I

49
c,\ear tb,.dt

the repori \sas a :elort. to the BoErd.a$d, no\

blt\e

Board.

The Englervood
Report

ir-i::r

League endorsed proposal Six of the Stearns

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

borhood usc of

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

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

school in a rene*'eC

a;ea. fhe Urban League called for immediate expecity fifth and sixth griders would attend

drtion oi rhe plan wherebl'ail

!he

centralized school- I
The Board of

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

series o{ public meetings !o discuss the Stearns Report. Although no general consensus rt would not

was achieved, rhe Board of Education made it clear that

delay any reco!:1!:lendation it might make because of pending

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

Quarles

School.-

15. Denocratic Partv's Stand

On May
stated

9, 1962, ihe Democratic Party endorsed a proposal that

r
r

that racial imbalarrce did exist in the city's elementary schools and
Board of Education must take action

that

it must be eliminateci and that the

lo conect

it. They

urged the Board to implement a plan thut incorpordted

e
;

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

Itserqen Eveninq Record, March

8,

1962.

2trta., March 20,

1952.

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

\\'rlliam Kiss, FresrCent oi ihe
BoarC

Necro

of icucation resigned on May

:i.
r::d

i-co2, efiective

ir:.::.ec!:iely.

The reason he gave for

this unexpected

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

h.rd

reflected. They believed

he

rejected the ptiqht of the Negroes and had become an adjunct to the

shrtc frcwer structure.

lEnolewood Press Tournal, Englewood,

2Berqen

N.J., May 8, 1962'

Eveninq Record, May 14, I962.

51

'-

T!

r f)t.nronstldtion
On

School
tsoard

\'fay I4. 1962, the

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, in a ploportion reflective of

llre pupil population would be established

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 "demonsration 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 of the rmplementing modern and imaginative approaches in the instruction

elementary school
concept

children' The plan was based on the open enrollment

tr
s.

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

*{
a
i" E

ihe basis

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

policy srudents. The Board also maintained that the neighborhood school
o{ assigning

children to the school nearest their home was a sound and

logical policy and should be followed until

a

it could be demonstrated that

ciear educational advantage would result from another type of system'

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 '..duals condemned

of the P,T.A. Council, and other interested indi-

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.
r'ipport to the

" Few individuals gave

Plan.2

On May

15. 1962, the

Board of Education announced that

it

had

rlgaged the consuiting services

G{sduate

of Dr.

Robert Anderson of the Harvard

School of Education for the organization of the proposed

'ciemonstration
:lent of a team
t:l

school." He had served as chief advisor of the developteaching experiment at the Lexington Elementary School

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
Soord

, 1962, the Congress of Racial Equality protested the

i

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

dl the Engle Street Junior

High School by establishing a picket line in

t,
INew York Times, MaY 14, 1962-

2ibia.
3!es-C-!-!r9.tri!s-B9-S9IO May

I8,

1962.

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 .

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 realistically

I r I

6itendance ndture, lndicating that the plan did not deal

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

nany drd a

I' t

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

cortection of the racial imbalance which did exist in the city

elemeniary schools.2 A demonstration of

on

citizens, organized by Mrs.

Robert Greenberg

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.

:i

54

lr

: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

t. l,

ll;nk of Tenpie Sinai, Tenafly, tcok part

j.n

the protest which urged

iu\'tsion of the Board oJ Education's proposal for a "ciemonstration school-" ii.rs rvas the
s,Jeet

first time that the clergy had activeiy participated in a

demonstration. I
The Lincoln School

P.T.A., on May 2?, 1962. acting through its it had rejected in-

ixecutive committee, notified the Board of Education that

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

rCequate

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

rndicated that the majority of parents of Lincoln School children favored

Proposal Stearns

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

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
Perry, reaffirmed establis'hment of

22, 1962, and through its vice-president,

John

its intention to conlinue to proceed with planning the

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.

55

drd Lee-cue
prctes',ed

oi \Vonen Voters were present. Ali::t

c:-.e

of thcse present

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
not

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

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
League met record as

24, 1962, four representatives of the Englewood Urban

with Governor Hughes and requesteC that he place himself on

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

ttcularly those involved with de facto segregation

Hughes promised

lroblems. Governor

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

initial impression was that the statement would be redundant. My positton 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 abandoning any semblance

of a neighborhood-school pattern.'3

lBerqen.Evenino Record, May 23, 1962.

2EnclevrooC Pre.ss Tournal, Engler,r'ood, 3Bercen Evenlnq Record, l,1ay

N.I., May 2?, L962-

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 l the local Board of Etiucation'

:rst ulilmately reside wlth

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

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-

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

then wi.ll be in operation in september and

will implement our

irl the repeated intention of coming to grips with racial imbalance

schools through a program that incorporates sound educa-

elementary

llonal standards."2

lNew York Times, June 19, 1962.

2Berqen

!veninq Record, June 28, 1962'

57

;. C.:i:3i r:.1.::rt.'dFtc
C:r

Sc

jiool Proposed
BoarC

i:li l2, 196?. tlic

of lducation announced its plans for

a

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

ci.:itral inter:teciate school which would ]rouse

all the city's Irfth

grade

g:prls in one school

rn;lqe progren

building. This woutd be the fusi phase of the long-

in order to create better.racial balance. The superintendent

to formuiate plans that would tend to implement

ol Schools was requested

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

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

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

tnis program to deveiop into a centralized kindergarten through fourth

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

will have useful application in the earlier

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

rron,s proposed
fronr the Second

" to protest the Board of EducaPuEa:.r

fifth grade central intermediate school . Mr. Louis

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

gorF \rere

of tf,e

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

i'.r!
i:ec

r,r.rc often re:errec.i to as the "\r'hite Negroes" because they rrrth the whiie contmunity and heid similar stakes
2

identi-

in the issue re-

illClxE racial segregdtion.

The Bergen County branches of the

:c)ccied the Board's proposal

N.A.A.C.P. and C.O.R.E.

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, 2lntervier" with a Freedom RiCer, 1965.

N. ]., iuly 16, i962.

59 rccordance

wrth the policy developed by the Governor and the Commis-

t:Jncr of Education. I On July

!\ro to refuse
,trC

30, 1962, the

Board of Schooi Estimate voted three to

additional monies to provide funds necessary to renovate

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

poposed under the Board of Educaticnrs plan to estabiish d central

rcrmcdiate

in-

school.

The Superintendent of Schools ordered

all work that

nas currently underway stopped

had been

immediately as the appropriation request

composed of Mayor

denied. The Board of School Estimate was A. Erslev

and

Volk, Councilmen Kurt

Soard

William D. Ticknor, along with Hintz, and Trustee Warren L.

members, Vice-President Carmen The

lerris.

split of the vote was according to organizational lines, the

llayor and two Councilmen opposed the emergency appropriation while

rbe

two Board members supported On Juiy

it.2

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
refused

school. While ihe two

Board of Education members

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 and

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

petitioned against it and sought a referendum on

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

a fltst step to-

convinced

that its plan was educationally sound and r\

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

!nd adaptable loard

is safe, healthful,

to the program for the central intermediate school, (4) the

of Education had been promised adequate police support to insure the children traveling to and from the school, (5) other accom-

safety for

modations were bernq made

to handle classes for remedial reading, re-

lNew York Times, JuIy 30, I962.

2Berqen

iln

Eveninq Record, August

3,

1962.

il

til

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

I ce::a1 interrnediate school.

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 organlzations by calling on Paul B. Zuber to coordinate plans for

I I

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
natum was sent to Board President, john
the

ultimade

H' Perry' Paul B' Zuber

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

2

l:lclewood Movement. "

OnAugust4,1962,ZuberannouncedthathewouldinviteMalcolm
on X, leader of the Black Muslims in New York, to appear in Englewood
Aur;ust

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

lBeroen Eveninq Record, August

4, L962.

2tuia., Ausust 3, 1962.

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

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

O: i.':qi':st i5, I962, Zuber stated thai the questionnaire bing

currently
lng to

c::iucted by

Ma1'or VoIk vras

illegal because he was atterrp:-

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

that the riqhtfully b:'longed to ihe Board of Education' He indicated that questior.iare was meaningless and a waste of taxpayers' money in
the Board school

:aC akeady expressed itself on the creation of an intermediate

ani was not considering any alternatives'2

Tj:e integration

rally sponsored by PauI B'

Zuber was held in

I'lcKay Park and

men

&ew approximately 500 people' I00 0f whom were newspersons had Expectations of upward of 3'000 to 4'000
Negrro

and

plice.

been helC b.rt

the raliy failed to draw because the two

ministers'

to boycott the Taylor anc Goodman, had urged their congregations

as they had

rally

to b emdiffered with Mr' Zuber as to the tactics that were

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
d nelv

unity. Zuber introduced

I

tactrc and threatened ihe use of the "telephone in," both to the of New Jersey, and then if successful, to the White House itup

Governor
self

. This wouid be an atteript to tie

all lines of communication to

lhe s'.aie and

the Governor

federal goverrunents. He urged that 10,000 Negroes phone

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 I

K through

slrth grade.

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

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

:clvcC \f
l:::ough

be re-

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

\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 5, through Thursday and Friday by

school's opening day, September 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

g;acie

it was necessary to have parents of fifth

pupiis show dispieasure over the abandonment of the Board of

!<jucation's proposed central intermediate

icr a boycott

school.

Zuber also called

of aII pupils in the Lincoln School as spokesman fcr the

[nglewood Movement. By'ron Baer, vice-chairman of

next

C.O.R.E., the

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

ihat ihe absence of any action by the

native.
2

city left the parents with no alter-

lBerqen Eveninq Record, August

2New York Times, September

22, 1962.

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. school.l

made a statement to the

,ipproximately 350 students boycotted the On September

6, i962, Governor Hughes

!:rglewood Board of Education as a result of the

3oord

boycott. He asked the

of Education to solve the problem soon or face possible court litithat could possibly serve only to damage the state's Neighborhood

gdiion school

Policy. He indicated the resuits if court action

ensuid 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

I ir rm Engier.ood. 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
on the

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

as

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

established whiie boycotting pupils boarded chartered buses

Irnes were
{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 consecurrve

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

P.T.A. of the Liberty School, the oldest elementary school in
the school closest to Lincoln, conducted a one day boy-

School, the

the system and

cott in sympathy with members of the Lincoln

nrore per

School. This school

had

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

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 enrollr,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

lr'iorrow
The

- 382; Engiewood School for Boys - 250; Elisabeth

SchooI

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

private schools were currently involved in a building development

proqam to extend their overall

capacities.l

7. Resistance to Centrai Intermediate School

On October
rron

3, I962, the Save Our Neighborhood Schools organiza-

filed a petition of appeal with the State Board of Education and also local Board requesting the State to restrain the Board of Educa-

wrth the

ilon from creating a

fifth and sixth grade neighborhood school on the

IEnqlewood Press Journal, Englewood, N.

J.,

September 27, L962.

68

iollorvi;.rg r::ri any lhc

grounds: (1) f,nglewood did not Ciscrirninaie against Negro pupils

(2)

raclal imbalance is the result of natural econonic conditions;

local Board itseif haC originally urged abandonnent of the Engle Street

lurlcirngs for further school use because l,:zardous

of inacequate facilities

and

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

I )ierghcorhood School Policy preserved.

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 impasse

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

it

would be improper school

Board

to spend pubiic funds for the establishment of a central

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

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

nood
wh.ich

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

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 it received consideration

became a 'problem' to be

Iocal zeai which when

opportunely seized, manipulated and

yond

built up by national publicity far be-

f,ngiewood.

" It claimed that the Englewood Case was a national

campaign "kickoff.-"z

IEnqlewood 2Ibtd.

Press Tournal

, Englewood, N. J., October 3, 1962.

69

The Siate Fact f::cl:1g Team sen:

l.::r

r::o Engiewoci:o study the prob-

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.
'.iree weeks making

1f

3s

Iound. The sl-x-nember coi:inittee spent

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
school can be a ening
hood

ii b)'September, 196{. "This new elementary

real llghtliouse, showing the rvay to a fundamental strength-

of the district's ed:rcational progra::r.' (2) Re&aw all the neighborschool boundary llnes by use of coicentric citcles and adjust

it in

order

to integrate classes ri'hen necessar-v. (3) lvlake the Lincoln School educational and culiural center upon completion oi the new elemen-

rnto an

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

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

School as
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,

recommendation
Park

|962, rejected the state.s

{or a new S1,000,000 school to be huilt in the McKay

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

$regration probrem. president lohn

anended by approxirnately
a new

H. perry, at a public

Board meeting

fony persons, said, ,'The Board doesn,t belleve

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 rcport by

criticized the state.s study committee's

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&

Palisade Avenue) and chil&en in apartments on Gtenbrook Parkway were allowed to 90 to one school with the optlon of going to another- The chil&en in Linden Lawn were allowed to go to Roosevelt School or ttanklin, although Lincoln School and other schools were overcrowded, it was never necessary for white children to move into the Lincoln School, only lnto another overcrowded all-white school. This would seem to

It seems the committee found that as far back as 1950 white children living in the Linden Lawn apartments (on East

7l
indicatc that the neighbori:ood school was not used too extensively 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

lempting

lines. It

indicated that the State was at-

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

roccmmendations did not offer the kind of qhanges needed to end desegregation

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

ilon's central intermediate school. Augustus B. Harrison, president of the Englewood Movement, outllned 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

party to

it would not disappear "...For

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

nation, but lnglewood

end

this is what is

happeni.ng

in Englewood today....The Cltyof

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

the sickness instead of prolonging

it in the manner that the clty

IBeroen Evenino Record, November 20, Lg62.

ldthers

are now attemptlng to

do."l

.72

9. Central Intgrmediate School Plan Reiected

On November
lected the rermediate

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

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

school.

The referendum which was not binding, was defeated

bya vote
.schooi

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

The Fourth Ward was the only ward in which the referendum

idea.

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

The results of the electionwere as

lurnedout to be four to

one.

