49

c,\ear tb,.dt the repori \sas a :elort. to the BoErd.a$d, no\ blt\e Board.

The Englervood ir-i::r League endorsed proposal Six of the Stearns

Report on Nfarch 17, 19i2, which in effect, tencieci to break the neigh-

borhood school polic-v- ?::posal Srx called fcr en extensive renewal and

usc of L:ncoln Schocl as a ie:oieled, renamei, ce;-itral intermediate

school in a rene*'eC a;ea. fhe Urban League called for immediate expe-

drtion oi rhe plan wherebl'ail city fifth and sixth griders would attend

!he centralized school- I

The Board of Ei':c:trcn on N{arch 19, 1962, held its first of a

series o{ public meetings !o discuss the Stearns Report. Although no gen-

eral consensus was achieved, rhe Board of Education made it clear that

rt would not delay any reco!:1!:lendation it might make because of pending

litigation by parents of liegro children whom they sought to ertroll at the

tQuarles School.-

15. Denocratic Partv's Stand

On May 9, 1962, ihe Democratic Party endorsed a proposal that

stated that racial imbalarrce did exist in the city's elementary schools and

that it must be eliminateci and that the Board of Education must take action

lo conect it. They urged the Board to implement a plan thut incorpordted

excellence of education'srth integration beginning in September, 1962.

Itserqen Eveninq Record, March 8, 1962.

2trta., March 20, 1952.

I

I

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rr

ie

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50

., !:rdorsed Prcposai io:r anci,/or Propos;l Sl-x ss a nethod of solving

,,a"urao.I

:'.. l.rsr.,.naiion o{ Frcs::=':'.t; A:rointnent of Necro

\\'rlliam Kiss, FresrCent oi ihe BoarC of icucation resigned on May

:i. i-co2, efiective ir:.::.ec!:iely. The reason he gave for this unexpected

r::d u:i',ir:ely resiqnairon u'ss the great til-ie cemancis resulting from the im-

iisse orer raciai rnD3lence in the elementary schools. He had been ap-

;arnied to the Board in 1957 to fiII an unexpireci term. He had been reap-

;rlllted in January ano served three years as President of the Board. lohn

i,i. Pcrry, Negro vrce-president, became Acting President for the Board of

i-iJcatron and was in line for the presidency-2 He became the second

li.:.Io ever to be electeci Presicent of a Board of Education in New Jersey.

cven though a l:egro became president of the Board of Education at this cru-

c;ai trme, this action meant little to the Negro corirmunity of Englewood.

cspecially in light of the evidence that the Board tended to be dominated by

iic Mayor and city council. The fact that John Perry became President of

:!:e Board of Education neant even less because many influential Negroes

rr inglewood resented the role and image he reflected. They believed he

h.rd rejected the ptiqht of the Negroes and had become an adjunct to the

shrtc frcwer structure.

lEnolewood Press Tournal, Englewood, N.J., May 8, 1962'

2Berqen Eveninq Record, May 14, I962.

51

'- T! r f)t.nronstldtion School

On \'fay I4. 1962, the tsoard of Educatron announced a plan to end

:hd itnpasse over charges of raci.ll rlnbalance in iis elementary schools

::,'establishing a "demonstration schooi," for the grddes from kinder-

,tirlcn to lhe sixth grade. It was outlined.as a voluntary program where

.liencance and transportalion would be the choice of the parents who

elected to participate in the integrated program. According to the plan,

llre pupil population would be established in a ploportion reflective of

rheNegroandwhitepupilsinthepublicschoolsystem.Thiswould

J:.lodnt tO one-third Negro enrollment and two-thirds white enrollment.

lrwas the hope of the Board that the experience gained from the "demon-

sration school,, would ultimateiy be an aid to ail elenentary programs

throughout the city.

The plan called for reopening the formerly condemned Engle Street

tuniorHighSchoolandestablishingaschooitherethatwouldpioneer!n

rmplementing modern and imaginative approaches in the instruction of the

elementary school children' The plan was based on the open enrollment

concept and was designed as a pilot project' Classes were designed on

ihe basis of a maximum of twenty-five students and a minimum Of twenty

srudents. The Board also maintained that the neighborhood school policy

o{ assigning children to the school nearest their home was a sound and

logical policy and should be followed until it could be demonstrated that

a ciear educational advantage would result from another type of system'

trs.*{a

i"

E

52

:::ri Dentonstratlon Plall was frrst proposed by a Board member.l

On l\Iay i4, 1962, various interest groups responded negatively

:i:he "domonstration school" concepl as outirned by the Board of Educa-

:$r at the public meeting, The N.A.A.C.P., Urban League, Fourth Ward

C:,.:ncrlman, President of the P,T.A. Council, and other interested indi-

'..duals condemned the plan during the course of the meeting. They

clirged it was only token integration and rvas designed as an evasive

tciron and not meeting the problem "head-on. " Few individuals gave

r'ipport to the Plan.2

On May 15. 1962, the Board of Education announced that it had

rlgaged the consuiting services of Dr. Robert Anderson of the Harvard

G{sduate School of Education for the organization of the proposed

'ciemonstration school." He had served as chief advisor of the develop-

:lent of a team teaching experiment at the Lexington Elementary School

t:l Lexington, Massachusetts, and had a rich background of experience

tji the non-graded concept of educational organization at the elementary

lcuel. 3

On May 17 , 1962, the Congress of Racial Equality protested the

Soord of Education's proposal for a "demonstration school" to be located

dl the Engle Street Junior High School by establishing a picket line in

INew York Times, MaY 14, 1962-

2ibia.

3!es-C-!-!r9.tri!s-B9-S9IO May I8, 1962.

i

I

t,

s3

l:crr of thc Board's office at Engle Street. More than t\^'enty-five mem-

xrs, half Negro and half white. took part in the demonstration. Dr.

irr:tjcrick M. Raubinger agreed to meet with representatives of the organ-

l:Jtion to discuss the Board's proposal and racial imbalance in the

schools . I

Paul B. Zuber, speaking before 150 persons of the N.A.A.C.P.

.t 3ethany Presbyterian Church, urged a united effort by the parents in

cpposing the proposed "demonstration school." He questioned the motlves

of the Board of Education and suggested that boycotts and picketing

nrght have to be resorted to again.

On May 18, I962, the League of Women Voters decried the pro-

;nsed "demonstration school," especially becEuse of its voluntary

6itendance ndture, lndicating that the plan did not deal realistically

stth the problem of racial imbalance. A1so. in view of the reaction of

nany within the community, it called for re-evaluation of the proposal

drd a cortection of the racial imbalance which did exist in the city

elemeniary schools.2

A demonstration of citizens, organized by Mrs. Robert Greenberg

on May 20 , 1962, picketed City HalI and demonstrated in front of Mayor

Volk's home. The members consisted of three clergymen and approxi-

I3ercen Eveninc Record, May 18, 1962.

l:r :. , \1a1' 21 , 1962.

IrII't

54

:rJl.iy forty prrvate citizens, rnore lhan half of them Negro. Reverend

',,,:licr Taylor, of Galilee Mcthodist Church, Negro; Revercnd Isaiah

g;odr;ran. pastor of Ebenezer Baptist Church, Negro; and Rabbi Irwin

ll;nk of Tenpie Sinai, Tenafly, tcok part j.n the protest which urged a

iu\'tsion of the Board oJ Education's proposal for a "ciemonstration school-"

ii.rs rvas the first time that the clergy had activeiy participated in a

s,Jeet demonstration. I

The Lincoln School P.T.A., on May 2?, 1962. acting through its

ixecutive committee, notified the Board of Education that it had rejected

ihe proposal calling for a "demonsiration school" as the plan was in-

rCequate to solve the problem of racial segregation in the schools. They

rndicated that the majority of parents of Lincoln School children favored

Proposal Six or a combination of Four, Five, and Six as outlined in the

Stearns Report. They further endorsed the imaginative and creative con-

cepts in education techniques but stated that they shouid be applied

tluoughout the school sYstem.2

The Board of Education met with representatives of the varirous

protesting groups on May 22, 1962, and through its vice-president, John

Perry, reaffirmed its intention to conlinue to proceed with planning the

establis'hment of a "demonstration school." Representatives of the

N.A.A.C.P., C.O.R.E., Urban Leaque, United Action Committee, P.T.A.'s

lBeroen Evenino Record , May 21 , 1962.

2tlia., Ivfay 23, 1952.

:ilrt.l,

-{

t

55

drd Lee-cue oi \Vonen Voters were present. Ali::t c:-.e of thcse present

prctes',ed the aciron of the Board in planning to Eo 3::e3d with its original

proposal. I

'Ihe De::rocratic Party on N{ay 23, 1962, co:.derned the Board of

lducation's proposal for a "demonstration school.' David S. Greenberg,

presrdent of lhe organization states, "The pilot scrcol is an evasion,

not a solution, so long as it is not backed \tith a coiprehensive plan

to meet the community's problems." They criticizei the Mayor and

Council for ignoring the real issues of school segregation in the dispute.

i8. Governor's View of Problem

On May 24, 1962, four representatives of the Englewood Urban

League met with Governor Hughes and requesteC that he place himself on

record as far.oring a stronger stand on the integration of all schools, par-

ttcularly those involved with de facto segregation lroblems. Governor

Hughes promised careful consideration of the request and said, '...My

initial impression was that the statement would be redundant. My posi-

tton has been that Boards of Education ought to be able to find solutions

other than the extremes of de facto segregation on the one hand, with aU

lts attendant evils, and the equally questionable otlter extreme of aban-

doning any semblance of a neighborhood-school pattern.'3

lBerqen.Evenino Record, May 23, 1962.

2EnclevrooC Pre.ss Tournal, Engler,r'ood, N.I., May 2?, L962-

3Bercen Evenlnq Record, l,1ay 25,1962.

56

i: i.;ie 19, i9€'2, Gc.''ernor Rlchard i. I'Iuqhes, :r his filst official policy

::Jl.-,:ent for the s:ere of New ierscy, rnade it ciear that flexibility must

::.1 r...eorted to in oroer to avoid racial imbalance or conditions that lead

i;lt.HcStipu]atecthatplanstopreVentore]i:.Inatesegregationstill

:rst ulilmately reside wlth the local Board of Etiucation' l

C. Era af Superintendent N{ark R' Shedd

!. lt,':,onstration Sc|.ool Plan Abolished

TheBoardofEducationannouncedonJune2T,1962'thatithad

srce a decision to drop the controversial plan for a "demonstration

tchool,'on the basis that the pian had failed to gain sufficient commu-

iliy support as indicated by the questionnaire mailed home to parents of

lll elementary school students. OnIy 500 persons had responded to the

$,rrvey out of 2,000 parents . The Board stated that it had abandoned

plans but that it would come up with a new proposal at its tuly 12 meet-

rng. The Board sta'!ed, "We can assure our citizens that the plan to be

Ennounced then wi.ll be in operation in september and will implement our

often repeated intention of coming to grips with racial imbalance irl the

elementary schools through a program that incorporates sound educa-

llonal standards."2

lNew York Times, June 19, 1962.

2Berqen !veninq Record, June 28, 1962'

57

;. C.:i:3i r:.1.::rt.'dFtc Sc jiool Proposed

C:r i:li l2, 196?. tlic BoarC of lducation announced its plans for

rir;:tiraiiii rac13l lmbalance rn iis elementary schcols by proposing a

ci.:itral inter:teciate school which would ]rouse all the city's Irfth grade

g:prls in one school building. This woutd be the fusi phase of the long-

rn;lqe progren in order to create better.racial balance. The superintendent

ol Schools was requested to formuiate plans that would tend to implement

lhls part of ihe program. The new school was to be located at the Engle

Slreet Junior High School; next year, the program would be expanded to

rnclude the six'.h grade as well. The Board stated, "We do not intend

tnis program to deveiop into a centralized kindergarten through fourth

lrade, but we expect that much of the experience that we gain in the

centrai intermediate school will have useful application in the earlier

Eades....Our goal is to formulate and carry out a responsible program

rrhich will create a better raci.al balance."I

Acommitteecomposedoftaxpayingmembersfromallfivee]enien-

iary scnoois met on July 16, I962, and formed a new social organlzatlcr

called ,,save our Neighborhood schools, " to protest the Board of Educa-

rron,s proposed fifth grade central intermediate school . Mr. Louis PuEa:.r

fronr the Second Ward, was chosen as temporary chairman and the new';'

formed group ciaimed a membership of 500' The group sent telegrarns :'

GovernorRjchardJ.HughesrequeStingthatheintercedetoblockthe

ll,-ar, Y::< T::=s, l:-; 12, ]9e 2.

58

:(scgregation p.l3n as proposed. Approximately frfteen per cent of tf,e

gorF \rere Negroesl rvho had much in comrnon wrth the \.rhite population,

i'.r! r,r.rc often re:errec.i to as the "\r'hite Negroes" because they identi-

i:ec rrrth the whiie contmunity and heid similar stakes in the issue re-

illClxE racial segregdtion. 2

The Bergen County branches of the N.A.A.C.P. and C.O.R.E.

:c)ccied the Board's proposal to establish a centrdl intermediate school

iy rhe fjfth and sixth grades as one means of reducing racial imbalance

r i|e elernentary schools. They indicated that for the fkst time the

irard of Education had actually admitted the fact that racial imbalance

j:d exist but had not gone nearly far enough toward eliminating segre-

;i:lon throughout the system. They opposed opening Lincoln School

{!€n \vith four grades in operation and maintained that these grades

rcre more important than the others as these were the most formative

:chool years. They generally opposed the policy of "gradualism" as

! solution to the problem.

Parents of the fifth grade students whose children would be taken

oul of the neighborhood system of attending the school nearest their

i:cme, sent telegrams to Governor Hughes c,n jr,ly I9, 1962, strongly

Irotesting the action being planned by the Board of Education as not rn

lEnqlewood Press Tourna], Englewood, N. ]., iuly 16, i962.

2lntervier" with a Freedom RiCer, 1965.

59

rccordance wrth the policy developed by the Governor and the Commis-

t:Jncr of Education. I

On July 30, 1962, the Board of Schooi Estimate voted three to

!\ro to refuse additional monies to provide funds necessary to renovate

,trC provide the building needs of the Engle Street building as had been

poposed under the Board of Educaticnrs plan to estabiish d central in-

rcrmcdiate school. The Superintendent of Schools ordered all work that

nas currently underway stopped immediately as the appropriation request

had been denied. The Board of School Estimate was composed of Mayor

Volk, Councilmen Kurt A. Erslev and William D. Ticknor, along with

Soard members, Vice-President Carmen Hintz, and Trustee Warren L.

lerris. The split of the vote was according to organizational lines, the

llayor and two Councilmen opposed the emergency appropriation while

rbe two Board members supported it.2

On Juiy 31, 1962, a public statement was submitted outlining the

posltion of the Board of School Estimate members who opposed passage of

!n authorization for the appropriation of funds in order to establish the

central intermediate school. While ihe two Board of Education members

refused to comment, a joint statement by the Mayor and two Councilmen

srrted that the $l 10,000 needed to renovate the buildlng was not avail-

lEnqlewood Press Tournal. Englewood, N. J., luly 19, 1962.

hsrsr!-F-ycd4-8rrg"d, JuIy 3l , t962.

60

riic; that a specral,rpproprjation could not be justrfied for a building and

:i:t tts Iocation was a safety hazard and created transport problems and

::.:C becn previously condemned by the Boarci of Education the year before.

iriher, the Boardrs proposed plan was widely opposed by several thou-

!Jnd persons who had petitioned against it and sought a referendum on

l:.e basis -"hat the plan had been too hasti.iy conceived.l

The Board of Education announced on August 3, 1962, its deter-

rmation to fight for the necessary funds to establish the central inter-

:rdiate school which had been rejected by the Board of School Estimate

rn an informal meeting held on JuIy 29. The Board of Education remained

convinced that its plan was educationally sound and r\ a fltst step to-

rard dealing with the segregation problem in the elcr't'ntary schools.2

?ne Board maintained that: (1) the plan is economically prudent, (2) that

:he plan was approved only after long study and with professional help

lnC consultation ftom outside consultants as well as the service of two

superintendents, (3) the building at 11 Dngle Street is safe, healthful,

!nd adaptable to the program for the central intermediate school, (4) the

loard of Education had been promised adequate police support to insure

safety for the children traveling to and from the school, (5) other accom-

modations were bernq made to handle classes for remedial reading, re-

lNew York Times, JuIy 30, I962.

2Berqen Eveninq Record, August 3, 1962.

iln

il

til

I

6l

c::ing overloacs in the first grades in the Quarles School and establish-

::!,:.tt of two speclal eciucation classes for retercied and brain-damaged

c:iicren, as a resuit of the empty classrooms made available to the

ce::a1 interrnediate school. I

3. Orioin of Enqlew'ood Movement

The Negro community of Englewood announced plans on August 2'

1g52, for an all out battle against the Mayor, common council, Board of

lducation, save our Neighborhood school and other segregationist organ-

lzations by calling on Paul B. Zuber to coordinate plans for action. Boy-

coits, pickets and other actions necessary to offset the economic and

oolitical pressures being waged against the Negro in Englewood were

roiced in the statement. Recall proceedings against the Mayor and

conmon council were discussed and a statement in the form of an ulti-

natum was sent to Board President, john H' Perry' Paul B' Zuber made

the first mention of a huge rally to be staged on the streets and Negro

leaders from all over the country were to be inviied to help launch "The

l:lclewood Movement. " 2

OnAugust4,1962,ZuberannouncedthathewouldinviteMalcolm

X, leader of the Black Muslims in New York, to appear in Englewood on

Aur;ust I8, to turn "this town into anAlbany, Georgia"' He was warned

lBeroen Eveninq Record, August 4, L962.

2tuia., Ausust 3, 1962.

I

I

I

I

6?

by\Iayc.1'.3]{ihai,!heBlack]Viuslinswereconsidereda..grov.ringda;ger

to our s!-a::ii-v.,, Zuber announcec a b)'coti of downto$n merchanis with

ihc ihrea::::i liiotographilig of alI Negroes who violated the boycott' l

O: i.':qi':st i5, I962, Zuber stated thai the questionnaire b€ing

currently c::iucted by Ma1'or VoIk vras illegal because he was atterrp:-

lng to us::i! :he powers of the Board of Educa"ion in formulating school

polic),. Ee asked why the Board had not called on the Commissionerol

iducatio:1 to <iernand that the city stop interfering with the powers drat

riqhtfully b:'longed to ihe Board of Education' He indicated that the

questior.iare was meaningless and a waste of taxpayers' money in that

the Board :aC akeady expressed itself on the creation of an intermediate

school ani was not considering any alternatives'2

Tj:e integration rally sponsored by PauI B' Zuber was held in

I'lcKay Park and &ew approximately 500 people' I00 0f whom were news-

men and plice. Expectations of upward of 3'000 to 4'000 persons had

been helC b.rt the raliy failed to draw because the two Negrro ministers'

Taylor anc Goodman, had urged their congregations to boycott the rally

as they had differed with Mr' Zuber as to the tactics that were to b€ em-

ployed to seti-le the community's problems' Those in attendance were

nrombersoftleBlackMuslimsect,adelegationofAfricanNationalists'

lNerr York Times, August 4' 1962'

2Ber:en Eveninq Record. August 16' 1962'

63

:. ll) iic-cro a1:r-rf.teqraticr. q:c:ps. A grcup oi N.of asclsts headed by

j:.:;t Parler \\'as ei ihe qaies oi i::e park pass ]u-: oui hate llterature and

x!r:rc:siraii::g',',iiir siEns iicr:a:i:rg \Vhiie su:rreilac):. The four speakers

:.,r litc r;ll-v r:ere.\ugusius Hilrison, Fresiien: of rhe Bergen County

r.:apter of the N.A.A.C.P., \'.'j.lir:r:r Scott, head of the N.A.A.C.P. in

i;ckland County, Louis l,or:.ax, auihor oI TC9-\-9CI9-899X and Mr.

l.l-r.er. All the speeches centered on the thene of unity. Zuber introduced

d nelv tactrc and threatened ihe use of the "telephone in," both to the

Governor of New Jersey, and then if successful, to the White House it-

self . This wouid be an atteript to tie up all lines of communication to

lhe s'.aie and federal goverrunents. He urged that 10,000 Negroes phone

the Governor to call attention to the Englewood situation.

Zuber also advocated'economic selective buying" to force local

merchants to recognize and support the rights of the Negro in their

srruggle. He aiso stated that they would not now settle for fifth and

slxrh grade intermediate schooi because the Board had failed to meet

rhe Negro half-way. Now he insisted on full integration of K through

slrth grade. I

The Governor maintai.ned that the Neiqhborhood School Policy

should not be adhered to s'rictly and that flexibility should be applied

whcre and when necessary. Both he and Zuber agreed on the need to

I

I

lNew York Times, Aug'ust f8, I962.

64

.rJl:idin ihe r.ighSorhood school conccpt in princi3le, but with modifica-

:;..:. lirc G:'..-r:or saiC he thought thc Engle\roc: situntion could be re-

:clvcC \f lihln ihe franewor]: of the State Neiqhbc:hood School Policy,

l:::ough \rhrch public school children attcnC the schools closest to their

hones. I

i. ;h€ Lincoln School Bovcott

The Lincoln School Parent Teachers Association announced on

Srptember Z, 1962, its intention to boycott the Lincoln School on the

school's opening day, September 5, through Thursday and Friday by

I'rving all fifth grade pupils stay at home. Mrs. R. A. Christopher,

P.T.A. president, said that other classes might become part of the

tiree-day boycott, but that it was necessary to have parents of fifth

g;acie pupiis show dispieasure over the abandonment of the Board of

!<jucation's proposed central intermediate school. Zuber also called

icr a boycott of aII pupils in the Lincoln School as spokesman fcr the

[nglewood Movement. By'ron Baer, vice-chairman of C.O.R.E., the

next day, endorsed the proposed boycott in a policy statement and said

ihat ihe absence of any action by the city left the parents with no alter-

native. 2

lBerqen Eveninq Record, August 22, 1962.

2New York Times, September 3, I962.

65

On Septerber 5, 1962, the boycott of the Llncoln elementary

:,lrool took eitect and approximately two-thirds of the pupils stayed

lir.r1, from classcs. Approximately 540 pupils normally attended the

::hool which \!as ninety-eight per cent Negro, but only about 200 stu-

r!rrs attended classcs 9n this first day of the proposed three-day boy-

:ctt. Councilman Vincente K. Tibbs took an active part in the picketing

iritng the boycott. Approximately I5Ct anti-segregation spectators and

;rckets marched in front of the school during the boycott proceedings.

,ipproximately 350 students boycotted the school.l

On September 6, i962, Governor Hughes made a statement to the

!:rglewood Board of Education as a result of the boycott. He asked the

3oord of Education to solve the problem soon or face possible court liti-

gdiion that could possibly serve only to damage the state's Neighborhood

school Policy. He indicated the resuits if court action ensu€id would be

ihat the court would eventually rule that the present imbalance was de-

priving the Negro pupils of equality of edubation. He added that he was

crsappointed that results of the survey conducted to ascertain public

cpinionconcerningthetypeofplanofdesegregationthecommunitywould

support had not been made public. AIso, he suggested that an Englewood

officral or private citizen initiate action to request assistance from the

Conmtssioner of Education as he indicated that Plainfield, Orange, Mont-

ciair and Bridgeton had already requested heIp, but no request had come

lBerqen Eveninq Reco-rd, Septenber 6, 1962.

66

ir rm Engier.ood. I

The second day of boycott took place when approximately 350

o'.rpils of a scl]ool enrollment anticipaled at 540 failed to appear for

classes again. The boycott was about as e{fective on the second day as

on the first. Oniy white children atiended classes on both days. Picket

Irnes were established whiie boycotting pupils boarded chartered buses

{or tours to a New York Museum. Others !eceived tutoring and private in-

siruction at various homes throughout the Third and Fourth Wards.2

The third day of boycotting took place at the Lincoln School when

approximateiy 300 pupils stayed away from school for the third consecu-

rrve day. In addition to the boycotting which took place at the Lincoln

School, the P.T.A. of the Liberty School, the oldest elementary school in

the system and the school closest to Lincoln, conducted a one day boy-

cott in sympathy with members of the Lincoln School. This school had

nrore than sixty per cent Negro enrollment as compared to ninety-eight

per cent for the Lincoln School. Approximately 139 pupiis stayed away

from ciasses out of an enrollment of 380, a fact which indicated approx-

rnately thjrty-seven per cent were boycotting the Liberty School.3

The schoo] boycott of the Lincoln School endec, on September 10,

1962, after three days.

lNew York Tim.es. September 6, 1962.

2Berqen Eveninq Record, September 7. 1962-

3New York Times, September 8, 1962.

67

5. Stalc- Contmissioner Intervenes

On September 12, 1962, the State Commissioner of Education,

lrederick N{. Raubinger, named a fact-finding group to investigate school

scgreqation issues j.n Englewood. This action came as a result of Negro

qroups and others in Enqlewood seeking relief from the State' This action

resulted only after the City of Englewood requested the State Commissioner

io intervene into the dispute of the city.

