g
e
P
er
p
up
il
va
lu
e
19
68
-6
9
--
--
--
--
--
--
-1
P
u
p
il
C
ap
ac
it
y
4->U —1flj0)>4 cq
St
d.
Su
b.
St
d.
To
ta
l
V
2 A
ud
.
oo
>
1
rQ
H G
ym
C
af
.
19
67
-
L
ib
.
E a s t F o rsy th 48 0 48 l 1 1 l 1 1 7. 8 9. 0 52.0 947.71 1392 1962
Mount Tabor S r . 32 0 32 3 1 1 l 1 1 3. 0 7. 0 37.1 1472.70 928 1966
North F o rsy th 66 0 66 0 1 1 l 2 1 6 .9 6. 5 74.6 108a 84 1914 1964
Parkland High 56 0 56 0 1 2 l 1 1 8. 8 9. 8 4 4 6 1015.16 1624 1965
Reynolds High 76 0 76 0 1 2 i 2 1 8 .9 9. 0 57.0 1365.77 2204 1923
W est F o r sy th 41 0 41 0 1 1 i 1 1 6. 5 7. 0 60.0 1251.25 1189 1964
Continuing Education 6 5 11 0 1 0 l 0 0 Ren ;ed 198 1966
Central R ehabilita tion 24 3 27 2 0 1 l 0 1 142 15. 0 1. 6 1456. 90 486 1922
TOTALS L878 89 1967 59 64 38 68 64 66
1
1
EXHIBIT 6 - 3 2 5 -
Q u e s t i o n 2 - A n s w e r s to a , b, c , d, e
s
Name
of
School
19
67
-
6
8
N
u
m
be
r
of
B
u
se
s
19
68
-
6
9 A thletic
A ssociation
C
u
rr
ic
u
la
O
ff
er
ed
M
et
ho
d
St
u
de
nt
s
A
ss
ig
n
ed
M
et
ho
d
T
ea
ch
er
s
A
ss
ig
n
ed
A rdmore None See I n i t i a l
Assign-
See Answer
Bolton
Brown
2 2 None
None
Exhibit
7
ment to
Geographic
Zones with
Free
to 2. e.
Brunson None
Choice of
Transfer
SEE
C a r v e r C r e s t None Exhibit 8
1967-1968
C h ildren 's Cente None 1968-1969
C h ildren 's Home None
Clem m ons 14 14 None
Diggs None
E aston None
F airview None
F o r e s t P a rk None
14th S tree t None
G riffith E. 11 11 None
K e r n e r s v i l le E . 11 11 None
K im b erle y P a rk None
Konnoak None
Latham None
L ew isv il le 9 9 None
Low rance None
Mebane None
M ineral Springs 4 4 None
Moore None
North E lem . None
Oak Summit 9 9 None
Old Richmond 11 11 None
Old Town 11 12 None
Page 2
EX H I B I T 6 -326-
Q u e s t i o n 2 - A n s w e r s to a , b , c , d, e
Name
of
School
P e tr e e
P r in c e Ibraham
Rural Hall
Sedge Garden
Sherwood F o r e s
Skyla nd
South F o r k
South P a rk
Speas
Union C ro ss
V ienna
W alkertown E.
Waughtown
W hitaker
Dalton
Glenn
G riffith J r .
Hanes
Hill
Kennedy
K e r n e r s v i l l e J r .
J e f fe r s o n J r .
M in e ra l Springs
Northwest
P a is le y J r .
°° *
i -Q
r . S o
O' 2
2
5
12
11
5
8
12
6
r .4
8
O'
00vOO'
2
5
13
11
5
8
12
10
Athletic
A sso c ia t io n
None
None
None
None
None
None
None
None
None
None
None
None
None
None
State Dept. Public
Instruction and N .C .
High School Athletic
A ssocia tion
3 "O
a « o u• H 0£ S
a Oo
See
Exhibit
7
xi ** o c ^ «
X0)c
go
^ ’ to
0 ) d 05
S S C
u
1JS
£ 3a) v
T3acGO
S n «
See A nsw er
to 2. e.
Page 3
-327-
E X H IB IT 6
Question 2 - A n sw ers to a , b , c , d, e
t
t
Name
of
School
Philo
Southwe st
Walkertown J r . 21
Wiley
Anderson J r . - S r
Atkins
Ca r v e r E le m . J r .
S r .
C e n tra l Rehabili
tation C enter
Continuing Education
E ast
Mount T ab or
North F o r sy th
Parkland
Reynolds
W est F o rsy th
Sp ecia l Educatiod 10
i .£>
r. So
O' 2
O''O
oovOO'
21
10
Athletic
A ssocia t ion
State Dept. Public
Instruction and N .C .
High School Athletic
A ssociation
N. C. High School
Athletic A ssocia tion
N .C . High School
Athletic Conference
None
None
N. C. High School
Athletic A ssociation
None
See
E xhib it
7
T31)C00o c_C 4)■5 T3 5 U 3 u 2
See Answer
to 2. e.
M
et
ho
d
-328-
INTERROGATORIES OF BOARD OF COUNTY COMMISSIONERS
TO PLAINTIFFS AND PLAINTIFFS' ANSWERS
Interrogatory No. 5: When, where and in what manner did the Board
of County Commissioners of Forsyth County assist, sanction, and direct the
Winston-Salem/Forsyth County Board of Education to assign Negro and white
students to various schools on the basis of race and color as is alleged?
(It is the purpose of this and the following nineteen questions to determine
what evidence, if any, you have to support the allegations of Paragraph IX of
the complaint insofar as it alleges that the Board of Education has done
various acts with the assistance, sanction and direction of the Board of
County Commissioners.)
Answer: In answer to Interrogatories 5, 6, 7, 8, 9, 10, 11, 13, 15,
17, 18,19, 20 and 21, the policies and practices of defendant Board of County
Commissioners complained of by plaintiffs are those of approving, sanctioning
and authorizing annually local public funds for expenditure by the defendant
Winston-Salem/Forsyth County Board of Education on a racially discriminatory
basis or basis which perpetuates a racially segregated school system. By State
statute and constitutional provisions, defendant Board of County Commissioners
is charged with the duty and responsibility of generally supervising the public
schools and levying and appropriating taxes and public funds for their
operations. Depsite the Supreme Court's decision in Brown, defendant has con
tinued to appropriate local public funds for the operation and administration
of the Winston-Salem/Forsyth County public schools despite the failure of
school officials to desegregate the schools or to institute an adequate plan
for doing so to insure that all children in the school system would have benefit
of educational opportunities without consideration ofrace or color. Students,
-329-
teachers and school personnel have continued to be assigned to schools on
the basis of race. Schools have continued to be planned and located on the
basis of race. Transportation and bus routes have continued to be planned
on the basis of race. Other practices in the school system, supported by
local public funds, have continued to be planned and sanctioned on a racially
discriminatory basis. It is defendant's failure to take adequate steps to
insure that local public funds not be appropriated and expended in a racially
discriminatory way that forms the basis of plaintiffs' complaint in this
proceeding.
Interrogatory No. 6: When,where and in what manner is the Board
of County Commissioners of Forsyth County assisting, sanctioning and directing
the Winston-Salem/Forsyth County Board of Education to assign Negro and white
students to the various schools on the basis of race and color?
Answer: See answer to Interrogatory No. 5.
Interrogatory No. 7: When, where and in what manner has the Board of
County Commissioners of Forsyth County assisted, sanctioned and directed the
Winston-Salem/Forsyth County Board of Education to assign Negro and white
teachers, principals and professional school personnel to the various schools
on the basis of race and color?
Answer: See answer to Interrogatory No. 5.
Interrogatory No. 8: When, where and in what manner is the Board of
County Commissioners of Forsyth County assisting, sanctioning and directing the
Winston-Salem/Forsyth County Board of Education to assign Negro and white
teachers, principals and professional school personnel to the various schools
on the basis of race and color?
Answer: See answer to Interrogatory No. 5.
-330-
Interrogatory No. 9: When, where and in what manner has the Board of
County Commissioners of Forsyth County assisted, sanctioned and directed the
Winston-Salem/Forsyth County Board of Education to plan, authorize, and
administer school budgets, construction, transportation, programs and related
activities on the basis of race and color?
Answer: See answer to Interrogatory No. 5.
Interrogatory No. 10: When, where and in what manner has the Board
of County Commissioners of Forsyth County, in the current school year and in
previous school years, assisted, sanctioned and directed the Winston-Salem/
Forsyth County Board of Education to follow a policy and practice designed
to perpetuate racially segregated schools in the Winston-Salem/Forsyth County
public schools?
Answer: See answer to Interrogatory No. 5.
Interrogatory No. 11: When, where and in what manner is and has the
Board of County Commissioners of Forsyth County pursued a policy and practice
of locating schools solely to continue racially segregated schools?
Answer: See answer to Interrogatory No. 5.
Interrogatory No. 12: Are you aware of any North Carolina law that
places any responsibility for the selection of school sites upon boards of
county commissioners?
Answer: Plaintiffs are not aware of any State statutory or constitutional
provision which specifically authorizes the Board of County Commissioners
to select school sites. It is plaintiffs' contention that defendant failed
to discharge its federal constitutional duty to insure that local public funds
not be appropriated or expended in the construction of schools or for additions
thereto so as to discriminate on the basis of race or color.
-331-
Interrogatory No. 13: When, where and in what manner is and has the
Board of County Commissioners of Forsyth County designed and perpetuated
bus routes solely to continue racially segregated schools?
Answer: See answer to Interrogatory 5.
Interrogatory No. 14: Are you aware of any North Carolina law
that grants any authority whatsoever to boards of county commissioners to
determine bus routes.
Answer: Plaintiffs are not aware of any State statutory or
constitutional provision which specifically authorized the Board of County
Commissioners to select school bus routes. County Commissioners, however,
do authorize and appropriate local public funds for the initial purchase
of school buses and for the operations of the schools generally and are
obligated by the Fourteenth Amendment to the United States Constitution
to insure that these funds are expended without consideration of race or
color.
Interrogatory No, 15: When, where and what manner is and has the
Board of County Commissioners of Forsyth County assisted, sanctioned and
directed or adopted any plans or programs for assigning students solely
to continue racially segregated schools?
Answer: See answer to Interrogatory 5.
Interrogatory No. 16: Are you aware of any North Carolina law
that grants any authority to a board of county commissioners to assign students?
Answer: Plaintiffs are not aware of any State statutory or constitutional
provision which authorizes the Board of County Commissioners to assign
students to the public schools, but see answer to Interrogatory 5.
-332-
of County Commissioners of Forsyth County dissuaded and prevented the
Winston-Salem/Forsyth County Board of Education from instituting programs
and policies which would provide equal and nonracial educational opportunities
to plaintiffs and provided assistance and encouragement to the Winston-Salem/
Forsyth County Board of Education to avoid any steps or programs to
plaintiffs and members of their class which might afford them their rights to
an education free of racial consideration?
Answer: See answer to Interrogatory 5.
Interrogatory No. 18: When, where and in what manner is and has the
Board of County Commissioners of Forsyth County pursued policies and practices
of refusing to adopt programs to insure adequate funds to provide facilities,
accomodations and equal educational opportunities to plaintiffs?
Answer: See answer to Interrogatory 5,
Interrogatory No. 19: When, where and in what manner is and has
the Board of County Commissioners maintained inferior schools, programs, and
facilities for Negro pupils or insisted on maintaining racially segregated
schools ?
Answer: See answer to Interrogatory 5.
Interrogatory No. 20: When, where and in what manner has the defen
dant, Board of County Commissioners participated, sanctioned, authorized and
encouraged any discriminatory practices, policies, customs or usages in the
appropriation of funds for the operation of the Winston-Salem/Forsyth County
School System?
Interrogatory No. 17: When, where and in what manner has the Board
Answer: See answer to Interrogatory 5.
-333-
Interrogatory No. 21: When, where and in what manner has this
defendant established any roads or streets and, more particularly, any roads
or streets to facilitate white students to attend white or predominantly
white schools while not establishing roads and streets to facilitate
Negro students to attend the same schools, nor to facilitate white students
to attend traditionally Negro schools?
Answer: See answer to Interrogatory 5.
Interrogatory No. 22: Are you aware of any North Carolina law under
which boards of county commissioners have anything to do with the establishment
of roads and streets?
Answer: The only statutory provisions that plaintiffs are aware of
pertaining to the authority of County Commissioners with respect to roads
and streets are contained in N.C.Gen. Stat. Section 153-1. Article II,
Section 2 of the North Carolina Constitution confers on County Commissioners
general supervision and tax levying authority with respect to roads and
bridges.
Interrogatory No. 23: When,where and in what manner has the Board
of County Commissioners of Forsyth County permitted roads to be built which
encroach upon the property of Negro schools while never allowing similar
construction at white schools?
Answer: The instance referred to in the Complaint was the extension
52 -- the North - South Expressway which encroached upon the property of
Diggs Elementary School.
Interrogatory No. 24: Are you aware of any North Carolina law under
which a board of county commissioners has authority to permit or allow, or
to refuse to permit or allow, roads to be built?
Answer: See answer to Interrogatory 22.
-334-
Board of County Commissioners of Forsyth County engaged in racially dis
criminatory practices in order to maintain and perpetuate and assure
racial segregation of students, teachers and school personnel within the
Winston-Salem/Forsyth County School Unit? (It is the purpose of this and
the succeeding questions to determine what evidence, if any, you have to
support the allegations set out in Paragraph XI of the complaint insofar
as the Board of County Commissioners of Foryth County is concerned.
Answer: See answer to Interrogatory 5.
Interrogatory No. 26: When,where and in what manner have you made
any effort to communicate to the Board of County Commissioners of Forsyth
County any complaints as to any action taken by the Board of County Commissioners
that you felt resulted in discriminatory practices against you?
Answer: While individual plaintiffs herein have not complained
specifically to the Board of County Commissioners about the racially dis
criminatory practices complained of herein, black parents and groups, beginning
in 1957, complained to Commissioners about the conversion of black schools
into union schools serving grades 1-12 when the announced plan of the School
Board was to establish a 6-3-3 system and was doing so with respect to white
schools. Additionally, the Commissioners were aware of the several appearances
before the School Board complaining of the racially discriminatory practices
by the School Board.
Interrogatory No. 27: Have you ever appeared before a meeting of
the Board of County Commissioners of Forsyth County to make an effort to
eliminate what you consider to be racially discriminatory practices?
Interrogatory No. 25: When, where and in what manner has the
Answer: No.
-335-
is yes, please state when you made an appearance before the Board and what
you stated to the Board.
Answer: Not applicable.
Interrogatory No. 29: Have you ever communicated to the Board of
County Commissioners, in writing, by telephone, or otherwise, any facts
regarding what you consider to be racially discriminatory practices by the
Board of County Commissioners?
Answer: No.
Interrogatory No. 30: If your answer to Interrogatory No. 29 is
yes, please state when, where, in what mnner and what facts were so communicated.
Answer: Not applicable.
Interrogatory No. 28: If your answer to Interrogatory No. 27
-336-
STIPULATION
IT IS HEREBY STIPULATED by counsel for the plaintiffs in the
above-entitled cause that those answers submitted by the plaintiffs on
July 19, 1969 to interrogatories numbered 5 through 11, 13, 15, 17 through
21, and 25 propounded to the plaintiffs by the defendant Board of County
Commissioners of Forsyth County on January 15, 1969 comprise and contain
all of the evidence the plaintiffs possess in regard to said questions
or interrogatories;
AND IT IS STIPULATED by counsel for the defendant Board of County
Commissioners of Forsyth County that it hereby withdraws its motion to
compel the plaintiffs to further answer said interrogatories referred to
above, said motion being filed on July 31,1969.
This the 20 day of October, 1969.
/S/ J. LeVonne Chambers________________ _
Attorney for the Plaintiffs
Roddey M. Ligon, Jr.
P. Eugene Price, Jr.
Attorneys for the Defendant Board of County
Commissioners of Forsyth County
-337-
ORDER
The foregoing Stipulation is approved.
This the ____day of October, 1969.
HERMAN AMASA SMITH
Clerk of the United States
District Court for the Middle
District of North Carolina
PLAINTIFFS' INTERROGATORIES TO DEFENDANT
AND DEFENDANT'S ANSWERS
-338
5. State the projected racial composition of each school
for the 1969-70 school year,
a. for the number of students by race and grade
b. for the number of teachers, principals and
professional staff by race and grade.
31. state the total number of students transported
by school buses during the 1967-68 and 1968-69 school years and the
average cost per child.
32. State whether defendant has some arrangement with the
city bus system for transporation for inner city students or if some
special arrangement is made for them by the city bus system. If so,
state the arrangement and the schools involved.
34. State why, in cases of overcrowding, defendant has continued
to purchase mobile units rather than alter school districts to obtain
greater utilization of school facilities, particularly with respect to
all black schools.
-339-
5. State the projected racia l composition of each school for the 1969-70 school
y e a r.
a . for the number of students by ra ce and school
School White Negro Total
A rdm ore 556 9 565
Bolton 540 0 540
Brown 0 647 647
Brunson 482 160 642
C arv er C rest 0 450 450
C arv er Elem , lO 445 455
Children’s Center 42 3 45
Children’s Home 96 0 96
Clemmons 944 20 964
Diggs 0 610 610
Easton 195 150 345
Fairview 0 751 751
Forest. P ark 722 10 732
Fourteenth St. 0 598 598
Griffith E lem . 1 ,016 0 1 ,0 1 6
Ibraham 296 4 300
K ernersvil.le 1, 100 45 1, 145
K im berley Park 0 839 839
Konnoak 524 5 529
Latham 436 7 443
Lew isville 606 35 641
Low rance 705 20 725
-340-
School White Negro Total
Mebane 0 480 480
Mineral Springs Elem. 805 61 866
Moore 451 0 451
North Elementary 0 607 607
Oak Summit 644 25 669
Old Richmond 322 45 367
Old Town 1,175 105 1,280
Petree 303 39 342
Rural Hall 915 74 989
Sedge Garden 916 9 925
Sherwood Forest 848 0 848
Skyland 0 467 467
South Fork 732 0 732
South Park 541 5 546
Speas 1,006 3 1,009
Union Cross 674 2 676
Vienna 404 20 424
Walkertown 931 100 1,031
Waughtown 326 2 328
Whitaker 578 10 588
Total 19,841 6,862 26,703
-341-
School White Negro Total
Anderson Jr. 0 517 517
Carver Jr. 0 240 240
Children's Home 90 0 90
855Dalton Jr. 853 2Glenn Jr. 728 4 732
Griffith Jr. 536 0 536
Hanes Jr. 530 10 540
Hill Jr. 555 32 587
Jefferson Jr. 794 1 795
Kennedy Jr. 0 1,058 1,058
Kernersville Jr. 501 22 523
Mineral Springs Jr. 852 30 882
Northwest Jr. 927 106 1,033
Paisley Jr. 0 577 577
Philo Jr. 568 15 583
Southwest Jr. 1,185 40 1,225
Walkertown Jr. 613 51 664
Wiley Jr. 570 250 820
Total 9,302 2,955 12,257
School White Negro
-342-
Total
Anderson S r, 0 402 402
Atkins 0 995 995
C arv er S r . 0 240 240
C entral Rehabilitation 200 200 400
E a st F o rsy th 1,47Q 70 1 ,5 4 0
Mt. Tabor 1, 154 1 1 .1 5 5
North F o rsy th 1 ,5 5 5 300 1 ,8 5 5
Parkland 1 ,4 2 0 80 1 ,5 0 0
Reynolds 1 ,5 4 0 305 1 ,8 4 5
W est F o rsy th 1 ,0 0 0 25 1 .0 2 5
Continuing Education 65 25 90
Total 8, 404 2 ,6 4 3 1 1 ,0 4 7
-343-
State the projected racia l composition of each school for the 1969 - 70
school y e a rc
For the number of teachers* principals
and professional staff bv race and grade0
34
4
i. *.. -*-* NUMBER ii, Liii-iOi i TAKY TEACHERS BY
SCHOOL RACE GRADE \ 2 3
Ardmore White 3 3 3
W ,Principal Negro 1 1 0
Bolton White 3 3 2
W .Principal Negro 0 0 1
Brown White 2 0 1
N.Principal Negro 3 4 3
Brunson White 3 2 4
i N. Principal
Negro 0 1 0
Carver Crest White 2 0 0
W pr*i Tfd.pcl Negro 1 3 2
«-/ c**. Vv* White r>/ it 0
w . p-r i nor* na' Negro l 2 2
r j i v 5 & v; .*ucer No grade level » «■*!:■ White i
vnilo. • Home White i 1 1
” Frinc*?? I
Negro 0 0 0
Clenmons White 4 5 6
, V,Principal Negro 2 2 0
Diggs White 2 0 0
".Principal Negro 2 4 4
Easton White 1 1 2,
W.Principal Negro 1 1 i
Fairviet? White 1
K ,Principa5 Negro 4 3 3
Forest Park White 4 3 4
W.Principal
Negro u t l
GRADE /OR THiS I9t>9~?0 frCHOOL YEAR
4 5 6 Other Total
1 Librarian
3 3 3 1 Music, 1 Ext.Yr. £ i
1 0 0 3
2 2 3 1 Librarian 16
1 1 0 3
0 3. 0 4
3 3 3 1 Librarian 20
4 4 4 1 Librarian, 1 Music 24
1 Special Education
0 0 1 2
Vacancy 1
0 1 0 3
:?. 1 'i 1. Lib. , 1 Sp.Ed. 15
G 0 0 U
3 2 o 1 Sp.Education 14
s - 0 Negro 4
0 1 l l - 7th, 1 - Sth, 9
1 11.Ec. , 1 E-SS
1 0 0 1 Reading 2
5 4 5 1 Lib.,1 Music 31
1 1 0 6
1 1 0 5
3 3 1 Sp~Ed.alLib.. 21
1 Music
2 2 1 1 Sp.Ed. 8
0 0 0 1 Sp.Ed. 4
0 0 1 1 Librarian 5
4 4 3 21
3 4 3 1 Lib., 1 Music 24
1 Overage
1 O V
Musantory Teachers by Race and Grade
Fourteenth St:. White 2 0 1
N.Principal Negro 2 3 2
<h
1 Griffith White 5 6 5
W.Principal Negro 1 0 1
Ibraham White 2 2 1
W.Principal Negro 0 0 1
Kernersville White 6 6 5
W.Principal Negro 1 1 2
Kimb.Park White 2 1 1
N.Principal Negro 4 5 4
Konnoak White 3 3 1
W.Principal Negro 0 0 1
Latham White 1 2 1
W.Principal Negro 2 0 1
Lewisville White 2 3 4
W.Principal Negro i 1 0
Lowrance White 2 2 4
Wo Principe 1 Negro 2 2 1
Mebane White 0 0 1
N .Principal Negro 4 3 1
Min.Springe White 4 5 4
W.Principal Negro 2 0 1
Moore White 3 2 1
V.Principal Negro 0 1 1
North Elera. White 1 1 0
N.Principal Negro 3 3 4
Ua^ Summit White 4 ? 3
W.Principel
Negro 2 1
Page
0 1 0 2 Sp.Ed. 6
4 2 3 1 Lib., 5 Sp.Ed. 23
4 6 6 1 Lib., 1 Music 34
2 0 0 4
1 2 2 10
1 0 0 2
5 6 5 1 Lib., 1 Music 35
1 0 0 5
Vacancy l
1 0 0 1 Overage 6
3 4 4 1 Lib., 1 Music 26
3 3 1 1 Lib., 4 Sp.Ed. 19
0 0 1 2
Vacancy l
2 2 3 1 Music, 3 Sp.Ed. 15
0 0 0 3
Vacancy l
2 3 3 1 Lib., 2 Sp.Ed. 21
1 0 0 3
0 1 2 1 Lib., 1 Sp.Ed. 13
4 3 0 1 Sp.Ed. 13
1 1 1 4
1 2 2 1 Lib., 2 Sp.Ed. 16
5 4 5 1 Lib., 1 Music 29
0 0 0 3
2 2 2 1 Sp.Ed. 13
0 0 1 3
1 1 0 4
3 2 3 18
Vacancy l
A. 2 O 1 t M 1 *1 » • » U * . » ' l l l f l l , . ?3
I Sp.Ed.
0 1 0 ^^ p . E d , 5
/
34
6
Elementary Teachers by Race and Grade
Old Richmond White 3 2 1
W.Principal> Negro 0 0 1
’ Old Town White 7 7 7
W„Principal Negro 1 1 1
Petree White 1 2 1
W.Principal Negro 1 0 1
Rural Hall White 6 4 5W.Principal Negro 0 2 2
Sedge Garden White 6 4 5
W. Principal. Negro 0 1 1
Sher.Forest White 3 5 5
W.Principal Negro 2 0 0
S Icy land White 0 1 0
N .Principal Negro 3 2 3
South Fork White 4 5 3
W.Principal Negro 1 0 2
South Park White 4 2 2
W.Principal Negro 0 1 1
Speas White 4 5 5
W .Principel Negro 1 1 1
Union Cross White 3 3 2W.Principal Negro 1 1 1
Vienna White 2 1 3
W„Principal Negro 0 1 0
Walkertown
W .Principal
White 5 5 5
Negro 1 1 1
W-yghtnwn. T-'̂ irr O OA. -
W .Principal Negro 0
0
0 0
o
Page 3
1
1
7
0
2
0
4
1
5
1
4
1
1
2
2
0
5
2
1
0
6
0
4
1
4
1
1
2
3
0
2
0
7
0
2
0
5
1
4
1
5
0
0
3
3
0
1 Librarian
Vacancy
1 Lib., 3 Sp.Ed.
1 Sp.Education
1 Lib., 1 Music
1 Lib., 1 Music
1 Librarian
1 Music
1 Librarian
1 Lib., 1 Music
Vacancy
11
2
41
5
1
13
3
32
6
30
5
27
5
3
16
24
3
1
3 3 3 1 Librarian 180 0 0 2
6 4 6 1 Lib., 1 Music 320 2 0 5
Vacancy 1
4 4 3 1 Librarian 201 0 0 4
2 3 1 121 0 1 3
6 4 6 1 Lib., 1 Music, 34
1 Sp.Education0 2 0 5
4.
1
4. <. 100 0 1 Sp.Education
34
7
Page 4Elementary Teachers by Race and Grade
. . o 3 3 3 3
Whitaker White 0 0 0
W.Principal Negro 1
Carver Pre-School Program
Reading Teachers
Speech Teachers
Title VI Program
Homebound Teachers
Unit Wide Music Teacher
1 Supervisor - Negro; 8 White Teachers;
8 White - 2 Negro
8 White - 2 Negro
1 White - 1 Negro
3 White - 1 Negro - 1 Vacancy
1 White
2 l Lib., 1 Sp.Ed.
0 1 Music
4 Negro Teachers
19
3
Unit Wide Art Teacher (Federal) 2 White
/
-348-
TOTAL NUMBER JUN^R-SENIOR HIGH TEACHERS BY RACE A 69-70,SCHOOL YEAR
SCHOOL C WHITE # NEGRO OTHER
Dalton Jr. 31 3 W.Principal
Glenn Jr. 28 2 W.Principal
Griffith Jr. 20 3 W.Principal
Hanes Jr. 14 12 W.Principal
Hill Jr. 26 3 W.Principal
Jefferson Jr. 30 3 W. Principal
Kennedy Jr. 8 38 N.Principal
Vacancy - 1
Kernersville Jr. 19 3 W.Principal
Min.Spgs.Jr. 34 3 W.Principal
Northwest Jr. 37 5 W.Principal
Vacancy - 1
Paisley Jr. 4 24 N.Principal
Philo Jr. 26 2 W.Principal
Southwest Jr. 46 4 W.Principal
Walkertown Jr. 25 4 W.Principal
Wiley Jr. 33 3 W.Principal
Carver Jr.-Sr. 6 18 N.Principal
Central School 18 10 W.Principal
Vacancy - 1
Continuing Ed. 3
* 1
4 * Youth Detention Ct
Anderson Jr.-Sr 4 36 N.Principal
j Vacancy - 2
Atkins 9 36 N.Principal
Vacancy - 5
East 63 3 W.Principal
Vacancy - 1
Mt. Tabor 43 3 W.Principal
Vacancy - 1
North High 68 6 W.Principal
Vacancy - 1
Number Jr-Sr H* * Teachers by Race -349
Parkland 61 5 W.Principal
Reynolds 70 7 W.Principal
1 time) Vacancy - 3 full-time
1 k time
West 45 2 W.Principal
Vacancy - 1
TOTAL NUMBER OF PROFESSIONAL STAFF FOR 69-70
# White Elementary Teachers 746
# Negro Elementary Teachers 321
# Vacancies 9
Total Elementary Teachers 1076
# White Elementary Principals 30
# Negro Elementary Principals 11
Total Elementary Principals 41
# White Junior High Teachers 381
# Negro Junior High Teachers 112
# Vacancies 2
Total Junior High Teachers 495
# White Junior High Principals 13
# Negro Junior High Principals 2
Total Junior High Principals 15
$ Senior High - White - Teachers 391^
# Negro Senior High Teachers 130
# Vacancies 15*i
Total Senior High Teachers 537
# White Senior High Principals 7
# Negro Senior High Principals 3
Total Senior High Principals 10
# White Administrative Staff 37
# Negro Administrative Staff 6
Total Administrative Staff 43
Total Professional Staff - White 1605^
Total Professional Staff - Negro 585
Total Vacancies 2 6 k
• Grand Total Professional Staff 2217
-350-
State the total number of students transported by school buses during the
1967-68 and 1968-69 school years and the average cost per child.
1967 - 1968
16„ 101 students transported
Average cost per child: $ 1 8 .9 0
1968 - 1969
17. 3 9 2 students transported
Average cost per child: $ 1 7 .0 4
-351-
State whether defendant has some arrangem ent with the city bus system for
transportation for inner city students or if some special arrangem ent is made
for them by the city bus system . If so, state the arrangem ent and the schools
involved.
The Safe Bus Company is the com m ercial c a r r ie r for bus se rv ice s for
the inner city as well as to many suburban a re a s . Although the norm al fa re for
riding the bus is 30£, school children may vide to and from school each day for
!Q£ per trip or 20$ total per day for the round trip . The Seie Bus Company
attem pts to furnish minimal bus serv ice to all schools which are not eligible
for state bus transportation provided there a re enough students going to a
particu lar school to w arrant a trip to that school which would enable the bus
company to at least break even on the expenses involved in the trip .
-352-
34. state why, in cases of overcrowding, defendant has
continued to purchase mobile units rather than alter
school districts to obtain greater utilization of
school facilities, particularly with respect to all
black schools.
The Board of Education has continued to purchase
mobile units to house excess enrollments in a number
of schools attended by both races. The mobile units
are placed at schools to accommodate excess enroll
ment in that particular school attendance area and
they are not used to house students coming into that
school from any other school attendance areas. The
capacity of a school is based on the number of class
rooms in the building proper. The mobile units are
not counted in calculating the capacity of the
buildings as applied by the uniform formula used
throughout the school system.
s c h o o l r . o A u n m k m i h '.u s
by RACE 1959-69 and 1969-70
F O R S Y T H COUNTY
(Klee l td at L a t e r )
K o . N e p r o
1
1960-61
1961-62
1962-63
%
4
1
4
1
4
1
WINSTON-SALEM CITY
(A p p o in ted by A l d e r m e n )
M i ' H i l i r r s
1
1 9 5 9 - 60 6
1
1 9 6 0 - 61 6
1
1961-62 6
1
1962-63 6
WINSTON-SALEM/FORSYTll COUNTY
(Appointed by County Commissioner ■,)
Oj
1963-64 9
3
1964-65 8
3
1965-66 7
3
1966-67 6
2
1967-68 (.
6
2
1968-69
1 (-1 appointed--
1969-70 7 la r<;e)
(all future l’o
to be electi
A F T E R
, 1 .(..,1 ,1 pH-, e for four year l e rn n
- r i A N - ......... . • 1■ ;; Kvu t ,
Four m e m b e r s rU 1 >l 1 >
-354-
. d i e t e d .it
l ]•<1 M t ' i d >. ■ r :
(! .,1 b a r e )
SCHOOL BOARD POLICY WITH RESPECT
TO NON-DISCRIMINATION
1160
Responsibility to Operate A Unitary and N ondiscrim inatory
School System
Recognizing its m oral aB well as legal responsibility to
direct the operation of a unitary and nondiscrim inatory system
of public schools under the Constitution and laws of the United
States of A m erica and the State of North C arolina, the Board of
Education hereby affirm s its determ ination to:
Provide all pupils with equal opportunity to learn and
to develop toward productive citizenship without regard
to ra c e , creed , co lo r, sex , national origin or economic
condi tio-n; and
Act firm ly and positively to eliminate discrim ination,
whether based on ra cia l, religious or economic grounds,
w herever it may exist within the public school system .
F eb ru ary , 1969
Code 100
SUMMARY OF SPECIAL PROGRAMS IN THE
WINSTON-SALEM/FORSYTH COUNTY SCHOOL SYSTEM
Til■ ;io ;i K b •in' lit ary and fiecondoiy l:.lu-..t lot! A t •I (Kol; or) < ■ t1 1 o a.'; v:.H.N.A.)
- 3 r> f. -
i/ Tliis .is a spooi a 1 ft 'do i. 11 progi am v.h i mh l-i t■ villas T i n a imin! .i:.:.is! an<
. A',' V to local :school s.ysfoms 5 or spool al prtig1aim.". and st:r vi c'•s to (.'] ig.iblo
chi 1 dr tin . To lie c 1 i gible , a child mus t. i1 ve in an a re a wh 1 eh ha;> a h i t jho
concentrat i cm of poverty than tlici avo.va ge of the schoo.l d i s l rlet In oni
case, all of the schools which ai•c in the T.itie I Ta rgc t Area a xe- p.re
% dominately Negro schools, ex cept Haston Hilemicntary wh.i ch became el 1 :i g 1.1)1 a
this year.
jy description of Special Programs Which Are Not Provided for Students In
The General School Population.
h . Pros c hoo1 P rog i • a m
There are tv.:o preschool programs. One of these operates in the
Carver School building during the regular school year. it serves
only children rom the Title I Target Area. They are given a kinder
garten cr readiness program here.
Headstart is similar to the Preschool Program except that it is
conducted only in the summertime. While it serves all of the
same areas tha : are served by the year-round preschool program, it
includes some school districts outside the Title I area.
B. Project Road
This is a special individualized reading program for children jn
grades 1 - 6. In this program, children are provided v/ith spec
ialized materials which are designed to help them learn tc react
at their own pace. During the special rootling instruction each
day, the regular teacher is assisted by a teacher aide. The
aide works with the teacher and her class for one and one-half
- 2 -
-357-
C. Special First Grade Program
Tin's program bar, been called Lbc "Open Highways" Program, simply because
tbc series of tbe reading books which arc used in these classes is
known as tbc "Open Highways" series. It is, in fact, a special program
°of instruction which attempts to use appropriate materials designed
for disadvantaged children whose background of experience is limited.
In the schools involved, twenty children h x u x x h in first grade are
participating. In 1968-69, these children were in the preschool
program at Carver. In 1969-70, they have entered first grade in the
school which serves their residential area and have been assigned to
these special classes. Their program attempts to improve their in
adequacies in spoken language, bring their reading levels up to local
norms, and improve their communication skills.
D. Art Education
There are three special art teachers. One of them works full-time in
the preschool program at Carver. The other two work in the Title I
elementary schools. These two teachers provide direct teaching to
first grade children and some second grade children on a regularly
scheduled basis. In addition, they are available on call to work with
other pupils and with to assist all teachers in the schools they
serve.
E. Pupil Personnel Services
Special services such as home visits, counseling, psychological
evaluations, health and welfare services, etc., are included in this
area. Children in the Title I schools have a much greater concentration
of these services than do children in the general school population.
An attachment describing the extent of these services accompanies this
mn ter in 1.
— ^ —
F. J u n i o r 11 i < j 11 S c h o o l F o r t i f i c a t i o n P rogra m -358-
In t h i n p r o g r a m t h o r c n r c s p e c i a l r e s o u r c e t o no hern who a r e a s s i g n e d
t o c a c l i j u n i o r h i g h s c h o o l . A b r i e f e x p l a n a t i o n o f t h e i r w ork i s
a t t a c h e d .
G. I n s t r u c t i o n a l L e a d e r s h i p a t A t k i n s H igh S c h o o l
A s p e c i a l a s s i s t a n e p r i n c i p a l f o r i n s t r u c t i o n has b e e n a d d e d t o t h e
s t a f f . T h i s p o s i t i o n i s c r e a t e d in o r d e r t o p r o v i d e a p e r s o n on t h e
f a c u l t y i n a l e a d e r s h i p p o s i t i o n who can d e v o t e h i s f u l l t im e and
a t t e n t i o n t o d e v e l o p i n g and i m p l e m e n t i n g a r e a l i s t i c t e a c h i n g
p r o g r a m f o r t h e s t u d e n t s who a t t e n d t h a t s c h o o l .
H. C o m p r e h e n s i v e S c h o o l Im p rovem ent P r o j e c t
T h i s i s a s t a t e s u p p o r t e d p r o g r a m w hose p u r p o s e i s t o u p g r a d e t h e
a c h i e v e m e n t o f p u p i l s , e s p e c i a l l y in r e a d i n g and c o m m u n i c a t i o n
s k i l l s . I t p r o v i d e s t e a c h e r a i d e s , c o n s u l t a n t s e r v i c e s , and money
f o r m a t e r i a l s and e q u i p m e n t .
I . T u t o r i a l P ro g ra m
V o l u n t e e r s f r o m t h r o u g h o u t t h e com m u nity c o n d u c t e x t e n s i v e t u t o r i a l
p r o g r a m s , l a r g e l y in r e a d i n g , in some s c h o o l s . T h e s e v o l u n t e e r
t u t o r s w ork d i r e c t l y u n d e r t h e s u p e r v i s i o n o f t h e c l a s s r o o m t e a c h e r
and g i v e i n d i v i d u a l h e l p t o p u p i l s who n e e d s p e c i a l a t t e n t i o n .
J . Food S e r v i c e s
T h e r e a r c t h r e e c a t e g o r i e s o f s p e c i a l f o o d s e r v i c e p r o g r a m s in
w h i c h t h e r e w i l l b e i n t e r e s t .
I . S p e c i a l a s s i s t a n c e f o r r e d u c e d c o s t l u n c h e s - W ith s p e c i a l r e i m
b u r s e m e n t f r o m f e d e r a l f u n d s , tho .se s c h o o l s s e r v e a p l a t e l u n c h
ainc luding a meat, tv.’o vegetab les , milk, r o l l s , and butter for
maximum o f twenty-five, cents . Students pay twenty c e n ts , f i f t e e n
cen ts , ten cents , f i v e cents , or nothing depending on the ir a b i l i t y
to pay. This reduced cos t lunch is a more r e s t r i c t e d menu than is
provided in a l l other schools where the p late lunch is t h i r t y cents
and where other items arc sold a la carte f o r p r i ce s ranging from
two cents to f i f t e e n cents each. There are not a la carte items
in these reduced c o s t lunch s ch oo ls .
Breakfast - A spec ia l breakfast program is served in some schools
f o r e l i g i b l e ch i ld ren . I f a ch i ld is p a r t i c ip a t in g in the sp e c ia l
educat ional programs at his school and is economical ly deprived ,
he is e l i g i b l e fo r the f ree breakfast .
Lunches in the preschool program - A l l ch i ldren taking part in the
year-round preschool program rece ive a f ree lunch.
-360
III. S p e c ia l P r o g r a m s and S e r v i c e s by S c h o o ls
A . D iggs 597 pupi ls
P r o j e c t R ead
Open H ighw ays
o A r t Educat ion
P u p i l P e r s o n n e l S e r v i c e s
B r e a k fa s t
S p e c ia l A s s i s t a n c e Lunch
P r e - S c h o o l (year -round)
H ead star t ( s u m m e r )
B . F a i r v i e w 692 pupils
Open H ighw ays
C o m p r e h e n s i v e S ch o o l I m p r o v e m e n t P r o g r a m
A r t Educat ion
P u p i l P e r s o n n e l S e r v i c e s
P r e - S c h o o l ( y e a r - r o u n d )
H e a d s ta r t ( s u m m e r )
C . F ou rteenth S tre e t 516 pupi ls
Open H ighw ays
« A r t Education
P u p i l P e r s o n n e l S e r v i c e s
B r e a k fa s t
Sp e c ia l A s s i s t a n c e Lunch
P r e - S c h o o l ( y e a r - r o u n d )
H e a d sta r t ( s u m m e r )
*
D. B ro w n 663 pupi ls
P r o j e c t R ead
Open H ighw ays
A r t Educat ion
Pu pi l P e r s o n n e l S e r v i c e s
B r e a k fa s t
Spec ia l A s s i s t a n c e Lunch
P r e - S c h o o l ( y e a r - r o u n d )
H ead star t ( s u m m e r )
Lowranee 700 pupils
P r o j e c t Read
V o lu nteer T u to r ia l P r o g r a m
Open H ighways
A r t Education
P u p i l P e r s o n n e l S e r v i c e s
B r e a k fa s t
SP c c i a l A s s i s t a n c e Lunch
P r e - S c h o o l ( y e a r - r o u n d )
H ead star t ( s u m m e r )
N or th E le m en ta ry 689 pupils
V olu n teer T u to r ia l P r o g r a m
Open H ighw ays
A r t Educat ion
P u pi l P e r s o n n e l S e r v i c e s
B r e a k fa s t
S p e c ia l A s s i s t a n c e Lunch
P r e - S c h o o l ( y e a r - r o u n d )
H e a d sta r t ( s u m m e r )
K i m b e r l e y P a r k 778 pupi ls
P r o j e c t Read
Open H ighw ays
A r t Educat ion
Pupi l P e r s o n n e l S e r v i c e s
B r c a k fa st
S p e c ia l A s s i s t a n c e Lunch
P r e - S c h o o l ( y e a r - r o u n d )
Head start ( s u m m e r )
Skyland 483 pupi ls
Op en H ighw ays
A r t Educat ion
Pu pi l P e r s o n n e l S e r v i c e s
B r e a k fa s t
S p e c ia l A s s i s t a n c e Lunch
P r e - S c h o o l (yea r - round)
H ead star t ( s u m m e r )
-362
I . i-Iancs 489 pupils
J r . High R e s o u r c e T e a c h e r
Pu pi l P e r s o n n e l S e r v i c e s
J*'. K ennedy 1001 pup i ls
J r . High R e s o u r c e T e a c h e r
Pu pi l P e r s o n n e l S e r v i c e s
K . Atkins 1125 pupi ls
A s s t . P r i n c i p a l f o r Instruct ion
P u p i l P e r s o n n e l S e r v i c e s
-363-
1V . Expend] In ret ;
ES E A Tit le I $
C . S . I . P . (E a ir v ie w ) $
o
T h is d o c s not inc lude the s p e c ia l a s s i s t a n c e lunch p r o g r a m .
We a r e trying to get a f igu re on that f r o m the C a fe t e r ia D epa rtm en t .
S in ce we have c o n s i d e r e d h e re only 11 o f the 17 s c h o o l s in v o lv e d
in the T i t le I p r o j e c t and s ince s o m e s e r v i c e s a r c p r o v i d e d in s o m e
s c h o o l s and not in o th e r s or a r e p r o v id e d to a g r e a t e r d e g r e e in
s o m e than in o th e r s , we cannot a r r i v e at a p e r pupil c o s t without a
g r e a t dea l o f bookkeep ing w o rk .
T h e total e n r o l lm e n t o f the 17 s c h o o l s in v o lve d is 10, 644.
Y ou m a y be able to use the data we have p r o v i d e d in s o m e use fu l way.
8 6 3 ,4 1 9
1 1 ,6 7 0
-5-
-364-
IV. Other Special. Programs Either Approved or Pending
The three programs descr ibed b r i e f l y below arc not yet operat ional .
Two o f them have been o f f i c i a l l y approved by the P-oard o f Education and the
thiyd one. The Teacher Corps, has rece ived prel iminary Board approval. A l l
o f these p r o j e c t s are expected to be in operat ion in September, 1970.
Model C i t i e s Education Program - This p r o j e c t w i l l - a f f e c t a l l res idents
o f the Model C i t i e s area, but i t w i l l have most substant ia l impact on
•students at North Elementary School. The plan c a l l s f o r this school to be
converted with in the next year into a model s ch o o l . Addit ional personnel
and ad d i t iona l equipment would be provided as well as substant ia l renovation
and improvement o f some o f the f a c i l i t i e s at North Elementary School. The
idea would be to make this school a model which could t ry out new programs
and a c t i v i t i e s which could be expanded into other s ch oo ls .
the
Students from/Lowrance and Kimberley Park areas might a lso p a r t i c ip a te
in th is program during the school day and a l l o f the ch i ldren who i i v e in
the Model C i t i e s neighborhood as wel l as adults w i l l be able to p a r t i c ip a t e
in the program a f t e r school hours.
Career Opportunity Program - This program provides f o r employment and on the
job t ra in ing f o r p'eople from the low income areas o f the community. These
people w i l l be employed in the school as teacher a i d e s , o r l ib r a r y a id e s , or
guidance clerics , and in add it ion to being employed, they w i l l r e c e iv e both
on the job and fo rm al . tra in ing which w i l l enable thorn to upgrade themselves
and p o s s ib ly eventual ly become q u a l i f i e d and c e r t i f i e d t e ach e rs . The bene f i t
to the school system w i l l be that the ch i ldren in the p a r t i c ip a t in g schoo ls
w i l l have the bene f i t o f the se rv ice s o f these career opportun i t ie s people
during the period in which tin y are being trained. The program c a l l s for
approximately s e v e n ty - f iv e trainee:; to be involved th is program in the school
-6- -365-
whieh arc p a r t i c i p a t i n g . The p a r t i c ip a t in g schools arc l i s t e d in the
•original material which you rece ived .
Teacher Corps - This p r o j e c t is a cooperat ive undertaking with our l o c a l
teacher tra in ing in s t i t u t i o n s - Winston-Sa 1 cm State , Wake. Fores t , and Salem.
I t w i l l involve p la c in g c o l l e g e students into a modified tra in ing program.
Instead o f doing the t r a d i t i o n a l student teaching , these students w i l l spend
a substant ia l part o f th e ir time in the ir jun ior and senior year working in
schools in low income areas . They w i l l be assigned in groups o f f i v e to an
outstanding teacher and w i l l a s s i s t that teacher in h is in s t r u c t i o n a l progiam.
In other words, instead o f one teacher and a group o f c h i ld r e n , there w i l l
be one teacher and f i v e student interns with a group o f stuoents . The intern
w i l l be working on the job and taking c o l l e g e t ra in ing at the same time as
well as in the summer. The schools s e le c te d fo r this p r o j e c t arc a lso l i s t e d
in materia l which you rece ived . You w i l l n o t i ce that they are a l l Negro
Junior and Senior High Schools .
-366-A .
* >
Concentrated s o c i a l se rv ice s arc provided to T i t l e I s choo ls by
6 nurses and 11 s o c i a l workers who arc av a i la b le f o r the 17 s c h o o l s . Nurses
and s o c i a l workers work c o o p e ra t iv e ly to i d e n t i fy and c o r re c t health problems,
&nd helve some T i t l e I funds to use fo r correct ions#
They arc able to do personal and group counsel ing with students
on health matters , behavior, and academic problcmsto an fcxtcnt not p o ss ib le be fore ,
They are able to e f f e c t Special Education placement fo r q u a l i fy in g students , with
proper in te r p re ta t io n to parents. The s o c i a l workers in these schoo ls have a
greater r e s p o n s i b i l i t y f o r attendance and fo r e l im inat ing the causes o f non-
attendance than was p o ss ib le before T i t l e I funds were a v a i la b le .
In the 49 sc'hools not qu a l i fy in g fo r T i t l e I funds, there are 5
s o c i a l workers, and each school is v i s i t e d by a Public Health nurse once a week
f o r 1 to 3 hours. I t i s not p o s s ib l e , because o f case load and d is tances , to
travel^ to provide trie se rv ice s given to the T i t l e I s ch oo ls .
-367-/W % b ' >J b... LA. 'V* . ‘» > . s * - * »**. - '* ‘V.V l a \̂-̂ •'■ *V* f ’•■
The T i t l e 1 Is. S. Is. A . p r o g r a m cu rre n t ly funct ion ing in the
W in Eton- Sal c m / F o r s y th County ju n io r high s c h o o l s c o n s i s t s ot a
teacher whose p r i m a r y funct ion i s to s e r v o the t e a c h e r s and students o f the
scver.tli grade.
T h e f o u r (4) r e s o u r c e t e a c h e r s w o r k r e g u l a r l y with sev e n te e n (17)
t e a c h e r s . I n d i r e c t ly , through the t e a c h e r s , they s e r v e 510 students .
D i r e c t l y , to date , they have s e r v e d UO students with r e m e d i a l in s t ru c t io n .
SPECIAL PROGRAMS IN THE WINSTON-SALEM/ f
FORSYTH COUNTY SCHOOL SYSTEM S
hif ’ r <-c t d At Selected Crowns ° '
AnsLJ'r:px* ii!£^J 2̂ -'s!:L UJzLjsjZiJ:'"y ■ V r ’wTi'.]'7-77 /,rv
- in t h ..~ (~(Vn.''r.-;l E c h o ~ o l P o p ? a T T t T o n'"
Title X of EC 10A
TJie follow.' ng statistical information shows services and aetjv-
i,tlGf comprise the local ESEA, T i d e I project, the schools to
which litlo 1 benefits accrue, and tne number of participating
students from each school district. For purposes of clarification,
i t should be pointed out that the following elementary and secondary
schools are "project" schools, where Title I instructional and
supportive activities are carried on.
E lcmon tary Project
Schools
Fairview
Kimberley Park
Brown
Carver Crest
North
Skyland
Fourteenth Street
JDiCGs
Lowrance
Mebanc
Easton
Chil d r e n 's Home
Secondary Project
Schools
Hanes Junior
Paisley Junior
Anderson Jr./Sr.
Kennedy Junior
Atkins Senior
The following activities a
educational deprivation and to
£ap between educationally depr
the school system, to the end
tionally deprived children may
re designed to reverse the effects of
bridge a lon£-standing educational
ived children and other children in
that mean achievement scores of educa-
be brought into line with local no? ms
ONvO
CO t romi School P o.rticioa t i n . " ' P u n i 1 .
Seleci :n Gr:
( S l c . c c - n r a r y Sc2ioolsJ
Services snd A c t i v i t i e s Fairview
Kimberley
Park Brown
Carver
Crest North Skyl and S c r e : a p-
Pre-School 22 22 22 22 22 22 22
Cc.rcensarory E d u c a t i o n :
Project Read (l-6) — 193 132 132 — — — - . -
Coen Highways (First) 20 20 20 20 20 20
Art • 131 118 ' 122 82 122 So cy — — “
Supportive Services:
Social Work 12 210 17^ 17^ 12 Up 0
Food 52 52 52 52 U - •
Healch-Dcntal* 12 2l0 . 171 171 J' O—r H 12 *• 2
Healch-Hodical* 12 2l0 17l I 7I 12 do -2 - -
We1 Fare-C 1o rhing* 12 2l0 117 171 12 12 ~2 3 - '
Transportation 22 22 22 22 22 22 22
Services and Activities L o w r a n c e He bane Easton Children 's Heme ■ - - - - - -
Fre-School 22 22 22 1
Cc.voensatcry Education:
Project Read (l-o) 66 -- 132 5^’ '
Coen Highways (First) 20 20 20 ~~ -
Art 1 0 8 1 8 8 72
Suroorcive Services:
Social Work 108 12 171 c r 1
Food 52 52 52 1: _
He alth-Dent al 108 ■ 12 17^ 30 —
Heal cla-Hadlcal 1085 12 1 7 l 30 —
Weliare-Clcthing 108 12 17^ — -
Fransooroacion
Prcsram for Neglected
Children
22 22 22
3030
*Sea next
oze
'C2TO_/ €:
restr
p~h ssrvicos are provided, cn a rofcrrn
1 vacas orecludos Tull and eiisctive par
children who are economically deprived
ions also apply in providing clothing
I basis rcr ail C-Lagsouc prcg-c- ....
ticipation in the Title 1 in-crus arena- P-
are considered for health services. Tr.es
services Tor project children.
S c h o o l s e n d P a r t i c i p a t i n ' ? P u o i l s i r o n
Selected T r o l l P o p u l a t i o n C - r o u p s
fS s - c c r . d s i r y S c h o o l s )
e c /- Activities Hanes Paislev Andersen Kennedy Atkins
Continuing Education: 4 3 15 6 25
7t‘- Grade Fortification:
* n ---------- s ~ <a <5 80 80 80 80
Mathematics
Educational Intervention:
(Curriculum Study and
Revision)
40 40 40 4o
4 50
Services £ Activities East Reynolds Carver Jr/Sr Walkertovn Uiley
Continuing Education: 11
;cr
N e g isezed Children:
Education Program
Surpcrtive Services
he aith-Dental
Health-Medical
70
Educational Intervention:
(Curriculum Study and
Revision)
TOTAL ENROLLMENT - 2817
TOTAL BUDGET - $863,-19
PER PUPIL EXPENDITURE - $306.00
-'J
-v
}
O
o
-371-
) l o a d S I:i r I:__- S u m m e r 7 9<p9
School districts involved:
Kimberley P ark
Noi’th
Skylend
lh th Street
Dice-
Lowrance
Kernersville
Konnoak
Forest Perk
Prince Ibraham
Eacton
C a r v e r C r e s t
Brown
Carver
Fairview
Mebarc
Walkertown
South Park
Wauchtovm
Oak Summit
Mineral Spi’incs
Total districts - 21
Total enrollment - 687
^ of enrollment Necro - 89p
$ of enrollment White - 11^
Total Dudeet - £171,^98
Per Pupil Expenditure - £249.
Other Spec ri al Pr opr a rn s Fit] r r />n nrov erl o r Pen (7a nr - Pot Yet One:’"'
Model Cities Educet ion Pro y ram
Partieijoatinc Schools:
Lowr a n c e , North Elementary and Kimberley Pari-:
Total anticipated s t u d e n t involvement in these schools - 77ii
! 1 o n a 7
Fir:~it year operational budjnt - ?.6 o6 ,7 0 -’i
Per jeupil exp e n d ituro -■ 5398 .
C u r e o r Onnortim i l l o r ; P r o p : ■’e m
Parit i c i p a t i n C Schools:
F i r m !'. ?n 1 a.ry Second t v
F a :i r'VJ ov/ Iloncr,
Brov.•n A n d o c r o n
N o r [:1 1 A t k i n s
Low: \ • D O ' *
K:im]- y P a r k 01 h, •' f r ’.r,, 1 .
C a r v r - r C r , s i:
Sky.'! 1 Pr. — Si !:■ 1 Ci
V o ('ill i. i'M I J vt
h u d . a (■ - M , 7('U
N O T E : .All ::lu, ill.,: i n H r ; iIm 1 v. • s. 1 m m'i'I : w i l l lr
O 1.' . i T 1 d i I'< -e 1. 1 y id •( w.i I.J 1 i s j n ■. >J 1 .
< 1.i. I ! ■ 1 1 > • ! 1
-372-To a c 1i c r C o rp s
This project if; doclcnod to improve the quality of education in
selected schools in low-income areas. Local colleges and un.Lvor;; i.t ic
will be Involved in the effort.
Schools to be involved:
Atkins Hieh School
Anderson J r ./Sr.
K e n n e d y Jr.
Paisley Jr.
H a n e s Jr.
Operational Eudeet - $261,630
NOIL: All students in the above schools will derive benefits from
this project.
✓ •—■ n -
SCHOOL BUILDING CAPACITY
V '
W I N S T O N - S A L E M / F O E S Y T I I COUNTY SCI IO; * 1,5J
Oc &
-373-
C a p a c i t y F o r m u l a
A. C r i t e r i a f or N o r m a l Rated Capac i ty
The N o r m a l Rated C apac i ty o f a s c h o o l is deto r i iuued hy m ult ip ly ing
the nu iabcr o f s tandard teach ing stations hy tin- teach- r -p u p i l rat io .
A s the t e a c h e r -p u p i l rat io c h a n g e s , the capa. it , chan .><; a c c o r d i n g l y .
• F o l l o w in g a r c the r a t io s used s ince 1965 and those v. ] icli apply in
197 0 -71 :
N o r m a l Capac ity C r i t e r i a 1969 -70 1970-71
Standard C l a s s r o o m (E le m e n ta r y ) 28 28. 5
" " (Junior High) 26 ■ 27
" " (Senior High) 27 28. 5
Substandard " (A l l L e v e l s ) 25 25
C l a s s r o o m s f o r E ducab lc M ental ly R e tard ed 18 16
" T ra in a b le Mentally R etarded 18 12
C E x c e s s Capac ity
(1) 1969 -70 - two t im e s num ber o f s tanda-d l e a c h in g stations
added to n o r m a l capac i ty < ijn.il s total c a p a c i ty .
(2) 1970-71 - 10% above n o r m a l capac i ty eq„ ’ . l s m a x i m u m cap ac i ty .
D . N e c e s s a r y ad jus tm ents in 1970-71 forrnu 1 a
(1) 8 c l a s s e s f o r gi fted com p u te d @ 25 pet c l a s s
(2) 25 c l a s s r o o m s f o r p r e s c h o o l child]- i. cm puted @ 22 p e r c l a s s
(3) F o u r R e s o u r c e C e n te rs ac tua l ly ut i l i / i P. : ' a n d a r d teach ing
stations but have been c o n s i d e r e d as only in this c a lcu la t io n .
S choo l
1969- 70
C apac i ty
Tota l
Capacity
* 4.A1 W ' l / i
1V < 0
No rmn]
Capac ity
̂ A i UC<J 1
- n
M axi i num
C a p a c i ty (10%
a b o v e N o r m a l )
A r d m o r e 663 705 674 741
Bolton 448* 480* 456* 502*
B ro w n 778 830 791 870
B runson 672 720 656 722
C a r v e r C r e s t (Cook) 596 636 631 694
^ a r v e r 690 738 550 605
C le m m o n s 844* 890* 856* 941*
Diggs 697 745 693 762
Easton 436 466 431 474
F a i r v iew 672 720 656* 722
F o r e s t P a rk 684 728 706 777
F ou rteen th St. 1059 1129 1025 1128
G ri f f i th E le m . 1086 1160 1105 1216
Ibraham 473* 505* 481* 529*
K e r n e r s v i l l c E le m . 00LOo»-H 1130* ' 1076* ►— CO CO
i l i
^ i m b e r l c y P a r k 672* 720* 684* 752*
* o n n o a k 532* 566 512* 563
Latham 560 600 516 568
L e w i s v i l l e 680 726 688 757
Low ranee 652 696 659 725
M cban c 506 536 517 569
M inera l Spr ings 812* 870* 827* 910
* P i e j e c t e d e n r o l l m e n t f i l l s school, to cap ac i ty .
- ■ 'INS O N - S A L K M / P O l l SY'JJ) ( SCJIOOJ..S -376-
• } 9 '■) 7 J
kia ■ i m u m
Oo
Total Ntu in. l ( j iaci ty (1 0%
• Schoo l Capacity Capacity Cap. ci t y • .m vc N o r m a l )
C a r v e r 882 946 907 997 ............... ...........I-
Daiton 832 896 861 950
G1 enn 7 54* 812 783* 861
Grif i i th Junior 701 753 7 54 829
Hanes 620 660 649 714
W i l l 780 840 788 867 . . . . .
J e f f e r s o n 6 7 6* 728* 702* 772*
Kennedy 1188 1278 1209 1 330 __
K e r n e r s v i l l e Junior 467* 501* 484* 532*
_____ ,._ ------------------- — ------~ ' "
kJi-newai Spring S' J f 7~ 8 27 881 854 939
N or lh v / c s t 934*
roo2 941* 1035
Pa is ley . 936 1008 950 1045
Philo 774 828 782 860
Southwc st 910* 980* 918* 1010* ......
W a lk e r town Junior 564 606 594 653
■ j i i c y 934 1002 957 1053 ..
V
_______ ______ -
__, .^ - 7 ^ : 7 " . '
• ___ . —- — —— —-■ '
- —«
' ____ __ ” -------------a:---------
___ _ ____ _ -— .__ * ~ - - ~~ ----. . - - • j r. : C ■ '
•
- • NS N -S A E K M /F O .U SYT11 Ca j N5 S C l lO O E S -377-
S ch o o l
1969-70
Capac i l y
Tota l
Capa ci ty •
1970
N o r m a l
C apac i ty
- 71
M a x i m u m
C a p ac i ty (10%
a b o v e N o r m a l )
Ando rsoii 963 1033 972 1069
Atkinr. 1286 1372 1351 1486
East 1296- 1392- 1368 - 1505 -
Mt. T a b o r 8 6 4 - 928 - 9 1 2 - 1003-
^fclorth 1782- 1914 188 1 - 2069
9---
Park land 1 51 2 - 1624- 1482 - 1630 - •
R ey no ld s 2052 2204 2109 2320
W est 1 1 0 7 - 1189 1169 1286
Centra l 486 486 416 458
Continuing Educat ion
.....................
•
........... -
..........
•
•
WINSTON-SALEM/FORSYTII COUNTY SCHOOLS
Winston-Salem, North Carolina 27102
Granville Drive at Academy Street
May 1 , 1970
-378-
O r Parent:
NOTICE OF ASSIGNMENT POLICY AND APPLICATION FOR TRANSFER
For the year 1970-71 the Winston-Salem/Forsyth County Public School System will continue to
assigr pupils on the basis of geographic attendance /.ones with free choice of transfer.
To encourage exercise of the transfer privilege to promote further integration throughout
the school system, the existing transfer provisions are listed below.
As to all applications received on or before June 1:
1. To give priority to request for transfer from a school in which the pupil's race (in the
school to which the pupil is initially assigned) is in the majority to a school in which the
pupil's race is in the minority (majority to minority requests).
2. To grant majority to minority requests even though they result in overcrowding, up to 10%
above the normal rated capacity of the school.
3. To make available free school bus transportation for pupils who make majority to minority
transfers if they live one and one-half miles or more from the school to which they transfer.
After giving priority to majority to minority request as above provided, all other applica
nts received on or before June 1 will be approved up to but not in excess of the normal rated
'^Wfpacity of the school to which transfer is requested, and no special transportation will be
provided in such cases.
Applications may be made after June 1, to and including August 28, but applications made
during that period will be approved in order of receipt up to, but not in excess of the normal
rated capacity of the school, without regard to race, color or national origin, and without
special transportation being provided.
Transfers shall be allowed as previously stated in this letter and paragraph 3 of the Pupil
Assignment Policy enclosed with this letter.
•Bus service will be available in the attendance zones which are entitled to transportation
Inder the N. C. Law and in accordance with previous statements in this letter concerning
'majority to minority" transfers.
Enclosed is a list of all schools in the system showing whether each school is presently
overcrowded and whether it is overcrowded in excess of 107, of its normal rated capacity.
Your School Board and the school staff will do everything possible to see to it that the
rights of all students are protected and that the plan is carried out successfully. Tjie
reverse side of this letter may be used as a request for reassignment to another school atten-
dance area. Additional forms are available at the offices of all principals and the
superintendent.
Under this plan your child, , has been assigned to
School for the 1970-71 school year.
o
Sincerely
Superintendent
- j / b a -
SCHOOL USE ONLY
Application Received
Date:____________________
By: __________________
APPLICATION FOR REASSIGNMENT
WINSTON-SALEM/FORSYTH COUNTY SCHOOLS
Winston-Salem, North Carolina 27102
Granville Drive at Academy Street
Post Office Box 2513
Name of Student
Add re s s
T elephone Age Race
School Currently or Grade for coming year
Last Attended______________________________________________ 1970 - 1971____________
Student has been assigned to ______________________________________________________School
for the 1970 - 1971 school year, and requests to be reassigned to:
List names of schools in order of preference.
SCHOOL
Approximate
Distance
T r anspo rtation
R eque sted
1
2
3
4
Date Signature
Signed by: Parent ( ); Guardian ( );
Student ( )
PUPIL ASSIGNMENT POLICY - 5117 -379-
1. General Policy
. is the policy of the Winston-Salem/Forsyth County School System in the assignment of pupils
'̂ co adhere to Policy #1160 adopted February, 1969 (Responsibility to Operate A Unitary and Non-
discriminatory School System) to the end that all pupils shall be provided an equal educational
opportunity and no pupil shall be effectively excluded from any school because of race or color
2. Attendance Zones
The school system uses a pupil assignment plan based upon geographic attendance zones and free
choice of transfer. Under the plan, the school to which each pupil is assigned at the beginning
of the year depends on where he lives. An attendance zone has been established for each school
in the system. All pupils in the same grade who live in the same attendance zone will be
assigned to the same school, regardless of their race, color, or national origin and regardless• of which school they attend now; except that any pupil now attending a school outside the
attendance zone of his residence, as a result of his free choice, will be assigned to that
school for the ensuing school year if it offers his grade. He may transfer to another school
under the provisions of paragraph 3, below.
3. Transfer to School in Another Zone
A pupil may transfer from the school to which he is assigned only under the following conditions
The parent, guardian, or other adult person acting as a parent, or any pupil who has been
assigned in accordance with the provision of paragraph 2 above, may apply to the Board for re
assignment of such pupil for the ensuing school year to any school serving the pupil's grade
and located in any other attendance zone. Such application for reassignment shall be in
writing on forms which will be freely provided in the offices of all principals and the
superintendent for that purpose. All applications received on or before June 1 will be
approved on the following basis:
a . Majority to minority requests (i.e. , where the pupil is requesting transfer from a
school in which his race is in the majority to a school in which his race is in the
minority) will be given first priority, and will be approved even though the granting
of the request will result in overcrowding up to 107, above the normal rated capacity
of the school to which transfer is being made. This will apply to as many alternate
choices as the applicant designates where his first choice cannot be approved due to
excessive overcrowding. Free school bus transportation will be made available for
pupils who make majority to minority transfers, who reside one and one-half miles or
more from the school to which they transfer and whose applications arc received by
June 1. Where some but not all such applications cannot be approved because of over
crowding, priority among such applicants shall be given on the basis of proximity of
the school to the homes of the pupils.
b. After giving priority to majority to minority requests as above provided, all other
applications received on or before June 1 will be approved up to but not in excess
of the normal rated capacity of the school to which transfer is requested, and no
special transportation will be provided in such cases. Where some but not all such
applications cannot be approved because of overcrowding, priority among such
applicants shall be given on the basis of proximity of the school to the homes of
the pupils.
Applications may be made after June 1, to and including August 28, but applications made during
that period will be approved in order of receipt up to, but not in excess of the normal rated
capacity of the school, without regard to race, color or national origin, and without special
transportation being provided. School capacity standards shall be applied uniformly throughout
the schools of the system.
4 Notification of Assignment
-379a-
On or before May 1, the parent, or other adult person acting as parent, of each pupil enrolled
in this system will be sent a letter telling him the name of the school to which the pupil
will be assigned for the coming year. A copy of the Board's Pupil Assignment Policy will i
enclosed with each letter. The letter will direct attention to the provisions of paragraphs
hereof relating to transfer to a school in another zone and the provision of school bus
transportation in the case of majority to minority transfers. The letter will also give
information on any school bus service provided for the pupil's neighborhood. There will also
be enclosed with the letter a list of all schools in the system, showing those which are
overcrowded and whether or not overcrowded in excess of 10% of normal rated capacity. The
same letter will be sent on the same date for all school children the school system expects
to enter the school system for the first time at the beginning of the next school year. This
includes children entering the first grade. If the school system learns of a new pupil after
the letters are sent out, it will promptly send the pupil's parent such a letter and enclosure
All Other Aspects of School Activities
All school-connected services, facilities, athletics, activities and programs are open to eacl
pupil without regard to race. No pupil who is reassigned because of changes in geographic
attendance zones or who transfers from a school in which his race is in the majority to a
school in which his race is in the minority will be subject to any disqualification or waiting
period for participation in activities and programs, including athletics, which might otherwis
apply to transfer students. All transportation furnished by the school system shall be on a
nonracial basis, except where special transportation is provided under paragraph 3, a, above,
to encourage greater integration in the school system.
6. Maps Showing Attendance Zones
Maps showing the boundary lines of the attendance zones of every school in the school system
shall be freely available for inspection by the public at the superintendent's office.
Individual zone maps shall be available at each school.
7. Attendance Across School System Lines
No arrangement will be made or permission granted by this school system for any students livii
in the community it serves to attend school in another school system, where this would tend tc
limit desegregation, or where the opportunity is not available to all students without regard
to race, color or national origin. No arrangement will be made or permission granted by this
school system for any students living in another school system to attend public school in this
system, where this would tend to limit desegregation, or where the opportunity is not availab]
to all students without regard to race, color or national origin.
Complaints
School officials seek the support of all parts of the community for the smooth operation of a
unitary and nondiscriminatory school system, in which no pupil is effectively excluded from
any school because of race or color. It is contrary to the pupil assignment plan of this
school system for school officials and teachers to dissuade persons from attending a school
where a desegregated education can be obtained, or to frustrate the purposes of the plan with
promises of favors or threats of penalties. In addition, it is contrary to Federal require
ments for any other person to use intimidation or retaliation in order to interfere with the
rights of students and parents under the plan. Any person who has a complaint about the
operation of the pupil assignment plan should bring the matter to the attention of the
responsible local or state officials. If they do not correct the matter promptly, any person
familiar with the facts should report them without delay to the Office for Civil Rights,
Department of Health, Education, and Welfare, Washington, D. C., 20202 (telephone 202-962-033.
The name of any person submitting a complaint to the Office for Civil Rights will not be
disclosed if he so requests.
-380-
Schools Overcrowded
No Transfers Can Be
Approved To These Schools
w i m i ■■■
Bolton
Clemmons
Ibraham
Kernersville Elem.
Kimberley Park
Old Town
Petree
Sherwood F o re s t
South Fork
Speas
Jefferson J r .
Kernersville J r .
Southwest J r .
East Forsyth High
Mt. Tabor High
Parkland High
Schools With Space F o r
Majority to Minority
Transfers Only
Schools With Available
Space F o r Majority to
Minority and Other Transfer
Fairview
Konnoak
Mineral Springs Elem.
Rural Hall
Sedge Garden
Glenn J r .
Northwest J r .
North Forsyth High
Ardmore
Brown
Brunson
Cook
Diggs
Easton
F o re s t Park
Fourteenth St.
Griffith Elem.
Latham
Lewisville
Lowrance
Mebane
Moore
North Elem.
Oak Summit
Old Richmond
Skyland
South Park
Union Cross
Vienna
Walkertown Elem.
W aughtown
Whitaker
Anderson J r .
Carver J r .
Dalton J r .
Griffith J r .
Hanes J r .
Hill J r .
Kennedy J r .
Mineral Springs J r .
Paisley J r .
Philo J r .
Walkertown J r .
Wiley J r .
Atkins High
Reynolds High
West Forsyth High
W INSTON - S A L E M / F O R S Y T H C O U N T Y S CHOOL S
W i n s t o n - S a l e m , No r t h C a r o l i n a Z710Z
-381-
R E C E I P T O F S C H O O L A S S I GNME NT
I have r e c e i v e d the s c h o o l a s s i g n m e n t for my chi ld,
f o r the 1 9 7 0 - 197 1 s c hoo l y e a r .
Date S i g n a t u r e of P a r e n t o r Gu a r d i a n
P L E A S E R E T U R N TO S C H O O L P R O M P T L i
T h i s d o e s not in any way r e s t r i c t y ou r p r i v i l e g e of a p p l i c a t i o n f or
r e a s s i g n m e n t to the s c h o o l ot your c h o i c e .
ADi\ I S T R A T I V E R E G U L A T I O N
SCHOOL BOARD REGULATION NO. 4111
4111
-382-
AD VA N CE M E N T OPPORTUNITIES AND PROCEDUR ES-PERSONNEL
One of the most important responsibilities of the administrative staff is
the recommendation of personnel for administrative and supervisory
positions. The specific guidelines and procedures which we follow in
making such recommendations to the Board of Education include:
1. Priority consideration for all administrative and
supervisory positions is given to personnel from
within the system. We believe that this approach
is proper and in the best interest of the school system
and its individual personnel.
2. An employee who has an interest in being considered for
any administrative and/or supervisory position is encouraged
to express his interest by letter to the Superintendent.
3. The absence of this written expression of interest does not
eliminate any individual from consideration when administrative
and/or supervisory positions are being filled. Contact may be
and is initiated, in many instances, by the Superintendent.
4. The normal pattern of movement into administrative positions
is from classroom teacher to administrative intern, to assistant
principal, to principal. In supervision, the pattern may be
d directly from classroom teaching to supervision or from some
level of school administration to supervision.
5. Individual conferences are scheduled by the administration
with personnel who have expressed interest in and/or who
are being considered for administrative and supervisory
positions.
November, 1969
Code 220
S C H r^ L BOARD POLICY X
4111 -383-
RECRUITMENT AND SELECTION OF CERTIFICATED PERSONNEL
1. An outstanding educational program in this school system is
dependent upon the employment and retention of the best qualified
professional personnel. This will be accom plished by giving
careful consideration to qualifications and by providing a ttractiv e
salary schedules, adequate facilities , and good working conditions.
Z. The Board of Education encourages young men and women to enter
the profession of education in this community and to make it their
c a re e r . Currently employed professional personnel share a
common responsibility for supporting this position.
3. T eacher recruitm ent and selection is the responsibility of the
A ssistant Superintendent for Personnel. Prin cipals and D irectors
will a ss is t him as needed. Adm inistrative and supervisory staff
recruitm ent and selection is the responsibility of the adm inistrative
staff.
4 . F a c to rs which influence selection of professional personnel a re
as follows:
a . Training and certification
b. Professional com petence
c. Personality and compatibility
d. Suitability for the position
e. Health
f. Professional attitude
5. Our goal is employment and assignm ent without regard to ra c e .
In the transition from segregated staffing, however, attention must
be given to racial composition. As a guiding principle, the ra cia l
composition of professional personnel should be com parable to the
racia l composition of the student population in the adm inistrative
unit. However, no applicant will be denied employment because
of r a c e , co lo r, creed , o r national origin.