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
out

went to the polls to rrote.

A total of

8,

632 cast \rotes

of a total registration

of f3,0i5.3

The day following the. election, the Save Our Neighborhood Schools organization requested that
the Board
The

ln view of the results of the rbcent referendum,

of Education drop its proposal for the central intermediate schoot.

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

of

lEnolewood Press Tournal, Englewood,

2gefsen

N.].,

october 31, 1962.

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

3Enofe*ooa press

fo

, Englewood, N.t.,

November

8,

1952.

73 .open enrollment,,
the

as the solution to the racial imbalance that exlsted in

eiementary schools. I Pinance chairman Erslev further stated that the Board of Education

spent more
the Board

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

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
rhough

is $735.

per pupil

--

more than double the cost even

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

Examiningtheformalpowerstructureofthecommunityissignificant as

it

had much bearing on the total problem'

Throughout the last thirty years, the Mayors and councilmen' have successfully maintainelected as members of the Republican Party,
ed

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

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

A.

Elected Governmental Officials

government Englewood has a Mayor-council form of municipal with the Mayor and one councilman elected at
wards elects a councilman as only elective offices

large.

Each of the four

its official representative' ?hese are the

in the total municipal governmental organization. is the highest elected position ln the formal

The office of Mayor

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

ii i.
t"
I
t I

theirbackgrounds,interestsandstakesintheissuesthataroseduring
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 of office with one Mayor actually sen'ing a precedent setting

two terms three

terms. The dominance of the Pirst and Second Ward power strucwhite Anglo-Saxon Protestant control was maintained until

ture and the 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
not have

time.

The Board'of Education, however, does

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-

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

o c,

g ;
rl

: ! ,?!5!E !; t r;fi;iI iili:itr;s

a uC>&dE d F
lli'

E *

E. .!-is;E:

: i : q i" 5 ss
4

=:: :.i ri!!rl:

.4

O2dOFu
o
i

:
o

E-

3<
F

z
o A^

iI
ooD P9-.Ez9E=EEa aa o c : ol rl 6 6 2 = .:rr4==p! . r-d===-

r-;

Jic

r:9.;

i:iiii:rigiiu:*;:iii
t cq cU c c c E I l:l E C c c

<! 2.

s: s!
l, ei

0
d

TEE:AET EAA;
t==D

c t I

i' 00 ==

} } Z ; :gUU

== o

oo

< o;

Se

oi cl

39

<c

z't

oI o
z
o
o

E;

stEFj;l uc?EAu
:> o!
6

IEiE;;!;i
NN<O

EErE

::5 66

55 t+

i.

z a

= g

o5 =o.
o

.9>

o 5

2
o
E

En? ? :=:iu irrfl t Y i ;cj!FFa

22;i663
ou,to

50 YgE-

Eti;*si
Ecu
60$ 606

E!E g Ei oo 3 , E E! I(J 5 ! A I :gqA : 3; i=^ 2 iI ;il: :6 :; i{Ei ooo > : >. EE E ;

=

i ii
di 66 66

d-g

N I

:3 o
OE

3F

oNt\60 6666 6666

d3

8Xt o I

o 6 6

96 b6 ad

0 6

d 6

TABLE 7
ML\IBERS OF I}C.\RDS OF EDUCATION ACCORDING TO LIAYORALTY APPOINTAND sHo\tr^'G MIANCES OF PO\{FX ACCORDNG TO WARDS

^{I}JTS

.Wdd I
t930-38

Wsd

Il

Ward

lll

Ward IV

Criricd Policy Dccbior

I I
2

I t I

I
,1 DecLior No.

1938-{O

l9r0-{

t
2

t t
I

l}u-{2
l9r2-{S r9l5-{7
19{7-{8 Da8-50

I I

.l
I
I

I
I
I

t I \1 I
1

z
2

t
I

1950-51

Dsl -53

I t
o

(ls

,cw)
2

r9$-15
Ill55-56

Decisioa No. 2

(rlt NegF)
z

p16-58

Decirio Nor

3,

19$-@
19@-62

I I I

t
I
I

2 2
2

I
, t
DeclsionNoa 5,6, 7

1962-64

Totr I Appointnents by Wrrds

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 neighschool boundary lines, two significant events occurred. The was appointed to the Board of Education and the Fourth Ward
Board of Education. Thus

brhood

llrst Negro

tlceived
rulted a lourth

its first dual representation on the

re-

significant shifting of the balance of power to the Third and

The table on the following page shows the significant

Wards.

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

Ircan Party loman
ber

all

members of the Repub-

with one known exception, that exception being one of the

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

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 Soard

of Education members and the most recent Board. The orlglnal

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
each member
rn

the following page illustrates the residence of

of the various Boards of Education according to the ward

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

resulting primarily from World War

movement of the popula-

tlon trends

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
rerved a combined dominance

office, having

total of

fiftfthree years.

Reflected also are the

rrVard frron 1920

of membership of ti woman from the Second

through 1948 and

the actual shifting of a member from the second ward

ultimately to the Third

the

ward.

The nnmbers

within the circle illusrate

various Critical Policy Decisions in which the vdious members of

Ue Boards

of Educauon particiFated.
Boards of Educa-

It is reasonabl'e to conclude that the Englewood

Uon

have been dominated by a Republican Conservative element,

prin-

ctpally of the Presbyterian

preponderance
Ward had

religion, especially until l9SS, and by a

of members who reslded in the fjrst Ward. fiie

first

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)

tST WARD

Crf, tltn lt

Q (F) (N)

*trt"" Mebbar of Boerd of Eduedoq Female Merrbes of Berd of Educat o

NegroMembeF of Bo{d of

EdE.do

83

rll wards.
The
tr

years. catholics had a token representation down through the

niqht be concluded that this representation supported a conservative

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

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
tn 1951,

first

Jew was appointed to the Board

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

rignificantchangeoccurredduringthissameperiodoftimewhenelenents
lhe

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

First

Ward. For the flrst time, the Ftrst ward was challenged for
flom adjoining metropolitan areas' AJthough the Second

politicalcontrolbyelementsofthemiddleclassliberalswhohadmoved
tnto Englewood

rnd Fourth
Third

wards still had only token representation on tlle Board, the

ward had gained new prominence by at least gaining an equal

nurnber

of Board members durlng the decade of the

challenge to the powerful First

fifttes'

Thts fact

offered a

Ward'

These fi^to wards' the

ThirdandFourth,wouldeventuallycombineforcestofurtherchallenge
the

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

C.

The Three Chief School Administrators

menWe cannot leave this area of the decision-makers without

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

of the

(19f 8

- lg44),

Presbyterian, was a true representative

out

Board of Education through-

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 tranquility which prevailed within the community during
only a few community trves to appear before

thls period of ttme,

civic organizatigns developed or sent representathe Board of Education to air complaints.

A noticeable lack of controversy or conflict existed throughoul

fhe period
can be

of time'White served as superintendent of schools. This

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

hls predecessor hls philosophy lnto an

L. Stearns, dlffered

from

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

a superintendent should not interject his personality

tht

issue. An issue should be decided upon by the Board of Educain his opinion, represented all of the people. It ls inter-

riorr, which,
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 ln

public schools, written while he was superintendent of Englewood,

commenting about representation on Boards of Education, states:

. . .there is the community with a dominant religious pattern, which keeps minority religious representaiion o{f these boards. If , in suc'h a community. a minority group 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 of the minority faith.. ..

'

The board members are the representatives of the people, the policy makers; the schoolman ls their em-

ployee and their adminisEator. The least he can do is to iirptuy 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
the boundary

routine. Beginning with the altering of

,ii

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

i{

camemuchmoredifficult;hewastofacemanychallengesandcon.
bontations.
I.i.

(Dnglewood

lHarry L. stearns, communitv Relations and the Public sgr-ools bliff., ttl"'n ]o-t pientice-Hall' Inc" 1955) p' 228'

86

the The third superintendent appeated on the scene upon

retlre-

mentofDr.Stearns,afterthetransitionoftheBoaldhad'forthemost
part, been
of

effected. Dr. Mark R'

Shedd entered thb scene at the polnt

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

that was rnore truly representative of Englewood than ever be-

a Board

fore, a Board which for the

first titne was neither predominantly Pres-

byterian nor doninated by residehts from the Pirst

Board composed (one

Ward' It was a
and Fourth Wards

of two Presbyterians

fot tf'" Second

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

woman, a Jerry, ftom the Third

taken on a new

Ward' The role of the

superintendent had

dimension. He would be in a position to operate more

outspoken on heely to exert educational leadership and to be more educational

issues. He would not be dominated by any particular

of

group. For the first tilne in the history of Englewood' the Board of
power structure" f,ducation urould disagree openly with the "white city

hall, and also disagree openly with the "informal power structure' city.
strongly that This superintendent, unlike his predecessors, felt instruments of social change' Dr' Shedd felt that the

in the

the schools

primary role of the superintendent was that of a

skilled "social engiHe became an agent

neer," and campaigned actively toward this

of change. He resorted to disappeared and made

end'

political tactics as the dominant powers had

this possible' He established an lmportant llne well as the formal communlty

of communication with the informal as

87

organizations. He realized the necessity of this type gf.communicatton

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 seqreoated

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
tn

lersev. The third superintendent was active

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

community for many

condition which had exlsted ln the

years. It was the decision that actually allevtated

which had threatened to destroy

or reversed the racial.segrregation trend 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

[ducation and the t$'o
has entering

Boards of

:sirer

superintendenls recognized that Eng]ewood

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
ss the

i:lfill

the pressing needs of the school as well

total community.

D.'Insii3"

Communitv Oroanizatlons

In order to unierstand better what took place in Englewood,

it is

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

the numerous community organizations that were formed or

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

gation.

the universal kustrations of the inciividuals involved as measured by

categories

Each organization gave expressioin to the

feelings' attitudes and

of:

spqce, titne, age, sex,' status' and class.l In addi.:1,

of the tlon, one can learn much ftom observing closely the structure
as well as relational systcms that exist within each organization

.,.i1

;i il
t,.i

lConrad M. Arensberg and Solon

Communitv (New

York ilarcourt, Brace & World' Inc')

T' Kimball' Culture

p'

and

269'

89 between

organizations both at the fori:'al and inforr'ral

levels' It is

existed besignificant to observe also the interlocking Iinkages that berter understand their Meen the various organizations in an attempt to effects,

lf any,

on each other as well as their effectivlssr

Fijst, sone generalizations are necessary' It is apparent that

Irom 1933
made

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

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

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

total community might rot have

agreed with the general

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

the

occaactions or policies of the Board of Education except on rare

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

Board

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

without much oPen controversy'

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

timeoranother,weredirectlyandactivelyinrplvedbot}tntheproblem

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

governmental agencles organizations, three were primarily inrolved as and the Board of the Board of Education, The City Council and Mayor'
school

governEstimate. These organizations were truly the formal

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

theoretically representawere chiefly responsible for making decisions

tive of the electorate of the community'

against the Board From the time of the Commissionerts declsion

ol Education charging 1955

discriminatlon against the Negro community in

handed down againstthe

until

the@

loard of Education uvely quiet

of lJew Rochelle, New York, things remained relal

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 obvbusly 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
uW

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

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
raE in\Dlved

N.A.A.C.P. It

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

somewhat more The Urban

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

parslve and less successful than that of the tr,rgue had recognized

' rt
d

N.A.A.C.P.

the problem many years before and had opposed

t
,,2

tic proposed addition to the Lincoln School. However, lt was successht only in two critical decisions.

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

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

down

Urban

League. The Uiban League was responsible for having the Board
the first Negro teacher in the Englewood system.

of f,ducation employ Many other Negro because

teachers have been employed slnce that tlme, mostly

of the efforts of the Urban League.

The Bergen County Chapter of C.O.R.E.

newcomer

, although

a relative

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
rerved to make the

"sit-ln.' It
members

city government aware of the fact that its

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 borhood

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

school

policy. This policy was ultimately revised

and modia

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

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 coning members of

contact. However, by be-

this new organization, these Negroes could operate

rs lree agents with allegiance to no

oant took an developed

one. Although the Englewood Move-

active part in only one critical decision, the pressure group

at a critical time and was largely responsible for the success

ol the Seventh lurther

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

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.

96

Oie other group must be singled out for its forbearance during
i

lhese

conilicts. These were the religious organizations which played a

role in heipinE to bring about the viable settlement which resulted
estaD.lishment of the Central Intermediate

li
r

najor
tn the

School. The two tewish wlth several

I
ir
e:

leaders, Rabbi Hertzberg and Rabbi Black, in cooperation

other

f
i

i.

religious leaders from the Ministerial Association, were the persons

&

t.

* I:

I n

rho applied pressure on certain

political power figures. Their efforts

'-&
Fr

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

F:

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

&a-

dtlcally
f,ed been

changed

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

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

;t

rlthln.
An analysis of the data indicates thirteen different human organitations 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

99

Cntlcal Policy Decisions to some extent.

In spite of previous contacts from "outsidc,, organizatjons, Englerooci ciid not feel the full brunt of outside influence until the classic
tuprcne Court Decision

of lgS4 in which separate but equal

ecjucation

ras interpreted to be unconstitutional. After studying the data, the obvious conclusion is that the office
0l 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 manipular,ons on

Gourse

It forced the only ultimate of action left; to appeal to the various courts of the State of New It is significant to note that the Governor of New Jersey was a

the part of the Board of Education.

trney.
more

lc've oarticipant over a period of time than anv other representatives of

q{slde organizations. Although he appeared to waver in the beginning by fiempting to support both the neighborhood schoor concept and raciat in_

hgr'rion, he eventually was jockeyed into a firm commitment farroring integatron 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 I.
F,

tr

t'

tbve wouid have been possible without the firm commitment nade in rg54
!J the Federal Supreme

Court. In adaition, both the County and Federal

arde possible

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

ru-

PART

iV.