5. Incrcase in Private School Enrollment

The local paper reported on September 27 , 1962, that the enroll-

r,rents of the private and parochial schools in the City of Englewood had

rrsen for the school year of f962-63. The three private schools lndicated

lhat they had to turn applicants away and gave the following statistics:

Driqht School for Girls - 382; Engiewood School for Boys - 250; Elisabeth

lr'iorrow SchooI - 362; St. Cecilj.a's, a local parochial school - 1,469.

The private schools were currently involved in a building development

proqam to extend their overall capacities.l

7. Resistance to Centrai Intermediate School

On October 3, I962, the Save Our Neighborhood Schools organiza-

rron filed a petition of appeal with the State Board of Education and also

wrth the local Board requesting the State to restrain the Board of Educa-

ilon from creating a fifth and sixth grade neighborhood school on the

IEnqlewood Press Journal, Englewood, N. J., September 27, L962.

68

iollorvi;.rg grounds: (1) f,nglewood did not Ciscrirninaie against Negro pupils

r::ri any raclal imbalance is the result of natural econonic conditions; (2)

lhc local Board itseif haC originally urged abandonnent of the Engle Street

lurlcirngs for further school use because of inacequate facilities and

l,:zardous traffic conciitions, and (3) the rra;ority of parents wanted the

)ierghcorhood School Policy preserved. I

Attorney William V. Breslin filed the petition on behalf of a group

of fifteen children attending the Engiewood elementary schools.

The Englewood Taxpayers Leaque took a stand on the school im-

passe by filing a brief with the State Board of Education indicating that it

would be improper to spend pubiic funds for the establishment of a central

school as it would open the way for a possible taxpayers' suit against the

Board of Education. They claimed that there was no problem in the Engle-

nood schools. William Fuller, president and a lawyer, drew up the brief

wh.ich said rn paft, "There is no'problem' in the Englewood schools re-

qufing a drastic extensive basic reorganization expensive in time, effort,

and money. . . it is all a 'Big Lie' created out of an excess of well-meaning

Iocal zeai which when it received consideration became a 'problem' to be

opportunely seized, manipulated and built up by national publicity far be-

yond f,ngiewood. " It claimed that the Englewood Case was a national

campaign "kickoff.-"z

IEnqlewood Press Tournal , Englewood, N. J., October 3, 1962.

2Ibtd.

69

The Siate Fact f::cl:1g Team sen: r::o Engiewoci:o study the prob-

l.::r of allcgeo s.qregaiicri enC recial jrlelance in lhe scl-.cols made pub-

llc its report on October 19, I962. The repcrt !nCtcatei t:.:at no evidence

.i sorrecation bv ciesic. 1f 3s Iound. The sl-x-nember coi:inittee spent

'.iree weeks making the siudy and offerec :ire following recomrnendations:

(l) Builci a new S1,000,0!0 elementary scncol in lr{cKay Park for K through

sL\ih grade and occupy ii b)'September, 196{. "This new elementary

school can be a real llghtliouse, showing the rvay to a fundamental strength-

ening of the district's ed:rcational progra::r.' (2) Re&aw all the neighbor-

hood school boundary llnes by use of coicentric citcles and adjust it in

order to integrate classes ri'hen necessar-v. (3) lvlake the Lincoln School

rnto an educational and culiural center upon completion oi the new elemen-

tary school. Develop it L:to a rehabilitaiion school and a place for admin-

rstrative offices. (4) Establish a central fifth grade at the Engle Street

School as of February 1, 1963, on an elQerimental basis with full integra-

rron and concern for the i:rCividual student but continue the use of the Engle

sueet site until June of 1954 only. (5) Beqin an i.n-service program for all

teachers in planning for an expanded prograrn of the type developed as the

lifth grade project. This pilot project would become the basis of experi-

nentation to be realized tkoughout the entire system.l

lEno.lewood Press Tournal, EngiewcoC, N-J., October 19, 1962.

70

The Board of Education on N'o'ember 12, |962, rejected the state.srecommendation {or a new S1,000,000 school to be huilt in the McKay

Park area as part of a proposed long-range planning solution to the raciar

$regration probrem. president lohn H. perry, at a public Board meeting

anended by approxirnately fony persons, said, ,'The Board doesn,t belleve

a new school in the heart of the Fourth ward will reduce the concentration

o(Negro students for any length of tlcre. The Board therefore rejects the

tuggestion as a long-lasting solution to the problem..

The Board made it clear that it still supported the concept of the

ldth and sixth grade cenfial intermediate school as the best solution to

the problem. It stated tiat it $,ou.ld continue to study other alternattves.

The Englewood Movement criticized the state.s study committee's

rcport by pointing out that two basic things were lacking: (l) What to do

$out Liberty School which also.had a large percentage of Negroes, (2)

f,ow the state plan supported a betier educational opportunity than before.

tt criticized the concept oi concentric circies for the establishment of

mighborhood boundaries and questioned the statement made by the state

hdicating that it found no evidence of segregation by design. tts state-

lcnt ln part rea&

It seems the committee found that as far back as 1950white children living in the Linden Lawn apartments (on EastPalisade Avenue) and chil&en in apartments on GtenbrookParkway were allowed to 90 to one school with the optlon ofgoing to another- The chil&en in Linden Lawn were allowedto go to Roosevelt School or ttanklin, although Lincoln Schooland other schools were overcrowded, it was never necessaryfor white children to move into the Lincoln School, only lntoanother overcrowded all-white school. This would seem to

7lindicatc that the neighbori:ood school was not used tooextensively in years gone by.

It was indicated that the S:ate Report would tend to maintain the

liatus quo and would not eliminate racial imbalance in the schools.l

The Urban League condemned the State.s recommendations, calling

mstead for a new elementary school to be located in McKay park and for a

realigning of school boundary lines. It indicated that the State was at-

lempting to set a bad precedent for all other school boards and that its

roccmmendations did not offer the kind of qhanges needed to end desegre-

gation in Englewood. The League reaffirmed support of the Board of Educa-

ilon's central intermediate school.

Augustus B. Harrison, president of the Englewood Movement, out-

llned on October 31, 1962, several major issues that the community of

[nglewood must face. He stated that the problem could not be summed up

!s the Mayor had attempted to do on the basis of the Neighborhood School

vs. the Central Intermediate School. He reaffirmed the positlon of the

lnglewood Movement and indicated that it would not disappear "...For a

party to run a candidate purely on racism is in bad taste anywhere in this

nation, but this is what is happeni.ng in Englewood today....The Cltyof

lnglewood is slck and suffering, it would be wise to think of methods to

end the sickness instead of prolonging it in the manner that the clty

IBeroen Evenino Record, November 20, Lg62.

.72ldthers are now attemptlng to do."l

9. Central Intgrmediate School Plan Reiected

On November 6, 1962, Election Day, the electorate of the city re-

lected the proposal calling for the developme5rt of a city-wide central in-

rermediate school. The referendum which was not binding, was defeated

bya vote of 5,8?5 opposed as against I,549 who supported the central

.schooi idea. The Fourth Ward was the only ward in which the referendum

ron support. Mayor Volk's questionnaire concerning the.public's support

lor the integration of the cenbal school idea showed a three to orE vote

rgainst the integration of the fifth grade. The vote on the referendum

lurnedout to be four to one. The results of the electionwere as follows:'

tfstWard - 1,248 to 150, Second'- 1,640 to 336, and Third - 2,640 to

555. A total of I,258 failed to \rote on the issue while sixty-slx per cent

of the electorate went to the polls to rrote. 2 A total of 8 , 632 cast \rotes

out of a total registration of f3,0i5.3

The day following the. election, the Save Our Neighborhood Schools

organization requested that ln view of the results of the rbcent referendum,

the Board of Education drop its proposal for the central intermediate schoot.

The temporary chairman of the group urged the Board to establish a plan of

lEnolewood Press Tournal, Englewood, N.].,

2gefsen ly9!i!S-Regql!l, November 7, L962.

3Enofe*ooa press fo , Englewood, N.t.,

october 31, 1962.

November 8, 1952.

73

.open enrollment,, as the solution to the racial imbalance that exlsted in

the eiementary schools. I

Pinance chairman Erslev further stated that the Board of Education

spent more than fifty per cent of the tax dollar and that he expected that

the Board too would ,,hold the line." He continued: "Ten years ago the

total school budget was $1,270,000. There were 21.5 pupils per teacher;

and the cost to the taxpayer was s335. per child. Today the school bud-

get is 52,748,000; there are 16-7 pupils per teacher; but the cost to the

taxpayer.today is $735. per pupil - - more than double the cost even

rhough there are fewer pupils in the system."2

lBeroen Eveninq Record, Ngvember 7, 1962.

2fnof"*ooa pre.s fo , Englewood, N.1., December 13, 1962.

PART III. THE DECISION NIAIGRS

Examiningtheformalpowerstructureofthecommunityissignifi-

cant as it had much bearing on the total problem'

Throughout the last thirty years, the Mayors and councilmen'

elected as members of the Republican Party, have successfully maintain-

ed political control of the communlty. The only exception was the elec-

tion of a Negro as Democratic Councllman hom the Founh Ward'

A. Elected Governmental Officials

Englewood has a Mayor-council form of municipal government

with the Mayor and one councilman elected at large. Each of the four

wards elects a councilman as its official representative' ?hese are the

only elective offices in the total municipal governmental organization.

The office of Mayor is the highest elected position ln the formal

power structure. He is elected by the people at large' He serves for

aperiodoftwo'yearsunlessre-electedtosucceedhimselfashasbeen

the case with several of the Mayors of Englewood' The office ts most

importantbecausetheMayorappolntsmemberstotheBoardofEduca-

tion. Therefore, it is most lmportant that v'e examine thb past Ma]'ss

and tl1e wards of Englewood in which thby resided to understand better

theirbackgrounds,interestsandstakesintheissuesthataroseduring

iii.t"ItI

74

75

their individual terms of offlce.

f,leven differbnt Mayors held office between 1930 and 1962; ttrey

rvere gllmembers of the Republican Party. Four of these Mayors served

two terms of office with one Mayor actually sen'ing a precedent setting

three terms. The dominance of the Pirst and Second Ward power struc-

ture and the white Anglo-Saxon Protestant control was maintained until

1955, at which time the flrst Jew - a resident of the Fourth Ward - rYas

elected to office.

. R- Aooointed Governmental Officials

.The Board of Education is comprised of five members who are dl-

rectly appointed by the Mayor to a term of five years. Ihey are ap-

pointed on a rotation basis so that not more than two members are nelv

appointees at any one time. The Board'of Education, however, does

not have the power to lerry and collect taxes. It must rely on the Board

of School Estimate, a body comprised of tnvo membe:s of the Common.

Council also appointed by the Mayor aid two members of the Eoard of

Education appointed by the president of the Board of Educatioil.

. In addition, the Mayor is automatically a member of this finan-

cial board; therefore, the City Council has control over the rburse

6trings" of lhe school district. All in all, a total of eleven persons

comprise the formal governmental decision-making bdy for Englalood

with the predominance of political power held by the Mayor and Common

Councll.

76

q

o

c,

:g E E . E: " i : q .4 E; * .!-is; i 5 ss =:: A: ! ,?!€5!E !; :.i ri!!rl:t r;fi;iI iili:itr;s€rl a uC>&dE d F lli' 4 O2€dOFu

bE-

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Jic - ir-; r:9.; = o

i I i:iiii:rigiiu:*;:iiico

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oo==== o o} } Z ;:gUU

tooD

P9-.Ez9E=EEaTEE:AET EAA; ;aa o c : cq c c c E col rl l:l I t6 6 2 = . cU E C c c I.:rr4==p! t==D t

i'00

Se39

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gstEFj;l IEiE;;!;i iuc?€EAu EErE ::5 55 .r-d===- NN<O 6 6- t+

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6:>o!.9>=o.o550YgE-En irrfl €E!E g Ei:=: o o 5 ! E E! 3 ,t Y ? ? i iu I(J - =;cj!FFa :gqA A 3; i=^ I I

22;i663 ;il: : :6 :; 2 iEti;*si i{Ei i ii EE E ;ou,to Ecu ooo > : >.

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3Fo di 96 0 d6 66 b66 66 ad 6 6

oNt€\606666 60$6666 606d3€ o8Xt I

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5

TABLE 7

ML\IBERS OF I}C.\RDS OF EDUCATION ACCORDING TO LIAYORALTY APPOINT-

^{I}JTS AND sHo\tr^'G MIANCES OF PO\{FX ACCORDNG TO WARDS

.Wdd I Wsd Il Ward lll Ward IV Criricd Policy Dccbior

t930-38

1938-{O

l9r0-{ l

l}u-{2

l9r2-{S

r9l5-{7

19{7-{8

Da8-50

1950-51

Dsl -53

r9$-15

Ill55-56

p16-58

19$-@

19@-62

1962-64

I

t

2

2

2

2

z

2

I

I

I

I

I

I

2

2

I

I

I

I

I

I

I

t

o

o

t

I

I

I

t

I

!

.l

I

I

t

I

2(ls ,cw)

2

2

2

2

2

2

I

,1

t

t

I

I

t

I

\1

I

1

2(rlt NegF)

z

I

,

t

DecLior No. I

Decisioa No. 2

Decirio Nor 3, {

DeclsionNoa 5,6, 7

Totr IAppoint-nents byWrrds

79

i0intained token rnembership on the Board, but it was not until 1951,

6ri a Jew was appointed as a member. In I955, the first Negro, a

hesbytcrian, was appointed to the Board.

Shortly aftbr the time of the Commissionerts decision against the

loord of Education in 1955 on the charge of "gerrymandering" of neigh-

brhood school boundary lines, two significant events occurred. The

llrst Negro was appointed to the Board of Education and the Fourth Ward

tlceived its first dual representation on the Board of Education. Thus re-

rulted a significant shifting of the balance of power to the Third and

lourth Wards. The table on the following page shows the significant

changes that occurred over the years. The table also shows the break-

dorn of appointments to the Board of Education according to wards and

$c relevance to the major Critical Policy Decisions that will be further

trialyzdd later in the study.

An interesting conjecture based on the known occupations of the

rnenty-six Board members is that they were all members of the Repub-

Ircan Party with one known exception, that exception being one of the

loman Catholic members, described by the newspapers as being a mem-

ber of the Board, a Catholic and a Democrat. The occupations of the

wious members indicated that about one-half of the members were

buslness executives.

An interesting comparison can be noted between the original

Soard of Education members and the most recent Board. The orlglnal

Soard was composed of one Catholic and four Protestants, one a woman.

81

ihe most recent Board relevant to this study was composed of tero

Catholics, one Iew (a woman) and two protestants (one a liegro).

The Sociogram on the following page illustrates the residence of

each member of the various Boards of Education according to the ward

rn which they resided. It also reflects the lines of succession follow-

cd by the mayoralty appointments, the respective terms of oflice

rerved, and the shifting of the political ,,balance of power. between

wards. It can readily be seen that the balance of power shjfted from

$e first Ward to the Third Ward following the movement of the popula-

tlon trends resulting primarily from World War II. ?he Socioqran also

reflects the apparent conservatism of the two members who represented

tle Fourth Ward from lg05 to 1958. fhese two members were both of

$e Roman Catholic faith and succeeded each other in office, having

rerved a combined total of fiftfthree years. Reflected also are the

dominance of membership of ti woman from the Second rrVard frron 1920

through 1948 and the actual shifting of a member from the second ward

ultimately to the Third ward. The nnmbers within the circle illusrate

the various Critical Policy Decisions in which the vdious members of

Ue Boards of Educauon particiFated.

It is reasonabl'e to conclude that the Englewood Boards of Educa-

Uon have been dominated by a Republican Conservative element, prin-

ctpally of the Presbyterian religion, especially until l9SS, and by a

preponderance of members who reslded in the fjrst Ward. fiie first

Ward had the smallest number of pupils attending the public sctpols of

FICURE 5

lcf tc.L.\\i 3f \.,1\'oR,.\LTY nFTNI\.lIliTs OF ItFliBF-Rs oF FoARDS Or EDLKATDN

--T?l*sd aild Indicarcs torolremeat in Cririsl policy Decisioir)

Q *trt"" Mebbar of Boerd of Eduedoq

(F) Female Merrbes of Berd of Educat o(N) NegroMembeF of Bo{d of EdE.do

tST WARD

Crf,tltn lt

83

rll wards.

The catholics had a token representation down through the years.

tr niqht be concluded that this representation supported a conservative

prnt of view as the primary interest of most Catholics rapuld probably

betcsupporttheparochialschoolsystemandto..holdtheline.'against

cny tax increase necessary for the support of public education'

. A great transformation. although under way for a number of yearst

rcachedthecataclysmicstagefromlg50throughthenextdecade.This

f,ans{ormation was aided when the first Jew was appointed to the Board

tn 1951, followed by the appointment of a Negro in 1955' ?he most

rignificantchangeoccurredduringthissameperiodoftimewhenele-

nents of the Thtd ward wrested the balance of political power &om

lhe First Ward. For the flrst time, the Ftrst ward was challenged for

politicalcontrolbyelementsofthemiddleclassliberalswhohadmoved

tnto Englewood flom adjoining metropolitan areas' AJthough the Second

rnd Fourth wards still had only token representation on tlle Board, the

Third ward had gained new prominence by at least gaining an equal

nurnber of Board members durlng the decade of the fifttes' Thts fact

offered a challenge to the powerful First Ward' These fi^to wards' the

ThirdandFourth,wouldeventuallycombineforcestofurtherchallenge

the "white power structure,'r thus leading to the lmpasse'

C. The Three Chief School Administrators

We cannot leave this area of the decision-makers without men-

84

tnning a word or two about the three chief school administrators who

rerved the various Boards of Education.

The first superintendent, Winton J. White (19f 8 - lg44), a

Presbyterian, was a true representative of the Board of Education through-

out his tenure of office. He initiated and responded to situations as

though the Board members were actlng.

. Prom 1930 througir 1944, when he retired, there was no evldence

of disagreement recorded or even implied in the minutes of the Board

ol Education, beiwec.r yd:!)Js Board members or betwe--n the superin-

trtdsnt and member's of the Board.. As evidence of the apparent tran-

quility which prevailed within the community during thls period of ttme,

only a few community civic organizatigns developed or sent representa-

trves to appear before the Board of Education to air complaints.

A noticeable lack of controversy or conflict existed throughoul

fhe period of time'White served as superintendent of schools. This

can be attributed to the "authoritarian lmage" whlch he proiected, an

tnage which portrayed the Board of Education when he spoke.

Prom 1944 through l962,.the pattern of the second superintendent

erolved. Superintendent of Schools, Harry L. Stearns, dlffered from

hls predecessor in that he did not project himself into issues. tt was

hls philosophy tht a superintendent should not interject his personality

lnto an issue. An issue should be decided upon by the Board of Educa-

riorr, which, in his opinion, represented all of the people. It ls inter-

esting to note that Superintendent Stearns was also a Presbyterian and

85

an Elder of the Church who resided in the First Ward'

Superintendent Stearns, in his book, Commpnitv Relations and

thc public schools, written while he was superintendent of Englewood,

ln commenting about representation on Boards of Education, states:

. . .there is the community with a dominant reli-gious pattern, which keeps minority religious representa-iion o{f these boards. If , in suc'h a community. a minoritygroup begins to grow numericaliy or in organizatlon influence'there wlll be demands, sometimes reaching the proportion of

' political pressure, to place on the Board representation ofthe minority faith.. ..

The board members are the representatives of thepeople, the policy makers; the schoolman ls their em-ployee and their adminisEator. The least he can do is toiirptuy a tolerant attltude toward each member, regardless

of the religious affiliations or the balance of power between

the religious groups. Occasionally, bywise leadership'he maY Pour oil on troubled watfls'

Anorganizationman,hedidnotseeschoolsasagenciesofsocial

change. He was content to leave all the decision-making to the "power

suucture.' He felt that the school's main theme and responsibllity

rvere students. However, he soon found himself caught ln the midst of

r transition that was.taking place, even though his first ten years ln

office were relatively calm and routine. Beginning with the altering of

the boundary lines by the Board of Education in 1954' teadershlp be-

camemuchmoredifficult;hewastofacemanychallengesandcon.

bontations.

lHarry L. stearns, communitv Relations and the Public sgr-ools

(Dnglewood bliff., ttl"'n ]o-t pientice-Hall' Inc" 1955) p' 228'

!:

,iii{

I.i.

86

The third superintendent appeated on the scene upon the retlre-

mentofDr.Stearns,afterthetransitionoftheBoaldhad'forthemost

part, been effected. Dr. Mark R' Shedd entered thb scene at the polnt

of conflicq he also entered upon a new dimension' He would work with

a Board that was rnore truly representative of Englewood than ever be-

fore, a Board which for the first titne was neither predominantly Pres-

byterian nor doninated by residehts from the Pirst Ward' It was a

Board composed of two Presbyterians fot tf'" Second and Fourth Wards

(one a Negrro), two Catholics from the First and ThirdWards' and one

woman, a Jerry, ftom the Third Ward' The role of the superintendent had

taken on a new dimension. He would be in a position to operate more

heely to exert educational leadership and to be more outspoken on

educational issues. He would not be dominated by any particular

group. For the first tilne in the history of Englewood' the Board of

f,ducation urould disagree openly with the "white power structure" of

city hall, and also disagree openly with the "informal power structure'

in the city.

This superintendent, unlike his predecessors, felt strongly that

the schools @ instruments of social change' Dr' Shedd felt that the

primary role of the superintendent was that of a skilled "social engi-

neer," and campaigned actively toward this end' He became an agent

of change. He resorted to political tactics as the dominant powers had

disappeared and made this possible' He established an lmportant llne

of communication with the informal as well as the formal communlty

87

organizations. He realized the necessity of this type gf.communica-

tton in order to operate effectively.

It is interesting to note that the three superiRtendents differ tn

still another way: They fall into three distinct categories accordlng to

thet positions, contributions, and support of various policy decisions

during their terms in office. The first superintendent plaved an active

served to extend rac&rl seoreqation in the Enqlewood public school svs-

lem. The second sucerintendent, althouqh inheritinq a raciallv seqre-

oated school svstern. was involved in five of the seven Critical Policv

Decisions. A study of the decisions indicates an overall adherence to

o policy of maintaining and perpetuating the status gW_. There ls no

evidence durinq his tenure of office to supoort leadership in any other

dfection. except the action that was initiated bv an outside aoencv.

namely, the State of New lersev. The third superintendent was active

tn helpino to brinc to fruition qne Critical Policv Dqcision.. That de-

clsion served to break the impasse that had developed and was the

first step in charging the status g condition which had exlsted ln the

community for many years. It was the decision that actually allevtated

or reversed the racial.segrregation trend which had threatened to destroy

rhe public school system of the clty.

From 196l through 1963, numerous civic and religious organiza-

tions developed or became inrnlved because of the dlversified lnterest

that came to the surface at this time. Many of these lssues were

88

charqedwithemot'lo:lerihadimportgntovertonesdirectedtowardthe

elinination of racial ss;:egation in the Englewood schools'

It is reasoneble:c conclude that, although the past Boards of

[ducation and the t$'o :sirer superintendenls recognized that Eng]ewood

has entering a defini:e s:ste of transition, they, in effect' neglected

rogiveofficialrecogni:rcrtotheproblemofracialsegregationand

rhereby failed to prolr.o:e and adopt policy aecessary to adapt the

educational program to i:lfill the pressing needs of the school as well

ss the total community.

D.'Insii3" Communitv Oroanizatlons

In order to unierstand better what took place in Englewood, it is

necessary not only to aralyze the total community structure' but also

to examine the numerous community organizations that were formed or

became involved as a djrect or indirect reaction to the issue of segrre:

gation.

. Each organization gave expressioin to the feelings' attitudes and

kustrations of the inciividuals involved as measured by the universal

and class.l In addi-categories of: spqce, titne, age, sex,' status'

tlon, one can learn much ftom observing closely the structure of the

relational systcms that exist within each organization as well as

lConrad M. Arensberg and Solon T' Kimball' Culture and

Communitv (New York ilarcourt, Brace & World' Inc') p' 269'

.:1,.,.i1

;iilst,.i

89

between organizations both at the fori:'al and inforr'ral levels' It is

significant to observe also the interlocking Iinkages that existed be-

Meen the various organizations in an attempt to berter understand their

effects, lf any, on each other as well as their effectiv€l€ssr

Fijst, sone generalizations are necessary' It is apparent that

Irom 1933 to 1953, the decislons made by the Board of Education were

made by the fomal "power structure" composed of members of the

Board. For most part these decisions rvere accepted by the community

even though the total community might rot have agreed with the general

policies promulgated. In fact, the community did not organize against

the actions or policies of the Board of Education except on rare occa-

sions. During this period of',time. arbiuary decision-making by the

Board of Education was in rrogue and decision-making was carried out

without much oPen controversy'

More than twenty-four "inside" community organizations' at one

timeoranother,weredirectlyandactivelyinrplvedbot}tntheprob-

lem of decision-making at one level or another' Of these twenty-four

organizations, three were primarily inrolved as governmental agencles -

the Board of Education, The City Council and Mayor' and the Board of

school Estimate. These organizations were truly the formal govern-

mental, decision-making groups' These were the organizations that

were chiefly responsible for making decisions theoretically representa-

tive of the electorate of the community'

From the time of the Commissionerts declsion against the Board

ol Education charging discriminatlon against the Negro community in

1955 until the@ handed down againstthe

loard of Education of lJew Rochelle, New York, things remained relal

uvely quiet within the community of Englewood. Perhaps this period

ras only the "calm before the storm." The New Rochelle Decision of

l,ll!!heralded a new and re\rcIutionary era of pressure group tactics and

rsltegy to be employed, for it was shortly after this decision, and ob-

vbusly prompted by this decision, that the N.A.A.C.P. became active

$.ln through the backing of the Negro GaIiIee Methodist Church of

lnglewood. From 196l through 1962, sixteen different organizations

aiurer became in',rolved or came into existence because of the impend-

uW crisis over racial segregation in'the public schools.