June, 1969
Code 220
SCHC L BOARD PO LIC Y
SCHOOL BOARD POLICY NO. 4115 4115
ASSIGNMENT. REASSIGNMENT AND TRANSFER
PROFESSIONAL PERSONNEL
-384
The policy of the Board of Education in the assignm ent, reassignm ent
and tran sfer of professional personnel shall be as hereinafter set out.
subject, however, to the general policy that the ra cia l ratio in each school
shall be approxim ately the same as the ra cia l composition of professional
personnel throughout the adm inistrative unit,
ASSIGNMENT:
The assignm ent of professional personnel will be based upon their
qualifications, the needs of the school system , and to the extent p racticab le ,
the preference of the employee. In M arch of each year all teach ers will
be furnished with Teacher Information Blanks which they will be asked to
com plete and return to the principal as soon as conveniently possible. All
T eacher Information Blanks shall be delivered to the Personnel Office no
la te r than May 1. T each ers who indicate that they wish to continue their
employment in the adm inistrative unit for the coming school term and who
do not file a request for tran sfer will be given their assignm ent for the
coming school term on or about May 15. To the extent p racticab le , teach ers
who do not file a request for tran sfer will be assigned back to the same
school for the coming school term .
REASSIGNMENT:
Changes in enrollm ent, curriculum , or other reasons may necessitate
reassignm ent to another school, either p rio r to the com m encem ent of or
during a school y ear. Whenever such reassignm ent is n e ce ssa ry , the
teach er will be notified as soon as possible, and to the extent p racticab le ,
consideration will be given to the preference of the teach er. Any teacher
who is dissatisfied with such reassignm ent may notify the Personnel Office,
and, if the teacher so d e sire s , a conference will be arranged with an
adm inistrator to discuss the assignm ent, with every consideration being
given to resolving the m atter. If the m atter is not resolved in a manner
acceptable to the teach er, the teacher may resign , and such resignation
shall not constitute a breach of the te a ch e r 's con tract with the adm inistrative
unit.
-385-
- 2 -
TRANSFER:
(A) T eacher Initiated.
"Request for T ran sfer" form s will be sent out with the
T eacher Information Blank" form s and teach ers desiring
to be tran sferred to another school for the next school year
may fill out and submit the form along with the Teacher
Information Blank to the principal in time for the principal
to complete and deliver same to the Personnel Office no later
than May 1. The principal will sign the form and submit it
along with the Teacher Information Blank and a recently
completed "Staff Evaluation" on the teach e r, to the Personnel
Office. T eachers who wish to do so a re encouraged to request
a conference with an adm inistrator to discuss their assignm ent,
but such conferences a re not n ecessary in order for the request
for tran sfer to be given full consideration.
(B) Principal Initiated.
Any principal desiring that a teacher be tran sferred from his
school must complete a "Request for T ran sfer" form on the
teach er, so inform him , and obtain the signature of the teach er
on the form . The form must then be submitted, along with a
recently completed "Staff Evaluation" on the teach er, to the
Personnel Office, no later than May 1.
All requests for tran sfer will be carefully considered and evaluated
on the basis of sound personnel p ra c tice s , including, but not lim ited to:
(1) Contribution teacher could make in new position;
(2) Opportunity for professional growth;
(3) P referen ce of teacher and of present and prospective
principal or immediate supervisor;
(4) Length of serv ice in the school system ;
(5) Effect of tran sfer on the staff from which the teacher is
transferring and the staff to which he is requesting tra n sfe r ;
(6) V acancies in the school involved.
R eceipt of each request for tran sfer will be promptly acknowledged. Action
will be taken on each request for tran sfer, and the teacher and principal
or principals involved will be notified no later than July 1.
M arch, 1970
Code 220
S C H O O L l ^ A R D P O L I C Y
SCHOOL BOARD POLICY NO. 4123
4123
STUDENT TEACHERS
The Board of Education recognize* the responsibility of
the school system for cooperating with teacher training
institutions in the placem ent of student teach ers . The
Superintendent and his staff a re directed to prepare regulations
governing the placem ent of student teach ers which w ill:
1* A ssure placem ent of student teach ers with
outstanding supervising teach ers .
P ro te ct pupils and teachers from overexposure
to student teaching.
3. A ssure placem ent of student teach ers without
regard to ra c e , co lo r, or national origin.
-386-
Code 220
Septem ber, 1963
Revised M arch, 1970
A dm inistrative Regulation No. 4123 4123
STUDENT TEACHERS
h ^ V b e .T id g. ^ i n , , , r l ‘ iVe regUUti° D‘ teach er*
G eneral Regulations
1. A teacher must have had at least two years of successful
experience before being asked to supervise a student teach er. ° 8
2. A teach er must have had at least one successful vear of
experience in the W in ston -S alem /Fo r.y th County School System":,tud,!nty ears experience previous to joining this system .
3. A teacher will not be asked to supervise a .tudent teacher
regard less of the years of experience if, in the ooinion of H,
su p erv iso rs , this te a ch e r is not doing ai .“ a s , a / e C work!
4 ' b e 'c o ^ f j '8 ' em peram ent' work “ » 0 . and personal situation wUl be considered in assigning student teach ers .
5 ' f«aCchher.aCher W‘“ ^ C° n8U“ ' d be' ° " « * « « d a student
6. No supervising teach er will be perm itted to receive rem uneration
for having supervised a student teach er.
7 . Student teach ers will be placed in schools without regard to race
co lo r, or national origin. 8 r a c e *
Elem entary School Regulations
1 ‘ 1 " ' " " , “ ' " ’ 8Ch° ° l ” iU " 0t have student te a c h e r , lor two
Thi* Pr ° te c t the te a ch e r , and ..T d e n t.
in that school from overexposure to student teach ers .
Junior and Senior High Schools
1. A junior or senior high school teacher will be assianeH ™
only one student teacher a year. assigned one and
Code 220
Novem ber, 1967
Revised M arch, 1970
-388-
McGUFFEY'S SHORT RANGE PLAN
WINSTON-SALEM/FORSYTH COUNTY SCHOOLS
SHORT RANGE PLAN
FOR
INTEGRATING MORE PUPILS WITHIN
THE EXISTING UNITARY SYSTEM
Prepared By
Dr. C. W. McGuffey
Educational Consultants, Inc.
Athens, Georgia
1969
I N D E X
1
-389-
Background
The Unitary School District
Guidelines Used In Assignment Plan
Free Transfer
Pupil Assignment Plan
High Schools
Junior High Schools
Elementary Schools
Recommended Feeder Pattern
Charts Showing Racial Makeup in Schools and Brief Summary
of Pupil Integration Upon Implementation of the Plan
Administrative Staff
Principals and Assistant Principals
Employment of Teachers, Coaches and Retention of Displaced
Personnel
5
7
9
10
12
16
22
23-30
31
32
33
3HComment on Local Transportation Capability
Duty of School Board to Locate Schools on a Nondiscriminatory Basis 35
-390-
Background
Introduction
The purpose of this report is to recommend a short range plan
for the further development of a unitary school district. An effort
was made here to define a unitary school district and to propose
guidelines and specific changes for further development. This plan
assumes that transportation will be made available either by parents
or through the school district. Otherwise problems of getting pupils
to and from schools will exist.
The School District
The tfinston-Salem/Forsyth County School system covers
441 square miles and serves more than 50,000 pupils. The County
population for the year 1969 is estimated at approximately 236,781.
Approximately 155,600 persons live within the City Limits of the City
of Winston-Salem. There are 67 school centers. There are 42 elemen
tary schools (grades 1 through 6), 17 junior high schools (grades 7
through 9), and 9 senior high schools (grades 10 through 12). In
addition, the school district has a Rehabilitation Center for the
mentally retarded and a Children's Center for the physically
handicapped.
This School District is the fourth largest employer in Forsyth
County, exceeded only by Reynolds Tobacco Company, Hanes Corporation
I
Page 1
-391-
and Western Electric Company. It employs over 2.20G professional
personnel, more than 600 lunchroom employees, 147 janitors and 90 maid3 .
The operating fcuoget for the year 1969-1970 is approximately $2‘,100.000,
excluding capital expenditures. In addition, the total annual pros*
income from the food service program will exceed three million dollars.
The distance from the westernmost part of the school district tc
the easternmost boundary of the school district is 27 air miles. The
distance from the northernmost to the southernmost part of the school
district is approximately 20 air miles.
Clemmons Elementary, Lewisville Elementary. Vienna elementary,
Southwest Junior High and West Senior High were constructed to serve
the pupils in the towns and rural areas throughout the western part of
the county. The Clemmons and Lewisville communities are approximately
10 miles from the City of Winston-Salem.
The towns of Rural Hall and ealkerton are served primarily by
Rural Hall, Oak Summit, and Walkertown elementary Schools, Northwest
and Walkertown Junior High Schools and North Forsyth High School. The
distance between Rural Hall and Walkertown to the City Limits of
Winston-Salem is approximately 4-5 miles.
Kernersville, an incorporated town within the County, and the
surrounding area, are served by Kernersville Elementary, Sedge Garden
Elementary, Kernersville Junior High, Glenn Junior High and East
Forsyth High Schools. The distance between Kernersville and the City
of Winston-Salem is approximately 10 miles.
Communities to the South of Winston-Salem are served by Union
Cross and Griffith Elementary Schools, Griffitn Junior High School and
2
Page 2
-392-
Parkland Senior High School. The distance between West Forsyth High
School in the western part of the school district and East Forsyth
High School in the eastern part of the school district is approximately
25 road miles. The distance between Clemmons Elementary and Lewisville
Elementary Schools in the western part of the school district to
Kernersville Elementary School in the eastern part of the school
district is approximately 27 miles. The distance between North Forsyth
High School in the northern part of the school district to Parkland
High School in the southern part of the school district is approximately
14 miles. The distance between Rural Hall Elementary, serving the
northern part of the school district, and Griffith Elementary School
in the southern part of the school district is approximately 16 miles.
There are approximately 13,500 black pupils and approximately
36,500 white pupils. The ratio of black pupils to white pupils
throughout the school system is approximately 27 percent. Black
teachers employed in the school system are approximately 25 percent
of the total faculty.
Forty-seven of the sixty-seven schools are integrated and
approximately 74 percent of all pupils attend schools which have one
or more children of the opposite race.
Most recently, the School Board had adopted a policy of
integrating teachers on a ratio which approximates 75 percent white
and 25 percent black at each school.
A capital outlay program was planned, and a bond issue of
24.8 million dollars was voted by the people. The court order staying
the implementation of the construction program has delayed progress
toward more pupil integration.
3
Page 3
-393-
Unitary School District
As a point of beginning, it was necessary to define what was
meant by a unitary school district. Otherwise, it cannot be known
whether or when a unitary school district has been achieved. Similarly,
progress toward the full development of a unitary district cannot be
determined except in a very arbitrary way. The definition proposed
can best be explained in terms of the elements that compose the school
district. The definition used in this report included the following:
1. The ratio of black and white faculty assigned to each school
shall be approximately the same as the ratio of black to white
teachers currently employed throughout the district except for
specialized faculty positions.
2. Geographic attendance zones shall be drawn so that all children
of the same grade level within the zone, whether black or white,
shall attend the same school.
3. Bus routes for the transportation of pupils shall be
established without regard to race. Neither dual nor over
lapping routes shall exist for pupils of different races of the
same grade level. Travel distances shall not be excessive so
as to adversely affect the well being of the children of any
race.
4. The pupil-teacher ratio shall be approximately the same for
each school of the same grade level within the district. If
not, differences shall be due to factors other than race.
5
Page 4
-394-
5. The curriculum in each school and for each grade level shall
be relatively the same except that variations may exist where
differences in demand and interest require and where factors
other than race are the cause.
6. Extra curricular or co-curricular activities are open and
available to all pupils regardless of race.
7. Staff and faculty salaries are the same at each level of the
salary schedule. No racial difference shall exist.
8. Library books and instructional materials are relatively equal
at each school. To the extent they are not, differences are
due to factors other than race.
9. Special education programs for the gifted, the mentally
retarded and the physically handicapped are integrated.
10. Differences in school organization shall be due to factors
other than race.
11. School facilities shall be relatively equal except that where
differences exist they shall be due to school organization,
ages of pupils, grade organization and instructional program,
not to race.
12. Pupil assignment shall be made on the basis of the proximity
of pupils to schools, the capacity of school buildings and
pupil density. Attendance areas shall be drawn without regard
to race; i.e., elanentary and junior high school pupils shall
Page 5
-395-
be assigned to schools nearest their homes taking into
account building capacity, natural and man made barriers,
safety of pupils and the option of allowing a pupil whose
race is in the majority to choose to attend another school
in which his race is in the minority,
13. Annual per pupil expenditures at each school of the same
grade level shall be approximately the same. Differences
must be attributable to factors other than race.
14. The professional staff of the school district shall be
integrated at a ratio approximately equal to that of blacks
and whites in the school district.
15. The school district is one within which no person is
excluded from any school because of race or color.
16. All pupils are assigned to the school district in which
they live and must attend school in that district unless
permission is granted to change to another school under
a freedom of transfer plan.
17. Rased upon this criteria this school district is operating
at the present time a unitary school system. In the following
report certain recommendations are made which will bring
about more integration of pupils within the existing
unitary system.
7
GENERAL GUIDELINES THAT WERE FOLLOWED IN PREPARING THE PLAN
1. Geographic attendance areas could be redrawn by making them
smaller, larger, or combining them with other areas.
2. Attendance areas were drawn for more utilization of existing
facilities when it accomplished more student integration, or if it resulted
in alleviating overcrowded conditions at some of the school facilities.
3. Boundary lines were redrawn and the following basic criteria
used were:
(a) maximum utilization of school buildings;
(b) density of population;
(c) natural boundaries;
(d) proximity of pupils to schools;
(e) welfare of the students; and safety of students;
(f) availability of school transportation, including
the time factor involved in getting to and from
school; transportation would be necessary in some
instances to implement the plan;
(g) boundary lines were drawn with a conscious effort to
move boundary lines to accomplish more integration of
the students.
4. School purposes could be shifted. (For instance, a junior high
could be converted to a grammar school and vice versa.)
5. Schools could be closed.
6. The use of a building could be changed to another and different
use,
-397-
7. The concept of bussing students across or through geographic
attendance zones to other geographic attendance zones solely for the purpose
of achieving a racial balance was not utilized.
8. Within the framework of these guidelines, every attempt was
made to integrate as many students as possible.
9. The target date for the implementation of this plan is
September 1970.
10. The present 6-3-3 school pattern is maintained in this short-
range plan.
Page 8
-398-
CURRENT AND PROPOSED PUPIL ASSIGNMENT PLAN
II
Introduction
For several years the school district has been operating under a
geographic zone and freedom of transfer plan. This plan allowed any pupil,
black or white, to be transferred upon application to a school outside of the
attendance zone in which he resided. Transfers were subject to limitations
with relation to school capacities.
Freedom of Transfer - Recommendations
Pupils shall not be allowed to transfer from any school where
his race is in the minority to a school where his race is in the majority,
except for valid educational and nonracial reasons. Transfers may be
allowed as an exception to this provision by preparing a written statement,
detailing the reasons given by the pupil or parents for making the transfer.
The educational reasons shall be stipulated by administrative personnel for
allowing the transfer, and the documentary information retained and filed in
the Administrative Office as a permanent record.
Pupils shall not be allowed to transfer to another attendance area
where overcrowding will result. If the transfer is refused, the pupil shall
be notified promptly in writing and will be given a choice of other schools
in the system serving his grade where space is available.
Page 9
-399-
It appears that no attempts have been made to gerrymander
attendance lines to perpetuate either all-white or all-black schools
intentionally. There are certain geographic areas in which more
integration can be achieved by a positive and intentional approach to
integrate blacks and whites in the school district.
High School - Assignment Plan
There are nine senior high schools which serve the pupils in
this district. There are six predominantly white schools, one predominantly
black school and two all-black. These are as follows:
Predominantly White Predominantly Black All Black
East Forsyth Atkins Carver
Mount Tabor Anderson
North Forsyth
Parkland
Reynolds
West Forsyth
Carver School
Carver School was constructed in 1947 to serve the black students
who lived in the County. Tn 1947 the County and the City had separate
school districts. The two were consolidated in 1963. Black children who
lived in the County attended the Carver School. It contained grades one
through twelve. Children were brought to the school from all areas of the
Page 10
-400-
County. The school at the present time houses grades one through twelve.
All pupils who attend are black. It now serves those pupils living within
its immediate geographic attendance area. There is a pre-school program
conducted at the school.
Carver School is the only one in the district that conducts
classes in grades one through twelve in the same building. It has approxi
mately 212 high school pupils, 256 junior high pupils, approximately 450
elementary school pupils and 350 pre-school pupils. The number 0f pupils enrolled
in the high school program are too few to offer an adequate program. The
number of pupils enrolled in the junior high program are too few also to
offer an adequate program. The elementary pupils should be integrated with
the adjacent and predominantly white elementary schools.
The Carver building is twenty-three years old and is in fairly good
condition. The best possible use that could be made of this facility is to
serve the Vocational Rehabilitation program. The building was constructed
originally to serve elementary, junior high and senior high pupils. Therefore,
the classrooms, library facilities and other facilities were planned for
the age levels of these groups and for the instructional programs suited to
these levels.
Recommendations
Anderson School. This school houses 417 high school pupils. These
pupils should be transferred to Parkland Senior High. Additional space will
be needed at Parkland. Mobile classroom units can be utilized temporarily;
Page
-401
however, it does take several months to bid, acquire and deliver them to
the site.
Carver School. This school houses 212 high school pupils. Carver
^“nior High should be phased out. One hundred twelve pupils should be
assigned to North Forsyth and one hundred to East Forsyth.
North and East Forsyth High Schools. There are sufficient
facilities and classrooms available at North Forsyth to handle the additional
112 students without any new construction. It will be necessary to construct
additional facilities at East Forsyth High School. Immediate plans should be
made and construction started as soon as possible in order to complete the
addition at East Forsyth High School. To the extent that the additions are
not completed by the fall of 1970, mobile classroom units can be utilized
temporarily.
Junior High School - Assignment Plan
There are 17 junior high schools in the school district. Eleven are
predominantly white, two predominantly black, three all black and one all white
The schools are as follows:
Predominantly White Predominantly Black All Black All White
Dalton
Glenn
Hill
Jefferson
Kernersvilie
Mineral Springs
Northwest
Philo
Southwest
Walkertown
Wiley
Hanes
Kennedy
Anderson
Carver
Pa i slev
Griffith
Page 12
-402-
Recommendations .
ANDERSON JUNIOR HIGH. This school houses 540 pupils. It is
recommended that Anderson Junior High School be phased out temporarily
and that the pupils be assigned as follows: approximately 200 to Philo
Junior High and 240 assigned to Hill. Both Hill and Philo Junior High are
predominantly white schools; they have excellent facilities, good educational
programs and both are operating under capacity. The transfer of pupils from
Anderson Junior High into Hill and Philo can be accomplished without additional
construction. The remaining 100 pupils will be reassigned to districts from
which they transferred.
CARVER JUNIOR HIGH. There are 256 pupils in this school. It is
recommended that the Carver Junior High School program be phased out and
that the Carver building be discontinued for a junior high school. The
pupils should be assigned from Carver Junior High as follows: approximately
106 to Mineral Springs Junior High School and approximately 150 to Walkertown
Junior High. Additions will have to be made at both of these facilities
to accommodate these pupils by 1970. It is recommended that mobile classrooms
be utilized temporarily.
PAISLEY JUNIOR HIGH. There are 550 junior high pupils in this
school. Paisley Junior High School is a very good junior high school facility;
however, it is currently operating at approximately one-half capacity.
Approximately 175 pupils from Paisley Junior High should be assigned to Wiley.
Approximately 575 white pupils should be assigned to Paisley Junior High to
Page 13
integrate and fully utilize this facility. The majority of the pupils
newly assigned to the Paisley School and who were not formerly assigned
come from the Whitaker Elementary attendance area and a part of the
Speas attendance area.
WILEY JUNIOR HIGH. This school houses approximately 820 pupils.
Wiley Junior High now has approximately 185 black students. With the
assignment of approximately 175 more black students from the Paisley School
area into Wiley, there will be 335 black students in Wiley Junior High.
There should be approximately 550 white pupils in the Wiley Junior High
attendance area. The existing feeder plan will have to be modified to
accomplish this recommendation.
DALTON JUNIOR HIGH - SOUTHWEST JUNIOR HIGH. Due to the fact
that some pupils will be shifted into the Paisley Junior High area from the Wiley
Junior High area and that, in turn, some pupils will be shifted from the Dalton
Junior High School area into the Wiley Junior High area, there will be additional
capacity at Dalton Junior High.
SOUTHWEST JUNIOR HIGH. This school houses approximately 1235 pupils.
It is overcrowded.
It is recommended that the Dalton Junior High area be expanded to
embrace part of the South Fork Elementary attendance area, and part of the
junior high pupils living in the South Fork Elementary attendance area who
formerly attended Southwest Junior High be assigned to Dalton Junior High.
It will relieve overcrowding at Southwest Junior High.
Page 14
-404-
Summary.
If this plan is implemented, there will be no all-black junior high
schools. Anderson Junior High will be temporarily phased out and its pupils
assigned to Philo and Hill Junior High. The use of Carver Junior High will
be changed and its pupils assigned to Mineral Springs Junior High and
Walkertown Junior High.
Paisley Junior High will be integrated and some of the black pupils
at Paisley will be reassigned to Wiley Junior High.
Page 15 .
-405-
E L F M F N T A R Y S C H O O I . S
P U P I L A S S I G N M E N T P L A N
A N D E R S O N S C H O O L
A n d e rso n S c h o o l is an excel lent facility. T h e school can be
converted to an elementary sch o o l . It i s , t h e r e f o r e , recommended that
A n d e rs o n be converted and used as an e lem entary school facility subject
to the following provis ions with r e f e r e n c e to pupils who will attend it.
M E B A N E E L E M E N T A R Y S C H O O I
Mebane E le m en tary S c h o o l is adjacent to the A n d e rso n Sch o o l
and w a s constructed in 1928 with an extension in 1 9 5 5 . T h e site is in
adequate containing only five a c r e s of land. T h e r e a r e approximately
504 b lack e lem entary pupils now attending Mebane E le m en tary S c h o o l .
R E C O M M E N D A T I O N S
It is recommended that the Mebane S ch o o l be abandoned and r a z e d ,
and that 104 pupils now attending Mebane be ass igned to the Diggs E le m .
S c h o o l to bring it up to c a p a c i ty , and that the remaining 400 pupils be
ass igned to the new A n d erso n E le m en tary S c h o o l , and that the five a c r e s
upon which Mebane E le m en tary S ch o o l now is situate be incorporated into
and made a part of the A n d erso n Elem entary S c h o o l s i te , thus increasing
it from 1 3 . 7 a c r e s to 1 8 . 7 a c r e s .
F O R E S T P A R K S C H O O L
F o r e s t P a r k E le m en tary S c h o o l w as constructed in 1924 and
th e re has been an addition s in ce that time. It has approximately 677 pupils.
P a g e 16
-406-
It is predominantly white and is reason ably n e a r the new A n d erso n E le m .
S c h o o l .
R E C O M M E N D A T I O N S
It is recom m ended that F o r e s t P a r k E le m en tary S c h o o l be closed
as an e lem entary school and that the building be utilized for an auxiliary
administrative building. 550 of the pupils now attending the F o r e s t P a r k
S c h o o l shall be assigned in the new geographic zoning a r e a into the
A n d e rs o n E le m en tary S c h o o l . T h e balance of the pupils at F o r e s t P a r k
shall be assigned to Waughtown E lem entary S c h o o l and E a s to n E le m en tary
S c h o o l .
C A R V E R E L E M E N T A R Y S C H O O L
C a r v e r E le m en tary S c h o o l is composed of approximately 464
black and 3 white e lem entary pupils, and it has been recommended that
the C a r v e r S c h o o l should be abandoned for school use for g r a d e s one
through twelve.
R E C O M M E N D A T I O N S
It is recom m ended that the C a r v e r E le m en tary S ch o o l be phased
out and that 250 C a r v e r E le m en tary pupils be assigned to the previously
al l-white P r i n c e Ibraham S c h o o l just north of the C a r v e r S c h o o l . A p p roxi
mately 125 of the C a r v e r E le m en tary pupils will be assigned to P e t r e e
E le m e n ta ry S c h o o l , which is at the p re sen t time predominantly white. T h e
remaining 89 pupils would be re a s s ig n e d to districts from which they t r a n s
f e r r e d . T h is will eliminate the C a r v e r E le m en tary district. T h e northern
half of the C a r v e r E le m en ta ry district will beco m e part of the P r i n c e Ibraham
Page. 17
-407-
district and the southern half of the C a r v e r E le m en tary S c h o o l district
will b e c o m e part of the P e t r e e E le m en tary S c h o o l district.
W H I T A K E R S C H O O L - C A R V E R C R E S T S C H O O L - B R U N S O N S C H C O I
c o m p l e x ' ~ --------------------------------------------- —
C a r v e r C r e s t S c h o o l is an a l l -b lack elem entary sch o o l , containing
approximately 475 students.
B ru n s o n E le m en tary S ch o o l is being used partially as an e lem entary
facility and partially for gifted students in the e lem entary g r a d e s .
Whitaker S c h o o l is a modern elementary school .
R E C O M M E N D A T I O N S
It is recommended that the C a r v e r C r e s t E lem entary S ch o o l be
c losed as an ord in ary e lem entary school facility; that the specia l c l a s s e s
for gifted students at B ru n s o n E le m e n ta ry , which a r e fully integrated, be
moved to the C a r v e r C r e s t S c h o o l , and the additional room s which a r e
not needed at C a r v e r C r e s t be utilized by school staff personnel as an
auxi liary administrative office. Approximately 200 of the pupils now attending
C a r v e r C r e s t and Kimberly P a r k would be assigned to Whitaker under
the new geographic attendance a r e a which has been draw n. Approximately
220 pupils form e r ly attending C a r v e r C r e s t a r e a would be assigned to
B r u n s o n E le m en tary S c h o o l under the new geographic attendance a r e a
which h as been d ra w n . T h is new assignment pattern and plan will r e
sult in approximately 200 black and 500 white pupils at Whitaker, and
220 black and 500 white pupils at B r u n s o n . T h e room for th ese additional
pupils at B r u n s o n will be c re a te d by the shifting of the specia l c l a s s e s
from B r u n s o n to C a r v e r C r e s t . T h e room for the additional 200 black
P a g e . 18
-408-
puptls at Whitaker will be made available by shifting approximately 200
pupils from the old Whitaker S c h o o l district to the new Moore S ch o o l
dis tr ic t . Approximately 150 pupils from C a r v e r C r e s t will be re a s s ig n e d
to North E le m e n ta r y .
^ O W R A N C E - M I N E R A L S P R I N G S - O A K S UMMIT E L F M F N T A R V -
_f a i r v i e w E L E M E N T A R Y COM PL F X ~ ~ &----------------------
L o w r a n c e E le m en tary Sch o o l is in the northern section of the
city and is predominantly b lack , but is attended by s e v e r a l white pupils.
North of L o w r a n c e S ch o o l is Mineral S p r in g s E le m en tary S c h o o l which
is predominantly white. It is operating at capacity and is adjacent to the
L o w r a n c e S c h o o l a r e a . North of the Mineral S p r in g s E lem entary S ch o o l
is the Oak Summit E le m en tary S c h o o l , which is at the p re sen t time operating
at approximately 200 under capacity .
R E C O M M E N D A T I O N S
It is recommended that 200 pupils be shifted from Mineral S p r in g s
E le m e n ta ry to Oak Summit E le m e n ta r y . Approximately 150 to 175 black
pupils be shifted from the L o w r a n c e district into the Mineral S p r in g s
E le m e n ta r y S c h o o l . Approximately 25 pupils will be moved from Fairv iew
E le m e n ta ry to L o w r a n c e E le m e n ta ry .
p age. 19
-HUy-
MQ-.Q£g ELEM EN TA R Y - SHERWOOD ELEM ENTARY - SOUTH FORK ELEM ENTARY
Moore Elementary School is an excel lent elementary facili ty ; however* it is
operating at under half capacity at the present t ime,
South F o rk Elementary is an older building and is overcrowded.
Sherwood F o r e s t is an excel lent gramm ar school facility* It is overcrowded.
Whitaker School is not now at capacity; however, additional capacity will be
needed to handle the approximately 200 elementary school children who will be assigned
to Whitaker f rom the Carver C res t School.
RECOMMENDATION
It is recommended that the dis tr ic t boundary lines of Whitaker, Moore, Sherwood
F o r e s t and South F o r k be redrawn so that all four of these schools will be operating at
approximately full capacity.
» i 1
BRUNSQifr ELEM EN TA R Y - ARDMORE ELEM ENTARY - MOORE E-LEMENTAftV
Tlig BfuhSbTi Elem entary d istrict has been expanded to include part bf the fearvfcf
C rest d istric t; a portion of the old Moore d istrict and a portion of the Ardm bre disttifct'.
This hew geographic attendance area for Brunson Elem entary School wili enable firtirisotf
to operate at alm ost full capacity and integrate the 220 pupils assigned there fr'dhi
C arv er C rest School;
KlMBERLEXPAftK ELEMENTARY
fhg Kiftifegrley P ith glehiehtat* district hdS fcgbfl tgdriWi *8 that HbW tkS ehtif*
district lies east oi the Chetty-Marshaii Exprgi&wayj ‘fke ptipiii att€hdiflg kiffit?fig!
Park who live west of the Expressway Will be assighed to Whitaketj
-410-
CHILDREN'S CENTER
A C h i ldren 's Center is fo r the physica l ly handicapped child. The Center is a
day s ch o o l and treatment center fo r chi ldren with n euro log ica l conditions and
or thop ed ic handicaps which prevent them f ro m attending public s ch o o ls . The schoo l
has four t e a c h e r s , is integrated , and has 46 white ch i ldren and 4 N egro chi ldren.
CENTRAL SCHOOL - REHABILITATION CENTER FOR THE MENTALLY RETARDED
The Central School plant is located at Race and Church Streets,
Winston-Salem, North Carolina, a site which consists of 1.56 acres and is
totally inadequate for a school site. The building is obsolete, extremely
crowded, and the safety of the children that attend school in this building is
seriously questioned. This facility should be abandoned and disposed of, and
the Rehabilitation Center should be moved to the Carver School Building. This
program is fully integrated and has 164 white students and 186 black students
attending it.
Page ___21̂
! I
-411-
Recommended Feeder School Plan for
Winston-Salem/Forsyth County Schools
Short Range for September, 1970
P a g e 22
-412-
HIGH SCHOOLS RACIAL MAKEUP
TOTAL NUMBER OF STUDENTS ATTENDING EACH AFTER IMPLEMENTATION OF THE PLAN
SCHOOL WHITE BLACK TOTAL 1
Atkins * 10 886 896
East 1474 165 1639
Mt. Tabor ** 8o4 1 805
North 1287 790 2077
Parkland 1445 42? 1870
Reynolds 1497 630 2127
West 900 23 923
TOTALS 7417 2920 10,337
Atkins is the only predominantly black high school.
Ten white students from throughout the district are enrolled in the
Vocational School.
** The Mt. Tabor High building houses 361 junior high pupils (9th grade).
These pupils were not included in the high school statistics but are
shown in the junior high school table.
Page 23
-413-
JUNIOR HIGH SCHOOLS - RACIAL MAKEUP AND TOTAL NUMBER
'ATTENDING EACH AFTER IMPLEMENTATION OF THE PLAN
SCHOOL WHITE BLACK TOTAL
Dalton 829 1 830
Glenn 769 2 771
Griffith 521 0
Hanes 13 575 588
Hill
i 537 281 618
Jefferson * 1117 l 1118
Kennedy 1 1043 1044
Kernersville 495 25 520
Mineral Springs 800 250 1050
Northwest 933 107 1040
Paisley 525 375 900
Philo 638 219 857
Southwest 1002 19 1021
Page 24
-414-
JUNIOR HIGH SCHOOLS - CONTINUED
SCHOOL WHITE BLACK TOTALj
| Walkertown
I----------------------------------------—
6oo 136 736
Wiley
1—------------ --
53^ 360 894
TOTALS
\ = =j
931^ 339^ 1 2 ,7 08
Only 757 students are housed in the Jefferson Junior High building.
361 ninth graders attend Mt. Tabor Senior High, but these iunior high
students attending Mt. Tabor High are included.
Page 25
GRAMMAR SCHOOLS - RACIAL MAKEUP AND TOTAL NUMBER
ATTENDING EACH AFTER IMPLEMENTATION OF THE PLAN
SCHOOL WHITE BLACK TOTAL
Anderson 550 400 950
Ardmore 5^5 7 552
Bolton 521 0 521
Brown
|----------------------- -
0 663 663
Brunson V70 250 720
Carver Crest
|j----------------- --- ------
183 7
Children's Center 1+6 4 50
Children's Home 180 0 180
I ' Clemmons
| 972 15 987
ii Diggs 0 709 709
|
Easton 318 146 464
Fairview 0 693 693
Page 26
-416-
GRAMMAR SCHOOLS - CONTINUED
l schools white 1 - black ■ " TOTAL T!
Fourteenth Street • 0 592
1------ ------------------ __---------
T i592
Griffith ! 1020 j 0
----- --------------f
1020
) j
Prince Ibraham ^6l 250 6 11
Kernersville 1116
1 i 36 1152
Kimberley Park
l
0 66 0 660
Konnoak
b------------------------
550 | 1 551
Latham j
12 42 7
Lewisville ‘ g02
L
-------- ------------
29 631
Lowrance !
|-------------------------;____________
i
562 1 574 j
Mineral Springs j
1—-----------------------!___________ 225
------------------ _l
857 j
| Moore j 700 0
--------— -------- -J
700 !
------- -
North Elementary q
: 830
~~i
830
Oak Summit | 3^7
--------------------------i____________L 30 887
Old Richmond 309 41 350
Old Town | 118 9 99 j 1288
P^ge 27
-417-
CRAMMAR SCHOOLS - CONTINUED
SCHOOLS____________
Petree
] WHITE
28l
-------- BLAL'K |________ TOTAL '
174 1 455
1
Rural Hall 6 71 '—1&OLP\
Sedge Garden 935 OJON
______
Sherwood Forest 732
----------------- f--- ---------- -
1------- ------ -------f------ -------------
| , !
1 733
1
Skyland 0
I---- ----------------
^83 j 483
South Fork 590
0 j 590
South Park 536
~ --------------------------- i___
' ----------- r------ -----------------1
4 ' 540
,1
| Speas j 996
1---------------- ------------i______________
------ ----------------------------------
2 998
1
Union Cross 659 4 i 663
j
j Vienna
11-------------- — — ------
42 3
-----------------
12 Z
Walkertown
j ------
^ !
926 91 10 17
1
Waughtown
j--------------------- -
—j
359 1 360
Whitaker
1
1__________ 536 200 736
Central Rehabilitation
School
—
166 186 352
TOTALS
: = 1
19 ,5 5 8
_________________ t
7,476
------ -------------■
27,034
Page 28
-418-
B R I E F S U M M A R Y O F P U P I L I N T E G R A T I O N
U P O N I M P L E M E N T A T I O N O F T H E P L A N
HIGH SCHOOLS
A l l sen ior high schoo l pupils will be attending s choo ls which have one or
m o r e pupils of the opposite race . Seventy per cent (70%) of the black pupils
will be integrated into predominantly white s ch o o ls . Two a l l -b la c k high schoo ls
have been phased out (Anderson and C arver ) . Atkins High School is a p r e d o m i
nantly black school .
Black pupils attending predominantly
white s ch oo ls p r i o r to plan.
A d d it i on a l b l a c k pupils i n t e g r a t e d into
p r e d o m i n a n t l y whi te s c h o o l s u n d e r the plan.
Black pupils attending predominantly
black s ch oo ls .
TO T A L
710
1 , 324
886
2 ,920
JUNIOR HIGH SCHOOLS
F ourteen of f i fteen junior high schoo ls wil l be integrated. N inety- f ive
p e r cent (95%) of all pupils will be attending s ch oo ls which have one or m ore
pupils of the opposite race . F i f ty - three per cent (53%) of the black pupils will
be integrated into predominantly white s ch oo ls . Two f o r m e r l y a l l - b la c k schoo ls
have been phased out - (Anderson and Carver ) . One f o r m e r l y a l l - b la c k school
has been fully integrated - (Pa is ley ) .
Black pupils attending predominantly
white s ch o o ls p r i o r to the plan. 470
Addit ional black pupils integrated into
predom inant ly white s ch oo ls under the plan. 1 ,306
Black pupils attending predominantly
black s ch oo ls after the plan.
T O T A L
1,618
3, 394
Page 29
-419-
E L E M E N T A R Y SCHOOLS
Tw enty -e igh t of f o rty e lem entary s choo ls will be integrated. Seventy -one
p ercen t (71%) of all pupils w il l be attending s choo ls which have one or m o r e pupils of the
oppos i te r a c e . T h ir t y - f o u r per cent (34%) b lack pupils wil l be integrated into
predom inant ly white s ch o o ls . C a rv e r E lem entary , C a rv e r C res t and Mebane, f o r m e r ly
a l l - b la c k s ch o o ls , have been phased out.
Black pupils attending predominantly
white s ch o o ls p r io r to the plan. 833
Black pupils attending the Rehabil itation
Center p r io r to plan. 186
Addit ional b lack pupils integrated into
predominantly white s ch oo ls under the plan. 1,400
Est im ate of additional b lack pupils who
w il l attend predominantly white s ch o o ls . 150
T O T A L 2, 569
B e cau se of the diff iculty in trac ing pupils by race , this est imate was made. It is
be l iev ed that by so doing a m o r e accurate f igure on b lacks integrated into white
s ch o o ls wil l be shown.
T O T A L NUMBER OF BL AC K PUPILS FROM A L L SCHOOLS
IN T EG RA TE D INTO PREDOM INANTLY WHITE SCHOOLS
WHICH PRIOR TO THE PLAN A T TE N D E D A L L - B L A C K OR
PRED OM IN AN TLY BL AC K SCHOOLS.
High Schools 1, 3Z4
Junior High Schools 1, 306
Elem entary Schools 1,400
T O T A L 4 ,030
T O T A L NUMBER OF A L L BL AC K PUPILS ATTENDING
P R ED O M IN AN TL Y WHITE SCHOOLS, INCLUDING THOSE
ATTEN DIN G B E F O R E AND A F T E R IM PLEM E N TATIO N OF
THE P L A N . 6, 379
Page 30
-420-
a d m i n i s t r a t i v e s t a f f
P R O F E S S I O N A L P E R S O N N E L - I N S T R U C T I O N A I
T H E P R O F E S S I O N A L P E R S O N N E L WHICH S T A F F S T H E IN
S T R U C T I O N A L S E G M E N T O F T H E S C H O O L S Y S T E M I S F U L L Y
I N T E G R A T E D A N D I S C O M P O S E D O F S E V E N B L A C K A N D
N I N E T E E N W H IT E P E R S O N S .
T h e facts obtained also c lear ly indicate that the black m em bers
of the professional instructional staff have been placed in positions of high
authority. T h e se v en black m e m b e rs of the professional instructional staff
hold the following posit ions :
1. T w o s u p e r v i s o r s of elementary education.
2 . One D i r e c t o r of se co n d a ry education.
3 . One s u p e r v is o r of s e co n d a r y education.
4 . One coordinator under Title I, E S E A .
5 . One coordinator of instructional m ater ia ls .
6 . One coordinator of instrumental music .
A D M I N I S T R A T I V E S T A F F - A D M I N I S T R A T I O N
T h e administrative staff is composed of seven p e r s o n s , all of
whom a r e white. T h e administrative staff is composed of the Superintendent
of S c h o o l s , A s s o c ia t e Superintendent of Instruction, A s s o c ia te Superintendent
of Administration, an Ass is tant Superintendent of Instruction, and an
A ss is tan t Superintendent of P e r s o n n e l , an A ss is tant Superintendent of
B u s i n e s s A ffa ir s , and a Com ptro l ler .
P a g e 41
-421-
R_ E_ C O . M_ M_ E N_D A _ l [ O . N
It is recommended that a black assistant superintendent be employed
no la ter than June 1 , 1 9 7 0 , and p r io r thereto if at all poss ib le . T h e dutie;
of this new post should be p r e s c r ib e d by the S c h o o l B o a r d . T h is new
position should c a r r y with it the duty and responsibility to fully participate
along with the other assistant superintendents in the development and formulc
tion of the general policies and decis ions made by the administrative staff
as a whole , in addition to the various specif ic duties that would be assigned
to this post by the S c h o o l B o a r d . It is recommended that as v a c a n c ie s
o c c u r in any of the above positions, they shall be filled on a nondiscriminatc
b a s i s .
S C H O O L P R I N C I P A L S A N D
A S S I S T A N T P R I N C I P A L S
T h e r e a r e fifty-one white principals and twenty-four assistant
white pr inc ipals . T h e r e a r e sixteen black principals and se v en assistant
black pr inc ipa ls . T h e s e principals and assistant principals s e r v e all the
e lem entary and s e co n d a r y schools in the distr ic t . Insofar as the ratio of
white principals and assistant principals to black principals and assistant
pr incipals is c o n c e r n e d , it sh o w s c lear ly that the policies of the school
staff and the B o a r d of Education have been nondiscr im inatory , and th ere
is approximately the sam e ratio of black principals and assistant principals
to white principals and ass is tants as the ratio of black t e a c h e r s to white
t e a c h e r s and black students to white students. It is recommended that
at least 50% of the black principals and ass is tants be placed in predominantly
white s c h o o ls . T h is transition should not be made until S e p t e m b e r 1970.
P a g e 32
-422-
E M P L O Y M E N T o f T F . A C H F R S P R I N C I P A I s , R Q A P H P C n i p
O T H E R P R O F E S S I O N A L P E R S O N N E L . R F T F N T I O M o f m e
p l a c e d T F A C H E R S , PRINCIPALS A P ^ s t a m t P Q . M ^ . n . , „
C O A C H E S A N D A S S I S T A N T C O A C H E S . A N D O T H E R P B n F p g g , n
P E R S O N N E L , D I S P L A C E D B Y T H E IM P! P M F N T A T i n i s i O F T M I g
P L A N .
T e a c h e r s , Pr inc ipa ls , assistant pr inc ipa ls , c o a c h e s , assistant
c o a c h e s , and any and all professional personnel shall not be employed,
d i s m t s s e d , demoted, retained o r p assed o v e r for re-employment o r p r o
motion on the grounds of r a c e . (No such p rac t ice has been found to
exis t in this school d is t r i c t . ) In any instance w h e r e one o r m ore t e a c h e r s ,
pr incipals , ass is tant principals , c o a ch e s , ass is tant c o a c h e s , o r o ther p ro
fessional p e rs o n n e l , a r e to be displaced as result of the implementation
of this desegregat ion plan, no staff v a c a n c y in tie system will be filled
through recruitm ent from outside this sy s tem unless no such displaced staff
m e m b e r is equally qualified to fill said v a c a n c y . In the event th ere is to be
a reduction in the number of t e a c h e r s , p r inc ip a ls , assistant principals ,
c o a c h e s , ass is tant c o a c h e s , o r other professional personnel in the system
by r e a s o n of the implementation of this plan, the qualifications of all
profess ional personnel in the various levels in which the professional p e r
sonnel is part icularly qualified will be evaluated without consideration of
r a c e in o r d e r to determine which a r e not to be re - e m p lo y e d . It is
antic ipated that fe w , if any, professional personnel will need to be dis
placed by the implementation of this plan, and in e v e r y instance a s i n c e r e
and honest effort should be made to retain all professional personnel in
their p re se n t capacit ies and at their p re se n t g rad e and pay level.
P a g e __ 33
-423-
T R AN S E C R_T A.'i l Q >j
T h e W inston-Sa lem / r-orsy th County S ch o o l S y s t e m o p e r a te s 217
school b u s e s funded bv the S ta te of North C a ro l in a . T en of these b u s e s
a r e locally owned but operated for the first time this y e a r at S ta te e xp e n se
to t r a n s p o r t 400 S p e c ia l Education students to specia l c l a s s e s for the mentally
re ta r d e d . T h e remaining 207 b u s e s a r e state operated and a r e used to t r a n s
port 1 8 , 1 0 0 students accord ing to transportation laws of North C aro l in a .
S tudents a r e ass igned to b u s e s without re g a r d to r a c e , c o lo r , o r national
or ig in . All school bus routes a r e designed to s e r v e students in the school
attendance a r e a in which the bus is ass igned and they a r e not routed to
s e r v e students who live outside the attendance a r e a of the school o r schools
to which they a r e a ss ig n ed . E v e r y bus is ass igned to a school and is under
the superv is ion of a pr incipal.
U n d er the p re se n t state law , transportation is provided for students
who live in a r e a s outside the city limits, students in a r e a s annexed after
C- K ■ •'■ a ' '3 .T.< ■;o M -rwij ****• f r,Y*$£.r • if’ i' 1 -U j.February o , l t / 5 / , '-ana students who live inside the city limits but live
in the attendance a r e a of a school located outside the city limits.
No transportation is furnished by the S ta te for these students living
inside the city limits of W in ston -Sa lem as it existed p r io r to F e b r u a r y 6 ,
1 9 5 7 . A F e d e r a l Court h a s o r d e r e d all bus s e r v i c e to c e a s e within the
city a s it now e x i s t s . T h e r e f o r e , it is assum ed that no student within
the city limits as it now exists will have transportat ion t h e r e f o r e , proximity
of a student to â school c e n te r b e c o m e s a vital fa c to r in drawing attendance
a r e a s and development of fe e d e r p a t t e r n s .
Page. 34
-424-
A F F I R M A T I V E D U T Y O F T H E B O A R D O F E D U C A T I O N A N D
S C H O O L O F F I C I A L S T O B U I L D AND L O C A T E S C H O O L S
ON A N O N D I S C R I M I N A T O R Y A N D N O N R A C I A L B A S I S .
A school plant is usually utilized between forty and sixty y e a r s .
T h e location and construction of a school plant is influenced by fac to rs
such as curr icu lu m , instructional p r a c t i c e , the psychology of learn ing ,
policies on school s i z e , g ra d e grouping p at tern s , ag e s and num bers of
pupils to be s e r v e d , population geographical distribution, and land use
p a t tern s . S c h o o ls must n e c e s s a r i l y be located w h e r e people with children
a r e living and will in all probability continue to live during the lifetime
of the building. H o w e v e r , in addition to these fundamental princip les of
school planning and location, must be added the fac tor that new schools
should be built and located on a nonracial and nondiscrim inatory b a s i s .
R E C O M M E N D A T I O N S
It is recom m ended that the S ch o o l B o a r d adopt a policy of locating
new sch o o ls on a nonracia l and nondiscr iminatory b a s i s .
Page 35
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UNITED STATES DISTRICT COURT
MIDDLE DISTRICT OF NORTH CAROLINA
WINSTON-SALEM D IV IS IO N
C -174-W S-68
CATHERINE SCO^T, e t a ls ,
P l a i n t i f f s
vs.
WINSTON-SALEM/FORSYTH COUNTY
BOARD OF EDUCATION, e t a ls ,
D e fe n d a n ts
TRIAL TRANSCRIPT
VOLUME I OF V I
(Pages 1 - 113 )
P u rs u a n t to n o t ic e th e above—s ty le d case was h e a rd i n th e
U n ite d S ta te s C o u rtro o m , P o s t O f f ic e B u i ld in g , W in s to n -
S a lem , N o r th C a r o l in a , commencing a t 1 0 :0 0 a .m . on th e 9 th
day o f J a n u a ry , 1970 .
HONORABLE EUGENE A . GORDON, PRESIDING
APPEARANCES
F o r th e P l a i n t i f f s :
ADAM STEIN , E sq.
JULIUS LeVONNE CHAMBERS, E sq.
F o r th e D e fe n d a n t W in s to n -S a le m /F o rs y th C oun ty B oa rd o f
E d u c a t io n :
WILLIAM F . WOMBLE, E sq.
JOHN L . W. GARROU, E sq.
P o r th e D e fe n d a n t B oard o f C o u n ty C om m iss ion e rs o f F o rs y th
C o u n ty :
RODDEY M. LIGON, J R . , E sq.
P. EUGENE PRICE, J R . , E sq.
l o r th e D e fe n d a n ts N .C . S ta te B oa rd o f E d u c a t io n and D r
C h a r le s F . C a r r o l l :
ANDREW A . VANORE, J R . , E sq .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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P R O C E E D I N G S
THE COURT: Gentlemen, in view of recent decisions
by our Court of Appeals and Supreme Court in early December
there, or about that time, I thought that I should review
the files and kindly assure ourselves that we were moving
along as expeditiously as possible, and to be sure that I
was discharging any duty that I had in the matter, while
we have other cases that would appear as urgent as this one.
As a result Mr. Smith did write you and later I wrote you
about this morning possibly beginning the hearing of this
matter on its merits. As we know - as the lawyers know and
as I know - the matter is not technically in that shape for
hearing on the merits that we usually have. There are
interrogatories that the plaintiffs have submitted that
the Defendant Board of Education has objected to to be
ruled upon. There's a summary judgment to be ruled upon
from the Forsyth County Board of Commissioners, and I am
sure it is timely, but today we received the response from
the plaintiff to the Board of Commissioners' motion for
summary judgment. The motion for summary judgment was filed
the latter part of December, and I'm sure that this response
is timely. Of course, I've not read it.
Also I recall that the State Board of Education,
the Superintendent had made a motion for summary judgment
earlier, and I denied it without prejudice to renew that
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
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motion at the conclusion of discovery. I am not suggesting
that they should renew it or intimating that they will. I
simply don't know. But in any event, in accordance with
my ruling at that time, they would be privileged to submit
such motion again at the conclusion of discovery.
The shape that it is now in, discovery has not
been concluded. We do not have a final pretrial order,
which is always helpful to me in a case, and I believe
helpful to you, because it allows us to concentrate our
thinking of those matters and things that can be stipulated
on; it narrows the issues, and in many ways— well, to me,
after 1 get the final pretrial order, I don't care about
the complaint, the answer or other pleadings. I go by the
pretrial order that we do not have in this case.
In the meantime, the plaintiffs, as they were
privileged to do, have moved for a hearing on a preliminary
injunction. I am not a native of Winston-Salem. Since
being here and in this job, I haven't felt that I could
associate and so forth where I became knowledgeable about
these matters, such as schools and other institutions,
feeling that I could do this job better if I didn't so get
connected with various committees and organizations. There
fore I am not familiar with this system, and what has been
done and what is proposed, as you who work with it, talk
about it, discuss it, and know about it. So for me to make
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N C
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any intelligent ruling in this matter - that is on the
preliminary injunction - you have got to tell me about it,
both sides. I am sure that you wouldn't either want me to
make a ruling without the full facts.
Now, that being the case - and I had written the
letter about maybe we could hear this, or begin to hear it,
on its merits for the reason that I would have to know as
much about it to evaluate the merit or merits of the pre
liminary injunction as I would have to know as much about
it to rule on the preliminary injunction as I would to rule
on it on its merits. So this is all my thinking out loud
as to Just what we do. I know the county commissioners do
not want to be here without having their motion for summary
Judgment ruled on. I'm sure the state doesn't. But again
I have got to know something about it for that. I have the
feeling that if the plaintiffs can show that which they
have alleged in the complaint - that there is a genuine
issue with reference to the County Commissioners - if they
can show what they allege about the state courts, the
superintendent - there is a genuine issue. But I don't know
what they can show. I haven't heard that yet. I have Just
a disinclination to rule on matters without giving the
people an opportunity to be heard, and on the other hand,
there is Just limited time for people, and people should
not be brought into litigation that's expensive and time-
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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-429-
consuming unless there is a real honest contention that
that defendant has been doing— that there is some relief
against that individual. You might well show that there is
no cause for relief against the County Board or the State
Board. On the other hand, you might show that there is.
I Just don't know. I know there is much to be done, and
if there isn't a real reason for having some person in,
that party or that group should not be forced to sit here
in this matter.
We have an alternative of maybe trying to wrestle
with the summary judgment of the County or going ahead and
getting the plaintiffs to start with their evidence, and if
you agree that this is on the merits, and go as far as we
can today, we could rule on the interrogatories and then go
to that. Mr. Chambers, you and Mr. Stein, what do you say
we should do next?
MR. CHAMBERS: Your Honor, we request that the
Court first rule on our motion for preliminary injunction.
In the view of the status of the law today and the cases
today, we don't think that anything else need be shown than
^*6 fact that this Board has maintained and is presently
maintaining racially separated schools. It has no plan
for integration of those schools. This school system
according to the interrogatory that they filed does have
an all-black and all-white schools in the system. The
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e . 7 6 5 - 0 6 3 6
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1 Fourth Circuit has held that that showing alone would be
sufficient to require that the BQard bring in a plan for
complete desegregation. The second issue, as we see it,
would be the adequacy of the plan that is submitted by the
Board when it is submitted, and the time that that plan is
to be implemented. We think the first hurdle that we have
here is whether the Board should be required to bring in a
plstt* ana we think that the evidence here today is clear
that the Board should be required to bring in a plan and
should be required to bring it in immediately. That's the
purpose for our motion for preliminary injunction. We
quite agree with the Court that this case is not in the
stage where we normally consider cases for trial on the
trials of the merits. We haven't had a ruling on the
Board's objections to our interrogatories. We have just
today submitted some supplementary answers to interroga
tories of the Board; we have just today responded to the
motion of the County Commissioners for summary judgment}
and we have just today submitted a stipulation with the
State Board for the State Board to withdraw its motion
requiring the plaintiffs to file additional answers to
interrogatories. We don't think, however, that rulings
on these motions and objections would be material to the
problem that is now before the Court in view of the case
law today - that being whether this Board is constitutionally
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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obligated to submit a plan for complete desegregation now*
That is why we submit that the priority in procedure here
should be in the Court's consideration of our motion for
preliminary injunction.
The Court indicated some concern about whether
the State Board of Education should be in the proceeding.
We think that there is no question at all about the necessi
of keeping the State Board in the action. Case law today
indicates clearly that the State Board has an obligation
in this area to require that school boards come forth with
a plan for complete desegregation. The Court indicated
some concern about the Board of County Commissioners. Here
too, we submit that the case law would require that the
County Commissioners remain in this proceeding. The County
Commissioners appropriate funds for this local Board to
operate the public schools, and the case law that we have
cited in the response to the motion for summary judgment
by the County Commissioners, we submit, would require that
the County Commissioners be kept in the proceeding as a
party defendant.
The basic problem being now should this Board of
Education be required to submit a plan, we would submit
tnat the Court should first proceed to determine whether
the facts that we can present today sufficient to warrant
the Court in ordering the Board to submit a plan. Once the
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 * 0 6 3 6
-432-
C o u r t makes t h a t d e te r m in a t io n , i f i t d e c id e s t h a t th e
f a c t s a re i n s u f f i c i e n t , e v e ryb o d y w i l l be d is m is s e d and we
w o u ld n 't have to go any f u r t h e r .
THE COURT: Then you a re s a y in g , M r. C ham bers,
t h a t I ' v e g o t t o h e a r enough to f i r s t come to a c o n c lu s io n
o r a r r i v e a t a d e c is io n on th e is s u e o f w h e th e r th e r e i s a
d u a l s ys te m . I f th e r e i s , i f I c o n c lu d e th e re i s a d u a l
s ys te m , th e n I r e q u ir e th e p la n . B u t th e is s u e as to
w h e th e r th e r e i s o r n o t a r a c i a l sys te m , I have g o t t o pass
o v e r f i r s t , have I n o t?
MR. CHAMBERS: I w o u ld a g re e , Y o u r H o n o r, b u t I
t h in k th e ^ o u r t c o u ld a lm o s t ta k e j u d i c i a l know ledge o f t h a t
f a c t . T h e re i s no q u e s t io n h e re a b o u t th e num ber o f a l l
b la c k s c h o o ls and th e num ber o f a l l - b l a c k s c h o o ls . T h a t i s
enough. The case b e fo re th e F o u r th C i r c u i t i n December -
N e s b i t t v e rs u s C i t y B oard o f E d u c a tio n - p re s e n te d th e
same q u e s t io n . They had one b la c k s c h o o l, p e r io d . The
C o u r t s a id t h a t was enough to r e q u ir e t h a t th e y in t e g r a t e ,
and th e y in te g r a te d im m e d ia te ly . And h e re we can show
more th a n one b la c k s c h o o l and show more th a n one w h i te
s c h o o l.
THE COURT: I w onder— t h a t i s a q u e s t io n t h a t
has been g o in g th ro u g h my m ind - when i s a s c h o o l sys tem
a b o lis h e d , a d u a l s ys te m . Now, I can see t h a t i n some
sys tem s o p e ra te d as th e y have been , and as you know th e y
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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have been and as I know th e y have b e e n , t h a t i f th e y had
one b la c k s c h o o l o r one w h ite s c h o o l, t h a t w o u ld be a
r a c i a l s ys te m . B u t do you ta k e th e p o s i t i o n t h a t th e la w
says t h a t i n e v e ry d i s t r i c t w here th e r e i s — l e t ' s say
th e y had f o r t y s c h o o ls . I f th e r e was one a l l - w h i t e s c h o o l,
o r on th e o th e r hand one a l l - b l a c k s c h o o l, t h a t i t f o l lo w s
t h a t t h a t i s a r a c i a l system ?
MR. CHAMBERS: Y o u r H o n o r, i n t h i s s c h o o l sys te m ,
we d o n ' t even need t o g e t t o t h a t q u e s t io n . T h e re i s no
q u e s t io n a t a l l h e re a b o u t th e n e c e s s i ty f o r r e q u i r in g t h i s
B oa rd to come i n w i t h a p la n f o r c o m p le te d e s e g re g a t io n .
Case la w i s le g io n on t h a t p o in t . We a r e n ' t t a l k in g a b o u t
one s c h o o l i n t h i s sys tem t h a t ' s b la c k and one t h a t ' s a l l -
w h i te , n o r a re we t a l k in g a b o u t w h e th e r t h i s B oard has
ta k e n s u f f i c i e n t s te p s to d e s e g ra te ; i t h a s n ' t done a n y th in g .
And so we r e a l l y a r e n ' t co n ce rn e d w i t h t h a t p ro b le m . B u t
i n answ er to th e C o u r t 's q u e s t io n , I w o u ld say t h a t t h a t
w o u ld be a s e g re g a te d s c h o o l, one s c h o o l i n a s ys te m , b u t
h e re we a r e n ' t even co n ce rn e d w i t h t h a t , because t h i s B oard
h a s n ' t done a n y th in g - c e r t a in l y n o t w h a t th e C o n s t i t u t io n
r e q u ir e s - to even b e g in d e s e g re g a t io n o f th e s c h o o ls . And
i n v ie w o f t h a t , we t h in k t h a t j u s t a show ing o f answ ers
to in t e r r o g a t o r ie s w o u ld be s u f f i c i e n t t h a t th e p la n be
s u b m it te d .
THE COURT: I was h o p in g , w i t h o u t kn o w in g t h a t
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N. C
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th e s i t u a t i o n was n o t t h a t w ay, and th e re a s o n - and I
d o n ' t m ind t e l l i n g you - th e re a s o n I s u rm is e i t , t h a t i t
w a s n 't t h a t th e p l a i n t i f f s had n o t i n t im e s p a s t been to o
u p s e t h e re , and th e r e was a b e l i e f t h a t maybe t h i s B oa rd
was g o in g a lo n g and had made moves to w a rd a u n i t a r y sys te m .
The f a c t t h a t t h i s s u i t i s c o m p a ra t iv e ly r e c e n t , as th e s e
s u i t s g o , and p e rh a p s - you know - t h i s was s in g u la r maybe
i n th e a s p e c t t h a t th e y w ere m ov ing t o e ra s e a d u a l s ys te m .
1 know t h a t many of th e s u i t s — th e Durham s u i t , th e
R e id s v i l l e s u i t , and o th e rs - have been g o in g on a lo n g
t im e , and maybe th e y c o u ld n ' t g e t to a l l o f them and t h a t
you j u s t came to t h i s one l a t e r .
MR. CHAMBERS: Y o u r H o n o r, I t h in k th e d i f f e r e n c e
i s - w e l l , th e case t h a t was j u s t a rg u e d y e s te rd a y i n th e
F o u r th C i r c u i t - Chambers v e rs u s I r e d e l l C ou n ty - was f i l e d
i n '6 9 . The C o u r t h e a rd th e case and because o f th e r u l i n g
of th e Supreme C o u r t i n th e M is s is s ip p i cases d e c id e d t h a t
i t had to go ahead w i t h th e d e c is io n and re n d e re d a d e c is io n
and a c c e p te d a p la n , and t h a t case was a p p e a le d t o th e
F o u r th C i r c u i t . The m o tio n was f i l e d on December th e 22nd
f o r an i n ju n c t i o n p e n d in g a p p e a l. The C o u r t h e a rd th e case
y e s te rd a y , J a n u a ry th e 8 th , on th e m o t io n . I t d i d n ' t g e t
to th e r e a l m e r i t s o f th e c a s e , j u s t th e q u e s t io n o f w h e th e r
th e B oard was o b l ig a te d th e re t o p ro c e e d im m e d ia te ly w i t h
c o m p le te d e s e g re g a t io n . T h is case on th e m e r i t s w i l l in v o lv e
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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more th a n j u s t th e adequacy o f a p la n f o r in t e g r a t i n g th e
s c h o o ls . We have a l le g e d th e v a r io u s a s p e c ts o f d is c r im in a
t i o n t h a t we c o n te n d e x is t s i n th e s y s te m , d e a l in g w i t h th e
k in d s o f f a c i l i t i e s t h a t a re made a v a i la b le a t th e s c h o o ls ,
e t c e te r a . T h a t i s one th in g t h a t has ta k e n some t im e i n
th e c o m p le t io n o f d is c o v e r y . B u t a t t h i s s ta g e , we t h in k
t h a t th e one a s p e c t o f th e case does r e q u ir e im m e d ia te
a t t e n t io n , and t h a t i s we t h in k t h a t th e C o u r t s h o u ld r e q u ir *
th e B oa rd t o come i n w i t h a p la n f o r c o m p le te d e s e g re g a t io n .
THE COURT: A l l r i g h t . M r. Womble, w h a t do you
say a b o u t t h a t , th e m a t te r o f w h a t we p ro c e e d to do?
MR. WOMBLE: The s ta te m e n t o f th e p o s i t i o n o f
th e p l a i n t i f f s i n t h i s case v e r y c le a r l y d e m o n s tra te s th e
n e c e s s i ty f o r a h e a r in g on b o th s id e s . The c o n te n t io n s t h a t
th e S c h o o l B oard has done n o th in g a re a b s o lu te ly c o n t r a r y
t o o u r u n d e rs ta n d in g o f th e f a c t s , and we can show and we
p ro p o s e t o show when t h i s m a t te r - when we a re a f fo r d e d an
o p p o r tu n i t y t o be h e a rd - t h a t th e p ic t u r e w i t h r e s p e c t t o
w h a t t h i s sys tem has done o v e r th e y e a rs i s d i f f e r e n t fro m
w h a t th e p l a i n t i f f s c o n te n d .
Now, in s o f a r as th e m a t te r o f c o m p o s it io n o f th e
s c h o o ls g o , we ta k e th e p o s i t i o n t h a t th e mere show ing by
th e p l a i n t i f f s o f c e r t a in s c h o o ls t h a t a re a t te n d e d by
p u p i ls o f a l l one ra c e o r a l l a n o th e r i s n o t s u f f i c i e n t t o
have th e C o u r t jum p to th e c o n c lu s io n t h a t t h i s i s n o t a
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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non d is c r im in a to r y u n i t a r y s c h o o l sys te m , and t h a t i t w o u ld
be h ig h ly in a p p r o p r ia te and h ig h ly d e t r im e n ta l t o th e
s c h o o l sys te m f o r th e C o u r t t o a c t on any such a s s u m p tio n .
The C o u r t i n th e case o f W a sh in g to n , D. C. made no such
s u g g e s t io n t h a t th e la w i s as M r. Chambers has s ta te d i t to
b e . Even i n th e N o r f o lk c a s e , th e B re w e r -N o r fo lk c a s e ,
d e c id e d i n o u r F o u r th C i r c u i t , th e C o u r t - I t h i n k - was
v e ry c le a r upon c a r e fu l a n a ly s is o f t h a t case t h a t when you
a re t a l k in g a b o u t a u n i t a r y s c h o o l sys te m , you a re t a l k in g
a b o u t w h e th e r o r n o t t h a t s c h o o l sys tem i s r e a l l y o p e ra te d
on a n o n - d is c r im in a to r y b a s is , and t h a t th e n e ig h b o rh o o d
c o n c e p t o f a s s ig n in g c h i ld r e n to s c h o o l i s re c o g n iz e d as
b e in g a la w f u l and p ro p e r c o n c e p t, and t h a t th e m ere f a c t
o f h a v in g c h i ld r e n o f one ra c e and one n e ig h b o rh o o d i n and
o f i t s e l f i s n o t s u f f i c i e n t f o r th e C o u r t t o come t o a con
c lu s io n and to a u to m a t ic a l ly d e c id e a c a s e , o r t o g iv e
r e l i e f e i t h e r p e rm a n e n tly o r p r e l i m i n a r i l y .
THE COURT: Then you ta k e th e p o s i t i o n - i f I
u n d e rs ta n d you r i g h t - c o n t r a r y to w ha t M r. Chambers d o e s ,
t h a t you can have a u n i t a r y sys tem and s t i l l have a l l - w h i t e
o r a l l - b l a c k s tu d e n ts ?
MR. WOMBLE: Y es, s i r , ' I t h in k a s ta te m e n t o f
th e C o u r t i n th e K n o x v i l le c a s e , w h ic h was a '6 9 c a s e ,
s u c c in c t l y in d ic a te s t h i s id e a . A q u e s t io n p re s e n te d i n
t h a t case was t h i s , w h e th e r th e K n o x v i l le S ch o o l System i s
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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c o m p le te ly d e s e g re g a te d i n s p i t e o f th e f a c t t h a t th e
N egro s c h o o ls u n d e r d u a l o p e r a t io n re m a in e d i d e n t i f i a b l e
as N egro s c h o o ls and a re a tte n d e d a lm o s t e x c lu s iv e ly by
N egro s tu d e n ts . And th e C o u r t s a id t h i s : " I t w i l l be
s u f f i c i e n t to say t h a t th e f a c t t h a t th e r e a re i n K n o x v i l le
some s c h o o ls w h ic h a re a tte n d e d e x c lu s iv e ly o r p re d o m in a n t ly
b y N egroes does n o t b y i t s e l f e s t a b l is h t h a t th e d e fe n d a n t
B o a rd o f E d u c a tio n i s v i o l a t i n g th e c o n s t i t u t i o n a l r i g h t s
o f th e s c h o o l c h i ld r e n o f K n o x v i l l e . "
I t h in k one o f th e t r a g e d ie s o f t h i s m a t te r , o f
th e m a t te r o f a s c h o o l a d m in is t r a t io n as i t r e la t e s to
in t e g r a t i o n , i s th e a t te m p t t o s h o r t - c i r c u i t th e w h o le
p ro c e s s o f re a s o n and t o jump to some c o n c lu s io n t h a t i t i s
s im p ly a num bers game, and t h a t t h a t i s a l l th e C o u r t i s
in te r e s te d i n and a l l th e C o u r t has to be in t e r e s te d i n .
THE COURT: W e ll , M r. Womble, and s p e a k in g t o a l l
a t to r n e y s and e s p e c ia l ly to th o s e o f you r e p r e s e n t in g th e
C o u n ty B oard and th e S ta te B oard who l i k e l y w i l l have
m o tio n s a b o u t th e m a t te r - and I b e l ie v e M r. Chambers
in d ic a te d i n a l e t t e r t h a t he th o u g h t t h i s s h o u ld be con
s id e re d on th e m e r i ts - t h a t we w o u ld n o t have to go b ack
th ro u g h t h i s - t h a t he was a s k in g f o r p r e l im in a r y i n ju n c t i o n
b u t th e q u e s t io n i s can we s t ip u la t e t h a t w h a te v e r i s
in t r o d u c e d d u r in g t h i s p ro c e e d in g can be c o n s id e re d i n
d e c id in g th e case on th e m e r i t s . M r. C ham bers, I b e l ie v e
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l f . D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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you in d ic a te d t h a t w o u ld be a l l r i g h t w i t h you?
MR. CHAMBERS: T h a t 's r i g h t , Y o u r H o n o r.
THE COURT: And I w i l l say r i g h t o f f - I have
re c e iv e d some c r i t i c i s m b u t I t h in k i t i s a c o m p lim e n t - t h a t
I use up a l o t o f t im e l i s t e n in g t o p e o p le when o th e r ju d g e s
w o n 't do i t . T h a t 's my n a tu r e , and I 'm g o in g to g iv e th e
p l a i n t i f f s and d e fe n d a n ts t im e to be h e a rd b e fo re I make
any d e c is io n i n t h i s m a t te r . I t i s im p o r ta n t t o me and i t
i s im p o r ta n t to y o u . B u t I am g o in g to g iv e you an o p p o r
t u n i t y t o be h e a rd . I s t h a t a g re e a b le w i t h th e S c h o o l B oard
t o have t h i s c o n s id e re d on th e m e r i t s w i t h am ple t im e to
h e a r th e B o a rd 's p o s i t i o n , M r. Womble?
MR. WOMBLE: I t h in k my answ er to y o u r q u e s t io n
i s y e s . I was t r y i n g t o a n a ly z e i t as t o - o r t r y i n g to
u n d e rs ta n d i t - w h e th e r you a re s u g g e s t in g t h a t we p ro c e e d
im m e d ia te ly i n t o a h e a r in g o f th e case on th e m e r i t s
w i t h o u t th e c o m p le t io n o f p r e t r i a l d is c o v e ry and th e n o rm a l
c o u rs e o f e v e n ts i n h a v in g c o u n s e l have a f i n a l p r e t r i a l
c o n fe re n c e and have a f i n a l p r e t r i a l o rd e r e n te re d .
THE COURT: What I was t h in k in g , w h a t was g o in g
th ro u g h my m ind was - I d o n ' t know how much t im e i t w i l l
ta k e th e p l a i n t i f f s to in t r o d u c e t h a t w h ic h th e y w is h t o ,
and I d o n ' t know how much t im e i t w i l l y o u , b u t I was t h in k
in g t h a t we l i k e l y c o u ld n o t c o n c lu d e i t a l l to d a y . I
w o u ld have to re a r ra n g e my s c h e d u le f o r some t im e l a t e r to
G R A H A M E R L A C H E R d A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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resum e th e h e a r in g , and h o p e f u l ly you a l l a re n o t as busy
as I am, b u t t h a t c e r t a i n l y — I do n o t b e l ie v e t h a t ; I am
s u re you a re a l l b u s y , b u t h o p e f u l ly b e fo re we g o t b ack
to g e th e r a g a in , I c o u ld d i r e c t t h a t you a l l m eet and p e rh a p s
w o rk o u t some s k e le to n fo rm o f f i n a l p r e t r i a l o rd e r t h a t
w o u ld be h e lp f u l t o u s , p r i o r to th e t im e we s t a r t a g a in .
B y t I d o n ' t know.
MR. WOMBLE: L e t me j u s t m e n tio n one t h in g w h ic h
w o u ld be i l l u s t r a t i v e o f w h a t was ru n n in g th ro u g h my m ind
i n c o n n e c t io n w i t h t h i s . T h is m o rn in g M r. Chambers has
v e ry k in d ly fu r n is h e d u s w i t h a l i s t o f e x h ib i t s he w o u ld
p ro p o s e to o f f e r i n t o e v id e n c e . They ru n some f i f t y - e i g h t
i n num be r. Some o f them we a re f a m i l i a r w i t h and some o f
them we a re n o t . Some o f them we e i t h e r have i n e x h ib i t s
o r i n th e l i b r a r y i n fo rm o f o rd in a n c e s o r case d e c is io n s ;
some o f them we have n e v e r seen o r h e a rd o f . Among th o s e
e x h ib i t s l i s t e d a re th e answ ers o f th e W in s to n -S a le m /
F o rs y th C o u n ty B oard o f E d u c a tio n t o th e p l a i n t i f f s '
I n t e r r o g a t o r ie s , and th e s e a re th e y ( i n d i c a t i n g ) . Now, i f
i t ' s a m a t te r o f th e s e b e in g o f fe r e d in t o e v id e n c e and th e
o th e r e x h ib i t s , we w o u ld o f c o u rs e w a n t to have an o p p o r
t u n i t y t o c o n s id e r them fro m th e s ta n d p o in t o f t h e i r b e in g
o f fe r e d in t o e v id e n c e and d e te rm in e w h a t, i f a n y , o b je c t io n s
we m ig h t have w i t h re s p e c t to re le v a n c y , o r w h e th e r o r n o t
th e y a re docum ents t h a t a re s u f f i c i e n t l y a u th e n t ic a te d to
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
123 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e : 7 6 5 - 0 6 3 6
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be p u t i n t o e v id e n c e , and any o th e r q u e s t io n s t h a t m ig h t be
p e r t in e n t w i t h r e fe re n c e to w h e th e r we w o u ld o b je c t t o
t h e i r com ing i n . So i t does seem to us t h a t th e r e a re some
th in g s t h a t need to be done i n o rd e r f o r t h i s m a t te r t o be
h e a rd on th e m e r i t s .
And I w o u ld l i k e t o say t h i s , Y o u r H o n o r, t h a t
w h i le t h i s i s p ro b a b ly more p e rs o n a l th a n le g a l , t h a t w h i le
t h i s i s v e ry much an a d v e rs a ry p ro c e e d in g i n many r e s p e c ts ,
I f e e l i t i s a m a t te r t h a t i s o f g e n u in e c o n c e rn t o t h i s
com m un ity as a w h o le , and n o t j u s t b la c k s and n o t j u s t
w h i te s , b u t to th e C i t y o f W in s to n -S a le m and th e C o u n ty o f
F o rs y th as a w h o le , and t h a t i n a r e a l sense - t o th e
e x te n t t h a t we have d i f f e r e n c e s - th e y a re m a tte rs t h a t
need to be w orked o u t i n a good s p i r i t and w i t h good w i l l ,
and we c e r t a in l y s ta n d re a d y to bend o u r e f f o r t s i n t h a t
d i r e c t i o n .
MR. CHAMBERS: Y our H o n o r, may I say one th in g ?
THE COURT: Yes.
MR. CHAMBERS: W ith re s p e c t to th e q u e s t io n
r a is e d by M r. Womble, I d o n ' t r e a l l y see how he w o u ld use
as an exam ple o f why he w o u ld w a n t some a d d i t io n a l d e la y
t o s tu d y e x h ib i t s . He answ ered th e in t e r r o g a t o r ie s t h a t
th e B oard a c c e p te d . I 'm s u re th e y have had t im e to lo o k
them o v e r . B u t th e C o u r t c o u ld c o n s id e r a p ro c e d u re o f
p e r m i t t in g us to in t r o d u c e w ha t we h a v e , r e s e r v in g th e r i g h t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e : 7 6 5 - 0 6 3 6
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o f M r. Womble and to th e o th e r d e fe n d a n ts t o o b je c t to
th e s e a t th e s u b se q u e n t h e a r in g t h a t th e C o u r t e n v is io n s .