CRITICAL POLICY DECISIONS

The Seven

Critical Policy Decisions are the major concern of part

of all the official minutes of the Board of Edu-

N.

A systematic research

cltion dating from 1930 through 1962 was carried out and
pertaining to

all references

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 aewspaper

of Education to be reflected in their minutes. Materials from

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 recoga[ed. In this part of the study report the.following aspects of the decitlons that were identified as crucial are
plrnnlng
i ll

discussed: (l) The evldence of

It.

l.t

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

t.:
ll

rbn.

(2) Political techniques

utilized in the total process.

(3) Pollcy

f;
l.

{r
i.r

lA description of the ten topical categories appear on page

dtc Preface.

viii of

100

)
rdopted by the Boards of

l0l
ultt-

Education.

(4) Administrative procedures

nately invoked by the Superintendent to implement the policies that had

bcen Part

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

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

A- l lrst Critical l.

Polic

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

the site

created: (l) one junior high school at

of the Lincoln Elementary School; (2) Engle Street lunior High at Engle Street. Although two separate Junior high schools

School located
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
crowded tormerly dents

10, 1938, the

Board of Education acknowledged the over-

conditions at the Engle Street ]unior High School.l Tht" butlding, the Englewood Senior High School, was built to house 600 stu-

efficiently. The Board of Education realized that because of limitaof space, it was not possible to add to the present schoot plant

*
F

rtons

lrcillties at Engle Street.

I t.

Because of overcrowded conditions at the Engle Street Juntor High

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

District, Engle-

n-

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 fcct as of september,
rn

poricy. This was to take ef-

193g.

The superintendent described the condltions

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
an

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

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
for any expansion program

in conslderation

to be carried dut by the Board.

The following alternatives were considered by the maintain the status ouo and develop a poricy scheduling or double
high branch
to the

Board (f)

To

of "driJt,, or go into split

sessions.

(2) possible establishment of a junior

at the cleveland school. The Board belteved that the addition

Lincoln schoor was most practical as

it

courd possibly serve to es-

tablish a second junior high school for residents of the Fourth

also felt that
lum need

Ward. It

it could at the

same time add

facilities for a long felt currlcu-

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

tn the

all junior high school

students

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.

.
be

The Negro community openly.voiced disapproval of creating a

separate junior high school

in the Fourth Ward, which would, in effectn

segregated. The Negroes generally opposed the implication that a

vocationar 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

and segneg.ited dens

lt

wourd create a separate tend to increase tax bur-

junior high school,

tt' t it would

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-

I ,*

gram' The League maintained that if a new school were necessary, then

I $

it should be buitt I ment.

in. an area

that would provide for an integnated enroll-

lEnolewood Press, Englewood,

N. J., bctober 6,

193g.

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

gram and

it

could only solve by undertakrng a building pro-

that the money would have to come from tlie local ta)Qayers

if tt

could not be obtained from the publlc Works Administration.

At a special meeting on September

f2, lg3g, site.

the Board of Educa_

tion adopted a resolution unanimously stating that a new junior high school
would be constructed at the Lincoln school The cleveland school

addition was also included in the resoltrtion which stated that four classrooms, 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

become

to.

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

lEnolewoodPress,

si.){

to grades one through

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,
hom the Founh'Vtlard.

all

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

I938, and was.modified in two areas:

as

(l)

Because of curriculum lnequities

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
a

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

racially segregated school system.

106

B, I.

Second

Critical Policv Decision

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 klnderfirst grade children, moving the line nearer to the Liberty

garten and

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

trict, thus reducing the overcrowded conditions at Cleveland Schoot.

Between

(2)

Liberty School and Lincoln School, re&awing the line straight Avenue, effective for all children entering kindergarten.

down Palisade (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
moved

Schools. Many Negro families of the Lincoln School district

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

growth and population trends of the of Education submitted

May, 1952, with an analysis of

city.. In December, 1953, the Board

its report entitled, Proposals for Develooment for

,
nrended the

in which it recom-

altering of the traditional neighborhood school boundary linqs.

In March, 1953, the Superintendent of Schools submitted an extensive analysis of the growth problems to the Board of Education concerning the

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

ntial building tion trends; growth potential of vacant building

mobility.l

lots, and population

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 longrange

report entitled, Proposals for Development for the Public schools of

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

(February

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

2Harry L. Stearns, "Proposals for'Development for the Publtc Schools of Englewood, New Jersey, 1953," p. 14. (Mimeographed.)

108

In this report the Board of Education defined the major problem as

the inadequacy posed

of the Engle Sueet Junior High School. Atthough it pro-

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
Board

of overcrowdedness that

it

faced at the elementary

level.

The

proposed the following as "intermediate steps,,:

a.

b.

ized to relieve this pressure. Then,if other solutions are not found, to change the boundary line between Liberty and Lincoln Schools so that classrooms will be used at Lincoln School. To solve the intermediate problem of crowdlng at Roosevelt School by changing boundary lines for kindergarten, first and second grades so that temporary Franklin School space will be utilized in September lg54 to relieve this pressure.

To solve the intermediate problem of present crowding at Cleveland School by changing tlre boundary line for kindergarten, first and second grades so that in September 1954 the three vacant classrooms at Liberty School will be util-

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

to

pupil."

The Board proposed to of?er

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

library, and a combintion

elementary school including a kindergarten,

audito;iurir-gymnasium on property at Lafayette Place to provide a school

r09
for 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,

the Board

living with the overcrowded conditions.

(2) Accept

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
the Engle an

is defined as Intermediate stepl,2 (t) ro send the overflow

from

street Junlor High school to the Lincoln funior High school where

admitted six empty classrooms

existed. Four of the five elementary

schools presently channeled their students into the Engle Street Iunlor
High School even though lrom High

the students ln many cases lived much fiirther

that school than they did frop the predominantly Negro Llncoln lunior

School. (4) To arrange the elementary school schedule on a sptlt or

double
(6) ?o

session. (5) To abolish or alier the neighborhood school concept.

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

boundary

district

lines.

This resuiteci in overcrowding in certain of the public

elementary schools.

Schools of Englewood, New

lHuoy L. Stearns, "Proposals for Development for the publlc ]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 boundary 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

in 1948. .In

began 1953 a

making a study and survey of the population trbnds report was submitted to the
among

public , making some eleven recommendations,

which was the recommendation for the necessary altering of the

Eaditionally established neighborhood school boundary lines.

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.

llr
posals, rhe Board resorted to the establishment. of a Citizens Reviell- Com-

I'nirtee.l This group failed in its efforts to reach any agreement. Consequently, 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

plans but

total school building needs and e)Qansbn

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 Complaints against the Board of Education were filed

boundary

lines.

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

matrix of assignment of children to the various publlc elemea-

a complete

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 wood, New Jersey, June 28, 1954, P. 213.

District, Engle-

'

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 tering the neighborhood boundary

its original policy of aI-

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.
t 1956.-

The State.ordered the Board of Education to set

upnewboundarylinesandtoeliminatetheLincolnJuniorHighSchool
by September

f,

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 condltlons !h3t

exisled. it did in fact brand the community with having racially

discnninateci against the Negro. The ultimate outcome was that the boundary

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 New Trrnior liicr School and Auditorium {1957)
These trro decisions may be considered
ruaUy part
Board

jointly as they were ac-

of one decision-making process

On March I I

1957

the

of Education made the Third Critical Policy Decision: to construct school at Davison Place in the Ffst Ward as the maior

a new elementary 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 elementary 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.

lBoard of Education Minutes, Englewood School wood, New Jersey, March lI, 1957, P. 471.

District, Engle-

lt4
On March

ll,

1957, the Board of Education made the Fourth

Criti-

cal Poiicy Decision: to construct a single Junior high school and auditorium 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 Commissioner 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., May, 1955.

N.J., May

2Decision of the Commissioner of Educati,on, Trenton,

r9,1955.

lt5
held 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

hensive junior high school but

it

faced was the need of a new comprebe

felt that an elementary school could

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

son Place

tlavi-

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,
program

it

proceeded to make its own decision to under-

write

its building

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
a

li, l* L t: i,
t

q.

school.4

Through

i."

public relations agency, an attempt was made to improve public relations

le

i. I :i. t;

through an inauguration of an organized method of reveallng Board of Edu-

ti
t.. 1{

cation information to the public.5 The policy adopted by the Board of Education regarding the Third

k
t? l.;

Critical Policy Decision resulted in the construction of a new elementary

l:
ir
l

t.
,;.

lHu.ry L. Stearns, "Proposals for Development for the Publlc Schools of Engl6wood, New Jersey, 1953, " p. 22, (Mimeographed.)
2Enqlewood Press Tournal, Englewood,

It
t!

ii
i.
I

N.j.,

July 12, 1956.

ii,
1l
i

3-loio.

, March 13, 1957. District, Engle-

4Board of Education Minutes, Englewood School wcod, New Jersey, August I, L957, p. 2. S-Ib:i!L,

June 10, 1957,

p.

25.

tt7
school at Davison

Place. However, the Fourth Critical policy Decision it was

rcsulted in a uefeat for the Board of Education at the polls when

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 of a new

to carry out Phase I of its building program: the constructiion

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

tary
the

it could build a new

elemen-

school much sooner than a junior high school and

still

keep within

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 population of the city and the tightening of the economy will have. the effect of channeling some of this potential into the public schools. The construction ol an attractive elementary school in the first ward and the completion of an adequate
lfnqle-ood Press

Io

Englewood,

N.!.,

March 13, l95g.

Il8
and

atuactive junioi high school facilities will fur-

ther increase the movement of present non-public school 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 of resident pupils who presently attend non-public schools
has actually increased from twenty-five to twenty-seven

percentage

in Engiewood per cent

rather than decreasing as Stearns had.predicted.

This policy decision tended to perpetuate racial segregation

sofar as

ln-

it placed a new elementary school in an all white

area and set

definite limitations on

its being included in future planning. The study

in 1962, at the peak of crisis

of the public schools made by the State

made

reference to this new elementary school when

it stated: "It
con-

should be noted that the Donald Quarles School

witi its modern

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

March

lPubli. Hearing for Stgte Approval oftunds, Ttenton, N. J., 5, 1958, pp. 15-16.

in the Enslewood Public Schools, October

Zstate Commissioner of Education, A Studv of Racial Distribudon 5, 1962, p. 28.

.
ddjacent auditorium cost only 52,900.000, \r.:i_l.e the new elementary school

ll9

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 was not

of Sd,899,000. This decision

Teamrs recommendation

in keeping with the ohio state sun'ey

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

.
neutralize and off-set the effect of the other. .This appeared to be a

120

delaying and stalling technique utilized because the City Council proposed 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 independent 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
one

in May, 1958. Three'promlnent local construction experts.

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
and

School. lt wis Uuitt after almost five years of studies

manipulations (seven different studies; five studies by the Board

of Education, and two studies by the City Councll).

tzt

D. l.

Fifth Cri.tical policv Decision

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.

On September

5. lg6l,

the Board of Educatton had

affirmed its position regarding the NeighborhoodSchool

Board adhered

policy.

The

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 cording to the law of the State of New ]ersey (pierce School Trustees, 46
348

policy. Ac-

v. Union District

N.I.L.

ZO

fSup. Ct. l8g4:l , affirmed 47 N.J.L

[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

wood, New Jersey, February

l,

1962,

l. I-2.

District, Engle-

2Jbrd., p. s.

'
reason for sending them elsewhere).1

122

Ironically, the principle that children must attend the public elementary 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 was some just reason for.sending him elsewhere.

The court pointed out that one such reason could be an overcrowded school. It is well established ln all of the decisions that all assignments and transfers' must be made without prejudice or discrimination.
The principle that a pupil must be permitted to attend the nearest school may be modified by safety factors, or need for special education on the part of the particular pupil, or the necessity for particular grade groupings, sucll as are to be forind in junior and senior high schools.3

New lersev State Bar Tournal,

l"The Engl.*ood Legislative Caser" Vol. W, Paterson, N. J.:

Fall, 1962, No. 2, p.

851.

2Jur"" F. Ahearn,

Record Trenton Bureau, Febnuary

3, t962.

@,

Mavl9,

1955,

pp.6-lo.

:l
123

s ,
I

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

Education to transfer their children to the Liberty

.the

Board of

School"I The Board

refused their request, thus upholding the traditional Neighborhood

School

Policy.

.
uict.

During the school year, 1940-41, four students were recorded ln

the Board Minutes as having transferred out of the

lincoln school Dis-

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 Education Minutes; this was a white

glrl. N. Volk requested the Board of

line so that

.In September, 1959, Mayor Austin

Education to make an exception to the established boundary

two and

white students who lived approximately equidistant from clevetand

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.

t24

lls request was

ol our

made on the ground

of "humanitarian decislons in fa,ror

residents and taxpayers. ,,1 The Board of Education denied this

request. Dr. Stearns stated that:

..

one of the stock arguments of persons asking exceptions to the bounddry line. The humanitarian answer is to assure equivalent health services in the respective schoois, not to make exceptions to the boundary lhe... and further. . . such action wlil inevitable present the Board and the City officials with storms of protest and may well reopen the interest of the New lersey Division Against Discrimlnation in the boundary line disputes in

.the question of health, physical or emotional, is

this citY.2

On August
stated

20, 1961, the

Bergen County Branch of the

N.A.A.C.p.

its desire to have open enrollment instituted in Englewood schools

achieve integratidn. Members advocated total integration of

to further
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

the Neighborhood School policy, a6 tnterpreted by the Boards

12, 1961,

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 cepted policy
a

in the North, one must

""-t"

remember that Englewood was not

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 its
size 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. be t

The Board of Education lacked real criteria for defining the

neighborhood schoor
summed up the

concept. The policy adhered to

seemed to

in the statement by the Board of Education in 1g40, d'ring

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 tion:

six alternatives confrontrng the

Board of Educa-

(l) A Policy of Drift

(2)

Renewal and High Horizons

NewlersevStateBarTournal.

lThoru. F. Campion,

',The Englewood Segregauon

No.2l (Fall, i96Z), p. gSO.