Although more than twenty-four organizations particlpated in t}re

Dul problem, one can reasonably conclude that the most actlve and

rlfective organization opposing the status quo was the N.A.A.C.P. It

raE in\Dlved in fot.r critical decisions and achieved all of its objec-

UEs.

The Urban League, while the oldest and most conservative of the

llcgro organizations in the community, played an important role In the

btll offairs of t}le community. However,its role was somewhat more

parslve and less successful than that of the N.A.A.C.P. The Urban

tr,rgue had recognized the problem many years before and had opposed

tic proposed addition to the Lincoln School. However, lt was success-

ht only in two critical decisions.

'rt

dt+

,,2

94

The long-range and persistent efforts of the Urban League dating

back even prior to I930, should be mentioned. This organization was.

certainli- responsible for sucCessfully maintaining a llne of communica-

tion belween the white and Negro communities from the earl.iest tines

ln f,nglewood. Many of the gains secured by the Negro community

down thoug.h the years can be attributed to the untiring efforts of the

Urban League. The Uiban League was responsible for having the Board

of f,ducation employ the first Negro teacher in the Englewood system.

Many other Negro teachers have been employed slnce that tlme, mostly

because of the efforts of the Urban League.

The Bergen County Chapter of C.O.R.E. , although a relative

newcomer to the Englewood scene, was very active and successful in

tts attempts to aid the Negro to achieve racial integration in the schools.

tt ts significant to note that C.O.R.E. introduced a new type of

'passive resistance" to the scene in the form of the "sit-ln.' It

rerved to make the city government aware of the fact that its members

rould go to any length to achieve their goal.

C.O,R.E. ultimately was successful by its involvement in three

critical decislons, beginning with the fifth Critical Policy Decision by

the Board of Education to maintain the g!g!g€ quo concerning the neigh-

borhood school policy. This policy was ultimately revised and modi-

Ited. In addition, C.O.R.E. was also responslble for achieving a

oarked degree of success in its involvement in the sixth and seventh

Critical Policy Decisions by the Board of Educatlon.

95

This next organization, The Englewood Movement, served really

ds an important catalyst for all the activity to follow. It was apparent

that some of the Negro leadership was hampered by the white power

rtructure, partially because of loyalty shown by the Negroes to white

goups with whom these Negroes maintained contact. However, by be-

coning members of this new organization, these Negroes could operate

rs lree agents with allegiance to no one. Although the Englewood Move-

oant took an active part in only one critical decision, the pressure group

developed at a critical time and was largely responsible for the success

ol the Seventh Decision, a fact which resulted in an avoidance or need oI

lurther threats by the Negroes to the community ltself.

The Englewood Movement introduced a new challenge, a challenge

ol.ctual threat of violence to the people of Englewood. These threats

rtre posed principally by the Englewood Movementrs advocacy of and

altttancy in bringing members from the Black Muslims and the Blac.k

thtionalists, Negro segregationist organizations, to Englewood for a

btlge rally. lt was reported during an interview with a Negro lteedom

lder I that one actual suggestion by the Black Muslims, who circulated

Fr degree in Englewood at the,time, was to "blow-up" the Llncoln

tcDool. This suggestion waS genuinely considered prlor to belng dis-

rltied.

llntorri.rf with aPreedom Rider, 1965.

i

li

r

Iire:

fi.&t.*I:iIn& '--Fr

F:

96

Oie other group must be singled out for its forbearance during

lhese conilicts. These were the religious organizations which played a

najor role in heipinE to bring about the viable settlement which resulted

tn the estaD.lishment of the Central Intermediate School. The two tewish

leaders, Rabbi Hertzberg and Rabbi Black, in cooperation wlth several

other religious leaders from the Ministerial Association, were the persons

rho applied pressure on certain political power figures. Their efforts

ultinately resulted in a change of vote against the central school concept

bom three to two to a vote of two to three in favor of the proposal. Mayor

trotk, a long time opponent of the proposal for change, suddeniy and &a- :

dtlcally changed his vote at a crucial time, but only after much pressure

f,ed been exerted by the religious leaders. This action resulted in an era

ol viability. \

E, "Outside" Co;munitv Orcanlzations

This section would be incomplete without.mentionlng the influence

rrerted and actually felt by various organizations "outside" the commu-

nlty. As has been mentioned before, a community does not exist without

govuerful forces ftom the "outside" being felt b!'the power structure from

rlthln.

An analysis of the data indicates thirteen different human organi-

tations were involved in one way or another sometime during the span cif

lune covered by this study. They date back as early as 1938, and oc_cur.

cs late as 1962. One organization or another was involved with all seven

;t?

Cntlcal Policy Decisions to some extent.

In spite of previous contacts from

rooci ciid not feel the full brunt of outside

tuprcne Court Decision of lgS4 in which

ras interpreted to be unconstitutional.

After studying the data, the obvious conclusion is that the office0l the commissioner of Education was more effective than most peopre

r$llze. Between his office and the Governor,s, a solid front was prc_

r.cred' This front served to adequately block maneuveurs and manipula-

r,ons on the part of the Board of Education. It forced the only ultimate

Gourse of action left; to appeal to the various courts of the State of New

trney.

It is significant to note that the Governor of New Jersey was a more

lc've oarticipant over a period of time than anv other representatives ofq{slde organizations. Although he appeared to waver in the beginning byfiempting to support both the neighborhood schoor concept and raciat in_

hgr'rion, he eventually was jockeyed into a firm commitment farroring inte-gatron even if integrration meant a change in the status ouo of the neigh_

bhood school concept.

This analysis would be incomplete without making note of the sig_

Itrcance played by the Court system in the total.tmpasse. None of the

tbve wouid have been possible without the firm commitment nade in rg54

!J the Federal Supreme Court. In adaition, both the County and Federal

$ruici Courts of New Jersey played supportive roles which ultimatelyarde possible the viable settlement.

99

"outsidc,, organizatjons, Engle-

influence until the classic

separate but equal ecjucation

I.F,t'tr

ru-

PART iV. CRITICAL POLICY DECISIONS

The Seven Critical Policy Decisions are the major concern of part

N. A systematic research of all the official minutes of the Board of Edu-

cltion dating from 1930 through 1962 was carried out and all references

pertaining to racial segregation were recorded and became part of a

chronology. In analyzing the content of these minutes, the writer was

rble to identify ten topical categoriesl receiving sufficient attention of

lhe Soards of Education to be reflected in their minutes. Materials from

aewspaper articles, memoranda from the files of the Superintendents, and

hlormation collected in personal interviews tended to confirm the analy-

tls made earlier.

Data in this form were then studied. for the purpose of identifying

'Ctltical Policy Decisions. " Decisions were judged to be critical if they

to'ved to perpetuate, extend, or alleviate the problem of racial segrega-

ton. Using these criteria, seven "Critical Policy Decisions" were recog-

a[ed. In this part of the study report the.following aspects of the deci-

tlons that were identified as crucial are discussed: (l) The evldence of

plrnnlng or lack of planning leading up to the establishment of the decl-

rbn. (2) Political techniques utilized in the total process. (3) Pollcy

lA description of the ten topical categories appear on page viii ofdtc Preface.

illIt.

l.tIt.:ll

f;{rl.

i.r

100

*F

b3

It.F

F

n-

) l0l

rdopted by the Boards of Education. (4) Administrative procedures ultt-

nately invoked by the Superintendent to implement the policies that had

bcen developed by the various Boards of Education. In a final section of

Part IV, an overview of the Seven Critical Policy Decisions is presented.

A- l lrst Critical Polic

l. Constructinq a Second Tunior High School at Lincoln School (1938)

. For the first time in the history of the City of Engleveood, two

reparate junior high schools were created: (l) one junior high school at

the site of the Lincoln Elementary School; (2) Engle Street lunior High

School located at Engle Street. Although two separate Junior high schools

came into existence, they were, in fact, considered one administrative

unlt organized and administered by the\administation of the Engle Street

lunior High School.

On May 10, 1938, the Board of Education acknowledged the over-

crowded conditions at the Engle Street ]unior High School.l Tht" butlding,

tormerly the Englewood Senior High School, was built to house 600 stu-

dents efficiently. The Board of Education realized that because of limita-

rtons of space, it was not possible to add to the present schoot plant

lrcillties at Engle Street.

Because of overcrowded conditions at the Engle Street Juntor High

IBoard of Education Minutes, Englewood School District, Engle-sood, New Jersey, May I0, 1938, P. 404.

102

Echool, the seventh grade pupils of Roosevelt, Liberty and Lincoln schoors

sourd be retained in their respective schools instead of being sent to the

[ng]e street Junior High school as was past poricy. This was to take ef-fcct as of september, 193g. The superintendent described the condltions

rn the schoois, maintaining that the junior high school was originally

built to house 600 students and approximately g00 students were expected

tn the fall.

superintendent of schoors winton I. white compired a statistrcar

report to atternpt to prove the trend of the school populatlon \,vas toward

an increase in the junior and senior high schools and that an almost

directly proportional decrease was taking prace in the lower grades. tre

stressed that there existed a need for tong-range planning in conslderation

for any expansion program to be carried dut by the Board.

The following alternatives were considered by the Board (f) To

maintain the status ouo and develop a poricy of "driJt,, or go into split

scheduling or double sessions. (2) possible establishment of a junior

high branch at the cleveland school. The Board belteved that the addition

to the Lincoln schoor was most practical as it courd possibly serve to es-

tablish a second junior high school for residents of the Fourth Ward. Italso felt that it could at the same time add facilities for a long felt currlcu-

lum need to establish a vocational training program for pupils .'not mentally

attuned to academic work. " (3) construction of a new single Junior high

school that would be large enough to house all junior high school students

tn the City of EnElewood.

103

The Board of Eduiation faced a crisis during this depression era:

overcrowdedness in the Lincorn, cleveland and Engle street Junior Hlgh

Schools. ?he City Council faced a financial crisis, As a result, the

council sought aid from a national Democratic innovation - the public

works Administration. Though Englewood had had a Republican adminis-

ration for years, it sought aid under these cAcumstances.

. The Negro community openly.voiced disapproval of creating a

separate junior high school in the Fourth Ward, which would, in effectn

be segregated. The Negroes generally opposed the implication that avocationar training program was the curriculum best suited to the majortty

of the Negro students. councirman Atbert Moskin of the Fourth ward

rcted against the ordinance on the ground that lt wourd create a separate .

and segneg.ited junior high school, tt' t it would tend to increase tax bur-dens of local property owners, and that it was not the answer to the edst_ing building needs.

The Englewood urban Ledgue protested the decision to build a wing

on the Lincoln school on the grounds of segregation and the fact that the

school was too smalr to support a comprehensive junior high school pro-gram' The League maintained that if a new school were necessary, then

it should be buitt in. an area that would provide for an integnated enroll-

ment. I

lEnolewood Press, Englewood, N. J., bctober 6, 193g.

;;gI,*I$

104

superintendent white carried the burden of favorable support. He

pointed out the necessity for additions to both the cleveland and Lincoln

schools in order to alleviate the overirowdedness that existed at these

schools. He also supported the argument for the curriculum needs to be

met in the lDcational program.

?he Board of Education filed for a public works Administratron

Grant in order to'alreviate a financial crisis; it obtained a gnant of

sig,996 for the addition to the Lincoln school.l The Board indicated that

it faced a crisis which it could only solve by undertakrng a building pro-

gram and that the money would have to come from tlie local ta)Qayers if ttcould not be obtained from the publlc Works Administration.

At a special meeting on September f2, lg3g, the Board of Educa_

tion adopted a resolution unanimously stating that a new junior high school

would be constructed at the Lincoln school site. The cleveland school

addition was also included in the resoltrtion which stated that four class-

rooms, auditorium and other rooms were needed. The entire resorution was

filedunderaPublicWorksAdministrationGrant.Atotalapproprtationof

S343,970 was estimated as the cost of the constructton.

The Board -ade plans to establish a separate junior high school to.become part of the Lincorn school so that the school organization would

reflect a change from a six-three-three to a nine-three arangement (to

put it another way, from grades one through si.){ to grades one through

lEnolewoodPress, Englewood, N.J., October 6, lg3g.

l0s

nine) and *ai a najor change in curriculum would be a part of the adopted

policy for the stuients drom the Fourth Ward.

?he Lincoln Junior High School was officially opened in February,

l-o{0, altircugh it rvas not until September, l9{1, that the full complement

of studeats rt'as assigned. The junior high school opened under the single

administrative unit assigned to the Engle Street Iunior High School in spite

of an enrolkeent deficiency (the State required a minimum of 250 students)

while only 180 pupils were enrolled at the Lincoln Junior High School, all

hom the Founh'Vtlard.

The policy was adopted by the Board of Education in September,

I938, and was.modified in two areas: (l) Because of curriculum lnequities

as compard to the Engle Street tunior High School, certain few Negro stu-

dents were permitted to transfer to the Engle Sheet School in order to en-

roll in foreign langruage which was not being olfered by the Lincoln Junior

High School. (2) Certainlwhite families procured medical certificates from

their family physicians claiming that'for medical reasons, certain white

children had to be transferred from the predominairtty Negro Lincoln |uni,or

High School to the Eng"le Street junior High School.

The decision to b;ild a separate juniof high school had been open-

ly ad"ocated by the Superintendent and Board bf Education, and, in effect,

clearly served to prbmote, extend, and perpetuate racial segregatlon.

When Dr. Stearns became Superintendent in I944, he, in fact, tnherited

a racially segregated school system.

106

B, Second Critical Policv Decision

I. Alterino the Traditional Neicrhborhood Schqol Sori:iaw Lines (lgS4)

On June 28, 1954, the Board of Education nace ihe decision to al-

ter the established neighborhood school boundary li:res for all five elemen:

tary schools in the city in order to: (l) Relieve cro-*ded classrooms at the

Cleveland School. (2) Relieve crowded cdnditions at Liberty.schoot. (3)

Fill emptying classrooms at Lincoln School. resulting from populatlon

shifts in these areas. (4) Relieve crowded conditions in the Roosevelt

School.

The Board of Education made the decision to change the boundary

line as follows: (l) Between Cleveland and Liberty School for all klnder-

garten and first grade children, moving the line nearer to the Liberty

School. This action would decrease the .rea of the Cleveland School dis-

trict, thus reducing the overcrowded conditions at Cleveland Schoot. (2)

Between Liberty School and Lincoln School, re&awing the line straight

down Palisade Avenue, effective for all children entering kindergarten.

(3) Between Franklin and Roosevelt Schools moving the line southward to

relieve the crowding at Roosevelt School.

The population of Englewood increased from 18,966 in 1940 to

23, I45 in 1950. However, the uneven growth throughout the city and the

population mobility resulted in crowding at Cleveland and overcrowdlng

at Roosevelt Schools. Many Negro families of the Lincoln School district

moved into the Liberty School disEict as a means of escaping the racially

107

scaregoted school. As a result ther.e wele six empty classrooms at Lin-

coln Junior High School. Superinterident Stearns had submitted a pre-

liminary estimate of building needs in May, 1952, with an analysis of

growth and population trends of the city.. In December, 1953, the Board

of Education submitted its report entitled, Proposals for Develooment for

, in which it recom-

nrended the altering of the traditional neighborhood school boundary linqs.

In March, 1953, the Superintendent of Schools submitted an ex-

tensive analysis of the growth problems to the Board of Education concern-

ing the schools. This report was one that dealt with bAth rates, popula-

ntial of vacant building lots, and populationtion trends; growth potential of vacant building

mobility.l

The problem of overcrowding pressed the Board of Educatlon at

various meetings both when bud96t sessions were held in lebruary, and

when school opened in September.

In December, 1953, the Board of Education completed its long-

range report entitled, Proposals for Development for the Public schools of

Enqlewood, NeulerEer-_-!!5-3.. This report was a twenty-four page mimeo-

graphed brochure that outlined eleven suggestions in a long-range tenta-

tive program estimated to cost in the neighborhood of $4,000,000. The

program would take five to seven years to complete-2

lHarry L. Stearns, "Englewood, Its People and lts Schools"(February 28, I962) (Mimeographed.)

2Harry L. Stearns, "Proposals for'Development for the PubltcSchools of Englewood, New Jersey, 1953," p. 14. (Mimeographed.)

108

In this report the Board of Education defined the major problem as

the inadequacy of the Engle Sueet Junior High School. Atthough it pro-

posed the construction of an addition to L\^right Morrow High School con-

sisting of sixteen classrooms, an auditorium to be used jointly and other

special service rooms, the Board sought a more immediate solution to the

problem of overcrowdedness that it faced at the elementary level. The

Board proposed the following as "intermediate steps,,:

a. To solve the intermediate problem of presentcrowding at Cleveland School by changing tlreboundary line for kindergarten, first and secondgrades so that in September 1954 the three va-cant classrooms at Liberty School will be util-ized to relieve this pressure. Then,if othersolutions are not found, to change the boundaryline between Liberty and Lincoln Schools sothat classrooms will be used at Lincoln School.

b. To solve the intermediate problem of crowdlngat Roosevelt School by changing boundary linesfor kindergarten, first and second grades so thattemporary Franklin School space will be utilizedin September lg54 to relieve this pressure.

It was also proposed to replace the Lincoln School and the Lincoln

Junior High School because i.t had "inadequate play space, and is losing

eilollment due to movement ftom the area. Furthermore, the operation of

a small junior high school at this location in inefficient and uneconomical,

unduly increasinq the annual cost per pupil." The Board proposed to of?er

to transfer to the city the title of the Lincoln School to be used as a clti

hail and civic center, and to construct in its place a new twelve-room

elementary school including a kindergarten, library, and a combin€tion

audito;iurir-gymnasium on property at Lafayette Place to provide a school

r09for the Lincoln district and the area west of Lafayette place.l

The following alternatives were considered by the Board: (.1) Main-

tain the status ouo, living with the overcrowded conditions. (2) Accept

the Board of Education proposals as outlined in the report entitled, pro-

posals for Development for the Public Schools of Enqlewood. \Iew lersev.

1953. The proposal dealing specifically with the Second Critical policy

Decision is defined as Intermediate stepl,2 (t) ro send the overflow from

the Engle street Junlor High school to the Lincoln funior High school where

an admitted six empty classrooms existed. Four of the five elementary

schools presently channeled their students into the Engle Street Iunlor

High School even though the students ln many cases lived much fiirther

lrom that school than they did frop the predominantly Negro Llncoln lunior

High School. (4) To arrange the elementary school schedule on a sptlt or

double session. (5) To abolish or alier the neighborhood school concept.

(6) ?o call in a professional survey team from Columbia University or New

York University to aid in the long-range planning

The Board of Education faced a complexity of problems including

population mobility and popul:ition shifts across ward and school district

boundary lines. This resuiteci in overcrowding in certain of the public

elementary schools.

lHuoy L. Stearns, "Proposals for Development for the publlcSchools of Englewood, New ]ersey, 1953", p. 18. (Mimeognaphed.)

Zlbid., p. ls.

lt0

The N.A.A.C.P. protested that the newly revised school district

boundary lines were part of a deliberate attempt to force further racial

segregation patterns on Negro residents of the Fourth Ward. The N.A.A.

C.P, maintained that the alterirrg of the traditional school district boun-

dary lines would result in racial segregation of elementary and junior high

school students who resided predomlnantly in the Fourth Ward.

The City Council, domlnated over a long period of time by a Re-

publican Conservative element, was interested in maintaining the status

quo of "racial containment. " The policy of "racial contalnment" was re-

flected also in the position established by the Board of Education. Thls

policy, symbolic of the Council's desire to malntain a low tax structure,

was supportive of a political philosophy often associated with Republican

conservatism.

The Board of Education and its Superintendent of Schools began

making a study and survey of the population trbnds in 1948. .In 1953 a

report was submitted to the public , making some eleven recommendations,

among which was the recommendation for the necessary altering of the

Eaditionally established neighborhood school boundary lines. I

The Board of Education held public meetings ln December in the

various school buildings throughout the city in an obvlous attempt to ex-

plain and gather support for the eleven point progrram.

Since much community opposition remained for the Board's pro-

lEnolewood Press Tournal, Englewood, N.J., December 31, 1953.

llrposals, rhe Board resorted to the establishment. of a Citizens Reviell- Com-

I'nirtee.l This group failed in its efforts to reach any agreement. Conse-

quently, i.arious individuals and groups from the community demanded that

'outside" school experts or consultants be hfed to make a comprehensive

and unbiased study of the school building needs for Englewood.2

The Board of Education hired "outside" community educational con-

sultants to mdke a study of the total school building needs and e)Qansbn

plans but withheld the names of the consultants.3

The N.A.A.C.P. protested the decision of the Board of Educatlon

and dernanded that the Board rescind the resolution which altered the

boundary lines. Complaints against the Board of Education were filed

with the Division of Discriminatibn of the State of New Jersey'.4

When the Second Critical Policy Decision was finally adopted by

the Board of Education, Superintendent Stearns, who had already &awn up

a complete matrix of assignment of children to the various publlc elemea-

tary schools, simply invoked the new Board policy by hiving some Dew

kindergartners assigned to Liberty School and others to Lincoln School.5

lEnolewood Press Tournal, Englewood, N.I., Ianuary 14, 195'{.

zluia., May 6, 1954.

tlbio., May iB, 19s4.

a&id,, February 25, 1954.

5Bo*d of Education Minutes, Englewood School District, Engle-wood, New Jersey, June 28, 1954, P. 213.

' tlz

The Policy as adopted c-v the Board of Education on ]une 28, 1954.

rvas modified within a year. The Bergen county chapter of the N.A.A.

c.p., on behalf of two Negro children, filed complaints alleging racial

discrimination with the Statelg Division Against Discrimination against

the Englewood Board of Educaiion. This lawsuit resulted directly in

forcing the Board of Education inio modifying its original policy of aI-

tering the neighborhood boundary Iines. The Board of Education was

ordered to redraw the lines on the basis that they had not originally

been drawn on sound educational practices, nor in accordance wlth the

principles set forth that all children should be permitted to attend the

school nearest their home.l

The State Commissioner of'New Jersey hdnded down a rullng

chargirg that the Englewood Board of Education had discrlminated and

had in effect violated New ferseyts anti-discrimination laws' The

commissioner noted tlrat t]le ne$, boundary lines had not been drawn in

accordance with accepted princiPles of school districting. He stated

that the maintenance of a separate junior high school at the. Lincoln

School, only three blocks away from the Engle Street lunior High School'

could.not be iu6tified. The State.ordered the Board of Education to set

upnewboundarylinesandtoeliminatetheLincolnJuniorHighSchoolt

by September f, 1956.-

lDecision of the Commissioner of Education, Trenton, New Jersey'May 19, 1955.

2nia.

I13

\i'hj.le the decision to reCraw the boundary li;es between the ele-

nenter)' schools served temporarily to alleviate the overcrowded condl-

tlons !h3t exisled. it did in fact brand the community with having racially

discnninateci against the Negro. The ultimate outcome was that the boun-

dary line i:etr.reen Liberty and Lincoln Schools had to be redrawn on equl-

distant basis.

.C. Third and Fourth Critical Policv Decislons

Co:rsi-..:cti::c a New Elementarv School (1957): Constructilgo a NewTrrnior liicr School and Auditorium {1957)

These trro decisions may be considered jointly as they were ac-

ruaUy part of one decision-making process . On March I I , 1957 , the

Board of Education made the Third Critical Policy Decision: to construct

a new elementary school at Davison Place in the Ffst Ward as the maior

part of Phase I of a proposed expansion program of the Englewood Public

School System. The total cost of Phase I, which constitutes only a por-

tion of a total cievelopment project growing out of the Ohio State Survey,

was estimated by the Board of Education to cost $1,400,000. Thip

figure included approximately S1,000,000 for the proposed new elemen-

tary school to be located at Davison Place to replace the Franklln

School located at Engle Street. The additional 5400,000 \ivas to be used

to finance a remodeling progrram at Dwight Morrow High School, Engle

Sueet Junior High School, Franklin School and Lincoln School. I

lBoard of Education Minutes, Englewood School District, Engle-wood, New Jersey, March lI, 1957, P. 471.

lt4

On March ll, 1957, the Board of Education made the Fourth Criti-

cal Poiicy Decision: to construct a single Junior high school and audi-

torium on the Du'iqht Nlorrow High School campus located in the Third

Ward at a cost of 54.898,000.