We d o n ' t t h in k t h a t t h a t w o u ld p r e ju d ic e th e d e fe n d a n ts ,
because th e y w o u ld have an o p p o r t u n i t y a t a l a t e r t im e to
come i n and o b je c t to th e e x h ib i t s t h a t we p ro p o s e to i n t r o
d u ce . A d d i t i o n a l l y , i n a n t i c i p a t i o n o f th e b e g in n in g o f a
h e a r in g , we have b ro u g h t some w itn e s s e s h e re to d a y - tw o
fro m o u t o f to w n , one fro m W in s to n -S a le m - and i t w o u ld
c o s t u s a d d i t i o n a l money to b r in g them b ack a t a l a t e r
s ta g e . And we t h in k a t le a s t w i t h r e s p e c t t o th e s e w i t
n e s s e s , one o f whom w i l l i d e n t i f y some o f th e e x h ib i t s t h a t
we p ro p o s e to in t r o d u c e , t h a t th e C o u r t m ig h t do t h a t .
THE COURT: I f you have w itn e s s e s , I am g o in g t o
h e a r them , e i t h e r on th e p r e l im in a r y in ju n c t i o n o r on th e
m e r i t s . B u t we a l l a g re e , M r. C ham bers, t h a t t h i s m a t te r ,
e i t h e r on p r e l im in a r y s ta te o r o th e r w is e , we c a n ' t c o n c lu d e
t h i s to d a y , t h a t we a re g o in g t o have to have some t im e ,
some in te r v e n in g t im e . D o n 't you t h in k t h a t i f th e
a t to r n e y s g o t to g e th e r , t h a t much o f t h i s c o u ld be c r y s t a l
l i z e d , w here th e re c o u ld be some s t ip u la t io n s o r some fo rm -
a s k e le to n , maybe - o f some p r e t r i a l o r d e r ; s o m e th in g c o u ld
be e n te re d i n i t ? I t ' s h a rd t o e n te r a f i n a l p r e t r i a l o rd e r .
W e've g o t tw o d e fe n d a n ts h e re o f c o u rs e who h a v e n 't even
answ ered y e t , you know.
MR. CJIAMBERS: Y o u r H o n o r, we w ere t a l k in g a b o u t
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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th e t r i a l on th e m e r i t s , we w o u ld a g re e . B u t th e t h in g
t h a t we a re s a y in g to d a y t h a t th e r e need be an o r d e r b y th e
C o u r t t o come fo rw a rd w i t h a p la n . W e 're n o t t a l k i n g a b o u t
th e adequacy o f th e p la n o r th e t im e o f im p le m e n ta t io n .
R ig h t now t h i s B oard i s u n d e r no d u ty - a t l e a s t no c o u r t -
im posed d u ty - t o p re s e n t a p la n t o th e C o u r t f o r c o n s id e ra
t i o n . T h a t i s g o in g to ta k e t im e . I f th e C o u r t m eant
w h a t we t h in k i t m eant i n O c to b e r i n r e q u i r in g ‘t h a t th e
B o a rd s im m e d ia te ly im p le m e n t a p la n , i t m ig h t be w i t h some
d e la y h e re t h a t we w i l l be t a l k in g a b o u t d e s e g re g a t in g th e
s c h o o ls i n A p r i l o r May o f 1970 , t h a t i s c o n s id e r in g t im e
f o r f u r t h e r d is c o v e ry and t im e f o r o th e r m a t te r s . R ig h t
now we t h in k t h a t th e s t a f f o f th e S c h o o l B o a rd o u g h t t o be
c o n s id e r in g and d e v e lo p in g a p la n t o p re s e n t t o th e C o u r t
on a d e f i n i t e t im e t a b le , and th e C o u r t th e n c o n s id e r in g a t
a l a t e r s ta g e w h e th e r th e p la n p re s e n te d was a d e q u a te and
when t h a t p la n s h o u ld be im p le m e n te d . T h a t i s a l l we a re
a s k in g f o r to d a y , and we r e s p e c t f u l l y s u b m it t h a t a l l we
need to show th e C o u r t to d a y t o do i t , t o g e t t h a t k in d o f
o r d e r , i s t h a t t h i s B oa rd has th e s c h o o ls fro m t im e s passed
and has no p la n to d a y t o d e s e g re g a te .
THE COURT: Now, M r. Womble t e l l s me t h a t th e y
a re p re p a re d to show t h a t th e y a re n o t o p e r a t in g a d u a l
s ys te m . I do n o t a c c e p t t h a t and I do n o t r e j e c t i t . B u t
I w i l l have to move to h e a r w h a t th e y say a b o u t t h a t , w o u ld
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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I n o t?
MR. CHAMBERS: Y o u r H o n o r, I w i l l a g re e t h a t th e
C o u r t s h o u ld c o n s id e r w ha t th e y have to s a y , b u t th e F o u r th
C i r c u i t j u s t s a id th e o th e r day — and t h a t ' s w h a t we w ere
t a l k in g a b o u t - c o n t r a r y to th e cases t h a t M r. Womble i s
t a l k in g a b o u t. The F o u r th C i r c u i t s a id t h a t t h a t sho w in g
a lo n e was s u f f i c i e n t — in th e December c a s e s , th e re w ere
tw o cases - n o th in g e ls e i n th e cases b u t answ ers to
in t e r r o g a t o r ie s show ing t h a t th e y had one w h ite s c h o o l and
one b la c k s c h o o l.
THE COURT: A re you t a l k in g a b o u t th e R e id s v i l le ?
MR. CHAMBERS: These w ere o u t o f V i r g in ia ; I
f o r g e t th e e x a c t c o u n t ie s in v o lv e d . One b la c k s c h o o l and
one w h ite s c h o o l, and th e C o u r t s a id in t e g r a te o r g e t a
p la n t h a t w o u ld in t e g r a te th o s e s c h o o ls . T h a t 's a l l w e 're
t a l k in g a b o u t h e re now, th e C o u r t needs to d i r e c t th e B oard
t o p re s e n t a p la n .
THE COURT: I ' l l h e a r w ha t you a l l have t o s a y ,
and I 'm g o in g to h e a r you a l l . We a re g o in g t o have to do
i t on th e id e a o f n o t on i t s m e r i t s , i n my o p in io n , and
have to p ro c e e d on t h a t b a s is . I c o u ld n o t— o f c o u rs e ,
d is c o v e ry h a s n ' t been c o m p le te d and answ ers have n o t been
f i l e d and m o tio n s have n o t been r u le d u p o n . So we w i l l
s t a r t . M r. C ham bers, i t ' s now te n a f t e r tw e lv e . Do you
have some e v id e n c e t h a t you can u t i l i z e a b o u t tw e n ty m in u te s '1
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
P h o n e : 7 6 5 - 0 6 3 6
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MR. CHAMBERS: I t h in k s o , Y o u r H on o r. We c o u ld
b e g in w i t h some i d e n t i f i c a t i o n o f e x h ib i t s .
THE COURT: A l l r i g h t .
MR. CHAMBERS: Y o u r H o n o r, because o f th e
n e c e s s i ty o f h a v in g t o c a l l some w itn e s s e s t o i d e n t i f y some
o f them , we w o u ld l i k e to s k ip a b o u t i n th e l i s t , b u t w o u ld
l i k e to use th e same num bers t h a t we have g iv e n th e e x h ib i t s
i n th e l i s t .
THE COURT: A l l r i g h t .
MR. CHAMBERS: F i r s t we w o u ld l i k e to i d e n t i f y
as P l a i n t i f f s ’ E x h ib i t No. 47 th e answ ers t o in t e r r o g a t o r ie s
f i l e d by th e D e fe n d a n t W ln s to n -S a le m /F o rs y th C o u n ty B oard
o f E d u c a tio n on F e b ru a ry 1 4 , 1969 , and th e o r i g i n a l o f
th e s e answ ers have been f i l e d w i t h th e C o u r t and we w o u ld
l i k e p e rm is s io n o f th e C o u r t t o s u b s t i t u t e th e o r ig i n a l s
i n l i e u o f o u r c o p y .
As P l a i n t i f f s ' E x h ib i t 4 8 , we w o u ld l i k e to
i d e n t i f y th e answ ers o f th e D e fe n d a n t W in s to n —S a le m /F o rs y th
C o u n ty B o a rd o f E d u c a tio n to in t e r r o g a t o r ie s f i l e d on
A u g u s t 2 5 , 1969 .
As P l a i n t i f f s * E x h ib i t 4 9 , we w o u ld l i k e t o
i d e n t i f y th e answ ers o f th e F o rs y th C o u n ty B oa rd o f
C o m m iss ion e rs t o in t e r r o g a t o r ie s f i l e d on O c to b e r 2 2 , 1969 .
As P l a i n t i f f s ’ E x h ib i t No. 5 0 , we w o u ld l i k e t o
i d e n t i f y th e answ ers o f th e N o r th C a r o l in a S ta te B oa rd o f
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e : 7 6 5 - 0 6 3 6
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E d u c a t io n and D r . A . C ra ig P h i l l i p s t o in t e r r o g a t o r ie s f i l e d
on F e b ru a ry 1 7 , 1969 .
We w o u ld l i k e to in d ic a t e w i t h r e s p e c t t o a l l o f
th e s e in t e r r o g a t o r ie s t h a t e x h ib i t s a re a t ta c h e d to them , and
we w o u ld l i k e f o r th e C o u r t t o c o n s id e r a l l o f th e e x h ib i t s
as p a r t o f th e p a r t i c u la r e x h ib i t t h a t we a re now t r y i n g t o
i d e n t i f y
As P l a i n t i f f s ’ E x h ib i t No. 5 1 , we w o u ld l i k e to
i d e n t i f y th e d e p o s it io n s o f M r. M a rv in M a r t in Ward ta k e n on
A p r i l 1 4 , 1969 .
As P l a i n t i f f s ’ E x h ib i t No. 5 2 , we w o u ld l i k e to
i d e n t i f y th e d e p o s i t io n o f M r. R o b e r t R. S e ve rs ta k e n on
A p r i l 1 5 , 1969 .
As P l a i n t i f f s ’ E x h ib i t No. 53 , we w o u ld l i k e to
i d e n t i f y th e d e p o s i t io n o f M r. Ned R. S m ith ta k e n on A p r i l
1 5 , 1969 .
As P l a i n t i f f s ' E x h ib i t No. 54 , we w o u ld l i k e to
i d e n t i f y th e d e p o s i t io n o f M r. W i l l ia m M onroe K n o t t ta k e n
on A p r i l 1 5 , 1969.
As P l a i n t i f f s ' E x h ib i t No. 55—
THE COURT: J u s t a m in u te now. Y o u 're g e t t in g
ahead o f me. W hat was 54?
MR. CHAMBERS: T h a t was 54 .
THE COURT: Whose d e p o s it io n ?
MR. CHAMBERS: M r. W i l l ia m M onroe K n o t t .
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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-446
THE COURT: A l l r i g h t .
MR. CHAMBERS: Y ou r H o n o r, do you have a copy o f
o u r l i s t o f e x h ib i t s ?
THE COURT: I d o n ' t t h in k s o . T h e re w ere some
p a p e rs handed up h e re ; I h a v e n 't had t im e t o lo o k a t them .
Y e s , h e re th e y a re .
MR. CHAMBERS: I 'm on th e l a s t pag e .
THE COURT: All r i g h t .
MR. CHAMBERS: As Plaintiffs' Exhibit No. 55, I
would like to identify the deposition of Mr. Paul Morris
Hastings taken April 15, 1969.
As Plaintiffs' Exhibit No. 56, we would like to
identify the deposition of Mr. Raymond Lester Sarbaugh
taken April 15, 1969.
As Plaintiffs' Exhibit No. 57, we would like to
identify the deposition of Mr. Marvin Martin Ward taken
December 3, 1969.
As Plaintiffs' Exhibit No. 58, we'd like to
identify the deposition of Mr. Paul Morris Hastings taken
on December 3, 1969.
(The docum ents above r e f e r r e d to
w ere m arked f o r i d e n t i f i c a t i o n as
P l a i n t i f f s ' E x h ib i t s N os. 47
th ro u g h 58 i n c lu s i v e . )
MR. CHAMBERS: W e'd l i k e t o c a l l M r. C h a r le s
Green.
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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-447-
MR. VANORE: Y o u r H o n o r, may I be h e a rd f o r j u s t
one m in u te , p le a s e ?
THE COURT: Y es.
MR. VANORE: I was j u s t w o n d e rin g w h e th e r o r n o t
t h i s te s t im o n y t h a t we a re a b o u t t o r e c e iv e i s on th e m e r i t s
o r on th e p r e l im in a r y in ju n c t i o n , and j u s t when th e C o u r t
w i l l h e a r th e S ta te B o a rd 's and th e S u p e r in te n d e n t o f P u b l ic
I n s t r u c t i o n 's a rgu m e n ts on i t s m o tio n f o r summary ju d g m e n t
i n p a r t i c u l a r . I 'm a t a lo s s , q u i t e f r a n k ly , as t o e x a c t ly
w h a t we a re d o in g now.
THE COURT: W e ll , we c o u ld n o t p o s s ib ly , as I see
i t - I c a n ' t i n s i s t t h a t you a l l h e a r i t on i t s m e r i t s
u n le s s you a re w i l l i n g t o when you h a v e n 't even answ ered
and you s t i l l have m o tio n s , b u t I j u s t assumed t h a t maybe
w i t h o u t m ak ing i t c le a r t h a t we a re p ro c e e d in g on th e m a t te r
o f a p r e l im in a r y in ju n c t i o n , w i t h a m o tio n to be h e a rd
l a t e r . I w i l l g iv e you f u l l and c o m p le te o p p o r t u n i t y t o be
h e a rd . You a re in v o lv e d w i t h th e in ju n c t i o n , and to d a y o r
some re a s o n a b le t im e l a t e r , i f you w an t t o be h e a rd on th e
m a t te r o f an in ju n c t i o n , I e x p e c t t o h e a r you on i t . B u t
I p resum e, M r. V a n o re , I had hoped t h a t we c o u ld p ro c e e d
on th e m e r i t s , b u t I can see a r e a l p ro b le m h e re i n t h a t
r e s p e c t . I t i s i n no shape - and t h a t i s n o b o d y 's f a u l t ,
you know .
MR. VANORE: I a g re e w i t h Y o u r H o n o r. I was j u s t
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
PHONE: 7 6 5 - 0 6 3 6
, 1* v 1
w o n d e r in g w h e th e r o r n o t— /W e ll, Y o u r H onor has answ ered
.* '** I
my q u e s t io n . ^ sL_,- ^ ^
THE COURT; I w o u ld ta k e i t t h a t you a re in v o lv e d .
You a re a s k in g f o r i n ju n c t i v e r e l i e f a g a in s t a l l p a r t ie s
d e fe n d a n t , a re you n o t? V
MR. CHAMBERS: Y e s , s M j.
v THE COURT: So y«j>u w o u ld be co n ce rn e d w i t h t h i s .
What b o th e rs me, r e a l l y - J. d o n ' t m ind d is c lo s in g w h a t
b o th e rs me a b o u t h a v in g -y o u as a d e fe n d a n t—
MR. CHAMBERS: W hat, th e S ta te ?
THE COURT: I s t h i s . The b o u r ts a re n o t q u a l i f i e d
to ru n th e s e s c h o o ls . And I e n te r some in ju n c t i v e r e l i e f
h e re a g a in s t th e S ta te B o a rd , and th e y do s o m e th in g up i n —
w e ’ l l say M urphy t h a t i s o f a d is c r im in a to r y n a tu r e . I
m ig h t be ru n n in g th e s c h o o ls a l l o v e r th e s t a t e , and I
d o n ' t b e l ie v e you w a n t me to do t h a t .
MR. CHAMBERS: No, Y o u r Honor-. We a re a s k in g
o n ly t h a t th e S ta te be e n jo in e d w i t h re s p e c t t o W in s to n -
S a lem . A lre a d y th e S ta te i s u n d e r in ju n c t i o n i n J o h n s to n
C o u n ty and D u p lin C o u n ty i n tw o s e p a ra te s u i t s . We h a v e n 't
asked h e re and d o n ' t p ro p o s e t o t h a t th e S ta te be e n jo in e d
g e n e r a l ly , you know , w i t h r e s p e c t t o a l l o f th e s c h o o ls i n
th e sys te m . We a re o n ly co n ce rn e d h e re i n a s k in g f o r
\
r e l i e f o n ly w i t h r e s p e c t t o W in s to n -S a le m . We m ig h t p o in t
o u t th e d e c is io n o f Judge B u t le r i n th e tw o cases t h a t I
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r st
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C.
PHONE: 7 6 5 - 0 6 3 6
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m e n tio n e d - D u p lin C ou n ty arid J o in s to n C ou n ty - w here th e
C o u r t h e ld t h a t th e S ta te was a p ro p e r p a r t y i n th e p ro
c e e d in g and s h o u ld be r e q u ir e d to in s u r e t h a t th e lo c a l
b o a rd d e v e lo p e d a p la n and c a r r ie d o u t th e o p e r a t io n o f th e
s c h o o ls c o n s is te n t w i t h th e c o n s t i t u t i o n .
HR. VANORE: I b e l ie v e Judge B u t l e r ' s o rd e r
s im p ly d e n ie d o u r mo t r o n to d is m is s and f o r summary ju d g m e n t
and t h a t i s r i le way we in t e r p r e t i t , and we d id n o t ta k e an
a p p e a l f ro m t h a t o rd e r a t t h a t t im e .
MR. CHAMBERS: I c h in k th e o rd e r a p p ro v in g th e
p la n c a r r ie d th e same in ju n c t i v e r e l i e f t h a t we a re
r e q u e s t in g h e re .
MR. VANORE: The p ro b le m t h a t 1 had w i t h D u p lin
C o u n ty - I u n d e rs ta n d t h a t a c o n s e n t o rd e r was e n te re d , and
o f c o u rs e my d e fe n d a n ts w ere n e v e r c a l le d a b o u t t h a t p a r t i
c u la r o r d e r . We n e v e r c o n se n te d to i t . I d o n ' t know
w h e tn e r you d e c id e d t h a t we w ere n o t n e c e s s a ry as f a r as i n
t h a t p a r t i c u la r - o rd e r was c o n c e rn e d .
THE. COURT: What a b o u t th e J o h n s to n C o u n ty
s i t u a t i o n ’t h a t he r e f e r s to ?
1VR. VANGER: As f a r as th e p la n i s c o n c e rn e d ,
n o t ]a n g nas been d e v e lo p e d - n o th in g t h a t has been b ro u g h t
t o my a t t e n t io n has been d e v e lo p e d y e t .
MR. CHAMBERS: Y o u r H o n o r, we w o u ld l i k e f o r th e
C o u r t j u s t t o ta k e a lo o k a t th e d e c is io n i t s e l f o f Judge
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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B u t le r . I t i s now re p o r te d i n th e F e d e ra l S u p p le m e n t. I
w i l l have to g e t th e c i t a t i o n s d u r in g th e lu n c h p e r io d .
THE COURT: I have i t b ack h e re . B u t I d o n ’ t see
a n y th in g i n th e s ta te th e s i t u a t i o n i s i n now— th e y a re
i n s i s t i n g t h a t th e y be h e a rd on th e p r e l im in a r y in ju n c t i o n .
I n f a c t , you have no m o tio n b e fo re me. I d e n ie d th e l a s t
one .
MR. VANORE: W ith o u t p r e ju d ic e t o renew i t a g a in
a f t e r d is c o v e r y .
THE COURT: T h a t 's r i g h t , b u t I say t h e r e 's no
m o tio n b y th e S ta te now.
MR. VANORE: No, n o t as f a r as th e p r e l im in a r y
in ju n c t i o n i s c o n c e rn e d .
THE COURT: M r. L ig o n and th e y have one , b u t t h a t
has n o t been r u le d on e i t h e r . I s t h i s te s t im o n y — w i l l
h is te s t im o n y be r a t h e r le n g th y ?
MR. CHAMBERS: Y es, i t can b e . What we w an ted to
do was f o r h im to i d e n t i f y some e x h ib i t s t h a t we h a d , and
i t can ru n , Y o u r H onor— we c o u ld ta k e a b re a k f o r lu n c h -
i n f a c t , i t m ig h t be b e t t e r because we w o u ld have a chance
to t a l k w i t h o p p o s in g c o u n s e l and p e rh a p s show them some o f
th e e x h ib i t s t h a t we h a ve .
THE COURT: I was j u s t t h in k in g i t ’ s a b o u t t h a t
t im e , and r a t h e r th a n to g e t i n t o i t , i t m ig h t be j u s t as
w e l l t h a t we ta k e o u r lu n c h b re a k . You may come down, M r.
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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G ree n . I ' v e n e v e r seen a w itn e s s g iv e o u t so l i t t l e
in fo r m a t io n . A l l r i g h t . L e t 's ta k e a re c e s s u n t i l tw o
o 'c lo c k .
(W hereupon, th e h e a r in g was a d jo u rn e d , t o re c o n
vene a t 2 :0 0 o 'c lo c k p .m .)
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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AFTERNOON SESSION
THE COURT: M r. I d o l J u s t m e n tio n e d to me I have
th e f i l e s o f th e s e in t e r r o g a t o r ie s , b u t th e d e p o s i t io n s a re
n o t h e re , and n o r m a l ly I do n o t lo o k th ro u g h th o s e u n t i l
th e y have been p re s e n te d as e v id e n c e . B u t he says th e y a re
o v e r a t th e C le r k 's o f f i c e , and I presum e w i l l n o t be needed
b y th e a t to r n e y s to d a y . I f so , we can send f o r them now.
M r. Chambers?
MR. CHAMBERS: We w o n 't need them , Y o u r H o n o r.
THE COURT: M r. Womble?
MR. WOMBLE: No, s i r , we w on ’ t need them , i f
t h e y ' r e n o t b e in g used t h i s a f te r n o o n by th e p l a i n t i f f s .
THE COURT: I t was in d ic a te d t h a t you had some
in q u i r y a b o u t y o u r s ta tu s , M r. V a n o re , a b o u t y o u r m o t io n ,
a n sw e r, and so f o r t h . Have you g o t th e o rd e r?
MR. VANORE: Y es, I d o , Y o u r H ono r.
THE COURT: What does i t say? The q u e s t io n , I
u n d e rs ta n d t h a t he h a s , i s a b o u t h is a nsw e r.
MR. VANORE: The m o tio n was f i l e d — th e o rd e r
t h a t was f i l e d b y th e C o u r t on June 9 th , 1969 , on page 3 ,
s ta te s , "The m o tio n t o d is m is s and f o r summary Judgm ent o f
th e N o r th C a r o l in a S ta te B oard o f E d u c a t io n , D r . C h a r le s F .
C a r r o l l , N o r th C a r o l in a S u p e r in te n d e n t o f P u b l ic I n s t r u c t i o n ,
f i l e d on November 1 8 th , 1968, i s d e n ie d w i t h o u t p r e ju d ic e
t o th e d e fe n d a n ts t o renew t h e i r m o tio n w i t h in te n days
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C.
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1 a f t e r th e c o m p le t io n o f d is c o v e r y . "
THE COURT: When was t h a t e n te re d ?
MR.VANORE: June th e 9 th , 1969.
THE COURT: I w o u ld say t h a t you a re a b o u t s ix
m onths l a t e w i t h an a n sw e r, and i n v ie w o f t h a t — B u t I
w o u ld be c e r t a in l y in c l in e d t o l e t you f i l e an answ er
a b s e n t some v io le n t o b je c t io n fro m some o f th e o th e r p a r t i e s ,
S ee, th e r e i s no m o tio n now, and I b e l ie v e i t i s te n days
r e a l l y , a f t e r th e m o tio n i s d e n ie d t h a t answ er i s supposed
t o come i n . W hat w ere you g o in g t o sa y , M r. Chambers?
MR. CHAMBERS: M r. S te in J u s t t o ld me to say t h a t
we a re n o n - v io le n t .
THE COURT: A l l r i g h t .
M il. CHAMBERS: We have no o b je c t io n , Y o u r H on o r.
THE COURT: A l l r i g h t .
MR. VANORE: As I e x p la in e d i t t o Y o u r H o n o r, we
w ere u n d e r th e im p re s s io n t h a t a f t e r d is c o v e r y , w i t h in te n
d a y s , i f we renew ed o u r m o tio n t o d is m is s and f o r summary
Judgm ent and i f t h a t was d e n ie d , th e n o f c o u rs e we w o u ld
th e n be g iv e n an o p p o r tu n i t y f o r a n s w e r in g , and t h a t i s th e
re a s o n why I d id n o t f i l e an answ er and have n o t f i l e d one .
THE COURT: You may f i l e y o u r answ er and t r y to
do so w i t h in th e n e x t te n d a y s . I am n o t g o in g t o e n te r an
o rd e r a b o u t i t , b u t as I ta k e i t now, th e re i s no m o tio n
r e a l l y , and t h a t was d e n ie d . B u t I 'm n o t c u t t i n g you o f f to
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C
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renew i t i f you w is h . B u t now th e r e i s no m o tio n on t h a t
phase o f i t , b u t you may p u t y o u r answ er i n .
MR. VANORE: Thank y o u .
THE COURT: M r. G reen , w i l l you come b ack to th e
s ta n d , p le a s e s i r .
MR. CHAMBERS: B e fo re p ro c e e d in g w i t h M r. G reen ,
we w o u ld l i k e to i d e n t i f y as P l a i n t i f f s ' E x h ib i t 1 a copy
o f a s p e c ia l m e e tin g o f th e B oard o f A lde rm e n o f June 3 ,
1912 .
As P l a i n t i f f s ' E x h ib i t No. 2 , a copy o f th e s p e c ia l
m e e tin g o f th e B oard o f A lde rm en o f J u ly 5 , 1912 .
P l a i n t i f f s ' E x h ib i t No. 3 , a copy o f th e d e c is io n
o f th e N o r th C a r o l in a Supreme C o u r t i n S ta te v s . D a r n e l l ,
166 N o r th C a r o l in a 300 .
As P l a i n t i f f s ' E x h ib i t 4 , a copy o f th e A & B
O rd in a n ce o f th e C i t y o f W in s to n -S a le m . P l a i n t i f f s '
E x h ib i t 4 -A , a copy o f th e z o n in g o rd in a n c e o f th e C i t y o f
W in s to n -S a le m o f 1930 .
THE COURT: T h a t 's 4-A?
MR. CHAMBERS: 4 -A . As P l a i n t i f f s ' E x h ib i t 4 -B ,
a copy o f th e z o n in g o rd in a n c e o f th e C i t y o f W in s to n -S a le m
o f 1930 .
As P l a i n t i f f s ' E x h ib i t No. 5 , a zone map o f th e
C i t y o f W in s to n -S a le m show ing th e zones i n th e C i t y a c c o rd
in g to th e z o n in g o rd in a n c e o f 1930.
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
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As P l a i n t i f f s ' E x h ib i t No. 6 , a copy o f a d e c is io n
o f th e N o r th C a r o l in a Supreme C o u r t , K l in a r d v . C i t y o f
W in s to n -S a le m , 217 N o r th C a r o l in a 119 .
As P l a i n t i f f s ' E x h ib i t 7 , a copy o f th e p r iv a t e
la w s o f N o r th C a r o l in a show ing th e c h a r te r o f th e C i t y o f
W in s to n -S a le m , 1927 .
P l a i n t i f f s ' E x h ib i t No. 8 , a copy o f z o n in g
o rd in a n c e o f th e C i t y o f W in s to n -S a le m , June 1966 .
As P l a i n t i f f s ' C o l le c t iv e E x h ib i t 9 , th e z o n in g
maps o f th e C i t y o f W in s to n -S a le m c o r re s p o n d in g t o th e
z o n in g o rd in a n c e o f 1966 .
THE COURT: D id you say 1966?
MR. CHAMBERS: Y es, s i r , 1966 . As P l a i n t i f f s '
E x h ib i t No. 1 0 , a copy o f th e o rd in a n c e f o r th e Town o f
W in s to n o f 1879 .
As P l a i n t i f f s ' E x h ib i t No. 11 , a copy o f th e
o rd in a n c e f o r th e Town o f W in s to n o f 1885.
As P l a i n t i f f s ' E x h ib i t 1 2 , a copy o f th e c h a r te r
o f W in s to n o f 1893 .
As P l a i n t i f f s ' E x h ib i t 1 3 , a copy o f th e c h a r te r
o f W in s to n , 1 8 9 5 -1 8 9 7 .
As P l a i n t i f f s ' E x h ib i t 1 4 , a copy o f th e c h a r te r
o f W in s to n o f 1899 .
As P l a i n t i f f s ' E x h ib i t 1 5 , a copy o f th e c h a r te r
o f th e Town o f Salem o f 1911 .
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N S A L E M . N C
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As P l a i n t i f f s ' E x h ib i t 1 6 , a copy o f th e c h a r te r
and code o f o rd in a n c e s o f th e C i t y o f W in s to n -S a le m , 1963.
P l a i n t i f f s ' E x h ib i t 1 7 , a map sho w in g th e incom e
le v e l b y t r a f f i c zones i n th e C i t y o f Winston-Salem, 1963 .
THE COURT: I d i d n ' t u n d e rs ta n d w ha t i t was
show i n g .
MR. CHAMBERS: I t was incom e le v e ls b y t r a f f i c
zo n e s . As P l a i n t i f f s ' E x h ib i t 1 8 , a copy o f th e census
t r a c t s o f W in s to n -S a le m o f I9 6 0 .
As P l a i n t i f f s ' E x h ib i t 19 , a map o f th e C i t y o f
W in s to n -S a le m show ing th e lo c a t io n o f h o u s in g p r o je c t s i n
th e C i t y o f W in s to n , accom pan ied by l e t t e r fro m M r. D a v id
L . Tom pkins, th e D i r e c t o r o f Management o f th e H o u s in g
A u th o r i t y o f th e C i t y o f W in s to n .
As P l a i n t i f f s ' E x h ib i t 2 0 , a l e t t e r fro m M r.
D a v id L . Tom pkins t o M r. Bob V a ld e r o f December 1 6 , 1969 ,
w i t h e n c lo s u re s , on th e occupancy o f p u b l ic ho ld ing i n th e
C i t y o f W in s to n .
As P l a i n t i f f s ' E x h ib i t 2 1 , a l e t t e r fro m M r.
James K . H a le y , D ep u ty D i r e c t o r o f th e R edeve lopm en t
C om m iss ion o f W in s to n -S a le m , t o M r. Bob V a ld e r , d a te d
December 2 3 , 1969 , and map sho w in g th e lo c a t io n o f p e rs o n s
fro m u rb a n re n e w a l p r o je c t s i n th e C i t y o f W in s to n . A ls o
a p a r t o f P l a i n t i f f s ' E x h ib i t 21 i s a p ro g re s s r e p o r t fro m
th e R edeve lopm en t C om m ission sho w in g th e r e lo c a t io n o f
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C
PHONE: 765-0636
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f a m i l i e s fro m re d e v e lo p m e n t p r o je c t s .
As P l a i n t i f f s ' E x h ib i t 2 2 , a r e lo c a t io n p la n o f
th e E a s t W in s to n P r o je c t 3 a re a .
As P l a i n t i f f s ' E x h ib i t 23» a copy o f th e w o rk a b le
p rog ram o f th e C i t y o f W in s to n o f 1968 .
As P l a i n t i f f s ' E x h ib i t 2 4 , a b o o k le t e n t i t l e d ,
"A P r o f i l e o f Com m unity P ro b le m s , F o rs y th C o u n ty ," p re p a re d
by th e N o r th C a r o l in a Fund.
THE COURT: I see I 'm g o in g to have a l i t t l e
re a d in g t o d o . How many pages a re i n t h a t one book? Y o u 're
n o t g e t t in g l i k e th e y say a b o u t p a te n t la w y e rs , i f th e y
w a n t t o in t r o d u c e one v e rs e i n th e B ib le , th e y j u s t p u t th e
w h o le B ib le i n .
MR. CHAMBERS: We r e a l l y t h in k t h a t f o r th e
p u rp o s e s o f th e m o tio n f o r p r e l im in a r y in ju n c t i o n , a l l o f
th e s e e x h ib i t s w o n 't be n e c e s s a ry , b u t th e C o u r t in d ic a te d
t h a t he w a n te d to g e t as much as i t c o u ld . R a th e r th a n
d u p l ic a te a n y , we b ro u g h t a l l th e s e e x h ib i t s .
MR. WOMBLE: As I u n d e rs ta n d i t , th e s e e x h ib i t s
a re j u s t b e in g i d e n t i f i e d now?
MR. CHAMBERS: Y es. P l a i n t i f f s ' E x h ib i t 2 5 , a
copy o f th e N o r th C a r o l in a Fund S u rve y o f Low Incom e
F a m il ie s i n N o r th C a r o l in a , J a n u a ry 1967 .
P l a i n t i f f s ' E x h ib i t 2 6 , a copy o f th e "C h a ra c te r
i s t i c s o f I n d iv id u a ls i n th e W in s to n -S a le m A r e a , " p re p a re d
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C
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b y th e N o r th C a r o l in a Fund , d a te d A u g u s t 2 7 , 1967 .
As P l a i n t i f f s ' E x h ib i t 2 7 , th e map o f F o r s y th
C o u n ty , and we a re u s in g t h a t map t o show th e m a jo r a r t e r i e s
and th o ro u g h fa re s i n th e C i t y o f W in s to n -S a le m .
As P l a i n t i f f s ' E x h ib i t 2 8 , a copy o f th e a tte n d a n c e
a re a map o f th e C i t y o f W in s to n -S a le m and th e C o u n ty o f
F o rs y th f o r th e y e a r 1965.
As P l a i n t i f f s ' E x h ib i t 2 9 , a copy o f th e s c h o o l
a tte n d a n c e a re a f o r th e C i t y o f W in s to n , show ing th e e le
m e n ta ry and ju n io r h ig h and s e n io r h ig h s c h o o l zon e , A p r i l
1966 .
As P l a i n t i f f s ' E x h ib i t 3 0 , a m ounted map o f th e
e le m e n ta ry a tte n d a n c e a re a s i n th e C i t y o f W in s to n , d a te d
A p r i l 1966.
I m ig h t add , Y ou r H o n o r, t h a t one o f th e o b je c t iv e s
i n in t r o d u c in g and i n t r y i n g t o g e t r i d o f a l l th e s e
e x h ib i t s i s t o a v o id c a r r y in g them b ack t o C h a r lo t t e .
As P l a i n t i f f s ' E x h ib i t No. 3 1 , a copy o f th e map
o f th e ju n io r h ig h s c h o o l g ra d e s i n th e C o u n ty o f W in s to n ,
d a te d A p r i l 1966 .
As P l a i n t i f f s ' E x h ib i t 3 2 , a copy o f th e j u n io r
h ig h s c h o o l a tte n d a n c e a re a , C i t y o f W in s to n , d a te d A p r i l
1966.
I 'm s o r r y . The E x h ib i t 31 a re th e s e n io r h ig h
s c h o o ls i n th e c o u n ty , and E x h ib i t 32 i s th e j u n io r h ig h
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C.
PHONE. 7 6 3 . 0 6 3 6
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s c h o o ls i n th e c o u n ty .
As E x h ib i t 33 , a copy o f th e a tte n d a n c e a re a o f
th e e le m e n ta ry s c h o o ls i n th e C i t y o f W in s to n , d a te d A p r i l
1966 .
P l a i n t i f f s * E x h ib i t 3 4 , an e x t r a c t o f a census
t r a c t o f F o r s y th C o u n ty , sho w in g I9 6 0 and June 1 , 1968
e s t im a te .
As P l a i n t i f f s * E x h ib i t 3 5 , an e x t r a c t o f th e
p e rc e n ta g e o f n o n -w h ite p o p u la t io n b y census t r a c t o f I9 6 0 ,
and th e e s t im a te d n o n -w h ite p o p u la t io n by census t r a c t o f
1969 , F o rs y th C o u n ty .
As P l a i n t i f f s ’ E x h ib i t 3 6 , e s t im a te d p e rc e n ta g e
o f n o n -w h ite p o p u la t io n by cen su s t r a c t 1969 w i t h I9 6 0
p e rc e n ta g e s .
As P l a i n t i f f s ' E x h ib i t 3 7 , "E s t im a te o f P o p u la t io n
T re n d s th ro u g h 1974 o f F o rs y th C o u n ty ."
As P l a i n t i f f s ' E x h ib i t 3 8 , census t r a c t s h a v in g
e s t im a te d changes o f tw e n ty p e rc e n t o r more i n n o n -w h ite
p o p u la t io n s in c e I9 6 0 i n F o rs y th C o u n ty .
As P l a i n t i f f s ' E x h ib i t 3 9 , a map sho w in g th e
census t r a c t s o f F o rs y th C o u n ty f o r th e I9 6 0 ce n su s .
As P l a i n t i f f s ' E x h ib i t 4 0 , a map sho w in g b y c o lo r
th e n o n -w h ite p o p u la t io n by census t r a c t i n I9 6 0 f o r F o rs y th
C o u n ty .
As P l a i n t i f f s ' E x h ib i t 4 1 , an o v e r la y sho w in g th e
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
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p e rc e n ta g e o f n o n -w h ite p o p u la t io n by census t r a c t i n th e
C o u n ty o f F o rs y th f o r 1969 .
As P l a i n t i f f s ’ E x h ib i t 4 2 , an o v e r la y sho w in g by
c o lo r th e p e rc e n ta g e o f n o n -w h ite p o p u la t io n f o r 1969 .
As P l a i n t i f f s ' E x h ib i t 4 3 , an o v e r la y sho w in g th e
p e rc e n ta g e o f n o n -w h ite p o p u la t io n lo c a te d i n census t r a c t s
b y th e U rban Renewal C om m iss ion .
As P l a i n t i f f s ' E x h ib i t 4 4 , th e e le m e n ta ry a t t e n
dance a re a i n th e C i t y o f W in s to n -S a le m , A p r i l 1966 .
E x h ib i t 45 i s th e j u n io r h ig h s c h o o l a tte n d a n c e
a re a on th e o v e r la y map, A p r i l 1966 .
E x h ib i t 46 i s an o v e r la y sho w in g th e h ig h s c h o o l
a t te n d a n c e a re a i n th e C i t y o f W in s to n , A p r i l 1966 .
(The docum ents above r e f e r r e d to
w ere m arked P l a i n t i f f s ' E x h ib i t s
N os. 1 th ro u g h 46 in c lu s iv e f o r
i d e n t i f i c a t i o n . )
MR. CHAMBERS: Y o u r H o n o r, t h i s i s t o be added to
"4he l i s t o f e x h ib i t s . T h is i s an e n la rg e d map sho w in g th e
ju n io r h ig h s c h o o l a tte n d a n c e a re a i n th e C i t y o f W in s to n -
t h i s w i l l be 59 - show ing th e j u n io r h ig h s c h o o l a re a s i n
th e C i t y o f W in s to n , A p r i l 1966 .
And as 6 0 , th e map show ing th e s e n io r h ig h s c h o o l
a tte n d a n c e a re a i n th e C i t y o f W in s to n , A p r i l 1966 .
(The docum ents above r e f e r r e d to
w ere m arked P l a i n t i f f s ' E x h ib i t s
N os. 59 and 60 f o r i d e n t i f i c a t i o n . )
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
12 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . |M. C
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-461-
1 WHEREUPON,
2 CHARLES L . GREEN
3 was d u ly sw orn and t e s t i f i e d as f o l lo w s :
4 DIRECT EXAMINATION
5 Q (B y M r. Cham bers) W ould you s ta te y o u r name,
6 p le a s e ?
7 A C h a r le s L . G reen .
8 Q What i s y o u r a d d re s s , M r. G reen?
9 A C h a r lo t t e , N o r th C a r o l in a . My b u s in e s s a d d re s s
10 o r home a dd ress?
11 Q Y o u r b u s in e s s a d d re s s .
12 A 711 Baugh B u i ld in g .
13 Q What i s y o u r o c c u p a t io n , M r. G reen?
14 A I am engaged in m a rk e t re s e a rc h . I 'm a m a rk e t
15 re s e a rc h c o n s u l t a n t .
16 Q W ould you e x p la in f o r th e re c o rd w h a t t h a t
17 c o n s is t s o f?
18 A I t i s a s tu d y o f a l l o f th e f a c t o r s t h a t go in t o
19 th e m a rk e t in g o r s a le o f any p a r t i c u la r com m od ity o r any
20 s e r v ic e i n any g o o d s . T h a t g e ts i n t o th e d em og rap h ic
21 c h a r a c t e r is t i c s , w h ic h i s a s tu d y o f p e o p le , th e c h a r a c te r —
22 i s t i c s o f p o p u la t io n , t h a t ty p e t h in g .
23 Q Do you go a ro u n d and c o u n t heads ln a com m unity?
24 A From t im e to t im e we do .
25 Q How lo n g have you been i n th e f i e l d o f m a rk e t
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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re s e a rc h ?
A F i f t e e n y e a rs .
Q What i s y o u r e d u c a t io n a l b ackg ro un d?
A I have a B a c h e lo r o f S c ie n c e and Commerce fro m
W a sh in g to n & Lee U n iv e r s i t y i n L e x in g to n , V i r g i n i a . T h a t 's
my p r im e e d u c a t io n a l b a c k g ro u n d .
Q What o th e r em ploym ent have you had s in c e you
c o m p le te d c o l le g e ?
A I was on th e s t a f f o f th e U n iv e r s i t y f o r f i v e
y e a r s . I have been i n in v e s tm e n t b a n k in g f o r a num ber o f
y e a r s .
Q W ould you t e l l us some o f th e a g e n c ie s o r p e rs o n s
you have w orked w i t h o r f o r i n m a rk e t re s e a rc h ?
A I have w orke d f o r a num ber o f a d v e r t is in g a g e n c ie s ,
W ould you l i k e th e names o f them?
Q Y e s , th e names.
A A nde rson A d v e r t is in g o u t o f G r e e n v i l le , S o u th
C a r o l in a . K in c a id A d v e r t is in g Agency i n C h a r lo t t e . Dun &
B r a d s t r e e t has a s u b s id ia r y t h a t d e a ls p r im a r i l y i n t e x t i l e
a d v e r t is in g ; I ' v e done w ork f o r them . I have done w o rk f o r
th r e e o f th e C h a r lo t te b a n ks , W achov ia , F i r s t U n io n , and
N o r th w e s te rn B ank, and s e v e ra l o f th e fo o d c h a in s , th e
c o n v e n ie n c e fo o d p e o p le , and th e d r i v e - i n fo o d p la c e s have
engaged me to do s id e s tu d ie s f o r th em , w h ic h e n t a i l s
d em og rap h ic w o rk . I have done w o rk f o r th e P la n n in g
G R A H A M E R L A C H E R & A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N. C.
PHONE: 765-0636
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C om m iss ion f o r th e C i t y o f C h a r lo t t e , f o r th e Chamber o f
Commerce, f o r th e M ode l C i t i e s P rogram i n C h a r lo t t e .
Q What i s th e name o f th e agency o r o r g a n iz a t io n
you o p e ra te ?
A S u rv A n a ly s is o f C h a r lo t te i s th e f i r m name.
Q Have you done any d em og rap h ic w o rk i n th e C i t y
o f C h a r lo t te i n c o n n e c t io n w i t h th e s c h o o ls ?
A I d id . I d id a s tu d y i n 1968 , p r im a r i l y th e
movement o f th e n o n -w h ite p o p u la t io n i n C h a r lo t te s in c e
th e I9 6 0 census was ta k e n .
Q W ould you e x p la in how you p ro c e e d e d w i t h y o u r
s tu d y i n C h a r lo t te ?
A I o f c o u rs e a v a i le d m y s e lf o f a l l p u b lis h e d d a ta
fro m th e v a r io u s g o v e rn m e n ta l a g e n c ie s , p r i v a t e a g e n c ie s .
I t a lk e d w i t h r e a l e s ta te p e o p le , th e r e lo c a t io n p e o p le ,
th e re d e v e lo p m e n t p e o p le , th e h o u s in g a u t h o r i t y p e o p le , a l l
o f th e p e o p le and a g e n c ie s , p u b l ic and p r i v a t e , who w o u ld
have had any i n t e r e s t i n t h i s p a r t i c u la r s u b je c t . Then we
f i n a l l y to o k w ha t in fo r m a t io n we h a d , p lo t t e d i t on maps,
and i n many cases we had a c tu a l p h y s ic a l in s p e c t io n o f th e
a re a , th e houses and th e p e o p le who l i v e d th e r e , w h a t ra c e
p r im a r i l y .
G D id you have an o c c a s io n t o make a s im i la r s tu d y
i n W in s to n -S a le m , F o rs y th C ounty?
A I d id , y e s , s i r .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C
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Q When d id you make t h a t s tu d y ?
A I t was c o m p le te d i n A p r i l o f 1969 .
Q W i l l you t e l l th e C o u r t w ha t you d id i n W in s to n -
S a lem , F o rs y th C oun ty?
A We fo l lo w e d th e same p ro c e d u re s , I w o u ld s a y ,
c o l l e c t i n g any p u b lis h e d d a ta t h a t was a v a i la b le fro m th e
P la n n in g C om m iss ion , th e U rban R enewal p e o p le , th e H o u s in g
A u t h o r i t y , th e M ode l C i t i e s P rog ram , th e E x p e r im e n t i n
S e l f - R e l ia n c e , th e U rban C o a l i t io n , th e r e a l e s ta te p e o p le ,
and th e n we d id th e m apping and i n some cases th e p h y s ic a l
in s p e c t io n . I t was a q u i te s im i la r p ro c e d u re t h a t we
fo l lo w e d i n C h a r lo t t e .
Q How d id you p ro c e e d to show y o u r n o n -w h ite
p o p u la t io n on th e map?
A The maps w ere d iv id e d in t o census t r a c t s , and
th e n we used c o lo r codes to show th e v a r io u s p e rc e n ta g e s
o f n o n -w h ite p o p u la t io n w i t h in th e t r a c t s .
Q What i s a census t r a c t ?
A I t ' s an a r b i t r a r y s u b d iv is io n o f a c i t y t h a t i s
d e f in e d b y th e B u reau o f Census i n c o n ju n c t io n w i t h a lo c a l
g ro u p , a lo c a l c o m m itte e , and i t i s p r im a r i l y t o be used
f o r s t a t i s t i c a l p u rp o s e s . The s iz e o f th e t r a c t s w i l l v a r y ,
b u t inasm uch as p o s s ib le th e y w ere d e s ig n e d i n i t i a l l y t o be
v e r y s im i la r i n num bers o f p o p u la t io n , and th e p o p u la t io n
w i t h in a t r a c t r o u g h ly a re v e ry much a l i k e as f a r as in co m e ,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
12 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
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e d u c a t io n , and t h a t ty p e t h in g .
Q A re th e census t r a c t s — w ere th e census t r a c t s
p re p a re d by you?
A No. T h is i s d e f in e d — a census t r a c t i s d e f in e d
and o u t l in e d b y th e B ureau o f th e C ensus.
Q The U n ite d S ta te s B u reau o f Census?
A The U. S. B u reau o f C ensus, r i g h t .
THE COURT: You say th e r e w i l l be a la r g e
v a r ia n c e in incom e and o th e r m a t te rs w i t h in a census
t r a c t o r w i l l n o t be?
THE WITNESS: They t r y t o d e s ig n them so t h a t
th e g ro u p w i t h in a t r a c t w o u ld be p r e t t y much homo
geneous .
THE COURT: I see .
0 (B y M r. Cham bers) I show you a docum ent w h ic h
has been m arked P l a i n t i f f s ' E x h ib i t 39 and ask you i f you
w i l l t e l l us w ha t t h a t is ?
A T h is i s a map la b e le d "C ensus T r a c t , F o rs y th
C o u n ty , N o r th C a r o l in a , P o p u la t io n and H o u s in g U n i t E s t i
m a te , A p r i l 1 , 1 9 6 6 ," fro m th e c i t y ' s P la n n in g B o a rd .
Q I s t h a t docum ent d e p ic t iv e o f th e census t r a c t s
t h a t you used in th e p r e p a r a t io n o f th e map?
A I t i s . I w o u ld l i k e to q u a l i f y t h a t t o a c e r t a in
e x te n t . S in c e I9 6 0 , some o f th e census t r a c t s i n F o rs y th
C o u n ty have been s p l i t . They have n o t been renum bered
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C
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1 Because o f th e g ro w th i n p o p u la t io n i n c e r t a in t r a c t s ,
th e y have been s u b d iv id e d , so t o spe ak . These w i l l r e a l l y
n o t be s t a t i s t i c a l l y im p o r ta n t u n t i l a f t e r th e 1970 ce n su s .
So f o r th e p u rp o s e s o f th e p o p u la t io n s tu d y i n F o rs y th
C o u n ty , we used th e I9 6 0 census t r a c t s . As an exa m p le ,
T r a c t 31 i n i t i a l l y em braced th e w h o le e a s te rn s e c t io n o f
th e c o u n ty , and i t i s now d iv id e d in t o th r e e s u b d iv is io n ,
3 1 -A , 3 1 -B , now, tw o s u b d iv is io n s , and t h e r e 's a s e p a ra te
tow n th e r e . So t h i s map i n a l l r e s p e c ts , b y p u t t i n g y o u r
s u b d iv id e d t r a c t s to g e th e r , i s s im i la r t o th e ones t h a t we
w orke d w i t h .
Q I show you a docum ent m arked P l a i n t i f f s ' E x h ib i t
3 4 , and ask you to t e l l us w h a t t h a t i s .
A T h is i s a ta b le sho w in g th e p o p u la t io n , F o rs y th
C ou n ty by census t r a c t i n I9 6 0 , and th e e s t im a te d p o p u la t io n
as o f June 1 , 1968.
Q Where d id you g e t th e f ig u r e s f o r th e p e rc e n ta g e
o f n o n -w h ite by census t r a c t f o r I9 6 0 ?
A F o r I9 6 0 ?
Y es, s i r .
T h a t came fro m th e U. S. Census P o p u la t io n and
Q
A
H o u s in g .
MR. WOMBLE: Excuse me J u s t a moment. A re you
lo o k in g a t P l a i n t i f f s ' 34?
MR. CHAMBERS: Y es.
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
12 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
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M R. WOMBLE: I th o u g h t t h a t was t o t a l p o p u la t io n .
THE WITNESS: I t i s .
MR. CHAMBERS: I s a id n o n -w h ite ; I 'm s o r r y .
Q (B y M r. Cham bers) You have th e p o p u la t io n b y
census t r a c t o f I9 6 0 fro m w h a t docum ent?
A The U. S. Census o f P o p u la t io n and H o u s in g I9 6 0 ,
w h ic h i s th e o f f i c i a l p u b l ic a t io n o f th e B u reau o f C ensus.
Q Where d id you g e t th e f i g u r e s f o r June 1 , 1968
e s t im a te ?
A They w ere p re p a re d b y th e C ity -C o u n ty P la n n in g
B o a rd o f F o rs y th C o u n ty and W in s to n -S a le m , N o r th C a r o l in a .
Q I show you P l a i n t i f f s ' E x h ib i t 35 and ask i f you
w i l l t e l l us w h a t t h a t i s .
A T h is i s a ta b le show ing p e rc e n ta g e s o f n o n -w h ite
p o p u la t io n , I9 6 0 , and th e e s t im a te d n o n -w h ite p o p u la t io n ,
1969 , by census t r a c t s f o r F o rs y th C o u n ty , N o r th C a r o l in a .
The I9 6 0 f ig u r e s w ere ta k e n fro m th e U . S. Census P o p u la t io n
and H o u s in g , I9 6 0 , and th e 1969 e s t im a te s w ere p re p a re d by
my f i r m .
Q I show you P l a i n t i f f s ' E x h ib i t 36 and ask you i f
you w i l l t e l l us w ha t t h a t i s .
A T h is i s a n o th e r ta b le sho w in g th e e s t im a te d p e r
c e n ta g e s o f n o n -w h ite p o p u la t io n , 1969 , b y census t r a c t ,
and th e y a re ra n k e d a c c o rd in g t o th e p e rc e n ta g e o f p o p u la t io n .
I t i s n o t a n u m e r ic a l r a n k in g o f th e t r a c t s , b u t i t i s a
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C
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p e rc e n ta g e r a n k in g , and a ls o th e I9 6 0 p e rc e n ta g e s , th e I9 6 0
f i g u r e s a g a in came fro m th o s e Census o f P o p u la t io n and
H o u s in g , and th e 1969 e s t im a te s w ere by my f i r m .
Q I show you P l a i n t i f f s ' E x h ib i t 37 and a sk you i f
you w i l l t e l l us w h a t t h a t e x h ib i t i s .
A T h is i s an e s t im a te o f p o p u la t io n t re n d s th ro u g h
1974 i n F o rs y th C o u n ty , and i t was p re p a re d b y my f i r m .
Q I w i l l show you P l a i n t i f f s ' E x h ib i t 38 and ask you
i f you w i l l t e l l us w h a t t h a t i s .
A T h is i s a ta b le l i s t i n g th e census t r a c t s t h a t
have an e s t im a te d change o f tw e n ty p e rc e n t o r more i n non
w h i te p o p u la t io n s in c e I9 6 0 i n F o rs y th C o u n ty , and some o f
th e re a s o n s t h a t th e s e changes w ere a t t r i b u t e d t o .
Q Now, w o u ld you come down fro m th e s ta n d and p o in t
o u t to th e C o u r t w h a t E x h ib i t 40 is ?
A T h is i s a map o f F o rs y th C o u n ty , and i t shows by
census t r a c t th e p e rc e n ta g e o f n o n -w h ite p o p u la t io n i n I9 6 0 .
Q A re th o s e p e rc e n ta g e s shown by c o lo r ?
A They a re shown by c o lo r code .
Q W ould you t e l l th e C o u r t w h a t th o s e codes a re ?
A The w h ite a re a s on th e map has 0 t o 9 .9 p e rc e n t
n o n -w h ite p o p u la t io n . The o ran ge c o lo r , th e t r a c t s la b e le d
o ra n g e , have 10 t o 1 9 .9 p e rc e n t n o n -w h ite p o p u la t io n . The
y e l lo w c o lo r re p re s e n ts 20 t o 2 9 .9 p e r c e n t . The b ro w n , o f
w h ic h th e r e i s none on t h i s p a r t i c u l a r map, was 3 9 .9 . The
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C
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1 b la c k , o f w h ic h th e re i s a ls o n o n e , was 40 t o 4 9 . Y o u r b lu e
re p re s e n te d a 50 to 5 9 .9 p e r c e n t . Y o u r d a rk g re e n re p re s e n ts
a 60 t o 6 9 .9 . The re d i s a 70 to 7 9 .9 . The l i g h t g re e n , o f
w h ic h th e r e i s none on t h i s p a r t i c u la r map, w o u ld be 80 t o
8 9 .9 . And y o u r la v e n d e r o r p u r p le i s 90 to 100 p e r c e n t .
Q A c c o rd in g to th e I9 6 0 c e n su s , w here was th e
la r g e s t c o n c e n t r a t io n o f n o n -w h ite p e rs o n s i n th e C ou n ty
o f F o rs y th ?
A Y o u r la r g e s t p o p u la t io n was i n census t r a c t t h r e e ,
s ix and seven .
Q I s t h a t p r i n c i p a l l y w i t h in th e h e a r t o f th e C i t y
o f W in s to n ?
A T h is i s a l i t t l e n o r th w e s t o f th e c e n t r a l c i t y ,
and th e s e tw o t r a c t s , I w o u ld c o n s id e r p r e t t y much i n th e
h e a r t o f W in s to n . T h is f o r in s ta n c e i s F i f t h S t r e e t , t h i s
l i n e g o in g r i g h t th ro u g h census t r a c t seven th e r e .
a Now, lo o k a t P l a i n t i f f s ' E x h ib i t 41 and t e l l us
w h a t t h a t i s .
A T h is i s an o v e r la y & r th e base map, w h ic h i s
d iv id e d in t o census t r a c t s , and i t o u t l in e s th e e s t im a te d
p e rc e n ta g e o f n o n -w h ite p o p u la t io n as o f A p r i l 1 , 1969 ,
w i t h th e v a r io u s c ro s s h a tc h in g s and d o ts and such t h a t a re
coded to m eet th e s im i la r p e rc e n ta g e s as t h is o o lo r e d one
d o e s .
Q Can you s o r t o f e x p la in th o s e codes f o r us?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N . C
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A W e ll , th e r e a g a in , y o u r w h ite a re a i n 1969 w ere
e s t im a te d to have le s s th a n 10 p e rc e n t n o n -w h ite p o p u la t io n .
You have a s e c t io n , th e s e tw o t r a c t s , th e s e l i n e s t h a t ru n
on a h o r iz o n t a l b a s is , r e p re s e n t a 10 t o 1 9 .9 p e r c e n t . You
have l i n e s ru n n in g on a v e r t i c a l p la n e t h a t re p re s e n ts 20
t o 2 9 .9 p e r c e n t . Y o u r s la n t in g l i n e s ru n n in g t h i s way
( i n d i c a t i n g ) —
THE COURT: A re th o s e p ro m in e n t on y o u r o v e r la y ?
THE WITNESS: Y e s , s i r .
THE COURT: I can see th e c lo u d e d a re a .
THE WITNESS: You have to be a l i t t l e c lo s e r .
THE COURT: I se e . You c a n ' t t e l l t h a t fro m a
d is ta n c e .
THE WITNESS: No, s i r .
Q (B y M r. Cham bers) B u t th e n o n -w h ite p o p u la t io n
i s shown a c c o rd in g t o th e code you have h e re on t h i s p a r t i
c u la r e x h ib i t ?
A T h a t 's r i g h t .
Q W ould you t e l l us w h a t E x h ib i t 42 is ?
THE COURT: Now, l e t ' s see , M r. C ham bers. The
o v e r la y i s a s e p a ra te e x h ib i t num ber i n each c a s e .
I s t h a t r ig h t ?
MR. CHAMBERS: Y es, s i r .
THE COURT: A l l r i g h t .
A T h is i s an o v e r la y b y census t r a c t sho w in g th e
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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e s t im a te d p e rc e n ta g e o f n o n -w h ite p o p u la t io n as o f A p r i l 1 ,
1969 , and i t i s c o lo r coded in s te a d o f u s in g th e c ro s s h a tc h
in g and d o ts as used on th e p re v io u s o v e r la y .
Q W ould you t e l l us w here th e h ig h e s t c o n c e n t r a t io n
o f n o n -w h ite a re a c c o rd in g to t h a t e s t im a te f o r 1968?
A T h a t w o u ld be in t r a c t s th r e e , f o u r , f i v e , s i x ,
seven and s ix te e n , w h ic h w ere p r im a r i l y th e n o r th and n o r th
w e s te rn p o r t io n s .
Q I s t h a t n o r th w e s te rn o r n o r th e a s te rn ?
A N o r th e a s te rn . I 'm c o n fu s e d on my g e o g ra p h y .
THE COURT: G e n e ra l ly t e l l me w h a t th e change has
been i n th o s e y e a rs . Some o f th o s e , w i t h o u t g o in g
b ack and c o m p a rin g them .
THE WITNESS: W e ll , i n t r a c t f o u r , w h ic h i s t h i s
t r a c t ( i n d i c a t i n g ) , have in c re a s e d - o h , r o u g h ly a
l i t t l e o v e r s i x p e rc e n t n o n -w h ite p o p u la t io n s in c e
I9 6 0 to an e s t im a te d 9 6 -9 7 p e rc e n t i n 1969 . O f t r a c t
f i v e , w h ic h i s th e a d ja c e n t t r a c t , an in c re a s e fro m a
l i t t l e o v e r 70 p e rc e n t to a ro u n d 98 p e r c e n t . T r a c t
s ix te e n h e re in c re a s e d fro m 64 p e rc e n t t o an e s t im a te d
90 p e r c e n t . Those w ere th e m a jo r cha ng e s . T r a c t
e ig h te e n had - o h , j u s t fro m an i n f i n i t e s im a l num ber
o f n o n -w h ite s i n I9 6 0 to r o u g h ly 25 p e rc e n t i n *6 9 .
THE COURT: T h a t 's t r a c t e ig h te e n ?
THE WITNESS: T r a c t e ig h te e n . And t r a c t n in e te e n ,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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1 th e b lu e t r a c t h e re , g row s fro m a l i t t l e o v e r e ig h t
p e rc e n t to a p p ro x im a te ly f i f t y p e r c e n t . And th o s e
have been y o u r m a jo r changes o f th e s e t r a c t s t h a t had
more th a n tw e n ty p e rc e n t change i n p o p u la t io n .
THE COURT: A l l r i g h t . Go ahead, M r. C ham bers.
Q (B y M r. Cham bers) I show you P l a i n t i f f s ' E x h ib i t
43 and ask you i f you w i l l t e l l us w h a t t h a t i s .
A T h is i s an o v e r la y sho w in g u rb a n re n e w a l
a c t i v i t i e s and th e r e lo c a t io n o f th e f a m i l i e s and in d iv id u a ls
d is p la c e d by u rb a n re n e w a l i n W in s to n -S a le m , and i t was
p re p a re d fro m in fo r m a t io n fu r n is h e d b y th e R edeve lopm en t
C om m ission o f W in s to n -S a le m .
Q W ould you t e l l us w h a t t h a t shows th e re ?
A I t shows t h a t th e re a g a in , we have c o lo r cod ed ,
and Y o u r H onor m ig h t have a l i t t l e d i f f i c u l t y i n i d e n t i f y
in g , b u t th e p u r p le a re a re p re s e n ts a 34 p e rc e n t n o n -w h ite
p o p u la t io n . The b lu e - t h i s i s th e b lu e - th e b lu e
re p re s e n ts a 37 p e rc e n t r e lo c a t io n . The g re e n a re a i s a
23 p e r c e n t , and th e s e tw o o ra n g e a re a s a re 6 p e rc e n t .
THE COURT: T e l l me, i f I w a n t t o p u t t h a t b ack
o v e r and lo o k a t i t , w h a t do I m atch u p , t o be s u re
t h a t th e o v e r la y f i t s i t ?
THE WITNESS: H ere a re some c ro s s h a tc h e s up h e re
t h a t m atch th e c ro s s h a tc h e s on th e base map.
THE COURT: Can you show me? I s e e . A l l r i g h t .
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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Q (B y M r. Cham bers) Now, j u s t as one e xa m p le , M r.
G reen— w o u ld you lo o k a t y o u r e x h ib i t ? M r. G ree n , when
you w ere t a l k in g a b o u t th e r e lo c a t io n a re a show ing tw e n ty
and th i r t y - s o m e p e rc e n t , w h a t a re you t a l k in g a b o u t?
A T h a t i s th e p e rc e n ta g e o f n o n -w h ite p e o p le who
w ere r e lo c a te d ; who w ere d is p la c e d b y U rban Renewal and
r e lo c a te d in th e s e p a r t i c u la r a re a s .
Q O f th e n o n -w h ite s who w ere d is p la c e d b y U rban
R enew a l, t h a t p e rc e n ta g e w ere th e ones r e lo c a te d i n t h a t
p a r t i c u la r a re a and c o lo r?
A R ig h t .
Q You in d ic a te d a moment ago t h a t you had a change
i n census t r a c t num ber f o u r be tw een I9 6 0 and 1968 . A c co rd
in g to y o u r E x h ib i t 38 , you in d ic a t e t h a t th e s e c h a n g in g
a re a s w ere a f fe c te d b y r e lo c a t io n fro m U rban Renewal?
MR. WOMBLE: I o b je c t .
THE COURT: On th e g ro u n d s t h a t h e 's le a d in g h im
in t h is ?
MR. WOMBLE: Yes.
THE COURT: D id you s ta te th a t?
THE WITNESS: Y es. My r e p o r t s ta te s t h a t f a c t .
THE COURT: A l l r i g h t .
MR. WOMBLE: T h a t 's th e g i s t o f h is s ta te m e n t,
Y o u r H o n o r. T h is i s n o t i n e v id e n c e .
THE COURT: A l l r i g h t . O v e r ru le d . Go ahead.
G R A H A M E R L A C H E R & A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N C
PHONE: 765-0636
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Q (B y M r. Cham bers) W ould you show th e C o u r t by
way o f t h i s map how th e r e lo c a t io n a f fe c te d th e change i n
th e n o n -w h ite p o p u la t io n i n t r a c t fo u r?
A W e ll , you had— fro m y o u r second o v e r la y , y o u r
n o n -w h ite p o p u la t io n i s e s t im a te d now to be be tw een n in e t y
and a h u n d re d p e r c e n t .
Q What was i t i n I9 6 0 ?
A I t was 6 .3 5 p e rc e n t .
C What does th e r e lo c a t io n map show?
A The r e lo c a t io n map shows o f th e p e o p le d is p la c e d
by U rban R enew a l, th e y w ere p la c e d i n an a re a w h ic h i s
p r e s e n t ly p re d o m in a n t ly n o n -w h ite .
Q You in d ic a te d an in c re a s e in census t r a c t num ber
f i v e . Was t h a t census t r a c t a re a a f f e c te d by r e lo c a t io n ?
A T h is was a ls o a f fe c te d by r e lo c a t io n . T h a t
t r a c t i s an i n - f l o w fro m U rban R enew a l.
Q You in d ic a te d t h a t th e re i s an in c re a s e i n census
t r a c t num ber e ig h t o f n o n -w h ite p e rs o n n e l - o f n o n -w h ite
p e rs o n s . Would you s ta te w h e th e r th e r e lo c a t io n had an
e f f e c t on t h a t a rea?
A There a ls o th e p re p o n d e ra n c e o f p e o p le __ w e l l ,
i n f a c t , i f I remember r i g h t l y , th e y w ere a l l n o n -w h ite and
U rban Renewal had an im p a c t on t h a t t r a c t a ls o .
Q I f y o u ’ l l go back to th e s ta n d .
THE COURT: M r. C ham bers, I presum e you f u r n is h
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
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an o p e r a to r w i t h y o u r e x h ib i t s , do you?
MR. CHAMBERS: Y o u r H o n o r, w e ’ d l i k e t o . I t h in k
we have a v o lu n te e r f o r t h a t .
Q (By M r. Cham bers) M r. G reen , d id you have an
o c c a s io n t o p re p a re a I9 6 0 c h a r t i n c o m p a rin g w i t h th e
p re s e n t s c h o o l a tte n d a n c e zone i n W in s to n -S a le m and F o rs y th
C oun ty?
I d id .
I s t h i s E x h ib i t 42 th e o v e r la y t h a t you p re p a re d ?
T h a t i s th e in fo r m a t io n f o r 1969 , y e s .
I t o v e r la y s on th e p re s e n t s c h o o l a t te n d a n c e a rea s ';
Y es.
Do th e census t r a c t s th e m s e lv e s show 'the s c h o o l
a tte n d a n c e a rea?
A N o t p e r se , n o .
Q Now, th e c o lo r in g o f t r a c t num ber 3 5 , w h ic h i s
o ra n g e , i t shows 10 to 1 9 .9 9 p e rc e n t n o n -w h ite i n t h a t
p a r t i c u la r census t r a c t . W ould t h a t mean t h a t non—w h ite s
w o u ld l i v e on each s t r e e t o f t h a t census t r a c t ?
A N o t n e c e s s a r i ly , n o . B u t th e y w o u ld be c lu s te r e d
a t one end o r i n one p a r t i c u la r l i t t l e segm ent o f th e t r a c t .
I t s q u i te p a s s ib le t h a t you w o u ld have an e n c la v e , so t o
spe ak .
Q So th e p a r t i c u la r t r a c t i t s e l f w o u ld n ’ t show th e
re s id e n c e o f th e n o n -w h ite s i n th e census t r a c t , th e p a r t i -
A
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G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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cular census tract?
A I didn't get your question, Mr. Chambers.
Q I said the census tract itself would not show the
residences, the residential locations, of the individual
non-whites in a particular census tract?
A No, they would not do that.
Q I think in answer to a question from the Court,
you indicated the census tracts that have the greatest
change between the I960 and 1969, that that is shown on
your Exhibit 38?
A I have lost track of what the exhibit number was.
Yes, that is correct.
Q As shown on Plaintiffs' Exhibit 38?
A Yes.
Q Mr. Green, in your preparation of these estimates
and maps and overlays, did you come to Winston-Salem?
A Yes, I spent considerable time in Winston-Salem.
Q Approximately how long did you stay? How many
days did you visit?
A Approximately— well, a total of approximately
two weeks of actual field work in Winston-Salem.
C Did anyone come with you?
A I came by myself, but I had some local assistance.
Q Do you recall how many people you had locally
assisting you in your work?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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A 1 had tw o , you c o u ld c o n s id e r f u l l - t i m e lo c a l
h e lp .
Q D id you go a rou nd and v i s i t any o f th e n e ig h b o r
hoods?
A Y es. I w o u ld e s t im a te t h a t we ra n up a m ile a g e
o f c lo s e to e ig h t o r n in e h u n d re d m i le s , j u s t w i t h in p r e t t y
much th e W in s to n -S a le m c i t y l i m i t s . We a c t u a l l y w e n t up
one s t r e e t and down th e o th e r i n th e t r a n s i t i o n a re a s t h a t
we had d is c o v e re d .
MR. CHAMBERS: We have n o th in g f u r t h e r .
THE COURT: M r. Womble?
CROSS EXAMINATION
Q (B y M r. Womble) Who w ere y o u r a s s is t a n t s , M r.
G ree n , i n W ins to n -S a le m ?
A I had a s s is ta n c e fro m M r. A l f r e d S c o t t , who was
a r e a l t o r h e re , and M r. Thurmond DuBose, who was em ployed
by th e E x p e r im e n t i n S e lf - R e l ia n c e . I a ls o had c o n s id e ra b le
a d v ic e fro m any number o f p e o p le and some p a r t i a l a s s is ta n t s .
Q I b e l ie v e you s a id you l i v e i n C h a r lo t te ?
A Yes, s i r .
Q T h is was th e f i r s t t im e t h a t you had e v e r s p e n t
any t im e i n W in s to n -S a le m and F o rs y th C ou n ty f o r th e p u rp o s e
o f m ak ing any c o n c e n tra te d s tu d y , was i t ?
A F o r t h a t p u rp o s e , y e s , s i r .
Q And m ost o f y o u r w o rk has been m a rk e t a n a ly s is i n
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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c o n n e c t io n w i t h s a le s o f p ro d u c ts and s e rv ic e s ?
A Y es, s i r , b u t t h a t em brances th e d em og rap h ic
a s p e c ts o f th e b u s in e s s .
Q And i n s i t e s e le c t io n f o r fo o d c h a in s ?
A T h is a g a in em brances th e d em og rap h ic com ponents
o f i t .
Q Now, as I u n d e rs ta n d i t , t h i s map t h a t i s i d e n t i
f i e d as P l a i n t i f f s * E x h ib i t No. 40 shows th e p o p u la t io n by
census t r a c t as o f I9 6 0 ?
A I b e l ie v e t h a t ' s c o r r e c t , s i r . Y es, t h a t i s
c o r r e c t , y e s .
Q A c c o rd in g t o t h i s map, do I u n d e rs ta n d c o r r e c t l y
t h a t th e r e was a n o n -w h ite p o p u la t io n be tw een 10 and 20
p e rc e n t i n census t r a c t s 27 and 28 i n I9 6 0 ?
A Y es, s i r , t h a t i s c o r r e c t . .
Q In census t r a c t 4 , th e r e was fro m 0 t o 9 .9 9 p e r
c e n t n o n -w h ite p o p u la t io n ?
A Yes, s i r .
Q A t t h a t t im e . I n f a c t , a l l o f th e s e a re a s t h a t
a re n o t c o lo re d w ere a re a s i n w h ic h th e n o n -w h ite p o p u la t io n
i n I9 6 0 was le s s th a n te n p e rc e n t?
A T h a t 's c o r r e c t , y e s , s i r .
Q I b e l ie v e you t e s t i f i e d t h a t th e census t r a c t s
a re p la n n e d to o b ta in d a ta r e la t i n g to homogeneous g ro u p s ?
A They a re d e s ig n e d t h a t way i n i t i a l l y . See, I9 6 0
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
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was the first time that Winston-Salem or Forsyth County was
tract.
Q So they were designed that way in I960 then?
A Yes, sir, in I960. Even the Census Bureau, I
think, cannot anticipate the change in what direction
necessarily.
Q I call your attention to census tract 12, which
according to this map would indicate a non-white population
of 20 to 29.99 percent, is that correct?
A Yes, sir.
Q Is the north boundary line of that tract Coliseum
Drive?
A Coliseum Drive, yes.
Q And is the western boundary of that tract Strat
ford Road?
A That is correct.
Q And the southern boundary runs from the inter
section of Stratford Road and West First Street eastwardly
along West First Street to the railroad track, doesn't it?
A Yes, sir.
Q And then it goes northwardly along the railroad
track to the point where North Broad Street goes under the
railroad track, is that correct?
A Yes, sir.
0 In other words, are you familiar with this street
G R A H A M E R L A C H E R ft A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N . C.
PHONE: 765-0636
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t h a t t h i s b o u n d a ry i s on h e re ? Do you know t h a t to be
Thurmond S tre e t?
A T h is I b e l ie v e - w i t h o u t lo o k in g a t a d e ta i le d
map, I b e l ie v e t h a t i s th e name o f i t .
Q So g e n e r a l ly s p e a k in g , census t r a c t 12 i s bounded
on th e n o r th b y C o lise u m D r iv e , on th e w e s t by S t r a t f o r d
Road, on th e s o u th by F i r s t S t r e e t , and th e r a i l r o a d t r a c k ,
and on th e e a s t by Thurmond S tre e t?
A Y es.
Q Do you know w here th e w h ite p o p u la t io n and th e
n o n -w h ite p o p u la t io n i n t h a t census t r a c t re s id e s ?
A By g o in g back to my w o rk in g p a p e rs , I c o u ld p r e t t y
w e l l d e f in e f o r y o u , I t h in k . I was asked to d e v e lo p th e s e
by g e n e ra l t r a c t s , a re a s . I n th e d e ve lo p m e n t o f th e s e
f i g u r e s , we d id —
Q You d o n ' t r e a l l y know w here th e y l i v e i n t h a t
a re a , do y o u , by ra ce ?
A I c o u ld n o t t r u t h f u l l y t e l l you to d a y , n o , s i r ,
w i t h o u t g o in g b ack t o my w o rk in g p a p e rs and c o n s u l t in g them .
Q B u t as you t e s t i f i e d , th e t r a c t sho w in g t h i s
d o e s n 't r e a l l y in d ic a t e anyw here w i t h in a t r a c t t h a t w h ite
o r n o n -w h ite p e o p le l i v e , does i t ?