Case,,

126 (3) (4)

Open Enrollment The Princeton.Plan

(s) Abandonment

of its classrooms !!- additions to the elementary schools

(6)

of Lillccln School and replacement

Extensive Renewal a::d use of Lincoln School as a central inter:reiiate school.l

As for the Policy of

take for granted ihat The other

Drift, all cf the parties involved

seemed to

this alternative rfas, "in effect, no poticy at

S..ee!-ns irnposed

all.'

five alternatives

related to the tradimannen

tional Neighborhood School Policy in

ue followlng

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 Neighborhood

School Policy. Proposals five and six would change the Neighborhood School

Policy for f.incoln School students

School)

only.

One of these (Abandon Lincoln

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.

lHarry L. Stearns, "Englewood, Its People and Its Schools"

(February

28, 1962) (Mirneographed.l

t2?
On one
and United

side, the civil rights groups (N.A.A.C.p., C.O.R.E.,

Action Committee) presented an organized front jn opposing

the Neighborhood schoor

policy. on

the other side, the Board saw its

position as one of upholding the

law. @

roles from the l953 boundarv decision (The Second Critical policy De-

cision).
Former State Senator David Van Alstyne,
wood

Ir.,

a prominent Engle-

resident and president of the Republican Club, told a national

television audience that: A few Negroes are perfectly willing to upset the whole Englewood educational syitem just to hasten the integration of one school.

may be other communities where the Negro has a more important place in civic life, but I haven,t heard of any.

is eager for the ne)rt step. He wants it to come ever faster. Englewood,s situation exemplifies thi;. -i;ere

.The more progress the Negro makes. the more he

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 demonstration 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 re1

: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

-;rcups,

('1) Three Negro

civii

ri.ghts

C.O.R.E., N.A.A.C.P.,

and the United Action Corani.ttee on stores

iebruary

8, 1962, carried ouj a planned Negro boycott of all

r,Derated by

white merchants in Englewood.3 (5) The Board of Educa-

:ion reiterated
-;ation when

its basic policy concerning the question of racial segrestated at its regular public meeting that "The Engiewood

it

:oard of Education is opposed to segregation and discrimination in all

:s forms. "4
On March .;ieport" to the

12, 1962, the Board of Education released the "Stearns

made it clear that the

public.S However, the Board

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:.,
,:1

,i:

The policy adopted on February

new

t29

r,

1962, was essentiauy not a

policy, but a re-affjrmation of a traditional policy _ a malntaining

of the status

quo. However, it is significant to note that the Board of

interpre'ng additional

lducation also attempted on more than one occasion to strengthen and support the status quo by adopting and further

poricy'

e'g"

the poricy formulated at the Board of Education meeting

oi May 14' 1g62" The vice-president announced that the goard had

'a*ived" at cenain decisions which

it

should like to communlcate

promptly to the pubh.c: ,,The Board reaffirms

ous

its unqualified and viqor-

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"
sron

with tbese considerations in m,nd, and had reached the concru-

"The rNeighborhood schoorr system of assigning children to rlre schools nearest their homes is a sound and logical policy. This policy should be fo'owed until it can be demonstrated
cational advantage results from employment
school assignment

that:

that a crear edu-

of

some other system

of

or some modification of the neighborhood policy.,,l

When paul Zuber attempted to register the Dine Negro chlldren

{rom he

the Libertv and Lincoln schoors in the Quarles Elementary school,

ultimately'confronted the Superintendent of Schools who in,,roked the

Neighborhood School

policy as it was then interpreted by the Superln-

lBoard of Education-Minutes, Englewood School Distrlct, [nglewood, New ]ersey, May 14, 1962;;. ;:- '

130

tendent. 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 public 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
'1

for Negroes. The hearing was brought on as a result of a

series of boycotts of the ninety-eight per cent Negre Lincoln Element

tary

School. At one point in t}le hearings, Dr. Stearns was asked by

rDo all the public school children in Englewood attend school nearest their home?r .

tle N.A.A.C.p. attorney:

L.Y

" --)r
,+""

=A?/r n*

.,

fr}

Stearns replied,

a 98 percent enrollment. rOn the basis.of nearness, yesrs answered Stearns. It was further cited that some children who attend t}re Quarles School live nearly two miles from it and only abut one mile from the Lincoln School. At another polnt, Stearns was asked, tDoes the fact that a Negrro chtld attends Lincoln School affect his performance in school?

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

ryes.tl

lJack Smee, WINS UpI News Memoranda, Apri.l 5, 1963.

t3l
Wlren the action was initiated on February
there

L, I962, by Zubr,

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. l.

Sixrh,Criti.eal Policv Debision

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

be

School). Enrollment would

open to any public school student from kindergarten to the sixth

grade. The progrram was outlined as a voluntary

be

one.

An effort would

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 yet announced a plan to deal with the problem. Instead the Boafd

not

reaffirmed

its confidence in the Neighborhood

School Poltcy.

lBoarC of Education Minutes, Englewood School wood, New Jersey, May 14, 1962, p. 7.

District, Engle-

t32
The Spring of 1962 saw increasing pressures being applied by the

various
Board

civil rights groups and other community interest

groups on'the

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

changes or giranting concessions only when

th. atut,]" qrro,

rnaking

lt was educntionally feasi-

ble without sacrificing the quality of the educational program. Obvious-

ly, the Board of Education, although perceiving that a problem edst, did not feel compelled to alleviate lt.
On May

d.id

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 ment.

still

required revision and refine-

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 tlupuqhout the

city.

With communlty support the school systm would galn

nerr:1 " i-

approaches to elementary education.

Competing considerations for this decision included

Stearrrs' proposals, or a combination of these alternatlves.

all six of Dr.

The policy which was adopted was actually a form of Open Enroll-

133
rnenr

outlined. rn part ds Stearns, Third proposal. The chief differenbe

$as ihe

iu.t thut this proposal was sfictly

\roluntary and experimental.

Slearns cieclared
ties ":

that a policy of Open Enrollment had ,,certain unreali-

. . .

long-range search for status ruould, without aouUi, teep the lrairing lists filled with inpaiient people and make problems of equitable administration exceedihgly the difficult. Secondly, it is an uueality to assume that initiating such a plan would constitute any long_range solution, and the problem would continue to plagrue Englewood. I As soon as the Board policy regarding the proposed demonstration

Fifst, surely it is a wrong assumption thdt only a transfer. The geOgraphical features of Englervood in relation to tlre location of its schools male transfer a relatively simple matter. Further, the
ferr.rvould apply for

school was made cledr to the

numerous c6mmunity

public, strong opposition mounted from

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 and

Club,. I;eague of Women Voters and many other groups

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-

(February

lHarry L. Stearns, "Englewood, tts people and lts Schools,,

28,

1962') (Mimeographed.)

tron,

" picketeci City

HalI.

t"
The group was joined by three

Reverend end

lValier Taylor, pastor of Galillee Methodist Church, the

"rurnr*.n,
Rever_

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 a
model

of integration, and

it

seems worthy

of support.,,

On this same

day, four locar urban League members rnet with Governor Hughes in Tten-

ton.
ought

The Governor

stated: "My position has been that boards of education

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
Negro

totally

Lincoln School. "3

on May 27, 1962, about 100 residents calring themserves ,,Individual

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. May 28, 1962.

tb.{,

135

A fer+ days

later, MayorAustin N. Volk was quoted as sayi4g:

"r believe the goard of Educatio'deserves commendation, not criticism

for
The

its efforts. Englewood is an integrated oommunity in alr respects.

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

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 of white supremacists in this city,who have been very active and more and
more

openly campaigning to keep Englewood a 'clean *irlte, city."2

Councilman Tibbs, the city,s only Negro councilman, introduced

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

posed

it would abandon the pro_

school.

The Board had the

political support of the Mayor, City

Council, and weekly newspaper..

lEnolewood press Tournal, Englewood,

N.J., May 31,

1962.

2g"gg!-Ru""rd,
3JUia.,
June

June 1962.

5,

1962.

6,

136

Thc Boortl of ll<tu<:oilon h.rcl ongogorl llrc

Robert

s<;11g11111,,q

a.rrvlco! o( nr.

Anderson of the Harvard Gradgate school of Education for the pur-

pose

of organizing the proposed demonstration schoor. Dr. Anderson enthe pran as one that would "provide the best educational oppor-

dorsed

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 of

the major concerns

of the country. He further stated that the model .,de-

monstration school" would

"...provide a superior quality education for

Board met with representatives of the N.A..A.

chil&en of all

abiltties...."2

on May 22' 1962, the

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
was quoted
Then

this decision. Augustus Harrison, N.A.A.C.p. head,

as saying: "All of us have made statements protesting the plan.

the Board calls us in to discuss

it,

listens to our objections, and

says thank ing ahead

you, we've learned a

rot.

Then the Board announced

it was go-

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

t37
The finar reason given for cancelling the demonstration schoor pran.
was

ri
tl

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 quired number of children could be expected in the proposed On June 27

re-

school.,'l

1962, the Board issued the following statement: ,,Our

previous proposal of
been found pupils . " 2

a 'demonstration school, with voluntary enrollment

has

to be unfeasible because of an insufficient number of potenttal

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

and

felt that it was only a token offer

that another school year would'go by without real progness being made.

within six weeks the Board rescinded its decisionto plan for a demonstration 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.

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. l. .

Seventh Critical policv Decision

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
to
end

was to be the

first phase of a long-range pro-

Eam designed

racial imbalance in the public elementary schools..

On ]une
Richard
the

Ig,

Lg62, the New York Times reported

that, ,,Gov.

J. Hughes notified all school officials in New Jersey today ttEt

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 integration dispute there. "2

tNgw York Tlrneg., June 19, 1962.

2rcu.

139

The foilorving indivi<iuals and groups issued a July

joint statecient

on

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. On July

I
new $uperintendent of Schools,

3, the

Dr. Mark

R.

Shedd, was quoted as saying: 'Englewood's problems soived over

will not be re-

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

neighborhood school

pollcy.'Z

John Perry, acting president of the Board,

be concerned

said: 'Educators must

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.

.
the establishment of the cen'LraI intermediate school:

l{0

The Board is convinced that a plan to be responsible rnust meet the follorving criteria: l. It must be educationally sound for aII the childen' 2. It must give ail children the opponunity of attending a school near their homes if at all possible' 3. It must be within the scope of the Board's

Central Intermediate School is the iirst step" 'a flst step that had educational advantages for our entjre sctrool

tratively workable and that does not sacriJice educational standards. .. Our goal is to formulate and carry out a responsible ptogram which will create a better racial balance' The
To reduce remaining racial itnbalance throughout our elementary school system, the Board has requested the Superintendent to formulate and recommend supplementary

4. It must provide an orderly

authority. Clearly, urbanrenen'al is not' solution that is adninis-

.yri"t.

plans for our consideration.

On July

I6,

1962, Bergen County bnanches of C'O'R'E' and

a N.A.A.C.P. rejected the Boardrs proposal for the establishment of Voters central intermediate school.2 However, the Ldgue of Women
announced a

its support of the

Board of Education's proposal to establisb

fifth grade intermediate school'3

ThePTACouncilandtheUrbanLeagueannouncedsuppctofthe

proposed

fifth grade interrnediate school on July 26' but qualified its

plan would have to follow'4 support by insisting that a more comprehensive

lfnqfewooa press

fou

Englewood,

N'I', Iuly 15' 1962'

2ruic
3ge&n E"enittS-89coIi" July 25, 1962.

4I&,

July 26, 1952.

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 appropriations.''
t

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

znnofer,r'o"a

1,

1962. 1962.

pt"s" to"rtu, Englewood, N.J., August l,

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 mediate

inter-

school.4

in an obvious attempt to gain moral support and to stabilize the

rapidly deteriorating community situation, the Board of Educatlon announced that whatever plan was agreed upon, tt.would be
September

in effect by

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,
aenof.*ooa
slefegn

1962.

3eeIg4-lgagg-Becord, September 20, I 962.

pr.rr fr

, Englewood, N.J. , October 3., 1962.

1962.

l"eni!9-Be99ld, June 28,

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 Esttmate

to appropriate the funds necessary to renovate the Engle street build-

ing that was to be used as the central intermediate 1963, after many more months of demonstrations by

school. Finally, during 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
cept from a

initially adopted on July lZ, Lg6Z, was changed in con_

fifth

gnade intermediate school to a sixth grade intermedlate

school.

The Lincoln school was eventually abandoned as a public

ele-

IBergen Eveninq Record. July

changed

6,

1962.

zAccording to an interviewee (a former p.T.A. officer), Mayor Volk his decisive vote after he had been visited by a small group of clergymen composed of representatives from the Jewish and protestant faiths. It was related that Mayor volk was confronted with the realization that he had a Christian responsibility to do what was right, that he would one day have to answer for his decision and that he was reminded that he was only a steward serving the people of Englewood for a short time. It was almost immediately following this encounter that Mayor Volk changed his vote from that of blocking the central intermediate school to that of $anting his support, thus, making it possible for the cenEal school to
come into existence.

t44
mentary 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
grade was

schools. The central intermediate school for the fifth

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

The Seven

Critical policv Dectslons

made by the various

Critical policy Decisions were

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

shedd. of the seven

administrative era of superintendent Harry L. stearns, and one during

the administrative era of superintendent Mark R.

Decisions made, five were either reversed, altered, or modified after they had become Board of Education

policy; the only two not substanand

tially modified concerned the construction of an elementary school

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 body on practically every

in its role as a poricy-maklng

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 Education 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 community 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
several

iurng a process of iecision_rnaking extending over

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 its

wiihes. As docuneniaiion for this statenent, the lg53 Board of Education 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 Crltical

Policy 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 of

viable 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 tion school, was an attempt to formulate a policy to satisfy members of
the various community opposition groups. The demonstration school concept was designed to afford to the opposition groups a sense of

dernonstra-

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

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

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

.
city councri which controls the funds.

r{8

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 insistence 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

t49
Republican 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 assume 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 Decisions were reversed or rescinded at a later date as a result oi the interventions of an "outside" governmental agency, such as the Commissioner 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 probrem confrontlng the

as

in the public schools was, and

stil is, a major

city of Englewood. Racial segregation is better known in Englewood

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 ofthe 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 flndings 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
rvere several reconmendations

in lg4g,

t
,

t
i

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
A

and more accurate data may be available for school planning."l

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 patterns and

rends.