In March, 1957, the City Council rejected the Board's proposal

for an extensive building program inrrolving the construction of a junior

high school and an auditorium as recommbnded by the Cdcking-Arnold

Report published in July of 1955. I thu City Gouncil rejected the Boardis

proposal even though the Board was faced with a rullng by the State Com-

missioner of Education to establ.ish new boundary lines and to eliminate

by September l, 1956, the Lincoln Junior lIigh School ab it was a segne-

gated school.z \

' The rejection by City Council of the proposed new junlor high

school, which would eliminate the dual junior high school system, meant

that the Board of Education would have to hire a team of consultants from

a university to doFn extilnsive study of population trends and extensive

school plant planning. This study would, in effect, entail a great amount

of time, thus eliminating the possibility of having constructlon or concrete

plans even accepted by the 1956 deadline. The Board of Educatlon was

faced with the pressure resuliing from double sessions currently being

lEnqlewood Press lournal, Englewood, N.I.,

2Decision of the Commissioner of Educati,on,r9,1955.

May, 1955.

Trenton, N.J., May

lt5held at Dwight Morrow High school. Members were convinced that unless

construction of some phase of the program was begun, double sessions

could also result in the elementary schools. The Board of Education

realized that the greatest problem it faced was the need of a new compre-

hensive junior high school but felt that an elementary school could be

built much more rapidly. such a school would reduce the overload of

students at Dwight Mo*ow High school as the ninth grade students would

be shifted back to the Engle street Junior High schoor after completlon of

the new elementary school repracing the Franklin school. The Franklin

Elementary school could be used by seventh, eighth, end nlnth grades.

' In July, 1956, the Board of Education released the results of the

ohio state survey Team's Report to the public, The totbl cost of the

recommended program was set at S7,S00,000. Among other things, the

report recommended the construction of a new elementary school at tlavi-

son Place in the First Ward to replace the Franklin School.l

The only relevant alternative raised to the construction of a new

elementary school built on a new site was the consideration given to the

possible reconditioning of the Franklin and Engle street buildings located

at Engle street. It was estimated at the time that the total.cost of recon-

ditioning would be $754,000. The land value of the site was estimated

at $316,000. The Board of Education concluded that the total cost of

these two figures was in the neighborhood of S1,020,000, and that it

lnnof"ralooa p.... Lr , Englewood, N.J., July lZ, 1956.

would be more advantageous to construct a new elementary school ut "t

Davison Place for less money and at a more suitable and educationally

conducive envilonment. I

Although the Board of Education ultimately rejected the Ohio State

Survey Report as a whole, it proceeded to make its own decision to under-

write its building program in so-called construction phases. phase I re-

sulted in the decision to construct a new elementary school at Davison

Place, to be built at an approximate cost of $1,000,0002.' phase II was

designed for the construction of a new singie junior high school as a

separate building on the D/vight Morrow High School campus site.3

Heterogeneous grouping was implemented in place of homogeneous

grouping as part of the curriculum oJ the new iunior high school.4 Through

a public relations agency, an attempt was made to improve public relations

through an inauguration of an organized method of reveallng Board of Edu-

cation information to the public.5

The policy adopted by the Board of Education regarding the Third

Critical Policy Decision resulted in the construction of a new elementary

lHu.ry L. Stearns, "Proposals for Development for the PubllcSchools of Engl6wood, New Jersey, 1953, " p. 22, (Mimeographed.)

2Enqlewood Press Tournal, Englewood, N.j., July 12, 1956.

3-loio. , March 13, 1957.

4Board of Education Minutes, Englewood School District, Engle-wcod, New Jersey, August I, L957, p. 2.

S-Ib:i!L, June 10, 1957, p. 25.

li,t

l*Lt:i,t q.

i."

lei.I :i.t;tit..

1{

kt?l.;

l:irl

t.,;.It

iit!i.I

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i

tt7school at Davison Place. However, the Fourth Critical policy Decision

rcsulted in a uefeat for the Board of Education at the polls when it was

roted on as a matter for referendum.

These policy decisions cane at a time when the major problem

had been defined as earty as I9s3 as the need to construct a new junior

high school because of the overcrowded conditions existing at the Engle

sreet Junior High school. Although the l9s5 court case had ended in a.

ruling handed down by the state commissioner stating that the separate

Llncoln junior High School had to be replaced, the Board of Education

proceeded to carry out Phase I of its building program: the constructiion

of a new elementary school at Davison place located in a remote and

exclusive section of the First Ward.

The cost of the new elernentary campus-type school exceeded

S1,000,000. The Board of Education felt it could build a new elemen-

tary school much sooner than a junior high school and still keep within

the bonding limitations of. the city.

At the public hearing held in Trenton for approval of funds for the

building progrram, Dr. Stearns said,

. . . There is nore potential.in the non-public school popu-lation of the city and the tightening of the economy will have.the effect of channeling some of this potential into the pub-lic schools. The construction ol an attractive elementaryschool in the first ward and the completion of an adequate

lfnqle-ood Press Io , Englewood, N.!., March 13, l95g.

Il8and atuactive junioi high school facilities will fur-ther increase the movement of present non-publicschool potential into the public school. r . I

However, this hoped for transfer of pupils from the non-public

to the public school facilities did not take place. In fact, the tgtal

percentage of resident pupils who presently attend non-public schools

in Engiewood has actually increased from twenty-five to twenty-seven

per cent rather than decreasing as Stearns had.predicted.

This policy decision tended to perpetuate racial segregation ln-

sofar as it placed a new elementary school in an all white area and set

definite limitations on its being included in future planning. The study

of the public schools made by the State in 1962, at the peak of crisis

made reference to this new elementary school when it stated: "It

should be noted that the Donald Quarles School witi its modern con-

struction and large beautiful grounds (ten acres) obviously provides a

physical setting superior to the other elementary schools."2

The construction of the new elementary school appeared to be the

'price" that had to be paid to satisfu the interest of the "city fathers,

prior to gaining their support for appropriations necessary.for the con- .

sfuction of a new junior high Fchool. The new junior high school,

built for a capacity of 1,000 puoils, together witi the newly constructed

lPubli. Hearing for Stgte Approval oftunds, Ttenton, N. J.,March 5, 1958, pp. 15-16.

Zstate Commissioner of Education, A Studv of Racial Distribudonin the Enslewood Public Schools, October 5, 1962, p. 28.

. ll9ddjacent auditorium cost only 52,900.000, \r.:i_l.e the new elementary

school built in the First ward, alone cost sl,r'c0,o0o and was built

to house only 360 puoils

The Fourth Crirical policy Decision \,!as nade in March, i9SZ.

Alter four years of surveys, studies, and pla:::.ing, the Boud of Educa_

tion decided to construct a single junior hig:i school on the Dright

Morrow High School campus at a cost of Sd,899,000. This decision

was not in keeping with the ohio state sun'ey Teamrs recommendation

calling for two separate junior htgh schools.

It is obvious that effective rong-range pranni.ng has rarely been

achieved in Engrewood although many attempts to achieve it have ended

in frustration. The need for additional builci'rg construction has been a

problem of long duration. As an exampie of tiris, Drvight Morrow High

School, constructed in lg3l, was never cornpleted according b the

original plans which called for an auditoriurn and additionat classrooms.

These were deleted from the budget prior to tle actual construction. An

additional wing was added to the Lincoln scbool in lg3g for a junior

high school. .The junior high school was later abandoned, as was the

elementary school at Lincoln.

In May, 1955, the City Council hjred a firm of er<perts to pass

judgment on the educational soundness of the schoor burlding prans

proposed by cocking and Arnold, the two educaiional consulbnts hired

by the Board of Education. Ultimately the Ciry Council rejected the

Board of Educationrs building plans as one consulting firm tended to

. 120

neutralize and off-set the effect of the other. .This appeared to be a

delaying and stalling technique utilized because the City Council pro-

posed that the Board of.Education conduct another study, one much

more extensive. In November, 1955. the Board employed theOhio

State Universityrs Bureau of Educational Research to conduct an inde-

pendent survey of Englewood's school needs.

The Board of Education, after much discussion and debate. re-

jected the Ohio State Survey Teamrs recommendations as unreallstic.

Once again the Board proposed to build a single junior high school and

auditorium on the Dright Morrow High School campus at a cost of

54,898,000. A referendum,.held on the latest Boardrs proposal. was

defeated in May, 1958. Three'promlnent local construction experts.

one of whom was recognizeC as a wealthy and powerful figure in the

communityrs "informal power strdcture," were appointed by thb Mayor

to bring the building plans within the debt limit of the community. By

November, 1958, the building cost was pared down to the acceptable

debt limit of $2,800,000. at which point the Board accepted the pm-

posal.

After twenty-seven years, Englewood approved the constnlctton

of an auditorium previously deleted from the original plans oi Drlght

Morrow High School. lt wis Uuitt after almost five years of studies

and manipulations (seven different studies; five studies by the Board

of Education, and two studies by the City Councll).

. tztD. Fifth Cri.tical policv Decision

l. Mqintainino the Traditional Neiqhborhood School policv (l962)

The Board of Education decided to reaffirm and uphold the Neiqh-

borhood School Policy when it was confronted at the meeting on February

l, 1962, by Paul Zuber, attorney representing eight families with nine

children who attempted to enroll at the Dgnald Quarles Elementary

School in the airst Ward rather than at their former schools, the Lincoln

and Liberty Schools. I On September 5. lg6l, the Board of Educatton had

affirmed its position regarding the NeighborhoodSchool policy. The

Board adhered to the established neighborhood boundary lines and so in-

formed and directed its building principals and Superintendent to maln-

tain this established policy.2' Thur" was a unanimous vote by the

Board of Education which determined the Pifth Critical policy Decision.

Historically, almost all Boards of Education north of the Mason-

Dixon Line adhered to some kind of Neighborhood School policy. Ac-

cording to the law of the State of New ]ersey (pierce v. Union District

School Trustees, 46 N.I.L. ZO fSup. Ct. l8g4:l , affirmed 47 N.J.L

348 [E. & A. i8851, the courr held that children should be educated tn

the public school nearest their residence, unless there was some just

lBoard of Education Minutes, Englewood School District, Engle-wood, New Jersey, February l, 1962, l. I-2.

2Jbrd., p. s.

' 122

reason for sending them elsewhere).1

Ironically, the principle that children must attend the public ele-

mentary school nearest their home was actually adopted as State policy

as a iesult of the Englewood Decision of 1955, in which State Educa-

tion Commissioner Frederick M. Raubinger states: "The closest-school

principle is actually the theory on which we desegregated schools ln

the State. Since then, 'school boards throughout the State have had to

follow the policy that a child must be allowed to attend the school

nearest his home."2

Commissioner Raubinger further states that in a 1955 decision ln-

rolving Englewood, a Negro student had been refused admlttance to the

school nearesthis home @:The court held that a child should be educated ln

the public school nearest his residence unless there wassome just reason for.sending him elsewhere.

The court pointed out that one such reason couldbe an overcrowded school. It is well established lnall of the decisions that all assignments and transfers'must be made without prejudice or discrimination.

The principle that a pupil must be permitted toattend the nearest school may be modified by safetyfactors, or need for special education on the part ofthe particular pupil, or the necessity for particulargrade groupings, sucll as are to be forind in junior andsenior high schools.3

l"The Engl.*ood Legislative Caser" Vol. W, Paterson, N. J.:New lersev State Bar Tournal, Fall, 1962, No. 2, p. 851.

2Jur"" F. Ahearn, Record Trenton Bureau, Febnuary 3, t962.

@, Mavl9, 1955, pp.6-lo.

123

The first evidence of challenge to the traditionalty accepted

Neiqhborhood School Policy occurred on September 19, 1933, when a

delegation of white parents from the Fourth Ward asked .the

Board of

Education to transfer their children to the Liberty School"I The Board

refused their request, thus upholding the traditional Neighborhood

School Policy.

. During the school year, 1940-41, four students were recorded ln

the Board Minutes as having transferred out of the lincoln school Dis-

uict. Two transferred to the Liberty elementary school upon the r""or-mendation of a family physician, and two transferred to the Engle street

junior High school because they were unable to receive instruction in a

foreign language because of curriculum deficiencles at the Lincoln

]unior High School. Thj.s uansfer indicated a separate but less than

equal curriculum in the two separate junior high schools.Z The race of

only one of the transfer students was identified in the Board of Educa-

tion Minutes; this was a white glrl.

.In September, 1959, Mayor Austin N. Volk requested the Board of

Education to make an exception to the established boundary line so that

two white students who lived approximately equidistant from clevetand

and Liberty Schools could attend Cleveland School for medical reasons.

lBoard of Education Minutes, Englewood School Dtstrict,Englewood, New Jersey, September lg, 1933, p. l8l,

2Ibid, January 23, lg4l, p. 52, and September 9, 1941, p. lZ3.

:l

s,+

I

I

t24lls request was made on the ground of "humanitarian decislons in fa,ror

ol our residents and taxpayers. ,,1 The Board of Education denied this

request. Dr. Stearns stated that:

. . .the question of health, physical or emotional, isone of the stock arguments of persons asking exceptionsto the bounddry line. The humanitarian answer is toassure equivalent health services in the respectiveschoois, not to make exceptions to the boundary lhe...and further. . . such action wlil inevitable present theBoard and the City officials with storms of protest andmay well reopen the interest of the New lersey DivisionAgainst Discrimlnation in the boundary line disputes inthis citY.2

On August 20, 1961, the Bergen County Branch of the N.A.A.C.p.

stated its desire to have open enrollment instituted in Englewood schools

to further achieve integratidn. Members advocated total integration of

the five elementary schools lrt Englewood.3

The Neighborhood School policy, by its very nature, has fad.i-

iionally been a part of the school law and system of New Jersey since

the institution of the public school in that state. on the night of tune

12, 1961, the Neighborhood School policy, a6 tnterpreted by the Boards

ofEducation of Englewood, was challenged at the concluslon of a

Eoard meeting by the Bergen County H.A.A.C.p.4 Although it can be

lDr. St"u.n", Memorandum to Board of Education, September lg,.t9s9..

zlbja., September 10, 1959.

3gnqlewood Pre"s To , Englewood, N.J., August 21, 196l,p.I.4tbia., and Board of Education Minutes, Englewood Sbhool Dlstrict,

lnglewood, New fersey, ]une 12, 1961.

pointed out tha; the Nerghborhood school policy was the generally ""-t"

cepted policy in the North, one must remember that Englewood was not

a typical community of the North in so far as racial makeup was con-

cerned. It had one of the rargest Negro concenuations of any city itssize in the North-l Also, testimdny given by various interviewees in-dicated that many other exceptions to the known Neighborhood school

Policy were enacted and permitted. .

. The Board of Education lacked real criteria for defining the

neighborhood schoor concept. The policy adhered to seemed to be t

summed up in the statement by the Board of Education in 1g40, d'ring

the admintstrative era of superintendent white: ,'that in the future

children should attend the elementary school in the district in which

they live and that transfers from one district to another should be made

by the superintendent of schools as a matter of administrative neces-

sity! ! ! " The key policy appeared to lie in.the use of the term .radmln-

istrative necessity." officially, it can be noted, too, that during the

administratlve era of Dr. stearns, exceptions to the known and defined

Neighborhood School Policy were also q,it1s evident and were cited in

the "stearns Report" as six alternatives confrontrng the Board of Educa-

tion:

A Policy of DriftRenewal and High Horizons

(l)(2)

lThoru. F. Campion, ',The Englewood Segregauon Case,,NewlersevStateBarTournal. No.2l (Fall, i96Z), p. gSO.

126

Open EnrollmentThe Princeton.PlanAbandonment of Lillccln School and replacementof its classrooms !!- additions to the elemen-tary schoolsExtensive Renewal a::d use of Lincoln Schoolas a central inter:reiiate school.l

As for the Policy of Drift, all cf the parties involved seemed to

take for granted ihat this alternative rfas, "in effect, no poticy at all.'

The other five alternatives S..ee!-ns irnposed related to the tradi-

tional Neighborhood School Policy in ue followlng mannen

One proposal (Neighborhood Renerval and Higher Horizons) would

not in any way affect the traditional policy.

The Open Enrollment proposal vould keep th€ Neighborhood

School Policy but allow signif\cant alterations in the form of transfers

liberally offered.

The Princeton Plan would do away completely with the Neighbor-

hood School Policy.

Proposals five and six would change the Neighborhood School

Policy for f.incoln School students only. One of these (Abandon Lincoln

School) would apply to grades K through sixth. The other (Central Inter-

nediate School) would apply to grrades Kthrough fourth, with all fifth and

sixth grades meeting in a central school to be held in the Lincoln School

building.

(3)(4)(s)

(6)

lHarry L. Stearns, "Englewood,(February 28, 1962) (Mirneographed.l

Its People and Its Schools"

t2?On one side, the civil rights groups (N.A.A.C.p., C.O.R.E.,

and United Action Committee) presented an organized front jn opposing

the Neighborhood schoor policy. on the other side, the Board saw itsposition as one of upholding the law. @roles from the l953 boundarv decision (The Second Critical policy De-

cision).

Former State Senator David Van Alstyne, Ir.,wood resident and president of the Republican Club,

television audience that:

a prominent Engle-

told a national

A few Negroes are perfectly willing to upset thewhole Englewood educational syitem just to hasten theintegration of one school.

.The more progress the Negro makes. the more heis eager for the ne)rt step. He wants it to come everfaster. Englewood,s situation exemplifies thi;. -i;ere

may be other communities where the Negro has a moreimportant place in civic life, but I haven,t heard of any. I

once the Fifth critical poricy.Decision was affirmed, and the fact

made known that thb ,,Stearns Report,,was not completed.by the time

allegedly promised, swift reactions followed: (r) A sit-in demonstra-

tion by members of C.O.R.E. occurred on February l, in the Council

Chambers.2 (2) Fouowing the sit-in demonstration, paul Zuber on

February 5, 1962, initiated law suits ln the u.s. District court agalnst

the Board of Education, rts superintendent of schools and the state

lnnofewogO press fo , Englewood, N.J., May 7, 1962, p. l.2f'l-"w-lf"ff figgg February 2, 1962.

r28

-lonrn',isr,.onua.l (3) Governor !iuEhes at a press conierence nade re-1

:ercnce to iiie Englc'sood situation and defended the NeiEhborhood

jchool Pol.lcy Ditt sup',lorted integration. He req'lested ihe Ccmmissioner

: Educa:ion to "iook rnto the srtuaii.on."2 ('1) Three Negro civii ri.ghts

-;rcups, C.O.R.E., N.A.A.C.P., and the United Action Corani.ttee on

iebruary 8, 1962, carried ouj a planned Negro boycott of all stores

r,Derated by white merchants in Englewood.3 (5) The Board of Educa-

:ion reiterated its basic policy concerning the question of racial segre-

-;ation when it stated at its regular public meeting that "The Engiewood

:oard of Education is opposed to segregation and discrimination in all

:s forms. "4

On March 12, 1962, the Board of Education released the "Stearns

.;ieport" to the public.S However, the Board made it clear that the

Stearns Report" did not necessarily reflect the thinking of the members

:f the Board of Education.6

IBerqen Record, February 6, i962.

2New York Times, February 5, L962.

3lrjo., February 8, 1962.

4Berqen Record, February 12, 1962.

SNew York Times, March L2, Lg6Z.

6fnqle*ood Pr"ss To , Englewood, N.]., March 15, 1962.

j'', "'l:.,

,i: ,:1

t29The policy adopted on February r, 1962, was essentiauy not a

new policy, but a re-affjrmation of a traditional policy _ a malntainingof the status quo. However, it is significant to note that the Board oflducation also attempted on more than one occasion to strengthen andsupport the status quo by adopting and further interpre'ng additionalporicy' e'g" the poricy formulated at the Board of Education meetingoi May 14' 1g62" The vice-president announced that the goard had'a*ived" at cenain decisions which it should like to communlcatepromptly to the pubh.c: ,,The Board reaffirms its unqualified and viqor-ous opposition to discrimination for or against any individuar on grounds

ofrace, color. creed or religion.l

The vice-president added that the Board had evaluated the ,,stearns

Report" with tbese considerations in m,nd, and had reached the concru-sron that: "The rNeighborhood schoorr system of assigning children torlre schools nearest their homes is a sound and logical policy. Thispolicy should be fo'owed until it can be demonstrated that a crear edu-cational advantage results from employment of some other system ofschool assignment or some modification of the neighborhood policy.,,l

When paul Zuber attempted to register the Dine Negro chlldren{rom the Libertv and Lincoln schoors in the Quarles Elementary school,he ultimately'confronted the Superintendent of Schools who in,,roked theNeighborhood School policy as it was then interpreted by the Superln-

lBoard of Education-Minutes, Englewood School Distrlct,[nglewood, New ]ersey, May 14, 1962;;. ;:- '

130tendent.

The Board reaffirmed its position to maintain the status quo -"to adhere to the established neighborhood boundary lines, and to

ratify the action taken earlier in the day by its employees, thereby

denying the request of transfer of Negro students from the Lincoln and .

Liberty Schools. "

Dr. Stearns, shortly after his retirement from the Englewood pub-

lic Schools, was called on to testiJy at gtate Education Depannent

hearings conceming New ]erseyrs Neighborhood School poltcy. At the

hearings he stated that tiere was a double standard used in t}.e netgh,

borhood school sysiem of Englewood with one policy for white chlldren

and another for Negroes. The hearing was brought on as a result of a

series of boycotts of the ninety-eight per cent Negre Lincoln Elemen-

tary School. At one point in t}le hearings, Dr. Stearns was asked by

tle N.A.A.C.p. attorney:

rDo all the public school children in Englewood at-tend school nearest their home?r .

rNo,t Stearns replied.He was asked by the attorney lf some students who

attend Quarles School, in Englewoodrs wealthiest neigh-.borhood, should be attending the Lincoln School which has. a 98 percent enrollment.

rOn the basis.of nearness, yesrs answered Stearns.It was further cited that some children who attend t}reQuarles School live nearly two miles from it and onlyabut one mile from the Lincoln School. At another polnt,Stearns was asked, tDoes the fact that a Negrro chtld at-tends Lincoln School affect his performance in school?Stearns replied, ryes.tl

lJack Smee, WINS UpI News Memoranda, Apri.l 5, 1963.

'1

t

L.Y "

--)r, L ,+""

=A?/rn*.,fr}

t3lWlren the action was initiated on February L, I962, by Zub€r,

there could be only one outcome. Eventually the Board of Education:

nodified its position concerning the Neighborhood Schocil policy vrhen

!t eliminated the Lincoln Elementary School by creating a central sixth

grade intermediate school, and by dispersing all the children from the

Lincoln School among the four other elementary schools in the system.

E. Sixrh,Criti.eal Policv Debision

l. Establishino a Demonstration School (1962)

In an effort to solve the problem of racial imbalance without vio-

lating the neighborhood school concept, the Board announced on May 14,

1962, that it would establish a demonstration school on its Engle Street

property (formerly the Ehglewood junior High School). Enrollment would

be open to any public school student from kindergarten to the sixth

grade. The progrram was outlined as a voluntary one. An effort would

be made, it wa: announced, to have each class composed of white and

Negro students "in a proportr:n reflecting roughly the proportion of

Negroes and Whites in the communlty.-l

Although there was increased pressure on the Board of Education

to allevlate racial imbalance in the elementary schools, the Board had

not yet announced a plan to deal with the problem. Instead the Boafd

reaffirmed its confidence in the Neighborhood School Poltcy.

lBoarC of Education Minutes, Englewood School District, Engle-wood, New Jersey, May 14, 1962, p. 7.

t32

The Spring of 1962 saw increasing pressures being applied by the

various civil rights groups and other community interest groups on'the

Board of Education. These groups demanded that the Board deal more

effectively with the problem of racial imbalance.

The Superintendent and the Board of Education took the position

that de facto racial segregation was not legally wrong under the circum-

.stances, and therefore they ivould maintain th. atut,]" qrro, rnaking

changes or giranting concessions only when lt was educntionally feasi-

ble without sacrificing the quality of the educational program. Obvious-

ly, the Board of Education, although perceiving that a problem d.id

edst, did not feel compelled to alleviate lt.

On May 5. 1962, the Superintendent was requested by the Board

to prepare a "detailed preliminary plan for implementing the demonsfa-

tion school. " However, it was further announced that the Bogd could

not provide details of the plan which still required revision and refine-

ment.

An effort was made to mobilize community support for the demorr

stration school. It was ercpected that the e:<periences gained fnom the

demonstration school would help the elementary schciol program tlupuqh-

out the city. With communlty support the school syst€m would galn nerr:1

approaches to elementary education." i-

Competing considerations for this decision included all six of Dr.

Stearrrs' proposals, or a combination of these alternatlves.