A No. T h is does n o t r e p re s e n t a s p o t t in g o f each
f a m i ly .
Q Or even g ro u p s o f f a m i l ie s ?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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A T h a t i s a f i g u r e f o r th e t r a c t as a u n i t .
Now, do you have th e o v e r la y t h a t shows th e
changes be tw een I9 6 0 and 1969?
THE COURT: M r. Womble, we u s u a l ly ta k e an a f t e r
noon b re a k a b o u t t h i s t im e , and we m ig h t ta k e i t now
and g iv e you a l i t t l e o p p o r tu n i t y t o c o n s id e r th e
e x h ib i t s a l i t t l e b i t .
MR. WOMBLE: A l l r i g h t , s i r .
THE COURT: I f you s h o u ld need a l i t t l e e x t r a
t im e to o rg a n iz e t h a t , i f you w i l l l e t th e C le r k know ,
we w i l l g iv e you t im e . I 'm n o t in d ic a t i n g t h a t you
w ere d e la y in g t h i s . I r e a l i z e —
MR. WOMBLE: No, s i r , we d i d n ' t see th e s e u n t i l
we came in t o c o u r t .
THE COURT: These e x h ib i t s a re a f i r s t im p re s s io n
to y o u , and i t ' s a l i t t l e d i f f i c u l t to go in t o t h i s
many e x h ib i t s t o u n d e rs ta n d them . A l l r i g h t . L e t 's
ta k e a s h o r t re c e s s .
(A b r i e f re c e s s was ta k e n . )
iHE COURT: A l l r i g h t , M r. G reen , w i l l you come
b ack to th e s ta n d , p le a s e .
Q (B y M r. Womble) Mr-. G reen , I b e l ie v e a t one
p o in t you t e s t i f i e d t h a t you had some 1968 f ig u r e s t h a t
you o b ta in e d fro m some s o u rce o th e r th a n th e census re c o rd s
i n c o n n e c t io n w i t h t h i s s u rv e y you made. I s t h a t c o r r e c t?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M , N. C
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A Y es, s i r . These f ig u r e s w ere d raw n up by th e
c i t y , th e C ou n ty P la n n in g C om m iss ion .
Q Were th e y 1968 f ig u r e s ?
A June 1 , 1968 , y e s . These w ere j u s t t o t a l p o p u la
t i o n f ig u r e s by t r a c t . T h e re was no b re a k -d o w n as to w h i te
o r n o n -w h ite .
Q The f ig u r e s t h a t you have g o t on th e s e c h a r ts
th e n show ing p e rc e n ta g e o f n o n -w h ite p o p u la t io n by census
t r a c t s i s n o t in fo r m a t io n t h a t you g o t fro m th e C ity -C o u n ty
P la n n in g Board?
A No, s i r , n o . T h is was d e v e lo p e d b y my f i r m , th e
f i g u r e s —
Q W a it j u s t a moment. When you say i t was d e v e lo p e d
b y y o u r f i r m — I b e l ie v e you s a id t h a t you d id a l l th e w ork?
A I d id th e b u lk o f i t . I t was my p r o je c t , y e s .
Q W hat1s th a t?
A I say I d id th e b u lk o f th e woi’k ; i t was my
p r o je c t .
Q Y es. I t h in k you s a id you w ere th e o n ly one t h a t
come to W in s to n -S a le m ?
A Y es.
Q What m ethod d id you use to d e te rm in e y o u r p e r
c e n ta g e s o f w h ite a n d ro n -w h ite p o p u la t io n f o r 19— s t r i k e
t h a t . Where y o u ’ ve g o t 1969 e s t im a te d f i g u r e s —
A Y es.
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
P h o n e . 7 6 5 - 0 6 3 6
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Q A re th o s e based on th e 1968 f ig u r e s o f th e P la n n in g
B o a rd , o r d id you make some f u r t h e r e s t im a te o r a d ju s tm e n ts
fro m th e 1968 P la n n in g B oard f ig u r e s ?
A I n cases w here th e re had been any a p p re c ia b le
d e m o l i t io n o f h o u se s , we d id a d ju s t t h a t t o a c e r t a in
e x te n t . These w ere th e l a t e s t t o t a l p o p u la t io n f ig u r e s
t h a t w ere a v a i la b le , th e P la n n in g C om m ission f i g u r e s .
Q Was th e P la n n in g B oard p o p u la t io n f i g u r e a t o t a l
f i g u r e f o r 1968 f o r th e w ho le c o u n ty , o r was i t b y census
t r a c t ?
I t was b ro k e n down by census t r a c t .
B u t i t was n o t b ro k e n down by w h ite and n o n -w h ite ?
N o t f o r 1968 , no .
And as I u n d e rs ta n d i t , you th e n d id y o u r own
f i g u r in g t o b re a k i t down be tw een w h ite and n o n -w h ite i n
each census t r a c t ?
A T h a t i s r i g h t , y e s .
Q How d id you do th a t?
A We a cc u m u la te d da ta fro m v a r io u s s o u rc e s . I n o th e r
w o rd s , th e R edeve lopm ent C om m ission c o u ld g iv e us f ig u r e s
on how many p e o p le th e y had r e lo c a te d . We had num erous
s tu d ie s t h a t had been made, th e N o r th C a r o l in a Fund had
made s e v e ra l s tu d ie s . I t h in k M r. Chambers has in t r o d u c e d
some o f them in t o e v id e n c e . So we to o k th e s e p u b lis h e d
f ig u r e s t h a t w ere a v a i la b le and c o u ld e s ta b l is h a t r e n d i n
A
Q
A
Q
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
P h o n e . 7 6 5 - 0 6 3 6
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p o p u la t io n , and we c o u ld p r e t t y w e l l p in p o in t th e a re a s
t h a t w ere i n a s ta te o f t r a n s i t i o n .
Q So you to o k th e e s t im a te s o f th e P la n n in g B oa rd
and made y o u r own e s t im a te s fro m th a t?
A T h is i s c o r r e c t , y e s , s i r .
Q So th e r e i s n o th in g r e a l l y o f f i c i a l a b o u t any o f
th o s e f ig u r e s t h a t you w ere w o rk in g w i t h as t o 1968 o r 1969 ,
i s th e re ?
A U n le s s you w o u ld c o n s id e r a p u b l ic a t io n b y th e
P la n n in g C om m ission as o f f i c i a l .
Q B u t you d i d n ' t use t h e i r f ig u r e s f o r b la c k and
w h i te , o r w h ite and n o n -w h ite , d id y o u , because th e y d i d n ' t
have any?
A No. They had a t o t a l p o p u la t io n f i g u r e . The
e s t im a te s o f n o n -w h ite i n 1969 d id n o t come fro m th e
P la n n in g p e o p le a t a l l .
Q They d i d n ' t come fro m any o f f i c i a l s o u rc e , d id
th e y ?
A No, s i r . T h is was i n th e in fo r m a t io n t h a t I
d o u b t you w o u ld f i n d i n any c i t y , v e r y many c i t i e s ,
c e r t a in l y . A s p e c ia l s tu d y w o u ld have to be made, as was
done i n t h i s ca se .
0 You d o n ' t co n te n d t h a t th e s e a re a c c u ra te r e l i a b l e
f ig u r e s th e n , do you?
A I w o u ld say th e y a re re a s o n a b ly a c c u ra te . We t r y
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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t o w o rk i n t h i s p a r t i c u la r case - a te n p e r c e n t , a
maximum te n p e rc e n t e r r o r .
Q A te n p e rc e n t e r r o r , be tw een 15 and 25 p e rc e n t
w o u ld be p r e t t y la r g e , c o u ld n ' t i t ?
A No, s i r , n o t t h a t much. When you e q u a te f i g u r e s ,
p e rc e n ta g e s a re somewhat m is le a d in g when you e q u a te i t to
a c tu a l f i g u r e s .
Q O f c o u rs e th e s e f ig u r e s c o u ld be m is le a d in g ,
c o u ld n ’ t th e y ?
A I t ’ s p o s s ib le th e y c o u ld b e , y e s , s i r . I do n o t
t h in k i t ’ s p ro b a b le . From a p r o fe s s io n a l p o in t o f v ie w , I
c a n n o t a f f o r d to j u s t p u t f ig u r e s on p a p e rs .
A t th e same t im e , you c a n ’ t vouch f o r them e i t h e r ,
can you?
A I have e x p la in e d th e m e th o d o lo g y , and i t i s f a i r l y
a c c u ra te , I t h in k , s i r .
Q B u t i t i s an e s t im a te based upon a n o th e r m an’ s
e s t im a te , i s n ’ t i t ?
A T ru e .
Q And you made some a d ju s tm e n t as t o 1968 and 1969
as f a r as t o t a l f ig u r e s w ere c o n c e rn e d , d id n ’ t you?
A I f th e r e had been any a p p re c ia b le d e m o l i t io n i n
c e r t a in a re a s .
Q Because you d id n ’ t have any ’ 69 f i g u r e s fro m th e
P la n n in g B oard?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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A No, s i r , t h a t i s c o r r e c t .
Q Who em ployed you to do t h i s w o rk i n W in s to n -S a le m
and F o rs y th C oun ty?
A I was em ployed by th e p l a i n t i f f s ' le g a l c o u n s e l.
Q Who p a id you?
A The paym ent came th ro u g h th e c o u n s e l, th ro u g h
th e le g a l c o u n s e l f o r th e p l a i n t i f f s .
Q I asked you who p a id you?
MR. CHAMBERS: Y o u r H on o r, I d o n ' t see w here
t h a t ' s r e a l l y m a te r ia l , as to who p a id h im . He t o ld
h im w here he g o t h is ch e ck fro m .
THE COURT: O v e r ru le d . I f you know.
Q (B y M r. Womble) Who d rew th e check?
A The che ck was on M r. C ham bers ' la w f i r m and was
s ig n e d b y M r. Cham bers, i f I remember r i g h t .
Q Do you know who fu r n is h e d th e money f o r i t ?
MR. CHAMBERS: Now, Y o u r H o n o r, I t h in k t h a t ' s
a b i t p e r s o n a l. I d o n ' t t h in k t h a t ' s r e le v a n t a t a l l
i n t h i s p ro c e e d in g .
MR. WOMBLE: I w an t to f i n d o u t who a c t u a l l y p a id
h im .
THE COURT: M r. C ham bers, i t i s n ' t r e le v a n t e x c e p t
i n th e sense t h a t i t w o u ld show in t e r e s t maybe, I d o n ' t
know w ha t i t m ig h t show, and th e re b y maybe th e y a re
a t te m p t in g to show t h a t h is te s t im o n y m ig h t be— t h a t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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he m ig h t be b ia s e d i n h is te s t im o n y . Why w o u ld n 't i t
be r e le v a n t as to who th e w itn e s s w o rks fo r ?
MR. CHAMBERS: I t h in k h e 's a lr e a d y shown by th e
w itn e s s in d ic a t i n g t h a t my f i r m em ployed h im to do th e
w o rk . Now, i f we a re g o in g t o open P a n d o ra 's Box
a b o u t w here p a r t i c u la r fu n d s a re com ing fro m t o s u p p o r t
t h a t ' s a d i f f e r e n t s t o r y . We d o n ' t w an t to r e v e a l i t ,
w here th e money— w e l l , we w o u ld a ls o in d ic a t e a t
t h i s t im e t h a t i f t h i s i s w h a t we a re g e t t in g i n t o , we
have some f u r t h e r in q u i r i e s t h a t we w o u ld make, to o .
THE COURT: I 'm p r e t t y l i b e r a l ; t h i s i s a non
ju r y m a t te r , and I o v e r r u le th e o b je c t io n . You may
answ er i f you know.
THE WITNESS: Y o u r H o n o r, I do n o t know w i t h a
c e r t a in t y . I have a f e e l in g t h a t i t p o s s ib ly came
fro m th e L e g a l D efense Fund o f th e NAACP, b u t I c o u ld
n o t s ta te t h a t u n d e r o a th .
THE COURT: T h a t 's th e answ er th e n , M r. Womble.
L e t 's move on th e n to a n o th e r p o in t .
Q (B y M r. Womble) M r. G reen , l e t ' s j u s t ru n th ro u g h
th e s e t r a c t s b r i e f l y , to t r y to g e t a p ic t u r e o f w h a t
a c c o rd in g to y o u r s u rv e y th e changes w ere be tw een '6 0 and
'6 9 . Now, as I u n d e rs ta n d i t - l e t ' s j u s t ta k e them in
n u m e r ic a l o r d e r . A rea number one was w h a t n o n -w h ite popu
l a t i o n i n »60?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
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Q
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T h a t was be tw een 10 and 1 9 .9 9 p e r c e n t .
What i n ’ 69?
Betw een 10 and —
THE COURT: G e n e ra l ly w here i s t h a t a re a , M r.
G reen and M r. Womble?
Q (B y M r. Womble) M r. G reen , w h a t a re a i s t h a t i n
th e C i t y o f W in s to n -S a le m ?
A On th e w e s t i t ’ s bounded b y B road S t r e e t . On th e
e a s t by th e r a i l r o a d t r a c k , I b e l ie v e . I s t h a t n o t c o r r e c t?
The N & W R a ilw a y t r a c k s w i t h some v a r i a t i o n , n o t c o m p le te .
Now, i t goes on bey ones t h a t .
Q And on th e so u th ?
On th e s o u th b y 1 -4 0 .
And on th e n o r th ?
On th e n o r th , t h a t ’ s a b o u t S e ve n th S t r e e t .
THE COURT: A l l r i g h t .
(B y M r. Womble) Now, im m e d ia te ly n o r th o f census
t r a c t one i s census t r a c t tw o . P le a se e x p la in w ha t y o u r
maps show as to I9 6 0 and 1969 .
A 50 to 5 9 .9 i n I9 6 0 ; 60 t o 6 9 .9 i n 1969 .
So t h a t in c re a s e d th e n a b o u t te n p e r c e n t , i s t h a t
A
Q
A
Q
Q
c o r r e c t?
A
Q
T h a t ’ s c o r r e c t .
And t h a t ru n s fro m a b o u t S e ve n th S t r e e t on up t o —
w h a t i s th a t? I t lo o k s l i k e N o r th w e s t B o u le v a rd .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N. C.
Puokjc TAK.nfilC
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1 A N o r th w e s t B o u le v a rd , I w o u ld t h in k .
Q And th e n th r e e , w h ic h a p p e a rs t o be n o r th o f a re a
t r a c t tw o , bounded on th e s o u th b y N o r th w e s t B o u le v a rd , on
th e w e s t by Thurmond S t r e e t , on th e n o r th by C o lis e u m D r iv e ,
and on th e e a s t by a ja g g e d l i n e t h a t ru n s s o u th o f S h o re -
f a i r D r iv e and l i t t l e w e s t o f P a t te r s o n A venue, w h a t do
y o u r f ig u r e s show on t h a t f o r I9 6 0 ?
A I n I9 6 0 , be tw een 90 and 100 p e rc e n t , and th e same
f o r 1969 .
Q cen su s t r a c t f o u r , w h ic h i s im m e d ia te ly e a s t and
e x te n d s a l i t t l e n o r th o f census t r a c t t h r e e , bounded on
th e s o u th b y N o r th w e s t B o u le v a rd , on th e n o r th b y In d ia n a
A venue, on th e e a s t b y th e N o r f o lk & W e s te rn r a i l r o a d , w h a t
d id t h a t show i n I9 6 0 ?
A I t showed be tw een 0 and 9 .9 p e rc e n t n o n - w h ite .
Q And i n 1969 , you show i t —
A As be tw een 90 and 100 .
Q T h a t was a c o m p le te change i n t h a t a re a , a lm o s t
c o m p le te , w a s n 't i t ?
A Y e s , s i r .
Q From s o m e th in g le s s th a n te n p e rc e n t t o s o m e th in g
o v e r n in e t y p e rc e n t?
A From 6 .3 5 p e rc e n t t o a p p ro x im a te ly 9 7 .
THE COURT: Where i s t h a t a re a g e n e r a l ly ?
Q (B y M r. Womble) Am I c o r r e c t , M r. G ree n , i n
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M , N. C
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s a y in g t h a t t h a t ru n s fro m N o r th w e s t B o u le v a rd on th e s o u th ,
e x te n d s n o r th on b o th s id e s o f P a t te r s o n A venue, th e n
bounded on th e e a s t b y th e N o r f o lk & W e s te rn R a i l r o a d , and
on th e w e s t by a l i n e t h a t s t a r t s a t th e s o u th a c o u p le
b lo c k s w e s t o f P a t te r s o n Avenue and w in d s up a t C o lis e u m
D r iv e , a l i t t l e w e s t o f S h o r e fa ir D r iv e ?
A T h a t 's c o r r e c t , s i r .
THE COURT: A l l r i g h t .
Q (By M r. Womble) Then t r a c t f i v e was w h a t i n
I9 6 0 ?
A T h a t was be tw een 70 and 7 9 .9 . T h e re a g a in i t ' s
be tw een 90 and 100 .
Q So t h a t w e n t fro m — t h a t added a b o u t 20 p e rc e n t
n o n -w h ite d u r in g t h a t n in e - y e a r p e r io d ?
A R ig h t .
Q And a re a f i v e l i e s im m e d ia te ly e a s t o f census
t r a c t f o u r , i s t h a t c o r r e c t?
A You c o u ld p ro b a b ly re a d th e s e l i n e s b e t t e r on
t h i s map. I t ' s 2 6 th S t r e e t , 2 8 th S t r e e t , th e N o r f o lk -
W e s te rn t r a c k i s on th e w e s t s id e , and 1 4 th S t r e e t on th e
s o u th s id e .
Q Census t r a c t s s ix and seven a re im m e d ia te ly s o u th
o f f i v e and im m e d ia te ly e a s t o f one and tw o . And w h a t was
th e n o n -w h ite p o p u la t io n o f th o s e tw o t r a c t s i n I9 6 0 ?
A Betw een 90 said 100 p e r c e n t .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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Q And d id th e y c o n t in u e to be o f th e same p e rc e n ta g e
n in e y e a rs la t e r ?
A The same p e rc e n ta g e , y e s , s i r .
Q Census t r a c t e ig h t i s im m e d ia te ly s o u th o f seven .
C o u ld you t e l l us th e b o u n d a r ie s o f e ig h t?
A E ig h t i s bounded on th e n o r th s id e by th e
S o u th e rn R a ilw a y t r a c k s , on th e w e s t s id e b y S ta d iu m D r iv e ,
I mean th e e a s t s id e by S ta d iu m D r iv e , th e s o u th s id e i s
J u n ia and th e n i t d ip s down to Sprague S t r e e t .
Q T h a t w o u ld be down th e s o u th s id e th e n , w o u ld n 't
i t ?
A R ig h t , and th e n th e w e s t b o u n d a r ie s o f M a in
S t r e e t and Salem C re e k .
Q And B road S t r e e t , I b e l ie v e ? No. No, y o u 'r e
r i g h t . A l l r i g h t . Now, th e p o p u la t io n th e r e i n I9 6 0 was
w h a t p e rc e n t?
A 70 and 79 p e r c e n t .
Q And w ha t was i t a c c o rd in g to y o u r f in d in g s i n '69 ?
A B etw een 80 and 89 p e rc e n t .
Q So you w o u ld say i t w en t up somewhere a ro u n d te n
p e rc e n t?
A Ten p e rc e n t , r i g h t .
Q Now, a re a s 9 , 10 and 11 had le s s th a n te n p e rc e n t
b o th t im e s ?
A R ig h t .
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
Phone: 765-0636
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2 ~ ~ ~ ,
betw een 20 and 30 p e rc e n t b o th tim e s ?
A Betw een 20 and 30 p e rc e n t b o th t im e s , y e s .
0 Now, 1 3 , 14 and 15 w ere i PoCle s s th a n te n p e rc e n t
n o n -w h ite b o th i n I 960 and 1 9 6 9 ?
A Y es, s i r .
Q Ar<’a 1 6 ' 0ensus t r a c t 1 6 . was w h a t i n I 9 6 0 ?
A I t was be tw een 80 - nn t + , , ,
°* 11 was be tw een 60 and
69 p e r c e n t .
Q 60 and 69 p e rc e n t n o n -w h ite i n I9 6 0 . What was i
i n ' 6 9 ?
Betw een 90 and 100 p e rc e n t i n ' 6 9 .
So t h a t was an in c re a s e o f w h a t p e rc e n t?
R o u g h ly t h i r t y p e r c e n t .
Census t r a c t 17 was—
20 t o 29 .
I n I9 6 0 , and w ha t i n 1969?
B etw een 30 and 39 p e r c e n t .
so t h a t a g a in in c re a s e d some te n p e rc e n t?
Some te n p e rc e n t .
E ig h te e n was le s s th a n te n p e rc e n t i n I9 6 0 , i s
t h a t r ig h t ?
A T h a t 's c o r r e c t .
Q And w h a t was e ig h te e n i n 1969?
A Betw een 20 and 29 p e r c e n t .
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Q
g r a h a m e r l a c h e r a a s s o c i a t e s
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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Q
A
Q
A
Q So t h a t jum ped somewhere be tw een te n and tw en ty-
p e rc e n t th e n , d i d n ' t i t ?
A R ig h t .
Now, t h a t a re a i s bounded by w ha t?
On th e n o r th by R e y n o ld s P a rk Road.
On th e e a s t?
On th e e a s t by B u t le r S t r e e t , on th e s o u th b y
S p ra g u e , and on th e w e s t by S ta d iu m D r iv e and a s m a ll p o r t io r
o f th e r a i l r o a d . S ta d iu m D r iv e i s th e m a in e a s te rn b o u n d a ry .
Q Does t h a t in c lu d e th e M o rn in g s id e M anor a re a , o r
do you know?
A T h a t w o u ld in c lu d e th e M anor a re a , y e s , s i r .
Q And i t was le s s th a n te n p e rc e n t i n I9 6 0 and more
th a n w h a t i n 1969 , n o n -w h ite ?
A 20 to 29 p e rc e n t .
C So th e r e was a s u b s t a n t ia l s h i f t i n th e r e s id e n t ia
p ic t u r e i n t h a t a re a i n t h a t p e r io d o f t im e , w a s n 't th e re ?
A Y es.
Now, a re a n in e te e n was le s s th a n te n p e rc e n t i nQ
I9 6 0 ?
A
Q
A
T h a t 's c o r r e c t .
What a re th e b o u n d a r ie s o f t h a t a rea ?
N in e te e n i s bounded on th e e a s t p a r t i a l l y b y M a in
S t r e e t and J u n ia and S prague S t r e e t s . T h a t w o u ld g iv e you
a n o r t h e r ly and e a s te rn b o u n d a ry a ls o .
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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A
Q
A
Q
Q I t ru n s a lo n g C o rp o ra t io n P arkw ay on th e s o u th
s id e ?
A On th e s o u th s id e C o rp o ra t io n P arkw ay i s th e m a jo r
s o u th e rn b o u n d a ry .
Q And Salem C reek on th e n o r th ?
Y es.
And N. C. H ighw ay 150 on th e n o r th a ls o ?
T h a t w o u ld be r i g h t , 150 .
C le m m o n s v ille Road on th e e a s t and P e te rs C reek
P arkw ay on th e w es t?
A R ig h t .
Q T h a t was le s s th a n te n p e rc e n t i n I9 6 0 , and w ha t
was i t i n 1969 a c c o rd in g to y o u r s u rv e y ?
A R o u g h ly be tw een 50 and 59 p e r c e n t .
Q So t h a t was a v e ry s u b s t a n t ia l change i n th e
r e s id e n t ia l p a t t e r n o f t h a t a re a d u r in g t h a t n in e - y e a r
p e r io d , w a s n 't i t ?
A Y es.
Q 20 , 21 , 22 , 2 3 , 24 , 2 5 , 26 w ere a l l le s s th a n
te n p e rc e n t n o n -w h ite b o th tim e s ?
A T h a t 's c o r r e c t , y e s .
Q Census t r a c t s num ber 27 and 2 8 , w h ic h c o v e r a
s iz e a b le segm ent i n th e n o r th w e s te rn p a r t o f F o rs y th C o u n ty ,
had w h a t r a c i a l c o m p o s it io n i n I9 6 0 ?
A Between 10 and 19 p e r c e n t .
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C
P h o n e : 7 6 5 - 0 6 3 6
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1 Q And w ha t r a c i a l c o m p o s it io n d id t r a c t s 27 and 28
have i n 1969 a c c o rd in g to y o u r f in d in g s ?
A They had le s s th a n te n p e r c e n t .
Q So t h a t was a s u b s t a n t ia l d ro p th e n p e rc e n ta g e
w is e ?
A P e rc e n ta g e -w is e , y e s , s i r .
Q In s o fa r as n o n -w h ite t o w h ite was con ce rn ed ?
A Y es.
0 T h a t d rop pe d fro m somewhere be tw een 10 and 20
p e rc e n t t o le s s th a n 10 p e rc e n t?
A To le s s th a n 10 p e r c e n t .
Q T r a c t 29 was le s s th a n 10 p e rc e n t i n I9 6 0 , i s t h a t
c o r r e c t?
A Y es.
Q And a c c o rd in g t o y o u r f in d in g s i n 1969 i t was—
A Betw een 10 and 19 p e r c e n t .
Q Betw een 10 and 19 p e rc e n t n o n -w h ite .
A N o n -w h ite .
Q And 29 a c c o rd in g to th e map i s a v e ry s iz e a b le
a re a t h a t l i e s n o r th o f th e c i t y , w e s t o f th e N o r f o lk &
W e s te rn r a i l r o a d t r a c k , and e a s t o f th e Germ antown Road.
THE COURT: T e l l me, t h a t ' s o u t i n th e r u r a l a re a
now, and s t a t i s t i c s a r e n ' t to o a v a i la b le o u t t h e r e .
Those tw o t r a c t s th e re com pared to th e c o n t ig u o u s one
to th e o th e r , one o f them l o s t te n p e rc e n t and one o f
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
PHONE: 7 6 5 - 0 6 3 6
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1 them in c re a s e d te n p e r c e n t . What d id you g e t y o u r
f ig u r e s fro m to a n a ly z e i n r e s p e c t t o t h a t change?
THE WITNESS: W e ll , f o r th e t r a c t s 27 and 2 8 , th e
in c re a s e i n w h ite p o p u la t io n i n d e ve lo p m e n ts o u t h e re
r a is e d th e t o t a l p o p u la t io n .
THE COURT: I see . T h a t was an a re a w here th e re
was an in c re a s e i n r e s id e n t ia l c o n s t r u c t io n ?
THE WITNESS: Y es, s i r .
THE COURT: I see .
THE WITNESS: See, you c o u ld have had th e same
num ber o f b la c k s l i v i n g i n th o s e t r a c t s , b u t w i t h th e
in c re a s e o f w h ite p o p u la t io n —
Q (B y M r. Womble) A c c o rd in g to y o u r e s t im a te s , w h a t
was th e p o p u la t io n , w h a t was th e w h ite p o p u la t io n o f census
t r a c t 27 i n 1S60?
A I n I9 6 0 - t h i s i s n o t an e s t im a te .
Q The num ber o f p e o p le ?
A Oh, th e num ber o f p e o p le . I n I9 6 0 th e re w ere
3 ,0 8 8 p e o p le i n census t r a c t 27 .
Q How many w h ite and how many n o n -w h ite ?
A 1 5 .2 9 p e rc e n t n o n -w h ite .
Q No, I m eant p e o p le . What I was t r y in g t o f i n d o u t
was th e num bers o f w h ite and n o n -w h ite p e o p le l i v i n g i n
th e s e a re a s .
A I w i l l have t o do some a r i t h m e t ic f o r them . I have
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1
th e 1968 P la n n in g C om m ission e s t im a te f o r J u n e , and th e y
e s t im a te i t a t t h a t t im e th e re w ere 5 ,8 9 7 p e o p le , w i t h
r o u g h ly 2 ,8 0 0 in c re a s e t o t a l p o p u la t io n .
Q T h e ir f ig u r e s d o n ' t show th e d i f f e r e n c e be tw een
w h i te and n o n -w h ite ?
A No. To g iv e you 1968 - I mean 1969 t o t a l f i g u r e s ,
I w o u ld have to have my w o rk in g p a p e rs .
Q So you d o n ' t r e a l l y know - you d o n ' t know how
much th e n o n -w h ite p o p u la t io n In c re a s e d i n t h i s t r a c t 27
d u r in g t h a t n in e - y e a r p e r io d , do you?
A We t h in k t h a t th e re was v e ry l i t t l e in c re a s e i n
th e num ber o f b la c k s m ov ing in t o t h a t a re a . See, i n '6 0
t h a t was p r im a r i l y r u r a l , fa rm la n d and one t h in g and
a n o th e r .
Q D id you make a s u rv e y o f th e re s id e n c e s i n th o s e
a re a s t o f i n d o u t w h e th e r th e p e o p le l i v i n g th e r e a re w h i te
o r n o n -w h ite ?
A T h e re a g a in , we d id n o t s u rv e y t h i s p a r t i c u la r
a re a because th e change— we d i d n ' t s tu d y t h a t t r a n s i t i o n
a re a .
Q So you d o n ' t r e a l l y know w h e th e r t r a c t s 27 and 28
changed fro m b e in g above te n p e rc e n t n o n -w h ite to b e lo w te n
p e rc e n t n o n -w h ite i n t h a t p e r io d o f t im e , do you?
A I t ' s a consensus o f o p in io n o f th e p e o p le who
w o rke d w i t h me on t h i s t h a t th e r e has been no s i g n i f i c a n t
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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change .
G I 'm n o t t a l k in g a b o u t a consensus o f o p in io n .
You d o n ’ t know fro m kn o w le d g e , fro m f a c t s , as t o t h a t , do
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you?
A No, s i r , I c o u ld n ' t say t h i s i s an a b s o lu te f a c t .
You w i l l n o t ic e t h a t I ' v e a lw a ys s a id e s t im a te d .
Q A l l r i g h t . Now, l e t ' s move on to t r a c t 3 0 . Census
t r a c t 30 bounded on th e n o r th b y th e W a lk e rto w n Road, on
th e w e s t b y - w ha t i s t h a t - Bushy F o rk C reek and Beeson
Road?
A Beeson Road.
Q On th e s o u th by I n t e r s t a t e 4 0 , on th e e a s t by
N. C. H ighw ay 6 6 . Now, th e h ig h w a ys t h a t ru n r i g h t th ro u g h
t h a t a re 311 and th e R e id s v i l l e Road, U. S. 158 , and th e
S o u th e rn R a ilw a y , and O ld 421 ru n s th ro u g h th e r e . Now,
t h a t a re a had le s s th a n te n p e rc e n t n o n -w h ite p o p u la t io n i n
I9 6 0 , i s t h a t r ig h t ?
A T h a t ' s r i g h t .
Q And a c c o rd in g to y o u r e s t im a te s , census t r a c t 30
had w h a t p e rc e n ta g e o f n o n -w h ite p o p u la t io n i n 1969?
A Betw een te n and 20 p e r c e n t .
Q So th e r e had been a s u b s t a n t ia l in c re a s e th e r e i n
th e p e rc e n ta g e o f n o n -w h ite p e o p le l i v i n g i n t h a t a re a
d u r in g t h a t t im e , h a d n 't th e re ?
A Y es.
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C.
7 8 3 - 0 6 3 6
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Q Census t r a c t s 3 1 , 32 , 3 3 , 34 , re m a in e d ro u g h ly
th e same?
A They re m a in e d r o u g h ly th e same.
Q Census t r a c t 35 , w h ic h i s a t th e s o u th end o f th e
c o u n ty , w h a t a re th e b o u n d a r ie s o f th a t?
A 35 i s bounded by T h o m a s v il le Road, w h ic h i s N . C.
109—
Q T h a t w o u ld be on th e n o r th o r n o r th e a s t?
A T h a t w o u ld be on th e n o r th e a s t . On th e c o u n ty
l i n e on th e s o u th .
Q A l l a lo n g th e s o u th ?
A A l l a lo n g th e s o u th , and p a r t o f th e w e s t p o r t io n ,
Then th e e x tre m e w e s te rn b o u n d a ry i s th e W in s to n -S a le m
so u th b o u n d r a i lw a y up t o C le m m o n s v ille Road, and th e n on
o v e r b a ck o v e r i n t o T h o m a s v il le .
0 A re you f a m i l i a r w i t h th e lo c a t io n o f th e new
S c h l i t z p la n t?
A No, s i r , I 'm n o t f a m i l i a r w i t h t h a t .
Q W e ll , anyw ay, t h i s i s more o r le s s down i n th e
s o u th c e n t r a l p a r t o f th e c o u n ty ; i t ' s th e s o u th e rn p a r t
o f th e c o u n ty more o r le s s c e n t r a l be tw een e a s t and w es t?
A R ig h t .
Q Now, t h a t was le s s th a n 10 p e rc e n t i n I9 6 0 ?
A Y e s , s i r .
Q And w h a t n o n -w h ite p o p u la t io n d id you f i n d a c c o rd -
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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in g t o y o u r e s t im a te s i n 1969?
A We e s t im a te d be tw een 10 and 1 9 .9 , s i r .
Q So th e re a g a in , th e r e had been an in c re a s e o f
p ro b a b ly te n p e rc e n t o r so i n th e p e rc e n ta g e o f non—w h ite
p o p u la t io n ?
A T h a t 's c o r r e c t , y e s , s i r .
Q The re m a in in g t r a c t s , 3 6 , 3 7 , 38 , 3 9 , AO, A l ,
re m a in e d s u b s t a n t ia l l y th e same, i s t h a t c o r r e c t?
A Y es.
Q M r. G reen , I now d i r e c t y o u r a t t e n t io n to th e
o v e r la y i d e n t i f i e d as P l a i n t i f f s ' E x h ib i t A3, w h ic h I
b e l ie v e you s a id was d e s ig n e d to show w here p e o p le moved to
when th e y w ere d is p la c e d by re a s o n o f u rb a n re d e v e lo p m e n t
d u r in g th e I9 6 0 t o '6 9 p e r io d , i s t h a t c o r r e c t?
A Y es.
Q O f c o u rs e you u n d e rs ta n d — i s i t y o u r u n d e rs ta n d
e r s t h a t when a p e rs o n i s d is p la c e d by re a s o n o f an u rb a n
re d e v e lo p m e n t p r o je c t t h a t he i s e n t i t l e d t o g e t some
a s s is ta n c e i n t h a t fro m th e H o u s in g A u t h o r i t y . I s t h a t th e
id e a ? I s t h a t y o u r u n d e rs ta n d in g fro m th e R edeve lopm en t
C om m ission?
A I am o f th e o p in io n t h a t t h a t i s t r u e . I 'm n o t
an e x p e r t on r e lo c a t io n m a t te r s .
Q You c e r t a i n l y d o n ' t u n d e rs ta n d t h a t th e y a re
r e q u ir e d t o move to any p a r t i c u la r p la c e a g a in s t t h e i r w i l l ,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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do you?
MR. CHAMBERS: 1 o b je c t .
THE COURT: I f you know . Do you know a b o u t th a t?
THE WITNESS: No, s i r . I can t r u t h f u l l y say I 'm
n o t t h a t f a m i l i a r w i t h th e p o l i c i e s o f th e re n e w a l.
THE COURT: A l l r i g h t .
Q (B y M r. Womble) So you d o n ' t have any id e a as to
why th e s e p e o p le moved to th e a re a s t h a t you show on y o u r
map, do y o u , o th e r th a n th e f a c t t h a t th e y had to move
somewhere?
A I w o u ld have some o p in io n s a b o u t some o f th e
a re a s . Y es, I t h in k m ost o f th e s e p e o p le o f n e c e s s i ty had
t o go t o re a s o n a b ly lo w incom e h o u s in g , o r lo w r e n t a l
h o u s in g . I t ' s an econom ic m a t te r w i t h them .
Q B u t you d o n ' t know— so f a r as you know , nobody
i s r e q u ir e d to move to any p a r t i c u l a r lo c a t io n ?
A No, s i r , I do n o t know i f t h e y ' r e r e q u ir e d o r n o t .
Q You n e v e r h e a rd t h a t th e y w e re , d id you?
A No, I assume th e y w o u ld n o t b e , b u t I do n o t know
f o r a f a c t .
Q So i t w o u ld J u s t be a m a t te r o f f i n d in g a p la c e
t h a t th e y c o u ld a f f o r d and t h a t th e y l i k e d , as f a r as you
know?
A As f a r as I know , y e s , s i r .
Q T h is map shows t h a t some p e rc e n ta g e o f th o s e
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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p e rs o n s d is p la c e d - I b e l ie v e you s a id s ix p e rc e n t - moved
in t o an a re a t h a t was s o u th o f N. C. 150 , w e s t o f Thom as-
v i l l e Road, and l y in g on b o th s id e s o f C le m m o n s v ille Road.
I s t h a t r ig h t ?
A T h a t 's c o r r e c t , y e s , s i r .
Q I b e l ie v e you s a id t h a t a l l o f th e s e p e o p le who
w ere shown— who moved a c c o rd in g t o th e o v e r la y t h a t we a re
t a l k in g a b o u t, w ere n o n -w h ite s , i s t h a t r ig h t ?
A T h a t i s th e in fo r m a t io n t h a t was fu r n is h e d to me,
y e s , s i r .
Q And t h i s p a r t i c u la r a re a t h a t ' s a t th e s o u th t i p
o f y o u r o v e r la y in d ic a te s t h a t t h a t g ro u p o f p e o p le moved
in t o an a re a t h a t had le s s th a n te n p e rc e n t w h ite - I mean
te n p e rc e n t n o n -w h ite i n I9 6 0 ?
A T h a t 's c o r r e c t .
Q Now, you a ls o have an a re a in d ic a te d a t th e n o r th
w e s t p o r t io n o f y o u r o v e r la y c o lo re d s e c t io n s , and t h a t
I n d ic a te s w ha t?
A T h a t in d ic a te s —
Q What c o lo r i s th e re ?
A I t ' s p u r p le , and i t in d ic a te s i t ' s 34 p e r c e n t .
Q What do th e s e p e rc e n ta g e s mean? How many p e o p le
a re we t a l k in g a bo u t?
A I was n o t g iv e n t h a t , s i r . I was fu r n is h e d a map
w i t h th e R edeve lopm en t p e o p le , w h ic h th e R edeve lopm en t
G R A H A M E R L A C H E R A A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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p e o p le fu r n is h e d th e p l a i n t i f f s , and was asked t o t r a n s c r ib e
th e in fo r m a t io n o n to an o v e r la y .
Q So you d o n ' t know w h e th e r w e 're t a l k in g a b o u t
f i f t y p e o p le o v e r a l l , o r a h u n d re d p e o p le , o r f i v e h u n d re d
p e o p le , o r a th o u s a n d p e o p le , do you?
A I have no know ledge o f th e num ber o f p e o p le .
Q A l l you know i s p e rc e n ta g e s ?
A T h a t ' s r i g h t .
Q B u t anyw ay, o f th o s e p e o p le who fo u n d new homes
b y re a s o n o f th e s e p r o je c t s , some 31 p e rc e n t—
A 34 p e r c e n t .
Q Moved in t o t h i s n o r th w e s t a re a shown on y o u r
o v e r la y t h a t ' s i d e n t i f i e d as Number 4 3 .
A R ig h t .
Q Now, t h a t a re a — w h a t a re th e b o u n d a r ie s o f t h a t
a rea ? T h a t w o u ld be C h e r ry -M a rs h a l l S t r e e t on th e w e s t?
A C h e r ry -M a rs h a l l on th e w e s t.
Q N o r th w e s t B o u le v a rd r o u g h ly on th e s o u th ?
A Y es.
Q I t lo o k s l i k e th e s t r e e t t h a t more o r le s s
p a r a l l e l s A k ro n D r iv e and ru n s w e s t fro m In d ia n a Avenue to
C h e r ry S t r e e t on th e n o r th , and th e n In d ia n a Avenue on th e
n o r th e a s t , and th e N o r fo lk -W e s te rn R a i lr o a d on th e e a s t .
I s t h a t c o r r e c t?
MR. CHAMBERS: Y o u r H on o r, i f I may, we have a
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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map h e re t h a t shows th e p a r t i c u la r b o u n d a r ie s .
THE COURT: You had one t h a t you w ere r e f e r r i n g
to t h a t h e lp e d o u t some a moment ago .
MR. WOMBLE: T h a t 's n o t b y census t r a c t .
THE WITNESS: T here i s i n e v id e n c e t h i s R e d e ve lo p
m ent C om m ission map.
MR. CHAMBERS: T h a t 's P l a i n t i f f s ' E x h ib i t 21 .
(B y M r. Womble) D id you make t h i s o v e r la y fro m
t h i s map?
Q
Y es.
D id you make i t ?
Y es.
THE COURT: Was th e answ er t o t h a t yes?
THE WITNESS: Y es.
THE COURT: T h a t you d id make i t ?
THE WITNESS: Y es.
THE COURT: A l l r i g h t .
(B y M r. Womble) I b e l ie v e we made a m is ta k e i n
th e n o r th l i n e up h e re o f t h i s a re a we j u s t t a lk e d a b o u t,
d i d n ' t we?
A I 'm n o t a t a l l c e r t a in we have t h i s l i n e d u p .
I t keeps s l ip p in g and s l i d i n g .
Q Y o u r l i n e s h o u ld have been a b o u t a b lo c k s o u th
o f w here you have i t , s h o u ld n ' t i t ? I t s h o u ld have been
a b o u t 3 3 rd S t r e e t in s te a d o f up a t — I mean i t s h o u ld have
Q
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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been down to 32nd S t r e e t in s te a d o f up a t 3 3 rd S t r e e t?
A T h a t c o u ld b e , i f t h i s i s 3 3 rd S t r e e t .
Q I s n ' t t h i s A k ro n r i g h t h e re ?
A T h a t i s one b lo c k to o h ig h h e re .
Q D id t h a t e x te n d — Y o u r o v e r la y 43 i s i n e r i^b r?
Y o u 'v e g o t one b lo c k to o much shown as b e in g c o lo re d p u r p le
a t th e n o r th end o f y o u r p u r p le a re a , h a v e n 't you?
A T h a t i s c o r r e c t .
Q So c o r r e c t l y s p e a k in g , th e n w e 'r e t a l k in g a b o u t
an a re a t h a t i s bounded on th e n o r th by 32nd S t r e e t in s te a d
o f 3 3 rd S t re e t?
A Y es.
Q And th e n th e o th e r b o u n d a r ie s we r e fe r r e d t o w o u ld
be c o r r e c t as th e y a r e , w o u ld n 't th e y ?
A R ig h t .
Q T h is p u r p le a re a w here 37 p e rc e n t o f th e s e p e o p le
moved t o was an a re a t h a t i n I9 6 0 was s u b s t a n t ia l l y a l l -
w h i te , w a s n 't i t ?
A T r a c t f o u r w as, y e s , s i r .
Q W e ll , now, t h i s p u r p le a re a w e 'r e t a l k in g a b o u t,
o v e r h a l f o f i t i s i n t r a c t f o u r , i s n ' t i t , o r a p p ro x im a te ly
h a l f o f i t ?
A A p p ro x im a te ly h a l f i s i n t r a c t f o u r .
Q And i n I9 6 0 , t r a c t f o u r had le s s th a n te n p e rc e n t
n o n -w h ite p o p u la t io n , d i d n ' t i t ?
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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A Time*.
Q And y e t 34 p e rc e n t o f th e p e rs o n s who moved fro m
some re d e v e lo p m e n t a re a moved in t o t h a t f o r m e r ly w h ite o r
p r a c t i c a l l y a l l - w h i t e a rea?
A R ig h t .
Q The u p p e r p o r t io n o f t h i s p u r p le a re a on E x h ib i t
4 3 , w h ic h w o u ld c o m p ris e w h a t p o r t io n o f th e p u r p le a re a
i n t r a c t f o u r te e n , census t r a c t fo u r te e n ?
A R o u g h ly a p p ro x im a te ly t w e n t y - f i v e p e rc e n t o f th e
t o t a l .
Q So 25 p e rc e n t o f th e p u r p le a re a i s i n a p a r t o f
census t r a c t 14?
A T ru e .
>1 And census t r a c t 14 had le s s th a n 10 p e rc e n t n o n -
w n ite p o p u la t io n i n I9 6 0 , d id n ’ t i t ?
A T h a t 's c o r r e c t .
Q And census t r a c t 14 had le s s th a n 10 p e rc e n t non
w h ite p o p u la t io n i n 1969 , d i d n ' t i t ?
A T h a t 's c o r r e c t .
Q So t h a t a t h i r d o f t h i s p u r p le a re a show ing th e
p la c e s o f new re s id e n c e o f n o n -w h ite p e rs o n s who w ere d is
p la c e d by re d e v e lo p m e n t p r o je c t s , r e la t e t o p e rs o n s who
s t i l l l i v e i n an a re a t h a t has le s s th a n 10 p e rc e n t n o n -
w h ite p o p u la t io n ?
A T ru e .
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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Q Then th e s o u th w e s te rn p a r t o f th e p u r p le a re a i s
i n w h a t census t r a c t ?
A T h a t w o u ld be t r a c t t h r e e .
Q And th e n o n -w h ite p o p u la t io n o f t r a c t th r e e was
w h a t i n I9 6 0 ?
A Was 29 p e r c e n t .
Q And i t s t i l l is ?
A R ig h t .
Q A l l o f th e in fo r m a t io n t h a t you have g iv e n us
e x c e p t th e t o t a l p o p u la t io n f ig u r e s i s i n te rm s o f p e r
c e n ta g e s , i s n ' t i t ?
A Y es, s i r , t h a t i s c o r r e c t .
Q So i t does n o t r e a l l y r e f l e c t th e num bers o f
p e o p le m ov ing i n and o u t o f an a rea ?
A No.
Q I t s im p ly a t te m p ts to in d ic a t e p e rc e n ta g e s i n
I9 6 0 and p e rc e n ta g e s i n 1969?
A T h a t i s r i g h t .
MR. WOMBLE: T h a t 's a l l .
THE COURT: A n y th in g f u r t h e r , M r. Chambers?
MR. CHAMBERS: S ir ?
THE COURT: A n y th in g f u r t h e r ?
MR. CHAMBERS: I J u s t have one q u e s t io n , Y o u r
H o n o r.
THE COURT: I a p o lo g iz e ; I f o r g o t we had o th e r
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C.
PHONE: 7 6 5 - 0 6 3 6
c o u n s e l h e re r e p r e s e n t in g o th e r d e fe n d a n ts . A l l r i g h t ,
M r. L ig o n ?
Mh. LIGON: Y o u r H o n o r, I do n o t w is h t o c ro s s
exam ine th e w itn e s s , b u t I w o u ld l i k e to r a is e an
o b je c t io n - i f t h i s i s an a p p r o p r ia te t im e - t o th e
use o f any o f h is te s t im o n y in s o f a r as th e d e fe n d a n t
B o a rd o f C o u n ty C om m iss ion e rs i s c o n c e rn e d . As H is
H onor know s, th e re i s p e n d in g b e fo re t h i s C o u r t a
m o tio n f o r summary ju d g m e n t, w h ic h i s based on th e
c o n te n t io n t h a t none o f th e a l le g a t io n s i n th e c o m p la in t
o r none o f th e a l le g a t io n s w i t h re s p e c t t o t h i s m o tio n
f o r p r e l im in a r y in ju n c t i o n , r e la t e to any a re a o f
le g a l a u t h o r i t y o r r e s p o n s ib i l i t y o f th e B oa rd o f
C ou n ty C o m m iss io n e rs , and th e f u r t h e r c o n te n t io n t h a t
th e B oard o f C o u n ty C o m m iss ion e rs has n e v e r o p e ra te d
i n any o f th e s e a re a s , and c o n s e q u e n t ly we w o u ld o b je c t
t o th e use o f t h i s te s t im o n y in s o f a r as d e fe n d a n t
B oa rd o f C ou n ty C om m iss ion e rs i s c o n c e rn e d .
F u r th e rm o re , th e m o tio n f o r p r e l im in a r y in ju n c t i o n
i s a m o tio n a s k in g th e C o u r t to e n te r an o r d e r d i r e c t
in g each o f th e d e fe n d a n ts - in c lu d in g th e d e fe n d a n t
B oa rd o f C o u n ty C om m iss ion e rs - t o p re s e n t a p la n f o r
d e s e g re g a t io n o f th e s c h o o ls . Y e t th e c o m p la in t does
n o t a sk th e C o u r t t o e n te r an o r d e r r e q u i r in g th e
B oa rd o f C o u n ty C om m iss ion e rs t o p re s e n t a p la n f o r
g r a h a m e r l a c h e r a a s s o c i a t e s
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
PHONE: 7 6 5 - 0 6 3 6
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d e s e g re g a t io n o f th e s c h o o ls . So inasm uch as t h i s
te s t im o n y i s b e in g o f fe r e d on a m o tio n a s k in g f o r an
o r d e r to do so m e th in g as f a r as th e B oa rd o f C ou n ty
C om m iss ion e rs a re co n ce rn e d t h a t th e c o m p la in t does
n o t ask t o be done , we w o u ld o b je c t to th e use o f th e
te s t im o n y in s o f a r as th e d e fe n d a n t B o a rd o f C o u n ty
C o m m iss ion e rs i s c o n c e rn e d .
THE COURT: You j u s t d o n ’ t b e l ie v e you a re
re s p o n s ib le f o r d e v e lo p in g a p la n ?
MR. LIGON: No, s i r .
THE COURT: W e ll , I am h e a r in g e v id e n c e now. I
o v e r r u le y o u r o b je c t io n . A l l r i g h t . What do you have
to s a y , M r. V anore?
MR. VANORE: We w o u ld make th e same o b je c t io n ,
b u t I w on ’ t d is c u s s i t .
THE COURT: A l l r i g h t . I o v e r r u le th e o b je c t io n .
MR. CHAMBERS: Y o u r H o n o r, I w i l l n o t a sk any
T u r ih e r q u e s t io n s . U n le s s th e r e a re some f u r t h e r
q u e s t io n s b y c o u n s e l o r th e C o u r t , we w o u ld l i k e th e
C o u r t t o excuse M r. G reen so he c o u ld r e t u r n t o
C h a r lo t t e .
THE COURT: A l l r i g h t . Now, I am ta k in g th e
p o s i t i o n , a f t e r some s tu d y , t h a t th e m a t te r o f e x c u s in g
w itn e s s e s i s k in d ly a m a t te r be tw een c o u n s e l, and
u n le s s you a l l can a g re e a b o u t i t , when we a re h a v in g
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
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a h e a r in g , t h a t th e w itn e s s has t o he a v a i la b le . Now,
I would, w a n t t o h e a r fro m i t i f some a t to r n e y was
b e in g u n re a s o n a b le a b o u t i t , because I w o u ld w a n t to
have s o m e th in g t o say a b o u t i t , because I d o n ' t l i k e
t o in c o n v e n ie n c e p e o p le . I s h o u ld c e r t a in l y t h in k
t h a t to d a y , M r. Womble and M r. G a rro u , M r. L ig o n and
M r. V a n o re , t h a t th e re s h o u ld be no re a s o n much to
keep M r. G reen h e re f u r t h e r to d a y . Now, o th e r t im e s ,
i f you a l l have o th e r q u e s t io n s t h a t m ig h t come u p , i t
m ig h t be n e c e s s a ry f o r you to have h im h e re . Do you
a l l have any need f o r h im to d a y ?
MR. WOMBLE: N o t f u r t h e r to d a y , Y o u r H o n o r, and
1 assume t h a t i f we s h o u ld need h im l a t e r , t h a t
a rra n g e m e n ts c o u ld be made.
THE COURT: I w o u ld be s u re t h a t you and M r.
C ham bers-
MR. CHAMBERS: T h a t 's c o r r e c t , Y our H o n o r.
THE COURT: A l l r i g h t , M r. G reen , you may g o .
(W itn e s s e x c u s e d .)
M U CHAMBERS: Y o u r H on o r, we now te n d e r i n
e v id e n c e th e f o l l o w in g e x h ib i t s .
THE COURT: L e t 's l e t M r. G reen g e t h is docum ents
th e n .
MR. CHAMBERS: These a re b e in g te n d e re d f o r p u r
pose o f o u r m o tio n f o r p r e l im in a r y in ju n c t i o n .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
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THE COURT: Now, w a i t j u s t a m in u te . A l l r i g h t .
MR. CHAMBERS: P l a i n t i f f s ' E x h ib i t 47__
MR. WOMBLE: Do you w a n t to go th ro u g h them a l l
and th e n h e a r any o b je c t io n s , o r do you w a n t t o h e a r
o b je c t io n s as we go a lo n g ? I t m ig h t be b e t t e r f o r h im to
d e s ig n a te a l l o f them and see a b o u t th e o b je c t io n s .
THE COURT: What I had i n m in d , M r. Womble, was
to g iv e you a day to make any o b je c t io n s and do i t i n
w r i t i n g t o p a r t i c u la r ones .
MR. WOMBLE: T h a t w o u ld be b e t t e r .
THE COURT: And th e n l e t me r u le on i t . F o r now,
i t lo o k s l i k e t o me, t h a t w h a t you a re f i x i n g t o d o , M r.
C ham bers, you have i d e n t i f i e d - I w o u ld presum e— I made
a s e p a ra te l i s t o f them - a l l o f th e e x h ib i t s t h a t you had
on th e l i s t o f p l a i n t i f f s ' e x h ib i t s . I s t h a t r i g h t ?
MR. CHAMBERS: T h a t 's r i g h t , p lu s tw o more
e x h ib i t s .
THE COURT: T h a t 's 59 and 6 0 , and I have w r i t t e n
t h a t on th e r e . Now, w ha t you a re p ro p o s in g t o do i s t o ta k e
c e r t a in o f th e s e e x h ib i t s and o f f e r them now i n e v id e n c e on
th e m o tio n f o r p r e l im in a r y in ju n c t io n ?
MR. CHAMBERS: Y es, s i r .
THE COURT: L e t 's h e a r w h a t th e y a re , M r. Womble,
f i r s t . A l l r i g h t , M r. Cham bers.
MR. CHAMBERS: A l l we a re o f f e r in g in t o e v id e n c e
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a t t h i s s ta g e , Y o u r H o n o r, a re th e answ ers t o in t e r r o g a
t o r ie s p re p a re d by th e d e fe n d a n ts th e m s e lv e s and d e p o s it io n s
ta k e n o f members o f th e S c h o o l B o a rd .
THE COURT: A l l r i g h t .
MR. CHAMBERS: These a re E x h ib i t s 47 th ro u g h 5 8 .
THE COURT: 47 th ro u g h 58 .
MR. CHAMBERS: W e'd a ls o l i k e to te n d e r i n t o
e v id e n c e th e e x h ib i t s t e s t i f i e d t o by M r. G ree n , P l a i n t i f f s '
E x h ib i ts 34 th ro u g h 4 6 .
THE COURT: Now, l e t ' s see , M r. C ham bers. You
m e n tio n e d f i r s t 47 th ro u g h 5 8 , w ere on th e m o tio n f o r
p r e l im in a r y in ju n c t i o n , and th o s e w ere d e p o s it io n s and
answ ers to in t e r r o g a t o r ie s w h ic h th e d e fe n d a n ts th e m s e lv e s
a nsw e re d , and th e n you s a id you a ls o te n d e re d 34 th ro u g h 46 ,
w h ic h you s a id w ere e x h ib i t s p re p a re d b y M r. G reen . A re
th e y te n d e re d on th e q u e s t io n o f i n ju n c t i v e r e l i e f a ls o ?
M il. CHAMBERS: Y e s , Y o u r H o n o r. I d i d n ' t know
f o r s u re w h e th e r th e C o u r t w o u ld p e r m it us t o c a r r y o v e r
th e te s t im o n y t h a t we have ta k e n on th e h e a r in g on th e
m e r i t s . We c e r t a in l y hope s o .
THE COURT: I hope s o , to o .
MR. CHAMBERS: A l l we w a n t to do i s t o p re s e n t
f o r p u rp o s e s o f th e m o tio n and on th e q u e s t io n o f th e m e r i ts
th e s e p a r t i c u la r e x h ib i t s . We w i l l come to th e o th e r s when
th e m a s te r comes up f o r t r i a l . M r. S te in m e n tio n e d t h a t we
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1 had used a ls o E x h ib i t 29 , w h ic h i s a map sho w in g th e
e le m e n ta ry , j u n io r h ig h and s e n io r h ig h s c h o o l a tte n d a n c e
a re a s , and t h i s i s a copy o f th e map t h a t was fu r n is h e d us
b y th e S c h o o l B o a rd i n answ er to in t e r r o g a t o r ie s t h a t th e y
f i l e d on F e b ru a ry 1 4 th , 1969 . So w ha t we te n d e r p r e s e n t ly
a re P l a i n t i f f s ' E x h ib i t s 29 , P l a i n t i f f s ’ E x h ib i t s 34 th ro u g h
5 8 .
THE COURT: M r. Womble, I w i l l g iv e you a l l an
o p p o r t u n i t y — i f you a re p re p a re d to make y o u r o b je c t io n
now, I w i l l h e a r y o u , o r I w i l l g iv e you th e o p p o r tu n i t y t o
do i t i n w r i t i n g .
MR. WOMBLE: Y o u r H on o r, I know th e r e a re c e r t a in
ones t h a t we w i l l w an t to o b je c t t o . M r. Chambers seems to
t h in k t h a t th e re w o u ld be no j u s t i f i c a t i o n f o r any o b je c t io n
t o so m e th in g t h a t we answ ered i n re sp o n s e to h is i n t e r r o
g a to r ie s , b u t re g a rd le s s o f w h e th e r i t was d e p o s i t io n o r
answ er t o an in t e r r o g a t o r y , i t m ig h t s t i l l be o b je c t io n a b le
fro m th e s ta n d p o in t o f b e in g a d m is s ib le i n e v id e n c e , and we
w o u ld w a n t to re v ie w th e s e th in g s and to d e c id e w h ic h , i f
a n y , t o o b je c t t o and l e t th e C o u r t know.
THE COURT: A l l r i g h t .
MR. WOMBLE: As w e l l as th e E x h ib i t s 29 and 34
th ro u g h 4 6 .
THE COURT: Do you a l l have o th e r e v id e n c e , M r.
Chambers?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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MR. CHAMBERS: No, Y o u r H o n o r. I f th e C o u r t was
g o in g t o re s e rv e r u l i n g on th e e x h ib i t s te n d e re d u n t i l th e
B o a rd has a chance to s tu d y them , we f e l t t h a t we m ig h t as
w e l l j u s t go ahead and te n d e r a l l o f th e e x h ib i t s t h a t we
have i d e n t i f i e d , so e ve ryb o d y w o u ld have a chance to re v ie w
them b e fo re th e h e a r in g , and we w o u ld th e r e fo r e te n d e r a l l
o f th e e x h ib i t s t h a t we have i d e n t i f i e d , P l a i n t i f f s ’ E x h ib i t s
1 th ro u g h 60 .
MR. WOMBLE: Do I u n d e rs ta n d t h a t th e y w i l l f u r n is h
u s 'c o p ie s o f th e se ?
THE COURT: T h is i s th e t r o u b le we g e t i n . We
fu s s a b o u t - you a l l d o n ' t - b u t many o f th e la w y e rs fu s s
a b o u t p r e t r i a l and so f o r t h . T h is i s an o b v io u s exam ple
w here we ru n in t o t r o u b le . You w ere f i x i n g t o say so m e th in g
a b o u t t h a t , M r. Chambers? What can be done? W h a t's th e
p ro p o s a l on th a t?
MR. WOMBLE: I d o n ' t have re fe r e n c e , o f c o u rs e , to
a n y th in g t h a t we have i n o u r f i l e a lr e a d y , such as c o p ie s
o f d e p o s it io n s and answ ers t o in t e r r o g a t o r ie s , and I assume
t h a t th e s e maps w i l l be a v a i la b le w here we c o u ld g e t th o s e .
I 'm n o t s u g g e s t in g t h a t we be fu r n is h e d c o p ie s o f th o s e ,
b u t th e docum ents t h a t a re l i s t e d I t h in k w o u ld be a p p ro
p r ia t e f o r us to have c o p ie s .
THE COURT: T h in g s l i k e th e maps, as you s a y , M r.
W omble, th e y w o u ld be to o e x p e n s iv e and to o cumbersome to
G R A H A M E R L A C H E R ft A S S O C I A T E S
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1 re p ro d u c e w i t h th e o v e r la y s . What I am g o in g to d i r e c t M r.
I d o l t o do i s t o p la c e a l l o f th e s e e x h ib i t s - we have a
l i t t l e C le r k 's o f f i c e j u s t t o my b ack h e re , we have a key
i n th e o f f i c e , and t o p u t th e s e e x h ib i t s i n th e r e .
MR. WOMBLE: We can see them th e r e .
THE COURT: You can see them th e r e . I r e a l i z e
t h a t t h a t d o e s n 't g iv e you v e ry much chance to see them ,
b u t t h a t seems to be a b o u t th e b e s t t h a t we can do u n d e r
th e c irc u m s ta n c e s . B u t some o f th e s m a lle r e x h ib i t s , w o u ld
you a l l n o t have c o p ie s o f th o s e ? I b e l ie v e th e a t to r n e y s
can g e t to g e th e r w i t h o u t me g e t t in g in t o t h a t . F o r in s ta n c e
I s h o u ld t h in k some o f t h i s h i s t o r i c a l in fo r m a t io n , I
presum e th e C i t y can f i n d i t som ewhere, b u t you a l l have
a lre a d y lo o k e d i t u p .
MR. CHAMBERS: Y o u r H o n o r, we w i l l be g la d to
f u r n is h o p p o s in g c o u n s e l w i t h c o p ie s o f m ost o f th e e x h ib i t s
As M r. Womble p o in te d o u t , we w o u ld have some d i f f i c u l t y
d u p l ic a t in g th e s e maps, b u t th e r e a re s e v e ra l o th e rs h e re
t h a t we can and w i l l g e t w i t h M r. Womble t o see i f we can
a g re e .
MR. WOMBLE: W e ll , as to o u r f i r m , you need n o t
b o th e r f u r n is h in g us w i t h any as lo n g as we can have access
t o th e s e h e re , even th e s m a lle r o n e s . M r. V a n o re , I t h in k ,
i f he w a n ts them —
MR. VANORE: I have no o b je c t io n s . I f I need
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O f f i c i a l C o u r t R e p o r t e r s
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them , I ' l l come up h e re .
THE COURT: Y o u ' l l j u s t cone and see u s . A l l
r i g h t . T h a t answ ers t h a t , and t h a t ' s th e p ro p e r s p i r i t i n
w o rk in g i t o u t . A l l r i g h t , M r. C ham bers.
MR. CHAMBERS: We w o u ld r e s t w i t h r e s p e c t t o o u r
m o tio n f o r p r e l im in a r y in ju n c t i o n . A g a in , I r e s p e c t f u l l y
move th e C o u r t t h a t th e B oard be d i r e c te d t o p re s e n t a p la n
i n o rd e r t h a t th e s c h o o ls i n th e sys te m m ig h t be d e s e g re
g a te d , p e n d in g a f i n a l o rd e r on th e m o tio n f o r p r e l im in a r y
in ju n c t i o n . We w o u ld l i k e to c a l l th e C o u r t 's a t t e n t io n
t o th e d e c is io n o f th e U n ite d S ta te s Supreme C o u r t i n
C a r te r v e rs u s F e l ic ia n a P a r is h S c h o o l B o a rd , d e c id e d
December 13 , 1969 , on a p e t i t i o n by p l a i n t i f f s r e q u e s t in g
t h a t th e S c h o o l B o a rd be r e q u ir e d t o c o m p le te ly d e s e g re g a te
th e s c h o o ls by F e b ru a ry 1 , 1970 . The C o u r t g ra n te d — and
d i r e c te d t h a t th e case be h e a rd on J a n u a ry 1 2 th , and a ls o
t h a t th e S c h o o l B o a rd ta k e s te p s im m e d ia te ly t o p re p a re t o
d e s e g re g a te th e s c h o o ls by F e b ru a ry 1 s h o u ld th e C o u r t 's
d e c is io n f o l lo w in g th e h e a r in g on J a n u a ry 1 2 th r e q u ir e t h a t
th e s c h o o l b o a rd s d e s e g re g a te . I n t h i s c o n n e c t io n , we have
moved th e C o u r t h e re t h a t t h i s S c h o o l B o a rd be r e q u ir e d to
d e s e g re g a te by F e b ru a ry 1 , 1970. H a v in g th e h e a r in g on th e
m o t io n , a t th e p re s e n t th e C o u r t w i l l have t o c o n s id e r th e
e v id e n c e t h a t we have in t r o d u c e d , and p e rh a p s a l lo w th e
B oa rd t im e to p re s e n t i t s c o u n te rc a s e . B u t we t h in k t h a t
G R A H A M E R L A C H E R & A S S O C I A T E S
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th e B o a rd s h o u ld be d i r e c te d im m e d ia te ly t o b e g in p re p a ra
t i o n f o r c o m p le te d e s e g re g a t io n o f th e sys te m s h o u ld th e
C o u r t ’ s d e c is io n r e q u ir e i t .
The d e c is io n o f th e C o u r t i n A le x a n d e r v e rs u s
H olm es, we s u b m it , w o u ld r e q u ir e t h a t , and th e d e c is io n o f
th e F o u r th C i r c u i t , N e s b i t t v e rs u s S t a t e s v i l l e C i t y S c h o o ls
w o u ld s im i l a r l y r e q u ir e t h a t . And w h i le we a re s e t t in g up
a s c h e d u le f o r f u r t h e r c o n s id e r a t io n o f th e m o tio n f o r
p r e l im in a r y i n ju n c t i o n and f o r th e h e a r in g on th e m e r i t s ,
we t h in k t h a t th e B oard s h o u ld now be im m e d ia te ly d i r e c te d
t o b e g in p r e p a r a t io n t o im p le m e n t th e o rd e r o f th e C o u r t
s h o u ld th e C o u r t d i r e c t t h a t th e y d e s e g re g a te im m e d ia te ly .
MR. Y/OMBLE: I f th e C o u r t p le a s e s , we s u b m it t h a t
t h a t i s n o t j u s t i f i e d and n o t p ro p e r .
THE COURT: W e ll , M r. Worable, i n th e f i r s t p la c e -
n o t c u t t i n g you o f f - I have a l o t o f in fo r m a t io n b e fo re me
o r a l l y on some p a t te r n s o f p o p u la t io n change , b u t m ost o f
t h i s e v id e n c e b e fo re me i s i n docum ents t h a t I h a v e n ’ t even
re a d . I am g o in g t o h e a r fro m y o u , and th e r e fo r e I to d a y
am i n no p o s i t i o n t o say t h a t i t i s o r i s n ’ t a u n i t a r y
s ys te m , and u n t i l I do I c e r t a in l y w o u ld n o t make any
d e c is io n a b o u t i t . B u t w h a t w ere you g o in g t o say?
MR. WOMBLE: I t h in k w h a t you have s a id makes
w h a t I was g o in g to say u n n e c e s s a ry . T h e re 's no need to
p ro lo n g i t . E x c e p t th e W est F e l ic ia n a c a s e , j u s t as an
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1 am ple - o f c o u rs e i t ' s an o ld c a s e , a 1965 case - a case
i n w h ic h th e HEW had p re p a re d a p la n f o r th e S ch o o l B o a rd .
T h e re had been a d e te r m in a t io n t h a t th e y w ere n o t i n com
p l ia n c e w i t h th e la w . T h is p la n had been p re p a re d and
re a d ie d f o r them to p u t i n t o e f f e c t a t th e b e g in n in g o f th e
l a s t s c h o o l y e a r . T h e re was an a p p e a l, and th e C i r c u i t
C o u r t re v e rs e d th e D i s t r i c t C o u r t and s a id t h a t th e y w o u ld
h o ld up on th e p u p i l im p le m e n ta t io n - p u p i l p la in t i l l n e x t
y e a r , and when t h i s came b e fo re th e Supreme C o u r t u n d e r
t h a t c irc u m s ta n c e th e C o u r t d i r e c te d t h a t th e y go fo rw a rd
w i t h th e p r e p a r a t io n o f th e m echan ics o f i t , n o t im p le m e n ta
t i o n b u t w i t h th e m echan ics o f i t , and i t was w i t h r e fe re n c e
to a p la n t h a t had a lre a d y been made p u rs u a n t t o a d e te r m in a
t i o n t h a t i t was n e c e s s a ry f o r a p la n to be d e v e lo p e d , and
i t was re a d ie d f o r th e l a s t s c h o o l y e a r . I t ' s J u s t a
c o m p le te ly d i f f e r e n t s i t u a t io n fro m o u rs .
THE COURT: M r. Womble, I d o n ' t know - I 'm n o t
p re s u p p o s in g w ha t t h i s e v id e n c e w i l l show, b u t o f c o u rs e
th e S c h o o l B oard and you p e o p le who have been w o rk in g w i t h
i t know more a b o u t t h i s s i t u a t io n th a n anybody e ls e , because
you a l l have been w o rk in g w i t h i t . We a l l know w ha t th e la w
i s to d a y , t h a t th e t im e f o r s tu d y and so f o r t h i s th ro u g h
w i t h and th e r e m ust be now a sys te m , a u n i t a r y s ys te m , n o n -
d is c r im in a to r y . Now, I r e a l i z e t h a t m ost s c h o o ls , up u n t i l
'6 8 , th e c o u n ty cases w ere g o in g u n d e r a z o n in g p la n w i t h
G R A H A M E R L A C H E R ft A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N. C
PHONE: 765-0636
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fre e d o m o f c h o ic e , and e ve ryb o d y u n d e rs to o d — i t was th e
g e n e ra l u n d e rs ta n d in g t h a t was le g a l . I re a d i n th e p a p e r
t h a t t h a t i s w h a t you w e n t u n d e r h e re , w h ic h o f c o u rs e '6 8
h a s n ' t been to o lo n g ago , and t h a t was presum ed to be i n
c o m p lia n c e w i t h th e c o n s t i t u t i o n .
O f c o u rs e , now as we know i t , i t i s n ' t u n le s s i t
s e rv e s to do away w i t h r a c i a l l y i d e n t i f i a b l e s c h o o ls . Now,
I y e t do n o t know w h a t a u n i t a r y sys tem i s . M r. C ham bers,
as I u n d e rs ta n d h im , he c o n s tru e s t h a t to be - r e g a rd le s s
o f th e s i t u a t i o n - a sys tem w here th e r e i s a m ix tu re o f
b o th w h ite and n o n -w h ite and t h a t even one s c h o o l - a l l -
w h i te , a l l n o n -w h ite - w o u ld th ro w t h a t i n t o a d is c r im in a to r v
sys te m . I am n o t s u re t h a t I a g re e w i t h t h a t . I d o n ' t
know . I w o u ld w a n t t o h e a r fro m you more on t h a t .
B u t l e s t th e re be any m is u n d e rs ta n d in g , I t h in k
t h a t th e B oard s h o u ld s t a r t now to s tu d y t h e i r s i t u a t i o n ,
i f th e p la n — And I a ls o re a d i n th e p a p e r t h a t th e r e i s
a s tu d y g rou p t h a t i s com ing fo rw a rd w i t h a p la n t h a t i s to
be w orked o u t w h ic h i s to be c o n s id e re d by th e B oard a t
some t im e i n th e n e a r f u t u r e . Those m a tte rs s h o u ld be
im p le m e n te d . I t i s n ' t a t im e when we can ta k e up a g r e a t
d e a l o f t im e w i t h s tu d y and th o u g h t a b o u t i t . I t seems
t h a t t h a t t im e i s n o t a v a i la b le any more i n t h i s a re a .
So w h a t I am g o in g to do - and I w i l l a sk you a l l
in a moment - I have a f u l l s c h e d u le , and u n le s s a l l th e
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1 o th e r c o u r t w o rk comes to a h a l t , I c a n n o t j u s t ta k e o f f
t im e and s tu d y t h i s , j u s t b e g in n in g Monday u n t i l I am
th ro u g h w i t h i t . I have o th e r m a t te rs t h a t th o s e l i t i g a n t s
t h in k a re n e c e s s a ry and im p o r ta n t to them . So I w o u ld n 't
l i k e t o do i t i n t h a t fa s h io n . B u t I t h in k th e r e a re a
c o u p le o f d a te s , o r maybe th r e e , t h a t I w o u ld l i k e t o s e t .
One w o u ld be a d a te when I presum e— I presum e you a l l w i l l
w a n t to in t r o d u c e some e v id e n c e on t h i s , some l i v e t e s t i
mony?
MR. WOMBLE: T h a t 's r i g h t , s i r .
THE COURT: A l l r i g h t . The d a te we m eet b a c k ,
and s e c o n d ly th e d a te t h a t you a l l can g e t y o u r o b je c t io n s
i n to th e e x h ib i t s t h a t have been in t r o d u c e d , and t h i r d l y
a d a te p r i o r to th e t im e t h a t we m eet b ack t h a t th e a t to r n e y s
can m eet to g e th e r and see i f some a t le a s t s k e le to n o rd e r
m ig h t be e n te re d s t i p u l a t i n g to c e r t a in th in g s o r e v id e n c e
t h a t you a re p ro p o s in g to in t r o d u c e ; r a t h e r th a n la b o r io u s ly
go th ro u g h i t , t h a t i t m ig h t be s t ip u la t e d . I t h in k th e r e
s h o u ld be some c o n fe re n c e b e fo re we m eet h e re a g a in . Or
do you a l l t h in k t h a t t h a t w o u ld h e lp any? What do you s a y ,
M r. Womble? You know more a b o u t y o u r e v id e n c e a t t h i s t im e
th a n any o f th e r e s t o f u s . Do you t h in k t h a t w o u ld h e lp
any?
MR. WOMBLE: I t h in k i t may be h e lp f u l , Y o u r
H o n o r, and I t h in k t h a t we can know f o r s u re a l i t t l e b i t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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f u r t h e r o n . I f i t s h o u ld d e v e lo p t h a t i t lo o k s l i k e l i t t l e
w o u ld be g a in e d w i t h i t , I can g e t i n to u c h w i t h M r.
Chambers and n o t i f y th e C o u r t .
THE COURT: I know t h i s i s r a t h e r an awkward
s i t u a t i o n t h a t we a re i n w i t h no answ er fro m th e o th e r
d e fe n d a n ts , and I 'm n o t le a v in g you o u t o f i t . The
p l a i n t i f f s a re a s k in g f o r i n ju n c t i v e r e l i e f a g a in s t you a l l ,
and i t ' s on a p r e l im in a r y in ju n c t i o n , and I d o n ' t w a n t to
r u le you o u t . B u t w h a t you a l l a re s a y in g i n e f f e c t t h a t
you h a v e n 't done a n y th in g to be e n jo in e d fro m , and th e r e
fo r e th e re i s n ' t much f o r you to d o . I d o n ' t know .