Because of

this fallure, the studies requiring

accurate pupil enrollment projections have been misleading. (For ex-

port" (February 16, 1948)

lEnglewood Public Schools, Englewood, New Jersey, 'Survey Rep. 104. (Mimeographed.)

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 under the former study.

just

to twelve as included

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 bfore 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
sioner of Education with being

ior.O-

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 Public

Schools of Englewood, New Jersey, 1953,':

p. 4.

(Mimeographed.)

!,.

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 submit 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 involvement in several studies, (4) choose to accept only those findings and recommendations from the variouS studies that tended to support original .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 members 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 examination of the total minutes of the Boards of Education reveats a conspicuous 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

1960 through 1962 (the period of

time:

In contrast, from the perlod 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 decisicinmaking level. Any efforts of former Superintendents of School to exert lnfluence

in the decision-maklng process were largely ineffective prlmarlly because 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

157

I.

fingertips. Had these "natural resources" been tapped for ideas,

as

aids to overall curriculum planning, as an effective force for establishing good school-community relations at critical times, one wonders

if

the problem of racial segregation would have become so acute. Throughout 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 Government.

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

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 prevailed.
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
and the

time. Arso, the mayoralty

system of Board appointments

fiscal dependence of the

Board of Educailon on the

city council
government.

appears to have resulted in a one party control of the

city

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

tactics at stategic

Englewood Movement- By applylng pressure group

times these four organizations prayed major

rores. ?heir efforts resurted critical poricy De-

in a measured effect on the eventual outcome of the

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

159

the 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, it

was evident that the Govemor of the state of New Jersey and the commissioner 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 Government in maintainilg the status quo

city

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 related 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

160

l.

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 EnqlesaC 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 development 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

l6I

communication tended to decrease, finally to the point where open violence 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 concerns 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\rolvement 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 acceptable 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

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 was a necessary

of ,,conditioning.,

first step in the total process of achieving an accom_

modation or viable settlement. Although a temporary settlement has been achidved in the community 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-

resolved. The problem cannot be solved simply by mechariical reassignment of students (see Table r2 for present racral
Iem have not been

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-

t 3
fl

ganization of the schools to the exclusion of efforts to garvanize the

informed energies of a rarger segment of the professional personner of

I
{
d

the 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 perpetuate racial segregation patterns within the schools must be thc sub_

I
I
I ,

ject of serious experlmentation. All present practices must be examlned.

For example, the practice of homogeneous grouplng utilized today withln

r63

b
L ihc

TABLE T2

EACKCROIDID DATA AND RACIAL COMFOSTTbN OF E{CLE\i@D PUBUC SCHOOTS, OCTOBER, 1964 (Atr6 Viabic Seulemeo!) Name ot School

OrSsiiatio PFK

Sch6l

OpeBtiqal
Scaring

Clpacity
624 closed for

white {a) EnrcUment

9.t

Nego(b) EINUDent 8r

ToEl
hent

ENllr75

.Pcr Cmt of Vtthirc

C

Negro

oln

53.716-W

eleDenEry PWib

46.3*-N

K-5
Clcvel,rnd

132

1,|8

3@

457

3a{r6-w
67.6!6-N

K-5 K-5 K-5

Canret
Sixth

480

416

25t

60

6a{x-w
37,6x.N
6t.a96-w
3&6e6-N

Ro6c\t lt

336

248

156

(x
347

Qurla
Engle

336

288

s9

83e(-w

l7x-N
5&3r6-w {1.7r6-N

Scet

550

Gtrdc TOTAL ELEII.

Engl ewood

t6s

118

283

1359

974
363

2333

5&3r(-w 41.7x-N
56.3ra-w

J.rts

-9
12

99
825

467

8:n

,13.7t6-N

row S.!1.{,

Dsight Mc-

10-

/t85

32s

8r0

59.9x-W .l0.tr5-N

TOTAI
sEc. TOTAL

,77s

932

688

5&rx-w
l6.10 41.9r6-N

scHool

231

I
nor

1662

3973

41.8x-N

5&zx-w

I
t

(el (b)

Whlre enrcllment includes

Nego cnmllment tocludg

t
I I
I

pupilr who raide in Englcwod.

dl trrpils sall tEr

r.fered to

Nc&rc.

cent of o6ar Da-$&ftc

Ad.pted tom E4slg!!994!-Sgb!gb Cl rErd U!tv63try, l96a) p. aa.

I
I
1

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 it

is 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:

. .

is the growing degree of imbalance in the Liberty School that may soon counteract the achievements made by boundary changes between Lincoln and Liberty Schools required by the decision of the Commissioner of Education. f

. . . However, the committee must conclude that the housing patterns, land acguisition for school sites, elementary scho;l boundary lines have contributed to the containment of Negro families in the 4th Ward and a resultant racial tmbalance-tn the elementary schools. A further result of these conditions

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 is a rapidly in-

Negroes within the total communlty, and second, there

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 implementation 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

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 Englewood 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 representative 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,
.t

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.

I
1:

b
Board of Educa{on

BIBUOGRAPHY

Pr:bEc Documents

Itieu ]ersey

il{inui:s, lnglewood Sc}pot Distict, Englewood, - 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. in the Future," 1659 - 1959. Enclewood 1859

. . laith

Mayor, Council, Tercentenary Committee of Englewood, New fersey,

1964.

Raubinger, F.

W., "The Dacision of The Commissioner of Education ln the Case of Ma:1. \Talker and Susanne Anderson, Complalntants, v. Boar<i oi Education of the City of Englewood, "Respondent.' State of New Jeriey Department of Education, Irenton 8, New Jersey, May 19, 1955. (Mimeographe{
Books

Adams, R.
i

N., and Preiss, ]. l. (eds.) Human Oroanization Research. Illinois: The Dorsey Press, Inc., 1960. Pp. xviii+456.

-l
*
4

i I

Alexander, Carto-r, and Burke, Arvid J. How to locate Eduiational Information and Daia, 4th ed. revised. New york Teachers College, Colurabia University, 1963. Pp. xvii+417.
American Book Company. Charters of Freedom. New York: American Book Company, 1950. Pp. 45.

:1

$l

'l
I t
i
.t

Arensberg, Conrad
349. Ashmore, Harry

M.,

and

Ki.ball,

Solon

NewYorlc Har@urt,

T.

Culture and Community.

Brace andWorld,

Inc., 1965. Pp.xlii+

:j

'

versity of North Carolina Press, 1954. Pg.xv+228.

t67

S. Ihe Necro and the Schools. Chapel Hlll: The Uni-

168

Bennis, Warren

G.,

Benne, Kenneth

D.,

and Chin, Robert (eds.). The

[,

._

F
Bernard,

Pp. xiii.+781.

Sciences. New lork: iioit, Rinehart

ana

Winitonl tni., l962. york: Holt,

Rine_.

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hart and Winsion,

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New

Bingham, Walter Van Dyke. How to Interview, 3rd ed. revised. New York: Harper and tsroilrers, lg4l. pp. ix+262.

Bloom, Benjamin
The

tive.Domain. New york: David McKay Co., Inc., 1963. pp. 207.
Brooks, Erbridge 262.

S., et al. (ds:) ClassificaTn

taxonomv of fauca

i-

s. Thg Il-re sigrv-of the united states of Amerrca, 3rd ed. revised. Bosron: Iathrop pulti"ning C;-!6.-F. i+

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;ilig6t

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committee for the National study of secondary school Evaluation. Evaluative Criteria. Washington, D. C.: National Study of S;; dary School Evaliiation, 1960. pp. v+ 326. Conant, Iames

B.

Compiny,
Creger, Ralph and

Slums and Suburbs. New

Inc., 1961. pp. viii+147.

york: Mccraw_fiilI

Book

Stuart, publisher, 1960. pp. 63.

Carl.

This Is Vr'hat We Found. New

york

Lyle

Dahl, Robe,rt1. Who Governs? New Haven:. yale University press,

1961. Pp. xii+355.

Dentler, Robert

Inc., I96I. pp. ix+308.

Inc", 1954. pp. v+311.

A., and Rossi, peter H. The politics of Urban Renewal: The chicaoo pindinos. N"n, yorfrlii-"ldp.""r .f Gr"r""e,

Einstein,_Albert. Ideas and Ooinions. New york: Crown publishers,

Fenlason, Anne F. Fssentials in lnterviewins. New york: Harper and Brothers, 1952. pp. xi+3S2.

t69 G).les, H. Harry. The Inte.qratgd Classroon! New york: Basic Books,

Inc., 1959. Pp. xii+338.

Eli, et ar.
The Neqro

Ginzberg,

pgtential.

versitypress, 1956. pp. x+144.

New

york: columbia untNew

Gist, Noel P., and Favor. Sylvia Fieis. Urban Societv, Sth ed. York: Thomas y. Crowell Co.. 1964. pp. xiii+623.
Goodenough. ward

Hunt. cooperatio.n In chanqe. Russell sage Foundation, philadelphia: Wm. F. tell Co.. 1963. pp. i+i43.
_ The

Griffiths, Daniel E. (ed.) tion. Chicaso:

3

60:

Universit of chicattpre;tf6AA-:;;. xi +
paul R. The Iaw and public Education. .

Hamilton, Robert R., ul9

2nd

ed,

New

york:

yorll

Pp. )oodi+640.

The

Founddtionlr""",

I*]]Gil--

Irwin, Leonard 8., and Elris, Herbert Lee. New Tersev.

State. New york: Oxford Book Co., i462.-F;;;ii:;;!;

The Garden

Kennedy, Steele Mabon,-Sl-gl: The New TerseyAlmanac. Tercentenary Edition 1964-1965. Upper Montclair, Newjersey: The New JerseyAlmanac, Inc.. 1963. pp. 759.

Klopf,

C,ordon

]., and lnster, Isrdel A. (eds.) Inteqratino the Urban school. proceedings of the conference on.Integration inEE New York city pubric schools. New york: Bureau of publrtati,ons, Teachers College, Columbia University, 1963. pp. viii+126,.
Inc., 1957. pp. 131+JS!:.-

Koenig, Samuel. Man and Socjglv!. The Basic Teachinos of Socbloov.

New York: Barnes and Noble,

Martin,

Roscoe

Studv. New york: Doubleday andCompiny, Inc., Pp. xii+388.

C., -g!il. Dgcisignq in S\-acuse:. A Metropolttan Action

lt65:=-

Meyerson, Martin, and Banfield, Edward. politics, plannlna and the Public Interest: The Case of public Housino in ChGai6I-

Illinois:

The Free press, 195S.

fp. i+eSi.New

Murray,

Raymond

and

W. Introductorv Socioloov. Co., fnc., 1947. pp. xii+990

york: F. S. Crofts

tl

N{uzzey, David

Saville. A Historv of Our Countrv. New York: Ginn and Company, 1950. PP. x+640.

',

I70

':i

?
,i:

National School Public Relations Association. Public Relations Gold ' N{ine. Volume # 6. Washington. D.C.: National School Public 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 Yale University Press, I963. Pp. xi\rll44.
Raup, R. Bruce,

iheorv.

New Haven:

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 Company, 1962. Pp. viii + 260. Riessman, Frank. The Culturallv Deprived Child. New York: Harper and Row, 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

Virginia: J. P. BeIt Company,

M.

The Testino of Neqro

Inc., 1958. Pp. xlil+

Intelliqence. Lynchburg,
351.

Stearns, Harry L. Communitv Relations and the Public Schools. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1955. Pp- xiv+ 363.

West, James. Plainville,

1964. PP. xv+ 238.

U.S.A.

New York: Columbia University Press,

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 Desegrregation," School Manaoement (March, 1964) 89-f02.

t7r
Ashmore, Harry S. "The Desegregation Decision: Ten Years later," Saturdav Review (New York), (tutay 16, 1964), 68-70, 90.

Campbell, Roald

tus,"

1964), Michigan, PP. l4-17.

F. "The Superintendent's Role and Professional StaThe Education Dioest, Vol' )oo(, No' I (September,

Campion, Thomas

F, (articie from Periodical) "The Englewood Segregation Case," New Tersev State Bar Tournal (Paterson, New Jersey), Vol. W, No.2I (FaU,1962), pp.850-851,868-871.

Coles, Robert. "How Do the Teachers Feel When Southern Schools Desegregate?" Saturdav Review (New York), (May 16, 1964),
B1

72-73, 90.
Conroy, Vincent

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lournal, (periodical) Englewood, New wood Centennial Edition," October 15, 1959.

Enolewood Press

|ersey. "Engle-

Freedomwavs. FirstQuarter 1964 (lVinter issue) Vol. 4, No. York, 1964, PP. 184.

l,

New

King, Martin Luther, Jr. "Letter from Birningham City Jail," (April 16, 1963), American Friends Service Committee. Philadelphia, Pennsylvania, 963.
.l

Klaw, Spencer. "Englewood, New Jersey: Visitors in the Classroom," The Reporter, Vol. 29, No. I (fuly 4, 1963), NewYork, pp.'

r4-L7.
Newspaper Clippinqs, Englewood School District Files, Englewood, New fersey, March 21, 1940 to October 23' 1946.

t I T

Newspaper Ciippinos, Englewood School

tI"*

Jersey, October 23, l94L to December 16, I943.