The policy which was adopted was actually a form of Open Enroll-

F

133rnenr outlined. rn part ds Stearns, Third proposal. The chief differenbe

$as ihe iu.t thut this proposal was sfictly \roluntary and experimental.

Slearns cieclared that a policy of Open Enrollment had ,,certain unreali-ties ":

Fifst, surely it is a wrong assumption thdt only a. ferr.rvould apply for transfer. The geOgraphical featuresof Englervood in relation to tlre location of its schoolsmale transfer a relatively simple matter. Further, the. long-range search for status ruould, without aouUi, teep. the lrairing lists filled with inpaiient people and makethe problems of equitable administration exceedihglydifficult. Secondly, it is an uueality to assume thatinitiating such a plan would constitute any long_range

. solution, and the problem would continue to plagrueEnglewood. I

As soon as the Board policy regarding the proposed demonstration

school was made cledr to the public, strong opposition mounted from

numerous c6mmunity organizations. In fact, the Sixth Crltical policy

Decision resulted in the grreatest storm of protest ever encountered in

Englewood.

strong opposition was roiced by representatives cf the N.A.A.c.p.,c.o.R.E. , cleveland and Lincoln schoor parent reacher Assoclatlon!,

the Democratic Club,. I;eague of Women Voters and many other groups

and individuals.

A series of significant events.followed ln rapid successlon be_

ginning May 20, 1962, when some forty demonstrators, describing them-

selves as a "group of private citizens, and not members of any organiza-

lHarry L. Stearns, "Englewood, tts people and lts Schools,,(February 28, 1962') (Mimeographed.)

tron, " picketeci City HalI. The group was joined by three "rurnr*.n,

t"

Reverend lValier Taylor, pastor of Galillee Methodist Church, the Rever_

end Isaiah Goodman, pastorof Fast Baptist church, and Rabbi lrwin M.Slank of Te::rp.le Sinai (Tenafly).

on I\iay 24, 1962. the Enqlewood press lournal said in an editoriar:"the proposed 'demonstration school' could be a signal for success as amodel of integration, and it seems worthy of support.,, I On this same

day, four locar urban League members rnet with Governor Hughes in Tten-ton. The Governor stated: "My position has been that boards of education

ought to be abre to find solutions othei than the extremes of de facto segre-gation on the one hand, with all its attendant evils, and the equauy ques-

tionable other extreme of abandoning any semblance of a neighborhood

school pattsnr. "2

Rabbi Artl,ur Hertzberg, speaking to 200 people at Temple Emanu.El,

declared that the demohstration school proposal "is simply an appeal to-

niddle class white-collar Negroes in the community to abandon the more

depressed classes of Negroes whose children now attend th.e almost totallyNegro Lincoln School. "3

on May 27, 1962, about 100 residents calring themserves ,,Indivi-

dual citizens" picketed Mayor volk;s home protes*ng the demonstration

school.4

lfnqle*ood Press lo"r , Englewood, N.I., May 24, 1962.2e".9"n-8g"".d, May 25, t962.3Joio., May 26, 1962.

tb.{, May 28, 1962.

135

A fer+ days later, MayorAustin N. Volk was quoted as sayi4g:

"r believe the goard of Educatio'deserves commendation, not criticism

for its efforts. Englewood is an integrated oommunity in alr respects.

The effort of a few to upset the entire school system in order to disperse

the pupils of one elementary schoor is harmful to the community as a

whoie and to the children of that school and.all our schools.,,

Republican Club president David Van Alstyne, a former State

senator, also delcared support for the demonstration school.l

Augustus Harrison, N.A.A.C.p. chairman, declared that Mayor

volk. in backinq the demonstration school: "officially takes his stand

with the Board of Education in bowing to a smalr but powerfut gnoup ofwhite supremacists in this city,who have been very active and more and

more openly campaigning to keep Englewood a 'clean *irlte, city."2Councilman Tibbs, the city,s only Negro councilman, introduced

a resolution at a city council meeting affirming the existence of raclal

imbalance in local erementary schools and urging the Board of Educatron

to abandon its demonstration school plan.3

However, the Board gave no indication it would abandon the pro_

posed school. The Board had the political support of the Mayor, CityCouncil, and weekly newspaper..

lEnolewood press Tournal, Englewood, N.J., May 31, 1962.

2g"gg!-Ru""rd, June 5, 1962.

3JUia., June 6, 1962.

i

136Thc Boortl of ll<tu<:oilon h.rcl ongogorl llrc s<;11g11111,,q a.rrvlco! o( nr.

Robert Anderson of the Harvard Gradgate school of Education for the pur-

pose of organizing the proposed demonstration schoor. Dr. Anderson en-

dorsed the pran as one that would "provide the best educational oppor-

tunities. " I D.. Anderson had agreed earlier that he approved of and was

interested in the new schoor concept. He assured the Board of Education

of his consulting services because he believed the problem to be one ofthe major concerns of the country. He further stated that the model .,de-

monstration school" would "...provide a superior quality education for

chil&en of all abiltties...."2

on May 22' 1962, the Board met with representatives of the N.A..A.

C.P., C.O.R.E., the Urban Lea,9ue, the League of Women Voters, and the

UnitedAction Committee, the only such meeting to take place during the

period covered by this decision. Augustus Harrison, N.A.A.C.p. head,

was quoted as saying: "All of us have made statements protesting the plan.

Then the Board calls us in to discuss it, listens to our objections, and

says thank you, we've learned a rot. Then the Board announced it was go-

ing ahead with the 'demonstration school,.... "

On ]une 5, 1962, the Board of Education submitted a questionnalre

about and a communication explaining the proposed demonstration school to

all parents who had children in the elementary schools. It was malled out

to more than 2,000 families.

lBerqen Record, May 16, 1962.2fnof".""a pr""r 1. , Englewood, N.I., May 10, 1962.

,f

t37The finar reason given for cancelling the demonstration schoor pran.

was that of the 2,000 parents questioned by the Board by mail, only twenty-

frvc per cent responded. The mail return indicated ,,that fewer than the re-

quired number of children could be expected in the proposed school.,'l

On June 27 , 1962, the Board issued the following statement: ,,Our

previous proposal of a 'demonstration school, with voluntary enrollment has

been found to be unfeasible because of an insufficient number of potenttal

pupils . " 2

The vast majority of community.organizations failed to support the

propos.al since members believed that it would lead to renewed bltterness

within the community. Many factions felt that it was only a token offer

and that another school year would'go by without real progness being made.

within six weeks the Board rescinded its decisionto plan for a demonstra-

tion school because of the many public pressures that had been exerted.

On June 27 , 1962, it officially dropped planning for the school.

when the Board of Education indicated that it had dropped further

planning for the demonstration school, it announced that a new proposal

would be forthcoming at the meeting to be heldJuly lZ, 1962. At this

meeting, plans were outlined proposing a central intermediate school

which was to be modeled after those plans that had been outlined as

the fifth and sixth alternatives in the "stearns Report.,, This plan

lBoard of Education statement, lune 21, Lg62.'t'gegen Rgcord , lune 28, L962.

ritl

I

t38

lvould ultimately become the seventh critical policy Decision, the foun-

dation for'the viable solution that would eventually serve to break the

current impasse.

F. Seventh Critical policv Decision

l. Establishinq a Cen8al Intermediate School (1962)

. On Iuly 12, 1962, the Board announced that it had instructed the

superintendent of schools to establish a central intermediate school for

the fifth and sixth grades, beginning in September, 1962. All clty pub-

lic school pupils from the five elementary schools in the fifth and sixth

grades would eventually attend school at the Engle Street building. The

fifth grade would be established tlie first year followed by the sixth

grade the next year. This was to be the first phase of a long-range pro-

Eam designed to end racial imbalance in the public elementary schools..

On ]une Ig, Lg62, the New York Times reported that, ,,Gov.

Richard J. Hughes notified all school officials in New Jersey today ttEt

the traditional neighborhood concept in the assignment of children to

schools must be made sufficiently flexible to prevent racial segrega-

tion."l Further, the directive was contained in a letter to Councilman

Viniente K. Tibbs of Englewood, "and was aimed particularly at the in-

tegration dispute there. "2

tNgw York Tlrneg., June 19, 1962.

2rcu.

139

The foilorving indivi<iuals and groups issued a joint statecient on

July 2, saying they welcomed the with&awal of the demonstration

school plan and u^ging adoption cf a plan proviciing total iniegraiion

in September: Reverend Gooi;:an, Reverend Taylor, Councilman Tibbs,

the Urban league, N.A.A.C.P.; C.O.R.E., the United Action Commit-

tee, the Promethians, the Uniied Neighborhood Group., the West Forest

Avenue Property Owners"Association, and the Englewood Marpr Im-

provement Association. I

On July 3, the new $uperintendent of Schools, Dr. Mark R.

Shedd, was quoted as saying: 'Englewood's problems will not be re-

soived over night, but I agrree that a quick solution ls necessary to the

welfare of the school system.,-..Ihe big question faclng us nqr is how

much one can modify the neighborhood school policy and still call it a

neighborhood school pollcy.'Z

John Perry, acting president of the Board, said: 'Educators must

be concerned with getting a better quality society. It lvon't @me about

if the lower-class student is regarded as being incapable of rreeting

the high standards set by the sclpols.'3

At its meeting of July 12, the Board described the planning behind

lBeroen Evenino RecorC. luly 2, 1962.

'uu, July 3, 1962.

3&14., July 12, 1962.

. l{0

the establishment of the cen'LraI intermediate school:

The Board is convinced that a plan to be responsiblernust meet the follorving criteria:

l. It must be educationally sound for aII the childen'2. It must give ail children the opponunity of attend-

ing a school near their homes if at all possible'3. It must be within the scope of the Board's

authority. Clearly, urbanrenen'al is not'4. It must provide an orderly solution that is adninis-

tratively workable and that does not sacriJice edu-

cational standards... Our goal is to formulate and carry out a responsible

ptogram which will create a better racial balance' The

Central Intermediate School is the iirst step" 'a flststep that had educational advantages for our entjre sctrool

.yri"t. To reduce remaining racial itnbalance throughout

our elementary school system, the Board has requested the

Superintendent to formulate and recommend supplementaryplans for our consideration. I

On July I6, 1962, Bergen County bnanches of C'O'R'E' and

N.A.A.C.P. rejected the Boardrs proposal for the establishment of a

central intermediate school.2 However, the Ldgue of Women Voters

announced its support of the Board of Education's proposal to establisb

a fifth grade intermediate school'3

ThePTACouncilandtheUrbanLeagueannouncedsuppctofthe

proposed fifth grade interrnediate school on July 26' but qualified its

support by insisting that a more comprehensive plan would have to follow'4

lfnqfewooa press fou , Englewood, N'I', Iuly 15' 1962'

2ruic

3ge&n E"enittS-89coIi" July 25, 1962.

4I&, July 26, 1952.

t

F

14r

. The climax to this Critical Policy.Decis.ion came whqn ti.e Board

of School Estimate on |uly 30 voted three to two to refuse additional

monies needed to renovate and improvise the Engle Steet building so

that it could be utilized in establishing the central i:rrermediate school.l

Mayor VoIk announced plans to send out a questionnaire to aU

residents asking their opinion of what to do about racial imbalance as a

result of the Board of School Estimate's \roting down the necessary ap-

tpropriations.''

On August 2, 1962, the Negro community of Englewood announced

plans for an all-out battle against the "white segregationists" organiza-

tions. The "Englewood Movement," a new all Negro organization, was

founded.3

The Board of Educatlon announced plans to fight for the funds ne-

cessary to establish the central intermediate school which had been re-

jected by the Board of School Estimate. This marked the first ssious

breach ever recorded in the history of Englewooo between the Board of

Education, the Mayor and Comnon Council-4

On this same day, the Black Muslim sect, Aftican Nationalist,

and a Neofascist organization appeared at a rally held in McKay Park

lNew York Times,'August 1, 1962.

znnofer,r'o"a pt"s" to"rtu, Englewood, N.J., August l, 1962.

3e"IS9!-E""gilS-Re-cod, August 3, 1962.

4lbid., August 4, L962.

t42

sponsored by Paul zuber, Negro integrationist leader of the ,,Englewood

Movement- " I

On September 2, 1962, the Lincoln School pTA announced plans to

boycott the Lincoln School on the first three days of school as a protest

against the lack of policy and commitment by the community to settle the

issue of racial segregation.2

The city council decided to place the issue of the nature of the

elementary schools on the November baltot.3

The Englewood Taxpayers League took a stand on the impasse by

filing a brief with the state Board of Education, stating. that it would be

improper to spend public funds for the establishment of a central inter-

mediate school.4 \

in an obvious attempt to gain moral support and to stabilize the

rapidly deteriorating community situation, the Board of Educatlon an-

nounced that whatever plan was agreed upon, tt.would be in effect by

September of the current year.5

The City Council. on July S, 1962, adopted a resolution urglng

the Board of Education to make no plans for elimlnating racial imbalance

lNew York Times. August 18, 1952.

2lb!d., September 3, 1962.

3eeIg4-lgagg-Becord, September 20, I 962.

aenof.*ooa pr.rr fr , Englewood, N.J. , October 3., 1962.

slefegn l"eni!9-Be99ld, June 28, 1962.

143

for the city ""hool. until such time as the u.s. District court had ruled

on the segregation case before lt. I

The seventh critical policy Decision was not impremented imme-

diateiy because it was blocked by the refusal of the Board of school Estt-

mate to appropriate the funds necessary to renovate the Engle street build-

ing that was to be used as the central intermediate school. Finally, during

1963, after many more months of demonstrations by civil rights groups and

pressures applied by various interest groups, the Mayor of Englewood

suddenly changed his vote.2 His change of vote resulted in the Board of

school Estimate's granting the appropriation of funds necessary for under-

writing the central intermediate school. The superintendent of schools

implemented the Board policy by establishing a sixth grade intermediate

school, which opened in October, 1963.

The policy initially adopted on July lZ, Lg6Z, was changed in con_

cept from a fifth gnade intermediate school to a sixth grade intermedlate

school. The Lincoln school was eventually abandoned as a public ele-

IBergen Eveninq Record. July 6, 1962.

zAccording to an interviewee (a former p.T.A. officer), Mayor Volkchanged his decisive vote after he had been visited by a small group ofclergymen composed of representatives from the Jewish and protestantfaiths. It was related that Mayor volk was confronted with the realizationthat he had a Christian responsibility to do what was right, that he wouldone day have to answer for his decision and that he was reminded that hewas only a steward serving the people of Englewood for a short time. Itwas almost immediately following this encounter that Mayor Volk changedhis vote from that of blocking the central intermediate school to that of$anting his support, thus, making it possible for the cenEal school tocome into existence.

t44mentary school and all students were reassigned to the remaining four

elenrentary schools. The fifth grade, which was supposed to become

part of the central school concept, did not materlalize at this time.

The purpose of the proposal was to eliminate racial imbalance in

the elementary schools. The central intermediate school for the fifth

grade was to be the first phase of a long-range progran designed to

create better racial balance.

This plan. after undergoing modificatlon, actually becane the

policy that resolved the impasse ] at least for the time belng.

G. The Seven Critical policv Dectslons

The Seven Critical policy Decisions were made by the various

Boards of Education and were decided either with or without the advice

of the Superintendent of Schools. Of the,seven Decislons, one lyas

made during the administrative era of winton I. white, five during the

administrative era of superintendent Harry L. stearns, and one during

the administrative era of superintendent Mark R. shedd. of the seven

Decisions made, five were either reversed, altered, or modified after

they had become Board of Education policy; the only two not substan-

tially modified concerned the construction of an elementary school and

the junior high school.

. On the surface the role of the Superintendent in the decislon-

makii'rq process was inconsequential. He appeared to be lneffective as

an active leader, lnitiator or decision-maker. In fact, the onlv place

145

where it became evident that an action of the superintendent was infru-

entiai occurred when superintendent steains presented the findings of

the depth study, Enalewood, Its peoole and Its Schools, better known

as the "stearns Report. " what thd superintendent did behind the

scenes was not evident to the pubric, but it may be take'n for granted

that he did engage in activities which lnfluenced others to some extent.

The Board of Education was. thwarted in its role as a poricy-maklng

body on practically every occasion. By virtue of the power structure

arrangement, the Board of Education's role in the formulatlon of policy

was very limited in instances where financial resources were needed..

In every decision made involving additional finances, the Board of Edu-

cation had to receive the support and backing of the. Board of school .

'Estimate in order to prdceed. Unless the ,lcontrotting group" of three

members of the city government supported the decision, the goard of

Education found itself unable to proceed. In five of the criticat policy

Decisions, additional finances were needed if the decisions were to be

irnplemented. when the Board did exert its own will, its two decisions

did not remain intact, but were eventually modified or reversed by com-

munity pressures.

It is significant to note that three of the seven decisions were

actually initialed by the Board of Education in a report as early as 19s3,

Proposals for Develoorlgnt for the publtc schools of Enqlewood New

Iersey. In other v;ords, although much time, effort, rnoney-and frustra-

tion were expended, few changes in orlgrnally conceived Board policy

t4 6.

actually occurrei iurng a process of iecision_rnaking extending over

several years. It appeared that the Eo:rc of Education e)@loited the

portions of the various srudies made e:rer l953 to supplement and garner

support of its own rrrll, but rejected asFects that ran counter to itswiihes. As docuneniaiion for this statenent, the lg53 Board of Educa-

tion report actuariy included what rater cane to be known as the second

. critjcal policy Decision (Altering the lieighborhood school Boundary

Lines), the Third.crtticar policy Decision (The construction of a Twelve

Room ElementaDr School at Davison place), and the Fourth CrlticalPolicy Decision (The construction of a New Junior High school on the

Dwight Morrow Hiqh School Campus Site).

The last tluee decisions wdre coErpromises achieved when the

Board of Education and the City Council realized that some type ofviable solution was necessary to the welfare of the community. The

Flfth critical policy Decision was as affirmation of the status.quo. The

sixth critical poticy Decision, the. decision to implement'the dernonstra-

tion school, was an attempt to formulate a policy to satisfy members ofthe various community opposition groups. The demonstration school

concept was designed to afford to the opposition groups a sense of ful-fillment but contained in a structure actually organized outside the legal

school organization. The decision t-r establish the demonstration school

was designed as a sratagem to satisfy alr interest groups. The seventh

criticar Policy Decision also was an e)dension of comprornise 1,, that

the smallest expenditure and the least raciar integration possible wourd

b

t47

occur under the arrangene:rts established.

The Ftst Critical Policy Decision although not made without the

pressure of opposition qroups. rcas nevertheiess responsible ior extend-

ing racial segregation in the public elementary schools as it served to

contain the Negroes in the Lilrcoln School located in the Fourth Ward.

The Second Critical Polic? Decision served for the most part to reinforce

the "policy of containment' of.the Negroes openly practiced in prlor

years. The lhird Critical PoLicy Decision appeared to be a component

of the Fourth Critical Policy Decision. The decision to constnrct an

elementary school in the First Ward (Thfd Critical Policy Deciston)

appeared to have been a kirrd of pre-condition that had to be approved

before the "city fathers' would girant support for the construction of a

new junior high school (Fourth Critical Policy Decision). The FiJth,

Sixth, and Seventh Critical Policy Decisions attempted to maintain

existing conditions as much as possible under circumstances which were

threatening to disrupt the'noraal life of the communlty.

It becomes apparent tlat attemptlng to understand the nature of

decision-making is quite a complicated and difficult matter. There are

no clear unitary patterns of behavior. However, one could offer that

evidence in this study for the following is imposing: (l) The "real"

decision-makers in Englewood are not and have not been members of

the Board of Education. (2) On the surface, the Superintendents of

Schools have appeared ineffective as advisors, leaders, and as decl-

sion-makers. As chief school administrators, they are limited by the

. r{8city councri which controls the funds. The superintendents are involved

in social planning and policy making, but politicians control the funds

for impiementation of proposals. (3) The Superintendents ofschools did

not activate the lnternal professional forces of the school.system. The

administrative staff and faculty were not efiectively involved in the

total conflict, nor did they seek to become involved of their own roli-tion, except in matters of an inconsequential nature. (a) The City

council and Mayor entered into the declsion-making process more than

most people realized; they were actualry responsibre for a maJor part of

six of the seven decisrons made. The only exception was the seventh

Decision in which the Board of Education stood apart from the city coun-

cil. This fact became quite apparent when the irnpasse occured. How-

ever, itwas the Mayor himself who, by changing his vote at the insis-

tence of the clergy, actually broke the impasse tn favor of the forces.

for racial integration of the public schools. (s) onry when pressure

groups became numerous and active did the decision-makers consider

compromising their position or changing the status qg. (6) 'Outside"

governmental legal decision-making gnoups and individuals played a

key part in five of the seven decisjons that were made or attered. (7)

Expediency (decision-rnaking based primarily on self-interest) was a

decisive factor operating in all of the critical policy Decislons that

were made by the Boards of Education. (g) The city government power

structure o.f Englewood has been operated almost exclusively by a

Republican conservative element. It must be observed too, that the

t49Republican power structure has made extensive use of the weekly news-

paper, The Enqlervood Press Tournal, for securing support for its position

on the issue of racial segregation.

The Seven Critical policy Decisions offer substantive evidence

that the Boaris of Education and superintendents of school failed to as-

sume the leadership required for an outstanding school development

program. The Seven Critical Policy Decisions dealt prtncipally wlth

certain aspects of school plant planning, and for the most part, served

to maintain the status ouo. It was quite evident that the crittcal poltcy

Decisions made were aimed primarily at maintaining and perpetuating

existing relationships and conditions. Four of the Critical poltcy De-

cisions were reversed or rescinded at a later date as a result oi the

interventions of an "outside" governmental agency, such as the Com-

missioner of Education, the courts, or by the application of various

pressure' tactics employed by nurnerous community organizatlons

challenglng the inaction or decis.i6ns of the Boards of Education and

the Supenntendents.

. ?he needs of the school and community were poorly served over

an extended perlod of years.

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SU T,TMARY AN D CONC LUSIONS

In this case study, the confrict over raciar segregation in which

the schools of Englewood, New Iersey became involved has been

analyzed for the purpose of assessing the decision-making processes

employed during the period of confriit. The issue of racial segregation

in the public schools was, and stil is, a major probrem confrontlng the

city of Englewood. Racial segregation is better known in Englewood as

de &g!s segregation. The state Fact Finding Team which was sent into

Englewood by the state commissioner of Educatign in 1g62 to study the

alleged problem of racial segregition in the public schools concluded

that there was "no evidence of segregation by design.,, This finding

must be iisputed in the right of the data of this study. There rs much

evidence to support the contention that a poricy of racial segregation

and containment was actually pursued by the formal poider structure In

the community even as late as 19G2. purther, it is evident that the

Boards of Education and former superintdndents of school did recogntze

the fact that Englewood was in a stage of transttron. However, the

Boards of Education and former superintendents failed to grve formar

recognition to the problem of racial segregation or to act to arert the

community to the seriousness of the impending problem. Because the

problem was never truly faced, the total educattonal proqram was not

lsl

152

adapted to meet the rear needs of the students, nor were the needs of-

the comnunity accurately anaryzed. pailure to give proper recognition

to the problem of raciar segregation and the inability to ceal effectively

rvith it led eventually to a serious impasse.

Raciar segregation was recognized and defined as a problem only

after the N .r .A . c . p . had confronted the Board of Education in June ,

l95I with the charge that the Lincoln Elementary school was a racially

segregated school because it contained a nipety-eight per cent Negro

enrollment. Only when challenged by group pressure tactics, and only

when the imprication of the New Rochelle case became apparent dld the

Board of Education even consent to include an inquiry into raciar segre-

gatlon as a part of the Superintendent.s depth study that r^ras currently

underway. Even then, the Board of Education dtd not ackpwledge the

problem as that of racial segregation, but instead refered to it in a

section of the study as a matter of racial imbalance.

. . The Superintendent's depth study, better known as the "St6arns

Report, " offered six alternatives for di,minishing the extent of ractal

imbalance. However, the Board of Education refused to accept the flnd-

ings and recommendations of the ',Stearns Report,' at the time. Instead,

as an alternative, the Board proposed a voluntary experirental ,,demon-

stration school." a proposal that was ultimately rerected by the com-

munity-at-large.

The first report included in this study dated February, 194g, was

undertaken by superintendent stearns. For the most part t}te recommen-

dations in this report were not inplemented by the Board of Education.

In the Survev Recort. Enqiewood publlc Schools, completed in lg4g, ,

rvere several reconmendations having much in common with recommenda-

iions in the rlost recent report completed in Nta.r,, f 965, in cooperation

with a field study group from Harvard University under the dtection of

the present Superintendent of Schools. The SurVev Repo{t. Enqlgrgood

Pu6lic Schools, offered four recommendations which, when analyzed,

are very similar to two of the three major recommendatiohs made by the

Harvard lield Study Team in its report, Enolewood,s Sctools.