MR. LIGON: Y o u r H o n o r, th e B oard o f C ou n ty
C o m m iss ion e rs has f i l e d an answ er.
THE COURT: Oh, y e s , t h a t ' s r i g h t .
MR. LIGON: I w o u ld l i k e t o , i f I may, M r. Chambers
in h is p r e s e n ta t io n a moment ago k e p t r e f e r r i n g t o th e
B o a rd , and I assume M r. Chambers was t a l k in g a b o u t th e B oard
o f E d u c a t io n . Inasm uch as M r. Chambers does n o t ask i n h is
c o m p la in t f o r th e B oard o f C o u n ty C o m m iss ion e rs t o p re p a re
and p re s e n t a p la n , I w onder i f I m ig h t ask M r. Cham bers,
i s he a s k in g th e C o u r t to e n te r an o rd e r o r d e r in g th e
B oa rd o f C o u n ty C om m iss ione rs t o p re p a re a p la n o f d e s e g re
g a t io n .
MR. CHAMBERS: Y ou r H o n o r, i f th e C o u r t p e r m its ,
w h a t we a re a s k in g th e C o u r t to do i s t o e n jo in th e C o u n ty
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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C o m m iss ion e rs fro m a p p r o p r ia t in g any f u r t h e r fu n d s t o t h i s
B oa rd u n t i l th e B o a rd comes i n w i t h a p la n o f d e s e g re g a t io n .
We a re n o t c o n te n d in g t h a t th e C o u n ty C om m iss ion e rs d e v is e
a p la n , n o r a re we c o n te n d in g — I 'm s o r r y . We a re c o n te n d
in g a ls o t h a t th e S ta te B oard s h o u ld be f u r n is h in g a s s is ta n c e
to th e lo c a l B oard i n th e p r e p a r a t io n o f a p la n . We ag re e
w i t h M r. L ig o n t h a t th e C ou n ty C om m iss ion e rs do n o t go
a ro u n d d ra w in g up p la n s f o r d e s e g re g a t io n . I w o u ld l i k e ,
h o w e ve r, Y ou r H on o r, we a re s e r io u s ly m ov ing f o r c o m p le te
d e s e g re g a t io n o f th e s c h o o l sys tem by F e b ru a ry 1 , and th e
re a s o n we asked a moment ago f o r th e C o u r t t o d i r e c t t h i s
B oard t o b e g in p r e p a r a t io n o f some p la n f o r d e s e g re g a t io n
s h o u ld th e C o u r t d i r e c t t h a t th e y d e s e g re g a te , i s t h a t we
w o u ld n o t l i k e to do a n y th in g t h a t w o u ld p r e ju d ic e th e
r ig h t s o f p l a i n t i f f s t o o b ta in r e l i e f by F e b ru a ry 1 s h o u ld
th e C o u r t f i n d t h a t th e y a re e n t i t l e d to r e l i e f .
I d o n ' t know - I u n d e rs ta n d , as th e C o u r t in d ic a te s ,
t h a t th e re i s some p la n a - f o o t by a p e rs o n a p p o in te d by th e
B oard f o r c o n s id e r a t io n now by th e B oa rd o f E d u c a t io n . We
d o n ' t know w ha t i t lo o k s l i k e .
THE COURT: I d o n ' t e i t h e r .
MR. CHAMBERS: We d o n ' t know w h a t 's p re p a re d . I
a ls o u n d e rs ta n d t h a t th e B oard has some p la n f o r d e se g re g a
t i o n o f te a c h e rs w h ic h i t p ro p o s e s a t some t im e to i n s t i t u t e .
Now, i f th e C o u r t d e c id e s t h a t we a re e n t i t l e d to
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1 r e l i e f , o r t h a t th e s c h o o ls a re b la c k s c h o o ls o r w h ite
s c h o o ls o r b o th s t i l l , we t h in k th e d e c is io n o f th e F o u r th
C i r c u i t w o u ld r e q u ir e t h a t th e s e s c h o o ls be d e s e g re g a te d
im m e d ia te ly . And th e re a s o n in g o f th e C o u r t , th e Supreme
C o u r t , was t h a t th e B oard o u g h t t o be p r e p a r in g t o d e s e g re
g a te so t h a t i t w i l l n o t come back a t some l a t e r d a te
c la im in g t h a t i t d o e s n 't have t im e .
Now, th e F o u r th C i r c u i t has had o c c a s io n tw ic e ,
as I r e c a l l , r e c e n t ly to c o n s id e r th e m a t te r o f t im in g f o r
d e s e g re g a t io n , and one o c c u r re d even p r i o r to Holmes v e rs u s
A le x a n d e r C o u n ty , and th e C o u r t s a id w i t h th e Brown d e c is io n
i n 5A-, i t i s much to o la t e i n th e day f o r o u r s c h o o l b o a rd
now to be t a l k in g a b o u t i t d o e s n 't have t im e to go and c a r r y
o u t i t s c o n s t i t u t i o n a l d u t ie s .
So i f th e C o u r t d e c id e s a t some l a t e r d a te t h a t
t h i s B oa rd i s r e q u ir e d to d e v is e and im p le m e n t a p la n - and
we s u b m it t h a t i t s h o u ld be d e v is e d and im p le m e n te d by
F e b ru a ry 1 - we d o n ' t t h in k t h a t th e B oard s h o u ld be g iv e n
any k in d o f d e la y f o l lo w in g t h a t d e c is io n f o r them d o in g
w h a t we a re now a s k in g t h a t th e y be r e q u ir e d to d o .
THE COURT: M r. C ham bers, r i g h t now I h a v e n 't
lo o k e d th ro u g h one ite m o f e v id e n c e . I have n o t been shown
t h a t th e y a re n o t o p e ra t in g u n d e r a p la n . I have n o t been
shown t h a t th e y d o n ' t have a p la n . I t i s p ro b a b le t h a t i n
re a d in g some o f th e s e e x h ib i t s , I w i l l d is c o v e r t h a t . B u t
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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t h i s i s an e q u ita b le p ro c e e d in g , and I d o n ' t t h in k t h a t th e
p l a i n t i f f s w o u ld w a n t a c o u r t w here c h i ld r e n a re in v o lv e d
w i t h a com m un ity s i t u a t i o n h e re - and I am n o t o r i g i n a l l y
fro m t h i s com m un ity - b u t th e r e i s a good r e la t io n s h ip
be tw een th e p e o p le h e re , n o t c re a te d by me - I w a s n 't h e re -
b u t i t i s u n u s u a l.
Now, I do n o t f e e l t h a t I s h o u ld , as y o u r c o u r t ,
r a is e up th e gun and s h o o t h e re w i t h o u t kno w in g w h a t I am
d o in g . Now, you say t o me to o rd e r them to come fo rw a rd
w i t h a p la n f o r a u n i t a r y sys te m . I do n o t know a t t h i s
moment w ha t k in d o f sys tem we have now. You h e lp me to
u n d e rs ta n d w ha t th e p l a i n t i f f s w an t me to do u n t i l I can
f i n d o u t a b o u t t h i s t h in g .
MR. CHAMBERS: Y our H on o r, I a p o lo g iz e t o th e
C o u r t . I know you h a v e n 't had a chance to s tu d y th e
in t e r r o g a t o r ie s t h a t have been f i l e d by th e B o a rd . The
in t e r r o g a t o r ie s f i l e d by th e B o a rd on A u g u s t 2 5 th , 1969 ,
in t e r r o g a t o r y num ber f i v e s e ts up th e te a c h e r a s s ig n m e n t
f o r th e s c h o o l s ys te m . As one exa m p le , A rdm ore S c h o o l has
21 w h i te te a c h e rs and 3 b la c k te a c h e rs . Ardm ore S c h o o l has
556 w h ite s tu d e n ts and 9 b la c k s tu d e n ts . I s u b m it t o th e
C o u r t t h a t on t h a t show ing a lo n e t h a t i s s t i l l a r a c i a l l y
s e g re g a te d s c h o o l sys tem in W in s to n -S a le m . We t h in k t h a t
th e d e c is io n s o f th e c o u r t to d a y c le a r l y p o in t t h i s o u t .
As I u n d e rs to o d th e C o u r t a moment ago , w h a t i t
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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was s a y in g , t h a t i t w an ted to ta k e some t im e to lo o k a t th e
e v id e n c e , and s u g g e s t in g t h a t th e B oard kno w in g i t s s c h o o l
sys tem o u g h t t o b e g in t o be m ak ing some p r e p a r a t io n t o make
s u re t h a t w h a t i t i s d o in g i s i n c o m p lia n c e w i t h th e la w .
T h a t i s w h a t we a re a s k in g to d a y . We know t h a t you h a v e n 't
had a chance to re a d th e e x h ib i t s t h a t we have in t r o d u c e d ,
b u t I t h in k t h a t any B o a rd , b e in g t r u e t o th e C o u r t , w o u ld
know when b a s ic a l l y i t i s i n c o m p lia n c e w i t h th e la w . And
I d o n ' t t h in k anybody w o u ld a g re e - w o u ld c o n s id e r th e
r a c i a l a s s ig n m e n ts o f te a c h e rs t o be i n c o m p lia n c e .
The F o u r th C i r c u i t j u s t d e c id e d th e o th e r day t h a t
e v e ry s c h o o l sys te m m ust have th e same p e rc e n ta g e o f b la c k
and w h ite te a c h e rs a s s ig n e d to each s c h o o l as th e y have i n
th e s c h o o l sys tem as a w h o le . I f you have 20 o r 30 p e rc e n t
b la c k te a c h e rs i n th e s c h o o l s ys te m , each s c h o o l m ust have
30 p e rc e n t b la c k te a c h e rs a s s ig n e d to them . Now, th e C o u r t
j u s t o rd e re d t h a t i n Durham C o u n ty and R e id s v i l l e , and j u s t
o rd e re d t h a t i n S t a t e s v i l l e , and we t h in k th e r e i s no
q u e s t io n a t a l l a b o u t w h a t i t ta k e s now to d e s e g re g a te
te a c h e rs . They d o n ' t have i t h e re i n W in s to n -S a le m .
Our c o n te n t io n i s t h a t even w i t h r e s p e c t to
s tu d e n ts , th e same th in g m ust a p p ly . We know t h a t th e r e a re
o th e rs who d is a g re e and say you d o n ' t have to have th e same
p e rc e n ta g e o f b la c k and w h ite s tu d e n ts . I t ' s o u r c o n te n t io n
t h a t we m ust h a v e . B u t even i f you ta k e th e o th e r p o s i t i o n ,
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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1 a s c h o o l sys tem l i k e B row n, o r a s c h o o l l i k e C a rv e r E le
m e n ta ry , o r a s c h o o l, an a l l - w h i t e s c h o o l l i k e B o lto n ,
c a n n o t be j u s t i f i e d u n d e r th e c o n s t i t u t i o n , and we s u b m it
t h a t t h i s B oard to d a y s h o u ld be t o l d t h a t i t o u g h t t o g e t
i t s house i n o rd e r because you a re g o in g to lo o k a t th e
e v id e n c e , and i f you d e c id e t h a t th e y a re n o t i n c o m p lia n c e
o r c o n s is te n t w i t h th e d e c is io n s o f th e Supreme C o u r t , th e
C o u r t m ust d i r e c t t h a t th e y im m e d ia te ly c o m p ly . T h a t i s
when we come b ack in t o th e h a s t le a b o u t w h e th e r th e y need
a d d i t i o n a l t im e to do s o m e th in g , and t h i s i s w h a t we a re
a s k in g , t h a t th e y be d i r e c te d t o do to d a y , g e t re a d y t o do
w h a t th e y have to do i f t h e i r house i s n o t i n o r d e r .
THE COURT: You mean a g e n e ra l s o r t o f a d i r e c t i o n
to them to th e e f f e c t t h a t i f you do n o t have a u n i t a r y
sys tem th e n g e t re a d y and p re p a re t o p re s e n t a p la n by a
c e r t a in d a te ?
MR. CHAMBERS: And be re a d y to im p le m e n t i t b y a
c e r t a in d a te . We t h in k t h a t t h a t ' s w ha t th e p l a i n t i f f s a re
e n t i t l e d to to d a y . And i t ' s n o t s a y in g - th e C o u r t i s n o t
s a y in g t h a t th e y do n o t have a u n i t a r y sys te m , b u t o n ly t h a t
you know y o u r sys te m ; i f you d o n ' t have a u n i t a r y sys tem
a c c o rd in g t o th e d e c is io n s , g e t re a d y to p re s e n t a p la n to
th e C o u r t by a c e r t a in d a te and be re a d y t o im p le m e n t i t
b y a c e r t a in d a te . T h a t 's a l l we a re a s k in g to d a y .
THE COURT: L e t me j u s t make t h i s in q u i r y o f y o u .
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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Now, t h i s i s an e q u ita b le p ro c e e d in g , you know . As we a l l
know , i t i s an in ju n c t i v e m a t te r . W ould you as a la w y e r
and w o u ld y o u r c l i e n t be o f th e o p in io n , as you u n d e rs ta n d
t h i s sys tem and w ha t i t i s now - I d o n ' t know w here th e
s c h o o ls you r e f e r r e d to a re - w o u ld you a l l have th e C o u r t
send th e s e c h i ld r e n a ro u n d h e re a t t h i s ju n c tu r e w i t h le s s
th a n one h u n d re d days o f s c h o o l l e f t and have them t r a n s
f e r r e d fro m th e s c h o o l th e y a re now i n , u n d e r th e c o n d i t io n
t h a t t h i s sys tem i s as you u n d e rs ta n d i t ? W ould y o u r
p e o p le w a n t th a t?
MR. CHAMBERS: Y o u r H o n o r, I m et w i t h o u t c l i e n t s
and th e y a re a s k in g t h a t th e S ch o o l B oard be e n jo in e d to
im m e d ia te ly in t e g r a te th e s c h o o ls i n th e m id s t o f t h i s
s c h o o l y e a r .
THE COURT: Y o u r p e o p le w an t th a t?
MR. CHAMBERS: Y es, s i r . And Y o u r H on o r, I d o n ' t
t h in k i t ' s t h a t b a d , because th e s c h o o ls , as th e C o u r t
p o in te d o u t i n A le x a n d e r - and r e a l l y one o f th e m ost
im p re s s iv e o p in io n s t h a t I n o te d was J u s t ic e B la c k h im s e l f ,
who s a id , "We have t o l d th e s c h o o l b o a rd s t im e and t im e
a g a in t h e i r o b l ig a t io n s . They m ust be o rd e re d t o in t e g r a te
now im m e d ia te ly , r i g h t n o w ." And t h i s i s J u s t ic e B la c k
t a l k in g i n S eptem ber o f 1969 , and th e n a g a in i n th e o p in io n
o f th e C o u r t i n O c to b e r o f 1 96 9 , th e F o u r ih C i r c u i t a g a in
f o l l o w in g th e Supreme C o u r t 's d e c is io n s s a id th e same t h in g .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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"Y o u 'v e g o t t o in t e g r a te r i g h t now. Y o u 'v e had f i f t e e n
o r more y e a rs to do i t . " So we r e a l l y a r e n ' t t a l k in g a b o u t
a n y th in g im m e d ia te .
And I ' v e s e a l th e c o n te n t io n s t h a t we a re t a l k in g
a b o u t in s t a n t in t e g r a t i o n . We a re t a l k in g a b o u t a s c h o o l
b o a rd c a r r y in g o u t an o b l ig a t io n t h a t i t had some f i f t e e n
y e a rs ago .
THE COURT: I am n o t so much c o n ce rn e d a b o u t th e
S c h o o l B oard as I am a b o u t th e s tu d e n ts i n i t . I j u s t
s tu m b le d on t h i s i n S in g le to n v e rs u s Anson C o u n ty - I d o n ' t
know w h a t ju d g e o f o u r c o u r t w ro te i t - i t ' s o f c o u rs e a
F o u r th C i r c u i t c a s e , and I j u s t j o t t e d i t down i n my o f f i c e
f i l e . " P r e l im in a r y in ju n c t i o n i s e s p e c ia l ly in a p p r o p r ia te
a f t e r th e s c h o o l y e a r i s w e l l u n d e rw a y , and I am m in d fu l
o f th e more r e c e n t d e c is io n s g r a n t in g in d iv id u a l p l a i n t i f f s
w h a t th e y seek w o u ld be i n l a t e O c to b e r be d is r u p t iv e
r a t h e r th a n b e n e f ic ia l even to th e p l a i n t i f f s , w i t h o u t
re g a rd t o th e in t e r e s t s o f o t h e r s . "
MR. CHAMBERS: Y o u r H o n o r, t h a t as I r e c a l l was
Judge H ayn esw orth w r i t i n g . I t h in k t h a t d e c is io n was 1968 -
1 96 9 . The same c o u r t says t h a t "The Supreme C o u r t now
d i r e c t s t h a t we o rd e r in t e g r a t i o n im m e d ia te ly . These s c h o o l
b o a rd s a re r e q u ir e d to in t e g r a te im m e d ia te ly . "
THE COURT: Now, t h i s s ys te m , I w o u ld s a y , i s
second o n ly i n s iz e - and w e 'r e n o t d e a l in g w i t h R e id s v i l l e
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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and w e ’ r e n o t d e a l in g w i t h S t a t e s v i l l e , and we a re n o t
d e a l in g w i t h s c h o o ls o f t h a t s iz e . We a re d e a l in g h e re
w i t h w h a t I presum e w o u ld be second i n s iz e , b o th i n p u p i l
p o p u la t io n , te a c h e r p o p u la t io n and a re a , o n ly to M e c k le n b u rg ,
Has th e r e been a s i t u a t i o n th e re ?
MR. CHAMBERS: Y o u r H o n o r, th e r e i s a m o t io n
p e n d in g b e fo re th e C o u r t f o r i n t e g r a t i o n o f th o s e s c h o o ls
th e r e im m e d ia te ly . The d e c is io n s o f th e Supreme C o u r t a re —
we s u b m it make c le a r t h a t t h i s i s w h a t th e y 'v e g o t to do
now.
THE COURT: I u n d e rs ta n d . Now, I o rd e r a p la n
and th e y b r in g i t i n - I c a n n o t assume t h a t th e y have one
r i g h t now - I c a n ' t assume e i t h e r way - I o rd e r them to
p re s e n t me w i t h a p la n ; I d o n ' t know how to go a b o u t d ra w in g
one . I guess I c o u ld g e t some h e lp . B u t when i t i s h e re
and i t d o e s n 't c o m p o rt w i t h w ha t I t h in k a u n i t a r y sys tem
i s , th e n I have g o t t o g e t a n o th e r one . I c a n n o t j u s t o r d e r
them to s t a r t a u n i t a r y sys tem w ith o u t s o m e th in g w here
th e r e i s some p la n t o o rd e r i n t o e f f e c t . As you s a y , I can
o r d e r them to p re s e n t me a p la n , b u t you a re a s k in g t h i s by
F e b ru a ry 1 , i f I u n d e rs ta n d i t ?
MR. CHAMBERS: Y es, s i r .
THE COURT: Today i s th e 9 th ; t h a t ' s 22 d a y s .
MR. CHAMBERS: I d o n ' t t h in k t h a t th e t im in g th e r e
i s t h a t m a te r ia l . What we have been a s k in g i s w h a t has been
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - ^ A L E M . N ; C
P h o n e : 7 6 5 - 0 6 3 6
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o rd e re d a g a in s in c e 1954 . B u t we w o n 't d e b a te t h a t . The
p o in t h e re to d a y i s t h a t t h i s B o a rd i s u n d e r no c o u r t
d e c is io n s a y in g " b r in g i n a p la n o f c o m p le te d e s e g re g a t io n " .
I n A le x a n d e r v s . H o lm es, Y o u r H o n o r, s a y s , " T h is s c h o o l
b o a rd , l i k e b a s ic a l l y e v e ry s c h o o l b o a rd i n th e s o u th , can
be presum ed to be s e g re g a te d , and th e y 'v e g o t th e a f f i r m a
t i v e d u ty o f com ing i n now and sho w in g t h a t th e y a re n o t . "
The C o u r t d i d n ' t say " in t e g r a t e now and l i t i g a t e l a t e r " f o r
n o th in g . We d o n ' t have to a rg u e a lo n g and make a l o t o f
sho w in g a b o u t th e s e g re g a te d sys tem to d a y . These s c h o o ls
w ere h e re i n 195 4 , C a rv e r was th e r e i n 1954 , A t k in s , th e
w h ite s c h o o ls w ere th e r e i n 1954 ; th e y a re s t i l l th e r e to d a y .
The C o u r t and th e B oard c a n ' t show any p la n t h a t d is
e s ta b l is h e s th o s e s c h o o ls . The d e c is io n s o f th e C o u r t
im pose an a f f i r m a t i v e d u ty on th e B o a rd to come up w i t h a
p la n and do - i n th e w ords o f th e C o u r t - t o do w h a te v e r
i s n e c e s s a ry t o e l im in a te th e r a c i a l c h a r a c t e r is t i c s o f
th o s e s c h o o ls . T h e re i s n ' t any such p la n i n e x is te n c e .
The e v id e n c e t h a t w e 'v e in t r o d u c e d , in c lu d in g th e d e p o s i t io n s ,
w i l l show t h a t .
THE COURT: My p o in t i s to d a y - o th e r th a n some
t h in g I ' v e re a d i n th e p a p e r - i s th e f i r s t t im e t h a t I ' v e
h e a rd a b o u t t h i s , and I f e e l e s p e c ia l ly im posed upon b y
s a y in g t h a t I s h o u ld j u s t now, fro m h e a r in g t h i s s h o r t
te s t im o n y , say t o t h i s B oard w i t h o u t even g iv in g them an
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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opportunity to present any facts, that you are running a
racial system. I would have no hesitancy in doing that if
upon their opportunity to present their side of it I should
find that it is; 1 would have no hesitancy. I understand
the law in essence says as you have stated it to be, that
the time has run out on these matters. But we stand— let
me ask you. Do you people admit that you are running a
racial plan, Mr. Womble? If that’s the case, well, I want
a plan.
MR. WOMBLE: No, sir.
TP3E COURT: I don't want to have an exercise here
in further evidence if it isn't to the point. You all know
what your situation is, and if you don't have the evidence,
then we might as well admit it and get on with the matter
of getting a unitary system established. What do you all
say?
MR. WOMBLE: No, sir, we do not admit it. We do
not admit that we are operating a dual system, and we will
want to be heard. We will want to present evidence.
THE COURT: The papers have said something about
a plan from a study commission that is supposedly made up
of members of white and non-white. 'What is now the
situation? What is the situation on that?
MR. WOMBLE: Your Honor, the situation there is
this. The current school board embarked upon a comprehen-
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
P h o n e : 7 6 5 - 0 6 3 6
s iv e s tu d y e a r l i e r - w e l l , l a s t y e a r now - and th e s tu d y
co m m iss io n , as we u n d e rs ta n d i t , e x p e c ts to r e c e iv e th e
r e s u l t s , th e f i n a l r e s u l t s , o f th e w o rk o f th e c o m m itte e s
w i t h in th e com m iss io n m o m e n ta r ily . One r e p o r t t h a t I
ie c e iv e d was t h a t th e y have t e n t a t i v e a rra n g e m e n ts to m eet
as e a r ly as to m o rro w m o rn in g . W hethe r th e y w i l l m eet a t
t h a t t im e o r n o t , I d o n ' t know . B u t I h e a rd t h a t th e y a t
le a s t had t e n t a t i v e a rra n g e m e n ts , o r a t l e a s t d e f i n i t e
a rra n g e m e n ts t o m eet to m o rro w .
The p u rp o s e o f th e s tu d y i s c o m p re h e n s ive , and
i t ’ s r e la t e d to th e o p e r a t io n o f th e w h o le s ys te m , th e
im p ro ve m e n ts o f th e w h o le sys tem as a u n i t a r y s ys te m . They
o f c o u rs e c o n te n d t h a t th e y have been o p e r a t in g a u n i t a r y
s ys te m . They re c o g n iz e t h a t w i t h some o f th e d e c is io n s
t h a t have come down fro m tim e t o t im e i n r e c e n t m on th s ,
t h a t i t i s d i f f i c u l t t o keep up w i t h e x a c t ly w h a t i s o r
may be e x p e c te d , and th e y have been w o rk in g on t h i s . They
e x p e c t t o ta k e th e r e p o r t o f th e c o m m itte e s and th e
com m iss io n i t s e l f w o u ld th e n make i t s re co m m e nd a tion s t o
th e Sc h o o l B o a rd . The S ch o o l B o a rd , I w o u ld h o p e , w o u ld
have t h a t r e p o r t fro m th e com m iss io n w i t h in a m a t te r o f a
week o r te n d a y s . I d o n ’ t know . W hether i t w i l l be le s s
th a n a week o r n o t , I d o n ' t know when i t w i l l b e . B u t i t
i s my u n d e rs ta n d in g t h a t th e y e x p e c t to r e c e iv e a r e p o r t
fro m th e com m iss io n w i t h in a m a t te r o f a week o r te n d a y s ,
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e : 7 6 5 - 0 6 3 6
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1 and th e n th e S c h o o l B oard w o u ld have i t i n i t s la p .
Now, as f a r as th e d e t a i l s o f w ha t w i l l be
recommended, I do n o t know. B u t c e r t a in l y th e r e s u l t s o f
t h i s w o rk can be made - w i l l be made p u b l ic , I 'm s u re , and
I am s u re t h a t c o p ie s can be made a v a i la b le to anybody t h a t
w a n ts them .
THE COURT: You say you a l l w a n t t o be h e a rd i n
r e b u t t a l i n re fe re n c e to w h a t t h i s e v id e n c e w i l l show. What
i t show s, I do n o t know . When can we g e t on w i t h th a t?
MR. WOMBLE: Y ou r H o n o r, we need an o p p o r tu n i t y
to a n a ly z e j u s t w h a t we have h e re b e fo re we p re p a re f o r a
h e a r in g . We w o u ld w a n t a re a s o n a b le t im e i n w h ic h to do
t h a t , and we a re n o t a s k in g f o r any u n re a s o n a b le p o s t
ponem ent. I d o n ' t know w h a t th e C o u r t 's s c h e d u le i s .
THE COURT: My s c h e d u le i s f u l l .
MR. CHAMBERS: Y o u r H o n o r, we w o u ld l i k e t o make
one o th e r m o t io n .
THE COURT: A l l r i g h t .
MR. CHAMBERS: We move t h a t th e C o u r t s e t a d a te
f o r f i n a l h e a r in g on m o tio n f o r p r e l im in a r y in ju n c t i o n ,
t h a t th e C o u r t s e t a f i n a l d a te f o r th e B oard t o s u b m it a
p la n f o r c o m p le te d e s e g re g a t io n s h o u ld th e C o u r t d e te rm in e
t h a t th e B oard s h o u ld be r e q u ir e d to s u b m it a p la n , and
t h a t th e C o u r t th e n s e t a f i n a l d a te f o r c o m p le te im p le m e n ta
t i o n o f w h a te v e r p la n th e C o u r t m ig h t d i r e c t .
G R A H A M E R L A C H E R tit A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N C
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THE COURT: But If I understand you correctly,
Mr. Chambers, and yourclients, that's all well and good;
I will do that. But there is an element of reason that
we all must recognize, and that is that February 1st is
not very far from here, and to get the evidence analyzed
for them to be heard and so forth, and then any plan
implemented between now and February 1st, is you know, a
bit short. Would you dictate your motion? Mrs. Thomas,
will you take down the motion over there, please, so I'll
have exactly that? I'm going to work on this over the
weekend some. I realize it's in the record, but you had
written it out there. Will you dictate it off?
Mi. CHAMBERS: The plaintiffs move the Court that
the Court set a date for final hearing on plaintiffs'
motion for preliminary injunction; that the Court set a
date for the Board to submit the plan for complete desegre
gation of the schools should the Court decide that the
Board should be directed to submit a plan; that the Court
set a final date for implementation of a plan should the
Court direct that a plan be presented to the Court.
MR. VANORE: What Board is Mr. Chambers referring
to, please?
MR. CHAMBERS: I'm referring to the Board— to
the Winston—Salem/Forsyth County Board of Education.
MR. WOMBLE: On behalf of the defendant, we object
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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t o th e m o tio n e x c e p t t h a t p o r t io n o f i t — e x c e p t t h a t we
have no o b je c t io n to th e s e t t in g o f a d a te f o r th e f u r t h e r
h e a r in g o f th e m a t te r now b e fo re th e C o u r t i n o rd e r t h a t
t h i s d e fe n d a n t may have an o p p o r tu n i t y to be h e a rd .
THE COURT: W e ll , g e n tle m e n , I w i l l c o n s id e r t h i s
o v e r th e w eekend, and I w i l l e n te r an o rd e r on Monday w i t h
re fe re n c e to t h i s , and a t le a s t s e t t in g a d a te f o r an
a d d i t i o n a l h e a r in g . And th e n I w i l l have th e C le r k c a l l
members - c a l l th e a t to r n e y s and re a d i t t o them , and i n
t h a t way you w i l l have i t a t th e e a r l i e s t d a te . D id you g e t
M r. W om ble 's o b je c t io n ?
SECRETARY THOMAS: No, s i r , I d i d n ' t .
THE COURT: M r. Womble—
MR. WOMBLE: We o b je c t t o th e p l a i n t i f f s ' m o tio n
i n i t s e n t i r e t y as s ta te d b y p l a i n t i f f s ' c o u n s e l. We o f
c o u rs e do n o t o b je c t to th e s e t t in g o f th e d a te f o r a
f u r t h e r h e a r in g on t h i s p r e l im in a r y in ju n c t i o n , and i n f a c t
re q u e s t a f u r t h e r h e a r in g t o be h e ld i n o rd e r t h a t t h i s
d e fe n d a n t may have an o p p o r tu n i t y t o be h e a rd and p re s e n t
e v id e n c e .
THE COURT: Now, i t lo o k s l i k e we c a n n o t a g re e
on th e t im e s . I w i l l have to s e t th o s e . B u t i f you have
any s u g g e s t io n — One t h in g I know i s t h a t we a re g o in g to
m eet b ack f o r a n o th e r h e a r in g . I f you a l l have any s u g g e s t io
a b o u t i t , I w o u ld be g la d f o r you t o s t a t e . You m ig h t have
G R A H A M E R L A C H E R A A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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-536-
o th e r com m itm ents o r so m e th in g in c o n n e c t io n w i t h i t . I f
you d o n ' t , I w i l l s e t i t as I see f i t . M r. C ham bers, do
you have any d a te s t h a t you c e r t a i n l y — w h ic h w o u ld be
h ig h ly in c o n v e n ie n t f o r you?
MR. CHAMBERS: No, Y o u r H on o r, e x c e p t Monday and
Tuesday o f n e x t w eek. O th e r th a n t h a t , we w o u ld be a b le to
be h e re .
THE COURT: A l l r i g h t . M r. Womble?
MR. WOMBLE: Y o u r H o n o r, I d o n ' t have t h i s y e a r 's
book w i t h me. So f a r as I know, I have no d a te i n m ind
r i g h t now t h a t w i l l be an im p o s s ib le d a te .
THE COURT: How a b o u t th e o th e r a t to rn e y s ?
MR. LIGON: N e x t F r id a y w o u ld be a p ro b le m , Y ou r
H o n o r.
THE COURT: N e x t F r id a y .
MK. VANORE: I can be a v a i la b le any t im e th e C o u r t
d i r e c t s .
THE COURT: W e ll , I w i l l be i n to u c h w i t h c o u n s e l
on M onday, e i t h e r m y s e lf o r th ro u g h th e C le r k . A n y th in g
e ls e we can ta k e c a re o f h e re ? A l l r i g h t . L e t 's a d jo u rn
c o u r t .
('."/hereupon, th e h e a r in g i n th e above—e n t i t l e d
m a t te r was a d jo u rn e d , t o re co n ve n e a t a d a te t o be d e te rm in e d .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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(P u rs u a n t t o n o t ic e , th e h e a r in g i n th e a b o v e - e n t i t le d
case was re co n ve n e d a t 9 :3 0 a .m . on W ednesday, J a n u a ry 21 ,
1 9 7 0 .)
p r o c e e d i n g s
THE COURT: I b e l ie v e th e p l a i n t i f f had c o n c lu d e d ,
r-lr. S te in , th e p r e s e n ta t io n o f th e p l a i n t i f f s ' e v id e n c e on
th e m o tio n when we re c e s s e d l a s t , i s t h a t r ig h t ?
STEIN: T h a t 's r i g h t , Y o u r H on o r.
THE COURT: M r. Womble, I w i l l h e a r fro m y o u .
MR. WOMBLE: I f th e C o u r t p le a s e , a t th e o u ts e t
t h i s m o rn in g , I w o u ld l i k e to m e n tio n one m a t te r t h a t was
r e f e r r e d to a t th e h e a r in g on J a n u a ry 9 th , and w h ic h I
t h in k had a b e a r in g on th e o rd e r t h a t th e C o u r t e n te re d
th e n on J a n u a ry 1 2 th . In th e h e a r in g on th e 9 th , th e
C o u r t in q u i r e d as t o p ro g re s s t h a t was b e in g made w ith
re s p e c t to p ro p o s e d m o d if ic a t io n s o f th e p u p i l a s s ig n m e n t
p la n t h a t have been u n d e r s tu d y by th e c o m m itte e o f w h ic h
M r. P u l le n i s chatm an and w h ic h i s p a r t o f th e w o rk t h a t
has been g o in g fo rw a rd f o r some t im e , w h ic h f i r s t r e s u l t e d
i n th e s o - c a l le d Peabody R e p o r t , and i t i s now i n p ro g re s s
w i t h re fe re n c e p a r t i c u l a r l y to p u p i l a s s ig n m e n t, and I
b e l ie v e we t o l d th e C o u r t a t t h a t t im e t h a t we w ere e x p e c t
in g th e w o rk o f t h a t co m m itte e t o be c o m p le te d m o m e n ta r ily ;
t h a t a f t e r c o m p le t io n i t w o u ld be n e c e s s a ry f o r i t t o be
c o n s id e re d b y th e f u l l s c h o o l s tu d y com m iss io n o r th e B oard
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
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1 o f E d u c a t io n o r b o th , and we w o u ld know w h a t th e B o a rd
p la n n e d t o do w i t h re s p e c t t o any m o d i f ic a t io n s o f i t s
p re s e n t p u p i l p la n a f t e r th e y had an o p p o r tu n i t y t o do th o s e
th in g s , and th e y in d ic a te d i t w o u ld be f a i r l y s h o r t .
S in c e t h a t t im e th e r e have been some d e la y s t h a t
I d id n o t know a b o u t a t t h a t t im e , and i f th e C o u r t w o u ld ,
I w o u ld l i k e to ask M r. P u l le n j u s t to g iv e th e C o u r t an
u p - to - d a te s ta te m e n t o f th e s i t u a t i o n , and as a r e s u l t o f
w ha t he w i l l s a y , we w o u ld e x p e c t t o a sk th e C o u r t f o r some
m o d i f ic a t io n o f th e o rd e r - t h a t p a r t o f y o u r o r d e r w h ic h
c a l l s upon th e B oard t o f i l e w i t h th e C o u r t by F e b ru a ry 1
w h a te v e r p la n i t p ro p o s e s w h ic h w o u ld m o d ify i t s p re s e n t
p la n f o r n e x t S ep tem be r.
THE COURT: A l l r i g h t , M r. P u l le n .
MR. PULLEN: I f i t p le a s e th e C o u r t , we have been
w o rk in g many m onths now and d i l i g e n t l y t r y i n g - my co m m itte e
has and D r . M cG u ffe y , who i s p r e p a r in g th e r e p o r t , we have
w orked w i t h h im to g e th e r . The r e p o r t i s now i n a s ta g e to
be p re s e n te d to th e co m m iss io n , th e s tu d y co m m iss io n , and to
th e S c h o o l B o a rd , b u t n e i t h e r have had an o p p o r t u n i t y to
c o n d u c t h e a r in g s w i t h re fe re n c e to th e m a t te r . I have been
u n a b le to c o n fe r w i t h M r. Womble a t any le n g th , n o r has D r .
M cG u ffe y o r th e members o f th e v a r io u s c o m m itte e s , because
he has been engaged i n th e p r e p a r a t io n o f t h i s m a t te r , and
I b e l ie v e he was in v o lv e d i n c o u r t h e re te n days i n a n o th e r
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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1 lo n g t r i a l . I t i s e s s e n t ia l t h a t th e s c h o o l s tu d y com m iss io n
have an o p p o r tu n i t y t o th o ro u g h ly re v ie w any re co m m e nd a tion s
t h a t a re made b y my c o m m itte e , and th o ro u g h ly re v ie w D r .
M c G u ffe y 's r e p o r t . I b e l ie v e i t w i l l be m ost h e lp f u l t o th e
C o u r t t o have a re co m m e nd a tion b y some o f th e le a d in g
c i t i z e n s h e re a lo n g w i t h th e S c h o o l B oa rd when th e r e p o r t
i s f i n a l l y p u t i n fo rm .
The S ch o o l B oard has been in v o lv e d i n a num ber o f
h e a r in g s , and I can p e r s o n a l ly t e l l Y o u r H onor t h a t th e y
a re e xh a u s te d and t i r e d , and need an o p p o r tu n i t y to f u l l y
re v ie w a l l th e s e m a tte rs b e fo re i t i s p re s e n te d to th e
C o u r t . Now, I w o u H ask th e C o u r t t o e x te n d th e t im e f o r
f i l i n g th e r e p o r t fro m F e b ru a ry th e 2nd u n t i l F e b ru a ry th e
2 1 s t to a l lo w th e s e m a tte rs to ta k e p la c e .
I t h in k we w o u ld a l l s t r i v e to g e t th e r e p o r t
i n p r i o r to t h a t t im e , b u t I t h in k t h a t when p e o p le w o rk
u n d e r p re s s u re - u n d e r th e p re s s u re o f a c lo s e d e a d l in e -
i t makes us som etim es make d e c is io n s w h ic h o th e rw is e we
w o u ld n o t .
THB COURT: W e ll , M r. P u l le n , o f c o u rs e you b e in g
a la w y e r r e a l i z e - and t h i s i s n o t to le c t u r e you a t a l l
a b o u t i t - t h a t th e cases have s a id t h a t th e t im e f o r us to
s tu d y th e s e m a tte rs i s o v e r and th e t im e i s f o r a c t io n .
B u t I r e a l i z e , as anybody w i t h ju d g m e n t r e a l i z e s , t h a t
th e s e m a tte rs i n a la r g e sys tem t h a t i t i s in v o lv e d and t h a t
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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P h o n e 7 6 5 - 0 6 3 6
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you j u s t c a n ' t come fo rw a rd w i t h so m e th in g w i t h o u t a de qu a te
t im e to do t h a t . I w i l l d e fe r my r u l i n g on t h a t and ta k e
i t u n d e r c o n s id e r a t io n , and b e fo re we f i n i s h th e s e h e a r in g s
1 w i l l make some d e c is io n a b o u t i t . B u t M r. S te in , do you
d e s ir e I w i l l have M r. P u l le n come a rou nd and be sw orn
o r as he s ta n d s th e r e . Do you have any q u e s t io n s o f M r.
P u l le n a b o u t i t - and I w i l l g iv e you an o p p o r tu n i t y t o be
h e a rd f u l l y b e fo re I make any d e c is io n .
MR. STEIN: I have no q u e s t io n s a b o u t t h a t . I
t h in k Y ou r H onor has s ta te d th e p re s e n t s ta tu s o f th e la w
> and I w o u ld l i k e to be h e a rd on i t .
THE COURT: W e ll , l e t me do t h i s . L e t 's g e t on i n
w i t h th e h e a r in g on th e o th e r m a t te r s , and b e fo re I make a
r u l i n g on i t , I w i l l be g la d t o h e a r fro m you f u r t h e r .
MR. STEIN: P o s s ib ly i f we d is c u s s e d i t a b i t
f u r t h e r now, i t m ig h t c l a r i f y somewhat th e n a tu re o f th e
p ro c e e d in g .
THE COURT: A l l r i g h t .
MR. STEIN: Now, i t i s my u n d e rs ta n d in g o f th e
p re s e n t la w - p a r t i c u l a r l y w i t h th e m ost r e c e n t d e c is io n
o f th e Supreme C o u r t - t h a t w h a t m ust be done now i s a
p la n w h ic h w i l l d e s e g re g a te a l l th e s c h o o ls a t o n ce , and
J u s t ic e H a r la n i n h is c o n c u r r in g o p in io n says t h a t we a re
n o t n e c e s s a r i ly t a l k in g a b o u t e d u c a t io n a l and p e r f e c t p la n ,
b u t w h a t i s r e q u ir e d i s a p la n t h a t w i l l do t h a t . The
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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t im e f o r s tu d y i s o v e r . So i t m ig h t w e l l be t h a t th e p la n
w h ic h needs to be im p le m e n te d now w o n 't be e d u c a t io n a l ly
p e r f e c t i n th e sense t h a t some o f th e s tu d y and f in d in g s
o f th e Peabody R e p o r t , M r. P u l le n 's c o m m itte e , and so on ,
t h a t th e y w o u ld w an t t o come i n l a t e r and s u g g e s t m o d if ic a
t i o n s f o r sound re a s o n . The p l a i n t i f f s , o f c o u rs e , w o u ld
w a n t to see w h a t i t was t h a t th e y w ere p ro p o s in g , b u t o f
c o u rs e i f i t d i d n ' t a f f e c t th e r e s u l t we a re s e e k in g - and
t h a t ' s th e d e s e g re g a t io n o f th e s c h o o ls - we o f c o u rs e w o u ld
have no o b je c t io n t o a p la n w h ic h w o u ld be an im p rovem en t
o v e r th e p la n t h a t ' s i n s t i t u t e d . So i t m ig h t be t h a t we
a re t a l k in g a b o u t tw o p la n s , b u t I t h in k f o r th e p u rp o s e s
o f o u r m o t io n , w ha t we a re t a l k in g a b o u t i s th e p la n w h ic h
i s t o be im p le m e n te d v e ry soon .
THE COURT: W e ll , o f c o u rs e t h a t p la n t h a t you
r e f e r t o w o u ld be im p le m e n te d F e b ru a ry 1 s t . We a re a t sea ,
as somebody has s a id a b o u t t h a t . I t i s y o u r c o n te n t io n
t h a t th e p re s e n t p la n t h a t th e y a re o p e r a t in g i s a d u a l
s ys te m . M r. Womble s ta te s w i t h much a p p a re n t s in c e r e t y
t h a t th e p la n t h a t we a re now o p e r a t in g u n d e r i s n o t a d u a l
p la n . Now, I w i l l know w ha t th e p la n i s t h a t vre now h a ve ,
w h ic h p la n I presum e th e B oard i s p ro p o s in g t o o p e ra te u n d e r
f o r th e re m a in d e r o f th e y e a r . I w i l l know w h a t t h a t p la n
i s when we c o n c lu d e th e s e h e a r in g s .
Now, i f I f i n d t h a t i t i s n ’ t a u n i t a r y p la n , th e n
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
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we a re fa c e d fo u r - s q u a r e w i t h some p la n . I o f c o u rs e - and
I am n o t m ak ing t h i s t o be c a u s t ic o r a n y th in g o f t h a t
m a t te r - I d o n ' t have a p la n . I w o u ld be l im i t e d i n
a b i l i t y t o d r a f t a p la n w i t h o u t much s tu d y . I have th e n
g o t t o o rd e r th e S c h o o l B oard to come fo rw a rd w i t h some
p la n o r make some d e c is io n a b o u t i t . B u t i t j u s t lo o k s
l i k e to me t h a t I have f i r s t g o t to f i n d o u t , and I c o n c e iv e
i t my d u ty , to l i s t e n t o you p a r t ie s a l l w i t h a w i l l in g n e s s
t o be f a i r to a l l p a r t ie s a b o u t th e s i t u a t i o n we now o p e ra te
u n d e r .
B u t I w i l l d e fe r my d e c is io n on th e m a t te r , M r.
Womble, a b o u t w h ic h you r e fe r r e d - w h ic h M r. P u l le n r e f e r s
and M r. S te in r e p l ie d t o , u n t i l some l a t e r t im e .
MR. WOMBLE: I f th e C o u r t p le a s e , I d o n ' t w a n t to
b u rd e n th e C o u r t u n d u ly w i t h comments b e fo re we g e t i n t o
th e m a t te r o f a c tu a l c o n s id e r a t io n o f th e e v id e n c e and
h a v in g th e C o u r t r u le upon o b je c t io n s to e x h ib i t s t h a t have
been o f fe r e d in t o e v id e n c e and t h a t s o r t o f t h in g , b u t i t
does seem to me t h a t i t m ig h t be a p p r o p r ia te a t t h i s p o in t ,
i n v ie w o f w ha t has j u s t been s a id , to re v ie w a s b r i e f l y as
I can and y e t w i t h some o r d e r l in e s s b o th th e h is t o r y and
th e p o s i t i o n o f th e B oard i n t h i s m a t te r .
We a re h e re d e a l in g w i t h a m o tio n f o r p r e l im in a r y
in ju n c t i o n . Now, t h a t i s a m o tio n f o r e q u i ta b le r e l i e f ,
and o f c o u rs e , i t i s a p a r t o f any m o tio n f o r e q u ita b le
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e 7 6 5 - 0 6 3 6
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r e l i e f t o lo o k a t th e m a t te r i n good f a i t h as w e l l as th e
m a t te r o f f a c t s as th e y e x i s t a t th e p re s e n t t im e .
THE COURT: M r. Womble, th e cases t h a t have
o rd e re d im m e d ia te p u p i l re a s s ig n m e n t, does y o u r re v ie w
in d ic a t e t h a t none o f th o s e cases o r some - o r have you had
an o p p o r tu n i t y t o re v ie w w h e th e r th o s e cases a re p r o -
c e d u r a l ly i n th e shape t h a t t h i s one i s in ? Some o f th o s e
c a s e s , I r e a l i z e , had been s t a r t e d some w h i le . T h e re was
some f i n a l o rd e r i n them . Were any o f them a t th e p re
l im in a r y i n ju n c t i o n s ta g e ?
MR. WOMBLE: To th e b e s t o f my kn o w le d g e , th e y a re
n o t , Y o u r H ono r, and c e r t a in l y m ost o f them a re o ld c a s e s .
T h is case was s t a r t e d , I b e l ie v e i n O c to b e r 1968 . What I
had i n m ind was t h i s . We have been b o th re a d in g fro m th e
c o u r t and as w e l l as fro m th e p re s s s ta te m e n ts t h a t Brown
was d e c id e d i n 1954 , t h a t th e second Brown h e a r in g and
o rd e r came o u t i n 1955 , and t h a t some f i f t e e n y e a rs have
passed and t h a t n o th in g has happened , and now t h a t many
th in g s have to happen a t o n ce . I t seems to me t h a t i n o rd e r
f o r t h i s t o be i n p e r s p e c t iv e and f o r t h i s B o a rd t o be
r e a l l y g iv e n th e p ro p e r and f a i r c o n s id e r a t io n t h a t I am
s u re th e C o u r t w a n ts t o g iv e i t i n t h i s c a s e , i t i s n o t
a m iss t o re v ie w th e c o u rs e o f e v e n ts i n th e la w .
We ta k e , f o r exam p le , th e B r ig g s c a s e , w h ic h I
r e a l i z e i n a r e c e n t d e c is io n o f th e C o u r t o f A p p e a ls o f t h i s
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
C i r c u i t , th e C o u r t s a id t h a t t h a t d e c is io n i s dead . B u t
t h a t does n o t mean t h a t i t was n o t a l i v e and v i t a l when i t
was e n te re d and f o r some t im e a f t e r t h a t . And l e t me j u s t
p o in t o u t b r i e f l y w h a t I 'm t a l k in g a b o u t.
Now, t h i s was a d e c is io n o f J u s t ic e John J .
P a rk e r **o r t ; ie C i r c u i t in 1955, and th e C o u rt
made i t v e ry c le a r i n t h a t case t h a t i t w an te d to p o in t
o u t w ha t th e Supreme C o u r t had d e c id e d i n Brown and w h a t
i t had n o t d e c id e d . The C o u r t s a id t h i s : "W hat i t has
d e c id e d and a l l t h a t i t has d e c id e d i s t h a t a s ta te may n o t
deny t o any p e rs o n on a c c o u n t o f r a c e , th e r i g h t t o a t te n d
any s c h o o l t h a t i t m a in ta in s . T h is u n d e r th e d e c is io n o f
th e Supreme C o u r t and was n o t a s ta te m e n t d i r e c t l y o r
i n d i r e c t l y . B u t i f th e s c h o o ls t h a t a re m a in ta in e d a re
open to a l l ra c e s and no v i o l a t i o n o f th e c o n s t i t u t i o n i s
in v o lv e d , even th o u g h th e c h i ld r e n o f d i f f e r e n t ra c e s
v o l u n t a r i l y a t te n d d i f f e r e n t s c h o o ls , as th e y a t te n d
ĉ ^ e re rvk c h u rc h e s , n o th in g i n th e c o n s t i t u t i o n o r th e
d e c is io n o f th e Supreme C o u r t ta k e s away fro m th e p e o p le
fre e d o m to choose th e s c h o o ls th e y a t t e n d . " The c o n s t i t u
t i o n i n o th e r w ords does n o t r e q u ir e i n t e g r a t i o n ; i t m e re ly
f o r b id s d is c r im in a t io n .
Now, r e g a rd le s s o f how b l i t h e l y t h i s can be
th ro w n a s id e as dead to d a y , t h i s was ta k e n i n good f a i t h
by la w y e rs and laym en and s c h o o l p e o p le i n 1955 and f o r a
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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num ber o f y e a rs t h e r e a f t e r . And as th e C o u r t w i l l w e l l
r e c a l l fro m h is own e x p e r ie n c e , we w ere i n a s i t u a t i o n
w here a d r a s t i c change in th e b a s ic la w had ta k e n p la c e ,
and th e C o u r t re c o g n iz e d t h a t i t was g o in g t o in v o lv e
d r a s t i c changes i n s o c ia l a t t i t u d e s , and i n a t t i t u d e s
be tw een th e ra c e s i n th e w i l l in g n e s s o f p e o p le t o in t e r m ix in
th e s c h o o ls , and th e r e was trem endous c o n c e rn and lo n g
h o u rs s p e n t i n w r e s t l in g w i t h how you even made a s t a r t
i n t h i s w i t h o u t v io le n c e and b lo o d s h e d and c o m p le te d is
r u p t io n o f th e s c h o o ls .
The S ta te o f N o r th C a r o l in a , th ro u g h th e a d o p t io n
o f th e P e a r s a l l p la n , d id n o t f o l l o w th e c o u rs e o f mass
o p p o s it io n t o w h a t th e Supreme C o u r t r u le d , b u t w h a t th e y
s a id b a s ic a l l y th o u g h t h a t p la n was t h a t i n N o r th C a r o l in a
a c h i l d w i l l n o t be by la w d e n ie d th e o p p o r tu n i t y t o a t te n d
a s c h o o l on a c c o u n t o f ra c e . I n l i n e w i t h th e t h in k in g o f
th e C o u r t i n B r ig g s and o th e rs s im i la r t o i t , th e t h in k in g
a t t h a t t im e was t h a t no c h i l d , w h ite o r b la c k , s h o u ld be
r e q u ir e d t o a t te n d a s c h o o l w i t h a c h i l d o f a n o th e r ra c e
a g a in s t th e w is h e s o f th e c h i l d o r i t s p a r e n ts . And a t
t h a t t im e , i n good f a i t h , th e S ta te o f N o r th C a r o l in a ’ s
p o l i c y , and i t was n o t a t t h a t t im e h e ld u n c o n s t i t u t io n a l
when i t came on f o r d e c is io n b e fo re th e c o u r ts t h a t f o r th e
f i r s t t im e w ere o p e r a t in g u n d e r a p la n w hereby i f a c h i l d
w ere a s s ig n e d to a s c h o o l w i t h a c h i ld o f a n o th e r ra c e and
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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f o r t h a t re a s o n o b je c te d to a t te n d in g t h a t s c h o o l, i t c o u ld
re q u e s t re a s s ig n m e n t, and i f th e r e w ere no o th e r p u b l ic
s c h o o ls t o w h ic h i t m ig h t n o t be re a s s ig n e d , th e c h i l d
c o u ld a t te n d a p u b l ic s c h o o l o r n o t go to s c h o o l a t a l l .
Now, g ra n te d t h i s was a r e l i e f v a lv e s o r t o f
t h in g i n a t r a n s i t i o n a l p e r io d , th e p o in t I am m ak ing i s
n o t i n d e f ia n c e b u t i n good f a i t h p e o p le w ere w r e s t l in g
w i t h a trem endous p ro b le m o f c o m p le te ly c h a n g in g th e s o c ia l
o r d e r . Now, how lo n g d id t h i s s i t u a t i o n e x is t?
The C o u r ts lo o k back now and s a y , "My g oo dn ess ,
you d id n ’ t do a n y th in g o f consequence f o r y e a r s . ” B u t when
you c o n s id e r w h a t the3aw was r e a l l y u n d e rs to o d to b e ,
c e r t a in l y i n th e s o u th e a s te rn U n ite d S ta te s and c e r t a in l y i n
th e F o u r th C i r c u i t , t h a t was n o t h e ld u n c o n s t i t u t io n a l by
th e Supreme C o u r t - th e B r ig g s case t h a t I J u s t re a d .
We w ere i n a s i t u a t io n w here th e r e was c o m p lia n c e
w i t h th e la w , good f a i t h c o m p lia n c e . I f a c h i l d who d e s ir e d
t o a t te n d s c h o o l w i t h c h i ld r e n o f a n o th e r ra c e w ere n o t
d e n ie d th e p r i v i l e g e o f d o in g s o . T h a t had n o th in g t o do
w i t h p ro m o t in g in t e g r a t i o n . The lo c a l S ch o o l B oard was one
o f th e f i r s t anyw here i n t h i s a re a , and maybe one o f th e
f i r s t i n th e n a t io n , t o v o l u n t a r i l y do so m e th in g a b o u t t h i s .
T h e re was a c h i l d named G w endolyn B a i le y who was a d m it te d
t o R e yn o ld s H ig h S c h o o l i n S eptem ber o f 1957 . T h e re w ere
tre m e n do us— w e l l , th e r e w ere many s u g g e s t io n s and much
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N C
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c o n c e rn t h a t t h i s was g o in g to cause n o t o n ly d is r u p t io n
l o c a l l y b u t p o s s ib ly r i s e t o b lo o d s h e d , and t h a t s o r t o f
t h in g . " L i f e M a g a z in e " and o th e r n a t io n a l m agaz ines
in s is t e d on s e n d in g p e o p le to th e com m un ity to c o v e r i t ,
even th o u g h th e y w ere r e s p e c t f u l l y re q u e s te d n o t t o because
i t was f e l t t h a t i t m ig h t s t i r up t r o u b le r a t h e r th a n h e lp
keep th in g s q u ie t . I t seems l i k e such a s m a ll t h in g to d a y ,
b u t i t was n o t a t th e t im e . The C i t y had to make a r ra n g e —
nents f o r p o l ic e e s c o r t , b o th u n ifo rm and p la in c lo th e s m a n ,
t o make s u re t h a t th e r e was no— t h a t no m is fo r tu n e a tte n d e d
th e i n i t i a t i o n o f t h i s change i n th e p u b l ic s c h o o l sys tem
in t h i s com m u n ity . The c h i ld w e n t to R e yn o ld s H ig h S c h o o l;
th e re was p r a c t i c a l l y no d is tu r b a n c e . As I r e c a l l , maybe
one te e n a g e r somewhere b u rn e d a c ro s s . B u t as f a r as th e
com m un ity as a w h o le was c o n c e rn e d , i t was q u i e t l y done ;
i t was done w i t h d ig n i t y ; and i t was done p r o p e r ly . And
th e n a t io n a l news m edia c o u ld n ' t make a s to r y o u t o f i t .
Now, f o r th e n e x t s e v e ra l y e a rs , '5 7 one c h i l d ,
i n '5 8 f o u r , '5 9 e ig h t , '6 0 te n , '6 1 e ig h te e n , '6 2 f o r t y -
f o u r . I t seems l i k e a s m a ll t h in g now, b u t we w ere m o v in g .
T h e re was no l i t i g a t i o n , and th e p e o p le w ere becom ing
accustom ed to a new id e a , b o th b la c k and w h i te . The Swan
case t h a t has been so i n th e news i n C h a r lo t te r e c e n t ly i s
an o ld case t h a t goes back t o '6 4 o r '6 5 - '6 5 I b e l ie v e i t
i s , and i n t h a t case Judge C ra ve n , who was a t t h a t t im e a
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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ju d g e f o r th e W e s te rn D i s t r i c t i n N o r th C a r o l in a and who i s
now on th e C i r c u i t C o u r t f o r th e F o u r th C i r c u i t , h e a rd th e
case and on th e m a t te r o f a s s ig n m e n t o f p u p i ls and g e r r y
m a n d e rin g o f d i s t r i c t s . He had t h i s to s a y . "The g e r r y
m a n d e rin g c o n te n t io n i s e x c e e d in g ly i n t r i c a t e and co m p le x .
P l a i n t i f f s ' e x p e r t w itn e s s n e c e s s a r i ly t e s t i f i e d a b s t r a c t ly
fro m a s tu d y o f th e p la n " , and th e n s ta te s w ha t D r . C ra ig
P h i l l i p s , S u p e r in te n d e n t o f S c h o o ls had to say a b o u t i t ,
and th e n he w en t on t o s a y , "B u t th e r e i s no te s t im o n y
te n d in g to show t h a t b o u n d a ry l i n e s w ere chosen f o r th e
p u rp o s e o f d im in is h in g in t e g r a t i o n , u n le s s i t be assumed
t h a t th e r e s u l t p ro v e s th e u n la w fu l i n t e n t io n . I am
u n w i l l i n g to make t h i s a s s u m p tio n . As a g e n e ra l p r o p o s i t io n
i t i s u n d o u b te d ly t r u e t h a t one c o u ld d e l ib e r a t e l y s i t down
w i t h a p u rp o s e i n m ind to change l i n e s i n o rd e r t o in c re a s e
m ix in g o f th e ra c e s and a c c o m p lis h th e same w i t h some
deg ree o f s u c c e s s . I know o f no such d u t y . " T h is i s 1965 .
" I know o f no such d u ty upon e i t h e r th e s c h o o l b o a rd o r
th e D i s t r i c t C o u r t . The q u e s t io n i s n o t w h e th e r zones can
be g e rrym a n d e re d f o r th e assumed good p u rp o s e o f r a c i a l
m ix in g , b u t w h e th e r g e rry m a n d e r in g o c c u r re d f o r th e
u n c o n s t i t u t io n a l p u rp o s e o f p r e v e n t in g m ix in g o f th e ra c e s .
I am u n a b le to f i n d fro m th e e v id e n c e a s u f f i c i e n t show ing
o f th e u n c o n s t i t u t io n a l p u rp o se w i t h re s p e c t t o any s c h o o l
z o n e . "
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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He was a d h e r in g t o th e la w as he and we and o th e rs
i n t h i s a re a u n d e rs to o d i t t o be a t t h a t t im e , and as had
been f i r s t l a i d down i n th e B r ig g s c a s e .
Now, a g a in i n 1967 , th e C o u r t o f A p p e a ls f o r th e
F o u r th C i r c u i t , s p e a k in g i n P u llm a n a g a in s t C h a r le s , th e
C h a r le s C ity -C o u n ty S ch o o l B o a rd , a V i r g in ia S c h o o l B o a rd ,
h e ld t h a t th e e x is te n c e o f c h o ic e u n d e r fre e d o m o f c h o ic e
p la n w hereby each N egro p u p i l had an a cknow ledged u n r e s t r ic t e
r i g h t t o a t te n d any s c h o o l i n th e s c h o o l s ys te m , r a t h e r th a n
re p la c e m e n t o f p la n by a sys tem o f c o m p u ls iv e a s s ig n m e n ts to
a c h ie v e g r e a te r in t e r m ix t u r e o f th e ra c e s , was n o t a d e n ia l
o f any c o n s t i t u t i o n a l r i g h t . The C o u r t s a id i n t h a t case
t h a t each N egro p u p i l had an a cknow ledged u n r e s t r ic t e d
r i g h t to a t te n d any s c h o o l i n th e sys tem he w is h e d . Upon
t h a t f i n d in g , th e C o u r t w e n t on t o s a y , "As f a r as th e la w
g o e s , i t i s th e d u ty o f th e s c h o o l b o a rd s t o e l im in a te th e
d is c r im in a t io n w h ic h a dh e re s i n such a sys te m . I f each
p u p i l each y e a r a t te n d s th e s c h o o l o f h is c h o ic e , th e
c o n s t i t u t i o n does n o t r e q u ir e t h a t he be d e p r iv e d o f h is
c h o ic e u n le s s th e e x e rc is e i s n o t f r e e . And t h i s we have
h e ld and we adh e re to o u r h o ld in g s . I f th e r e a re e x tra n e o u s
p re s s u re s w h ic h d e p r iv e th e c h o ic e o f i t s fre e d o m , th e
S ch o o l B oard may be r e q u ir e d t o a d o p t a f f i r m a t i v e m easures
to c o u n te r . S in c e th e p l a i n t i f f s h e re concede t h a t t h e i r
a n n u a l c h o ic e i s u n r e s t r ic t e d and unencum bered, we f i n d i n
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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i t s e x is te n c e no d e n ia l o f any c o n s t i t u t i o n a l r i g h t n o t t o
be s u b je c te d t o r a c i a l d is c r im in a t io n . "
Now, t h a t i s t r u e t h a t i n t h a t case Judges S o b e lo f f
and W in te rs e xp re s s e d a m in o r i t y v ie w t h a t th e C o u r t s h o u ld
be more s p e c i f i c i n d i r e c t i n g th e s c h o o l b o a rd as t o w h a t
th e y s h o u ld do i n c o n n e c t io n w i t h f u r t h e r a c t io n as f a r as
s c h o o l p u p i l a s s ig n m e n t was c o n c e rn e d . B u t w h a t I ' v e re a d
to th e C o u r t was th e m a jo r i t y , w h ic h was th e r u l i n g o f th e
C o u r t i n June o f 1967 .
Now, w here was th e lo c a l S ch o o l B oa rd i n June o f
1967 w i t h re fe re n c e to i t s own p ro g re s s ? As I in d ic a te d t o
th e C o u r t , by 1962 th e re w ere f o r t y - f o u r b la c k p u p i ls
a t te n d in g a p re d o m in a n t ly w h ite s c h o o l, and t h a t was i n tw o
d i f f e r e n t s c h o o ls . By 1965 , th e r e w ere 509 s tu d e n ts , b la c k
s tu d e n ts , i n p re d o m in a n t ly w h ite s c h o o ls , w i t h tw e lv e
te a c h e rs te a c h in g a c ro s s ra c e l i n e s . T h is in v o lv e d t h i r t y
s c h o o ls . By 1 9 6 6 , th e re w ere 1 ,2 4 6 b la c k s tu d e n ts i n
p re d o m in a n t ly w h ite s c h o o ls w i t h 107 te a c h e rs te a c h in g
a c ro s s r a c i a l l i n e s , and t h i s in v o lv e d 38 s c h o o ls . By 1967 ,
when tn e d e c is io n o f th e C o u r t o f A p p e a ls came down t h a t I
have j u s t re a d to th e C o u r t , th e r e w ere 1 ,4 8 6 b la c k s tu d e n ts
m 39 s c h o o ls , and 124 te a c h e rs te a c h in g a c ro s s r a c i a l l i n e s .
Now, w i t h re fe re n c e to f a c u l t y , I w o u ld l i k e to
p o in t o u t , as th e C o u r t i s o f c o u rs e a w a re , t h a t n o t u n t i l
1965 i n th e B ra d le y case d id th e C o u r t h o ld t h a t f a c u l t y was
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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a n e c e s s a ry p a r t o f th e d e s e g re g a t io n o f th e s c h o o ls . T h is
was th e B ra d le y c a s e , B ra d le y a g a in s t th e S c h o o l B oa rd o f
th e C i t y o f R ichm ond, and i t was d e c id e d i n November o f '65,
a p e r c u r ia m d e c is io n o f th e U n ite d S ta te s Supreme C o u r t .
A summary o f t h a t d e c is io n i s t h a t p la n s f o r d e s e g re a t in g
th e p u b l ic s c h o o l sys tem s i n tw o c i t i e s i n V i r g i n i a w ere
a p p ro ve d by th e D i s t r i c t C o u r t f o r th e E a s te rn D i s t r i c t o f
V i r g in ia w i t h o u t f u l l in q u i r y in t o th e p e t i t i o n e r ' s
c o n te n t io n t h a t f a c u l t y a l lo c a t io n on an a l le g e d r a c i a l
b a s is re n d e re d th e p la n s In a d e q u a te . The C o u r t o f A p p e a ls
f o r th e F o u r th C i r c u i t a f f i r m e d . I n o th e r w o rd s , th e
F o u r th C i r c u i t a t t h a t t im e d id n o t u n d e rs ta n d th e f a c u l t y
was in v o lv e d . The Supreme C o u r t v a c a te d th e Judgm ents o f
th e C o u r t o f A p p e a ls and remanded th e cases t o th e D i s t r i c t
C o u r t , h o ld in g i t was im p ro p e r t o a pp rove th e d e s e g re g a t io n
p la n s w i t h o u t c o n s id e r in g a t a f u l l e v id e n t ia r y h e a r in g th e
im p a c t on th o s e p la n s o f f a c u l t y a l l o c a t i o n on an a l le g e d
r a c i a l b a s is .
Now, t h a t b r in g s us to '65 w ith o u t th e c o u r ts
h a v in g s a id a n y th in g a b o u t f a c u l t y . O n ly in '65 did th e
c o u r ts say s o m e th in g . I t b r in g s us t o '67 w i t h re s p e c t t o
p u p i l a s s ig n m e n t, when th e c o u r ts o f o u r c i r c u i t u n d e r
w h ic h we a re o p e r a t in g h e ld t h a t w h a t is r e q u ir e d i s n o t
a f f i r m a t i v e a c t io n to fo r c e o r r e q u ir e in t e g r a t i o n , b u t
m e re ly an a ss u ra n ce t h a t you a re o p e r a t in g w i t h o u t d i s -
G R A H A M E R L A C H E R ft A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N. C.
PHONE: 765-0636
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c r im in a t io n and t h a t you a re n o t d e n y in g a c h i l d who w a n ts
t o a t te n d a m ixed s c h o o l th e o p p o r tu n i t y o f d o in g s o . I t
seems to me t h a t t h a t i s a f a r c r y fro m now s a y in g t h a t t h i s
S c h o o l B oa rd has done n o th in g s in c e 1954 and t h a t i t s h o u ld
s u d d e n ly ta k e a c t io n t h a t i s c o m p le te ly in c o n s is t e n t w i t h
w h a t th e la w was known to be up u n t i l 1967 , and to p r e c ip i
t o u s ly th ro w in t o trem endous t u r m o i l and c o n fu s io n th e
a s s ig n m e n t o f p u p i l s , some 5 0 ,0 0 0 p u p i ls i n t h i s s c h o o l
s ys te m .
As th e C o u r t w e l l know s, we a re even now s t i l l i n
th e m id s t o f a m ost u n t im e ly and d is r u p t iv e s te p w i t h
re s p e c t to f a c u l t y t r a n s f e r s , and I w i l l make f u r t h e r
re fe re n c e to t h a t i n j u s t a moment.
B u t a g a in w i t h r e fe re n c e to w h a t t h i s lo c a l S c h o o l
B oa rd has been d o in g , and as o u r e v id e n c e w i l l show, a t th e
b e g in n in g o f 1965 , t h i s S c h o o l B o a rd was r e c e iv in g th e
d a ta t h a t was s e n t o u t fro m HEW u n d e r th e C i v i l R ig h ts A c t
o f 1964 . We w ere i n c o n s u l t a t io n w i t h them ; we w ere sub
m i t t i n g p la n s to them ; and we w ere n o t u n d e r any o rd e rs
fro m HEW to do d i f f e r e n t l y fro m w h a t we w ere d o in g . I n
o th e r w o rd s , th e y app roved th e p la n i n *65 , and th e y a p p ro ve d
i t on th ro u g h *67 , and when we g o t i n t o '6 8 - th e s c h o o l
y e a r *68 - we w ere i n th e s e la w s u i t s and u n d e r t h e i r m ethod
o f o p e r a t io n a t t h a t t im e , th e y s a id , '’W e ll , we s te p o u t o f
th e p ic t u r e and th e c o u r ts w i l l have to ta k e o v e r , and t h a t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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you j u s t keep us in fo rm e d as t o w h a t 's h a p p e n in g ."
Now, w here was th e S c h o o l B oa rd m ov in g i n '6 8 on
t h i s m a tte r? The e v id e n c e w i l l show t h a t i n '6 8 th e num ber
o f b la c k p u p i ls a t te n d in g p re d o m in a n t ly w h ite s c h o o ls
jum ped fro m 1 ,4 8 6 to 2 ,1 5 5 ; th e num ber o f te a c h e rs te a c h in g
a c ro s s r a c i a l l i n e s jum ped fro m 124 t o 199 ; and th e r e w ere
some 43 s c h o o ls in v o lv e d o u t o f th e 66 o r so a t t h a t t im e
i n th e sys te m . The e v id e n c e w i l l f u r t h e r show t h a t th e
p e o p le o f t h i s c o u n ty had v o te d 2 4 .8 m i l l i o n s o f d o l la r s
o f b o n d s , and t h a t th e S ch o o l B o a rd had em ployed a r c h i t e c t s
and was i n th e p ro c e s s o f p r e p a r in g p la n s f o r a d d i t io n s to
E a s t H ig h , to W a lke rto w n J u n io r H ig h , and to P a rk la n d ,
and t h a t th o s e a d d i t io n s w o u ld be re a d y f o r o ccupancy f o r
th e f o l lo w in g s c h o o l y e a r , th e *69 s c h o o l y e a r , and t h a t
th e y w o u ld p u t a t l e a s t a n o th e r th o u s a n d b la c k s tu d e n ts
i n t o in te g r a te d s i t u a t io n s i n th e s c h o o ls , w i t h p re d o m in a n t ly
w h i te s c h o o ls , s c h o o l s tu d e n ts .
The f i r s t o f th e tw o s u i t s a g a in s t t h i s s c h o o l
sys tem was i n s t i t u t e d i n June o r J u ly - J u n e , I b e l ie v e i t
was - o f 1968 by M r. A tk in s . T h a t was th e f i r s t t im e t h i s
s c h o o l sys tem had been i n c o u r t w i t h re fe re n c e t o i t s
s c h o o l a c t i v i t i e s . I t had n o t a t t h a t t im e been u n d e r any
r e s t r a in in g o rd e r o r i n ju n c t i o n fro m HEW, and no t h r e a t o f
c u t - o f f o f fu n d s . And by t h a t t im e , t h i s s c h o o l sys te m had
a c h ie v e d th e p ro g re s s t h a t I have r e c i t e d to th e c o u r t .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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The bond a t to r n e y s fo u n d t h a t th e y w ere u n a b le
m e re ly by th e i n s t i t u t i o n o f th e A tk in s s u i t to g iv e th e
c e r t i f i c a t e r e q u ir e d f o r them to is s u e and m a rk e t th e b onds ,
because th e y c o u ld n o t s ta te t h a t th e re was no s u i t p e n d in g
o r th re a te n e d , w h ic h p u t i n t o q u e s t io n th e v a l i d i t y o f th e
b o n d s . We w en t i n t o t h a t m a t te r i n c o n s id e ra b le d e t a i l
w i t h th e bond a t to r n e y s , and we d is c u s s e d w i t h th e p l a i n t i f f
th e p o s s i b i l i t y o f w o rk in g o u t some way so t h a t th e s e con
s t r u c t i o n p rog ram s w o u ld n o t be d e la y e d . We w ere u n a b le to
a c c o m p lis h a n y th in g e i t h e r w i t h th e bond a t to r n e y s o r w i t h
th e p l a i n t i f f i n t h a t s u i t . We moved f o r th e d is m is s a l o f
th e A tk in s s u i t , and i t was d is m is s e d by th e D i s t r i c t C o u r t
on a p p e a l. I t was s e n t b a c k , n o t o v e r r u l in g th e D i s t r i c t
C o u r t r i g h t o u t , b u t s a y in g t h a t th e case c o u ld be c o n t in u e d
by s u b s t i t u t i n g o th e r p l a i n t i f f s and l e t t i n g M r. A tk in s
d ro p o u t o f th e c a s e , and th e r e was no f u r t h e r a c t io n i n
t h a t case s in c e t h a t r u l i n g came down la t e l a s t y e a r .
I n t h i s c a se , th e bond a t to r n e y s a t f i r s t r u le d
t h a t i f th e A tk in s case was o u t o f th e w ay, th e y c o u ld go
ahead and is s u e th e b on ds , because th e y d id n o t re a d th e
p le a d in g s I n t h i s case as p u t t in g th e bonds i n je o p a rd y .
And th e n th e p l a i n t i f f s u n d e r to o k to amend t h e i r p le a d in g s
t o make s u re t h a t th e bonds w ere p u t i n t o je o p a rd y . The
bond a t to r n e y s th e n d e c id e d t h a t as lo n g as b o th o f th e s e
cases w ere s t i l l p e n d in g , th e y c o u ld n o t is s u e th e b onds ,
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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and we w ere n o t a b le t o w o rk o u t a n y th in g w i t h e i t h e r th e
p l a i n t i f f s i n t h i s case o r th e A tk in s c a s e , so t h a t i t has
n o t t o t h i s d a te been p o s s ib le to go fo rw a rd w i t h th e
c o n s t r u c t io n o f new f a c i l i t i e s w i t h bond m oneys.
Now, th e C o u r t i n May o f *68 came down w i t h th r e e
cases - th e Supreme C o u r t came down w i t h th r e e cases - i n
w h ic h i t s a id t h a t a fre e d o m o f c h o ic e p la n i s n o t uncon
s t i t u t i o n a l as su ch ; a g e o g ra p h ic a tte n d a n c e zone p la n such
as we have w i t h th e r i g h t o f f r e e p r i v i l e g e o f t r a n s f e r i s
n o t u n c o n s t i t u t io n a l as such ; a g e o g ra p h ic a tte n d a n c e zone
p la n w i t h no c h o ic e o f t r a n s f e r i s n o t u n c o n s t i t u t io n a l as
s u c h , b u t w h e th e r o r n o t i t i s a c c e p ta b le depends upon
w h e th e r o r n o t i t w o rk s . And i n th o s e cases th e y fo u n d t h a t
i t had n o t w orked and th e y s e n t i t back f o r f u r t h e r p la n s
and f u r t h e r a c t io n s to in t e g r a te th e s c h o o ls .