District Files, Englewood,

I
r*
1

Newspaper Clippinqs, Englewood School District Files, Englewood, New Jersey, December 9, 1943 to May 30, 1946' Newsoaper

c
+

Clippinos, Englewood School District Files, Englewood, New Jersey, May .30, 1946 to August 5, 1948.

l 'i
*

Newspaper Clippinqs, Englewood School Distrlct Piles, Englewood, New Jersey, September, 1948 to January, 1951.

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 New Jersey, May 16, 1957 to November

F
i
,x:

l.' .r: *
il s lr

t tr

Files, Englewood. 2, 1951.

ii:

Newsoaoei Cliopinqs., Englewood School District Flles, Englerrrood, New Jersey, November, 1961 to December, 1962. Parody, Ovid F. (article from Periodical) "The Need for Comprehenslve Educational Planning," -School Life (October, 196l), U. S. Department of Health, Education and'Welfare.
The Urban Leaque

i
F.

a
F

View. (periodical) Yol. 2, No.

l.

Englewood, litiw

Jersey, January, 1965.

d,l.l

tc
i-:

u&

Walker, Gerald (article from magazine) "Little Rock

I
'n

&
B

.!gd@!,

November, 1962, pp. 75, 129-133.

Five Years Later,"

.t
I
s fr

fi

F
rt

"Who Makes Decisions About the Schools?" (article from periodical) Fl3Slgpb: About Members of the National School Public Relations Associe.:ions (August, 1954), Washingrton, D. C.

q
te

Reports

t
t .t

Commission on

fi

FI

tt
-{

report prepared by the 1961 Commlsslon on Civll fughts. Washington, D. C.: U. S. Government Prlnting Office, 1961.

Civil Rights. Clvil Riqhts.

5 Volumes. Excerpts from a

Pp. xli+

ll9.

{
I

cc:.=ission on Civir

prepared o, +l:alg the l96l Commission on Civtt Rlghts. Washington, D.C..: U.S. Governmenr printing

*l:ll::

ttt
Book

Z.

A report

Oflrce, 1961. pp. *i., +-Zia.---

Grc':.p for the Advancement of psychiaty. pesecreqation - Reqort No. 37. e

Commitree on Sociat

rhe Issuesjevr yori: May,-iSli-i,r. ,S.

@ E6rt

lormulated by

Purl:c Information Department of the Board of Chosen Freeholders. your Countrv Government. An outline of the dutie;;;;;;;;;rff government at the County level in Bergen County, fV.* l*"uy-. Sth Revised Edition. Bergen County, -New lersey: public Information Departinent of the Board of-cLorun Freeholders, rg64Scherr, Alvin ,
,t
.i

L. Slums and S.oqial.Insecuritv. U. S. Department of Health, Education ana wetG.errGarcrr Report " Washington, D. C.: U. S. Government printing *o.-r,-Oftice,.tgeS. Pp. viii + 168.

,t
'

The United States Commjssion on Civil fughts. pubrrc schools North aqdJnre-st 1g6-i. stau reports s.ubmitred to the Commission

pp. 309.

on

Civil tug;G:-G"hington, D. C.: i*r-

I
,t
.,,1

The United States Commr,:.i?l

re_ 9l Civil tughts. public Educati,on. A'-port prepared by the staff and submlttea to ti,e coillGo. Washington, D.C.: U. S. GovernmentprintingOffice,

;il

Pp. viii + 163.

1963-

ifi
.ej
a;,

':,;i

Unpublished Material

Brittell, Dr.
.,r

,; i')

University of pittsburgh

Robert W. , er 1L "gtaff personnel Adm-inlstrati,on.. A re_ .* port prepared by Members of Eiucatioirat

#
4k

lgSZ. (mimeographed.)

Administrai-iiSg-,

:[:
't1.'

cenier for Field studies,.Harvaro university Graduate tion. "Englewood's schools. " lg6a, presidentschool of Educa_ ano reuows ot Harvard

,* !i .it
l:,1

Collegb (rnimeogrraphed.)

:,1

,{t

committee appointed by state commissioner of Education Raubinser. "A Study of Racial Distribution In the Frederick M. Engi;;;-. pubtic Schools . ,, October New Jersey 5, I 962. (riri."qr.;"a.1

,#
"ti

l!.

:::iculu::r

graphed.)

jx:..tittee, Englewood pu blic S chools. Sr.rengthen Reairng Instruclion.,, A proposal i"r."; School De'ejo-rment prosram that be;i;;;il;;ff;ff.. io S trength e:: R eading Insir.lciion. Ianuary, I g 6J;, nning
Co

p Ia

174

f""f"*"o

.,. i 1;;;

i::glersood public Schcols., Englewood, New

February 16, 1919. (rir"ogiapheO.t

tersey. ,,S*rr"y Report..

Iieen:ig i.etd by

State public Instr.:c!ion,. Irenton, Ne* leisey. . March S, l9$g, fore: Honorable of Education. (t1ryewritten.)
Edward

fyenton, New lersey, on tard, a-3plication o: the Englewoori Board Lf Edu"ution, Bergen County, \-ew Iersey. Application - S{,898,O0O. p"o"ril!"i.f

*" t::,^:

of Education,

W. Xrfpat i"f., O"putf

C#;;;;

Be_

The Housing Authority of the City of Englewood. ,,Final planning Rep:rt: project N. p_{g

J. 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 Auesed segresation and Discrimination in trte o.a'ge p"irr"l,ir;ff.A report presented eommissioner Frederick

tobr, 1962. (mjrneographed

lA.

n."UG*,-O*.

oak, Eleanor and vishnu, "Development of segregated.Educatton in Ne{,u Iersey'l Unpublish,ed Masters dissJation, North Carotr4a College. Durham, October, 193g, U ig _ CSe.f .
Raynond and May Associate-s, pleasantville, New.york.

wood, New

(Offset Duplicator)
Shedd, Mark

fers.ey.

Master

rtn,

rs6s,,,

Enqleo*"il.iii,"irfi:

"city of

R. "The Board and Integrration of Schools., A gr.oup sess1gl presentation bv the Superiniendent of Schools of E;;il-;;;; Jersey at the l2th glr.ul Workshop, New State Federail;n of District Boar .Education, eaiJ",l" Jersey City, Ngw Jersey, October 29_31, -s-of (mimeographed) L964.

The State Department of Educadon, vocational Divislon. ,A Survey of Bergen County.', A report of a study to determine th.;";; ;; new or e:rpanded programs of vocational ana tectrnicJ-;.-;_. tion in Bergen County, 1960. (mimeographed)

Stearns, H.V L. ,,Enjlervood, Its people and Its Schools.,, Or"6or, to the Board of Education, Engiewood, New

"t

28, 1962.

(nnineographed.)

]ersey. f"UrrJ"y.

stearns, Harry

L. "Froposals for- Deveiopment for the pubric schools of Englewood, Nerv Jersey, .l953.. (mimeograpfred.) iilt:--

Urban League. Englervood, New Jersey. ,,Chronology of Events Rele' vanr to Defacto Sesregation in Englewood." isss _
(mimeographed.)

i.!

F
DGfi

APPB.TDtr A

oirioE

apd

Ob*mtt. l:-gl_:fElgsatrt_Td8_Cscd

1.

Ercpts of

- adiciF.:d nci.l

and un.nricipatcd gccwDces havi'g

dhct c ildirccr rcl3vrnca

Fcaded
&r

to tjra

roblm

ssrcgati@. All cvcots ucd io this rudy

rc

6c Bosd of Edscatio

mirures end,'cby rbc

tcndent of

vriou

trewsprpd clted b6cin

talcu frcm th. ofiiclet fitcs of tha suparlD-

ichotr
Ercpts

z uuantici..Fd
rollablc
by

- elt thcc Dajq fadud oeEcm6 rclElt

aigiurtcd a daatopcd hon soues or c.ses ousldc thc 6c

to r.cial scgngedor thl slmuity ud thqcfoc, wrc urd-

comlirr, but yar h.d profound i'flueres rnd rct*rocc to tbe ch.tr gf vcDts tbc corurity i! oE m.rcr c eirothct - a c@paiog slside.tioD beNeetr tso c mdc panis c uthln tlc party iBctI wtlch 3. E:gg uk6 rie fqn of a c@nicr oI iut6ets. Itrcsults in ao irtcEifistioD of cffat ac@mp&i"d by
ccurilg uithia
3BraS6i*iC

bah.viq. The compctilg lErdctprtts re dcfiocd &d lE detcrmlocd to obtst! thc cld

riich thcy stsl ,1. Reclel Scmc&ioa a

to cMpI Bcial grdps to go to school .part fr@ each cthe. lt EFst fcu of isdatioa in $hich sociel dist3ncc\ is basd upo physicel lep{atio!. tt ls of two dlnlrt nam:. 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
plruiog, wtti

cvcrg wltbot Fi,a

would rmply thet

looledgc, witttout ptr*iDg.Dd l.cldDg iutcdro!. Iltati@el egngatio

gatiou ts eccompllircd by

rcgr

d6ig!, by

maadarc, by

fmc,

Uy

p,rpq$G end

prlrr knmtodgc

bcfcch.nd. Oat uu*

actuel,

theu raaioDabty concludc that ,o-""Uad d"

c beasc

of thc tast,

t"",o scgregation - Dcetl8 t! frct, u bc of eidro usa*., i"., itb6 oeElDg by rccidct c i&rctto.
kia*rip
es

sucb factcs as

eomic nrtul seial pc'*s,

lectc
qd ro D.ilrain thc gs
and policy

tioa by eccidcnt oE tb oth6 hard, sudr rcsctiD8 to ebtitrier in

tl6, cau io cffcct bc rsposibla fc egngelognngc pileoing by drc lcgd Fre ltructac,

g-o,

gc nodctng

ccriutsde f"fr
maDdatc

rcsrcg.tioD by tDtcDtior

q d6ic!.

Dg i.clg

rchml dlratct boDdary tba. *gESatlo wtll rcfcr to *gngatia by

by lcgal

ecrio

rlonc. ?hb sltt rcfcr peclfically to sgEsetto by dcdga wtrl

plaming

od iltcDtis obvias

and d"ftDitcty pcrmitEd by srEttroq

c dvlt lew.
r fcm
od

Descsreg3tioo

'

e pluncd

cftat

rDd

adiq tsk.n

by lewful anthtrty to sboush

retd

sgFgatlo h th. Frbuc schsb.

t
E

-. Th

-1 Frce

M.rtin Mcyq-so. rndldwrd c. Bstrricld, politi6. pl.pninE.pd

hBr, f955)

pp. 3Ot-305.

thG

hbllc btacr (IlltDl.r

175

6. Rrcral
I

lt;

Lrec

- ram ucd by thc Erios dccbre-meking bodicr, h thL carc.o -..o " ,L|t ol conccnration ol Ncgo srudcnts b oc q mm sbeta
rmbatance by dE partics sbo

Virblc scttlcqeut - . rivlblc .Ercrert rachcd

to ecc.pt

{e ilvorvcd ir
aDd

eo irsrc;

ou

th.y s rble *'en &

by

fq

drc

litr

bei!8, rnd to liw wtG uril . betG

mc f.$ible roltnto

bc g.iDcd in thc fuuc.

Coditioinl

hmcss ' drc c@riroio8 dcvetopmat and oodificatio of drc qlSlnal potitloro bcld
iDvorvcd io

no c moc pai.s

l connicl of i'ocrcn*

This p.rcquisitc iareractio. by thc oppotng

r"bc

fcccs, ovcr a pcriod of tiec, rcDdt to cl'eagc rlighrly c p$ri.uy tb. aigiurl paldos hctd by pdi.r i'volv"d io thc tsa, tbcr6y orriog possiblc e vbblc sctrlocut s sccomodrtioD.

9. Pleuinq'thc dclib.. build\ i.taclaEd fc.tr6

in thc c6ma

of p.bric

porici* to cadiD3tcr coEol oct whoo ir

i5

eDd

dlrcct vsrou

lifc of rhc

pcogrlc

t'r@&d

A plamlag rpprech

anticipatg 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.tar
c{ bumen uaure lt*lf r I

Idcelly, dcmanti plaailg sccls to butld comE@ity of iqt*st eud o|@ out of rhe fult rcFsDBrlo!.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;anvd?hcr.lic pleuinc provid.s drer tlc v-ricty of ifrq<s c@cmcd LooaU" -n.h".i end peruade cach qhq in lhc cffq to d*clop obJcd.iv6, policic, eud ptairwhl-cbhqc 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 ..i .planuirg aprprech frosrs ups rdiKmcnd fn pr$li,c ra ot tlc o--ulty. lrlicy whtf ce lsUii,-frapre vtscd nhcn u unaDticipttcd cisis foes ediuimeot.2

lC. Politic.l fora

Tcchniqus

- 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 thc
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

to

mcetl'g rhc chagbg coldrrio's. (c) rt

aod

'n'16

thc raso for rrs rdcptio. (d) b ctc, tf,G time, plac.,

tbo* afftctad

aDd lavolv"d to

itr iDpto@tatlo.

(c) It cotributcs to s'd $ppat3 thc oeall

plaming c e pbesc of thc sins end ctjetiws ead pupce of 6e trtitrttoa.{

".o"J",%ff'-t'iit",tl:rffi t&
u.'qo:u"ycrs ald Edssd c. - -3 1955) pp. 304-305. Fre hcsE
4}L Hany Gllcs, Ttc bte{nrcd
Baoticrd, poutiG.