. In the Survev Reoort, Enqlewood Public Schools. it was recommen-

ded that a system be established for keeping a continuous record of

birth rates, migratory patterns and called for a school census so that,

'...better and more accurate data may be available for school planning."l

A reg^it made some seventeen years later makes a very similar recom-

mendation-

lt is unfortunate that the advice and. recommendations'called for

by the Survgv Reoo$, Enqlewood Public Schools, were not heeded. Evi-

dently, one of the major problems conslstently and chronically plaguing

the Boards of Education, S'uperintendents, and,'outside. consultants

was an inability to analyze, comprehend, and predict enrollment pat-

terns and rends. Because of this fallure, the studies requiring

accurate pupil enrollment projections have been misleading. (For ex-

tti

lEnglewood Public Schools,port" (February 16, 1948) p. 104.

Englewood, New Jersey, 'Survey Re-(Mimeographed.)

b

154

er.pie, ihe studv, Frcacs3ls for Developrrent for the Public Schools of

!:.:leircod, Nevr Terser.. 1953, predicted a growth in public school en-

roll:ent to 5,500 by 1963.)l Public school enrollment presently is

3,S00 students fron Pre K to twelve, not just K to twelve as included

under the former study.

The Board of Education, as a result of the study, Prooosals for

D:velopnent fbr the Public Schools of Enqlervood, New lersev. 1953,

iCentified the major problem as the need for a new junior high school.

However, prior to completion of the new junior high ,"hool, six studies

were conducted (five by the Board of Education and one by the City

Council) and at least six or more "outside" educatlonal consultants

were utilized. A span of time covering more than four years elapsed

during the decision-making process. Actually, a total of more tban

seven years passed b€fore the new junior high school was opened.

Throughout part of this period of time, Englewood operated a dual

junior high school system that had been charged by the State ior.O-

sioner of Education with being racially segregated.

Further, as recently as July 30, f962, the Board of Education and

the Superintendent, in their attempt to win approval for the financial

appropriation necessary to support the proposed intermedlate school,

were thwarted by the City Council and Mayor even after the Board had

offered a plan that was acceptable to the community-at-large. The

igur.v t. Stearns, "Proposals for Development for the PublicSchools of Englewood, New Jersey, 1953,': p. 4. (Mimeographed.)

!,.

F

l5s

Board of Sbtroot Estimate refused by a three to two vote to appropriate the

funds necessary to implement this proposal.

It is reasonable to conclude that although as many as nlne sepa-

rate educational studies were undertaken by the Boards of Education

during the period from 1930 through 1963, these efforts, for rnost part:,

appeared to lack direction and continuity and therefore failed to ma-

tdrialize into a constructive long-range program. Although these studies

served an immediate purpose, they were basically ineffective because

the Boards of Education: (l) defined inappropriately the problem areas

to be studied thereby limiting the scope and comprehensiveness of the

particular studies, (2) failed to give official recognition to, and to sub-

mit for study, the racial problem which existed within the school system,

(3) failed to give credence to the advice or to implement the significant

recommendations made by the Superintendent as a result of hls involve-

ment in several studies, (4) choose to accept only those findings and

recommendations from the variouS studies that tended to support origi-

nal .Board

positlons.

- A chief concern of this study was the nature of decision-making

and the effectiveness of the roles played by the Superlntendents and

Boards of Education. It is clear that the decision-maklng process,

viewed as a total process in human affairs, and not from the vantage

point of individual participants or sources of lnfluence, rather than

having smooth unbroken contours, presents a torturous terrain in which

patterns of behavior are difficult if not imposstble to discover.

156

Several noteworthy findings tend to support the belief that the mem-

bers of the Boards of Education were not the "real" decision-makers of

Board of Education policy. This conclusion is certainly substantiated

in the analysis of the Seven Critical Policy Decisions. A close examina-

tion of the total minutes of the Boards of Education reveats a conspicu-

ous absence of major poltcy dlsagreements among the three governmentat

decision-making bodies: the Board of Educatlon, City Council and the

Mayor. Also, it is evident that an unusual state of harmony existed

among members of the Boards of Education regarding almost all issues

considered during this period of time: In contrast, from the perlod of

1960 through 1962 (the period of crisis), sixteen of twercy-foir com-

munity organizatiLils either developed or became actlve as a direct re-

sult of the actions of the govcrnmentai rieci:i^n-mak6rs. This ls clear

evidence of discontent on the part of many, and, if the oti:cial minutes

can be assumed to rebresent accurately the attitudes and positir,:rs of

individual Board members, they indicate a lack of true representation of

the positions of the various minority group6 at the official decisicin-

making level.

Any efforts of former Superintendents of School to exert lnfluence

in the decision-maklng process were largely ineffective prlmarlly be-

cause traditionally the position of chief school adminisEator in the

Englewood School System has been a quasl-political Posttion. It ls

lnteresting to note, however, that the Superintendents falled to lnvolve

effectively the professional staff and lay leadership resources at their

I.

F

157

fingertips. Had these "natural resources" been tapped for ideas, as

aids to overall curriculum planning, as an effective force for establish-

ing good school-community relations at critical times, one wonders if

the problem of racial segregation would have become so acute. Through-

out the conflict, the role assigned by the Board of Education and the

Superintendent to principals and teachers remained one of non-involve-

ment. As a conseguence, the scope of the total problem may have been

magnified.

. Boards of Education and especially the former Superintendents

were thwarted in the role of decision-makers by the very nature of the

system of governnental organization. Any time additional funds were

needed, and in five Critical Policy Decisions thls was the case, the

Boards and Superintendents found themselves in the unenviable position

of being politically dependent upon and subservient to the Clty Govern-

ment.

At many points, the City Council and Mayor became involved both

officially and unofficially in the decision-making process concbrning

matters and policies clearly within the purview of the Boards of Educa-

tion. The net effect was that the City Council and Mayorwse the

dominant forces behind six of the seven Critical Policy Decistons made

by the Boards of Education. On only one occasion did the Board of Edu-

cation openly oppose the position taken by the City Councll and Mayor.

This action occurred late in the story as it is related here when the

decision was reached to establish the central intermedlate school. In

L

F

ls8

this instance, the final result rn,as that the Mayor re'ersed hts original

position on the issue and the position of the Board of Education pre-

vailed.

Englewood's municipal government wourd do welr to give serious

consideration to changing the present system used in selecting members

to the Board of Education. The present method of mayoralty appotnt_

ments of Board members has proven to be ineffective ln the sense that

the true representation of the peoples' rnterests was ieglected over a

long period of time. Arso, the mayoralty system of Board appointments

and the fiscal dependence of the Board of Educailon on the city council

appears to have resulted in a one party control of the city government.

The influence of certain community organizations on decisions

was marked during the period of'crisis. The most acilve and apparently

successful organizations withrn the community opposing conditrons as

they existed were the N.A.A.C.p. , Urban Leagu6, C.O.R.E., and the

Englewood Movement- By applylng pressure group tactics at stategic

times these four organizations prayed major rores. ?heir efforts resurted

in a measured effect on the eventual outcome of the critical poricy De-

cisions made by the'Board of Education during the period of greatest

crisis.

While it is true that .inside" @mmunity organlzagons and forces

other than the Board of Education and superintendent played key roles

in the decislon-making process, it must be noted here that orginilq_

tions outside the local commuflity also played a major role in five of

b

159the seven critical policy Decisions. Three regal governmental declsion-

making forces at the stare level exerted pressure and supplted leader-

ship that significantly i:rfluenced the ultimate decisions realized. In

addition to the Federal suprerne court's decision of rg54, both the

Federal District couns anc county courts issued judgments and.deci-

sions which haci far-reachiqg effects on the Engrewood case. Also, itwas evident that the Govemor of the state of New Jersey and the com-

missioner of Education played decisive rores in successfulry preventtng

the city Government of Englewood from adhering to the traditionally

established neighborhood schoor concept, a concept which ironicauy,

when strictly interpreted, was supportive of the position of the cityGovernment in maintainilg the status quo

one way to assess the readership provided by Boards of Educatlon

and superintendents in their rore as decision-makers is to analyze the

areas of emphasis in the seven critical policy Decisions and the out-

comes- In such an examtuFtion two things stand out. The first is that

alr of the critical policy Decisions identiJied in this study were re-

lated primarily to matters of pupit placement and school facilities con-

struction. one is led to wonder about the extent of attenti,on directed

by the Boards of Education and superintendents to matters of schoor

program and the role of the school ln the community under condltlons

of modern life. The other is'that for the most part, the decisions made

were conservative tending to support and maintain existing condrtions

'and relationships. ?he need for long-range planning and the failure on

,

l.

F

160

the part o{ the Eoards oI Educe::on and especially the Superintendents

to have assuned positive le3cdshi.p roles appear to be <banatically

illustrated.

From the data of t}le stud-v, one can readily conclude that what-

ever partisan action was jnitia:ed and approved by the Boatds of Educa-

tion was usually a reflection of Lhe thinking and policies of the

conservative Republican elenelt rvhich controlled the government of

the city. This element retied heavily on support from the weekly com-

munity newspaper, the Enqlesa€C Press Tournal.

It is always an easier task to describe and analyze @ a situa-

tion developed than it is to describe lghI a situation developed as it

did. However, certain generalizations seem to be supported by the

data of this study. (I) The concentration of decision-making power.

within the ciiy government, the overall lack of true local representation

ofthe peoples of the community at all governmental levels, and the

contxol of the formal decision-nakinq machinery by partisan brces

apparently neither accustomed na willing to adopt a community-wide

frame-of-reference in reaching decisions on matters of broad social

policy led to a stationary condition which contributed'to the develop-

ment of a crisis situation. (2) In any society in which feople have

come to expect that their interests will be considered and respected,

good communication is both necessary and proper. fhe principle of

communication was grossly neglected by the governmental decision-

makers.. As the problem of racial segregation increased and magnified,

{I

b

l6I

communication tended to decrease, finally to the point where open vio-

lence was threatened. (3) Demoeacy relies heavily upon the principles

of involvement and participation oi the citizenry in the decision-making

process in order to obtain a balancrng of interests necessary to the

formulation of policy capable of receiving broad support. Governmental

decision-makers consistently failed to noake it possible within formal.

established channels for citizens of all persuasions to make their con-

cerns known in a fashion that appeared to them to exert any noticeable

influence upon those formally charged with making policy decisie:rs.

The results were that policy decisions met with resistance from those

whose positions were not sufficiently represented, and to compensate'

powerful informal channels of protest developed as avenues of. tn\rolve-

ment and participation. (a) Two other elements generally recognized as

essential ingredients in any good decision-making Process arq (a)

long-range planning aimed at establishing long-term obiedttves accept-

able to the people and institutions affected and.(b) developing approaches

to achieve objectives agrreed upon. An examination of the data of the

present study makes it clear that iJ any long-range planning laid the

groundwork for'the actions of the 'formal" power structure of EnglewpOd

thatplanningdidnothavetheinterestsoftheentirecommunityasa

central concern. The net effect was that decisions reached were aimed

at doing little more for the Negroes of the communlty than containing

them.considerableevidenceisreportedthatsuggeststhattheactions

of the "formal" power structure repnesented more fesponse and reaction

h

t52

than a planned, coordinated effort.''The events that split the community apart occurred as a result of

the rong period of graduar deterioration of the relations between various

community intelest groups and organizations. A period of ,,conditioning.,

was a necessary first step in the total process of achieving an accom_

modation or viable settlement.

Although a temporary settlement has been achidved in the com-

munity through ihe clostng of the lincorn Erementary school and the

establishment of the sixth grrade intermediate schoor, it is an uneasy

"truce" that prevails in a stil potentially dangerous atmosphere. This

is so because severar significant aspects of the racial segrega*on prob-

Iem have not been resolved. The problem cannot be solved simply by a

mechariical reassignment of students (see Table r2 for present racral

composition of schools). Much more is required. In the schools, too

intense a focus upon such factors as organization for instructtori, the

inroduction of recentry deveroped instructionar techniques and the or-ganization of the schools to the exclusion of efforts to garvanize the

informed energies of a rarger segment of the professional personner ofthe school system may have little lasting effect. New thinking regard_

ing the curricula must be started and programs that depart from the

present lock-step education processes which tend to maintaln and per-petuate racial segregation patterns within the schools must be thc sub_

ject of serious experlmentation. All present practices must be examlned.

For example, the practice of homogeneous grouplng utilized today withln

$t3fl

I{

d

{III,

r63

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t

It

tIII

II1

TABLE T2

EACKCROIDID DATA AND RACIAL COMFOSTTbN OF E{CLE\i@D PUBUC SCHOOTS,OCTOBER, 1964 (Atr6 Viabic Seulemeo!)

(el Whlre enrcllment includes dl trrpils nor r.fered to s Nc&rc.

(b) Nego cnmllment tocludg sall tEr cent of o6ar Da-$&ftcpupilr who raide in Englcwod.

Ad.pted tom E4slg!!994!-Sgb!gb Cl rErd U!tv63try, l96a) p. aa.

Name otSchool

Sch6lOrSsiiatio

OpeBtiqalScaring

Clpacity

white {a)EnrcU-ment

Nego(b)EINU-Dent

ToElENll-hent

.Pcr Cmtof VtthircC Negro

L ihc oln

Clcvel,rnd

Ro6c\t lt

Qurla

Engle Scet

TOTALELEII.

Engl ewoodJ.rts

Dsight Mc-row S.!1.{,

TOTAIsEc.

TOTALscHool

PFK

K-5

K-5

K-5

K-5

CanretSixthGtrdc

7 -9

10- 12

624closed foreleDenEryPWib

132

480

336

336

550

99

825

,77s

9.t

1,|8

416

248

288

t6s

1359

467

/t85

932

231 I

8r

3@

25t

156

s9

118

974

363

32s

688

1662

r75

457

60

(x

347

283

2333

8:n

8r0

l6.10

3973

53.716-W46.3*-N

3a{r6-w67.6!6-N

6a{x-w37,6x.N

6t.a96-w3&6e6-N

83e(-wl7x-N

5&3r6-w{1.7r6-N

5&3r(-w41.7x-N

56.3ra-w,13.7t6-N

59.9x-W.l0.tr5-N

5&rx-w41.9r6-N

5&zx-w41.8x-N

b

t64

the various elementary, iunior and senior high schools may be quesiloned.

A conwincing argument can be made that this practice alone tends to re-

flect within the school the attitudes that prevail in the larger community.

outside the school, factors affecting housing patterns and the baslc

character of the community must be realistically confronted.

Time was bouqht by the viable settlement reached in 1963, but itis already runni.ng out. All the elementary schools are overcrowded and

these overcrowded conditions have exlsted since the Lincoln school was

closed. construction of portable additions to two elementary schools

was approved as a temporary measure to relieve the overcrowdlng.

Nevertheless, a study sanctioned by the commissioner of Educatton

and entitled, A studv of Racial Distribution ln the Enolewood publlc

schools. completed during the treight of crisis in 1962, reported the

following:

. . . However, the committee must conclude that the housingpatterns, land acguisition for school sites, elementary scho;lboundary lines have contributed to the containment of Negro. families in the 4th Ward and a resultant racial tmbalance-tnthe elementary schools. A further result of these conditionsis the growing degree of imbalance in the Liberty School thatmay soon counteract the achievements made by boundary

. changes between Lincoln and Liberty Schools required bythe decision of the Commissioner of Education. f

Although the statement rnakes reference to a condition extsung

prior to the implementation of the viable settlement, tt obvtously has

lcommissioner of Educ-ation, A studv of Racial Distribption in the .

Enolewood Public Schools, Srate of New Jersey, O"toU--1I36'lJZz.

165

great and serious implrcations for the future of the Liberty School with

its already high percentage lslxty-seven per cent) of Negro enrollment.

The problens posed are: first, that there is a steady increase of

Negroes within the total communlty, and second, there is a rapidly in-

creasing Negro enrollment in the public school system. The Negro

school population has increased from nineteen per cent of the total

school population in 1930 to well over forty per cent of the total school

'enrollment of 3 , 900 students (lnclusive of pre-K through grade tvuelve)

in I965.

, While it is true that a series of conflicts have plagued the Engle-

wood Public School System for the past ten years, it would be grossly

misleading not to mention the unique opportunities now open to educa-

tional leaders as a result of the period of strife and conflict. Engle-

wood has learned to accept changes and is ready for the strategic imple-

mentation of educational innovatlons. This conservative community has

been forced to modify its educational philosophy. The.condltions in the

community have served to cast the Superintendent of Schools in a more

dynamic position; he has become more able than ever before to operate

as a professional advisor to the Board of Education. Opportunities for.

the introduction of new teaching techniques have been created with the

organizatlon of the nerrl central school. Such lnnovations as team-

teaching, large group and individualized instruction, and other practlces

and approaches fo instruction not essentially related to ihe organtzd-

tional changes that have been made have been ins tituted as part of the ,

*

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F

b

. 165

total progran. h{ore racial integration of students and teachers than

ever before has been realized for all schools in the system. The dg

facto segregation issue served as th€ impetus for the development of

curriculum proposats which ultirnately resulted in the awarding to Engle-

wood of a lord foundation Grant of g250,000.00to be used in the bnoad

area of curriculum revision. Finally, for the first time in its history,

the ccmmunity of Englewood has become more aware of the magnitude

of its problems and has begun to develop more effective and representa-

tive formal patterns for long-range planning in those vital areas in

which all community citizens have a stake.

c'rrent long-range planning must not be left to die on the drawrng

boards. Instead, plans made must be implemented after havlng been

carefully assessed. perhaps then, if liurmony is too much to ask for as

the state of affairs in a society in tansition, it can be said that out of

turmoil an effective "modus opperandi" for dealing with the evolying

problems of a modern suburban communj.ty has been achieved.

.t

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b BIBUOGRAPHY

Pr:bEc Documents

Board of Educa{on il{inui:s, lnglewood Sc}pot Distict, Englewood,Itieu ]ersey - f 930 'irough 1963.

Carney, joseph T. (City ClsiJ, Englawood, New Jersey, Directorv and

. Guiie:ook oi the C::,'of Enqlewood, Nev.'Tersev, 1964 and 1965.

Englewood, lterv ]ersey, T:!s Is Enqiewood: jPride in the Past. . . laithin the Future," 1659 - 1959.

Mayor, Council, Tercentenary Committee of Englewood, New fersey,Enclewood 1859 - 1964.

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Raubinger, F. W., "The Dacision of The Commissioner of Education lnthe Case of Ma:1. \Talker and Susanne Anderson, Complaln-tants, v. Boar<i oi Education of the City of Englewood, "Res-pondent.' State of New Jeriey Department of Education,Irenton 8, New Jersey, May 19, 1955. (Mimeographe{

Books

Adams, R. N., and Preiss, ]. l. (eds.) Human Oroanization Research.Illinois: The Dorsey Press, Inc., 1960. Pp. xviii+456.

Alexander, Carto-r, and Burke, Arvid J. How to locate Eduiational In-formation and Daia, 4th ed. revised. New york TeachersCollege, Colurabia University, 1963. Pp. xvii+417.

American Book Company. Charters of Freedom. New York: AmericanBook Company, 1950. Pp. 45.

Arensberg, Conrad M., and Ki.ball, Solon T. Culture and Community.NewYorlc Har@urt, Brace andWorld, Inc., 1965. Pp.xlii+349.

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Sciences. New lork: iioit, Rinehart ana Winitonl tni., l962.Pp. xiii.+781.

Bernard, ]essie. Arnerical Co::.=,jnilv Behavior. New york: Holt, Rine_.hart and Winsion, kc., 1962. pp. xiv+46S.

Bingham, Walter Van Dyke. How to Interview, 3rd ed. revised. NewYork: Harper and tsroilrers, lg4l. pp. ix+262.

Bloom, Benjamin S., et al. (ds:) taxonomv of faucaThe ClassificaTn i-tive.Domain. New york: David McKay Co., Inc., 1963.pp. 207.

Brooks, Erbridge s. Thg Il-re sigrv-of the united states of Amerrca, 3rded. revised. Bosron: Iathrop pulti"ning C;-!6.-F. i+262.

Clift, Virgil A., Anderson, Archibald W., and Hullfish, H. Gordon (eds.)Neqro Education. in A':.:grica: Its Adeouacv. problems. and Needs.John Dewey Society, liew york: Harpe, arO-groth;ilig6tPp.3lS.

committee for the National study of secondary school Evaluation. Eval-uative Criteria. Washington, D. C.: National Study of S;;dary School Evaliiation, 1960. pp. v+ 326.

Conant, Iames B. Slums and Suburbs. New york: Mccraw_fiilI BookCompiny, Inc., 1961. pp. viii+147.

Creger, Ralph and Carl. This Is Vr'hat We Found. New york LyleStuart, publisher, 1960. pp. 63.

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Dentler, Robert A., and Rossi, peter H. The politics of Urban Renewal:The chicaoo pindinos. N"n, yorfrlii-"ldp.""r .f Gr"r""e,Inc., I96I. pp. ix+308.

Einstein,_Albert. Ideas and Ooinions. New york: Crown publishers,Inc", 1954. pp. v+311.

Fenlason, Anne F. Fssentials in lnterviewins. New york: Harper andBrothers, 1952. pp. xi+3S2.

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Ginzberg, Eli, et ar. The Neqro pgtential. New york: columbia unt-versitypress, 1956. pp. x+144.

Gist, Noel P., and Favor. Sylvia Fieis. Urban Societv, Sth ed. NewYork: Thomas y. Crowell Co.. 1964. pp. xiii+623.

Goodenough. ward Hunt. cooperatio.n In chanqe. Russell sage Founda-tion, philadelphia: Wm. F. tell Co.. 1963. pp. i+i43.Griffiths, Daniel E. (ed.)

_tion. Chicaso: The Universit of chicattpre;tf6AA-:;;. xi +3 60:

Hamilton, Robert R., ul9 yorll paul R. . The Iaw and public Education.

2nd ed, New york: The Founddtionlr""", I*]]Gil--Pp. )oodi+640.

Irwin, Leonard 8., and Elris, Herbert Lee. New Tersev. The GardenState. New york: Oxford Book Co., i462.-F;;;ii:;;!;Kennedy, Steele Mabon,-Sl-gl: The New TerseyAlmanac. Tercentenary

Edition 1964-1965. Upper Montclair, Newjersey: The NewJerseyAlmanac, Inc.. 1963. pp. 759.

Klopf, C,ordon ]., and lnster, Isrdel A. (eds.) Inteqratino the Urbanschool. proceedings of the conference on.Integration inEE NewYork city pubric schools. New york: Bureau of publrtati,ons,Teachers College, Columbia University, 1963. pp. viii+126,.

Koenig, Samuel. Man and Socjglv!. The Basic Teachinos of Socbloov.New York: Barnes and Noble, Inc., 1957. pp. 131+JS!:.-

Martin, Roscoe C., -g!il. Dgcisignq in S\-acuse:. A Metropolttan ActionStudv. New york: Doubleday andCompiny, Inc., lt65:=-Pp. xii+388.

Meyerson, Martin, and Banfield, Edward. politics, plannlna and thePublic Interest: The Case of public Housino in ChGai6I-Illinois: The Free press, 195S. fp. i+eSi.-

Murray, Raymond W. Introductorv Socioloov. New york: F. S. Croftsand Co., fnc., 1947. pp. xii+990

', I70

N{uzzey, David Saville. A Historv of Our Countrv. New York: Ginn andCompany, 1950. PP. x+640.

National School Public Relations Association. Public Relations Gold' N{ine. Volume # 6. Washington. D.C.: National School Pub-lic Relations Association, 1964. Pp. 64.

Passow, A. Harry (ed.) Education in Depressed Areas. New York:Teachers CoIIege, Columbia UniversiJy, 1963. p. 351.

Polsby, Nelson W. Communitv Power and Political iheorv. New Haven:Yale University Press, I963. Pp. xi\rll44.

Raup, R. Bruce, ei al. The Improvement of Practical Intellioence. New. York: Teachers College, Coiumbia University, 1950. Pp. viii +

305.

Raywid, Mary Anne. The Ax-Grinders. New York: The MacMlllan Com-pany, 1962. Pp. viii + 260.

Riessman, Frank. The Culturallv Deprived Child. New York: Harper andRow, Publishers, Inc., 1962. Pp. xw 140-

Selltiz, Claire, g3g!. Reiearch Methods in Sgcial Relglions. New York:Holt, Rlnehart and Winston, Inc., 1963. Pp. xvi + 622.

Shuey, Audrey M. The Testino of Neqro Intelliqence. Lynchburg,Virginia: J. P. BeIt Company, Inc., 1958. Pp. xlil+ 351.

Stearns, Harry L. Communitv Relations and the Public Schools. Engle-wood Cliffs, New Jersey: Prentice-Hall, Inc., 1955. Pp- xiv+363.

West, James. Plainville, U.S.A. New York: Columbia University Press,1964. PP. xv+ 238.

Westin, Alan F. (ed.) Freedom Now: The Clvil-Riohts Struqole in Ameiica.New York: Basic Books,'Inc., 1964. Pp. xv + 346.

Articles and Periodicals

Abramson, Paul (ed.) "What Four Districts Are Doing About Desegrrega-tion," School Manaoement (March, 1964) 89-f02.