Now, a t t h a t p o in t , and fro m t h a t p o in t fo rw a rd ,
th e t u r n o f e v e n ts - and t h i s was i n May o f '6 8 - th e t u r n
o f e v e n ts has been i n th e d i r e c t i o n n o t o f j u s t n o n - d is c r im i
n a t io n b u t o f r e q u i r in g a c t iv e i n t e g r a t i o n . Now, t h i s
d o e s n 't go back to 1954 ; t h i s goes back to May o f '6 8 . And
th e r e have been d e c is io n s s in c e th e n w here th e C o u r t has
s a id t h a t th e mere d ra w in g o f n o n - d is c r im in a to r y l i n e s may
n o t be enough, i f th e n e t r e s u l t does n o t a c h ie v e in t e g r a
t i o n s u f f i c i e n t t o s a t i s f y w ha t th e C o u r t deems to be
a c c e p ta b le . And th e r e have been c o u r t s , p a r t i c u l a r l y i n
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
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th e F i f t h C i r c u i t , w here w i t h r e fe re n c e to s p e c i f i c s c h o o l
s i t u a t io n s and s p e c i f i c f a c t s i n th e s p e c i f i c s c h o o l s i t u a
t i o n s , th e y have gone so f a r as t o say t h a t i n t h a t d i s t r i c t
o r i n th o s e d i s t r i c t s tn e re m ust be no a l l - b l a c k s c h o o ls .
THE COURT: Now, M r. Womble, w h a t th e y have s a id
i n some o f th e deep s o u th cases i s w h a t you a re s a y in g h e re ,
t h a t th e y had fre e d o m o f c h o ic e and so f o r t h , b u t i t d i d n ' t
s e rv e to m ix th e ra c e s th e r e . O urs d id s e rv e t o e f f e c t
some m ix in g —
MR. WOMBLE: Y es, s i r .
THE COURT: O f th e ra c e s .
MR. WOMBLE: Y es, s i r .
THE COURT: Now, th e y w ere o p e r a t in g u n d e r a
c o n s t i t u t i o n a l sys tem th e re u n d e r th e la w u n t i l '6 8 , and
J u s t as we w ere h e re . A d i f f e r e n t r e s u l t ensued . O urs
r e s u l t e d i n some m ix in g and t h e i r ' s d i d n ' t . And f i r s t l e t
me say I t h in k h is t o r y w i l l r e c o rd t h a t some o f th e g r e a t
P'^'k^’i o t s o f o u r t im e , o f t h i s t im e , a re th e members o f o u r
s c h o o l b o a rd s , and e s p e c ia l ly th e ones h e re t h a t have s e rv e d
d u r in g t h i s p e r io d , and th e te a c h e rs - b la c k and w h i te .
They have und e rg on e much in t h i s , and th e y w i l l a lw a ys have
th e u tm o s t c o n s id e r a t io n fro m t h i s C o u r t , as much as I can
g iv e i n l i n e w i t h d is c h a r g in g my d u ty , w h ic h la w y e rs can
a p p re c ia te p e rh a p s b e t t e r th a n th o s e n o t t r a in e d i n th e la w .
B u t how do we d is t in g u is h o u r p o s i t i o n h e re as a g a in s t——
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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th e y have s a id down i n th e deep s o u th t h a t you m ust do i t
now. How can we d is t in g u is h t h i s s i t u a t i o n fro m o u rs ,
a d m it t in g t h a t much has been done and o u r p e o p le th o u g h t
th e y w ere i n c o m p lia n c e w i t h th e la w u n t i l May o f '6 8 ;
th e y th o u g h t th o s e s c h o o l b o a rd s down th e r e - maybe th e y
used some g e rry m a n d e r in g - I d o n ' t know; 1 w a s n 't in v o lv e d
w i t h th o s e c a s e s . B u t how do we d is t in g u is h o u r s i t u a t io n
h e re now, e x c e p t f o r th e f a c t t h a t t h i s la w s u i t i s com para
t i v e l y new, and I r a t h e r t h in k th e p l a i n t i f f s th o u g h t t h a t
th e s i t u a t i o n h e re was b e in g h a n d le d i n good f a i t h , o r a
s u i t w o u ld have been i n s t i t u t e d . I im a g in e maybe th e
p l a i n t i f f s w o u ld maybe c o n te n d s u i t s a re e x p e n s iv e and
t h e y ' r e t im e con su m in g , and we j u s t d i d n ' t l i k e t o b r in g
s u i t s ; m ost p e o p le d o n ’ t ; and we f e l t l i k e i t w a s n 't m o v in g .
B u t w h a t i s th e d i s t i n c t i o n o th e r th a n th e newness o f t h i s
a g a in s t ta k in g w ha t you say as c o r r e c t , as I b e l ie v e i t to
b e , w i t h o u r s i t u a t io n h e re ?
MR. WOMBLE: Y o u r H ono r, I t h in k t h a t th e r e a re
d i s t i n c t i o n s . One o f th e m a in d i s t i n c t i o n s i s t h a t th e r e
havebeen a f f i r m a t i v e r e s u l t s fro m th e p la n t h a t has been
o p e r a t in g h e re , and we ta k e th e p o s i t i o n t h a t th e s c h o o l—
t h a t you had b e fo re a d u a l sys te m , a sys tem w here by la w
th e re had to be s e p a ra te s c h o o ls f o r b la c k s and f o r w h i te s .
We ta k e th e p o s i t i o n t h a t o v e r th e y e a rs , s in c e th e Brown
d e c is io n was handed down, t h a t we a re no lo n g e r o p e r a t in g a
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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d u a l s ys te m , b u t w h a t we a re o p e r a t in g i s a u n i t a r y sys te m ;
t h a t th e r e a re re a s o n a b ly d raw n g e o g ra p h ic a t te n d a n c e zone
l i n e s t h a t can be s u p p o r te d ; and t h a t t o th e e x te n t f e a s ib le
th e y have r e s u l t e d i n in t e g r a t i o n , and i n m ost in s ta n c e s
w here th e r e i s a p o s s i b i l i t y o f p ro m o t in g in t e g r a t i o n , th e y
do t h a t . Now, we do n o t say t h a t we a re p e r f e c t ; we d o n ' t
know who d o e s . And th e v e ry f a c t t h a t we have been w o rk in g
on t h i s s tu d y and on f u r t h e r p la n s f o r im p le m e n ta t io n t o
f u r t h e r m o d ify o u r p la n f o r n e x t y e a r - i n o th e r w o rd s , we
have a p la n , and t h a t p la n i s a g e o g ra p h ic a tte n d a n c e zone
p la n w i t h th e p r i v i l e g e o f t r a n s f e r a f t e r a c h i l d has been
a s s ig n e d . What th e S ch o o l B o a rd i s w o rk in g on i s w h a t
m o d i f ic a t io n s , i f a n y , o f t h a t p la n a re a p p r o p r ia te o r
n e c e s s a ry o r b o th , f o r th e s c h o o l sys tem to im p le m e n t as
o f th e b e g in n in g o f n e x t y e a r .
THE COURT: I have no d o u b t , a b s o lu te ly non e ,
a b o u t th e S ch o o l B o a rd ’ s good f a i t h i n t h i s s ys te m . I
t h in k t h a t was in d ic a te d by th e te a c h e r re a s s ig n m e n t. The
e asy t h in g f o r them to have done th e r e was t o have s a id t o
th e c o u r t s , "You do i t i f you t h in k i t ' s n e c e s s a ry ." B u t
th e y d i d n ' t h a n d le i t t h a t w ay. They to o k h o ld o f th e
s i t u a t i o n and th e y re a d th e d e c is io n s , as I had done , had
c o n s tru e d them , and d i d n ' t w a i t f o r t h a t d a te find gave t im e ,
and I have no d o u b t a b o u t th e S c h o o l B oa rd h e r e . - I d o n ' t
know them a l l i n t im a t e ly - t h a t w h a te v e r comes o u t o f t h i s
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1 d e c is io n and w h a te v e r I say - has any re a s o n to i t - t h a t
needs to be done , I t h in k th e y w i l l do j u s t t h a t . I t h in k
th e y a re in t e n t on f o l lo w in g th e la w a b o u t i t . I am n o t
g o in g to have th e s i t u a t i o n — i t d o e s n 't w o r ry me t h a t
I ' l l have th e s i t u a t i o n w here th e y have had i n some a re a s
w here th e y come b ack t o th e c o u r t and th e y s a y , " I f t h i s
one d o e s n 't s u i t y o u , w hy, d raw o n e ." We w o n 't have t h a t
s i t u a t i o n , and I t h in k th e S c h o o l B oard has moved. I t ' s
p o s s ib le and a t l e a s t th e p l a i n t i f f s c o n te n d t h a t th e
s i t u a t i o n now th ro u g h th e fre e d o m o f c h o ic e , th e z o n in g ,
h a s n ' t r e s u l te d i n one sys te m ; i t h a s n ' t r e s u l t e d i n an
in te g r a te d sys te m ; and t h a t i s w h a t we a re m et t o f i n d o u t
a b o u t and h o p e f u l ly to re a c h some d e c is io n t h a t w i l l n o t be
to o h a rs h on a l l p e o p le . B u t i t i s n o t so m e th in g t h a t we
can do w i t h m a th e m a tic a l c e r t a in t y .
You say w i t h much s in c e r e t y , and I am s u re much
c o n v ic t io n , t h a t th e sys tem i s one sys te m . M r. S te in , he
says w i t h e q u a l f e r v o r and s in c e r e t y t h a t i t i s j u s t — I
mean t h a t i t i s a r a c i a l s ys te m . I have g o t t o s a y , I
p resum e, w h a t i t i s . B u t th e r e i s no m a th e m a tic a l t e s t ,
and f r a n k ly o th e r th a n th e te a c h e rs , th e c o u r ts h a v e n 't
s a id w h a t makes up a u n i t a r y sys tem as f a r as p u p i ls g o .
We a re n o t a n ch o re d w i t h re g a rd to t h a t . P o s s ib ly so m e th in g
w i l l be s a id . I t h in k th e y have been h e s i t a n t t o do i t
because o f th e p ro b le m s t h a t anyone w o u ld r e a l i z e t h a t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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a r is e . I n t im e s p a s t i t has been p ro p e r t o p u t th e s c h o o ls
w here th e c h i ld r e n a re and w here th e f a m i l i e s a re , and th e re
th e s c h o o ls a re to d a y . And you can ta k e a compass and d raw
o u t on th e map tw o in c h e s , and th e s c h o o l w i l l h a n d le 500 ,
and you g e t 500 s tu d e n ts to go in t o t h a t s c h o o l, and i t i s
f i l l e d u p . W e ll , you c o u ld go tw o in c h e s f u r t h e r w i t h y o u r
compass and i t s t i l l w o u ld be o f th e same ra c e .
Now, th e q u e s t io n i s , i s t h a t s c h o o l t o be a l l
w h i te o r a l l b la c k , o r have we g o t t o someway th ro u g h some
m ethod g e t some p e o p le i n th e re t h a t w i l l make t h a t b i -
r a c i a l , and i f s o , to w ha t e x te n t? I d o n ' t know . I t was
v e r y p la in i n th e case w h ic h came o u t - th e S t a t e s v i l l e
c a s e , N e s b i t t case - th e y s a id t h i s p r o p o r t io n a te r a t i o o f
te a c h e rs . B u t I d o n ' t know.
MR. W0MBLE: I t i s a c u t p ro b le m i n as f a i as th e
te a c h e rs a re c o n c e rn e d . O f c o u rs e , as th e C o u r t has J u s t
s ta te d , th e r e was no m a th e m a tic a l fo rm u la t h a t had been
s e n t o u t by th e c o u r t u n t i l th e d e c is io n o f th e F o u r th
C i r c u i t on December 2nd o f l a s t y e a r . Because o f t h a t
d e c is io n and because i t a ppea red to o f f e r no a l t e r n a t i v e ,
d e s p ite th e d is r u p t io n th e S c h o o l B o a rd has moved fo rw a rd
on t h a t , and I f e l t t h a t i t had to i n o r d e r t o a v o id th e
g r e a t d is r u p t io n t h a t w o u ld o c c u r d u r in g th e s e m e s te r i f
i t d id n o t a c t a t m id -y e a r . And th e r e a g a in , I t h in k t h a t
i t does show a d e te r m in a t io n and a w i l l in g n e s s t o fa c e up
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
123 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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' t o and to do w h a t m ust be done . I w i l l say t h a t w i t h
2 re s p e c t t o th e f a c u l t y m a t te r , i t ’ s somewhat more u n d e r -
3 s ta n d a b le t h a t t o c o m p le te ly g e t away fro m any p a s t v e s t ig e
4 o f th e d u a l s ys te m , maybe you have to go to th e r a t i o
■* p r o p o r t io n on th e b a s is o f w h i te and b la c k te a c h e rs i n th e
6 sys tem as th e c o u r t has o rd e re d and s t a r t a f r e s h fro m t h a t
7 p o in t . A c tu a l ly i t makes l i t t l e sense i n te rm s o f J u s t
8 p la in e f fe c t iv e n e s s w i t h re s p e c t t o th e in d iv id u a l te a c h e rs
9 and th e in d iv i d u a l s c h o o ls . B u t th e c o u r t fo u n d i t t o be
'0 n e c e s s a ry , and th e te a c h e rs o f c o u rs e a re n o t g e o g r a p h ic a l ly
11 t i e d t o a p a r t i c u la r a re a as c h i ld r e n a re r e s i d e n t i a l l y .
12 They have te a c h e rs i n th e s ys te m , and th e y know when th e y
13 come in t o th e sys tem t h a t th e y a re b e in g em ployed by th e
14 sys te m and n o t b y th e p r in c ip a l o f th e p a r t i c u la r s c h o o l,
15 and th e S c h o o l B o a rd has done t h a t and i s i n th e p ro c e s s
16 o f im p le m e n tin g i t , and o f c o u rs e th e e v id e n c e i n t h i s case
i n re sp o n se to th e C o u r t 's o rd e r w i l l show w h a t has been
18 done and i s b e in g done th e r e .
19 Now, on t h i s m a t te r o f p u p i l s , as I b e l ie v e I
2® I m e n tio n e d to th e C o u r t th e o th e r d a y , i n th e Goss case fro m
21 K n o x v i l le , th e c o u r t - t h i s was a '6 9 d e c is io n -- and th e
22 q u e s t io n p re s e n te d was w h e th e r— one o f th e q u e s t io n s
23 p re s e n te d was w h e th e r th e K n o x v i l le S c h o o l System i s com—
24 p le t e l y d e s e g re g a te d i n s p i t e o f th e f a c t t h a t th e N egro
25 s c h o o ls , u n d e r d u a l o p e r a t io n , re m a in i d e n t i f i a b l e as Negro
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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s c h o o ls and a re a tte n d e d a lm o s t e x c lu s iv e ly b y N egro
s tu d e n ts . The C o u r t s a id t h i s : " I t w i l l be s u f f i c i e n t t o
say t h a t th e f a c t t h a t th e re a re i n K n o x v i l le some s c h o o ls
w h ic h a re a t te n d e d e x c lu s iv e ly o r p re d o m in a n t ly b y N egroes
does n o t b y i t s e l f e s t a b l is h t h a t th e D e fe n d a n t B o a rd o f
E d u c a t io n i s v i o l a t i n g th e c o n s t i t u t i o n a l r i g h t s o f th e
s c h o o l c h i ld r e n o f K n o x v i l l e . "
Now, I am s u re t h a t th e C o u r t a ls o p ro b a b ly saw
i n th e p a p e rs J u s t y e s te rd a y th e d e c is io n o f Judge McRae
fro m J a c k s o n v i l le , F lo r id a , i n w h ic h he s a id th e same t h in g ,
t h a t he a c c e p te d a D u v a l C o u n ty S c h o o l d e s e g re g a t io n p la n
w h ic h w o u ld keep fo u r te e n a l l - b l a c k s c h o o ls i n th e c o u n ty
th ro u g h th e r e s t o f th e y e a r . The p la n , h o w e ve r, c a l l s f o r
d e s e g re g a t io n o f a l l f a c u l t i e s i n th e c o u n ty s c h o o ls by
F e b ru a ry 1 i n l i n e w i t h th e U . S . Supreme C o u r t 's r e c e n t
r u l i n g t o in t e g r a te s c h o o l sys tem s i n f i v e s o u th e a s te rn
s ta te s . McRae s a id , "The c la im s by b la c k p a re n ts and c i v i l
r i g h t s g ro u p s a g a in s t th e p la n t h a t a l l - N e g r o and a l l - w h i t e
s c h o o ls a re p e r se u n c o n s t i t u t io n a l may n o t be c o n c lu s iv e
i n u rb a n c o n te x t , w h ic h we o f c o u rs e have h e r e . " He s a id ,
"T h e re i s no in d ic a t i o n t h a t a l l - b l a c k o r a l l - w h i t e w ere
p la n n e d t o keep s c h o o ls s e g re g a te d ," and he d id n o t o rd e r
b u s in g o f s tu d e n ts . " T h is C o u r t has n o t fo u n d i t n e c e s s a ry
o r a p p r o p r ia te t o ta k e in t o c o n s id e r a t io n p o s s ib le d i f f i
c u l t i e s t h a t may accompany a p la n r e q u i r in g u n ifo rm c o u n ty
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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w id e a tte n d a n c e r a t i o s o r th e r e c e n t p u b l ic r e a c t io n t o an
a n t ic ip a te d b u s in g o r d e r . "
I n o u r own c i r c u i t , i n th e B re w e r case o f 1968 ,
r i g h t a f t e r th e d e c is io n s came down i n th e th r e e ca ses I
r e f e r r e d to e a r l i e r , th e c o u r t r e i t e r a t e d a s ta te m e n t t h a t
i t had p r e v io u s ly made to th e e f f e c t — w e l l , I ' l l J u s t re a d
i t . I t r e f e r s to G i l la m and B ra d le y c a s e s , and s a y s , "We
a p p ro ve g e o g ra p h ic a l z o n in g f o r th e a s s ig n m e n t o f p u p i l s .
We have a ls o s a id t h a t such a sys te m may n o t s e rv e as a
g u is e f o r g e rry m a n d e r in g zones to f o s t e r r a c i a l s e g re g a t io n .
And th e n i t r e f e r s to s p e c i f i c b o u n d a r ie s o f s p e c i f i c
a tte n d a n c e zones in v o lv e d i n t h a t c a s e . I t does go on t o
say t h a t th e y s h o u ld d e te rm in e w h e th e r o r n o t r e s i d e n t ia l
d is c r im in a t io n e x i s t s , and th e y s a id t h a t th e s c h o o l b o a rd
c a n n o t b u i l d i t s e x c lu s io n a ry a t te n d a n c e a re a s on th e
p r iv a t e r a c i a l d is c r im in a t io n . "A s s ig n m e n t o f p u p i ls t o
n e ig h b o rh o o d s c h o o ls i s a sound c o n c e p t, b u t i t c a n n o t be
a p p ro ve d i f re s id e n c e i n th e n e ig h b o rh o o d i s d e n ie d t o any
g ro u p o f p u p i ls s o le ly on c o l o r , " and o f c o u rs e we w i l l
have some e v id e n c e w i t h re s p e c t to t h a t .
THE COURT: W hich case i s th a t?
MR. WOMBLE: T h a t 's th e B re w e r c a s e , Y o u r H o n o r.
B re w e r, th e S c h o o l B oard o f N o r f o lk , 397 Fed . 2 n d . , page 37»
THE COURT: Yes.
MR. WOMBLE: We say t h a t i n t h i s c a s e , t h i s i s n o t
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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o n ly a new case t h a t s ta r t e d i n O c to b e r o f '6 8 , b u t s in c e
O c to b e r o f '6 8 th e p l a i n t i f f s have n o t seen f i t u n t i l
December o f '69 t o re q u e s t a p r e l im in a r y i n ju n c t i o n .
Now, i f th e y th o u g h t t h a t th e sys te m h e re was
p a t e n t ly u n la w fu l a t th e t im e o f th e i n s t i t u t i o n o f t h i s
s u i t , i t w o u ld have been e n t i r e l y a p p r o p r ia te f o r them to
f i l e t h e i r m o tio n f o r a p r e l im in a r y in ju n c t i o n a t t h a t t im e .
They w e n t th ro u g h th e f i l i n g o f in t e r r o g a t o r i e s ; answ ers
t o th o s e in t e r r o g a t o r ie s w ere f i l e d e a r ly i n '6 9 , so t h a t
th e y had a d e ta i le d and a c c u ra te p ic t u r e o f th e r a c i a l m ix
i n each s c h o o l, th e s i t u a t i o n w i t h r e fe re n c e to te a c h e rs
as w e l l as p u p i ls . And had th e y f e l t a t any t im e th ro u g h
th o s e m onths t h a t t h i s was n o t a u n i t a r y sys te m o r was n o t
b e in g o p e ra te d i n such a m anner t h a t i t m ig h t be d e fe n s ib le
i n a c o u r t o f la w , th e y c o u ld have a t any p o in t f i l e d a
m o tio n w e l l i n advance o f S eptem ber 1969 t o r e q u ir e th e
f u r t h e r d e s e g re g a t io n o f p u p i ls o r te a c h e rs i n th e p u b l ic
s c h o o ls h e re . None o f t h a t was done ; n o th in g was done
u n t i l December o f 1969.
And we w i l l p ro p o s e to show to th e C o u r t t h a t
n o t o n ly i s t h i s s c h o o l sys tem o p e ra te d i n good f a i t h , b u t
t h a t i t has a c h ie v e d a u n i t a r y s ys te m , t h a t i t i s s t i l l
w o rk in g on im p ro v e m e n ts , and t h a t as th o s e im p ro ve m e n ts a re
d e te rm in e d i t in te n d s t o im p le m e n t them . Those t h a t i t
sees s h o u ld be im p le m e n te d by S ep tem be r, th e y c e r t a in l y
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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in te n d t o do t h a t w i t h o r w i t h o u t a c o u r t o r d e r .
I f th e C o u r t p le a s e , I e x p e c t th e n e x t t h in g t o
do w o u ld be t o c o n s id e r th e o b je c t io n s t h a t we w o u ld have
t o some o f th e e x h ib i t s t h a t w ere o f f e r e d J a n u a ry 9 . I f
th o s e e x h ib i t s a re a v a i la b le - and we have seen them h e re ,
we do n o t have c o p ie s o f them , b u t i f we c o u ld have them
now to go th ro u g h .
THE COURT: A l l r i g h t . L e t ’ s ta k e a f iv e - m in u te
re c e s s .
(A b r i e f re c e s s was ta k e n . )
THE COURT: Now, F ir . Womble, th e s e a re o b je c t io n s
to in t e r r o g a t o r ie s and so f o r t h b y th e p l a i n t i f f s ?
MR. WOMBLE: Y es, s i r . O b je c t io n s t o th o s e th in g s
t h a t th e y o f fe r e d in t o e v id e n c e on J a n u a ry 9 th , 1970 .
THE COURT: Now, g e n tle m e n , t h i s i s a n o n - ju r y
m a t te r . B e fo re you s t a r t - I d o n ' t m ind you m ak ing y o u r
o b je c t io n s a t a l l and s t a t in g y o u r re a s o n s ; y o u 'r e e n t i t l e d
to be h e a rd and I am n o t o f fe n d e d b y t h a t . B u t you know my
p o l i c y on th e s e n o n - ju r y m a t te r s . I am p r e t t y l i b e r a l
a b o u t o v e r r u l in g o b je c t io n s on n o n - ju r y m a t te r s . So i f you
g e t a l i t t l e d is tu r b e d a b o u t i t , I j u s t w an t t o p ro m p t you
b e fo re you s t a r t .
MR. WOMBLE: A l l r i g h t , s i r . Our f i r s t one -
I ' l l j u s t ta k e them in o rd e r h e re . The f i r s t one i s a
copy— i n c i d e n t a l l y , we a re n o t o b je c t in g t o th e s e on th e
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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g ro u n d o f a u t h e n t i c i t y ; th e y a l l a pp ea r t o be g e n u in e and
w e 'r e s a t i s f i e d t h a t th e y a re c o p ie s o f th e docum ents th e y
p u r p o r t to b e .
THE COURT: I was g iv e n a l i s t by Mr . S te in , and
w o u ld you g e t t h a t o u t? A re you g o in g t o r e f e r t o t h a t
l i s t ?
MR. WOMBLE: T h a t l i s t can be r e f e r r e d t o r i g h t
down th e l i n e , I b e l ie v e .
THE COURT: Can you g e t t h a t up f o r me? Then I
can f o l l o w t h a t . Maybe t h a t l i s t was n o t an e x h ib i t .
MR. WOMBLE: T h a t l i s t was n o t an e x h ib i t .
THE COURT: I t ’ s i n h e re som ewhere.
MR. WOMBLE: He j u s t fu r n is h e d you a copy o f i t .
THE COURT: Do you know w here t h a t i s , M r. L e g g e t t
a p p ro a ch th e b e n ch .
MR. WOMBLE: By th e w ay, I ' d l i k e t o te n d e r t h i s
memorandum to th e C o u r t .
THE COURT: A l l r i g h t .
MR. WOMBLE: The f i r s t one , m in u te s o f s p e c ia l
m e e tin g o f th e B o a rd o f A lde rm en o f June 1 3 - 1 guess i t i s -•
1912 . Y o u r H on o r, I d o n ' t r e a l l y know how y o u 'r e g o in g t o
be a b le t o r u le on t h i s w i t h o u t my j u s t h a n d in g them up to
you t o lo o k th ro u g h them . I d o n ' t know w h e th e r y o u 'v e had
a chance to see them o r n o t .
THE COURT: Some o f them , M r. Womble, t h a t I
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N. C
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h a v e n 't had t im e to g e t i n t o a l l o f them .
MR. WOMBLE: I f y o u ’ d l i k e f o r me, I ' l l J u s t s ta te
th e b a s is f o r my o b je c t io n and th e n th e C o u r t can r u le on
them l a t e r .
THE COURT: A l l r i g h t . S ta te th e b a s is f o r y o u r
o b je c t io n on them .
MR. WOMBLE: T h is i s P l a i n t i f f s ' E x h ib i t No* 1 .
Our o b je c t io n i s s im p ly t h a t i t i s i r r e l e v a n t t o t h i s c a s e ,
and f o r t h a t re a s o n s h o u ld be e x c lu d e d fro m th e e v id e n c e .
The o n ly p u rp o s e t h a t I can see t h a t th e y have i t i n f o r i s
t o a t te m p t t o show an o f f i c i a l r a c i a l d is c r im in a t io n b y th e
com m un ity i n y e a rs gone b y . Now, t h i s 1912 s a id t h a t " i t
s h a l l be u n la w fu l f o r a N egro to own o r occup y any d w e l l in g
f r o n t i n g on E a s t F o u r th S t r e e t be tw een D epo t S t r e e t and th e
c i t y l i m i t s on th e e a s t . "
THE COURT: I s n ' t t h a t in t r o d u c e d i n c o n n e c t io n
w i t h th e B re w e r case?
MR. WOMBLE: I 'm s u re t h a t ' s t h e i r p u rp o s e , y e s ,
s i r . Now, we w o u ld p o in t o u t— l e t ' s J u s t ta k e f o r exam ple
t h i s p a r t i c u la r one . I ' l l go r i g h t on down th ro u g h i t ; i t ' s
J u s t th r e e s h o r t t h in g s . N e x t, " I t i s u n la w fu l f o r w h ite
p e o p le t o occupy as a re s id e n c e any d w e l l in g on T h ir d S t r e e t
fro m D epo t S t r e e t to R id g e Avenue and u n la w fu l f o r p e o p le
to l i v e on D epo t S t r e e t fro m S ix th S t r e e t n o r th t o L ib e r t y
S t r e e t . " Now, i f Y o u r H onor w i l l t h in k f o r a moment a b o u t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C
PHONE:. 765-0636
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th e c o n o u n ity h e re , D ep o t S t r e e t was a s t r e e t t h a t ra n n o r th
and s o u th j u s t e a s t o f w here th e W achovia B u i ld in g i s now;
im m e d ia te ly b a c k o f th e W achovia B u i ld in g was C h u rch S t r e e t ;
th e n e x t s t r e e t may have been c a l le d D epo t S t r e e t i n th e
p a s t . T h a t was w here th e o ld d e p o t w as, and I 'm n o t s u re
w h e th e r t h a t was i t o r n o t , b u t i t w o u ld be t h a t s t r e e t o r
th e n e x t one o v e r .
Now, w h a t t h i s o rd in a n c e was s a y in g was t h a t no
N egro s h a l l l i v e i n a d w e l l in g t h a t f r o n t s on E a s t F o u r th
S t r e e t fro m t h a t p o in t e a s t o f th e c i t y l i m i t s , w h ic h w o u ld
have been somewhere o f c o u rs e a w h o le l o t c lo s e r m th a n
i t i s now. I t w o u ld have been j u s t a fe w b lo c k s g o in g e a s t .
I t s a id no w h ite p e rs o n s h a l l l i v e on T h ir d S t r e e t n e a r
D ep o t and R id g e A venue, and no N egro s h a l l l i v e on D epo t
S t r e e t fro m S ix th n o r th to L ib e r t y . How t h a t can have any
b e a r in g on th e s i t u a t i o n to d a y escapes me.
I n th e f i r s t p la c e , i t i s r e f e r r i n g t o a v e ry
s m a ll a re a . I n th e second p la c e , th e a re a t h a t i t i s
r e f e r r i n g t o , t h a t i s now e i t h e r n o n - r e s id e n t ia l o r so f a r
as I know a l l b la c k r e s i d e n t i a l . I n o th e r w o rd s , th e a re a
t h a t th e y w ere s a y in g h e re s h a l l be u n la w fu l f o r any N egro
t o l i v e , i f th e r e i s anybody l i v i n g th e r e now on E a s t F o u r th
S t r e e t , I t h in k i t w o u ld be a N e g ro . I t seems to me t h a t
i t i s j u s t p r e j u d i c i a l . I t i s n o t r e a l l y r e la t e d t o any
t h in g t h a t shows a n y th in g as o f to d a y . F u r th e rm o re , i t was
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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h e ld u n c o n s t i t u t io n a l . They p u t i n th e c a s e .
T h e re ’ s a n o th e r one t h a t i s s im i la r t o t h i s ,
J u ly 5 , 1912 , w h ic h i s t h e i r E x h ib i t No. 2 . And th e n th e y
w ere c a n d id enough to p u t i n as E x h ib i t 3 a copy o f th e
d e c is io n t h a t h o ld s th e s e o rd in a n c e s u n c o n s t i t u t io n a l .
T h a t was i n 1914 .
I t j u s t seems to us t h a t when you a re r e a l l y con
c e rn e d w i t h th e m e r i t s i n th e m eat o f t h i s c a s e , t h a t i t has
no p r o b a t iv e fo r c e u n d e r th e B re w e r d e c is io n .
THE COURT: A l l r i g h t . I n o rd e r t o keep my re c o rd
c le a r , I am g o in g t o r u le on each o f y o u r o b je c t io n s . Y o u r
s ta te m e n t as t o y o u r re a s o n f o r th e o b je c t io n w i l l be i n th e
r e c o r d . And w i t h t h i s r e s e r v a t io n and w i t h t h i s u n d e rs ta n d
in g , I w i l l re v ie w th e e x h ib i t s and i f I d e te rm in e t h a t my
r u l i n g - t h a t i n my o p in io n my r u l i n g was c o r r e c t , e i t h e r
w ay, th e n I w i l l n o t i f y th e p a r t i e s . I o v e r r u le th e
o b je c t io n as t o P l a i n t i f f s ’ E x h ib i t s 1 and 2 .
MR. WOMBLE: T h a t w i l l be 1 , 2 and 3?
THE COURT: And 3 . A l l r i g h t .
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t s N os. 1 , 2 and 3 f o r i d e n t i
f i c a t i o n , w ere re c e iv e d i n e v id e n c e )
MR. WOMBLE: The n e x t i s th e e n t i r e z o n in g
o rd in a n c e o f th e C i t y o f W in s to n -S a le m , a d o p te d December 12 ,
1930 , P l a i n t i f f s ' E x h ib i t No. 4 -A , and th e n a c h a r t t h a t
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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goes w i t h t h a t , P l a i n t i f f s ’ E x h ib i t 4 -B . I n th e f i r s t p la c e
i t seems to us t h a t th e re i s no b a s is f o r p u t t in g th e w h o le
o rd in a n c e in t o e v id e n c e . T h e re a re many t h in g s , o f c o u rs e ,
t h a t have a b s o lu te ly no p o s s ib le b e a r in g on t h i s l i t i g a t i o n ,
and th e n th e p a r t s t h a t I presum e t h a t th e y in te n d e d — t h a t
th e y had in m ind when th e y p u t i t i n , a re on pages 13 and 14
w here th e o rd in a n c e p ro v id e d t h a t i n A - l , B - l and C - l r e s i
dence d i s t r i c t s , no b u i ld in g o r p a r t th e r e o f s h a l l be
o c c u p ie d o r used by p e rs o n o r p e rs o n s o f th e N egro ra c e .
And th e n th e re a re c e r t a in e x c e p t io n s , w here a p e rs o n i s
a lre a d y l i v i n g th e r e , a lre a d y owns th e p r o p e r t y . And i n
th e f o l lo w in g s e c t io n , 11 , t h a t i n A -2 , B -2 and C—2 re s id e n c e
d i s t r i c t s no b u i ld in g o r p a r t t h e r e o f s h a l l be o c c u p ie d o r
used by a p e rs o n o r p e rs o n s o f th e w h ite ra c e . T h a t i s o u r
b a s is f o r o b je c t in g t o t h a t . And P l a i n t i f f s ' E x h ib i t 4 -A ,
4 -B , and th e map t h a t goes w i t h i t , w h ic h i s 5 , and
P l a i n t i f f s ' E x h ib i t 6 , w h ic h a g a in i s a d e c is io n o f th e
Supreme C o u r t o f N o r th C a r o l in a h o ld in g t h a t o rd in a n c e
i n v a l i d , a 1940 d e c is io n o f th e C o u r t i n C l in a r d v e rs u s th e
C i t y o f W in s to n -S a le m .
One o f th e f i r s t th in g s I lo o k e d a t , Y o u r H o n o r,
when I saw t h i s e x h ib i t was to see who th e C i t y ' s a t to r n e y s
w ere a t t h a t t im e when t h a t was a d o p te d . We w ere n o t .
A p p a re n t ly i t ' s a v e ry s h o r t t im e as f a r as th e Supreme
C o u r t and d e s e g re g a t io n goes .
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t r e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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THE COURT: We commented i n th e o f f i c e a b o u t th e
re s e a rc h i n c o n n e c t io n w i t h th e s e d ocum e n ts , t h a t i t m ust
have been r i g h t i n t e r e s t i n g , and th e y a re r i g h t i n t e r e s t i n g
t o re a d . O f c o u rs e , you a re s a y in g th e y a re m e re ly
in t e r e s t i n g to re a d .
MR. WOMBLE: From a h i s t o r i c a l s ta n d p o in t , y e s ,
s i r . H ere a g a in on t h i s , when you ta k e th e z o n in g map
t h a t i s in t r o d u c e d as P l a i n t i f f s ' E x h ib i t 5 and exam ine t h a t
map as an o v e r la y on o u r p re s e n t z o n in g map, and when you
lo o k a t th e a re a s t h a t w ere d e l in e a te d i n t h i s o rd in a n c e
f o r w h i te o r b la c k o ccu p a n cy , I t h in k i t shows i t s e l f to
be o f h i s t o r i c a l i n t e r e s t o n ly and n o t o f any p r o b a t iv e
fo r c e as f a r as t h i s case i s c o n ce rn e d .
THE COURT: A l l r i g h t . I o v e r r u le th e o b je c t io n s
as t o E x h ib i t s 4 and 5 .
MR. WOMBLE: T h a t 's 4 , 4 -A , 4 -B , 5 and 6 .
THE COURT: I do n o t have a 4 -A .
MR. WOMBLE: He j u s t has i t — he has i n t h a t
l i s t , he has 4 , and th e n you w i l l n o t ic e A and B ,z o n in g
o rd in a n c e s . I t ' s a l i t t l e c o n fu s in g , b u t th e e x h ib i t s as
th e y w ere p u t i n a pp ea r as P l a i n t i f f s ' E x h ib i t 4 -A and
P l a i n t i f f s ' E x h ib i t 4 -B , and th e n th e map i s E x h ib i t 5 , and
th e d e c is io n o f th e Supreme C o u r t i n C l in a r d v e rs u s th e
C i t y o f W in s to n -S a le m i s E x h ib i t 6 .
THE COURT: A l l r i g h t . L e t th e re c o rd show t h a t
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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i;
i
i
th e o o je c t io n i s o v e r r u le d as to each o f th o s e .
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ' E x h i
b i t s 4 , 4 -A , 4 -B , 5 and 6 f o r id e n
t i f i c a t i o n , w ere re c e iv e d i n e v i
dence . )
M il. WOMBLE: The n e x t i s th e C h a r te r o f th e C i t y
o f W in s to n -E a le m , P l a i n t i f f s ' E x h ib i t 7 , and I 'm f r a n k to
say I d o n ’ t know w h a t t h i s was p u t i n h e re f o r u n le s s i t i s
s im p ly to show th e f a c t t h a t u n d e r th e C h a r te r o f 192/
th e re was a p r o v is io n t h a t you w o u ld have s e p a ra te s c h o o ls
f o r th e ra c e s . As I see i t , t h a t w o u ld c e r t a in l y have no
p r o b a t iv e fo r c e i n t h i s c a se , and t h a t was re n d e re d uncon
s t i t u t i o n a l i n 1954 .
THE COURT: You a d m it th a t?
MR. WOMBLE: We a d m it t h a t .
THE COURT: I 'm t a l k in g a b o u t th e f a c t t h a t th e re
w ere s e p a ra te s c h o o ls . I d o n ' t see how i t c o u ld be p re
j u d i c e s ; maybe i t c l u t t e r s up th e r e c o r d , b u t o v e r r u le d .
T h e re ' s no q u e s t io n a b o u t t h a t .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 7 f o r i d e n t i f i c a t i o n ,
was r e c e iv e d i n e v id e n c e .)
MR. WOMBLE: Now, th e n e x t i s th e c o m p le te z o n in g
o rd in a n c e - t h i s i s P l a i n t i f f s ' E x h ib i t 8 - o f th e C i t y o f
W in s to n -S a le m and F o rs y th C oun ty a d o p te d December 21 , 1948 ,
as amended th ro u g h June '6 6 . I 'm n o t s u re w ha t th e y had in
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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m ind h e re .
-573
T h e y 'v e g o t th e w h o le o rd in a n c e i n . T h e re i s
n o th in g i n i t t h a t we see t h a t r e la t e s to r a c e . They have
a ls o o f fe r e d in t o e v id e n c e - I t h in k as P l a i n t i f f s ' E x h ib i t
9 - z o n in g maps t h a t r e f e r to o r r e la t e to th e p re s e n t
z o n in g o rd in a n c e o f th e C i t y t h a t was a d o p te d i n S eptem ber
o f 1968 , and th e re i s no way i n th e w o r ld t o even r e la t e
t h i s o rd in a n c e to th e map t h a t th e y have o f fe r e d in t o
e v id e n c e . They a re c o m p le te ly d i f f e r e n t o rd in a n c e s ,
d i f f e r e n t d e s ig n a t io n s o f d i s t r i c t s and so f o r t h .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ' E x h i
b i t s N os. 8 and 9 f o r i d e n t i f i c a
t i o n , w ere re c e iv e d i n e v id e n c e .)
MR. WOMBLE: Now, we r e a l l y come in t o a l i t t l e
h is t o r y . T h is i s P l a i n t i f f s ’ E x h ib i t 10 , a copy o f page
1 4 , and Y o u r H on o r, I t h in k we w o u ld have to maybe o b je c t
to t h i s on th e g ro u n d s o f a u t h e n t i c i t y . I r e a l l y d o n ' t
know w h a t t h i s i s . On th e fa c e o f i t , i t s a y s , "O rd in a n c e s
o f th e Town o f W in s to n A dop ted by th e B oard o f C om m iss ione rs
June 1 0 th , 1 8 7 9 ." And th e n on th e in s id e , o r a t ta c h e d to
i t , th e o n ly s h e e t t h a t ' s a t ta c h e d to i t i s page 14 o f an
A c t to C o n s o lid a te and R e v is e . O b v io u s ly one i s an o r d i
nance and th e o th e r i s a l e g i s l a t i v e a c t .
THE COURT: M r. S te in , w i l l t h a t have any g re a t
b e a r in g on t h i s la w s u it?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e . 7 6 5 - 0 6 3 6
MR. STEIN: Y o u r H o n o r, I t h in k by i t s e l f i t
w o n 't . I f th e C o u r t w o u ld w a n t to d is r e g a r d i t f o r th e
re a s o n s M r. Womble s ta te d , we w o u ld n 't oppose t h i s .
THE COURT: I 'm c u r io u s enough to w an t to re a d
i t . S u s ta in th e o b je c t io n . Leave i t i n th e r e .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 10 f o r i d e n t i f i c a t i o n ,
was r e je c te d fro m e v id e n c e .)
MR. WOMBLE: The n e x t one i s P l a i n t i f f s ' E x h ib i t
1 1 , and i t i s e n t i t l e d , "O rd in a n c e s o f th e Town o f W in s to n
A d op te d b y th e B oard o f C o m m iss ion e rs June 6 th , 1 8 8 5 ," to
w h ic h i s appended an A c t to C o n s o l id a te and R e v is e th e
C h a r te r o f W in s to n , and th e o n ly t h in g t h a t we can f i n d i n
th e e x c e rp ts t h a t th e y have th e r e - th e y d o n ' t have th e
w h o le t h in g - th e y have pages 24 , 26 and 2 8 . T h e re a re
s e c t io n s th e r e t h a t j u s t r e la t e t o s e p a r a t io n o f th e s c h o o ls
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 11 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: P l a i n t i f f s ' E x h ib i t 1 2 , a C h a r te r o f
th e C i t y o f W in s to n , th e in c o r p o r a te d amendments up to and
in c lu d in g A c ts o f 1893 , to g e th e r w i t h th e o rd in a n c e s o f th e
C i t y o f W in s to n , and th e o n ly th in g s t h a t seem to have any
b e a r in g on ra c e th e r e have to do w i t h th e s c h o o ls . "The
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f o a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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1 W in s to n C o m m iss ion e rs a re h e re b y a u th o r iz e d to r e c e iv e and
use th e money h e r e in p ro v id e d f o r and to a p p ly th e same i n
such a way as th e y may deem b e s t f o r th e b e n e f i t o f th e
g ra d e d s c h o o ls , w h ite o r c o lo r e d , o f s a id c i t y , o r b u i ld in g s
and f u r n i t u r e o f s a id s c h o o ls , o r th e r e p a i r s o f s a id
s c h o o ls , th e p a y in g o f s a la r ie s o f te a c h e rs , o r f o r o th e r
in c id e n t a l e x p e n s e s .” And th e n th e r e i s a ls o a p r o v is io n
t h a t " e v e ry p h y s ic ia n o r m id w ife a t te n d in g o r p re s e n t a t
th e b i r t h o f any human b e in g w i t h in th e C i t y o f W in s to n ,
s h a l l w i t h in tw e n ty - fo u r h o u rs t h e r e a f t e r c e r t i f y th e same
to th e S u p e r in te n d e n t o f H e a lth on b la n k s fu r n is h e d b y th e
S u p e r in te n d e n t , s ig n e d by such p h y s ic ia n o r m id w ife , des
c r ib in g t h e r e in th e p la c e , th e w a rd , and s t r e e t , s e x , c o lo r ,
c o n d i t io n , and as n e a r as can be a s c e r ta in e d th e p a re n ta g e
o f such p e rs o n , g iv in g th e name o f f a t h e r and m o th e r . " I
guess t h a t ' s th e r e because i t w an ts th e c o lo r o f th e c h i l d
maybe, and th e n th e same th in g i s r e q u ir e d w i t h re fe re n c e
to d e a th c e r t i f i c a t e s , th e name, s e x , age , c o lo r , w h e th e r
t h e y ’ r e m a r r ie d o r s in g le .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t No. 12 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: N e x t we o b je c t t o P l a i n t i f f s ' E x h ib i t
1 3 , w h ic h i s a g a in a C h a r te r o f th e C j t y o f W in s to n , I n c . ,
in c o r p o r a t in g amendments up to and in c lu d in g a c ts o f 1895
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N C
P h o n e : 7 6 5 - 0 6 3 6
-576-
and 1897 > to g e th e r w i t h th e o rd in a n c e s o f th e C i t y and th e
p r o v is io n s th e r e i n c id e n t a l l y , we n o te - t ie way we have
p ic k e d o u t th e s e th in g s t h a t a p p a r e n t ly th e y p u t t h i s t h in g
i n f o r , th e r e a re ch e ck m a rks . We presum e t h a t th e p l a i n t i f f
p u t th e s e che ck m arks i n th e m a rg in s . S e c t io n 5 p ro v id e s
f o r s e p a ra te c e m e te r ie s f o r w h ite and c o lo r e d . S e c t io n 8
p ro v id e s f o r s e p a ra te v o t in g r e g i s t r a t i o n re c o rd s f o r w h i te
and c o lo r e d . S e c t io n 54 p ro v id e s f o r th e e x p e n d itu re o f
fu n d s f o r th e g ra d e d s c h o o ls , w h i te and c o lo r e d . I n c id e n -
t a l l y , th e way t h a t re a d s i t may in d ic a t e th e y even had th e
same s c h o o l. I d o n ' t know. I t says w h ite and c o lo r e d . I
d o n ' t know w h e th e r th e y had more th a n one s c h o o l. And th e n
S e c t io n 88 - Now, I guess th e y m ust have had s e p a ra te
s c h o o ls , because h e re i s w here i t s a y s , "The s c h o o ls s h a l l
be open to a l l bona f i d e r e s id e n ts o f th e c i t y o f a l l ra c e s
b e tw een th e ages o f 6 and 2 1 , b u t w h ite and c o lo re d s c h o o ls
s h a l l be d i s t i n c t and s e p a r a te . " T h a t was a g a in th e o r d i
nances a d o p te d by th e C i t y o f W in s to n , 1893 . And th e n
th e same p r o v is io n t h a t was p r e v io u s ly re a d , a b o u t r e p o r t in g
b i r t h s , and th e same p r o v is io n a b o u t r e p o r t in g d e a th s .
THE COURT: O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 13 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e .)
MR. WOMBLE: P l a i n t i f f s ' E x h ib i t 1 4 , a C h a r te r o f
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
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th e C i t y o f W in s to n , in c lu d in g amendments th ro u g h 1899 and
o rd in a n c e s o f th e C i t y o f W in s to n a d o p te d June 5 , 1899 .
S e c t io n 73 p ro v id e s t h a t th e C i t y o f W in s to n i s a u th o r iz e d
t o p u rc h a s e s u i t a b le g ro u n d s f o r c e m e te r ie s , one f o r th e
w h i te p e o p le and one f o r th e c o lo re d p e o p le , and be u n d e r
th e s u p e r v is io n o f th e C i t y . S e c t io n 6 p ro v id e s th e same
as p r e v io u s ly r e f e r r e d t o a b o u t r e c o r d in g b i r t h s and
r e c o r d in g d e a th s . And t h a t ' s a l l th e r e i s i n t h a t one .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 14 f o r i d e n t i f i c a t i o n ,
was r e c e iv e d i n e v id e n c e . )
MR. WOMBLE: P l a i n t i f f s ' E x h ib i t 1 5 , amendments up
to and in c lu d in g a c ts o f 1911 - n o , t h i s i s th e Town o f
S a lem , up to and in c lu d in g a c ts o f 1911 , to g e th e r w i t h
r e g u la t io n s , b y la w s and o rd in a n c e s o f th e Town o f S a lem ,
a d o p te d December 2 , 1910 , p ro v id e s f o r th e e s ta b lis h m e n t
o f w h ite and c o lo re d s c h o o ls . I t ' s r i g h t i n t e r e s t i n g t h a t
a t th o s e t im e s - o f c o u rs e t h i s was a v e ry p r o g r e s s iv e t h in g
to have s c h o o ls f o r b o th ra c e s , I g u e ss . T h a t was i n an
e n l ig h te n e d day to be h a v in g th e s c h o o ls th e s e days as
p u b l ic s c h o o ls . S e c t io n 5 i s a s im i la r p r o v is io n t o th e
ones a lr e a d y to u c h e d o n , as t o r e c o r d in g o f b i r t h s . S e c t io n
6 , th e r e p o r t in g o f d e a th s . And t h a t seems to be a l l i n
t h a t one .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C
PHONE: 7 6 5 - 0 6 3 6
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THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t No. 15 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: P l a i n t i f f s ’ E x h ib i t 1 6 , a C h a r te r
and Code o f O rd in a n ce s o f W in s to n -S a le m , a d o p te d 1963 . Now,
i f i t p le a s e th e C o u r t , t h i s i s somewhat m is le a d in g i n
Putting it i n t h i s w ay, because th e y have a c o v e r s h e e t f o r
th e *63 o rd in a n c e s , and th e n th e c h a r te r p r o v is io n , w h ic h
i s S e c t io n 4 5 , and w h ic h r e f e r s t o s e p a ra te s c h o o ls f o r
w h i te and c o lo re d i s th e 1927 c h a r te r p r o v is io n t h a t had
a lre a d y been h e ld u n c o n s t i t u t io n a l i n th e Brown c a s e , and
w h ic h b y an a c t o f th e G e n e ra l A ssem bly was rem oved fro m
o u r c h a r te r when th e c i t y and c o u n ty s c h o o ls w ere c o n s o l id a
te d i n 1963 . I t h in k t h a t t h i s one i s a c t u a l l y m is le a d in g
f o r t h i s t o be p u t i n i n t h i s fo rm , in d ic a t i n g t h a t t h i s i s
s o m e th in g t h a t was i n th e la w when th e c h a r te r and o rd in a n c e s
o f th e c i t y , e f f e c t i v e S eptem ber 1 , ' 6 3 . I t h in k i t i s J u s t
a m is ta k e on t h e i r p a r t to have t h a t i n .
THE COURT: What do you say a b o u t t h a t , M r.
S te in ?
MR. STEIN: W e ll—
MR. WOMBLE: They a lre a d y have th e c h a r te r o f ’ 27
in t o th e e v id e n c e anyway.
MR. STEIN: T h a t was w h a t was i n th e b o o k . We
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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-5'
p ic k e d up th e Book o f O rd in a n c e s and th e y had th e d a te o f
'6 3 . I ’ m s u re a l o t o f p r o v is io n s w ere c a r r ie d o v e r fro m
p re v io u s y e a rs . I t m ig h t be c o n f l i c t e d and su p e rce d e d by
s o m e th in g e ls e , b u t we t h in k i t i s some e v id e n c e . We d o n ’ t
t h in k i t i s v e r y im p o r ta n t t o th e c a s e , f r a n k ly , b u t i t ' s
some e v id e n c e o f r a c i a l p o l i c i e s c a r r ie d o v e r , o r a t l e a s t
a la c k o f c o n c e rn n o t t o rem ove p r o v is io n s p h y s ic a l l y fro m
th e o rd in a n c e s w h ic h w ere by th e fo r c e o f th e Brown d e c is io n - ■
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t No. 16 f o r i d e n t i f i c a t i o n ,
was r e c e iv e d i n e v id e n c e . )
THE COURT: I som etim es t h in k we o v e r lo o k th e f a c t
a d m it te d ly - o r I w i l l a d m it - t h a t i t was w ro n g , and I am
s u re many p e o p le o f good w i l l w o u ld a d m it th e same t h in g -
t h a t p r i o r to - many o f th e s e th in g s th e C i v i l R ig h ts A c t
o f '6 4 , th e Brown c a s e , and so f o r t h , th e r e was n o t o n ly
d is c r im in a t io n b u t i t was r e q u ir e d by la w t h a t such be done .
I f I r e c a l l , i f you em ployed b o th ra c e s , w hy, you had to
have s e p a ra te f a c i l i t i e s f o r them ; n o t a m a t te r o f c h o ic e
b u t a m a t te r o f la w t h a t you do s o . And i t j u s t lo o k s l i k e
t o me t h a t a d m it te d ly b ack th e r e , th e y had d is c r im in a t io n .
A l l r i g h t . Go ahead.
MR. WOMBLE: T h a t 's r i g h t . I t was a la w f u l d is
c r im in a t io n a t t h a t t im e . A ls o i n t h i s same one , th e y had
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
checked and in c lu d e d S e c t io n 1 5 -1 1 6 , t h a t th e c h a r te r
r e q u ir e d "e v e ry ju n k d e a le r s h a l l keep a book i n w h ic h s h a l l
be f a i r l y and l e g ib l y w r i t t e n i n in k a t th e t im e o f p u rc h a s e
o r r e c e ip t o f goods an a c c u ra te a c c o u n t and d e s c r ip t io n i n
th e E n g l is h la n g u a g e o f th e a r t i c l e re c e iv e d and th e money
p a id f o r th e same, th e d a te , m on th , y e a r and t im e o f d a y ,"
and th e same was p u rc h a s e r , name, re s id e n c e o r s t r e e t
num ber, was th e c o lo r , a p p ro x im a te age and sex o f th e
p e rs o n s e l l i n g o r d e l i v e r in g such g o o d s , a r t i c l e s o r such
th in g s . And i t had a p r o v is io n a b o u t o cc u p a n c y , o f a w h ite
and c o lo re d p a s se n g e r s h a l l n o t o ccup y th e same com pa rtm en t
i n a t a x ic a b , w h ic h i s a ls o a c a r r y - o v e r fro m a fo rm o f
t h a t . None o f th o s e t h in g s , o f c o u rs e , r e la t e t o r e s id e n c e ,
Y o u r H on o r.
THE COURT: O v e r ru le d . I w i l l o v e r r u le t h a t
o b je c t io n .
MR. WOMBLE: E x h ib i t 17 i s a map, I b e l ie v e t h i s
i s i t , incom e le v e ls b y t r a f f i c zo n e s , W in s to n -S a le m , N o r th
C a r o l in a , 1965 . I t says t h a t i t was p re p a re d b y W ilb u r
S m ith & A s s o c ia te s . They a re t r a f f i c c o n s u lta n ts . Based
upon home in te r v ie w s o f a te n p e rc e n t sam ple o f h o u s e h o ld s .
I t s ta te s t h a t t h i s d a ta was d e r iv e d fro m te n p e rc e n t home
in t e r v ie w sa m p le s ; c o n s e q u e n t ly i n c e r t a in a re a s w here th e
num ber o f f a m i l i e s i s lo w , th e r e s u l t may be b ia s e d . Such
an a re a — in d ic a te s t h a t such an a re a w o u ld be a t th e a i r -
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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p o r t . I t says th e e n t i r e a re a shown as h a v in g a ve ra g e
f a m i ly incom e o f o v e r $ 1 0 ,0 0 0 .0 0 . I n r e a l i t y o n ly th r e e
f a m i l i e s o f th e a re a — I t j u s t p u r p o r ts t o be a map show ing
th e incom e le v e ls by t r a f f i c zones i n '6 5 , p re p a re d by
t r a f f i c c o n s u lta n ts . I t seems to us t h a t t h a t i s i r r e l e v a n t
i n t h i s c a se .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 17 f o r i d e n t i f i c a t i o n ,
was r e c e iv e d i n e v id e n c e . )
MR. W0MBLE: The n e x t i s th e e n t i r e census t r a c t
p u b l i c a t io n o f th e D e p a rtm e n t o f Commerce f o r th e y e a r I9 6 0
f o r W in s to n -S a le m . Our o b je c t io n th e r e w o u ld be s im p ly t h a t
i t i s p u t t in g a w ho le p u b l i c a t io n , and t h e r e 's no in d ic a t i o n
as t o w h a t p a r t o f i t i s i n any way r e le v a n t t o t h i s l i t i
g a t io n .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t No. 18 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: Y o u r H o n o r, th e s e n e x t o n e s , E x h ib i t
1 9 , i s a map t h a t shows lo c a t io n o f p u b l ic h o u s in g u n i t s .
E x h ib i t 20 i s a l e t t e r fro m th e H o u s in g A u t h o r i t y t o M r.
Bob V a ld e r , R e g io n a l D i r e c t o r o f th e L e g a l D e fense Fund a t
C h a r lo t t e . I t has a tta c h e d to i t r e p o r t s on occupancy
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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s im p ly sho w in g th e occupancy o f th e v a r io u s p u b l ic h o u s in g
u n i t s i n th e C i t y o f W in s to n -S a le m . We s u b m it t h a t t h a t ' s
i r r e l e v a n t .
THE COURT: And t h a t w o u ld be 19 and 20?
MR. WOMBLE: 19 i s th e map and 20 i s th e l e t t e r
w i t h th e r e p o r t s a t ta c h e d .
THE COURT: O v e r ru le d on th e re c o rd as t o e a ch .
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’ E x h i
b i t s N os. 19 and 20 f o r i d e n t i f i c a
t i o n , w ere re c e iv e d i n e v id e n c e . )
MR. WOMBLE: The n e x t i s a l a t t e r fro m James K.
H a le y , D ep u ty D i r e c t o r o f th e R edeve lopm en t C om m ission o f
W in s to n -S a le m to M r. Bob V a ld e r , L e g a l D e fense Fund,
C h a r lo t t e , P l a i n t i f f s ’ E x h ib i t 2 1 , and i t has a t ta c h e d to
i t p ro g re s s r e p o r t o f th e R edeve lopm en t C om m ission sho w in g
num bers o f p e o p le r e lo c a te d , expenses in v o lv e d , i n c o n n e c t io r
w i t h re n e w a l p r o je c t s i n th e com m un ity and y o u r v a r io u s
p r o je c t s , th e c e n t ra 1 downtown p r o je c t and so f o r t h . T h is
a g a in , i t seems to us t h a t i s n o t r e a l l y r e le v a n t to th e
q u e s t io n .
THE COURT: O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t No. 21 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: P l a i n t i f f s ' E x h ib i t 22 i s th e E a s t
G R A H A M E R L A C H E R 6k A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
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W in s to n G e n e ra l and N e ig h b o rh o o d R edeve lopm en t P la n -
r e lo c a t io n — I 'm n o t s u re w h e th e r i t ' s r e lo c a t io n o r
re d e v e lo p m e n t - b u t i t ’ s th e E a s t W in s to n G&RP P r o je c t 3 ,
R e lo c a t io n P la n , t h a t I am s u re th e y o b ta in e d fro m th e
R edeve lopm en t C om m ission o r th e H o u s in g A u t h o r i t y . I t i s
r a t h e r v o lu m in o u s ; we have gone th ro u g h i t and we d o n ’ t see
a n y th in g i n th e r e t h a t r e la t e s t o any q u e s t io n t h a t ’ s
c e r t a i n l y p e r t in e n t .
THE COURT: O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 22 f o r i d e n t i f i c a t i o n ,
was r e c e iv e d i n e v id e n c e . )
MR. WOMBLE: The n e x t i s an u n d a te d a p p l ic a t io n
f o r a w o rk a b le p ro g ra m c e r t i f i c a t i o n o r r e c e r t i f i c a t i o n o f
th e C i t y o f W in s to n -S a le m b e in g s u b m it te d t o HUD, th e U . S.
D e p a rtm e n t o f H o u s in g and U rban D e ve lo p m e n t, P l a i n t i f f s '
E x h ib i t N o. 2 3 . T h is i s a v o lu m in o u s docum ent s im p ly show
in g w h a t th e C i t y o f W in s to n -S a le m i s d o in g i n c o n n e c t io n
w i t h i t s h o u s in g code e n fo rc e m e n t, w h a t i t i s d o in g t o
u p l i f t p o v e r ty a re a s i n th e co m m u n ity , and how i t has
u n d e r ta k e n t o in v o lv e th e c i t i z e n s o f th e com m un ity i n
im p ro v in g th e p ro b le m s o f th e s ta tu s o f th e p o o r i n th e
co m m u n ity .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t N o. 23 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
PHONE: 7 6 5 - 0 6 3 6
MR. WOMBLE: And f i n a l l y one o f th e s e e x h ib i t s ,
one i s a map, i t d o e s n 't show w ha t t h i s was a t ta c h e d t o ;
i t has no e x h ib i t num ber on i t . As I r e c a l l fro m th e t e s t i
mony o f J a n u a ry 9 , t h i s i s a map t h a t was fu r n is h e d e i t h e r
b y M r. H a le y o r one o f th e o th e rs i n re sp o n s e to a re q u e s t
f o r in fo r m a t io n as to th e a re a s i n th e C i t y o f W in s to n -S a le m
in t o w h ic h p e o p le moved when th e y had t o move because o f
re d e v e lo p m e n t p r o je c t s .
THE COURT: A l l r i g h t . L e t th e re c o rd show t h a t
th e p l a i n t i f f o b je c ts and th e o b je c t io n i s o v e r r u le d .
MR. STEIN: I t h in k t h a t t h a t i s p a r t o f E x h ib i t
21.
MR. WOMBLE: T h is map w o u ld be p a r t o f o u r
o b je c t io n .
THE COURT: A l l r i g h t . T h a t o b je c t io n i s o v e r
r u le d .
MR. STEIN: Y o u r H o n o r, i f I may i n t e r j e c t a t t h i s
t im e , c o u n s e l f o r th e d e fe n d a n t s a id a t th e c o n c lu s io n o f
th e l a s t h e a r in g t h a t th e y w o u ld s u p p ly w r i t t e n o b je c t io n s
t o th e v a r io u s e x h ib i t s , and i n v ie w o f th e n a tu re o f th e
o b je c t io n s f o r th e f i r s t tw e n ty - fo u r e x h ib i t s , i t seems t o
me t h a t th e w h o le m a t te r c o u ld be d is p o s e d o f much more
q u ic k ly i f t h a t w ere done . We have been g o in g now f o r some
t im e , and I d o n ' t t h in k we have g o t te n v e ry f a r , and I j u s t
w ondered i f p o s s ib ly we c o u ld move fro m t h i s and i f th e y
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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c o u ld do w h a t th e y s a id th e y w o u ld do b e fo r e . We c o u ld g e t
i n t o th e te s t im o n y .
THE COURT: I 'm n o t s a y in g t h a t you a re in c o r r e c t ;
I d o n ' t r e c a l l a n y th in g a b o u t i t . And i t w o u ld have been
much b e t t e r t o have had i t i n w r i t i n g . M r. Womble, M r.
S te in s ta te s t h a t you s ta te d you w o u ld make w r i t t e n
o b je c t io n s t o th e s e .
MR. WOMBLE: I d i d n ' t r e c a l l i t , Y o u r H o n o r. I
was n o t aware o f any u n d e rs ta n d in g t h a t we w o u ld . I u n d e r
s to o d t h a t we w o u ld p re s e n t o u r o b je c t io n s a t t h i s t im e .
THE COURT: A l l r i g h t .
MR. WOMBLE: I d o n ' t t h in k t h i s i s g o in g t o ta k e
u s to o much lo n g e r .
THE COURT: E x p e d ite i t as much as you c a n . I
j u s t d o n ' t r e c a l l a n y th in g a b o u t t h a t , and I d o n ' t b e l ie v e
i t ' s n e c e s s a ry t o go - p e rh a p s to ta k e th e t im e to lo o k i n
th e r e c o r d . P ro b a b ly we c o u ld go ahead w i t h i t q u ic k e r .
MR. WOMBLE: Our n e x t o b je c t io n w o u ld be t o
P l a i n t i f f s ' E x h ib i t s 25 and 26 . 25 i s e n t i t l e d , "The N o r th
C a r o l in a Fund S u rve y o f Low Incom e F a m il ie s o f N o r th
C a r o l in a , R e p o r t No. 2 -a , C h a r a c te r is t ic s o f H ou seh o lds and
A re a s S e rve d b y W in s to n -S a le m Com m unity A c t io n P ro g ra m ."
T h is i s a r e p o r t o f a s t r i c t l y u n o f f i c i a l n a tu r e , p re p a re d
b y a s t a f f o f p e rs o n s em ployed b y th e N o r th C a r o l in a Fund .
I t a p p e a rs i n th e acknow ledgm en ts and s ta te m e n ts made t h a t
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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have g a th e re d in fo r m a t io n fro m a v a r i e t y o f s o u rc e s , i n t e r
v ie w s , d o c u m e n ta t io n , t h a t im p re s s e d them , and have s im p ly
p u t to g e th e r a r e p o r t . We s u b m it t h a t i t i s h e a rs a y and i s
n o t o f f i c i a l , and t h e r e 's no a p p r o p r ia te b a s is f o r i t s
b e in g a d m it te d i n t o e v id e n c e .
THE COURT: O v e r ru le d .
MR. WOMBLE: The same t h in g a p p l ie s t o P l a i n t i f f s '
E x h ib i t 2 6 , w h ic h i s R e p o r t No. 3 -d . The f i r s t one was
d a te d - t h a t i s E x h ib i t 25 was d a te d J a n u a ry 196 7 . E x h ib i t
26 i s a s im i la r r e p o r t , somewhat more v o lu m in o u s , R e p o r t
N o. 3 - d , d a te d A u g u s t o f '6 7 . I t i s a ls o p u t to g e th e r by
th e N o r th C a r o l in a Fund S u rve y S t a f f .
THE COURT: O v e r ru le d .
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ' E x h i
b i t s N os. 25 and 26 f o r i d e n t i f i c a
t i o n , w ere re c e iv e d i n e v id e n c e . )
MR• WOMBLE: Y o u r H o n o r, I come now t o th e g ro u p
o f e x h ib i t s t h a t w ere o f fe r e d b y th e p l a i n t i f f s i n c o n n e c t io n
w i t h th e te s t im o n y o f M r. G reen , P l a i n t i f f s ' E x h ib i t 3 4 , as
you may r e c a l l , shows th e census p o p u la t io n o f I9 6 0 , w h ic h
o f c o u rs e he had ta k e n — I ta k e i t — fro m th e census t r a c t
o f th e f e d e r a l g o v e rn m e n t, and th e r e w o u ld be no o b je c t io n
t o t h a t f o r any r e le v a n t p u rp o s e . B u t th e n he comes to h is
e s t im a te d p o p u la t io n s f o r June o f '6 8 t h a t he has ta k e n fro m
th e C ity -C o u n ty P la n n in g B o a rd . T h a t i s n o t any o f f i c i a l
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
P h o n e . 7 6 5 - 0 6 3 6
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census, and it should not be admitted into evidence.
THE COURT: You mean a little hearsay on hearsay?
MR. WOMBLE: I would say so.
THE COURT: I'm going to overrule the objection,
but I would expect to give you equal consideration on any
exhibit that you may have, if you can measure equality on
those matters.
MR. WOMBLE: I don’t know how hearsay would
develop on that, Your Honor. We would have a similar
objection to Plaintiffs' Exhibit 35, which purports to
show the percentages of non-white population by census
tracts, not by numbers but by percentage, for I960 and '69.
Again the I960 figures would be based on the federal census,
and would presumably be reliable, but his 1969 estimates
are his own estimates that he had nothing better to work
for, as we understood it from his testimony, than taking
the '68 population figures estimated by the City-County
Planning Board and making his own adjustments as between
'68 and *69 and making his own adjustments as to his esti
mates as to which part of that would be white and which
part would be non-white.
THE COURT: I realize that the circumstances
would make it not as mathematically sure, but overruled.
(The documents above referred to,
heretofore marked Plaintiffs' Exhi-
b ts Nos. 3^ and 35 for identifica
tion, were received in evidence.)
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C
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MR. WOMBLE: Then th e same t h in g as t o P l a i n t i f f s ’
E x h ib i t 3 6 , w h ic h i s th e same in fo r m a t io n j u s t p u t to g e th e r
i n a d i f f e r e n t fo rm . The f i r s t one was j u s t l i s t e d by-
census t r a c t s i n n u m e r ic a l o r d e r . T h is one he has l i s t e d
so t h a t he has h is p e rc e n ta g e s o f n o n -w h ite p o p u la t io n
s t a r t i n g w i t h 99 and g o in g down to 0 . T h a t w o u ld be th e
same o b je c t io n .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t No. 36 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e .)
MR. WOMBLE: O b je c t io n s t o E x h ib i t s 37 and 38 a re
t h a t th e y c o n ta in M r. G re e n ’ s a n a ly s is , h is id e a s o f w h a t
wi l l happen w i t h re fe re n c e to r a c i a l c o m p o s it io n i n v a r io u s
a re a s i n th e f u t u r e . T h is i s E x h ib i t 3 7 , and E x h ib i t 38 i s
h is id e a as t o w h a t caused in c re a s e s i n p o p u la t io n - th e
b la c k p o p u la t io n o r n o n -w h ite p o p u la t io n - i n v a r io u s a re a s ,
and we s u b m it t lx a t he gave us no b a s is f o r t h a t . He t e s t i
f i e d t h a t he was o n ly u n d e r ta k in g t o g iv e e v id e n c e as to
w h a t happened and n o t as to w hy. He d i d n ' t know w hy. And
y e t s im p ly b y p u t t in g i n a t y p e w r i t t e n page f o r E x h ib i t 37
and a n o th e r one f o r E x h ib i t 38 , and th e n on o r a l e x a m in a t io n
he s a id he c o u ld n ' t t e s t i f y a b o u t i t .
THE COURT: W e ll , M r. Womble, a round th e s e c i v i l
r i g h t s s u i t s t h a t have g row n u p , maybe some e v id e n c e r u le s
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
PHONE: 765-0636
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and la w t h a t n e v e r re a c h e d th e McCormack o r S ta n s b u ry , b u t
I know fro m e x p e r ie n c e t h a t i t i s d i f f e r e n t , and I am g o in g
t o o v e r r u le y o u r o b je c t io n . I d o n ' t im a g in e i t was w h a t
D r . M c D e rm itt ta u g h t y o u .
MR. WOMBLE: I ’ m s u re i t ’ s n o t w h a t D r . M c D e rm itt
ta u g h t , Y o u r H on o r.
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ' E x h i
b i t s N os. 37 and 38 f o r i d e n t i f i c a
t i o n , w ere r e c e iv e d i n e v id e n c e . )
MR. WOMBLE: Y o u r H o n o r, o u r o b je c t io n s to th e
maps t h a t M r. G reen i d e n t i f i e d and t e s t i f i e d a b o u t w o u ld be
th e s e . E x h ib i t 4 1 , w h ic h was an o v e r la y sho w in g th e e s t i
m ated p e rc e n ta g e o f n o n -w h ite p o p u la t io n by census t r a c t s
i n '6 9 , and t h a t was p u t t in g i n g ra p h ic fo rm w h a t we
o b je c te d t o i n th e w r i t t e n fo rm j u s t a m in u te ago , and we
w o u ld o b je c t t o t h a t o v e r la y .
THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s '
E x h ib i t N o. 41 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e .)
MR. WOMBLE: P l a i n t i f f s ' E x h ib i t 4 2 , th e same
t h in g . I t ' s an o v e r la y o f e s t im a te d p e rc e n ta g e o f non
w h i te p o p u la t io n by census t r a c t s f o r th e y e a r 1969 , c o lo r
coded, th e f i r s t one was c ro s s h a tc h e d and t h i s was c o lo r
co d e d . We o b je c t to t h a t a ls o .
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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THE COURT: A l l r i g h t . O v e r ru le d .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’
E x h ib i t No. 42 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: Now, i f my r e c o l le c t io n i s c o r r e c t ,
P l a i n t i f f s ' E x h ib i t 44 and P l a i n t i f f s ' E x h ib i t 45 and
P l a i n t i f f s ' E x h ib i t 46 - 44 an o v e r la y sho w in g th e e le m e n t a l
s c h o o l a tte n d a n c e a re a s ; 45 an o v e r la y sho w in g th e ju n io r
h ig h s c h o o l a tte n d a n c e a re a s ; and 46 an o v e r la y sho w in g th e
s e n io r h ig h s c h o o l a tte n d a n c e a re a s . I d o n ' t b e l ie v e th e y
w ere i d e n t i f i e d by any one o r t e s t i f i e d to by any one , and
we w o u ld o b je c t t o th o s e .
THE COURT: M r. S te in , do you rem ember a n y th in g
a b o u t t h a t , s i r ?
MR. bTE IN : I f r a n k ly d o n ' t remember w h e th e r he
t e s t i f i e d a b o u t them o r n o t . We fo u n d t h a t i n u s in g them
i n t r y in g to a n a ly z e th e d a ta o u rs e lv e s , t h a t th e y a re n o t
n e c e s s a r i ly v e ry h e l p f u l , b u t we used them because we th o u g h t
t h a t i t m ig h t make i t e a s ie r w i t h some o f th e o th e r o v e r la y s
th e r e . They a re th e re i n case you w an t t o lo o k a t them ,
and i t m ig h t be h e lp f u l .
THE COURT: A l l r i g h t . Youmay le a v e them th e r e ,
b u t I w i l l s u s ta in th e o b je c t io n as p a r t o f th e e v id e n c e .
MR. WOMBLE: T h a t 's 4 4 , 45 and 46?
THE COURT: Y es.
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked P l a i n t i f f s ’ E x h i
b i t s N os. 4 4 , 45 and 46 f o r i d e n t i
f i c a t i o n , w ere r e je c te d fro m th e
e v id e n c e . )
MR. WOMBLE: T h a t ’ s a l l , Y o u r H o n o r. W ould Y o u r
H onor l i k e f o r us t o go on in t o th e e v id e n c e a t t h i s t im e ?
THE COURT: No, n o t now. I d e l ib e r a te d w h e th e r
I s h o u ld make any s ta te m e n t a b o u t t h i s , b u t I t h in k I s h a l l .
I t w i l l be a v e ry s h o r t s ta te m e n t, and th e l a s t one t h a t I
w i l l make a b o u t i t . I have r e c e iv e d a t my home a t l e a s t
one c a l l i n q u i r i n g a b o u t my c h i ld r e n . I have tw o c h i ld r e n ;
I have one who i s a s e n io r a t th e U n iv e r s i t y . He w e n t
th ro u g h th e p u b l ic s c h o o l sys te m i n B u r l in g to n . D u r in g t h a t
p e r io d he was p r e s id e n t o f th e Key C lu b , and i t was t h a t
y e a r t h a t i t was in te g r a te d . I have a d a u g h te r , she i s
s ix te e n ; she i s a t V a rd a le H a l l , a p r iv a t e s c h o o l a t Red
S p r in g s . She w e n t one y e a r h e re a t M ount T a b o r; she was
n o t d o in g w e l l as th e re c o rd s th e re w i l l r e f l e c t . U nde r
th e c irc u m s ta n c e s o f w h ic h we g o t h e r , I f e l t th e o b l ig a t i o n
t o ta k e w h a te v e r s te p s I c o u ld t o h e lp h e r , and t h a t I d id .