(s4. cd., N* Ycls T.acbat

plupinr

apd thc pubuc

lptaer (tltlDtrr tr
3O2'

CI.s@ (N4 yalc

B.dc Bools,

I!q,

l9S9)

t78
I
I

rnens the actual policy drrr hes beco .dqpEd by thc Bqnr of

12' Admili*erivc proccrrrcs' the poess ot sctroo by which t'c surEridcndcDt or scbol: rmprcc.rryin8

i!

ar

his

fucrtoo ln

ways

puicularly rdaFcd to

tcr is ro c.ny ot.a cxisting or e*abltshed

poedure that pomises ro mcct prcblcms bsc affaqively nay iropty ebeodoing au cstabtishcd which is }aown to walq

F/rc.rioe It demonsetc, hrr rb'rty eDmuolti. To eininirprecdue, for rceching djectivcs Thc luitletioa of r ocw
rhc Dcsds lq thc

oo

13' C{irier Poucv Decisiob ' Th6c 6aJ6 dccirionr mdc by r-b. Bo.tds of Eruc:tioa eud/c Sr4ratnrcrdcnts thrr rc$lted iD sigiific.Dt policy changcs (vcD dacld$ to uic.i! thc ,.turgI E.ch decisio is bsed o! thc toll6.ir8 &amewqk of aulpis (r) ph@io8 by thc Bord of Eduadoar (bl poltticll :cchoigucs, (c) policy-nakiag, admiDlsntiv.

ld)

peGdEG;.

14' kinciprc of
to dc schoot

togicel pnctice of cont8uction of elcmcntay scbools iD v{tour righbdfbodj to ud dcrlr.blc to prwidc acca$ibility fc lhc studcnls l[ tba lnrcldcd Gl

Neinhbqher schor - the pracdcc of lrsigniDg pubric crcr',"Dtary ,.ioor cb'drcu ncilc$ thcir rsidenc. Thc !.iD;lplc deElopcd frcm tr.ditioD whtch cesdtut d a
the

mkc lt covctrtcot

l5' conrrvetlrc - tcldiD8

chaogcs to or

to pre*lve 6e csBbtished lnstituriG,

stoG,

mcdods

oppo*

$ltld! th* cslbtirhbcttt

rDd to

rsis a

b----

i I

ts*-

F?

!.6

APPT}IDIX B REPCRTE r-TUDIES, AND SFrcIAL CONFBINCES, 1930 No.

F6t

1'

1963

Dak Urdertake n

New oi Scdl

Pur?G of Study

lnitidor

Ltrgrh of

Tine

Apfo& Cor of
&udy

hcputioo
I
(E5tim ate d)

SpeBt ID

Jar.,1917

tioN found. ho. pelr fc gowth

Sbtmcnt of condi-

Dr. Sr.T!!

I y.q

Uq-

klm

(Datc Re-

end derclopDcnt of rhe cducatitrl program of thc cgm-

leasd) F.t.16,
194E

muity rftcr thre ycrr $ suPqin-

tcEdcnt.

Slgn if

icant Fipdipg, and/c RecoEmrnd3tior

Rc$lB
Th

aod

Outcmct of RcomGldati$
warc Dot

3.

Tbe philosophy of thc public xh@l ry*en of EDSlc Bood should bc cgD{.btlt iascd.Sairst cohmu-

ni!y sentiDart

5. Tlre Bed of Educatio jrold cotider csctully . bcBer pqblic rcl.rioDs FroEnE wtti perdculu $ith thc !.cr. relercncc 6 its rcl.ri6lbr riccd of rr 6. A ry$em fc kaepinl e caiuu growth, involving bini rar6; building p"rDttt, ad asessors, rhold bc irsirqEd s drat thc Bo.rd ot Educatio ard thc edEinis.tivc oflicqt Ey bc cosantJy .wre of c@dirbds rcquiring lew buitd' ings aod ncw ptreL
f

They *cre not &ycloped iDto policy sLd thoefcc, rac oot ioplcmotcd by tbc Bo{d of Educ.tia

rcomr.n&rlonr

hedd.

o- A

scbool cctr6 iroold bc inninncd s th.t .ll d thr chil&cn of school .8c lirtli b lhc City uy bc ac'

conEd fq and so rbet bcns and nqc aeEtc drt ry bc available for rcbol plaoing.
I

1. ShifB in th. concctrr.doa ot tch@l poputstioq wlth ir the Cib rhold be c@sady erd cccfuIly $diedThe B@d of FiG.tio tbold ardy &d aSre upo cdt.in alts'Ddc plat ta EetiDS, Dew BFwtI tt tt dde lopr in thc City.

14. 15.

Bdd of EdE3tioa tbotd ib@diat.ly r.udy the f abl.m ot cFcti58 & zrditql@ at Dwighl
The

this ddltio.

Morcw Hi8,h School aDd sbould l$c rBtcE@ll showing ccts aod poosible plu of @Dplctio oa

22. A tlrcough progro of cuicubm nvido dnld bc

iqnit!rrd.

23. Attcntio Crould bG Sivc! rc thc 16 of tald@tr tkoqgb failuc .t d!. sic hngb ehol lwct. Fcbru{f
16, 194t.

179

180
7

No.

DaE

t*. F.:

t.lcn

UDder-

Ntnc of

SiJd).

Pu1'or ot

Srudy

tlirilq

Irrgrh of

1952

lDare ReleaEd)

Dec. 3,
r953
SiEn

F-i.:# rilta:;#,

im*+' |1r.'[-l*il -ri

ard p.rr6nr

hcparie
Eqrd of Edrcatio
a

Spcrt lo

Tiec

ApFq.
Coe
Study

I y.T

i :;T,?T.'II.J,, I nrcE to clibin.tc I sqfrhdedncss.

Steamr

nd Dr,

lrnm

Uu-

ific.nt

FindinB:

ed/or Rco@63.iis

RcslB :nd Outc@cs o, ReoaaudsrioE

'$fglffi#x,ffi.
'ir,:,iiEl!.'#hli:"!i:f#**"S;m:;r.
vrat *rae in drc Lieob Scb6l_

:ln.*$ifs:*ffi,;_
(Alo rclcrot to .bqc.,

'
t.

cta8r

ff f"'"*3:g"t?r,:il::i:#l 3E* G c a3ccio 3. n+ 9ae b oau iD o. i,iiiii"-l-#f

'i.,?flil;;''i;i,,T";::g;;gip4g;.r
_C_:iT:ro.T eightco mm .t.rcI,ci6l wir! ff :Tl;il",#i':'tr8,fr*T--"_-%-i:f:
of 5ir

t *ifr Hiff re ctthii-cd r

'3*'#;i#',?s,Hi,,,,
6. (Did

t i#H?il*"?'t.t6:I-r:4.-. rE tb.
E.

" f;:trtiffffro
9:$uS..Dw

desGaa

tf,c
r,eDd

bt oatci.ttc.t 6i3rt@.) -

_a{ oae I "dft .. ;; ;:i,;-. J:lTH'flff:"5t-t .;"'aTv*' l";i i

:31:. f l*:*i

cleDcnt.ry rb@t siB trctvc cler

s

#,i*'I iH.fFHgs,lig":fi
E (Did aa Bt6hltc.,

15 |

'
t*

iii.!fr!il::T't cry!c catq.

.T5:;;X;"-ottiq

'J:,.Tyffi,i*;: ".
chcr buildio3r iE th. cirv,

o[ let

i:E:+H.:i:#P,H;f,:?ms_ily ud at cct:ef edoialinrlvc

rcr cicd q&

CertaiD aetsiE

I Fomals fq Dcselomat fc tbc p6lic Schok of Eoetacd, 1953.

w'??fFffiwrfs

l8l
I t*

Scsltr .ad
I

OorcoDer of

RtroErld&tios

l. Tr:asicr ro rhe cit),, rlttc to lvinron Whitc SEdiur, by the Bqrd :1- 1l.t "1": around ir osrcd ptiygrond, to li--u reei"inl I :.."] ::, i: if "ltostadiun aodul aree oF^i.ri,^ ui Nlu:r ritle lli Nlu) ritle the entire the entire par( area ffiaodirc h ril: -\lqo$ Hilh School q which ir ,^ bG -: k to h. c;sucicJ iuitablc play,iug licl& and *etiuc torre turpos6. ot thc Junior-Seoic HiBh Scl;ol il. pEnxd at rhat lcatio&

l.

D.

\1}itr

id not h.rcri.lir..
Stadium

a:J irat remaincd 9.

Situalia o, Wiotoo rr.sitiell!. r.tus @o

L
f:

rrl

lr
i;f,
&q'-

s*
;*,' '!-

t82
a

No.

).8

te}|o

Un&r-

N.Ee of

Study

PurpoF of Strdy

lDitiata

F
3

lrogth'ol Tihe Spcnt h hrpestio!

2

APFOL

Cor ol
Study

Jaa. I 1,
195{

Date Rr' lcased)

Presidenr of Board eFpoiDte4 Cilire[s Re\iew Com-

To study dat. usd

by t-hc

;fidilTm;: ber)

tioD of its building prcDogls. I

Brd ot Edu' cltion in prrprn-

E$ucirio

BBrd of

mn*rr

UE'

kaom

}terch
25, 1954

Sitxif icant Findirgs &d/s Rccomhendetlos

RcalB .nd Outcomcr of RccomroDdrtioil

l. Elihiiate iirm.!i\!,

Ensle SrletJu[iqHigh School. 5 Oppoitions, 3 Abstentions)

(f2Af-

2. EEctio of 3 ne$ juic high rchool as . icpaate winr, bu 3dJaceil ro Dsight MGow High School sirh diEcr indoc ecccss to all facilitics to be ucd toinrl). (12 Aifirmative, 5 Oppcitios, { Abs.dios) 3. Expasio
of Roevelt ElementTy School wlth six additio!.I t@s (14 Affimativer None Oppcc4 { Ab8toriqs),

4. Rerenrio of rhc prescnt lincoln School es an elcnenary rchol od the preent tunior Higlr Schol rcrio be @nvrted to City se. Prcpcal to coFucr a nw elementry school et l:layetr Plaq, (4rh wrd) be defered iDdefinltely. (15 AffilnatiE, 2 Oppositic, 2 Ab$mtions) 5. Prcpoal to cosruct
Mmo$ High
Scbool iiE, ed the tuniD8 of thc Winb. White Stadiue ovet to the City bc defeEed riEl)'. (15 Alfilhative, 2 Oppocilos, 2 Abindc' ttctrti6)

All rccormendatior *ac obmiccd to thc Bqd of Educatior Bccruc of dE wlo dit{ernces berwccr lactions of thc Cttir.s Cominee, rhc lepct war incffcdivc. Tba Conmittc wes dismistcd by thc Bord d Edrcation as having I'madc a orElbtnio"i Thc dissenring vicm appecd to tekc tl* general positio thaq (a, rhis pogrem rculd be rm cctll' fd tspa) ers to couud I sep.late Junior high schol, (b) Esh oppe iilior to dre coErqcdqn of . joiDt jEir higb rchol on ro thc Dwigbt Mmr Schol building bceus of thc rcrr.lt !t rcationel problems and coScnio of thc rl Durbr of studentr io @! lqtloq xs (c) the Ngro Stop i! drc co@'
ple@lDe ric Higb Juia Hirb Schol 0d aDy pte@lDg wold ssvc to mdnEi! thiJ c@ditioq, l rh6c cxirted sEoDS coluuity JatiE6t hiriDg outslda cduaetioDd oslEol'.to a swey od 6e totsl @DEuity adholn
rd

cqtinucd 3cgtcgarjo of tha

a ncw athletic ficld at Dwight

at rccdgz

6. Proped toint undffiting of a 2,000-seat munic audirryiue (16 Affirh.tive, I Oppcttion, 3 Absr

tios,

cJcoual outcomc of $ir *udy mr tha luri6 of thc CitbE Rcvicw C@Bittlc thc Bo.td5 dccisi@ to hirc outsi& cducado!.I c^sulteos *trich rook phcc Mry
18. 1954.r

7. ElibilrtioD of all tuid6 stu&Dlr qq tira (llo&im6, 8. Plop6al

and

a pcrlod of

to costrqct e new cteDcntaty $hsl at DaviFtr Plac to replece the Fesnt FnnUlD Schol

Dss

o rclM all p.opertics witiin tlrb Englc Sbaat mcr to thc City in cda to devclop lt into s builqurc of simils bc3uty to Pelma Squc in Prineto. (12 Afiirm.tive, 5 Opp6itlon3, 3 Ab'

rentions.

9. Bqrd aher all presnt shol dttftct boud.ty lind to relievc pcsue in aras whetc owrGowdlng b pEsrnt. (UnslEoE) lO. ComDitee oppoed I complcte sEvcy by rrot3ldcs additional qpcns at this tinc. (16 AfirDattvcr I
Opp6c4
3

Abstenriqt)

Berd of Educeti@ Mindes, Jeury U, lgs,t, p. lEls&r-d-brJg1lEut, Aprll 1, 1991. t&jd., t".y 18, rgsd

156

apig.,lpit t, rs*.

183
No. Darc Ubde.ta hen

Namc of Study

Purpos of Study

Initi3tq

Lengrh of

I t1

Tiore

APFoL
Cost of Study

hcpmtigo
4

Spent la

F$
Ilay
t9s4
10,

Cccliur

-A

Rerurt I

nold

(D.te RcleaFd)
June 2E,

Rc\iew Cititens Cob Bqrd of elttec Repst aDd Educltio daa collected by Bocd of Educetlon; to *udy qirtiDg
school

pJ.or. 6 wccls

UD-

l,owo

r95{

tio3l

dationr fa.ducaneed3.

to malc EcoEb.n-

cadltim

ud

Si8n if

kant FiodinE! .nd/o! R6mmlndetifi t

Ra$lt5 rnd Ortcom.s of Rcommldttbtu ln July, _1955, rhe City Courcil rcjecr.d rhc Boxd of Educedon's building Foposb rr Wiuiam E Amold.z Th. Coucil reon-

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 high schools undq oDc Fo!
b1'

had becn outlincd 3nd rcoDmcodcd l! rhc repon rubDin.d by rhc hirad cducatioD.l co,rsulraD$, Dr. Wa,ltE D. Cockirg and D.