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Ashmore, Harry S. "The Desegregation Decision: Ten Years later,"Saturdav Review (New York), (tutay 16, 1964), 68-70, 90.

Campbell, Roald F. "The Superintendent's Role and Professional Sta-tus," The Education Dioest, Vol' )oo(, No' I (September,

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Coles, Robert. "How Do the Teachers Feel When Southern Schools De-segregate?" Saturdav Review (New York), (May 16, 1964),72-73, 90.

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Freedomwavs. FirstQuarter 1964 (lVinter issue) Vol. 4, No. l, NewYork, 1964, PP. 184.

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Klaw, Spencer. "Englewood, New Jersey: Visitors in the Classroom,"The Reporter, Vol. 29, No. I (fuly 4, 1963), NewYork, pp.'r4-L7.

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. New fersey, March 21, 1940 to October 23' 1946.

Newspaper Ciippinos, Englewood School District Files, Englewood,tI"* Jersey, October 23, l94L to December 16, I943.

Newspaper Clippinqs, Englewood School District Files, Englewood,New Jersey, December 9, 1943 to May 30, 1946'

Newsoaper Clippinos, Englewood School District Files, Englewood,New Jersey, May .30, 1946 to August 5, 1948.

Newspaper Clippinqs, Englewood School Distrlct Piles, Englewood,New Jersey, September, 1948 to January, 1951.

t

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l'i*

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t

Fi,x:

l.'.r: *ilslrttr!

172

Nervspaper Clippin{ls, Englewood School District Flles, nnglewood,' New Jersey, January ll, l95l to Ianuary, 1953.

Newspaper Clippinos, Englewood School District Files, Englewoocl,New ]ersey, January 8, I953 to March 18, 1954.

Newspaper Clippinos, Englewood School District Files, Englewood,New Jersey, April 8, 1954 to November 25, 1954.

Newspaper Cliooinos, Englewood School District files, Engiewod,New ]ersey, December 2, L954 to September 29, 1955.

Newspaoer Clipoinss, Englewood School Dlstrlct files, Englarood,New Jersey, October 13, 1955 to May 10, 1956.

Newsoaper Cliopinqs, Englewood School District liles, Englewod,New Jersey, May 17, 1956 to May 9, 1957.

Nervspaoer Clippinos, Englewood School District Files, Englewood.New Jersey, May 16, 1957 to November 2, 1951.

Newsoaoei Cliopinqs., Englewood School District Flles, Englerrrood,New Jersey, November, 1961 to December, 1962.

Parody, Ovid F. (article from Periodical) "The Need for ComprehenslveEducational Planning," -School Life (October, 196l), U. S.Department of Health, Education and'Welfare.

The Urban Leaque View. (periodical) Yol. 2, No. l. Englewood, litiwJersey, January, 1965.

Walker, Gerald (article from magazine) "Little Rock - Five Years Later,"

.!gd@!, November, 1962, pp. 75, 129-133.

"Who Makes Decisions About the Schools?" (article from periodical)Fl3Slgpb: About Members of the National School Public Re-lations Associe.:ions (August, 1954), Washingrton, D. C.

Reports

Commission on Civil Rights. Clvil Riqhts. 5 Volumes. Excerpts from areport prepared by the 1961 Commlsslon on Civll fughts.Washington, D. C.: U. S. Government Prlnting Office, 1961.Pp. xli+ ll9.

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cc:.=ission on Civir *l:ll:: +l:alg Book Z. A report prepared o,

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the l96l Commission on Civtt Rlghts. Washington, D.C..:U.S. Governmenr printing Oflrce, 1961. pp. *i., +-Zia.---Grc':.p for the Advancement of psychiaty.

@pesecreqation - Reqort No. 37. e E6rt lormulated by rheCommitree on Sociat Issuesjevr yori: May,-iSli-i,r. ,S.Purl:c Information Department of the Board of Chosen Freeholders. your

Countrv Government. An outline of the dutie;;;;;;;;;rffgovernment at the County level in Bergen County, fV.* l*"uy-.Sth Revised Edition. Bergen County, -New

lersey: public In-formation Departinent of the Board of-cLorun Freeholders, rg64-Scherr, Alvin L. Slums and S.oqial.Insecuritv. U. S. Department ofHealth, Education ana wetG.errGarcrr Report *o.-r,-- "Washington, D. C.: U. S. Government printing Oftice,.tgeS.Pp. viii + 168.

The United States Commjssion on Civil fughts.pubrrc schools North aqdJnre-st 1g6-i. stau reports s.ubmitred tothe Commission on Civil tug;G:-G"hington, D. C.: i*r- -pp. 309.

The United States Commr,:.i?l 9l Civil tughts. public Educati,on. A re_port prepared by the staff and submlttea to ti,e coillGo. '--

Washington, D.C.: U. S. GovernmentprintingOffice, 1963-Pp. viii + 163.

Unpublished Material

Brittell, Dr. Robert W. , er 1L "gtaff personnel Adm-inlstrati,on.. A re_port prepared by Members of Eiucatioirat Administrai-iiSg-, .*

University of pittsburgh , lgSZ. (mimeographed.)

cenier for Field studies,.Harvaro university Graduate school of Educa_tion. "Englewood's schools. " lg6a, president ano reuows ot- Harvard Collegb (rnimeogrraphed.)

committee appointed by state commissioner of Education Frederick M.Raubinser. "A Study of Racial Distribution In the Engi;;;-.New Jersey pubtic Schools . ,, October 5, I 962. (riri."qr.;"a.1

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174C :::iculu::r p Ia nning Co jx:..tittee, Englewood pu blic S chools.Sr.rengthen Reairng Instruclion.,, A proposal i"r."; f""f"*"oSchool De'ejo-rment prosram that be;i;;;il;;ff;ff..

io S trength e:: R eading Insir.lciion. Ianuary, I g 6J;, 1;;;graphed.) .,. ii::glersood public Schcols., Englewood, New tersey. ,,S*rr"y Report..February 16, 1919. (rir"ogiapheO.t

Iieen:ig i.etd by *" t::,^: tard, of Education, fyenton, New lersey, ona-3plication o: the Englewoori Board Lf Edu"ution, Bergen County,\-ew Iersey. Application - S{,898,O0O. State p"o"ril!"i.fpublic Instr.:c!ion,. Irenton, Ne* leisey. . March S, l9$g, Be_fore: Honorable Edward W. Xrfpat i"f., O"putf C#;;;;of Education. (t1ryewritten.)

The Housing Authority of the City of Englewood. ,,Final planning Rep:rt:project N. J. p_{g Forest A'e. Urban Renew"l p-J"",,'p;;t,N.I. p:97 Englewood Ave. Urban Renewal pro;e;-;-;l----1964. (Offset Dupticaror)

New Ierse:/ state Departrnent of Educauon. "A study concerning Auesedsegresation and Discrimination in trte o.a'ge p"irr"l,ir;ff.-A report presented eommissioner Frederick lA. n."UG*,-O*.tob€r, 1962. (mjrneographed

oak, Eleanor and vishnu, "Development of segregated.Educatton in Ne{,uIersey'l Unpublish,ed Masters dissJation, North Carotr4aCollege. Durham, October, 193g, U ig _ CSe.f .Raynond and May Associate-s, pleasantville, New.york. "city of Enqle-wood, New fers.ey. Master rtn, rs6s,,, o*"il.iii,"irfi:(Offset Duplicator)

Shedd, Mark R. "The Board and Integrration of Schools., A gr.oup sess1glpresentation bv the Superiniendent of Schools of E;;il-;;;;Jersey at the l2th glr.ul Workshop, New Jersey State Federail;n .of District Boar

-s-of .Education, eaiJ",l" City, Ngw Jersey,October 29_31, L964. (mimeographed)

The State Department of Educadon, vocational Divislon. ,A Survey ofBergen County.', A report of a study to determine th.;";; ;;new or e:rpanded programs of vocational ana tectrnicJ-;.-;_.tion in Bergen County, 1960. (mimeographed)

b

Stearns, H.V L. ,,Enjlervood, Its people and Its Schools.,, Or"6or, "t

to the Board of Education, Engiewood, New ]ersey. f"UrrJ"y.28, 1962. (nnineographed.)

stearns, Harry L. "Froposals for- Deveiopment for the pubric schools ofEnglewood, Nerv Jersey, .l953.. (mimeograpfred.)

Urban League. Englervood, New Jersey. ,,Chronology of Events Rele-' vanr to Defacto Sesregation in Englewood." isss _ iilt:--(mimeographed.)

II

F APPB.TDtr A

DGfi oirioE apd Ob*mtt. l:-gl_:fElgsatrt_Td8_Cscd

1. Ercpts - adiciF.:d and un.nricipatcd gccwDces havi'g dhct c ildirccr rcl3vrnca to tjra

robl€m of nci.l s€srcgati@. All cvcots ucd io this rudy rc Fcaded &r 6c Bosd of Edscatio

mirures end,'cby rbc vriou trewsprpd clted b6cin c talcu frcm th. ofiiclet fitcs of tha suparlD-

tcndent of ichotrz uuantici..Fd Ercpts - elt thcc Dajq fadud oeEcm6 rcl€Elt to r.cial scgngedor thlaigiurtcd a daatopcd hon soues or c.ses ousldc thc slmuity ud thqcfoc, wrc urd-rollablc by 6c comlirr, but yar h.d profound i'flueres rnd rct*rocc to tbe ch.tr gf €vcDts

ccurilg uithia tbc corurity i! oE m.rcr c eirothct

3. E:gg - a c@paiog slside.tioD beNeetr tso c mdc panis c uthln tlc party iBctI wtlch

uk6 rie fqn of a c@nicr oI iut6ets. Itrcsults in ao irtcEifistioD of cffat ac@mp&i"d by

3BraS6i*iC bah.viq. The compctilg lErdctprtts re dcfiocd &d lE detcrmlocd to obtst! thc cldriich thcy stsl,1. Reclel Scmc&ioa - to cMp€I Bcial grdps to go to school .part fr@ each cthe. lt EFsta fcu of isdatioa in $hich sociel dist3ncc\ is basd upo physicel lep{atio!. tt ls of two dlnlrtnam:. tt t a rcsk of eithcs accidental J i,tcctqe! ocEcDce. u segrgadon wac accldatd,thb wqrld tnply th.r $grcgetlo occuncd by drugc, by e uacictpatcd cvcrg wltbot Fi,alooledgc, witttout ptr*iDg.Dd l.cldDg iutcdro!. Iltati@el egngatio would rmply thet rcgrgatiou ts eccompllircd by d6ig!, by maadarc, by fmc, Uy plruiog, wtti p,rpq$G end prlrr knmtodgc

bcfcch.nd. Oat uu* theu raaioDabty concludc that ,o-""Uad d" t"",o scgregation - Dcetl8 t! frct,actuel, c beasc of thc tast, €u bc of eidro usa*., i"., €itb6 oeElDg by rccidct c i&rctto.sucb factcs as eomic nrtul seial pc'*s, kia*rip tl6, cau io cffcct bc r€sposibla fc egnge-tioa by eccidcnt oE tb€ oth6 hard, sudr lectc es lognngc pileoing by drc lcgd Fre ltructac,

rcsctiD8 to ebtitrier in qd€ ro D.ilrain thc gs g-o, gc nodctng rchml dlratct boDdary tba.ccriutsde f"fr rcsrcg.tioD by tDtcDtior q d6ic!. Dg i.clg *gESatlo wtll rcfcr to *gngatia by

maDdatc c by lcgal ecrio and policy rlonc. ?hb sltt rcfcr peclfically to sgEsetto by dcdga wtrlplaming od iltcDtis obvias and d"ftDitcty pcrmitEd by srEttroq c dvlt lew.

5 Descsreg3tioo ' e pluncd cftat rDd adiq tsk.n by lewful anthtrty to sboush r fcm od retdsgFgatlo h th. Frbuc schsb.

-. -1 M.rtin Mcyq-so. rndldwrd c. Bstrricld, politi6. pl.pninE.pd thG hbllc btacr (IlltDl.r

Th€ Frce hBr, f955) pp. 3Ot-305.tE

{ 175

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6. Rrcral rmbatance - ram ucd by thc Erios dccbre-meking bodicr, h thL carc.o -..o " ,L|t

Lrec ol conccnration ol Ncgo srudcnts b oc q mm sbeta

z Virblc scttlcqeut - . rivlblc .Ercrert rachcd by dE partics sbo {e ilvorvcd ir eo irsrc; outh.y s€ rble to ecc.pt fq drc litr bei!8, rnd to liw wtG uril . betG aDd mc f.$ible roltnto*'en

bc g.iDcd in thc fuuc.

& Coditioinl hmcss ' drc c@riroio8 dcvetopmat and oodificatio of drc qlSlnal potitloro bcld

by no c moc pai.s iDvorvcd io l connicl of i'ocrcn* This p.rcquisitc iareractio. by thc oppotng

fcccs, ovcr a pcriod of tiec, rcDdt to cl'eagc rlighrly c p$ri.uy tb. aigiurl paldos hctd by r"bc

pdi.r i'volv"d io thc tsa, tbcr6y orriog possiblc e vbblc sctrlocut s sccomodrtioD.

9. Pleuinq'thc dclib€.. build\ of p.bric porici* to cadiD3tcr coEol eDd dlrcct vsroui.taclaEd fc.tr6 in thc c6ma lifc of rhc pcogrlc oct whoo ir i5 t'r@&d A plamlag rpprechanticipatg aod Fcvclts. snEollablc ci:&. Altiough or D6t rcatiE dar atl ci!G, caud bc 8!-ticiP3tld bceuF of t}'. hck of cEml oa dcds ouBid. of thc eEDulty rd bcer o{ tbc D.tarc{ bumen uaure lt*lf r I

Idcelly, dcmanti€ plaailg sccls to butld comE@ity of iqt*st eud o|@out of rhe fult rcF€sDBrlo!.Dd cxpr6sio d de v{icd aai osoictiaq i"teii.L.--.ffccrcd by rhc coBequeoccr oi rhc policy or plaD a, ir uqk or h raaie- lj;anv-d?hcr.lic pleuinc provid.s drer tlc v-ricty of ifrq<s c@cmcd LooaU" -n.h".iend peruade cach qhq in lhc cffq to d*clop obJcd.iv6, policic, eud ptairwhl-cb-hqc thc dcsircr.ud ihpaadve of rhc curirc commuity.' As may'bc ;;"t.d.-af"mara objccrio to dcoenric plaoils coms tM spccisl inerei: whici bew'birhano doninated trrblic policy .r rhc cxpas of thi ra ot tlc o--ulty. ..i.planuirg aprprech frosrs ups rdiKmcnd fn pr$li,c lrlicy whtf ce lsUii,-fraprevtscd nhcn u unaDticipttcd cisis foes ediuimeot.2

lC. Politic.l Tcchniqu€s - mahodr cmplopd to.ghaE c sattc.D t$€ slgrincrut to ey F$ict-paot iwolved $ a m@bc! of e gug c es an iadivtduat io ,ciaty. fAGr tebDhuc may trtc thcfora of dircsioa, Dcgotiatio, d6ac, {gtnDt, pmsion, tlrcet of *clfre, ctc.3

11. Policv'lvlaking-isdraEahod.Ddralt&tcowcofactlonedopacd4pdpcrydbyrdccilio-

meling body. soud pottcy shold ucct ric folloiug citerh t (r) & citrs thc .urhcity by whleh

it & adc. (b) & shold bc decc* ard c.sily un&riood but coducivc to Bi5ion *esry tomcetl'g rhc chagbg coldrrio's. (c) rt

'n'16 thc raso for rrs rdcptio. (d) b ctc, tf,G time, plac.,

aod tbo* afftctad aDd lavolv"d to itr iDpto@tatlo. (c) It cotributcs to s'd $ppat3 thc oeallplaming c e pbesc of thc sins end ctjetiws ead pupce of 6e trtitrttoa.{

".o"J",%ff'-t'iit",tl:rffi (s4. cd., N* Ycls T.acbat

t&- -3

u.'qo:u"ycrs ald Edssd c. Baoticrd, poutiG. plupinr apd thc pubuc lptaer (tltlDtrrFre hcsE 1955) pp. 304-305.

4}L Hany Gllcs, Ttc bte{nrcd CI.s@ (N4 yalc B.dc Bools, I!q, l9S9) tr 3O2'

II

p

t7812' Admili*erivc proccrrrcs' the poess ot sctroo by which t'c surEridcndcDt or scbol: rmprc-rnens the actual policy drrr hes beco .dqpEd by thc Bqnr of F/rc.rioe It demonsetc, hrr rb'rtyi! c.rryin8 ar his fucrtoo ln ways puicularly rdaFcd to rhc Dcsds lq thc eDmuolti. To eininir-tcr is ro c.ny ot.a cxisting or e*abltshed precdue, for rceching djectivcs Thc luitletioa of r ocwpoedure that pomises ro mcct prcblcms bsc affaqively nay iropty ebeodoing au cstabtishcd oowhich is }aown to walq

13' C{irier Poucv Decisiob ' Th6c 6aJ6 dccirionr mdc by r-b. Bo.tds of Eruc:tioa eud/c Sr4ratn-rcrdcnts thrr rc$lted iD sigiific.Dt policy changcs (€vcD dacld$ to uic.i! thc ,.turgI E.chdecisio is bsed o! thc toll6.ir8 &amewqk of aulpis (r) ph@io8 by thc Bord of Eduadoar(bl poltticll :cchoigucs, (c) policy-nakiag, ld) admiDlsntiv. peGdEG;.14' kinciprc of the Neinhbqher schor - the pracdcc of lrsigniDg pubric crcr',"Dtary ,.ioor cb'drcuto dc schoot ncilc$ thcir rsidenc. Thc !.iD;lplc deElopcd frcm tr.ditioD whtch cesdtut d atogicel pnctice of cont8uction of elcmcntay scbools iD v{tour righbdfbodj to mkc lt covctrtcotud dcrlr.blc to prwidc acca$ibility fc lhc studcnls l[ tba lnrcldcd Gll5' conrrvetlrc - tcldiD8 to pre*lve 6e csBbtished lnstituriG, stoG, mcdods - rDd to rsis aoppo* chaogcs to or $ltld! th* cslbtirhbcttt

b---- _

iIts*-F?!.6F6t1'

/

APPT}IDIX B

REPCRTE r-TUDIES, AND SFrcIAL CONFBINCES, 1930 - 1963

Fcbru{f 16, 194t.

179

No. Dak Urder-take n

New oi Scdl Pur?G of Study lnitidor Ltrgrh ofTineSpeBt IDhcpu-

tioo

Apfo&Cor of&udy

I (E5tim ate d)Jar.,1917

(Datc Re-leasd)F.t.16,194E

Sbt€mcnt of condi-tioN found. ho.pelr fc gowthend derclopDcntof rhe cducatitrlprogram of thc cgm-muity rftcr threycrr $ suPqin-tcEdcnt.

Dr. Sr.T!! I y.q Uq-klm

Slgn if icant Fipdipg, and/c RecoEmrnd3tior

3. Tbe philosophy of thc public xh@l ry*en of EDSlcBood should bc cgD{.btlt iascd.Sairst cohmu-ni!y sentiDart

5. Tlre Bed of Educatio jrold cotider csctully. bcBer pqblic rcl.rioDs FroEnE wtti perdculurelercncc 6 its rcl.ri6lbr $ith thc !.cr.

6. A ry$em fc kaepinl e caiuu riccd of rrgrowth, involving bini rar6; building p"rDttt, adasessors, rhold bc irsirqEd s drat thc Bo.rd otEducatio ard thc edEinis.tivc oflicqt Ey bccosantJy .wre of c@dirbds rcquiring lew buitd'ings aod ncw ptreL

f o- A scbool cctr6 iroold bc inninncd s th.t .ll d thrchil&cn of school .8c lirtli b lhc City uy bc ac'conEd fq and so rbet bcns and nqc aeEtc drtry bc available for rcbol plaoing.

I 1. ShifB in th. concctrr.doa ot tch@l poputstioq wlthir the Cib rhold be c@sady erd cccfuIly$died-

14. The B@d of FiG.tio tbold ardy &d aSre upocdt.in alts'Ddc plat ta EetiDS, Dew BFwtI tt ttdde lopr in thc City.

15. The Bdd of EdE3tioa tbotd ib@diat.ly r.udythe f abl.m ot cFcti58 & zrditql@ at DwighlMorcw Hi8,h School aDd sbould l$c rBtcE@llshowing ccts aod poosible plu of @Dplctio oa .

this ddltio.

22. A tlrcough progro of cuicubm nvido dnld bciqnit!rrd.

23. Attcntio Crould bG Sivc! rc thc 16 of tald@trtkoqgb failuc .t d!. sic hngb ehol lwct.

Rc$lB aod Outcmct of RcomGldati$

Th€ r€comr.n&rlonr warc Dot hedd.They *cre not &ycloped iDto policy sLdthoefcc, rac oot ioplcmotcd by tbcBo{d of Educ.tia

7

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'ir,:,iiEl!.'#hli:"!i:f#**"S;m:;r.vrat *rae in drc Lieob Scb6l_

' ff f"'"*3:g"t?r,:il::i:#l 3E* G c a3cciocta8r iD o. i,iiiii"-l-#f n+ 9ae b oau

'i.,?flil;;''i;i,,T";::g;;gip4g;.rt.

_C_:iT:ro.T eightco mm .t.rcI,ci6l wir!ff :Tl;il",#i':'tr8,fr*T--"_-%-i:f:

" f;:trtiffffro of 5ir desGaa tf,c

t i#H?il*"?'t.t6:I-r:4.-. rE tb. r,eDd

E. 9:$uS..Dw cleDcnt.ry rb@t siB trctvc cler:31:. f l*:*i 15 | _a{ s oae I

"dft .. ;; ;:i,;-.J:lTH'flff:"5t-t .;"'aTv*' l";i i

' iii.!fr!il::T't f 'J:,.Tyffi,i*;: ".cry!c catq.

t* .T5:;;X;"-ottiq chcr buildio3r iE th. cirv,

'$fglffi#x,ffi.

'3*'#;i#',?s,Hi,,,,6. (Did bt oatci.ttc.t 6i3rt@.)

z #,i*'I iH.fFHgs,lig":fi

-

E (Did aa Bt6hltc.,

. i:E:+H.:i:#P,H;f,:?-ms_ily ud at cct:ef edoialinrlvco[ let

FindinB: ed/or Rco@63.iisRcslB :nd Outc@cs o, ReoaaudsrioE

CertaiD aetsiE rcr cicd q&

No. DaE UDder-t.lcn

Ntnc of SiJd). Pu1'or ot Srudy

im*+' 1r.'[-l*ilF-i.:# | -ri ard p.rr6nrrilta:;#,

i :;T,?T.'II.J,,I nrcE to clibin.tcI sqfrhdedncss.

180

tlirilq Irrgrh ofTiecSpcrt lohcpa-

rie

ApFq.Coe dStudy

2 1952

lDare Re-leaEd)Dec. 3,r953

Eqrd ofEdrcatioa nd Dr,Steamr

I y.T Uu-lrnm

SiEn ific.nt

:ln.*$ifs:*ffi,;_3. (Alo rclcrot to .bqc.,

t *ifr Hiff re ctthii-cd r

I Fomals fq Dcselomat fc tbc p6lic Schok of Eoetacd, 1953.

w'??fFffiwrfs

l8lIt*

F Scsltr .ad OorcoDer of RtroErld&tios

I l. Tr:asicr ro rhe cit),, rlttc to lvinron Whitc SEdiur,:1- 1l.t "1": around ir osrcd by the Bqrd to li--uI :.."] ::, i: if "l stadiun aod ptiygrond, reei"inllli Nlu) ritle to the entire ul aree oF^i.ri,^ui Nlu:r ritle to the entire par( area ffiaodirch ril: -\lqo$ Hilh School q which k ,^ h. -:which ir to bG c;-

I l. D. id not h.rcri.lir.. Situalia o, Wiotoo\1}itr Stadium rr.sitiell!. r.tus @oa:J irat remaincd 9.

sucicJ iuitablc play,iug licl& and *etiuc to- il.rre turpos6. ot thc Junior-Seoic HiBh Scl;olpEnxd at rhat lcatio&

Lf:rrl

lr

i;f,&q'-

s*;*,' '!-

t82

No. ).8 Un&r-te}|o

N.Ee of Study PurpoF of Strdy lDitiata lrogth'olTiheSpcnt hhrpes-tio!