I have no a p o lo g ie s f o r i t . I f I th o u g h t t h a t I c o u ld n o t
h e a r t h i s s u i t f a i r l y and im p a r t i a l l y , I w o u ld say so and
n o t c o n t in u e w i t h h e a r in g i t . I hope t h a t w i l l s u f f i c e on
t h a t . And as I s a y , t h a t i s th e s i t u a t i o n . L e t us ta k e a
re c e s s u n t i l tw o o 'c lo c k .
(W hereupon, th e h e a r in g was a d jo u rn e d t o re c o n
vene a t 2 :0 0 o ’ c lo c k p .m .)
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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AFTERN00N SESSION
THE COURT: M r. Womble, a re you re a d y?
MR. WOMBLE: Y es, s i r . I w o u ld l i k e t o have M r.
Ward ta k e th e s ta n d , p le a s e .
THE COURT: A l l r i g h t .
MR. WOMBLE: W h ile h e 's ta k in g th e s ta n d , Y o u r
H o n o r, I ' d l i k e to o f f e r i n t o e v id e n c e page 220 fro m th e
1961 N o r th C a r o l in a S e s s io n Laws. I t ' s a p a r t o f C h a p te r
1 1 2 , u n d e r w h ic h th e W in s to n -S a le m and F o r s y th C o u n ty S c h o o ls
w ere c o n s o l id a te d , and I am o f f e r in g t h i s in t o e v id e n c e f o r
th e p u rp o s e o f b r in g in g to th e a t t e n t io n o f th e C o u r t
P a ra g ra p h (o ) o f S e c t io n 3 , w h ic h re a d s , "As o f th e e f f e c
t i v e d a te o f c o n s o l id a t io n , a l l p r o v is io n s o f th e C h a r te r
o f th e C i t y o f W in s to n -S a le m r e la t i n g t o p u b l ic s c h o o ls
s h a l l be deemed and a re h e re b y r e p e a le d . "
THE COURT: Any o b je c t io n , M r. S te in ?
MR. STEIN: No o b je c t io n .
THE C0UR1: P o s s ib ly , o u t o f an abundance i n an
e f f o r t t o keep th e re c o rd r i g h t , I d o n ' t b e l ie v e , M r. S te in ,
maybe t h a t I o f f i c i a l l y a c c e p te d in t o th e e v id e n c e y o u r
e x h ib i t s . Inasm uch as M r. Womble was g iv e n th e o p p o r tu n i t y
t o o b je c t t o them , and I now o rd e r t h a t th e re c o rd show t h a t
r e c e iv e d in t o th e e v id e n c e a re th o s e e x h ib i t s o f f e r e d by
th e p l a i n t i f f s o th e r th a n th o s e o b je c t io n s w h ic h th e C o u r t
s u s ta in e d th e o b je c t io n t o , and t h i s i s non p ro - and
G R A H A M E R L A C H E R fit A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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p r i o r to t h i s r u l i n g , p r i o r t o th e in t r o d u c t io n o f any
e v id e n c e by th e d e fe n d a n ts . A l l r i g h t .
MR. WOMBLE: We o f f e r i n t o e v id e n c e D e fe n d a n t 's
E x h ib i t 1 .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t 1 i s re c e iv e d in t o th e e v id e n c e .
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 1
f o r i d e n t i f i c a t i o n ,
i n t o e v id e n c e .
and was re c e iv e c
WHEREUPON,
MARVIN M. WARD
was d u ly sw orn and t e s t i f i e d as f o l lo w s :
DIRECT EXAMINATION
Q (B y M r. Womble) P le a s e s ta te y o u r name.
A M a rv in M a r t in W ard.
Q Where do you l i v e ?
A 641 Y o rk s h ir e Road i n W in s to n -S a le m .
Q M r. W ard, how o ld a re you?
A F i f t y - f i v e .
Q What i s y o u r Job?
A S u p e r in te n d e n t o f S c h o o ls .
Q F o r w h a t system ?
A W in s to n -S a le m /F o rs y th C o u n ty .
Q How lo n g have you been w i t h th e lo c a l p u b l ic
s c h o o l system ?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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A F o r th e c u r r e n t W in s to n -S a le m /F o rs y th C o u n ty
S c h o o l S ystem s in c e '6 3 . The fo rm e r C i t y S c h o o l System
s in c e 1937 .
Q You came w i t h th e W in s to n -S a le m S c h o o l System
i n 1937?
A Y e s , s i r .
Q What p o s i t io n s have you h e ld , o r w h a t p o s i t io n s
d id you h o ld th ro u g h th e y e a rs c h r o n o lo g ic a l ly g iv e n i n
th e W in s to n -S a le m p u b l ic s c h o o l system ?
A F i r s t as a t e a c h e r , th e n as an e le m e n ta ry p r i n c i
p a l , i n 19^+9 I became an a d m in is t r a t iv e a s s is t a n t i n th e
c i t y sys te m , i n 1956 an a s s is t a n t s u p e r in te n d e n t i n th e
c i t y sys te m , i n 1962 s u p e r in te n d e n t , i n 1963—
Q 1962 s u p e r in te n d e n t? S u p e r in te n d e n t o f th e
W in s to n -S a le m C i t y S ch o o l System?
A The C i t y S ch o o l S ystem . I n *63 S u p e r in te n d e n t
o f th e W in s to n -S a le m /F o rs y th C ou n ty S c h o o l S ystem .
Q And you have been s u p e r in te n d e n t s in c e 1963 ,
s u p e r in te n d e n t o f th e c o n s o lid a te d W in s to n -S a le m /F o rs y th
C o u n ty S ch o o l System s in c e 1963?
A Y es, s i r .
Q Do you happen to r e c a l l th e a c u ta l d a te o f
c o n s o l id a t io n ?
A I t was i n June o f 1963 , o r J u ly 1 s t , 1963 .
Q A t th e p re s e n t t im e , w h a t i s th e s iz e o f th e
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C
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1 s c h o o l sys tem as t o p u p i ls and te a c h e rs ?
A We have a p p ro x im a te ly 5 0 ,5 0 0 s tu d e n ts and a b o u t
2 ,1 0 0 te a c h e rs .
Q How many s c h o o ls do you have?
A S ix ty - s e v e n r e g u la r s c h o o ls and one o r tw o
s m a lle r s c h o o ls . L ik e c o n t in u in g e d u c a t io n .
Q Now, t h i s s c h o o l sys tem s e rv e s w h a t g e o g ra p h ic
a rea?
A I t s e rv e s th e e n t i r e a re a o f th e C i t y o f W in s to n -
Salem and th e e n t i r e a re a o f F o rs y th C o u n ty .
0 O f c o u rs e th e C i t y o f W in s to n -S a le m i s i n F o rs y th
C o u n ty , so i t c o v e rs a l l o f F o rs y th C o u n ty , w h ic h in c lu d e s
W in s to n -S a le m . I s t h a t c o r r e c t?
A T h a t 's r i g h t .
a What i s th e a p p ro x im a te s iz e o f F o r s y th C oun ty?
I n o th e r w o rd s , w ha t i s th e shape o f th e c o u n ty ? I s i t
more o r le s s s q u a re , o r w ha t?
A The c o u n ty i s b a s ic a l l y r e c ta n g u la r i n shape .
Q A b o u t how f a r i s i t — how w id e i s th e c o u n ty fro m
w e s t t o e a s t?
A A p p ro x im a te ly 26 o r 27 m ile s fro m e a s t t o w e s t,
and some 18 o r 19 m ile s n o r th t o s o u th .
G Where w i t h in th e c o u n ty i s W in s to n -S a le m lo c a te d ?
A W in s to n -S a le m i s s l i g h t l y s o u th o f th e g e n e ra l
c e n te r o f th e c o u n ty . I t ’ s r o u g h ly i n th e m id d le fro m e a s t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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t o w e s t, b u t i t ' s n e a re r th e s o u th e rn edge o f th e c o u n ty
th a n th e n o r th e r n .
Q Do you know th e a p p ro x im a te p o p u la t io n o f th e
C i t y o f W in s to n -S a le m ?
A Somewhere i n th e n e ig h b o rh o o d o f 1 4 0 ,0 0 0 .
Q How a b o u t th e p o p u la t io n o f th e w h o le c o u n ty ?
A Somewhere e s t im a te d be tw een 225 and 230 th o u s a n d .
Q W hat o th e r in c o r p o r a te d m u n ic ip a l i t i e s o r tow ns
a re th e r e i n th e c o u n ty ?
A I 'm n o t s u re a l l o f th e s e a re in c o r p o r a te d .
K e r n e r s v i l le i s p ro b a b ly th e la r g e s t one .
Q Where i s t h a t lo c a te d ?
A i n th e e a s te rn s e c t io n o f th e c o u n ty . And th e re
i s R u ra l H a l l i n th e n o r th e r n edge o f th e c o u n ty , and
L e w is v i l l e and Clemmons a re o v e r on th e w e s te rn edge and
th e s o u th w e s te rn . T h e re a re p ro b a b ly o th e r la r g e r communi
t i e s .
Q
you?
S o u th -w is e , y o u 'r e t a l k in g a b o u t C lemmons, a re
A Clemmons i n th e s o u th w e s t and L e w is v i l l e b a s ic a l l y
t o th e w e s t.
Q What i s th e c o m p o s it io n o f th e s c h o o l b o a rd ?
How many members a re th e re ?
A T h e re a re now e ig h t members o f th e s c h o o l b o a rd .
Q And how a re th e s c h o o l b o a rd members chosen?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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A The s c h o o l b o a rd members a re p r e s e n t ly e le c te d
i n th e c o u n ty a t la r g e .
MR. WOMBLE: W ould you m ark t h i s f o r i d e n t i f i c a
t io n ?
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 2
f o r i d e n t i f i c a t i o n . )
Q M r. W ard, I show yo u a p ie c e o f p a p e r t h a t has
been m arked D e fe n d a n ts ' E x h ib i t 2 , and ask you w h a t t h a t is ?
A E x h ib i t 2 shows th e makeup o f th e s c h c o l b o a rd
i n F o r s y th C o u n ty and i n W in s to n -S a le m fro m 1959 up to
1963 , and th e makeup o f th e W in s to n -S a le m /F o rs y th C o u n ty
B o a rd a f t e r t h a t t im e , and th e m anner i n w h ic h b o a rd
members had been s e le c te d .
Q I s t h a t a c o r r e c t s ta te m e n t?
A Y e s , t h i s i s a c o r r e c t s ta te m e n t ta k e n fro m th e
f i l e s .
Q Taken fro m th e f i l e s i n y o u r o f f i c e ?
A Y e s , s i r .
Q Now, t h i s shows t h a t i n 1 9 6 9 -7 0 , th e r e a re e ig h t
members o f th e b o a rd , seven w h ite and one b la c k .
A T h a t ' s r i g h t .
Q I n '6 8 - '6 9 , s i x and tw o . The same f o r '6 7 -6 8 .
A re th o s e c o r r e c t?
A Y e s , s i r .
0 Now, I n o t ic e t h a t th e b o a rd was la r g e r d u r in g th e
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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y e a r '6 6 -6 7 back to '6 3 —6 4 , and t h a t d u r in g t h a t t im e
th e r e w ere th r e e N egro members. I n '6 6 -6 7 s i x w h i te ;
'6 5 -6 6 seven w h i te ; *6 4 -6 5 e ig h t w h i te ; and *6 3 -6 4 n in e
w h i te . Would you p le a s e e x p la in how i t happened t h a t th e re
w ere tw e lv e members i n '6 3 -6 4 , d ro p p in g down t o th e e ig h t
members i n '6 7 -6 8 ?
A A l l th e b o a rd members a f t e r c o n s o l id a t io n i n
1963 w ere t o be a p p o in te d by th e C o u n ty C o m m is s io n e rs . The
makeup o f th e b o a rd on th e c o n s o l id a t io n o f th e tw o s c h o o l
sys te m s in c lu d e d th e e n t i r e m em bersh ip o f b o th b o a rd s . One
o f them w o u ld have had seven members and one f i v e members,
m ak in g a t o t a l o f tw e lv e . Each y e a r a f t e r t h a t f o r a f o u r -
y e a r p e r io d , th e num ber o f b o a rd members was re d u ce d by
one u n t i l i t re a c h e d th e num ber o f e ig h t f o u r y e a rs l a t e r .
Q When was i t changed fro m an a p p o in te d b o a rd to
an e le c te d b oa rd?
A A f t e r th e f o u r - y e a r p e r io d , t h a t an e le c t io n was
h e ld a f t e r th e f i r s t f o u r y e a rs .
Q F o u r y e a rs a f t e r c o n s o l id a t io n ?
A F o u r y e a rs a f t e r c o n s o l id a t io n an e le c t io n was
h e ld t o d e te rm in e w h e th e r f u r t h e r b o a rd s w o u ld be a p p o in te d
o r e le c te d , and t h i s e le c t io n d e te rm in e d t h a t f u t u r e b o a rd s
w o u ld be e le c te d , and we have now had one e le c t i o n and
f o u r members o f th e p re s e n t b o a rd a re e le c te d , and th e
o th e r f o u r a re members who w ere a p p o in te d by th e C o u n ty
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
PHONE: 7 6 5 - 0 6 3 6
C o m m is s io n e rs .-
G Now, this statement that’s marked Defendants’
Exhibit No. 1 shows that the City Board of Education during
the years '59 through ’63 had six white members and one
Negro member, and the County Board during the years '59 to
'63 had four white members and one Negro member. How were
the members of the City Board chosen during those years?
A They w ere s e le c te d by th e B o a rd o f A ld e rm e n , o r
a p p o in te d by th e B o a rd o f A ld e rm e n .
Q How w ere th e members o f th e C ou n ty B o a rd chosen
d u r in g th o s e ye a rs?
A The C o u n ty B oard members w ere e le c te d and a t la r g e
i n th e c o u n ty .
Q Do you know fro m y o u r own know ledge w h e th e r o r
n o t th e r e was N egro m em bership on th e W in s to n -S a le m C i t y
B oard o f E d u c a t io n p r i o r t o ’59?
A x have served in the central office since 1949,
and at least one Negro member has served on the school
board since that time, and I believe two or three years
prior to 1949. And all the years after, from 1949 up to
'59, which is shown on this Exhibit 2.
0 R e fe r r in g now to th e p re s e n t c o n s o l id a te d b o a rd ,
a re th e y a l l e le c te d a t th e same t im e , o r a re th e y e le c te d
f o r second te rm s?
A F o u r members a re e le c te d each t im e on s ta g g e re d
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D rive
W I N S T O N - S A L E M . N . C
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te rm s e v e ry tw o y e a rs .
MR. WOMBLE: We o f f e r E x h ib i t 2 i n t o e v id e n c e .
THE COURT: M r. S te in ?
MR. STEIN: No o b je c t io n .
THE COURT: L e t th e r e c o rd show t h a t th e
D e fe n d a n t S c h o o l B o a rd 's E x h ib i t No. 2 i s r e c e iv e d
in t o th e e v id e n c e .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts ’
E x h ib i t No. 2 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: M ark t h i s as D e fe n d a n ts ' E x h ib i t 3 ,
and t h i s one as D e fe n d a n ts ’ E x h ib i t 4 .
(The docum ents above r e f e r r e d to
w ere m arked D e fe n d a n ts ' E x h ib i t s
N os. 3 and 4 f o r i d e n t i f i c a t i o n . )
Q (B y M r. Womble) M r. W ard, I show you D e fe n d a n ts '
E x h ib i t 3 and ask you to s ta te w h a t t h a t i s .
A E x h ib i t 3 i s a l i s t i n g o f th e s tu d e n t and f a c u l t y
in t e g r a t i o n s t a t i s t i c s fro m th e y e a r 1957 u n t i l 1969 i n
t h i s s c h o o l sys te m .
Q Was t h a t p re p a re d fro m re c o rd s i n y o u r o f f i c e
u n d e r y o u r d i r e c t io n ?
A Y e s .
MR. WOMBLE: We o f f e r t h i s i n t o e v id e n c e as
D e fe n d a n ts ' E x h ib i t 3 .
MR. STEIN: No o b je c t io n .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
PHONE: 7 6 5 - 0 6 3 6
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THE COURT: L e t th e re c o r d show t h a t D e fe n d a n ts '
E x h ib i t Ho. 3 i s r e c e iv e d in t o th e e v id e n c e .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts ’
E x h ib i t No. 3 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
Q (B y M r. Womble) M r. W ard, I c a l l y o u r a t t e n t io n
t o th e absence o f f ig u r e s f o r th e y e a r '6 3 -6 4 and '6 4 -6 5 .
How d id i t happen t h a t you d id n o t have re c o rd s f o r th o s e
y e a rs ?
A The y e a rs '6 3 -6 4 and '6 4 -6 5 w ere years i n w h ic h
we w ere asked n o t t o keep s t a t i s t i c s o r re c o rd s o f p u p i ls
by r a c e .
Q Asked by whom?
A Our s c h o o l b o a rd a d o p te d t h i s p o l i c y , b u t i t was
asked b y th e f e d e r a l g o v e rn m e n t, I b e l ie v e , t h a t we n o t
keep a re c o rd b y ra c e a f t e r t h a t t im e .
Q And th e n l a t e r th e y asked you to keep re c o rd s ?
A L a te r th e y d id n o t a sk t h a t we keep re c o rd s by
ra c e , b u t th e y asked f o r r e p o r t s by r a c e , and th e s e r e p o r t s
t h a t we have g iv e n a f t e r t h a t p e r io d a re n o t re c o rd s t h a t
a re k e p t o f i n d iv i d u a l s c h o o ls and ra c e b u t in fo r m a t io n t h a t
we have o b ta in e d fro m s c h o o l p r in c ip a ls y e a r b y y e a r i n
r e l a t i o n t o th e ra c e , s in c e we no lo n g e r m ark th e ra c e on
s c h o o l r e c o rd s .
Q And I show you D e fe n d a n ts ' E x h ib i t 4 and I ask
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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you w h a t t h a t i s .
A E x h ib i t 4 i s a p o l i c y a d o p te d b y th e s c h o o l b o a rd
i n F e b ru a ry , 196 9 . I t ' s p o l i c y num ber 1160 , w h ic h i s th e
r e s p o n s ib i l i t y t o o p e ra te a u n i t a r y and n o n - d is c r im in a to r y
s c h o o l sys te m .
Q Was t h i s f o r m a l ly a d o p te d b y th e b o a rd ?
A Y e s , d u r in g th e m onth o f F e b ru a ry .
Q I s i t a t th e p re s e n t t im e one o f th e p o l i c i e s o f
th e b o a rd ?
A I t i s one o f th e e x i s t i n g p o l i c i e s o f th e b o a rd .
MR. WOMBLE: We o f f e r t h i s i n t o e v id e n c e .
THE COURT: M r. S te in ?
MR. STEIN: No o b je c t io n .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t No. 4 i s r e c e iv e d i n e v id e n c e .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts '
E x h ib i t No. 4 f o r i d e n t i f i c a t i o n ,
1 as re c e iv e d i n e v id e n c e . )
Q (B y M r. Womble) M r. W ard, t h a t p o l i c y t h a t i s
s ta te d on E x h ib i t 4 was a d o p te d when w i t h r e s p e c t to th e
e le c t io n o f members t o th e c o n s o lid a te d B o a rd o f E d u c a tio n ?
A The c u r r e n t e le c te d members w ere e le c te d i n
N ovem ber, 1 96 8 , and w e n t i n t o o f f i c e December th e 1 s t . T h is
p o l i c y was a p p ro ve d o r a d o p te d i n F e b ru a ry o f 1 96 9 , some tw o
m on ths a f t e r th e y had come in t o o f f i c e .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1 q R e fe r r in g t o th e h is t o r y o f i n t e g r a t i o n i n th e
p u b l ic s c h o o ls i n W in s to n -S a le m , I b e l ie v e you t e s t i f i e d
you w ere w i t h th e p u b l ic s c h o o l sys te m i n — fro m 1937 on?
A Y es.
Q What was y o u r p o s i t i o n w i t h th e s c h o o l sys tem
i n 1957?
A An a s s is t a n t s u p e r in te n d e n t o f th e c i t y s c h o o ls .
Q What was th e a c t io n o f th e b o a rd w i t h r e s p e c t t o
th e a d m is s io n o f one o r more c h i ld r e n o f th e N egro ra c e
in t o th e p u b l ic s c h o o l sys tem i n 1957? Do you r e c a l l
w h e th e r o r n o t th e r e was d e l ib e r a t io n be tw een th e lo c a l
s c h o o l b o a rd and o th e r s and w h a t a c t io n t h i s b o a rd to o k ?
A C o n s id e ra b le d e l ib e r a t io n be tw e en th e c i t y s c h o o l
b o a rd h e re , th e s c h o o l b o a rd i n C h a r lo t t e , and th e s c h o o l
b o a rd i n G re e n s b o ro , and a f t e r s e v e ra l m e e tin g s and d e l ib e r a
t i o n s , th e th r e e b o a rd s a g re e d , I b e l ie v e on th e same d a y ,
to a c c e p t s tu d e n ts who had a p p l ie d t o — N egro s tu d e n ts who
had a p p l ie d to w h i te s c h o o ls , and t h i s b o a rd , as I r e c a l l ,
had th r e e a p p l ic a t io n s w h ic h th e s c h o o l b o a rd w o u ld have
a p p ro ve d and in te n d e d t o a p p ro v e . Two o f them w ere w i t h
d raw n a m a t te r o f a day o r tw o b e fo re th e s c h o o l b o a rd to o k
i t s a c t io n . And th e s c h o o l b o a rd a s s ig n e d one s tu d e n t to
R e yn o ld s H ig h S c h o o l.
THE COURT: V/hat y e a r was t h a t , M r. Ward?
THE WITNESS: 1957.
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C.
PHONE: 7 6 5 - 0 6 3 6
-604-
0 (B y M r. Womble) Do you r e c a l l a n y th in g o f th e
s i t u a t i o n as t o th e p u b l ic a t t i t u d e and as t o p u b l ic con
c e rn , s c h o o l c o n c e rn and t h a t s o r t o f t h in g a t t h a t t im e ,
how i t was h a n d le d ?
A The th r e e s c h o o l b o a rd s w ere co n ce rn e d enough
u n t i l th e y m et p r i v a t e l y , th e v a r io u s b o a rd s d id , and
c o l l e c t i v e l y , as I r e c a l l th em , on tw o o r th r e e o c c a s io n s ,
ana because o f t h e i r g r e a t c o n c e rn f o r p u b l i c i t y - c o n c e rn
w i t h i t - i n v i t e d th e e d i t o r s o f th e p a p e rs i n th e s e th r e e
c o m m u n itie s t o m eet w i t h them w h i le th e y w ere d e l ib e r a t in g
i n t h e i r d is c u s s io n s . And th e th re e b o a rd s , as I r e c a l l
i t , w e re so g r e a t ly co n ce rn e d a b o u t th e s te p t h a t th e y w ere
g o in g t o ta k e a t t h a t t im e t h a t a l l th re e b o a rd s a g re e d to
m ee t on th e same day and make an announcem ent a t th e same
t im e , h o p in g t h a t th e f a c t t h a t th e tw o o th e r b o a rd s '
a c t io n w o u ld h e lp r e l ie v e some p re s s u re on each in d iv i d u a l
b o a rd .
Q Do you r e c a l l a n y th in g w i t h r e fe re n c e to a r ra n g e
m en ts as f a r as p o l ic e p r o te c t io n and t h a t s o r t o f t h in g
w ere c o n ce rn e d to a v o id any t r o u b le ?
A S p e c ia l p o l ic e and h ig hw a y p a t r o l p r o t e c t io n was
a r ra n g e d , and even th e g o v e rn o r , I b e l ie v e , g o t in v o lv e d
i n h e lp in g t o p r o v id e p r o t e c t io n , t o be s u re t h a t e v e r y th in g
w e n t w e l l . And on th e f i r s t day and f o r s e v e r a l d a y s ,
p o l ic e p r o te c t io n was made a v a i la b le .
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f o a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 765-0636
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Q Was th e r e any d i f f i c u l t y lo c a l l y ?
A N o th in g more th a n one o r tw o m in o r in c id e n t s .
N o th in g d e v e lo p e d o f any s u b s t a n t ia l am oun t.
Q P r io r to t h a t , had th e B oa rd o f E d u c a t io n a d o p te d
r u le s and r e g u la t io n s g o v e rn in g th e a s s ig n m e n t o f p u p i ls ?
A Y e s , th e S c h o o l B oa rd had a d o p te d r u le s and
r e g u la t io n s c o n c e rn in g t h a t , I b e l ie v e d u r in g th e y e a r
p r i o r t o t h i s a c t io n .
Q I show you D e fe n d a n ts ’ E x h ib i t 5 , and I ask you
to i d e n t i f y i t , p le a s e .
(The docum ent above r e f e r r e d to was
m arked D e fe n d a n ts ’ E x h ib i t No. 5
f o r i d e n t i f i c a t i o n . )
A E x h ib i t No. 5 shows r u le s and r e g u la t io n s g o v e rn
in g th e a s s ig n m e n t and change o f a s s ig n m e n t f o r th e c h i ld r e n
i n th e W in s to n -S a le m C i t y S ch o o l A d m in is t r a t iv e U n i t , and i t
i s d a te d A u g u s t 9 th , 1956.
Q Was t h a t a ss ig n m e n t accom pan ied by fo rm s t h a t
w o u ld be used f o r a p u p i l d e s i r in g t o have h is s c h o o l
a s s ig n m e n t changed?
A Y es. I t in c lu d e d fo rm s on w h ic h th e s tu d e n t
w o u ld a p p ly and a ls o th e fo rm s w h ic h w ere used b y re p re s e n ta
t i v e s o f th e B oard o f E d u c a tio n i n m ak ing th e a s s ig n m e n t o r
i n d e n y in g a s s ig n m e n t.
Q A t t h a t t im e w h a t was th e p la n o f a s s ig n m e n t
w i t h in th e W in s to n -S a le m s c h o o l system ?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C.
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1 A B a s ic a l l y i t was a g e o g ra p h ic a s s ig n m e n t. T h e re
w ere one o r tw o y e a rs i n th e r e when no fre e d o m o f t r a n s f e r
was a l lo w e d , b u t m ost o f th e y e a rs - I 'm n o t s u re w h ic h
y e a rs t h a t we d id n o t a l lo w any t r a n s f e r ; th e r e was a tw o -
y e a r span o f t im e t h a t we d id n o t a l lo w any t r a n s f e r a t a l l .
MR. WOMBLE: We o f f e r t h i s i n t o e v id e n c e as
D e fe n d a n ts ' E x h ib i t 5 .
MR. STEIN: Y o u r H o n o r, I have J u s t now seen i t .
I t ' s some te n o r tw e lv e p a g e s . I w o u ld l i k e a t l e a s t
t o be a b le t o have an o p p o r t u n i t y t o o b je c t .
THE COURT: A l l r i g h t . F o r my r e c o r d , I am g o in g
to o v e r r u le y o u r o b je c t io n , b u t w i t h t h i s i n t o th e
r e c o r d , t h a t a f t e r c o u n s e l exam ines th e D e fe n d a n ts *
E x h ib i t 5 , he may make a m o tio n t o s t r i k e , o b je c t o r
o th e rw is e move b e fo re th e C o u r t to have th e e x h ib i t
s t r ic k e n fro m th e r e c o r d . I n t h a t w ay, i f I f o r g e t
i t , th e n i t ' s a lre a d y i n th e r e , and I k in d o f make i t
y o u r r e s p o n s ib i l i t y .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts '
E x h ib i t No. 5 f o r i d e n t i f i c a t i o n ,
was r e c e iv e d in t o e v id e n c e .)
Q (B y M r. Womble) M r. W ard, I now show you th e
D e fe n d a n ts ' E x h ib i t s 6 -A , 6 -B , 6 -C , p u r p o r t in g t o r e la t e
t o p u p i l a s s ig n m e n ts , o r r a th e r a c t io n o f th e B o a rd on
re q u e s t f o r p u p i l changes i n a s s ig n m e n t im m e d ia te ly p r i o r
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
PHONE: 7 6 5 - 0 6 3 6
t o th e 1957 s c h o o l y e a r . S ta te w h e th e r o r n o t t h a t i s w h a t
t h a t i s .
(The docum ents above r e f e r r e d t o
w ere m arked D e fe n d a n ts ' E x h ib i t s
N os. 6 -A , 6—B and 6—C f o r i d e n t i f i
c a t io n . )
A T h is i s th e r e q u is i t i o n f o r a s s ig n m e n t and S c h o o l
B oa rd a c t io n i n c o n n e c t io n w i t h i t on t h a t d a te .
Q Does t h a t show a p p l ic a t io n s f o r t r a n s f e r t h a t
w ere b o th a p p ro ve d and d e n ie d ?
A Y es, i t d o e s .
Q I n o t ic e a t th e b o tto m a h a n d w r it te n s ta te m e n t,
tw o h a n d w r it te n s ta te m e n ts , w i t h th e i n i t i a l s "A C P ". Whose
i n i t i a l s w o u ld th e y be?
A D r . A . C ra ig P h i l l i p s who was S u p e r in te n d e n t o f
S c h o o ls i n th e c i t y a t t h a t t im e .
Q W hich o f th o s e p e rs o n s , i f a n y , was a N egro
s tu d e n t who was on re q u e s t re a s s ig n e d t h a t y e a r fro m one
s c h o o l t o a n o th e r , and w h a t 's th e name o f th e c h i l d and
th e s c h o o l t h a t i s in v o lv e d ?
A M is s G w endolyn B a i le y was t r a n s fe r r e d fro m
A tk in s H ig h S c h o o l to R e yn o ld s H ig h S c h o o l.
Q I n o te on E x h ib i t 6 -A tw o nam es, L o r e t t a S m ith
and V e lv a L o u is e S m ith , w i t h an a s t e r is k and a n o ta t io n
t h a t th e y w ere w ith d ra w n a t th e p a r e n ts ' r e q u e s t , and a
l i n e th ro u g h th o s e . Do you know w h e th e r o r n o t th o s e tw o
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
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c h i ld r e n w ere w h i te o r N egro c h i ld r e n ?
A B o th o f th o s e tw o g i r l s w ere N egro and had a p p l ie d
and a t th e t im e t h a t t h i s fo rm was p re p a re d f o r s u b m is s io n
t o th e S ch o o l B o a rd w ere l i s t e d . A f t e r t h i s had been p re
p a re d , I t h in k i t was th e day b e fo re th e S c h o o l B o a rd m et
and to o la t e t o re d o th e e n t i r e s h e e t , th e y w ith d re w a t
th e re q u e s t o f th e p a r e n ts , and t h a t i s th e re a s o n .
Q A re th e y th e tw o t h a t you s a id — w ere th o s e th e
tw o t h a t w ere app roved?
A Yes, s i r , th e B oard w o u ld have a p p ro ve d th o s e .
MR. WOMBLE: I o f f e r D e fe n d a n ts ' E x h ib i t s 6 -A ,
6—B and 6 -C .
THE COURT: M r. S te in , s in c e you have n o t seen
th e s e , I p ro p o s e to l e t them i n w i t h o u t p r e ju d ic e to
y o u r r i g h t t o l a t e r o b je c t . L e t th e D e fe n d a n ts '
E x h ib i t s 6—A , 6—B and 6—C — t h a t i s th e D e fe n d a n t
S ch o o l B o a rd 's E x h ib i t s 6 -A , 6 -B and 6-C be r e c e iv e d
in t o th e e v id e n c e w i th o u t p r e ju d ic e to th e r i g h t o f
th e p l a i n t i f f s t o l a t e r o b je c t and move to s t r i k e .
(The docum ents above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts ' E x h i
b i t s N os. 6 -A , 6 -B and 6-C f o r
i d e n t i f i c a t i o n , w ere r e c e iv e d i n
e v id e n c e . )
Q (B y M r. Womble) M r. W ard, I now show you
D e fe n d a n ts ' E x h ib i t 7 . P le a se s ta te w h a t t h a t i s .
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 7
f o r i d e n t i f i c a t i o n . )
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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1 A E x h ib i t 7 i s a l i s t i n g o f th e s tu d e n ts who a p p l ie d
f o r re a s s ig n m e n t, sho w in g th e l i s t o f s tu d e n ts who w ere
re a s s ig n e d and th o s e w h ic h w ere d e n ie d .
THE COURT: What d a te i s t h i s now? What y e a r?
THE WITNESS: T h is was A u g u s t 1 8 th , 1958 .
0 (By M r. Womble) How a re th e N egro c h i ld r e n who
w ere r e q u e s t in g a s s ig n m e n t fro m a N egro s c h o o l t o a w h ite
s c h o o l in d ic a te d on t h a t e x h ib i t ?
A T h e re a re ch e ck -m a rk s b y th r e e names o f s tu d e n ts
who w ere t r a n s fe r r e d fro m D ig g s t o E a s to n . D ig g s was a t
t h a t t im e an a l l - N e g r o s c h o o l, and E a s to n was a l l - w h i t e .
Q And th e th r e e t h a t you r e f e r r e d to a re th e th r e e
whose t r a n s fe r s w ere a p p ro v e d , i s t h a t c o r r e c t?
A T h a t 's c o r r e c t .
MR. WOMBLE: I o f f e r D e fe n d a n ts ' E x h ib i t 7 i n t o
e v id e n c e .
THE COURT: L e t th e D e fe n d a n t S c h o o l B o a rd 's
E x h ib i t No. 7 be re c e iv e d in t o th e e v id e n c e w i t h o u t
p r e ju d ic e t o th e r i g h t o f th e p l a i n t i f f s to l a t e r
move to s t r i k e - o b je c t and s t r i k e .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts ' E x h i
b i t No. 7 f o r i d e n t i f i c a t i o n , was
re c e iv e d i n e v id e n c e . )
Q (B y M r. Womble) M r. W ard, I show you D e fe n d a n ts '
E x h ib i t 8 and I ask you i f t h a t i s a s im i la r r e c o rd r e la t i n g
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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t o p u p i l t r a n s f e r s f o r th e y e a r 1959?
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 8
f o r i d e n t i f i c a t i o n . )
A Y es, i t i s a s im i la r re c o rd o f th e d a te o f June
2 4 th , 1959 . I t shows th o s e who a re re a s s ig n e d and th o s e
who w ere d e n ie d .
THE COURT: Can I t e l l , M r. W ard, i n lo o k in g a t
t h a t w h ic h a re w h ite and w h ic h a re b la c k ?
THE WITNESS: You can t e l l , I b e l ie v e . T h e re a re
ch e ck—m arks on t h i s by th e s tu d e n ts who w ere N egro and
moved in t o w h ite s c h o o ls .
Q (B y f i r . Womble) I d o n ' t b e l ie v e t h a t th e r e a re
any che cks t o show i f i t was a N egro c h i l d t r a n s f e r r in g to
a n o th e r N egro s c h o o l?
A From one ra c e to a n o th e r .
MR. WOMBLE: We o f f e r D e fe n d a n ts ' E x h ib i t 8 i n t o
e v id e n c e .
THE COURT: W a it j u s t a m in u te , M r. Womble. L e t
th e D e fe n d a n t S ch o o l B o a rd 's E x h ib i t No. 8 be re c e iv e d
in t o th e e v id e n c e w ith o u t p r e ju d ic e to th e r i g h t o f
th e p l a i n t i f f s t o o b je c t and move to s t r i k e .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts '
E x h ib i t No. 8 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
Q Now, i s i t y o u r r e c o l le c t io n t h a t th o s e c h i ld r e n
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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who had a lr e a d y been t r a n s f e r r e d , such as th e B a i le y c h i l d
i n 1957 , t h a t th e y w ere re a s s ig n e d to th e same s c h o o l th e
n e x t y e a r w i t h o u t h a v in g to re q u e s t re a s s ig n m e n t a g a in ?
A T h a t i s c o r r e c t .
Q So th e r e w o u ld n o t be a r e p e a t o f a re q u e s t f o r
a s s ig n m e n t each y e a r a f t e r th e y had once been t r a n s fe r r e d ?
A A f t e r th e y had been t r a n s fe r r e d , th e y w o u ld con
t in u e on i n t h a t s c h o o l.
Q I now show you D e fe n d a n ts * E x h ib i t No. 9 and I
ask you i f t h a t i s a s im i la r re c o rd f o r th e y e a r I9 6 0 ?
A Y es, i t i s .
Q And a re th e N egro c h i ld r e n who w ere s e e k in g
t r a n s f e r fro m a b la c k t o a w h ite s c h o o l a ls o in d ic a te d by
ch e ck m arks on t h a t re c o rd ?
A Y es, i n th e same m anner.
MR. WOMBLE: I o f f e r D e fe n d a n ts ' E x h ib i t 9 i n t o
e v id e n c e .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts *
E x h ib i t No. 9 i s re c e iv e d in t o th e e v id e n c e w i t h th e
same c o n d i t io n s as s ta te d f o r D e fe n d a n ts ' E x h ib i t 8 .
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 9
f o r I d e n t i f i c a t i o n and was re c e iv e d
i n e v id e n c e .)
Q (B y M r. Worable) M r. W ard, I show you D e fe n d a n ts '
E x h ib i t 10 and a sk you i f t h a t i s a s im i la r re c o rd f o r th e
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C.
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y e a r 1961?
A Y e s, i t i s .
Q A re th o s e whose names a re checked on t h i s l i s t
N egro c h i ld r e n who w ere s e e k in g t r a n s f e r fro m a b la c k t o a
w h ite s c h o o l?
A Y es, th e y w ere and p e rm is s io n was g ra n te d .
MR. WOMBLE: We o f f e r D e fe n d a n ts ' E x h ib i t 10 in t o
e v id e n c e .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t No. 10 i s re c e iv e d in t o th e e v id e n c e w i t h th e
same c o n d i t io n s as w ere s ta te d t o D e fe n d a n ts ' E x h ib i t 8
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 10
f o r i d e n t i f i c a t i o n and was r e c e iv e d
i n e v id e n c e . )
Q I show you D e fe n d a n ts ' E x h ib i t No. 11 and I ask
you i f t h a t i s a s im i la r r e c o rd f o r th e y e a r 1962?
A Y es, i t i s .
THE COURT: Now, b e fo re you ta k e t h a t o v e r , 1
w a n t to see i t a m in u te , M r. Womble. Do you have
f u r t h e r q u e s t io n s ?
MR. WOMBLE: Y es, s i r .
Q A re th e N egro c h i ld r e n on t h a t l i s t a ls o checked
as th e y w ere on th e o th e rs ?
A Y es, th e y a re .
Q Were th e y a pp ro ve d f o r t r a n s f e r fro m a b la c k —
fro m a b a s ic a l l y a l l - b la c k s c h o o l to a w h ite o r b a s ic a l l y
G R A H A M E R L A C H E R & A S S O C I A T E S
Official Court Reporters
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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w h ite s c h o o l?
A Y e s.
THE COURT: M r. W ard, I d o n ’ t know w h ic h w ere
b a s ic a l l y w h i te o r w h ic h w ere b a s ic a l l y th e N egro
s c h o o ls . Now, i n re a d in g t h i s , I g a th e r t h a t th e s e
a re N egro s tu d e n ts ?
THE WITNESS: Y es, and D ig g s was a t t h a t t im e a
N egro s c h o o l.
THE COURT: Now, th e y w ere a s s ig n e d i n '6 2 t o
D ig g s S c h o o l, i s t h a t r ig h t ?
THE WITNESS: '6 1 . I n '6 2 th e re a s s ig n m e n t was
made.
THE COURT: They w ere o r i g i n a l l y a s s ig n e d i n '6 2
to D ig g s , w e r e n 't th e y ?
THE WITNESS: Y es, u n t i l th e y made t h i s re q u e s t
f o r re a s s ig n m e n t.
THE COURT: Now, E a s to n was i n th e m ain an a l l -
w h ite s c h o o l?
THE WITNESS: Yes.
THE COURT: And t h i s i s th e s c h o o l to w h ic h th e y
go?
THE WITNESS: T h a t i s c o r r e c t .
THE COURT: I n each o f th e s e r e p o r t s , i f I lo o k
a t th e c h e ck -m a rks i n t h i s co lu m n , w i l l be th e N egro
s tu d e n ts who a re a s k in g f o r t r a n s f e r and th e s c h o o l
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N. C
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w h ic h th e y a tte n d e d a t th e t im e th e y a sk e d , and th e n
i n th e r ig h th a n d co lum n w i l l he th e s c h o o l t o w h ic h
th e y w ere p e r m it te d to t r a n s fe r ?
THE WITNESS: T h a t i s c o r r e c t .
THE COURT: A l l r i g h t .
MR. WOMBLE: I o f f e r D e fe n d a n ts ' E x h ib i t 11 in t o
e v id e n c e .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t No. 11 i s re c e iv e d in t o th e e v id e n c e w i t h th e
same c o n d i t io n s as re g a rd th e p re v io u s e x h ib i t .
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t N o. 11
f o r i d e n t i f i c a t i o n and was re c e iv e d
i n e v id e n c e . )
Q (B y M r. Womble) M r. W ard, I show you D e fe n d a n ts ’
E x h ib i t 12 and I ask you i f t h a t i s an e x c e rp t fro m m in u te s
o f th e B oa rd i n A p r i l o f ’ 6 3 , in c lu d in g th e r e p o r t o f th e
p o l i c y co m m itte e and a c t io n on th e r e p o r t o f th e p o l i c y
co m m itte ?
A Y e s , i t i s . ,
Q C o u ld you j u s t re a d w h a t th o s e m in u te s show?
A I ' l l re a d th e s ta te m e n t, th e reco m m e nd a tion o f
r
th e p o l i c y c o m m itte e w h ic h was a d o p te d b y th e S c h o o l B o a rd .
I b e l ie v e t h a t ' s th e in fo r m a t io n t h a t w i l l be h e lp f u l .
"The s c h o o l a tte n d a n c e a re a s w i l l be c le a r l y d e f in e d w i t h
w h a te v e r l o g i c a l changes a p p e a r t o be d ic t a t e d by c o n s o l id a -
g r a h a m e r l a c h e r a a s s o c i a t e s
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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t i o n o f c i t y and c o u n ty s c h o o ls i n th e m ost e f f i c i e n t use
o f e x i s t i n g f a c i l i t i e s . Any c h i l d whose re s id e n c e i s
re a s s ig n e d fro m one a tte n d a n c e a re a to a n o th e r and th e re b y
fro m one s c h o o l t o a n o th e r w i l l be e n t i t l e d t o r e t u r n to
th e s c h o o l he a tte n d e d in 196 2 -6 3 u n t i l he c o m p le te s th e
r e g u la r p rog ram o f s tu d ie s o f fe r e d th e r e . T h e re w i l l be
no r e s t r i c t i n g f a c to r s g o v e rn in g such an a s s ig n m e n t e x c e p t
t h a t th e p e o p le f u r n is h h is own t r a n s p o r t a t io n . Any c h i l d
r e s id in g i n th e c o u n ty o u ts id e o f th e C i t y o f W in s to n -S a le m
who has been i n a tte n d a n c e a t C a rv e r S c h o o l, and any p re
s c h o o l c h i l d who u n d e r p re v io u s p ro c e d u re s w o u ld have been
a s s ig n e d to C a rv e r , w i l l be e n t i t l e d to c o n t in u e a t C a rv e r
o r a p p ly f o r a ss ig n m e n t to C a rv e r w i t h t r a n s p o r t a t io n , o r
t o a p p ly f o r a ss ig n m e n t o r re a s s ig n m e n t to th e s c h o o l
s e r v in g h is r e s id e n t ia l a r e a . "
Q T h is r e fe re n c e to C a rv e r S c h o o l. When was C a rv e r
S c h o o l b u i l t ?
A In 1950 , I b e l ie v e .
Q By w h a t s c h o o l system ?
A By th e F o rs y th C ou n ty S ch o o l S ystem .
Q A t t h a t t im e , th e F o rs y th C ou n ty S ch o o l System
was a s c h o o l a d m in is t r a t iv e u n i t f o r s c h o o ls i n w h a t a rea?
A A l l o f F o rs y th C ou n ty o u ts id e o f th e c i t y l i m i t s
o f W in s to n -S a le m .
Q So i t was th e B oard o f E d u c a t io n f o r a l l o f th e
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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s c h o o ls i n F o rs y th C o u n ty b u t o u ts id e th e c i t y ?
A T h a t 's c o r r e c t .
Q And t h a t s c h o o l was b u i l t p r i o r to th e Brown
d e c is io n in 1954 o f some a t l e a s t f o u r o r f i v e y e a rs p r i o r
t o t h a t , w a s n 't i t ?
A T h a t 's r i g h t .
Q Where i s t h a t s c h o o l lo c a te d ?
A The s c h o o l i s lo c a te d on C a rv e r Road.
Q W hich i s where?
J u s t e a s t o f th e a i r p o r t .
Q And w h a t p u p i ls was t h a t s c h o o l b u i l t t o accommo-
d a te ?
A T l ia t s c h o o l was b u i l t t o accommodate a l l o f th e
N egro s tu d e n ts i n F o rs y th C o u n ty o u ts id e th e C i t y o f W in s to n -
Salem who w o u ld a t te n d g ra d e s 1 th ro u g h 12 .
THE COURT: Say t h a t a g a in - to accommodate a l l
N egro s tu d e n ts o u ts id e o f W in s to n -S a le m ?
THE WITNESS: Y es, w i t h in th e c o u n ty i n g ra d e s
1 th ro u g h 12 .
THE COURT: How la r g e i s i t ?
THE WITNESS: A p p ro x im a te ly f i f t e e n h u n d re d
s tu d e n ts .
0 (°y M r. Womble) Were th e f a c i l i t i e s o f t h a t
s c h o o l b u i l t th e n f o r c h i ld r e n i n a l l tw e lv e g ra d e s? I n
o th e r w o rd s , was i t b u i l t t o accommodate th e e le m e n ta ry
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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s c h o o l p rog ram and th e ju n io r h ig h and h ig h s c h o o l, s e n io r
h ig h , p rog ram s?
A The s c h o o l was d e s ig n e d f o r s e r v in g g ra d e s 1
th ro u g h 12 , and a c t u a l l y was d e s ig n e d o r p la n n e d and
d e s ig n e d to accommodate a l l o f th e N egro s tu d e n ts , and a l l
o f th e s c h o o ls e x i s t i n g f o r N egroes a t t h a t t im e w ere d is
c o n t in u e d and a l l th e s tu d e n ts a s s ig n e d to t h i s s c h o o l.
Q Now, r e f e r r i n g to th e p o l i c y w h ic h you re a d fro m
E x h ib i t 1 2 , s ta te w h e th e r o r n o t i t was i n c o n ju n c t io n w i t h
th e a d o p t io n o f t h i s p o l ic y t h a t C a rv e r S c h o o l— t h a t th e
C a rv e r S c h o o l d i s t r i c t l i n e s w ere r e v is e d so as n o t to
in c lu d e th e w ho le c o u n ty o u ts id e th e c i t y ?
A I b e l ie v e i t was a t t h i s t im e t h a t th e S ch o o l
B o a rd d rew d i s t r i c t l i n e s a ro u n d th e C a rv e r S ch o o l f o r th e
f i r s t t im e . Up t o t h a t t im e , i t had s e rv e d a l l th e s tu d e n ts
i n th e c o u n ty .
Q Now, a t t h a t t im e , w ere th o s e c h i ld r e n b e in g
bused in t o t h a t s c h o o l?
A Y es, a l l o f th e N egro s tu d e n ts i n th e c o u n ty w ere
b e in g bused to t h i s s c h o o l.
Q S ta te w h a t, i f a n y th in g , th e S c h o o l B o a rd d id a t
t h a t t im e w i t h re s p e c t to th e c h i ld r e n who w ere th e n a t te n d
in g C a rv e r S ch o o l and who d e s ir e d t o c o n t in u e to go to
C a rv e r S c h o o l.
A D u r in g th e 1963 y e a r , th e S c h o o l B oa rd d id g r a n t
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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them p e rm is s io n t o go in th e d i s t r i c t in w h ic h they l i v e d
o r to r e tu r n to C a rv e r w i t h transportation.
Q W h ic h e v e r th e y w an ted t o do?
A E i t h e r one .
Q When was t r a n s p o r t a t io n t o C a rv e r fro m o u ts id e
th e new C a rv e r d i s t r i c t l i n e s te rm in a te d ?
A I b e l ie v e i t was te rm in a te d th e f o l lo w in g y e a r ,
i n 1964 .
Q From and a f t e r th e te r m in a t io n o f t r a n s p o r t a t io n
fro m o u ts id e th e d i s t r i c t i n t o C a rv e r , was th e r e any o v e r
la p p in g o f s c h o o l zones i n th e W in s to n -S a le m /F o rs y th C o u n ty
s ys te m , o r t r a n s p o r t a t io n a c ro s s zoned l in e s ?
A A f t e r t h i s d i s t r i c t was fo rm e d , t r a n s p o r t a t io n
was p ro v id e d o n ly w i t h in th e d i s t r i c t , a f t e r i t was d is
c o n t in u e d to th e r e s t o f th e c o u n ty to th e C a rv e r a re a -
one o r tw o m in o r e x c e p t io n s . T h e re a re one o r tw o d i s t r i c t s
t h a t a re n o t s e p a ra te d by zo n e s , one o r tw o e le m e n ta ry
d i s t r i c t s a re n o t s e p a ra te d by zo n e s .
Q What do you mean by th a t?
A I n th e M in e ra l S p r in g s , Oak Sum m it, P r in c e
Ib rah a m a re a , th e re a re n o t f i r m l i n e s be tw een th e s e th r e e
e le m e n ta ry s c h o o ls .
Q You can e x p la in t h a t when we g e t to th e zone l i n e s
f o r th e s c h o o ls , c a n ' t you?
A Y es.
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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MR. WOMBLE: We o f f e r i n t o e v id e n c e P l a i n t i f f s '
E x h ib i t 12 .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t 12 i s re c e iv e d in t o th e e v id e n c e s u b je c t to
th e c o n d i t io n s f o r th e o th e r e x h ib i t s in t r o d u c e d by
th e d e fe n d a n t.
(The docum ent above r e f e r r e d to was
m arked D e fe n d a n ts ' E x h ib i t No. 12
f o r i d e n t i f i c a t i o n and was re c e iv e d
i n e v id e n c e .)
Q M r. W ard, w h a t was th e f i r s t y e a r i n w h ic h th e
S c h o o l B oa rd was c a l le d upon by th e D e p a rtm e n t o f H e a lth ,
E d u c a t io n and v /e lfa re to s u b m it a p la n and to com p ly w i t h
t h e i r r e g u la t io n s ?
A 1 965 -66 s c h o o l y e a r , I b e l ie v e .
Q I show you D e fe n d a n ts ' E x h ib i t 13 and ask you to
p le a s e e x p la in w ha t t h a t i s .
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t N o. 13
f o r i d e n t i f i c a t i o n . )
A T h is i s th e p la n f o r c o m p lia n c e w i t h th e T i t l e V I
C i v i l R ig h ts A c t o f 1964 w h ic h was a d o p te d by th e
W in s to n -S a le m /F o rs y th C oun ty B oard o f E d u c a t io n , A p r i l 2 9 ,
1965 .
Q S e c t io n 1 o f t h a t p la n shows th e s c h o o ls , th e
g ra d e s ta u g h t , th e e n ro l lm e n t i n each s c h o o l b y r a c e , and
th e s t a f f o f each s c h o o l b y r a c e , does i t ?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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A T h a t 's r i g h t .
0 S e c t io n 2 s e ts f o r t h th e p u p i l a s s ig n m e n t p o l i c y ,
i s t h a t c o r r e c t?
A Y es.
Q W ould you p le a s e re a d w h a t th e p o l i c y was u n d e r
t h a t p la n ?
A "The W in s to n -S a le m C i t y S c h o o l System lo c a te d
w i t h in th e C ou n ty o f F o rs y th , and th e F o rs y th C ou n ty S ch o o l
System w ere c o n s o l id a te d on J u ly 1 s t , 1963 . A t t h a t t im e
a l l B oa rd o f E d u c a t io n p o l i c i e s i n b o th fo rm e r sys tem s w ere
te r m in a te d , and i n th e su b se q u e n t m on ths f o l l o w in g J u ly th e
1 s t , 1963 , th e a d m in is t r a t iv e s t a f f and th e B oard o f Edu
c a t io n c re a te d and a d o p te d p o l i c i e s i n th e v a r io u s a re a s
o f a d m in is t r a t io n to g o v e rn th e n e w ly c o n s o l id a te d s c h o o l
s ys te m . The p u p i l a ss ig n m e n t p o l i c i e s a d o p te d and f o l l o w in g
th ro u g h th e s c h o o l y e a r w ere th e f o l l o w in g : The g e n e ra l
p o l i c y s ta te m e n t c o n c e rn in g p u p i l a s s ig n m e n t, num ber 5 1 1 7 .
S c h o o l a tte n d a n c e a re a s w i l l be c le a r l y d e f in e d w i t h
w ha te ve r l o g i c a l changes a p p e a r to be d ic t a t e d by c o n s o l id a
t i o n o f c i t y and c o u n ty s c h o o ls i n th e m ost e f f i c i e n t use
o f e x i s t i n g f a c i l i t i e s . Any c h i ld whose re s id e n c e i s
re a s s ig n e d fro m one a tte n d a n c e a re a to a n o th e r and th e re b y
fro m one s c h o o l to a n o th e r w i l l be e n t i t l e d to r e t u r n to
th e s c h o o l he a tte n d e d i n 196 2 -6 3 u n t i l he c o m p le te s th e
r e g u la r p rog ram o f s tu d y o f fe r e d th e r e and th e s c h o o ls
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
123 C l i f f d a l e D r i v e
W I N S T O N S A L E M . N C
-62
W hich I t n o r m a l ly fe e d s . T h e re w i l l be „ 0 r e e t r i c t i n g
f a c t o r s g o v e rn in g such a s s ig n m e n t e x c e p t t h a t th e r e g u la r
t r a n s p o r t a t io n r e g u la t io n s w i l l n o t a p p ly . Such p u p i ls may
e t r a n s p o r te d by s c h o o l bus i f th e y f u r n is h t h e i r own
t r a n s p o r t a t io n "to one of th** tone o f th e r e g u la r s to p s on th e bus r o u te
Any c h i l d r e s id in g i n th e c o u n ty o u ts id e th e C i t y o f
W in s to n -S a le m who has been in a tte n d a n c e a t C a rv e r S c h o o l
w i l l be e n t i t l e d t o c o n t in u e a t C a rv e r o r a p p ly f o r a s s ig n
a t t o C a rv e r w i t h t r a n s p o r t a t io n , o r to a p p ly f o r a s s ig n
a t o r re a s s ig n m e n t to th e s c h o o l s e r v in g h is r e s i d e n t ia l
a re a . A l l f i r s t - g r a d e c h i ld r e n s h a l l be a s s ig n e d to th e
s c h o o l i n th e d i s t r i c t i n w h ic h th e y l i v e . ' *
° N°V ' t h a t P a r t i c u la r p a r t w ou ld in d ic a t e m a y b e -
i t w o u ld in d ic a t e d e f i n i t e l y t h a t t r a n s p o r t a t io n t o C a rv e r
d id c o n t in u e th ro u g h th e '6 5 s c h o o l y e a r th e n , d i d n ' t i t ?
A T h a t i s c o r r e c t .
And t h a t was to p e r m it th o s e c h i ld r e n who w ere
a t te n d in g C a rv e r t o c o n t in u e on th ro u g h t h a t y e a r?
A Y es.
Q W ith t r a n s p o r ta t io n ?
A W ith t r a n s p o r t a t io n . A second p o l i c y , re q u e s t
o r change o f a s s ig n m e n t. "R e q u e s t f o r change i „ p u p i l
a s s ig n m e n t, i f made w i t h in th e r e q u ir e d t im e l i m i t , w i l l
be a pp ro ve d f o r th e f o l lo w in g re a s o n s : I f th e r e i s s u f f i
c ie n t room a t th e s c h o o l t o w h ic h a s s ig n m e n t i s re q u e s te d .
g r a h a m e r l a c h e r a a s s o c i a t e s
O fficial C o u r t R e p o r t e r s
12 3 C l iffdale D rive
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and i f th e p u p i l p ro v id e s h is own t r a n s p o r t a t io n ; (a )
C h i ld r e n who a re u n a b le to ta k e d e s ire d c o u rs e s a t th e
s c h o o ls to w h ic h th e y a re a s s ig n e d may be re a s s ig n e d to
th e n e a re s t s c h o o l a t w h ic h such c o u rs e s a re a v a i la b le ;
(b ) C h i ld r e n o f w o rk in g p a re n ts who a re k e p t a f t e r s c h o o l
by o th e r s , such as r e la t i v e s , n u r s e r ie s , and so f o r t h ,
o u ts id e th e a tte n d a n c e a re a i n w h ic h th e c h i ld r e n r e s id e
may be re a s s ig n e d to th e s c h o o l w h ic h s e rv e s th e a tte n d a n c e
a re a in w h ic h th e y a re k e p t ; ( c ) C h i ld r e n who l i v e i n
o p t io n a l a tte n d a n c e a re a s may be re a s s ig n e d fro m one s c h o o l
to a n o th e r w i t h in th e o p t io n a l a re a ; ( d ) C h i ld r e n who have
a b r o th e r o r a s i s t e r i n a s p e c ia l e d u c a t io n c la s s may be
re a s s ig n e d to th e s c h o o l i n w h ic h th e s p e c ia l c la s s p rog ram
i s c o n d u c te d ; (e ) C h i ld r e n who l i v e n e a re r th e s c h o o l i n an
a d jo in in g a tte n d a n c e a re a th a n th e s c h o o l t o w h ic h th e y
a re a s s ig n e d may be re a s s ig n e d to th e n e a re r s c h o o l.
C h i ld r e n r e s id in g i n F o rs y th C o u n ty may be re le a s e d to
a p p ly f o r a s s ig n m e n t t o o th e r a d m in is t r a t iv e u n i t s upon a
p ro p e r re q u e s t b y t h e i r p a r e n ts . N o n re s id e n t s tu d e n ts .
C h i ld r e n r e s id in g o u ts id e F o rs y th C ou n ty may be re a s s ig n e d
to s c h o o ls i n th e W in s to n -S a le m /F o rs y th C ou n ty S ch o o l
System p ro v id e d th e y a re p r o p e r ly re le a s e d by th e a d m in is
t r a t i v e u n i t i n w h ic h th e y r e s id e . R e g u la t io n s g o v e rn in g
such a ss ig n m e n t and a t u i t i o n r a te w i l l be e s ta b l is h e d by
th e B oa rd o f E d u c a tio n upon reco m m e nd a tion by th e S u p e r in -
G R A H A M E R L A C H E R ft A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N S A L E M . N. C
PHONE: 765-0636
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t e n d e n t . " T u i t i o n r a te f o r o u t - o f - c o u n ty s tu d e n ts was s e t
a t a h un d re d d o l la r s , w i t h paym ent to be c o l le c t e d in two
e q u a l in s ta l lm e n ts a t th e b e g in n in g o f each s e m e s te r .
Q What d id t h a t p la n say w i t h re s p e c t t o t r a n s
p o r t a t io n and s t a f f and p e rs o n n e l p r a c t ic e s ?
A L e t me re a d th e s t a f f and p e rs o n n e l p o l i c i e s a t
t h a t t im e . "M e e tin g s o f p r o fe s s io n a l p e rs o n n e l have been
d e s e g re g a te d f o r many y e a rs i n t h i s sys tem as shown b e lo w , "
and t h i s was i n 1965 , "Number 1 : G e n e ra l f a c u l t y m e e tin g s
have been d e s e g re g a te d f o r s i x y e a rs . T h is in c lu d e s a l l
p r o fe s s io n a l p e rs o n n e l. Two: P r in c ip a ls ' m e e tin g s have
been d e s e g re g a te d f o r n in e y e a rs . T h re e : S u p e rv is o ry
s t a f f m e e tin g s have been d e s e g re g a te d f o r tw e lv e y e a rs .
F o u r : C u r r ic u lu m s tu d y co m m itte e s have been d e s e g re g a te d
f o r th r e e y e a rs . And f i v e : A d v is o ry c o u n c i l m e e tin g s
f o r te a c h e rs and f o r p r in c ip a ls have been d e s e g re g a te d s in c e
th e b e g in n in g , a t th e t im e o f c o n s o l id a t io n tw o y e a rs ago.
S ix : The B oard o f E d u c a tio n i s composed o f th r e e N egro
members and e ig h t w h ite members, and t h i s B oard has been
d e s e g re g a te d f o r more th a n tw e n ty y e a rs . W h ite and N egro
members o f o u r p r o fe s s io n a l s t a f f have w orked c o o p e r a t iv e ly
to g e th e r f o r more th a n tw e n ty y e a rs . F o r th e l a s t two o r
th r e e y e a rs , we have had some w h i te and some N egro s t a f f
members s e rv e s c h o o ls o f b o th ra c e s . F o r a num ber o f y e a rs ,
some w h ite te a c h e rs i n s p e c ia l e d u c a t io n and i n f o r e ig n
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
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la n g u a g e w ere a s s ig n e d t o te a c h p a r t - t im e i n w h ite and p a r t -
t im e i n N egro s c h o o ls . I n 1964 th e f a c u l t y o f th e J u n io r
h ig h was d e s e g re g a te d w i t h tw e lv e w h ite and seven N e g ro .
I t i s o u r p r a c t ic e to p la c e a l l f a c u l t y members i n th e
p o s i t i o n i n w h ic h we b e l ie v e th e y can be m ost e f f e c t i v e . "
What was th e p la n w i t h r e s p e c t t o t r a n s p o r ta t io n ?
A "Th e W in s to n -S a le m /F o rs y th C ou n ty B o a rd o f Edu
c a t io n o p e ra te s a t r a n s p o r t a t io n sys tem w i t h N o r th C a r o l in a
S ta te fu n d s , w h ic h fu r n is h e s bus s e r v ic e to s tu d e n ts l i v i n g
o u ts id e th e C i t y o f W in s to n -S a le m and to s tu d e n ts i n some
n e w ly annexed a re a s o f W in s to n -S a le m as p r e s c r ib e d by th e
N o r th C a r o l in a S ta te la w . The num ber o f p u p i ls t r a n s p o r te d
i s 1 6 ,2 3 0 o f th e t o t a l in v o lv e m e n t o f 4 6 ,0 5 6 . The p r in c ip a l
o f th e s c h o o l a s s ig n s s tu d e n ts e n r o l le d i n h is s c h o o l to
buses f o r t r a n s p o r t a t io n i n a cco rd a n ce w i t h s ta te and lo c a l
r e g u la t io n s , o tu d e n ts a re e l i g i b l e f o r t r a n s p o r t a t io n
w i t h o u t re g a rd s to ra c e . C a rv e r S ch o o l g ra d e s 1 th ro u g h 12
was c o n s t ru c te d t h i r t e e n y e a rs p r i o r t o c o n s o l id a t io n o f
th e c o u n ty and c i t y s c h o o l sys tem to s e rv e a l l N egro
s tu d e n ts i n th e c o u n ty l i v i n g o u ts id e th e C i t y o f W in s to n -
S a lem . N egro s tu d e n ts fro m a l l o u t l y in g a re a s i n th e
c o u n ty have t r a d i t i o n a l l y been t r a n s p o r te d t o C a rv e r S ch o o l
d u r in g th e s e t h i r t e e n y e a rs as in d ic a te d i n th e p o l i c i e s
l i s t e d a bove . U nder th e p u p i l a s s ig n m e n t p o l i c y a d o p te d
b y th e W in s to n -S a le m /F o rs y th C ou n ty B oa rd o f E d u c a t io n on
G R A H A M E R L A C H E R a A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N S A L E M . N C
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J u ly 1 s t , 1963 , s tu d e n ts r e s id in g i n th e c o u n ty o u ts id e th e
C i t y o f W in s to n -S a le m w ere g iv e n th e c h o ic e o f c o n t in u in g
a t C a rv e r w i t h t r a n s p o r t a t io n o r o f t r a n s f e r r in g t o th e
s c h o o l s e r v in g t h e i r r e s id e n t ia l a re a w i t h t r a n s p o r t a t io n .
The e x is te n c e o f t h i s c h o ic e was made known to a l l s tu d e n ts
and t h e i r p a r e n ts .
Q Now, i n c o n n e c t io n w i t h t h i s p la n t h a t you have
j u s t e x p la in e d and have been re a d in g f ro m , w ere th e re
c e r t a in amendments w h ic h w ere a d o p te d by th e B o a rd and
in c o r p o r a te d i n th e p la n f o r a p p l ic a t io n as o f th e b e g in n in g
o f th e f a l l se m e s te r 1965?
A Y es, th e re w e re .
Q And w ha t w ere th e amendments?
A I n r e la t i o n to a tte n d a n c e a re a s , "A tte n d a n c e a re a s
a re h e re b y e s ta b l is h e d f o r a l l s c h o o ls w i t h in th e W in s to n -
S a le m /F o rs y th C ou n ty a d m in is t r a t iv e u n i t , and th e b o u n d a r ie s
a re h e re b y e s ta b l is h e d as shown on th e map e x h ib i t e d to and
a p p ro ve d b y th e B o a rd , s a id map b e in g e n t i t l e d " P u b l ic
S c h o o ls " and d a te d th e 2 9 th day o f A p r i l , 1 9 6 5 ." " I n i t i a l
A s s ig n m e n t. The i n i t i a l a ss ig n m e n t o f a l l p u p i ls f o r each
s c h o o l s h a l l be to th e s c h o o l o f h is g rad e w i t h in th e
a tte n d a n c e a rea o f th e p u p i l ' s re s id e n c e s u b je c t t o th e
f o l lo w in g e x c e p t io n s : A p a re n t o f any p u p i l a lre a d y a t te n d
in g a s c h o o l i n an a tte n d a n c e a re a o th e r th a n th e a re a o f
h is re s id e n c e s h a l l be g iv e n th e c h o ic e o f h a v in g such
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
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c h i l d i n i t i a l l y a s s ig n e d f o r th e e n s u in g y e a r t o (a ) th e
s c h o o l he i s c u r r e n t ly a t te n d in g , o r ( b ) th e s c h o o l o f h is
g ra d e w i t h in th e a tte n d a n c e a re a o f h is r e s id e n c e . The
f r e e c h o ic e o f t r a n s fe r . A f t e r th e i n i t i a l a ss ig n m e n t has
been made as p ro v id e d i n p a ra g ra p h 2 , th e p a r e n t o f any
p u p i l may a p p ly t o th e B oard f o r th e re a s s ig n m e n t o f such
p u p i l t o any s c h o o l s e r v in g h is g ra d e and lo c a te d i n any
o th e r a tte n d a n c e a re a . Such a p p l ic a t io n f o r re a s s ig n m e n t
s h a l l be i n w r i t i n g on fo rm s p ro v id e d f o r t h a t p u rp o s e ,
and s h a l l be a llo w e d to th e e x te n t t h a t th e f a c i l i t i e s and
accom m odations o f th e chosen s c h o o l w i l l p e r m it . Such
a p p l ic a t io n f o r re a s s ig n m e n t may d e s ig n a te more th a n one
s c h o o l, i n w h ic h case re a s s ig n m e n t w i l l be made i n th e
o rd e r o f th e a p p l ic a n t 's d e s ig n a te d p re fe re n c e to th e f i r s t
s c h o o l w h ic h has f a c i l i t i e s and accom m odations t o p e r m it
th e p u p i l on whose b e h a l f th e a p p l ic a t io n i s made. A p p l i
c a t io n f o r re a s s ig n m e n t s h a l l be made on o r b e fo re J u ly th e
1 s t , o r w i t h in te n days a f t e r th e i n i t i a l a s s ig n m e n t o f
th e p u p i l , w h ic h e v e r i s l a t e r . The a p p l ic a t io n need n o t
c o n ta in any re a s o n f o r th e re a s s ig n m e n t re q u e s te d , b u t i f
th e r e a re more a p p l ic a t io n s f o r re a s s ig n m e n t t o a p a r t i c u
l a r s c h o o l th a n th e s c h o o l can accom m odate, p r i o r i t y w i l l
be g iv e n on th e f o l lo w in g b a s is and i n th e f o l l o w in g o r d e r :
( a ) A p u p i l who i s u n a b le t o ta k e d e s ire d c o u rs e s a t th e
s c h o o l to w h ic h he i s a s s ig n e d and who i s a p p ly in g f o r
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e . 7 6 5 - 0 6 3 6
reassignment to th e s c h o o l at w h ic h such c o u rs e s a re
available. (b) The pupil who lives n^aiest the sonool to
w h ic h re a s s ig n m e n t i s re q u e s te d .
" S e c t io n 4 , t r a n s f e r s a re l im i t e d i n cases o f new
s c h o o ls . I n th e case o f mass a s s ig n m e n ts t o n e w ly opened
s c h o o ls i n n e w ly c re a te d a tte n d a n c e a re a s , th e B oard may
deny th e a p p l ic a t io n f o r th e re a s s ig n m e n t o f any p u p i l back
t o th e s c h o o l i n w h ic h he was p r e v io u s ly e n r o l le d i f i n th e
ju d g m e n t o f th e B oard i t a pp ea rs t h a t th e num ber o f a p p l ic a
t io n s f o r re a s s ig n m e n t i s l i k e l y to be o f such vo lum e as
t o u n d u ly re d u ce th e e n ro l lm e n t o f a new s c h o o l o r to
i n t e r f e r e w i t h th e o r d e r ly a d m in is t r a t io n t h e r e o f .
I n r e la t i o n t o v a r s i t y a t h l e t i c s , "a p u p i l who as
a r e s u l t o f e x e r c is in g th e p r i v i l e g e o f re a s s ig n m e n t und e r’
th e f r e e c h o ic e o f t r a n s f e r p r o v is io n s i s re a s s ig n e d to a
s e n io r h ig h s c h o o l - and t h a t ' s g ra d e s 11 and 12 - o th e r
th a n th e s e n io r h ig h s c h o o l s e r v in g th e a tte n d a n c e a re a i n
w h ic h he r e s id e s , s h a l l n o t be e l i g i b l e f o r p a r t i c i p a t i o n
i n v a r s i t y a t h l e t i c s f o r th e d u r a t io n o f th e f i r s t s c h o o l
y e a r 'c r o w in g 3uch re a s s ig n m e n t u n le s s th e p r in c ip a l o f
th e s c h o o l to w h ic h th e p u p i l was i n i t i a l l y a s s ig n e d c e r t i
f i e s t h a t such re a s s ig n m e n t was n e c e s s a ry i n o rd e r f o r th e
p u p i l t o ta k e a d e s ire d c o u rs e w h ic h was n o t a v a i la b le i n
th e s c h o o l to w h ic h the p u p i l was i n i t i a l l y a s s ig n e d ."
"The s c h o o l c a p a c i t y . A r a te d c a p a c i t y s h a l l be
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
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1 e s ta b l is h e d and a d o p te d by th e B oa rd f o r each s c h o o l p r i o r
to th e d a te o f r e g u la r o r i n i t i a l a s s ig n m e n ts o r any e n s u in g
s c h o o l y e a r . S a id r a t in g s h a l l be a p p l ie d i n d e te rm in in g
th e a v a i l a b i l i t y o f f a c i l i t i e s and accom m odations f o r
p u p i ls a p p ly in g f o r re a s s ig n m e n t u n d e r th e f r e e c h o ic e o f
t r a n s f e r p r o v is io n s . They s h a l l n o t be a p p l ie d t o e x c lu d e
p u p i ls u n d e r th e i n i t i a l a s s ig n m e n t p r o v is io n s . "
S e c t io n 7 , e n ro l lm e n t t o c o n t in u e f o r th e s c h o o l
y e a r . "A p u p i l e n r o l le d i n a s c h o o l f o l l o w in g a s s ig n m e n t
o r re a s s ig n m e n t as h e re in a b o v e p ro v id e d s h a l l re m a in i n th e
s c h o o l i n w h ic h he i s e n r o l le d f o r th e s c h o o l y e a r , and no
s u b se q u e n t re a s s ig n m e n t w i l l be p e r m it te d e x c e p t f o r a
change o f re s id e n c e fro m one a tte n d a n c e a re a t o a n o th e r , o r
f o r o th e r good cause shown. I n th e e v e n t o f change o f
re s id e n c e to a n o th e r a tte n d a n c e a re a , th e p u p i l may i f he so
d e s ir e s re m a in i n th e s c h o o l i n w h ic h he i s e n r o l le d . "
On t r a n s p o r t a t io n , "W here t r a n s p o r t a t io n i s p ro
v id e d i n any s c h o o l a tte n d a n c e a re a , th e s c h o o l buses w i l l
n o t n o rm a lly o p e ra te beyond th e b o u n d a r ie s o f such a tte n d a n c e
a re a , and th e r e fo r e i t w i l l n o t be p r a c t ic a b le t o t r a n s p o r t
a p u p i l r e s id in g i n one a tte n d a n c e a re a to th e s c h o o l o f
h is c h o ic e i n a n o th e r a tte n d a n c e a re a ; p ro v id e d , h o w e ve r,
t h a t a p u p i l r e s id in g i n any a tte n d a n c e a re a and a t te n d in g
a s c h o o l i n a n o th e r a tte n d a n c e a re a may have t r a n s p o r t a t io n
t o such s c h o o l fro m any r e g u la r s to p f o r r e c e iv in g p u p i l s ,
G R A H A M E R L-A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
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and fro m th e s c h o o l t o any r e g u la r s to p f o r d is c h a r g in g
p u p i ls w i t h in such a tte n d a n c e a r e a . "
Now, th e re i s an e x c e p t io n , " I n l i n e w i t h th e
a c t io n o f th e B o a rd o f E d u c a t io n a t th e t im e o f c o n s o l id a
t i o n o f J u ly th e 1 s t , 1963 , th e f o l l o w in g p o l i c y w i l l be
c o n t in u e d . A c h i l d r e s id in g i n th e c o u n ty o u ts id e o f th e
C i t y o f W in s to n -S a le m who has been i n a tte n d a n c e a t C a rv e r
S c h o o l w i l l be e n t i t l e d to c o n t in u e a t C a rv e r o r a p p ly f o r
a s s ig n m e n t t o C a rv e r w i t h t r a n s p o r t a t io n , o r to a p p ly f o r
a s s ig n m e n t o r re a s s ig n m e n t t o th e s c h o o l s e r v in g h is r e s i -
d e n t a i l a re a . "
Q W ith re s p e c t to t h a t same p o l i c y , was th e r e a
s ta te m e n t c o n c e rn in g p ro c e d u re t o be fo l lo w e d i n im p le m e n tin g
th e p o l ic y ?
