[The third installment of a five-part series that begins here.]
In 1954, the year I was born, the U.S. Supreme Court unanimously declared, in Brown v. Board of Education, that racial segregation of public schools violates the 14th Amendment of the Constitution and that American schools must desegregate “with all deliberate speed.” Short version: “Segregation of public schools is a federal crime, so stop it—now!”
But white folks in the South—at least 95% of them—didn’t take kindly to Brown v. Board. Nearly a century earlier “Jim Crow” laws had rooted and spread like kudzu across the old Confederacy. These local and state statutes forbade the mixing of races in nearly every public and commercial space. Jim Crow brought us the now infamous “Colored” water fountains and restrooms, the back-of-the-bus rules, and much, much more.
Above all, Jim Crow worked as a wickedly effective tool for indoctrinating children into racism—an indoctrination that had been applied to the childhood of my generation, as well as to that of our parents, grandparents, and great-grandparents. Consequently, in the minds of nearly all grownups in my world, any federal law that sought to change our Southern way of life was an invasion carried out by godless Yankee communist agitators and was tantamount to treason.
This explains why it took twelve years for my K-8, 800-student elementary school to slowly, foot-draggingly obey U.S. law by enrolling two (only two, mind you) black students: Andre and Shirley.
Andre came to us in either 1st or 2nd grade. Roly-poly chubby, always smartly dressed, this “little man” was equipped with a personality that never met a stranger. Andre created laughter—his and others’—wherever he went, and among his white classmates, he probably did more than any chart-topping soul record, to bring positive attitudes toward his race.
Shirley, in my 7th-grade homeroom, was decidedly different. Slender, shy, of studious demeanor, she, too, dressed in style—Sunday dresses, shiny patent leather shoes, hair usually worn in a ribboned ponytail. On the first day, Shirley was assigned a desk in the back next to mine. For the first few days, our teacher was kept busy, shooing away students from other classrooms who clustered at the door to “see the colored girl.”
In a sense she was a phenomenon. I myself felt impelled (repeatedly) to turn and look at her. About the fifth time, she crinkled her forehead and glared at me, as if to say, “Stop it!” Still, I couldn’t help sneaking glances at what she was writing or looking at. In the lunchroom she ate alone for the first week or so, until our teacher begged—maybe bribed—two or three of the less popular girls to sit with her, which they did, mostly in awkward silence.
One day, several weeks later, when our teacher was called out of the room, I mustered the courage to ask Shirley a question that had been needling me since I first saw her.
“Why have you come to our school?” I asked
And the brief conversation that ensued planted in my mind a seed that would (very) slowly bloom and contribute to a change of my heart and mind—eventually.
[to be continued tomorrow]