APFOLCor olStudy

3 Jaa. I 1,195{

Date Rr'lcased)}terch25, 1954

Presidenr of BoardeFpoiDte4 Cili-re[s Re\iew Com-;fidilTm;:ber)

To study dat. usdby t-hc B€rd ot Edu'cltion in prrprn-tioD of its buildingprcDogls. I

BBrd ofE$ucirio

2 mn*rr UE'kaom

a

t

F

Sitxif icant Findirgs &d/s Rccomhendetlos

l. Elihiiate Ensle SrletJu[iqHigh School. (f2Af-iirm.!i\!, 5 Oppoitions, 3 Abstentions)

2. EEctio of 3 ne$ juic high rchool as . icpaatewinr, bu 3dJaceil ro Dsight MGow High Schoolsirh diEcr indoc ecccss to all facilitics to beucd toinrl). (12 Aifirmative, 5 Oppcitios,{ Abs.dios)

3. Expasio of Roevelt ElementTy School wlthsix additio!.I t@s (14 Affimativer None Op-pcc4 { Ab8toriqs),

4. Rerenrio of rhc prescnt lincoln School es an elc-nenary rchol od the preent tunior Higlr Scholrcrio be @nv€rted to City se. Prcpcal to co-Fucr a n€w elementry school et l:layetr€ Plaq€,(4rh wrd) be defered iDdefinltely. (15 Affilna-tiE, 2 Oppositic, 2 Ab$mtions)

5. Prcpoal to cosruct a ncw athletic ficld at DwightMmo$ High Scbool iiE, ed the tuniD8 of thcWinb. White Stadiue ovet to the City bc defeEedindc' riEl)'. (15 Alfilhative, 2 Oppocilos, 2 Ab-ttctrti6)

6. Proped toint undffiting of a 2,000-seat municaudirryiue (16 Affirh.tive, I Oppcttion, 3 Absrtios,

RcalB .nd Outcomcr of RccomroDdrtioil

All rccormendatior *ac obmiccd to thcBqd of Educatior Bccruc of dE wlodit{er€nces berwccr lactions of thc Cttir.sCominee, rhc lepct war incffcdivc. TbaConmitt€c wes dismistcd by thc Bord dEdrcation as having I'madc a orElbtnio"iThc dissenring vicm appecd to tekc tl*general positio thaq (a, rhis pogrem rculdbe rm cctll' fd tspa) ers to couud Isep.late Junior high schol, (b) Esh oppeiilior to dre coErqcdqn of . joiDt jEir

higb rchol on ro thc Dwigbt MmrSchol building bceus of thc rcrr.lt !t

rcationel problems and coScnio of thcrl Durb€r of studentr io @! lqtloq xs

l rh6c cxirted sEoDS coluuity JatiE6thiriDg outslda cduaetioDd oslEol'.to

a swey od 6e totsl @DEuity adh-at rccdgz

cJcoual outcomc of $ir *udy mr thaluri6 of thc Citb€E Rcvicw C@Bittlcthc Bo.td5 dccisi@ to hirc outsi& cdu-

cado!.I c^sulteos *trich rook phcc Mry18. 1954.r

7. ElibilrtioD of all tuid6 stu&Dlr qq a pcrlod oftira (llo&im6,

8. Plop6al to costrqct e new cteDcntaty $hsl atDaviFtr Plac€ to replece the Fesnt FnnUlD Scholand o rclM all p.opertics witiin tlrb Englc Sbaatmcr to thc City in cda to devclop lt into s buil-D€ss qurc of simils bc3uty to Pelma Squc inPrineto. (12 Afiirm.tive, 5 Opp6itlon3, 3 Ab'rentions.

9. Bqrd aher all presnt shol dttftct boud.ty lindto relievc pcsue in aras whetc owrGowdlng bpEsrnt. (UnslEoE)

lO. ComDitee oppoed I complcte sEvcy by rrot3ldcsadditional qpcns at this tinc. (16 AfirDattvcr IOpp6c4 3 Abstenriqt) +

Berd of Educeti@ Mindes, Jeury U, lgs,t, p. 156

lEls&r-d-brJg1lEut, Aprll 1, 1991.t&jd., t".y 18, rgsdapig.,lpit t, rs*.

(c) the N€gro Stop i! drc co@'rd cqtinucd 3cgtcgarjo of tharic Hirb Schol 0d aDy ple@lDeoln Juia Higb Schol 0d aDy pte@lDg

wold ssvc to mdnEi! thiJ c@ditioq,

It1

F$

183

No. Darc Ubde.-ta hen

Namc of Study Purpos of Study Initi3tq Lengrh ofTioreSpent lahcpm-

tigo

APFoLCost ofStudy

4 Ilay 10,t9s4

(D.te Rc-leaFd)June 2E,r95{

Cccliur -A noldRerurt I

Rc\iew Cititens Cobelttec Repst aDddaa collected byBocd of Educetlon;to *udy qirtiDgschool cadltim udto malc EcoEb.n-dationr fa.duca-tio3l need3.

Bqrd ofEducltio

A pJ.or.6 wccls

UD-l,owo

Ra$lt5 rnd Ortcom.s of Rcommldttbtu

ln July, _1955, rhe City Courcil rcjecr.d rhcBoxd of Educedon's building Foposb rrhad becn outlincd 3nd r€coDmcodcd l! rhcrepon rubDin.d by rhc hirad cducatioD.lco,rsulraD$, Dr. Wa,ltE D. Cockirg and D.Wiuiam E Amold.z Th. Coucil reon-meDded th.t tbe Bqrd of Educ.tl@ hire c6t-cational consulEnts to providc fq r loog-range ttudy .bd s'.y of tlre tcel cmiu-nity coplex.3

Si8n if kant FiodinE! .nd/o! R€6mmlndetifi t

sECONDARY FAC[-mESr

1. Erccrion of e *panra juic hfuh schol unit o $€Drvight Momr Hieh School campus in qds to c@-bine tlr tro scpttara rnd inrdcquate junior highschools undq oDc Fo!

2. Au erectio of an rudirciue to bc wd ioinrlv b1'the jDia .!d rniq high rcb@ls.

3. Ellminatloa of rU tuition pr4rllt s sm $ {c{iblc.

4. ,uniq .nd scnla hlgh rchols $ould bc sdbioistq.dun&r oc principal wid r ccwy rsisao6

5. hcsent Englc Suca F.opcni.s shilld be dlrpccd of3s soq as ir is p6iblc to do ic,

6. Esdoed thc prcpGal to trarfa rhc Lircob dtcand buildiDRt to rh3 Ctty.

ELEMEN TA RY SCHOCL. FA CILITIES :

l. To relieve dqcrddcd conditios, log-rugc pler-ninS n€cesy. Furhcr nudy of trc,pulado dtifts aDd8r@th $as recomeodcd ia order to mahc rcon-meDdatios lc th€ rml compEhesiv€ clcEatarlprogta.

2. Cosactio oI eE €tcmmtIy rch@t at tbc Davlssite to replacc the Fr$klio School aid to Elicreovacrcwdilrg 3t the Clcvel&d &[ool.

J. Adjusm€d of mdiiioat neighbchood bouuduylines is necessy to DainEln DaximuD udltzdoof existiDg facilities. Boutrdlries of .tt6deccareas should be kept Ilexible to allw fa frfr8cpoFrlatio Crif6.

4. AD addirioD-.t six rmmr rhould b. "-*o"d - ,o ]

the Roscrclt Schol in ordcr rc rcllcve *.:o"A-: I

in8 .t thst EhoL I

1&rlSEe.d-ES-lqL Cocldog-Atnold Repon, tuty l, t95,t

hss. tssrlSseEJuly 15, l95S

3E

184

a

Iit'

r,*

I

i

II

.9

S. Cosideratio in lqs-rrnse platrning sholld bc givenro {r) pro\ idins a rra\t elem€nAry rchSl in thr vl-ciDin' oi the Lircolu Sclrool sib, (b) secuing sschool sire l9r tutue Srowdt ln thc Secod Werd,(c) elimineting unsarislacta)' condlti,onr ln otbcrelemcnrry schqols.l

SigD iliclnt Findin!F an d/or Recomhcndeli@t

lErrlewod hess lone! Jdy f , f9S{.

Retl6 etrd Outcomer of Rccommend.tloDs

[.r,.-*

j

lI,lT

J

ict

{{ic

I

?

tlEglewod Presr lowals.?t€mbcr 29, 1955

2Di4, o.,ou., t3, 1955

185

No. batc Undcr.tal€n

Nam of Study Purpor of Study Iniriatq Length ofTimcSpen t lnPrepc'

tion

APtro&C ott ofStudy

5 Octobe! I 5,1955

City-wide c$fer-cnce held to dircNthiolins ed !o dc-vetop communityp3nicipatioD iro(l ) building proSram(2) culculum(3) hueaD rcI.tiotrt('lI public nlations(5) cxtre c6lccl$

.dd rercatlonrlprogram. I

C it izcntCotruirecon PublicEducetio.rd Bo{doI Educt-tloL

! deyCefF4e

Uu-koen

Sigpificant Findings and/or Recomm qdatio5

t. Need Jor mce hscrt rebtlons and cxchange for ln-formation between Bodd o{ Educatio and citizeuy.

2. Need for all to recognire rnd reslve the huan E-l.tions prcbleru that erist in Euglewood, espcciallythe lntcg3tioD end rgrcgado prcblcn!

3. Need for bcncr sc.hool buildingi end gencn! agru-ment on t-hc need for a oew junic higb rhol

4. Need for re*.rcb in tc. of tcaal nceds of the c@-msity rcsdding $€ delelqDcnt of a rMdcunicutln

5. Need to csania Fopcrty constitqted s-rccttosllay comnirees reFeEnBtivc of dle total emmBttin ordet to better Frve .ll intacst grcupc.

6. Nee d to recogrire thet eduetlon ir e t(tal pseGtinvolving experiencer outsidc the rcgul{ scholcuFiculum aDd lo cease rcgarding it ts ar cxFl-curiculr, bur inscad a co-cwicult rctlvity.z

Rcults and Outcomes of Rconundatioqs

-

The outcme of rlrc fcum Eco6mcnd.d6and renlts could qot be $b$antlslly H-ucd 3s it wes hteDdcd $ a lsuDdiDg boddfq funuc Board of Edration pollcy.

Itt

r*

186

No. Datc Undar-tlken

liabe of Ssd) Purpoe of Srudy Initiatc brgth oITlmcSpent bPrcpm'

tio

Apf.o&Cor ofStudy

6 nNoenber,1955

(D.tc Rc-lea*d)Julv,1956

Ohio Stire Univer-mi-fi;;i-$il;Rervt

To conduct e tcrl-range independeDtsuvey of Eaqleroodrrscboot buildiDs !ecdqto nudy popul3rioorends aDd to h.kapredictions of FG-seDt and futucbuilairg medtbasd oD th. tind-ior'.

Clty CqE-cil recom-meodedrNdy toBord ofEduqtioshcnCxking'AnoldRepct wrEJccte4

7 months

fq adilon.lrtudyand

$7,5OO,$16,0@

Signif ic.bt lindings od,/c $commcn&tioo

l. Englewood rhol bc opq.tcd otr K-6'3-3 plen ofort. n izat ior,

2. OG scria high rhol br E.ioteined with athleticfield .djaccnt to iL

3. Comction of tuo sepurr juia high rclffh tohoue enrcllment of 5OO exparoible to 750, oncleated @ F.operty nc{ the Cleveled Schooland on.e locrted on prpst)' in t}rc Second Wrd,prefenbly th€ Allir@ Ed.

4. Repla-c Fraaldin Schol uith a ocw bullding atDar isq Plae.

5. lnrecc numba of, alemcuary cqtqs i@ 5 to :7 &d ev@tBlt to 9-

6. Thc Franklin and Eugtc $ret propefty crould be. a radoed fc rchol ur aad sdd.

7. That drr administntivc rtef d tllc hglcwoodschool make auuel enrollocnt cnimatet h oadarto kecp abreast of buildbg !€cdt

E. Th€ tdal estlm.ted on of thc logzangc butrd-ing aod developurat plourd would be ZSmillio dollar. It *s edvi*d to bcgln thc FogrimDediaEly bccae of tLe cducati@.lly b1&'quetc buildirg,s .Dd ctas-s aboc the Daellyacepted educdio.l ffidcdal

9. An .uditalu wlrh 8oO stu&nt ceprtty drold bcbuilc2

Rerlts etd Outcoecs of Rccomu&tiou

-

The Bqrd of Fiucatio, iD 6hc., rcjcct drhe Ohio Srate UpileFirv Sc}lool SurEv R.-qggg but praeedcd ro pu imo €ftect cqtri!arJrcs of rJE repat shidt ctrded to suFpctti. B€rd of Educarionts orl8ind poposd ofr953.

Tbc Eerd of Educ.rio Ej€ct3d tlE Repqtfor tso Dajc reasos: (1) tbe toal ic ofrjl€ propGed buildiog progru w3s fiBD-cielly unrccepubL, (2) thc .dvscy of adual jsia high $hqrl sysrcm Jc Elglcrcod*qld be suo8ly qpo*d bceue of tlerrciil chatSer &.t rqld be laelcd egdn*iL

Tht Bqd. of Educ.tia rcccptcd &d flFporad th€ aqecrs oft (l) rcplacirg FranklirSchol with a Dcs buildilg at Davin Plaa,(2) reUinS the Franklir ed EDg,Ic Stretpropenicr

t

budScEdfq addi-ilon.lrtudyandpleudng.

l4p3lgg9g1.'1ry91a1g! July 12, and Novenbcr E, 1956

2E!4, r{wy 3, 19t

(L

No. DaE Ulderte L,e o

Nrm oi Snrdy Pur?e of Studf lniti.iq trngtfi olTioeSpcnt lnPapu-

ria

Apfor.Cod of5tu,ty

Api\ l96l

lD.tc Re-lc.rd)Itarch t2,1962

Eocleuool- l:P..v'le r:-l LcScho,.lJ

Srrd.v of eucl.locatpledictios asd.llr3dable tectci th4rrirct cDFllher!diiposiliq of obso-lere sdrool buildin8saod funuc buildingEc€dJ be€e paJrstrys aDd $udicthed poru wli-abl,c.

B@d offducatio,Supein-teod.ot ofSchoob Dr.HafyLSEsr

ll mthr U!-kloq

Sign iltau FipdipSs &d/a R.e'Ead.tior

Tbis "depth rru6'," o{fici.llv ellcd E:-rierood_ hsPeqrle and hs Schols, cae ro bc b€n€ ;aghr {dre "SEans Rep6r,'r princilqltr b.caEe tbc Srps-inrendent oi Schools, Dr. Hm- L Sr€es, us appointcdro head up thc sud'. Thc 157 parc rF.st basicallydiqed iix tecoMendations c alEiivc5 tq solvingthe idetiiied Foblcm of mcial i!$da:€c i! rh€ pobliccleh.nry sh@l' ot Engl€roo4 Na l*y.

The rcc@ren&rios wc $ folllE

l. Policy of diift - catbuc @ ar ra 6e dc ces -.ftitudc of bdiJf€Ene b 6c probtrcE

2. Policy of neigtscbood rcocrat pLu f gn tcircnr

3. Opeo e mllmn - paEinbA pcns to ooUs&ns in th€ ele4uary rld oi 6ci cboi,ccFaiding drrc erc aeileblc trrs.

4. Ttrc hireto Plan - ecmtry coditB @ll-mens of cbildreo of diifcpr taildi!33 to tro cmce buildings rh€rcby clasiilioa cah bqildiog $a di,isenr gra& level 50 rhar chil.ira b oc build- i

ine aa€nd e lo$q gr.de rh4 titc b eeodue .t i

anc.ha buildin& II

5. Abandon Lircolo Scb6l - *qU rglr b dc rcf Isignmnt of childrco from tlrc Lircob Scbol to tic If6 reEaiDiDA eleE@Ey rcbat- I

I

6. Exensivc roe*:l plu errd i@cdiatr rctoot - |this pl.n iDvolr€d e xebsivc roerul rud Lircob ISchool and d)e esEblisbr[ d . C@ral io6e Idiae shool to reRe aU rbc childo of thc CiB fa Igrade level c rcrc.l I

Rc$lE and Ortcooc of ReoDrodatida

Th. 8-6_rd of Educ-i6 by t5 Gtio o M.yl.l, 1962, ir cftect, rcjcacd t}f 5ix b.st 'ahGaalives outliDed io r$a 'SEe5 Rcpafwhea thc Bosd madc ihc &cid@ tocGbt&Le de honsatiq shol - e Elqtay dFrFDcobl 5ch@L This ris to bc cgEirba ofX duogh rinh sradc io dc pqrtio rc-fl€divc ot tba E€i.l ch,rad.qi$lr d dre.c@B!iry.

It ir sigFiJicet to Ddc tbat th3 B€rd dfi$atio ard dG ocw Srpqinco&* ofSch@b .cMUy sdop.cd .rpc6 d dt@t-tiv6 iive 3nd six hoE tL ',St€.G Rcpat.iThis decisioo Hr oly Edc aiq DEL co:Eorqsy hed telcu plae *ldb tb. @@Frio end oly eftq Ds Sr.er h.d otficidlyrcskncd &om o{tie.

lEnqte*od. ls peoplc od b , Februly, 19f2., W. ltl-f?f'.

I1n

t*

188

Nc. DaE Urde!-teLctr

liar ot Srrdy Pupc s Srud). lnitiarq kagrtr ofTimcSpot hPrcpa-tiN

Appiox.Co* dSt.dy

I I{arch,r962

(Date Rc-lea*d)lt{ey t.l,t962

To i*-c e br-aiEi+ i:r fa.icir8

-irl i!-

bele* tr tlcpuLlk c:eer-yrcboo\

Bed ofEdrca!ic

2 moothr Nb fi-ueBlr.lcct iD-volvcdcrcPtcoul-t:otttccr

signiiicenr Findings ud/c Rc@mbod:rid I n.rrs eod o.tcqc3 ot R-^Freldrtio

l. Dehonntion Schol u,s b@d.l-sb aFF I n" p-po.ademore.doD*bool xA,rctFheitat scroot ro ren \.{ioq cdrcatioat io!- I ;ir.;-tt.o _."t*.rri Ftlsi.iTi-\ados' aew rechniqus' erd mcdrods o{ | ut.r,i* "rt w.r dinsd sid @Elteeedeatqa i Dr..Roben wo"a .r r.i.*lIirr*r.ilriri#?r

ro demo*arc nev mrho& of reachin3.uir! e I isE:?#thi;r1lJ.Tr"."_lr"-grop of children hcraorcrru o to rctz1 I .u *pp*La uy or. n"*t-ii_i.li.cuhul ad erhnic b&kirqodr. i *idef-$ir-"*. de\elop.d bl. *wly eDpoinedTo prolde dre opporuo&}. fc 5aintrg.rpqiae I

\Perinlendcnt ot sch@lr DL M'r(R- ihcdd.2

f"Tl;.:5.'?"olilT"fr*.1i3:t:frl.::-t-* | r"ee or thc ope! oppo.iti- ud r-uxrd',"pT

i- i- r L e:,- 11 ;-iil; li it" ;fr:A] I l"'"-.H?'S::: *,i:,11ii:i*. m_tyI q€srqsartos rD tle conruil,, sppat lc! r.he deEomtion rchool r.o totl.llyiickiag.i Tb6efqc, .h. q"Td d Eduetbo o;Jr i.I sv, etowcd tb.t it bad D.dc a &cirie -

lEnqlew@d Press to@el lvc ?, l9d"|zlft,id,, May 17, tg62.

to dop rh€ sEa6id pla.

F:,r"F\-

I

I

ire

lB9

No. Dae Undcrtekan

Neme of Strdl' Pupe ol Srudy lnitietqr Lrngth.ofTimeSpst IuPtcpu-

tid

APFd.Coc dStrrdy

9 Septehberr3,1962

(D.t€ R.-leard)Occtrerrq 1962

Fac-fiBdinS ri$ioby tie Ncs Jer*ySr.re ComEisionsof Education ro dc-telDinc t-h€ ises ln.voh'€d in u\c Eugle-wood iDtc;r1ai6situatloD aDd to poscposible sluiis tothe prdlcE

New Je$yStete CM-missions ofEducetioFrderlck $f.Ra ubingcr

3 *ccls Un-kom

Sisn if icanr Fiudings ad,/c Rccommcn&dsr

l. Build an elemotuy sh@l in thc McKay Perk oea. (tNdr Wa!d) to replace rhe LiDcdn Schsl Thi5school sould prcride fc X rhrdsh sktlr grade and$old cq approximately $1r@0,00O. Plaro *rouldbc ro @cupy rhis building by Sepremblr, 1964-

2. Est blish Bo6d of Educetion policy nith rcgad roschool bdDdary lines on t}te bsis of cotceDEi,ccirdes &arr ar tadii of l/4 miles &@ e.cbelementay rchool and adjstcd tg drc D€reisrect .nd to rhe D€cessity fq lroyiditrg iltagntedcls ricneva fa$iblc.

3. Upon completio of rfic ncw cbmcnt ry rdrod.abandq tle prqear bncoln Schml ad rchabili:tate th€ sbal aDd ea f6 @ sr .! cducatiad3od cultrd ccDt6,

4. O! Februry 1, 1963, tr.nsfq rtt 6fth 8nd. prpiLro $e 1t Ergle S@et buildinE for. teDpa{ycenrd iDt€mediare school, but oly util f u.196{.

5. Coduct ar it-servicc prcgnD fc an teachd beeiuinS q F€bDary l, 1963, to daclop bdicrbuuo relatioro and to irtcopqstc eful 6ndi[EoI dre pilot *rdy.1

Rc$lB ard olttcoEcs of Rrcommrpdatl,ont

& is intcr€rting to lcc thst the Stetc FactFinding Team h'hich was rcrt iDto Elglcwoodby the Cormirsi@er of Fiucadoa toitldyth€ probl€m of alleged sesle8rtiotr aua riielimbalence in thc prblic schools, fouod rrocvidence oI segcgetio by &s[u.il2

Oo Noembo 12, 1962, drc Bqd of EdEa'tig! r€jccted the Stat.s rccmDcDdttichciu meda3

-^14=stuav or n""r.r Oisr Oct bs, 1962,

pp.62'67.

2EC!9!L99d-Pt9.!Slg"\ week tnclulvc ot Ocroba 10, 1962

3!*jsslysis3g.Csg Nwcnba 13, 19@

t

i*

lbrtcwod's SchoL. IVry, 1965,9.7L

2&i+, F r!e.

No, Der.'Ur:Jr'rt:ke n

Namc ol Snd1, Putpce of Study ld(ietor Lcngth ofTimcSpert loPrcpc-

tlob

APFq.Cos of&udy

l0 Septeurba,19i{

(Drtc R.-leerd)I{ay 25,1965

f,aclenod's Schoob To seNe as a guidcfor plaooing andch@Be ln educetioreSarding (1 ) deme-graphic anelysiq(2) r€comnend.tlatf6 fuarrc scb6l rganizadort

S!p€ritr'terd€Etof Schoob8nd Bo&dof Educa-tlo.

8 mondrs Uu'kum

R€slE aod OutcoEcs of RacoErDdrtlos

It ir much t@ s@ to cvrlutc tlrc rcult:and orEcmes of rlE EcomEaDdads udfindlngs of thir m6t rccat tudy.

SigniliceN Findingr sd/c Re@mmsidatios.

RECO\[\1r5-DATION *lThe Enlles@d dcpermot rhold .statllsh a recadsl srem which pcmi6 arcquc:nt and d€tall€d cxamina'tion o( rhe nisntio peterro ol public shol studanttrlrra8bdn tb€ eDrire celctrdat yc{.

. RECOTIMD.'DATION 12

Nen Ja*1' Depenmnt oiEduedoo shdld bc c[-ouaced to st up . sanderd croltcat reportingFoedure for Frblic ad ao-pSlic *bob t lhcsaE.

. Rtco\IMNDATbN 13

Eogtcsood schol &pannent *routi take a cmpletceuus of prc-*hol ed rchoo!-3gc chlt&en at lanos s er) tlree !e.rs, end shotd in*EtiSatc ttrcpossibilitl of mainEinins . pemanent drd file to bGued ic locaring plblic $tr@l stud€ttt ln E3ll gco'grephiel scas $idin the City.l

SCH@LORCANDITPN

L Thee PK-3 elcmetay rchool cot6 rbcdd bedevelqed, qe eacb .t qu{leq Clcvclud aldRo*vcIL

2. T{a 4-8 aiddlr schols shqld bc dwcl,oPcdr @cat the pre*nt juDiot high 5chool ed oEC tt a DGwsitc in Alliso Perk (Sec@d WtdI

3. A single hi8h schol Crould bc m3iqtriled at DwlgbtMats HiBh Sclol empu fc grades 9-12.

4. The Frarkliu eud Engle Snet buildlngr end siteshold be rcld c sq sr fcsiblc.

5. The Ub6ty Sch€1, is pst of lhe 2 rboulC bc.bedoned ed tbe'siu-dispocd of by salc.2

r9lI

f+Sigu if icant Firdirr g udlor Resmnt6dati@s Reulc and OuEomer of Rccomncndationr

l. The reconrnrended plan of rhol orgeoizadon prc.vidcs the oppfiuniry io an imprqed cdrcedoirlPros,rlm.

The rrcommended plen pro.ider fc flcxlbllity fclong-nn ge poJuladoq SFhalL

The plan pro.ides fa a Bcially lDt€gratldexperi€ne tq.ll

'tudrlG I

lBrrtewodb Scbols, May, t96S, p. trl0,