A Y es.
MR. STEIN: Y our H o n o r, we o b je c t t o h a v in g M r.
Ward s im p ly re a d th in g s w h ic h th e C o u r t can re a d , as
w e l l as we ca n . I t h in k i f we c o n t in u e t h i s w ay, we
c o u ld go on f o r w eeks, and I r e a l l y w onder i f i t ' s
n e c e s s a ry f o r h im to re a d w h a t th e C o u r t c o u ld re a d
more q u ic k ly .
THE COURT: T h a t i s t r u e , M r. Womble, t h a t a f t e r
we f i n i s h h e re t h a t I am g o in g t o have to have some
t im e to s tu d y th e s e e x h ib i t s , and p o s s ib ly i f you
w a n t t o c a l l my a t t e n t io n t o some p a r t i c u la r s e c t io n ,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
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1 if you could ask him if there's a section, as you have
with reference to some part there, and if he would
just in summary state what it's about, then I will
pick it up.
MR. WOMBLE: All right, sir.
(By Mr. Womble) With reference to the procedures
for administering the pupil assignment policy, was there
under Section 3 a very carefully worked out plan for advis
ing all pupils and their parents concerning the free choice
of transfer? In other words, concerning their assignments,
concerning their right for transfer to another school, and
was this sent out to the child - or rather to each child's
parents, so that they would be fully aware of it?
A The Board adopted policies for administration
and sent copies of these policies to all the students and
families in the community.
THE COURT: Have him state what page and section,
Mr. Womble.
G The procedures were set out in Section 3, beginning
on page 4, were they?
A That's correct.
Q And then there were forms attached for implementing
the policy, were there?
A Yes.
Ms., v.0MBLL: We o f f e r i n t o e v id e n c e D e fe n d a n ts '
G R A H A M E R L A C H E R A A S S O C i A T F ^
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l f f d a l e D r i v e
W I N S T O N - S A L E M N C
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1 E x h ib i t 13 .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t No. 13 i s re c e iv e d in t o th e e v id e n c e s u b je c t
to th e same c o n d i t io n s f o r o b je c t io n and m o tio n to
s t r i k e as a llo w e d w i t h r e fe re n c e xo o th e r e x h ib i t s .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts '
E x h ib i t No. 13 f o r i d e n t i f i c a t i o n ,
was re c e iv e d in e v id e n c e .)
0 M r. W ard, I now show yo u —
THE COURT: Excuse me, M r. Womble, a re you g o in g
to be some t im e y e t w i t h M r. Ward?
MR. WOMBLE: Y es, s i r .
THE COURT: I t ' s 3 :3 0 . We u s u a l ly ta k e an a f t e r
noon re c e s s . U n le s s you a re i n t o s o m e th in g t h a t you
w o u ld —
M il. WOMBLE: I t h in k maybe i t w o u ld be a p p r o p r ia te
to p u t t h i s one i n , because i t r e la t e s to th e m a t te r
we've j u s t been t a l k in g a b o u t.
THE COURT: A l l r i g h t .
Q M r. W ard, I show you D e fe n d a n ts ' E x h ib i t 14 .
Please s ta te w ha t t h a t i s .
(The docum ent above r e f e r r e d to was
m arked D e fe n d a n ts * E x h ib i t No. 14
f o r i d e n t i f i c a t i o n . )
A T h is i s a l e t t e r d a te d S eptem ber 1 3 th , 1965 ,
s ig n e d by M r. Lumas, who was A c t in g D e p u ty , U. S. C om m ission
G R A H A M E R L A C H E R 6k A S S O C I A T E S
O fficial C o u r t R e p o r t e r s
1 2 3 C l f f d a l e D rive
W I N S T O N - S A L E M N C
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o f E d u c a t io n , t o th e S u p e r in te n d e n t .
Q To you?
A Yes, to me, s t a t in g t h a t we w ere i n c o m p lia n c e —
t h a t o u r p la n was i n c o m p lia n c e w i t h HEW r e g u la t io n s .
Q An d t h a t was th e p la n t h a t you have J u s t been
t e s t i f y i n g a b o u t and re a d in g fro m ?
A Y es.
MR. STEIN: We have no o b je c t io n t o t h a t .
THE COURT: L e t th e re c o rd show t h a t re c e iv e d
in t o th e e v id e n c e i s D e fe n d a n ts ' E x h ib t 1 4 .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts '
E x h ib i t No. 14 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
MR. WOMBLE: I t h in k t h a t w o u ld be an a p p r o p r ia te
p la c e t o ta k e a b re a k .
THE COURT: M r. W ard, w i l l you come down, p le a s e
s i r ? We a re g o in g t o ta k e a s h o r t re c e s s , and th o s e
o f you - th e r e seems t o be r i g h t much i n t e r e s t i n
t h i s case - i f you w an t to s n o k e o u t i n th e h a l l s , a
member o f my s t a f f w i l l a d v is e you when we a re a b o u t
t o ta k e up so t h a t you w i l l know i n t h a t r e s p e c t . We
w i l l ta k e a s h o r t re c e s s .
(A b r i e f re c e s s was t a k e n . )
THE COURT: M r. W ard, w i l l you come b ack t o th e
s ta n d , p le a s e s i r ?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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0 M r. W ard, f o l lo w in g th e s c h o o l y e a r o f 1 9 6 5 -6 6 ,
w ha t p la n o f p u p i l a ss ig n m e n t d id th e s c h o o l f o l l o w th e n
f o r 1 9 6 6 -6 7 , ’ 6 7 -6 8 , and ’ 68 -69?
A P u p i ls w ere a s s ig n e d by s c h o o l d i s t r i c t s and th e n
g ra n te d fre ed o m o f t r a n s f e r .
Q And w ha t change , i f a n y , was made a f t e r th e end
o f th e 1965 -66 s c h o o l y e a r w i t h re s p e c t t o t r a n s p o r t a t io n
f o r p u p i ls t o come t o s c h o o l fro m o u ts id e th e C a rv e r S c h o o l
d i s t r a c t l in e s ?
A T r a n s p o r ta t io n was d is c o n t in u e d o u ts id e th e
C a rv e r D i s t r i c t a f t e r t h a t t im e , and a l l t r a n s p o r t a t io n
a f t e r t h a t p e r io d was ju s t w i t h in th e d i s t r i c t , e le m e n ta ry ,
j u n io r and s e n io r h ig h .
Q I show yo u —
THE COURT: I h a v e n 't re a d much o f t h i s , th e r e a re
so many s c h o o ls , s i x t y i n num ber, and I re c o g n iz e t h a t
C a rv e r was a la r g e s c h o o l. W ^at i s t h a t s c h o o l used
f o r now? I t i s s t i l l i n y o u r s ys te m , and do I n o t see
tw o C a rv e rs ?
THE WITNESS: T h e re a re a c t u a l l y tw o C a rv e rs now
w i t h in th e same b u i ld in g . We have an e le m e n ta ry
s c h o o l o p e r a t in g i n C a rv e r , and a c o m b in a t io n j u n io r
and s e n io r h ig h s c h o o l o p e r a t in g i n th e same b u i ld in g ,
w i t h s e p a ra te p r in c ip a ls .
THE COURT: A l l i n th e same b u i ld in g ?
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l f f d a l e D r i v e
W I N S T O N S A L E M N C
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fl
THE WITNESS: A l l in th e same b u i ld in g .
Q (By M r. Womble) M r. W ard, I show you D e fe n d a n ts ’
E x h ib i t 15 and I ask you i f t h a t s ta te s th e d e s e g re g a t io n
p la n i n e f f e c t f o r th e s c h o o l y e a r 196 6 -6 7 i n th e W in s to n -
S a le m /F o rs y th C ou n ty S c h o o l System ?
(The docum ent above r e fe r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 15
f o r i d e n t i f i c a t i o n . )
A Y es, i t d o e s .
Q W ould you p le a s e , i n summary fa s h io n , p o in t o u t
th e im p o r ta n t a s p e c ts - s t r i k e t h a t . Were c o p ie s o f
D e fe n d a n ts ' E x h ib i t 15 fu r n is h e d t o th e p a re n ts o f a l l o f
th e c h i ld r e n in th e s c h o o l system ?
A Yes, th e y w e re .
Q What was th e m anner i n w h ic h t h a t was done , and
was i t done in c o n n e c t io n w i t h m ak in g a s s ig n m e n ts , o r how
was i t done?
A The S c h o o l B oard a d o p te d t h i s p o l i c y i n th e
s p r in g o f 1966, and t h i s in fo r m a t io n was s e n t t o e v e ry home,
and i t c o n ta in e d in fo r m a t io n w h ic h e x p la in e d how s tu d e n ts
w o u ld be a s s ig n e d and a ls o w ha t m ig h t o c c u r i n c o n n e c t io n
w i t h t r a n s f e r t o a n o th e r zone .
Q D id i t o f f e r them f r e e c h o ic e o f t r a n s f e r t o
a n o th e r s c h o o l?
A I f i t had c a p a c i t y , i t d id .
Q D id i t e x p la in w ha t y o u r s c h o o l p o l ic y was w i t h
G R A H A M E R L A C H E R 6t A S S O C I A T E S
O fficial C o u r t R eporters
123 C liffdale D rive
W I N S T O N S A L E M . N C
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re s p e c t t o th e m a t te r o f a c t i v i t i e s a t s c h o o ls ? C ou ld you
ju s t p o in t up w ha t was s a id a b o u t s c h o o l a c t i v i t i e s and
d e s e g re g a t io n i n t h a t re g a rd ?
A L e t me j u s t re a d t h i s s e c t io n i n r e l a t i o n t o a l l
o f th e s c h o o l a c t i v i t i e s , because t h i s w i l l be i n e f f e c t
fro m t h i s y e a r and a l l s u c c e e d in g y e a rs , and t h i s was a c t io n
ta k e n by th e S ch o o l B o a rd . ‘'A l l s c h o o l-c o n n e c te d s e r v ic e s ,
f a c i l i t i e s , a t h l e t i c s and p rog ram s a re open t o each s tu d e n t
on a d e s e g re g a te d b a s is . A s tu d e n t a s s ig n e d t o a new s c h o o l
u n d e r th e p r o v is io n s o f d e s e g re g a t io n p la n w i l l n o t be
s u b je c t t o any d i s q u a l i f i c a t i o n o r any w a i t in g p e r io d f o r
p a r t i c i p a t i o n i n a c t i v i t i e s and p ro g ra m s , in c lu d in g a t h le t i c *
w h ic h m ig h t o th e rw is e a p p ly because he i s a t r a n s f e r s tu d e n t .
A l l t r a n s p o r t a t io n fu r n is h e d by th e s c h o o l sys tem w i l l
o p e ra te on a d e s e g re g a te d b a s is . F a c u l t ie s w i l l be d e s e g re
g a te d and no s t a f f member w i l l lo s e h is p o s i t i o n because o f
ra c e , c o lo r o r n a t io n a l o r i g i n . T h is in c lu d e s any case
w here le s s s t a f f i s needed because s c h o o ls a re c lo s e d o r
e n ro l lm e n t i s re d u c e d ." I b e l ie v e t h i s i s th e m a jo r
d i f f e r e n c e fro m th e o th e r p o l i c y .
Q As 1 r e c a l l y o u r te s t im o n y a b o u t th e a t h l e t i c s
u n d e r th e fo rm e r p o l i c y , a s tu d e n w o u ld be i n e l i g i b l e t o
p a r t i c i p a t e i n a t h l e t i c s i n a h ig h s c h o o l a f t e r t r a n s f e r
f o r th e f i r s t y e a r t h a t he a tte n d e d th e s c h o o l. T h is one
in d ic a te s t h a t th e r e i s no d e la y . C o u ld yo u p le a s e e x p la in
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f m c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M N C
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w h a t was b e h in d th e f i r s t p o l i c y and w ha t was b e h in d th e
change i n p o l ic y ?
A F o r many y e a rs p r i o r t o th e f i r s t p o l i c y , th e r e
had been c o n c e rn and d i f f i c u l t y be tw een s c h o o ls i n te rm s
o f coaches a t one s c h o o l t r y i n g t o e n t ic e a boy t o come
and p la y f o r h is team . The f i r s t p o l i c y was i n e f f e c t f o r
t h a t re a s o n . T h is p o l i c y w h ic h I re a d a t t h i s t im e was
changed to be s u re t h a t any c h i l d who w an ted to more fro m
one s c h o o l t o a n o th e r c o u ld do t h i s w i th o u t any r e s t r i c t i o n
w h a te v e r c o n c e rn in g any e x t r a c u r r i c u la r a c t i v i t i e s , p a r t i
c u l a r l y a t h l e t i c s .
Q Do you r e c a l l t h a t th e re a s o n f o r th e change was
because HEW was co n ce rn e d t h a t a more r e s t r i c t i v e p o l ic y
m ig h t be used to d is c o u ra g e b la c k a th le t e s fro m m ak ing
t r a n s fe r s ?
A T h is was a re q u ire m e n t o f HEW a t t h i s t im e , and
i t came in t h e i r g u id e l in e s , I b e l ie v e , as p re s e n te d , and
t h a t was th e p u rp o se f o r i t , t o keep t h i s fro m h a p p e n in g .
Q What d id t h i s fo rm a ls o show w it h re s p e c t t o
r e p o r t in g v io la t io n s t o n a t io n a l a u th o r i t ie s ?
A I w i l l n o t re a d i t e n t i r e l y , b u t i t gave th e
a d d re s s and th e te le p h o n e num ber and th e p e rs o n in th e U. S.
O f f ic e t h a t was to be c o n ta c te d i f anybody s u s p e c te d any
v i o l a t i o n - i f anybody su s p e c te d a v i o l a t i o n by anyone in
th e s c h o o l sys te m .
’ R A h A M E R l A ' HF.R i A S S O C ’ A T Eb
C r uK! REPORTtRS
12 3 CutP e d a l e D r i v e
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MR. WOMBLE: I o f f e r D e fe n d a n ts ' E x h ib i t 15 i n t o
e v id e n c e .
THE COURT: L e t th e re c o rd show t h a t D e fe n d a n ts '
E x h ib i t No. 15 i s re c e iv e d in t o th e e v id e n c e s u b je c t
t o th e same c o n d i t io n s as a fo re m e n tio n e d w i t h r e fe re n c e
t o th e e x h ib i t s . A l l r i g h t .
(The docum ent above r e f e r r e d t o ,
h e r e to fo r e m arked D e fe n d a n ts '
E x h ib i t No. 15 f o r i d e n t i f i c a t i o n ,
was re c e iv e d i n e v id e n c e . )
0 (B y M r. Womble) P le a se e x p la in w ha t t h i s i s ,
D e fe n d a n ts ' E x h ib i t 16 .
(The docum ent above r e f e r r e d t o was
m arked D e fe n d a n ts ' E x h ib i t No. 16
f o r i d e n t i f i c a t i o n . )
A E x h ib i t 16 i s th e S c h o o l B o a rd 's p o l i c y c o n c e rn in g
d e s e g re g a t io n f o r th e 1 967 -68 s c h o o l y e a r , in c lu d in g any
m o d i f ic a t io n s t h a t w ere made fro m th e y e a r b e fo r e .
Q Does i t a ls o in c lu d e a copy o f a l e t t e r t h a t was
s e n t o u t b y y o u r o f f i c e t o th e p a re n ts o f th e c h i ld r e n
e x p la in in g t o them th e p o l ic y o f th e S c h o o l B oard?
A Y es, i t does in c lu d e such a l e t t e r . I t in c lu d e s
th e in fo r m a t io n on th e p o l ic y and p o in ts o u t p a r t i c u l a r l y
th e change in th e p o l i c y t h a t was made t h a t y e a r .
Q What was th e change?
A The change in th e p o l i c y t h a t y e a r was t h a t
s tu d e n ts c o u ld c o n t in u e in th e s c h o o l i n w h ic h th e y w ere
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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a t te n d in g u n t i l th e y re a c h e d th e to p g ra d e i n t h a t a c h o o l
w i t h o u t m ak in g an a p p l ic a t io n f o r re a a a ig n m e n t. P r io r t o
t h a t t im e , each s tu d e n t had t o a p p ly f o r re a s s ig n m e n t each
y e a r . T h is g ra n te d them th e p r i v i l e g e - f o r e xa m p le , i f
a s tu d e n t a p p l ie d and was i n th e t h i r d g ra d e , he c o u ld
c o n t in u e on—
q A p p l ie d f o r w ha t?
A An e le m e n ta ry a c h o o l a t t h i r d g ra d e i n a n o th e r
d i s t r i c t and was g ra n te d t h i s p e rm is s io n , he c o u ld th e n
c o n t in u e on i n t h a t s c h o o l th ro u g h th e s i x t h g ra d e , b u t a t
t h a t p o in t he w o u ld be re a s s ig n e d t o h is d i s t r i c t and w o u ld
have t o r e a p p ly i f he w an te d t o go t o a J u n io r h ig h o u t o f
h ia d i a t r i c t .
MR. WOMBLE: I o f f e r D e fe n d a n ta * E x h ib i t 16 in t o
e v id e n c e .
THE COURT: Now, i s t h i s p la n h e re , i s t h a t one
t h a t was a p p ro ve d each t im e h e re ? Were th e y a p p ro ve d
b y HEW? D id you have t o s u b m it them to them?
MR. WOMBLE: Y o u r H o n o r, I s u s p e c t we o u g h t t o g e t
th e s e m arked and p u t t h i s i n .
THE COURT: A l l r i g h t .
q (B y M r. Womble) I now show you D e fe n d a n ts ' E x h ib i l a
17 and 1 8 , and I a sk you w ha t th e y a re ?
(The docum ents above r e f e r r e d t o
were m arked Defendants* E x h ib i t s
N os. 17 and 18 f o r i d e n t i f i c a t i o n . ,
graham erlacher a associates
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
P h o n e : 7 6 5 - 0 6 3 6
A E x h i b i t 1 7 i s t h e S c h o o l B o a r d ’ s p l a n f o r p u p i l
a s s i g n m e n t a l o n g w i t h a l e t t e r t o t h e s t u d e n t f o r t h e
1 9 6 8 - 6 9 s c h o o l y e a r , a n d E x h i b i t 1 8 i s t h e p l a n f o r t h e
1 9 6 9 - 7 0 s c h o o l y e a r a l o n g w i t h t h e l e t t e r t o t h e p a r e n t
a n d t o t h e s t u d e n t . A n d t h i s y e a r i t h a d a s t a t e m e n t f r o m
t h e S c h o o l B o a r d l i s t i n g t h e s c h o o l s w h i c h h a d a v a i l a b l e
s p a c e t h a t s t u d e n t s m i g h t t r a n s f e r .
Q W e re t h e y t h e s a m e p l a n s t h a t y o u h a d i n e f f e c t
f o r t h e y e a r 1 9 6 7 - 6 8 ?
A Y e s , t h e y a r e t h e s a m e p l a n .
Q I n e a c h i n s t a n c e , d i d c o p i e s o f t h e a s s ig n m e n t
a n d c o p i e s o f t h e p l a n g o o u t t o t h e p a r e n t s o f a l l t h e
c h i l d r e n i n t h e s y s t e m ?
A Y e s , s i r .
M R . W O M BLE: We o f f e r D e f e n d a n t s ' E x h i b i t s 1 7 a n d
1 8 i n t o e v i d e n c e .
T H E C O U R T : L e t t h e r e c o r d s h o w t h a t D e f e n d a n t s '
E x h i b i t s 1 7 a n d 1 8 a r e r e c e i v e d i n t o t h e e v i d e n c e
s u b j e c t t o t h e s a m e c o n d i t i o n s a s t h e p r e v i o u s e x h i b i t s .
(T > ,e d o c u m e n t s a b o v e r e f e r r e d t o ,
h e r e t o f o r e m a r k e d D e f e n d a n t s '
E x h i b i t s N o s . 1 7 a n d 1 8 f o r i d e n
t i f i c a t i o n , w e r e r e c e i v e d i n
e v i d e n c e . )
Q M r . W a r d , I s h o w y o u D e f e n d a n t s ' E x h i b i t 1 9 a n d I
a s k i f y o u w i l l s t a t e w h a t t h a t i s ?
( T h e d o c u m e n t a b o v e r e f e r r e d t o w a s
m a r k e d D e f e n d a n t s ' E x h i b i t N o . 1 9
f o r i d e n t i f i c a t i o n . )
G R A H A M E R L A C H E R a A S S O C I A T E S
O fficial C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N. C
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1 A I t i s a l e t t e r f r o m M r . J o h n H o p e w h o l a d l r e o t o r
o f A r e a O n e o f t h e E q u a l E d u c a t i o n a l O p p o r t u n i t i e s P r o g r a m ,
d a t e d O c t o b e r 3 0 , 1 9 6 6 , s t a t i n g t h a t o n t h e b a s i s o f r e p o r t s
s u b m i t t e d t o t h e i r o f f i c e t h a t o u r p l a n o f d e s e g r e g a t i o n i s
a p p r o v e d .
Q T h a t w o u ld b e t h e n f o r t h e s c h o o l y e a r ' 6 6 - 6 7 ?
A T h a t ' s c o r r e c t .
T H E C O U R T : N o w , y o u s a y E q u a l O p p o r t u n i t y f o r
E d u c a t i o n , i s t h a t r i g h t ?
T H E W IT N E S S : Y e s . I t i s f r o m t h e D e p a r t m e n t o f
H e a l t h , E d u c a t i o n a n d W e l f a r e .
T H E C O U R T : A l l r i g h t . D e f e n d a n t s ' E x h i b i t 1 9
i s r e c e i v e d i n t o t h e e v i d e n c e , s u b j e c t t o t h e u s u a l
c o n d i t i o n s .
( T h e d o c u m e n t a b o v e r e f e r r e d t o ,
h e r e t o f o r e m a r k e d D e f e n d a n t s '
E x h i b i t N o . 1 9 f o r i d e n t i f i c a t i o n ,
w a s r e c e i v e d i n e v i d e n c e . )
M R . W O M BLE: W e ' r e o u t o f o r d e r o n t h i s p a r t i c u l a r
o n e , o u t o f n u m e r i c a l o r d e r . T h i s i s D e f e n d a n t s *
E x h i b i t 2 2 .
( T h e d o c u m e n t a b o v e r e f e r r e d t o w a s
m a r k e d D e f e n d a n t s ' E x h i b i t N o . 2 2
f o r i d e n t i f i c a t i o n . )
Q I a s k y o u t o p l e a s e e x p l a i n w h a t t h a t i s .
A I t i s a l e t t e r d a t e d M a r c h 2 9 t h , 1 9 6 7 t o m e f r o m
M r . D a v id S . S e e l e y , w h o w a s t h e A s s i s t a n t C o m m is s io n e r
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N C
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-t>4i
a t th a t tim e, approving our plan w ith the amendment which I
read to you a few minutes ago.
Q This would be then fo r the school year '6 7 -6 8 , i s
th at c o rre ct?
A Y es.
MR. WOMBLE: We o f fe r t h is in to evidence as
Defendants' E xhibit 22 .
THE COURT: Let the record show th a t D efendants’
E xh ib it 22 i s received in to evidence w ith the usual
co n d itio n s.
(The document above re fe rred t o ,
h ereto fo re marked D efendants'
E xh ibit No. 22 fo r id e n t if ic a t io n ,
was received in eviden ce. )
Q I now show you a le t t e r marked Defendants' E xh ib it
20 , and ask you to explain what th a t i s .
A A le t t e r dated August 12th , 1968 , from Dr. E lo ise
Severinson who i s the Regional C iv i l R ights D irecto r in
C h a r lo t t e s v i l le f V ir g in ia . I t i s a request fo r the School
Board to submit a desegregation plan fo r t h is sch ool system
not la t e r than September 30th , 1968.
MR. WOMBLE: I o f fe r in to evidence D efendants'
E xh ib it No. 20 .
THE COURT: That was not la t e r than December—
THE WITNESS: September 30th , I th in k i t was.
THE COURT: '6 8 . A l l r ig h t .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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1
(The document above re fe rred to was
marked Defendants* E xh ib it No. 20
fo r id e n t if ic a t io n , and was re
ceived in ev id en ce .)
Q I c a l l your a tte n tio n to D efendants’ E xh ibit 21
and I ask you to explain what th a t i s .
A I t * s a le t t e r dated September 2 6th , 1968 , to Dr.
Severinson exp lain in g the proposed changes th a t the School
Board hoped to make in i t s plan immediately a f te r some con—
stru c tio n was done, w ith an explanation to her th a t we were
now in court and th a t we would keep her informed concerning
developments which might occur in the fo llo w in g months in
connection with the court ca se .
Q What plans did you r e fe r to in th at le t t e r th a t
had been approved by the Board?
A B r ie fly the s p e c if ic inform ation th at we gave to
her was the proposal to complete - to accomplish the tra n s
fe r o f students from P aisley Senior High to North F orsyth,
to Reynolds and to A tk in s, and the proposal to b u ild an
ad d ition a t Walkertown Junior High so th a t the Junior high
school could be closed at Carver and th ese students re
assigned to Walkertown Junior High, and to con stru ct an
ad d ition a t East Forsyth Senior High so th a t the Carver
Senior High School students might attend th e re , and an
ad d ition a t Parkland Senior High so th at the stu den ts— so
th a t sen ior high school might be c lo sed and the students
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O f f ic ia l C o u r t R e p o r t e r s
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attend A tkins Senior High.
Q What e f f e c t would th a t have had upon a d d itio n a l
in te g ra tio n o f black students in to predominantly white
sch ools?
A I t would have c losed one sm all Junior high and two
sm all sen ior h ig h s, and would have moved approxim ately nine
hundred to a thousand more students in to an in tegrated
s itu a t io n .
THE COURT: Was the money to do th a t - i s th a t the
money t h a t 's the su b ject - I mean the in ju n c tiv e —
MR. WOMBLE: The 2 4 .8 m illio n d o lla r bond is s u e ,
y e s , s i r .
THE COURT: T h a t's t ie d up, th a t you c a n 't g e t?
THE WITNESS: Y es. We had prelim inary plans drawn
fo r th ese three ad d itio n s and had to stop because we
did not have the money to continue w ith planning or
con stru ction .
Q (By Mr. Womble) Did you have co n tra cts with
a r c h ite c ts fo r t h is ?
A We had con tracts with a r c h ite c ts , and they a c tu a ll;
had done the prelim inary drawings, and when we could not get
any bond money, we had to turn to the County Commissioners
fo r enough money to pay them fo r the work th a t had already
been done. A ctu a lly we had severa l other proposals and
a r c h ite c ts had been se le c te d but had not done any work.
G R A H A M E R L A C H E R & A S S O C I A T E S
O fficial C o u r t R e p o r t e r s
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Q You mean other proposals fo r other p r o je c ts?
A For other p r o je c ts , y e s , s i r .
Q Do you r e c a l l what those other p ro je c ts were?
A The a r c h ite c ts were se le c te d fo r fou r elementary
sc h o o ls , fo r two Junior high sc h o o ls , fo r an ad m in istrative
o f f i c e , and fo r a vo ca tio n a l cen te r . But actu a l planning
had not sta rte d on any o f these p r o je c ts .
MR. WOMBLE: We o f fe r D efendant's E xhibit 21 in to
evidence.
THE COURT: Has Mr. S te in seen 21?
MR. STEIN: Y es, s i r .
THE COURT: Let the record show th a t Defendants *
E xh ibit 21 i s received in to the evidence w ith the
usual co n d itio n s.
(The document above re fe rred t o ,
h ereto fo re marked D efendants'
E xhibit No. 21 fo r id e n t if ic a t io n ,
was received in e v id en ce .)
Q (By Mr. Womble) Now, Mr. Ward, has a comprehen
siv e study o f the school system been made during the past
year?
A Y es, i t h as.
Q By whom?
A By Peabody C o lle g e .
Q I show you a copy o f "W inston-Salem /Forsyth County
Public Sch ools, a Survey Report, D iv isio n o f Surveys and
G R A H A M E R L A C H E R A A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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F ie ld S e rv ic e s , George Peabody C ollege fo r Teachers, Nash
v i l l e , Tennessee, 1 9 6 9 .” Is th a t the report th a t you
received as a r e s u lt o f t h is study th at was made la s t year?
A Y es, i t i s .
MR. WOMBLE: I»d l ik e to o f fe r th is in to eviden ce,
Your Honor. W e 'l l get in to more d e ta il about i t la t e r .
This w i l l be marked fo r id e n t if ic a t io n as Defendants'
E xhibit 23 .
THE COURT: Mr. S te in , are you a t a l l fa m ilia r
with th a t?
MR. STEIN: Y es, s i r .
MR. WOMBLE: Do you have a copy o f i t ?
MR. STEIN: I d o n 't have one now. I f you have
another copy, I 'd lik e to have one.
MR. WOMBLE: W e 'l l get you one.
THE COURT: Let the record show th at Defendants'
E xh ib it 23 i s received in to the evidence su b ject to the
usual co n d itio n s.
(The document above re ferred to was
marked D efendants' E xhibit No. 23
fo r id e n t if ic a t io n , and was re
ceived in e v id en ce .)
Q (By Mr. Womble) Mr. Ward, I show you Defendants'
E xhibit 2 4 , would you p lease explain what th a t i s ?
(The document above re ferred to was
marked Defendants' E xhibit No. 24
fo r id e n t i f ic a t io n .)
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N S A L E M . N C
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A That i s the school attendance l in e s fo r the
elem entary.
Q A map o f th a t?
A A map o f the school attendance areas fo r the
elementary sch ools th a t are g en era lly ou tside the C ity o f
W inston-Sqlem .
Q This i s dated, I n o t ic e , A p ril 1966. Are the
l in e s su b sta n tia lly the same now as they were then?
A I b e lie v e th is map w ouldn't have the m od ification s
fo r the present elementary—
Q Would you p lease b r ie f ly point out on th is map
where the elementary schools w ithin Forsyth County a re ,
th a t i s those located in the areas around the perim eter o f
the C ity o f W inston-Salem , and the boundaries o f each
attendance area. You might Just begin at the northwest
corner o f the county and go from th e re .
A General|r the d i s t r i c t of Old Richmond School—
Q Where i s Old Richmond School located ?
A I t ' s on T obaccoville Road and in the northwest
corner o f the county.
THE COURT: Mr. Ward, when you r e fe r to a school
on i t - I can see Old Richmond there - but when—
every school th at you r e fe r t o , w i l l i t be shown on
there so th at I can lo c a te i t ?
THE WITNESS: Y es. Every school i s marked on here
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by name, and the d i s t r i c t boundaries are shown by dash
l in e s . Now, th is map shows the elementary sch ools th a t
are ou tside the b asic C ity o f W inston-Salem .
THE COURT: A l l r ig h t , go ahead.
A B r ie fly the Old Richmond D i s t r i c t , with the
school on T ob accoville Road, s ta r ts at the northern boundary
o f the county ju s t to the e a st o f J e fferso n Church Road
and fo llo w s somewhat o f a broken lin e down u n t i l i t cro sse s
or approxim ately Balsam Road here and North C arolina Highway
65, and i t then goes almost due west to h it the county lin e
c lo se to the p recin ct lin e th at comes from the e a s t , i t
comes to the r iv e r at th at p o in t.
Q Is th at the Yadkin River?
A T h a t's the Yadkin R iver.
Q W hat's the nature o f the area th at th at i s serving?
Is th at a b u ilt -u p area , or an a g ric u ltu re area, a farming
area , ju s t what i s th a t , the community th at is served by
the Old Richmond Elementary School?
A That i s gen era lly a farming or ru ra l community.
The population i s not so th ick in th at area , and i t i s a
f a r i ly large d i s t r i c t fo r a f a i r ly s m a ll-s iz e sch o o l. Just
south o f th a t using the same north border lin e i s the
Vienna Elementary School D is t r ic t , with Vienna School at
Chicashaw Drive and Old 421 , and the d i s t r i c t fo llo w s the
same lin e from the Yadkin River to the point near Balsam
G R A H A M E R L A C H E R ft A S S O C I A T E S
Official Court Reporters
123 Cliffdale Drive
W I N S T O N - S A L E M . N. C
Phone 765-0636
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Road and 65 . I t goes s l ig h t ly e a st o f th a t , and then comes
down as near as p o ss ib le through an open t e r r ito r y and
v a r ie s a l i t t l e b i t u n t i l i t ad jo in s the L e w isv ille D is t r ic t
at a poin t p re tty c lo se to the p recin ct l i n e , between the
L e w isv ille and Vienna D i s t r i c t , and then fo llo w s a poin t
through d iago n a lly west u n t i l i t h i t s the r iv e r again ju s t
south o f Old 421.
Q What s iz e school i s th a t? What kind o f an area
i s i t servin g?
A Again i t i s an area somewhat s im ila r to Old
Richmond, b u i lt up a l i t t l e b i t more, but g e n era lly not
too th ic k ly populated, and the school i s r e la t iv e sm all in
s iz e w ith a f a i r ly large d i s t r i c t .
Q A l l r ig h t . Now,what school i s ju s t south o f
Vienna School?
A Just south o f th at i s L e w is v ille , and i t i s on the
L e w isv ille Road, or L ew isville-C lem m on sville Road, where
they come togeth er in L e w isv ille . And th is d i s t r i c t fo llo w s
the south lin e o f the Vienna D i s t r i c t , and then the eastern
boundary comes south and meets the L e w isv ille School D is tr ic l
and fo llo w s a diagonal pattern o f southwest u n t i l i t h it s
the r iv e r again a t a point s l ig h t ly south o f S tyers Ferry
Road to the edge o f the county a t th a t p o in t.
Q What i s the nature o f the community served by
th a t elementary sch ool?
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
12 3 C l i f f d a l e D r i v e
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A G enerally the sm all community o f L e w isv ille with
the o u tly in g area around i t , which is not too th ic k ly
populated . This i s a la rg e r school than e ith e r o f the
others and has a l i t t l e b i t la rg er d i s t r i c t .
Q Is there somewhat o f a community development a t
th a t point where the school i s , th at i s the L ew isv ille
community?
A L ew isv ille has a sm all community in and around
the v ic in i t y o f the sch o o l. South o f th at and ad jo in in g
th a t d i s t r i c t i s Clemmons.
Q Southeast?
A S lig h t ly southeast i s Clemmons Elementary Sch ool,
which i s in the sm all v i l la g e o f Clemmons. And the northern
border o f th a t i s the same as the L e w isv ille d i s t r i c t . Then
i t fo llo w s a z igsag lin e from th at point over to approxi
m ately beyond the Southern Railway, and fo llo w s u n t i l i t
h it s Salem Creek, along c lo se to Burke M ill Road, as i t
h it s Salem Creek and then fo llo w s the creek d iagon ally
southwest u n til i t h it s the county l in e at Cooper Road, or
c lo se to Cooper Road.
Q The Clemmons community you mentioned, you referred
to i t as a v i l la g e . A ctu ally th e r e 's been r ig h t su b sta n tia l
r e s id e n tia l development and some bu siness development, to o ,
out in th at area, has there not?
A Y es, i t i s . I t i s a f a i r ly good s iz e community,
G R A H A M E R L A C H E R ft A S S O C I A T E S
O fficial C o u rt R eporters
123 C liffdale D rive
W I N S T O N - S A L E M N C
PHONE: 765-0636
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- I
and in ad d ition to th a t, development ju s t in and around
Clemmons - town proper th ere , there are severa l other f a i r ly
la rg e developments w ithin the d i s t r i c t .
Q Now, each o f those sch ools th at you have .just
referred to - Old Richmond, Vienna, the L e w isv ille and
Clemmons Schools - would be how fa r from the middle o f
W inston-Salem?
A Some ten or tw elve m iles from the cen ter o f
W inston-Salem .
Q Now, we come east o f Clemmons Elementary School
along the southern border o f the county, what i s the
d i s t r i c t th ere?
A You have the G r i f f i t h Elementary School, i s la rg e ,
i t i s on the Vaughtown-Cleromonsvilie Road ju s t south o f
the c i t y , and i t i s a f a i r ly large elementary sch ool, with
a f a r i ly la rg e d i s t r i c t . Follow the same bord erlin e which
I mentioned in connection with Clemmons__
Q On the west?
A On the western s id e , i t extends on up to the
southern c i ty l im its and gen era lly fo llo w s the c i t y l im its
o f the c i t y a l l the way across here to Thom asville Road,
and ju st west o f Thom asville Road i t fo llo w s a diagonal
path u n til i t h its the county l in e . The diagonal path is
g e n era lly in a southeast d ire c tio n to h it the county l in e .
0 You say th at that is a f a i r ly large sch o o l. Is
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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that a developing area as fa r aa r e s id e n tia l growth i s
concerned between the south lin e o f the c i t y U n i t s and the
south county 1 ine?
A I t i s a large school with a f a i r ly large elementar
d i s t r i c t , but i t has much growth .lust in and around soxih
o f the c i t y in the form o f new developments.
0 So that most o f the growth then is in the area
o f the sch ool?
A Not lu s t in the area o f the sch o o l, but a l l across
the fr in g e , south o f the c ity g e n era lly .
Q Now> movine e a st *>om th e re , what is the next one?
A The next school i s Union Cross Elementary School,
which i s near the cen ter o f g en era lly a rectan gu lar shaped
d i s t r i c t . That fo llo w s the same basic lin e on the west
which I mentioned, and sta rtin g dust west o f Thom asville
Road fo llo w s the c i t y lim its lin e going north u n ti l i t
crosses W illard Road, and then fo llo w s almost an eastern
path with some v a r ia tio n s u n ti l i t h its the county lin e
c lo se to the n o in t, or lu st north o f the point th at Deep
c ro s s e s th e c o u n ty l i n e .
0 That would be the F orsvth -C u ilford County l in e ?
A That would be the F orsyth -G u ilford l in e . I t
gen era lly fo llo w s the n earest open area as i t can in a path
across to th at p oin t.
Q And the south lin e o f th at d i s t r i c t is the county,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f o a l e D r iv e
W I N S T O N - S A L E M . N . C.
PHONE: 7 6 5 - 0 6 3 6
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th e ^ o r s y th C o u n ty -D a v id s o n C o u n ty l i n e , i s t h a t r ig h t ?
A T h a t ’ s c o r r e c t .
Q C o u ld you p le a s e e x p la in s o m e th in g o f th e a re a
s e rv e d by U n io n C ro ss E le m e n ta ry S ch o o l?
A G e n e ra l ly t h a t a re a i s n o t h ig h ly d e v e lo p e d
e x c e p t in th e a re a s b a ck n e a r th e c i t v . T h e re a re some
d e v e lo o m e n ts .
0 R ut i t ' s more r u r a l 9
A More r u r a l th a n u rb a n .
Q Then im m e d ia te ly n o r th o f U n io n C ro s s , w ha t i s
th e s c h o o l d i s t r i c t ?
A J i s t n o r th o f t h a t i s th e Sedge G arden E le m e n ta ry
S ch o o l D i s t r i c t , and i t i s on Sedge G arden Road a t ISO .
Q Nhen vou sav 150—
A H ighw ay 150.
0 N o r th C a r o l in a H ighw ay 150?
A N o r th C a r o l in a H ighw ay 150 . The s o u th l i n e o f
t h i s s c h o o l d i s t r i c t i s th e l i n e w h ic h I m e n tio n e d in
c o n n e c t io n w i t h U n io n C ro s s . The e a s te rn b o rd e r o f t h i s
s t a r t s a t a p o in t l u s t e a s t o f Teague Lane and goes n o r th
c lo s e t o S h e lto n Road. And fro m t h a t p o in t goes d ia g o n a l ly
a c ro s s c lo s e t o th e I n t e r s t a t e H ighw a y .
Q T h is i s m ov ing w es tw a rd?
A T h is i s w e s tw a rd ly , j u s t n o r th o f Sedge G arden
Road. And a t t h a t p o in t , i t b re a k s and moves g e n e r a l ly on
f t A S S O C I A T E S
“‘ ^PORTERS
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a southw esterly d ire c tio n u n t i l i t h it s the c i t y U n i t s in
the neighborhood o f Salem Lake, or i t comes across r e a lly
the southern boundary o f Salem Lake u n ti l i t h it s the c i t y
l i m i t s . And then i t fo llo w s south along the c i t y l im it s .
The western boundary would be south along the c i t y l im its
u n til i t comes to the Union Cross Elementary D is t r ic t .
Q I t appears th a t the area served by th a t school i s
g en era lly north and south o f N. C. Highway 150 , and north
and south o f Sedge Garden Road, to a point where Sedge
Garden Road turns n orth , and on the e a st and w est— What
kind o f area i s th at from a development standpoint?
A That area they are developing a l i t t l e b i t more
ra p id ly than some o f the others th at we ju s t mentioned, par
t ic u la r ly the one ju s t south o f th a t . I t was predominantly
r u r a l, though re ce n tly q u ite a few developments, p a rticu
la r ly on Highway 150.
Q What about the s iz e o f th at sch ool?
A This i s a f a i r ly good s iz e school in a d i s t r i c t
t h a t 's not too la r g e .
Q Then immediately north and a l i t t l e b i t e a st o f
the Sedge Garden Elementary School D is tr ic t i s what?
A You have the K e m e r s v ille School D is t r ic t in the
K e m e r s v ille C ity , and the elementary school i s in the c i t y
on Old Highway 421, somewhat on the northwestern edge o f the
c i t y . The boundaries fo r th at on the east are the G u ilford
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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County l i n e , and on the south the border th a t I mentioned
on the Union Cross and Sedge Garden School D is t r ic t s . And
at the point where the Sedge Garden lin e turned d iago n a lly
south, th is lin e fo r K e m e r s v ille goes north u n t i l i t h it s
the Southern Railway and then fo llo w s the railw ay u n t i l a
poin t at Hopkins Road, and then i t goes alm ost due north
through gen era lly open area u n t i l i t h it s Vance Road, about
the point o f the p recin ct l i n e . And then moves d ia g o n a lly
n ortheast u n t i l i t comes to Piney Grove Road. And then a t
th at point turns alm ost north but s l ig h t ly east o f north
u n t i l i t h it s the county lin e near the northern corner o f
the county, probably a m ile south o f the corner o f the
county.
Q Now, what about the area th a t i s served by the
K e m e r s v ille Elementary School?
A I t serves the C ity o f K e m e r s v ille , in clu din g the
general ru ral area around i t , and there are severa l develop
ments w ithin th is area around K e m e r s v ille .
Q What about the s iz e o f th a t?
A T h at’ s a f a i r ly large elementary sch ool.
Q Now, west o f the K e m e r s v ille School, what school
d i s t r i c t or d i s t r i c t s do you have?
A West o f the K e m e r s v ille School, you have two
d i s t r i c t s , two elementary schools without a boundary between
them. I t ' s Walkertown Elementary School in the Town o f
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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Walkertown, and Petree Elementary School In the southwestern
corner In the C ity View Community. The western boundary fo r
t h is e n tire d i s t r i c t i s a s tr a ig h t lin e from the county
lin e a t B e tty 's Road due south along the alm ost s tra ig h t
south u n t i l i t comes to Winston Lake, and i t comes south
west u n t i l i t h it s the old c i t y l im its l i n e , I b e lie v e , and
fo llo w s th a t across u n t i l i t h i t s — u n t i l i t turns to the
e a st here and h i t s the Sedge Garden D is t r ic t l i n e . Now,
b a s ic a lly the Petree Elementary School i s sm all and serves
the se c tio n o f th is d i s t r i c t south o f Beeson Road or
approxim ately a t th a t poin t a lin e d ia g o n a lly across to
h it the K e m e r s v ille and Sedge Garden D i s t r i c t s . T h a t's
the approximate d i s t r i c t th at Petree Elementary se rv e s .
And Walkertown Elementary School i s rath er la r g e , and has
a large ru ral d i s t r i c t with the exception o f Walkertown
and one or two sm all developments.
Q What about the development o f the area in the
neighborhood o f Petree Elementary School?
A There i s a su b sta n tia l development in and around
Petree School, ju s t as there i s around Walkertown Elementary
School.
Q Walkertown i s sort o f a town or community o f
long stan din g, i s n 't i t ?
A Y es, i t i s . I t ' s an o ld community in t h is county.
Q And a c tu a lly the C ity View area served by the
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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Petree School i s a ls o —
A An old e sta b lish ed area.
Q An old e sta b lish ed area.
A Y es.
Q How does the school system handle the assignment
of p u p ils to those two sch o o ls , where you have one very
la rg e d i s t r i c t w ithout a lin e between, how do you determine
who i s assigned to which sch ool?
A B a s ic a lly over a period o f many y e a rs , the studenti
in the area to about Beeson Road have attended Petree
Elementary School, and the students north o f th a t—
Q Is there any p a rtic u la r reason fo r not having a
d i s t r i c t l in e across th ere?
A We have never had any problem with th a t , and a t
the time th a t the d i s t r i c t l in e s were drawn in the c o n s o li
dation p erio d , no lin e was drawn. There w asn 't a c le a r -c u t
l in e across th e re , and no lin e has ever been drawn to
separate i t . B a sc ia lly buses run up to about Beeson Road
from Petree and from Walkertown down to about th a t p o in t ,
and we have had no p a rtic u la r problem in connection with
p u p il assignment in th a t area. So the lin e s have not been
drawn.
Q Is e ith e r one o f those sch ools a school th a t i s
a ll -b la c k or a m ajority black?
A Both o f those sch ools are g en era lly w h ite, and
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
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both o f them have had enough cap acity to take care o f the
ch ild ren who wanted to attend each one. So no l in e has
been drawn fo r th at reason.
Q Moving west from the Walkertown-Petree D i s t r i c t ,
in the area gen era lly in the northern part o f the c i t y and
north to the Stokes County l i n e , what i s the next d i s t r i c t ?
A The next d i s t r i c t i s a combination r e a lly o f
three elementary sc h o o ls , Oak Summit, Prince Ibraham and
M ineral Springs Elementary Schools there are lo c a te d , one
o f them in the southeastern corner, the other alm ost due
west o f th a t , the other one a short d istan ce away, not more
than a m ile from i t north . Now, there are no d i s t r i c t l in e s
separatin g these elementary sc h o o ls . The three sch ools in
a f a i r ly large d i s t r i c t , they are c lo se to g e th er , and i t has
been a l i t t l e b i t more e f fe c t iv e fo r us not having school
d i s t r i c t s to d is tr ib u te the load o f p u p ils between the
three sch ools as growth has occurred in the community, and
no s p e c if ic lin e has been drawn between the three sch o o ls .
The d i s t r i c t fo r the three sch ools com bination, i s the
l in e which I mentioned th at comes s tra ig h t down from the
county lin e on the east to approxim ately Lansing Drive
and Just west o f Northampton, and approxim ately a t Lansing
Drive the lin e comes across to a poin t Just north o f the
a ir p o r t , and then i s drawn down through the a irp o rt to
approxim ately 30th S tr e e t , I b e lie v e , maybe 32nd S tr e e t ,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 Z 3 C l if f d a l e D r iv e
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and then goes due west u n t i l i t h i t s Cherry-M arshall S tr e e t ,
and fo llo w s Cherry-M arshall S tre e t on up as i t bends due
north o f the campus, and then a t the interchange i t turns
back e a st through an open area to a p oin t ju s t west o f the
Old Rural H all Road. And then fo llo w s a jaggard pattern
north and fo llo w s Red Bank Road to the northern part o f the
county. Now, the reason fo r the p e cu lia r shape o f t h is
d i s t r i c t i s t h is i s gen era lly b u i lt up in and around the
sc h o o ls . I t i s predominantly ru ra l north o f th a t . But
the roads lead g e n era lly down towards th ese th ree sc h o o ls ,
and th a t i s the reason fo r the long slen d er d i s t r i c t h ere ,
because the roads lead in th is d ire c tio n makes i t e a s ie r
fo r the school population to come th a t way.
Q Are any o f the three sch ools th a t you have ju s t
re fe rred to - Prince Ibraham, Oak Summit, M ineral Springs -
black or predominantly black in th e ir p u pil makeup?
A A l l three o f them are predominantly w h ite.
Q Now, a t the northern p art o f the county, between
the d i s t r i c t th a t you have ju s t described and the Old
Richmond D is t r ic t on the west th a t you described i n i t i a l l y ,
what school i s th ere?
A In the l i t t l e Town o f Rural H a ll , you have the
Rural H all Elementary School here in the cen ter o f town.
Now, th is d i s t r i c t i s f a i r l y — i 3 a f a i r l y good s iz e t r i
angular shape. The shape o f the d i s t r i c t i s somewhat
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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determined by the d ire c tio n which the roads lead in and
around in to Rural H a ll. The same boundary l in e which I
mentioned on the east and south, and the western boundary
fo llo w s through open country as n early as p o ss ib le from
th at poin t o f the interchange.
Q The interchange o f what?
A The interchange o f 52 and roughly Hanes M ill Road.
And fo llo w s g en era lly west o f th a t with some v a r ia tio n
because o f the roads and te rra in north to the county l in e ,
cro ssin g U. S . 52 near T ob accoville and h it t in g the county
lin e up near J efferso n Church Road. T h at’ s on the western
boundary o f Rural H a ll.
Q Now, what i s the s itu a tio n as fa r as the develop
ment o f Rural H all i s concerned? Is th a t a so r t o f town
th ere?
A Rural H all i s the town, with con siderable growth
at th is time and in the area south o f th at along the road
in toward the c i t y , and the S ta n le y v ille area i s a con
sid era b le development. I t gen era lly might be c la s s i f i e d ,
most o f the area , as r u ra l, but there are q u ite a few
developments in th is area.
Q Is Rural H all an old esta b lish ed community th at
i s s t i l l growing?
A Y es, i t i s .
Q Now, south o f Rural H a ll , what i s the next area?
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N . C.
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A The next area, and i t i s a fa i r ly large elementary
sch oo l, Old Town, in the Old Town D is t r ic t . I t i s genera lly
a p re tty -w e ll developed community in and around Old Town.
The borders I have mentioned fo r Rural H all, Old Richmond
and Vienna make the ea st, north and west boundaries, and
i t ad jo in s the Speas School D is t r ic t on the south. S tart
ing from the l in e o f the Vienna School D is t r ic t approxi
mately h a lf a m ile north o f Robinhood Road, i t fo llo w s the
open area through and up the creek ju st east o f Old Town
area to approximately Bethania, and then turns east ju s t
north o f Bethabara Road and goes through an open te r r ito r y
u n t il i t h it s the Cherry-Marshall S treet l in e o f the other
d i s t r i c t , o f the Mineral Springs D is t r ic t .
Q What i s the nature o f the community served by
Old Town School?
A I t i s a large elementary school and a rap id ly
growing and developing area. Some o f the areas are ru ra l,
but there are many developments and much growth in th is
community.
Q Does that area a lso include the Old Bethabara
area where the Moravians f i r s t s e tt le d in th is community?
Is i t an area around there?
A Yes, i t does include that as a p ortion o f i t .
Q And south o f the Old Town Elementary area, what
i s the next one that you have shown on th is map?
G R A H A M E R L A C H E R fit A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
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A You have Speas Elementary School on Polo Road,
which is shown righ t here, and the boundaries o f Speas are__
they ad jo in the Old Town and Mineral Springs on the west
and north , and gen era lly on the ea st. The southern boundary
conies from a poin t near about 32nd S treet and M arshall,
and fo llow s a rough boundary through as much open space as
p o ss ib le Just through Wake Forest C ollege and down south
approxim ately along S ila s Creek Parkway on to Robinhood
Road, and then fo llow s Robinhood Road Just south o f Robin-
hood Road to a poin t out about Polo Road, and then moves out
Just south o f Millhaven Road, or approximately that area,
out to meet the boundary o f Vienna through open t e r r ito r y
on a western movement to south o f Robinhood Road.
Q What is the nature o f the area? What kind o f area
does Speas Elementary School serve?
A Speas i s a large elementary# and o v e r - f i l le d and
b a s ica lly i t i s a rap id ly growing urban area.
Q The geographic area i s somewhat sm aller than
the others that you have t e s t i f i e d to according to the map.
Is that an area o f su bstan tia l growth?
A I t i s an area o f su bstan tia l growth, and the
general p ortion o f the area i s p retty w ell developed.
Q And that is on the northwest, Just northwest o f
A Yes, i t i s .
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N . C.
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Q And south o f Speas?
A South o f Speas is Sherwood Forest Elementary
School, which is fa i r ly la rge . I t ’ s a r e la t iv e ly small
d i s t r i c t . I ts northern lin e is the one that I mentioned
in connection with Speas and ad jo in s the Vienna School
D is t r ic t . I t has a rather odd shaped southern l in e going
west or going east from the Lew isville-V ienna D is t r ic t
l in e at that p o in t, and going in a rather jaggard fash ion
south and then back north to try to go through open areas,
which would be easy to defin e and c le a r ly d istin gu ish
between school d i s t r i c t s , u n t il i t comes r e la t iv e ly in to
S ila s Creek Parkway, and then south to In ters ta te , along
In tersta te , and then back up genera lly through Hathaway
Park north , and through the Forsyth Country Club g o l f
course to Robinhood Road, and then west on Robinhood Road
to ou tlin e the d i s t r i c t . I t i s a very w ell developed area
and a f a i r ly good s ize school in a small d i s t r i c t .
Q Immediately south o f Sherwood Forest i s what
school?
A South Fork Elementary School is ju s t south o f
th at. I t too is a fa i r ly large school in a w ell developed
area. The d is t r i c t l in e genera lly i s — i t s northern lin e
i s the southern l in e o f Sherwood F orest. I t s western l in e
i s the l in e o f L ew isv ille Elementary, and at a poin t where
the L ew isv ille Elementary l in e , i t fo llow s the Clemmons
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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Elementary l in e to approximately In tersta te 40 , and ju st
along In tersta te 40 l in e back to ad jo in the Sherwood Forest
Line on the east.
Q What about the area served by South Fork Elementary
What kind o f an area is that?
A I t i s gen era lly— the eastern portion o f i t i s
urban area and fa i r ly w e ll developed, and there i s con
siderab le growth now occurring in the western p ortion o f
th is d is t r i c t .
Q So in th is area, except fo r South Fork, Sherwood
F orest, Speas, and your Mineral Springs-Prince Irbraham
area, these schools serve areas e x c lu s iv e ly outside o f the
corporate l im its , would they?
A Yes, they would.
Q And the ones I ju s t mentioned would serve some
areas both in and outside the corporate lim its o f the C ity
o f Winston-Salem?
A Yes.
Q Mr. Ward, I now show you Defendants’ E xhibit 25 .
MR. WOMBLE: Before I fo rg e t , I ’ d l ik e to o f f e r
in to evidence Defendants’ Exhibit 24 .
THE COURT: Let the record show that Defendants'
Exhibit 24 i s received in to the evidence with the
usual exception s.
(The document above re ferred t o ,
h ereto fore marked Defendants'
Exhibit No. 24 f o r id e n t i f ic a t io n ,
was received in ev id en ce .)
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f i c i a l C o u r t R e p o r t e r s
1 2 3 C l i f f d a l e D r i v e
W I N S T O N - S A L E M . N . C.
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Q (By Mr. Womble) Mr. Ward, I now show you
Defendants’ Exhibit No. 25 . What i s i t ?
(The document above re fe rred to was
marked Defendants’ E xhibit No. 25
f o r id e n t i f i c a t io n . )
A This shows the elementary school d is t r i c t s
in sid e the C ity o f Winston-Salem gen era lly . This i s on a
la rger sca le map than the others so that i t can show the
d is t r i c t more c le a r ly .
Q And these would be the remainder o f the elementary
schools in the W inston-Salem/Forsyth County School System,
i s that co rre ct?
A That' s c o r r e c t .
Q There has already been some testim ony about Carver
School. Maybe that would be a good p lace to s ta rt and to
exp la in to the Court i t s lo ca t io n as shown on th is map and
the area that i t serves.
A The Carver Elementary School is on Carver Road,
and approxim ately in the center o f the Carver D is t r ic t . I f
we s ta rt w ithin the a irp o r t , the western boundary o f Carver
School D is t r ic t i s genera lly the a irp o rt i t s e l f , and an
extension north to a po in t ju s t south o f Lansing Road to
the corner o f the a irp o r t . And th is goes east on a stra igh t
l in e to a poin t ju s t west o f Northampton D rive, and then i t
fo llo w s approxim ately a stra igh t l in e south to about the
poin t o f Winston Lake, and then a diagonal l in e back across
G R A H A M E R L A C H E R a A S S O C I A T E S
Official C o u r t R e p o r t e r s
123 Cliffdale Drive
W I N S T O N - S A L E M . N . C.
PHONE: 765-0636
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t o t h e c o r n e r o f t h e a i r p o r t a t a p p r o x i m a t e l y w h e r e t h e b i g
r u n w a y c o m e s a c r o s s u n t i l i t m e e t s t h e o t h e r l i n e i n t h e
c e n t e r o f t h e a i r p o r t .
Q I t i s s h o w n a s C a r v e r E l e m e n t a r y . A c t u a l l y t h e
o n e s c h o o l b u i l d i n g t h a t s e r v e s a s t h e C a r v e r E l e m e n t a r y
S c h o o l i s t h e s a m e s c h o o l b u i l d i n g , I b e l i e v e , t h a t y o u
p r e v i o u s l y t e s t i f i e d t o a s h a v i n g b e e n b u i l t i n 1 9 5 0 a s
p a r t o f t h e C o u n t y s y s t e m ?
A T h a t ' s c o r r e c t .
Q A n d i t w a s b u i l t t o s e r v e 1 2 g r a d e s ?
A T h a t ' s r i g h t .
Q
s e r v e ?
A t t h e p r e s e n t t i m e , h o w l a n y g r a d e s d o e s i t
A I t s e r v e s t w e l v e .
Q A s f a r a s t h e e l e m e n t a r y s c h o o l i s c o n c e r n e d ,
d o e s t h i s h a v e t h e a r e a o f t h e d i s t r i c t ?
A Y e s .
Q N o w , w h a t i s t h e n a t u r e o f t h e d e v e lo p m e n t i n t h e
C a r v e r S c h o o l D i s t r i c t ?
A G e n e r a l l y t h r o u g h o u t t h e c e n t e r o f t h e d i s t r i c t
n o r t h a n d s o u t h , t h i s i s a g o o d r e s i d e n t i a l d e v e lo p m e n t
a n d p r e t t y w e l l b u i l t u p .
Q I s i t g e n e r a l l y a n e w l y d e v e lo p e d a r e a , o r a n o l d
a r e a , f r o m t h e s t a n d p o i n t o f r e s i d e n t i a l d e v e lo p m e n t ?
A T h e m a j o r p o r t i o n ’ o f i t i s r e l a t i v e l y n e w . W h e n
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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PHONE: 7 6 5 - 0 6 3 6
— WWW -
I say r e la t iv e ly new, 1945 , ’ 5 0 , and afterw ards, the major
p ortion o f i t .
Q What about the s ize o f that elementary school?
A The s ize o f that elementary school is r e la t iv e ly
sm all, as elementary schools go.
Q Now, immediately south o f Carver, what ad joins
i t on the south?
A You have s l ig h t ly southwest the Fairview Elemen
tary School D is t r ic t , and i t has the same general northern
l in e that the Carver D is t r ic t has. I f you fo llow th is
around to the west, i t comes south o f the a irp ort through
an open area up to approximately 28th S treet, over to the
ra ilro a d . I t comes south on the ra ilroa d to about 21st
S tree t, and comes east on 21st S treet to Cleveland Avenue,
and then south to about 16th or 17th S treet, I b e lie v e ,
and then goes due east u n til i t comes to Highway 311 , and
then north along 311 to meet the other l in e . I t is a fa i r ly
good s ize elementary sch oo l, and almost a fu l ly developed
re s id e n tia l area.
Q Back up ju st a moment. The schools that you
t e s t i f i e d to as being shown on the f i r s t map, which was
Defendants’ Exhibit 2 4 , as fa r as race goes, are any o f
those schools predominantly black?
A A ll o f those schools are predominantly w hite.
Q Now, as to Carver Elementary that you t e s t i f i e d
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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to f i r s t on th is p a rticu la r e x h ib it , what i s the r a c ia l
com position o f that school?
A Predominantly black .
Q Is i t predominantly or i s i t a l l b lack?
A I f we include the kindergarten program th ere , i t
is predominantly b lack . I b e liev e the elementary, 1 through
6 , i s a l l b lack .
Q But there is a kindergarten program?
A There i s a kindergarten program there in that
sch oo l, and i t does have a small number o f white students.
Q Now, Fairview Elementary, what i s the nature o f
the development in that area, and what i s the pupil popula
t io n that i t serves?
A I t is a l l b lack and gen era lly a p retty w ell
developed re s id e n tia l area.
Q Now, has that school always been black?
A The school that e x is ts now has always been b lack .
I t is a r e la t iv e ly new school b u ilt in the early ’ 6 0 's .
Formerly Fairview School was at the corner o f L iberty and
19th S treet, and i t burned down in I 960 , I b e liev e was the
year. P rior to 1959 Fairview was a white sch oo l, and the
o ld school that burned down served fo r two or three months
as a Negro sch oo l, and the new school since i t s con stru ction ,
I b e liev e i t went in to operation in 1962 , has been Negro
since that time.
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
PHONE: 765-0636
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Q Now, th is would be in the northern part o f the
c i t y , south o f the a irp o r t , i s that co rre ct?
A That’ s genera lly c o r r e c t , yes.
Q The Fairview Elementary area. What was the
re s id e n tia l makeup o f th is area as fa r as race i s con
cerned p r io r to I 9 6 0 ?
A I t was b a s ica lly — the r e s id e n t ia l area was
b a s ica lly white p r io r to a period somewhere about ' 5 9 , »60 ,
and in general in the next year i t changed.
Q Immediately south o f the Fairview area, what
elementary school do you have there?
A Fourteenth S treet Elementary School. I t ’ s a
f a i r ly good s ize elementary school in a w ell-developed
d i s t r i c t , but b a s ica lly in an o lder d is t r i c t o f the c i t y .
I t 's l in e on the north is the Fairview l in e . I t fo llow s
gen era lly on the west to Cleveland Avenue south to - I
b e lie v e i t ’ s about 11th S treet approxim ately, and the l in e
runs east almost stra igh t u n t il i t h it s Highway 311 , and
fo llo w s 311 up to meet the Fairview D is t r ic t .
Q Is the pupil population o f that school white or
black; or predominantly white or predominantly black?
A I b e liev e i t ’ s a l l b lack .
Q Has that always been tru e , or has that a lso
changed?
A That has always been true to my knowledge.
G R A H A M E R L A C H E R & A S S O C I A T E S
O fficial C o u r t R e p o r t e r s
1 2 3 C lif fd a le D rive
W I N S T O N - S A L E M , N . C.
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0 Now, immediately south o f the 14th S treet School
D is t r ic t , what is the next school d is t r i c t ?
A Skyland Elementary. I t is a fa ir ly good s ize
elementary sch oo l, and the d is t r i c t - the western part o f
i t i s f a i r ly o ld ; the eastern part o f i t i s not t o t a l ly
developed. The d is t r i c t l in e fo llow s the 14th S treet l in e
on the north and p a r t ia l ly on the west, and then comes
approximately to Cleveland Avenue on down to In tersta te 40 ,
and fo llo w s In tersta te 40 to a poin t about where the r a i l
road and the highway c ro ss , and I b e liev e that was probably
the old c i t y lim its l in e that i s fo llow ed along the eastern
portion o f the d i s t r i c t , up to the Carver School D is t r ic t ,
and then i t fo llow s on, the other p ortion , on the north
along the Carver D is t r ic t .
Q Is Skyland an o ld school?
A Skyland i s an o ld sch oo l, b u ilt in the tw enties,
I b e lie v e .
Q That would be the area— that sch oo l, rather,
would be immediately east o f the o ld C ity H osp ita l, i s that
co rre ct?
A That i s c o r re c t .
Q And i t serves an area both north and south o f
the Old C ity H ospital as w ell as the areas to the north and
to the southeast o f Skyland School?
A That i s c o r re c t .
G R A H A M E R L A C H E R & A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N. C.
PHONE: 7 6 5 - 0 6 3 6
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Q What was the race o f the ch ild ren served by that
school when i t was f i r s t b u ilt ?
A I t was white from the period o f time that i t was
b u ilt u n t il approximately 1 9 4 0 .
Q What i s tha r a c ia l makeup o f the school now?
A I t i s e n t ir e ly — the student body is e n t ire ly
b lack , I b e lie v e , at th is p o in t.
Q That would be due to a change in the re s id e n tia l
pattern o f that area, i s that co rre ct?
A Yes, s i r .
Q Now, south o f Skyland along the east side o f the
C ity , what i s the next elementary school?
A Due south o f Skyland there i s the Forest Park
Elementary School, which i s a lso a fa i r ly large elementary
school and genera lly a rather o ld and fa i r ly w ell developed
area. The l in e on the north, i t ’ s the Skyland School
D is t r ic t l in e , said I b e liev e I sa id i t went along In ter
sta te 40 . I t r e a lly d idn ’ t . I t went along, i t went a
l i t t l e fu rth er south than I in d ica ted , but that makes the
north l in e o f the Forest Park D is t r ic t . And gen era lly the
l in e fo r the Forest Park D is t r ic t comes south ju st east o f
Winston-Salem State U niversity , along Stadium D rive, u n t il
i t h it s the Winston-Salem southbound ra ilro a d , and then i t
comes over the ra ilroa d there and fo llo w s an open area
south, gen era lly the area Highway 52 w i l l fo l lo w , I b e lie v e ,
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N . C.
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in i t s new— and then goes east along— i t goes from that
po in t sou th easterly , s l ig h t ly towards the Waughtown-
ClemtDonsville Road. I ca n 't p ick out the name o f the
s tr e e t at th is poin t - then fo llow s Just east o f the
Waughtown-Clemmonsville Road to a poin t Just ou tside the
o ld c i t y l im its , and then fo llow s a curve l in e back up to
Hardy's S tree t, I b e lie v e , and then crosses Sprague S treet
and fo llo w s u n t il i t h it s Waughtown, and fo llow s Waughtown
S treet out Just about to Peachtree S treet, and goes on a
stra ig h t l in e north and Just through the Reynolds Park
g o l f course u n t il i t h its the corner o f the Skyland D is t r ic t ,
Q What i s the nature o f the area served by that
sch ool?
A G enerally—
Q As fa r as development i s concerned.
A Generally the southern part o f i t i s f a i r ly w ell
«
developed. I t has been a development that has been there
f o r many years. A portion o f the northern se c tion i s un
developed and part o f i t has a r e la t iv e ly new development
in i t .
Q And what i s the r a c ia l com position o f that area
f o r that school?
A I t i s predominantly w hite.
THE COURT: Mr. Womble, when you get to a p lace
that would be le s s o f a break in your presentation as
G R A H A M E R L A C H E R f t A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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p o s s ib le , we w i l l s to p f o r th e d a y .
MR. WOMBLE: We can s to p r i g h t now.
THE COURT: I f you w a n te d to go on f o r a b i t ,
i t ' s a l l r i g h t .
MR. WOMBLE: I t h in k t h a t ' s a l l r i g h t .
THE COURT: A l l r i g h t . A l l r i g h t , M r. W ard, you
may come down. A l l r i g h t . L e t 's ta k e a re c e s s u n t i l
m th e m o rn in g . D id you have s o m e th in g , M r. S te in ?
MR. STEIN: Y e s , Y o u r H on o r. Y o u r H o n o r, I have
c o p ie s o f a p la n f i l e d b y th e G r e e n v i l le S c h o o l D i s t r i c t
o f G r e e n v i l le , S o u th C a r o l in a , w h ic h was s u b m it te d , I
u n d e rs ta n d , th e day b e fo re a rgum en t b e fo re th e F o u r th
C i r c u i t - t h a t was th e case t h a t was d e c id e d a week ago ,
a week ago y e s te rd a y , and I w an t to g iv e a copy t o th e
C o u r t , and I have g iv e n a copy t o th e lo c a l B oard and I
have g iv e n c o p ie s t o o th e r d e fe n d a n ts . We t h in k t h a t i t i s
i n s t r u c t i v e . The sys tem th e re was a p p ro x im a te ly th e same
s iz e as th e sys tem h e re ; i t i s a c i t y - c o u n t y s ys te m , I
u n d e rs ta n d , o f 4 7 ,0 0 0 k id s th e r e . They have a b o u t tw e n ty -
th r e e p e rc e n t b la c k p o p u la t io n , and th e y f i l e d a p la n
w h ic h th e y c a l le d a ro u g h p la n p ro p o s in g c lu s t e r in g o f
s c h o o ls , and th e y showed by c h a r ts t h a t th e p la n t h a t th e y
w ere f i l i n g , how th e p la n w o u ld change fro m th e c u r r e n t
s i t u a t i o n . Now, th e c u r r e n t e n r o l lm e n t shows a p a t t e r n
s im i l a r , we t h in k , t o th e W in s to n s i t u a t i o n . So we t h in k
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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PHONE: 7 6 5 - 0 6 3 6
t h a t i t m ig h t be h e lp f u l i n show ing w h a t a n o th e r s c h o o l
d i s t r i c t was t r y in g to do .
I m ig h t say t h a t th e d e c is io n by th e F o u r th
C i r c u i t on remand s a id t h a t th e G r e e n v i l le S c h o o l B oard
was to im p le m e n t e i t h e r t h i s p la n o r some o th e r p la n , b u t
we t h in k i t i s im p o r ta n t t h a t th e y have to do s o m e th in g
f® r e n t f rc m w h a t th e y w ere d o in g .
1HE COURT: I have re a d so many cases i n t h i s
a re a . Now, when was t h i s on rem and, M r. S te in ?
MR. STEIN: I t i s my u n d e rs ta n d in g - l e t ' s se e .
I 'm lo s in g t r a c k o f th e d a te s on th e cases h e re . I t came
th e Monday f o l lo w in g th e C a r te r c a s e , w h ic h was d e c id e d by
th e Supreme C o u r t , so t h a t was t h i s M onday, I t h in k . Was
i t t h i s Monday o r l a s t Monday? So t h a t was t h i s Monday
th e F o u r th C i r c u i t d e c id e d th e G r e e n v i l le c a s e , and th e
D a r l in g to n , S o u th C a r o l in a c a s e . They w ere b o th cases
th e r e on in ju n c t io n s p e n d in g a p p e a l. When th e case w en t up
t o th e F o u r th C i r c u i t , th e re was no p la n f o r G r e e n v i l le ,
and th e B oard th e day b e fo re a rgum en t s u b m it te d t h i s p la n .
V/e have n o t y e t re c e iv e d a copy o f th e d e c is io n . I u n d e r
s ta n d t h a t th e o rd e r i s n e a r ly id e n t i c a l to th e S t a t e s v i l l e
o r a e r . T here i s a t im e s c h e d u le f o r s u b m it t in g th e p la n ,
f o r o b je c t io n s to th e p la n , f o r h e a r in g , and f o r a p p ro v in g
th e p la n and so on , as i n th e N e s b i t t c a s e .
THE COURT: You u n d e rs ta n d t h a t on th e G r e e n v i l le
G R A H A M E R L A C H E R ft A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C
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— ^ see h e re " th is says a p la n f o r 1970 .
f® . STE IN : T h a t 's r i g h t . I f o r g e t when th e
o u ts id e d a te i s , b u t i t ' s th e same k in d o f s c h e d u le you
had i n N e s b i t t , a b o u t a week t o s u b m it a p la n , a b o u t th r e e
d ays f o r o b je c t io n s t o th e p la n , a b o u t th r e e d a ys l a t e r a
h e a r in g on th e p la n , and th r e e d a ys l a t e r an o r d e r on th e
p la n , and a b o u t f i v e o r s i x d ays a f t e r t h a t , th e p la n w o u ld
be im p le m e n te d . So t h a t th e C o u r t o f A p p e a ls r e je c te d t h i s
p la n a s a p la n f o r 1 9 7 0 , b u t s a id t h a t t h i s p la n c o u ld be
im p le m e n te d — i t c o u ld be an a c c e p ta b le p la n f o r now, b u t
n o t f o r 1 9 7 0 ; s o m e th in g w o u ld have to be done th e n .
THE COURT: W e ll , I f r a n k l y have som ewhat th e
f e e l i n g t h a t i t p r o b a b ly i s n ' t c o n c u r re d i n b y o th e r ju d g e s
t h a t we m us t a c c e p t a s i t u a t i o n as we f i n d i t . We w i l l
f i n d a c e r t a in c o n d i t io n i n t h i s s y s te m . I d o n ' t know
enough a b o u t i t t o t a l k a b o u t th e s c h o o ls b y name. To ta k e
some r e a l l y h a rs h and a r b i t r a r y p o s i t i o n a b o u t i t o n ly
l u r t s th o s e who a re n o t r e s p o n s ib le f o r any o f th e d e l in q u e n
c ie s o f we a d u l t s , w h ic h i s th e c h i ld r e n . I have n e v e r
>een one to i n t e n t i o n a l l y h u r t p e o p le . I hope i t w o n 't
come to t h a t t h i s t im e . N o r have I e v e r been i n a p o s i t i o n
co a sk somebody t o u n j u s t l y a c c e p t . I f th e C o u r t o f A p p e a ls
a ys th e s e c h i ld r e n have to be moved and th e p l a i n t i f f s ask
o r i t , I w i l l do i t , b u t I c e r t a i n l y t h in k t h a t we have
ome to a r a t h e r bad p o s i t i o n w i t h le s s th a n a h u n d re d days
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
* 2 3 C l if f d a l e D r iv e
W I N S T O N - S A L E M . N C.
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o f school that we have here - r e a liz in g that there has been
some in ju s t ic e - but i t never, never so lves any problem to
s tr ik e an in ju s t ic e w ith another. I a m - some o f th is I
am surprised r e a l ly , but I intend to do what I think the
law t e l l s me to do. I have no other recourse in i t . 1
d o n 't mind saying that the idea o f s ign ing any order to
send a c h ild - b lack or white - to some other school here
a t th is time i s rep u ls ive to me, because I think 1 am
going to punish not the one that might be resp on sib le fo r
any in e q u it ie s , and I intend on doing what I think i s r ig h t
about i t . I d o n 't know what that i s y e t .
L e t 's take a recess u n t il the morning at 9 : 3 0 .
(Whereupon, the hearing in the a b o v e -e n tit le d case
was adjourned u n t il 9:30 a .m ., January 2 2 , 1 9 7 0 . )
G R A H A M E R L A C H E R a A S S O C I A T E S
O f f ic ia l C o u r t R e p o r t e r s
1 2 3 C l if f d a l e D r iv e
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