2. Au erectio of an rudirciue to bc wd ioinrlv the jDia .!d rniq high rcb@ls.

meDded th.t tbe Bqrd of Educ.tl@ hire c6tcational consulEnts to providc fq r loogrange ttudy .bd s'.y of tlre tcel cmiu-

3. Ellminatloa of rU tuition pr4rllt s sm $ {c{iblc. 4. ,uniq .nd scnla hlgh rchols $ould bc sdbioistq.d un&r oc principal wid r ccwy rsisao6 5. hcsent
3s

nity coplex.3

soq

Englc Suca F.opcni.s shilld be dlrpccd of as ir is p6iblc to do ic, to

6. Esdoed thc prcpGal

ELEMEN TA

trarfa

rhc

and buildiDRt to rh3 Ctty.

Lircob dtc

RY

SCHOCL. FA CILITIES

l.

To relieve dqcrddcd conditios, log-rugc plerninS ncesy. Furhcr nudy of trc,pulado dtifts aDd 8r@th $as recomeodcd ia order to mahc rcon-

progta.

meDdatios lc th rml compEhesiv clcEatarl

2. Cosactio

oI eE tcmmtIy rch@t at tbc Davls site to replacc the Fr$klio School aid to Elicre ovacrcwdilrg 3t the Clcvel&d &[ool.

J. Adjusmd of of existiDg

mdiiioat neighbchood bouuduy lines is necessy to DainEln DaximuD udltzdo facilities.

Boutrdlries of

poFrlatio Crif6. 4.

areas should be kept Ilexible to

.tt6decc allw fa frfr8c

"-*o"d the Roscrclt Schol in ordcr rc rcllcve *.:o"A-: in8 .t thst EhoL

AD addirioD-.t six rmmr rhould

b.

,o

] I I

1&rlSEe.d-ES-lqL

Cocldog-Atnold Repon, tuty 15, l95S

l,

t95,t

hss. tssrlSseEJuly 3E

184
a

i t'

SigD

iliclnt

Findin!F

an

d/or Recomhcndeli@t

Retl6

etrd Outcomer of Rccommend.tloDs

r,*

S. Cosideratio in lqs-rrnse platrning sholld bc given

ro {r) pro\ idins a rra\t elemnAry rchSl in thr vlciDin' oi the Lircolu Sclrool sib, (b) secuing s school sire l9r tutue Srowdt ln thc Secod Werd, (c) elimineting unsarislacta)' condlti,onr ln otbcr

elemcnrry schqols.l

lErrlewod hess lone! Jdy

I

f9S{.

i
I I
.9

185
No.

[.
r,.-*
5

batc Undcr. taln

Nam of Study

Purpor of Study

Iniriatq

Length of
Spen

Prepc'
tion

Timc t ln

APtro& C ott of
Study

Octobe! I 5,
1955

(3) hueaD rcI.tiotrt

cnce held to dircN thiolins ed !o dcvetop community p3nicipatioD iro (l ) building proSram (2) culculum

City-wide c$fer-

it izcnt

Cotruirec
on Public

Educetio

! dey CefF 4e

Uu-

koen

tloL

oI Educt-

.rd Bo{d

('lI public nlations

(5) cxtre

.dd rercatlonrl

c6lccl$ I

program.

Sigpificant Findings and/or Recomm qdatio5

Rcults and Outcomes of Rconundatioqs

The outcme of rlrc fcum Eco6mcnd.d6 and renlts could qot be $b$antlslly Hucd 3s it wes hteDdcd $ a lsuDdiDg bodd fq funuc Board of Edration pollcy.

t. 2.

Need Jor mce hscrt rebtlons and cxchange for lnformation between Bodd o{ Educatio and citizeuy. Need for

all to recognire rnd reslve the huan El.tions prcbleru that erist in Euglewood, espccially the lntcg3tioD end rgrcgado prcblcn! agru-

3. 4.

Need for bcncr sc.hool buildingi end gencn! ment on t-hc need for a oew junic higb rhol Need for

re*.rcb in tc. of tcaal nceds of the c@msity rcsdding $ delelqDcnt of a rMd cunicutln

5. 6.

lI
,l
T

Need to csania Fopcrty constitqted s-rccttosl lay comnirees reFeEnBtivc of dle total emmBtt in ordet to better Frve .ll intacst grcupc.
Nee

d to recogrire thet eduetlon ir e t(tal pseGt involving experiencer outsidc the rcgul{ schol cuFiculum aDd lo cease rcgarding it ts ar cxFlcuriculr, bur inscad a co-cwicult rctlvity.z

{
i c

lEglewod Presr lowals.?tmbcr 2Di4, o.,ou., t3, 1955

29, 1955

186
No.

Datc Undar-

tt

tlken

liabe of Ssd)

Purpoe of Srudy

Initiatc

brgth oI
Tlmc
Spent

Apf.o&
Study

r*
6

Prcpm'

Cor of

tio

nNoenber,
1955

mi-fi;;i-$il;
Rervt

Ohio Stire Univer-

To conduct e tcrlrange independeDt suvey of Eaqleroodrr scboot buildiDs !ecdq to nudy popul3rioo

Clty CqEcil recommeoded

7 months

$7,5OO,

rNdy to

$16,0@ budScEd

(D.tc Rc-

lea*d)
1956

Julv,

futuc builairg medt basd oD th. tindseDt and

rends aDd to h.ka predictions of FG-

Bord of
shcn

Eduqtio

fq ad addiilon.l
rtudy

Anold

Cxking'

and

pleudng.

ior'.

Repct wr EJccte4

Signif

ic.bt lindings od,/c $commcn&tioo

ior,

Rerlts etd Outcoecs of Rccomu&tiou

of The Bqrd of Fiucatio, iD 6hc., rcjcct d rhe Ohio Srate UpileFirv Sc}lool SurEv R.qggg but praeedcd ro pu imo ftect cqtri!

l.

Englewood

ort.

rhol bc opq.tcd

otr

K-6'3-3 plen

izat

2. OG scria high rhol br E.ioteined with athletic

field .djaccnt to iL

arJrcs of
r953.

ti. Brd of

rJE

Educarionts orl8ind poposd of

repat shidt ctrded to suFpct

3. Comction

of tuo sepurr juia high rclffh to houe enrcllment of 5OO exparoible to 750, onc leated @ F.operty nc{ the Cleveled School and on.e locrted on prpst)' in t}rc Second Wrd, prefenbly th Allir@ Ed.
a ocw

4. Repla-c Fraaldin Schol uith Dar isq Plae.

bullding at
5

5. lnrecc numba of, alemcuary cqtqs i@ 7 &d ev@tBlt to 9Thc Franklin and Eugtc

to

*qld be suo8ly qpo*d bceue of tle rrciil chatSer &.t rqld be laelcd egdn* iL

Tbc Eerd of Educ.rio Ejct3d tlE Repqt for tso Dajc reasos: (1) tbe toal ic of rjl propGed buildiog progru w3s fiBDcielly unrccepubL, (2) thc .dvscy of a dual jsia high $hqrl sysrcm Jc Elglcrcod

$ret propefty crould be 6. . a radoed fc rchol ur aad sdd. 7. That drr administntivc rtef d tllc hglcwood school make auuel enrollocnt cnimatet h oadar to kecp abreast of buildbg !cdt E. Th tdal estlm.ted on of thc logzangc butrding aod developurat plourd would be ZS millio dollar. It *s edvi*d to bcgln thc Fogr imDediaEly bccae of tLe cducati@.lly b1&' quetc buildirg,s .Dd ctas-s aboc the Daelly acepted educdio.l ffidcdal 9. An .uditalu builc2
wlrh 8oO stu&nt ceprtty drold bc

propenicr

Tht Bqd. of Educ.tia rcccptcd &d flF porad th aqecrs oft (l) rcplacirg Franklir Schol with a Dcs buildilg at Davin Plaa, (2) reUinS the Franklir ed EDg,Ic Stret
t

l4p3lgg9g1.'1ry91a1g!

July 12, and Novenbcr E, 1956

2E!4,

r{wy

3,

19t

No.

DaE Ulder
te
L,e

Nrm oi Snrdy

Pur?e of Studf

lniti.iq

trngtfi ol Tioe Papuria

Spcnt ln

Apfor.
Cod of
5tu,ty

Api\ l96l

Eocleuool- l: P..v'le r:-l Lc

Scho,.lJ

rrirct cDFllher! diiposiliq of obsolD.tc ReItarch t2,

1962

Srrd.v of eucl.locat pledictios asd.ll r3dable tectci th4

fducatio,
Supeinteod.ot of
Schoob Dr.

B@d of

ll mthr

U!-

kloq

lc.rd)

hed

bee paJr strys aDd $udict poru wliEcdJ abl,c.

aod funuc building

lere sdrool buildin8s

HafyL SEsr

Sign

iltau

FipdipSs

&d/a R.e'Ead.tior

Rc$lE and Ortcooc of ReoDrodatida

Peqrle and hs Schols, cae ro bc bn ;aghr { dre "SEans Rep6r,'r princilqltr b.caEe tbc Srpsinrendent oi Schools, Dr. Hm- L Sres, us appointcd ro head up thc sud'. Thc 157 parc rF.st basically diqed iix tecoMendations c alEiivc5 tq solving the idetiiied Foblcm of mcial i!$da:c i! rh poblic cleh.nry sh@l' ot Englroo4 Na l*y. The rcc@ren&rios

Tbis "depth rru6'," o{fici.llv ellcd E:-rierood_ hs

wc $ folllE

Th. 8-6_rd of Educ-i6 by t5 Gtio o M.y l.l, 1962, ir cftect, rcjcacd t}f 5ix b.st ' ahGaalives outliDed io r$a 'SEe5 Rcpaf whea thc Bosd madc ihc &cid@ tocGbt&L e de honsatiq shol - e Elqtay dFrF Dcobl 5ch@L This ris to bc cgEirba of X duogh rinh sradc io dc pqrtio rcfldivc ot tba Ei.l ch,rad.qi$lr d dre .c@B!iry. It ir sigFiJicet to Ddc tbat th3 Brd d fi$atio ard dG ocw Srpqinco&* of Sch@b .cMUy sdop.cd .rpc6 d dt@ttiv6 iive 3nd six hoE tL ',St.G Rcpat.i This decisioo Hr oly Edc aiq DEL co: Eorqsy hed telcu plae *ldb tb. @@F rio end oly eftq Ds Sr.er h.d otficidly rcskncd &om o{tie.

l. Policy of diift - catbuc @ ar ra 6e dc ces .ftitudc of bdiJfEne b 6c probtrcE 2. Policy of neigtscbood rcocrat pLu f gn tcircnr 3. - paEinbA pcns to ooU Opeo e mllmn s&ns in th ele4uary rld oi 6ci cboi,cc Faiding drrc erc aeileblc trrs.
mens of cbildreo of diifcpr taildi!33 to tro c mce buildings rhrcby clasiilioa cah bqildiog $ a di,isenr gra& level 50 rhar chil.ira b oc buildine aand e lo$q gr.de rh4 titc b eeodue .t
Plan

4. Ttrc hireto

- ecmtry coditB @ll-

i i I I

anc.ha buildin&

5.

Abandon Lircolo Scb6l - *qU rglr b dc rcf signmnt of childrco from tlrc Lircob Scbol to tic f6 reEaiDiDA eleE@Ey rcbat-

I I I I

6. Exensivc roe*:l plu errd

Lircob I School and d)e esEblisbr[ d . C@ral io6e I diae shool to reRe aU rbc childo of thc CiB fa I grade level c rcrc.l I

this pl.n iDvolrd e xebsivc roerul rud

i@cdiatr

rctoot -

lEnqte*od. ls

peoplc

od b

, Februly, 19f2., W.

ltl-f?f'.

188
Nc. DaE Urde!teLctr

liar

ot Srrdy

Pupc s

Srud).

lnitiarq

I 1n

kagrtr of Timc Spot h

Appiox.

Co*
St.dy

t*

tiN
I
I{arch,
r962 (Date Rce braiEi+ i:r fa .icir8 i!bele* -irl tlc tr puLlk c:eer-y rcboo\

Prcpa-

To i*-c

Bed of Edrca!ic

2 moothr

Nb

lea*d)

lt{ey t.l, t962

t:ott tccr

coul-

cct iDvolvcd crcPt

ueBlr.l

fi-

signiiicenr Findings

ud/c Rc@mbod:rid

n.rrs

eod

o.tcqc3 ot R-^Freldrtio

l. Dehonntion Schol u,s b@d.l-sb aFF heitat scroot ro ren \.{ioq cdrcatioat io!-

edeatqa
cuhul ad

\ados'

aew rechniqus' erd mcdrods

o{

r-uxrd f"Tl;.:5.'?"olilT"fr*.1i3:t:frl.::-t-* | r"ee or thc ope! oppo.iti- ud sppat I lc i- i- L e:,- 11 ;-iil; li it" ;fr:A] ! qsrqsartos rD tle conruil,, m_ty r.he deEomtion rchool r.o totl.llyiickiag. l"'"-.H?'S::: *,i:,11ii:i*. ',"pT
r

I i To prolde dre opporuo&}. fc 5aintrg.rpqiae I

erhnic

ro demo*arc nev mrho& of reachin3.uir! grop of children hcraorcrru o to rctz1

b&kirqodr.

e I isE:?#thi;r1lJ.Tr"."_lr".u
*idef-$ir-"*.
*pp*La
uy or.

I xA,rctF I ;ir.;-tt.o"rt _."t*.rri Ftlsi.iTiut.r,i* | Dr..Roben w.r dinsd sid @Eltee i wo"a .r r.i.*lIirr*r.ilriri#?r

n" p-po.ademore.doD*bool

\Perinlendcnt ot sch@lr DL M'r(R- ihcdd.2

de\elop.d bl.

n"*t-ii_i.li.

*wly

eDpoined

i I

Tb6efqc, .h. q"Td d Eduetbo o;Jr i. sv, etowcd tb.t it bad D.dc a &cirie to dop rh sEa6id pla.

lEnqlew@d

Press

to@el lvc ?, l9d"|

zlft,id,, May 17, tg62.

F:,

r"

F\-

lB9
I

No.

Dae Undcr
tekan

Neme of Strdl'

Pupe ol Srudy

lnitietqr

Lrngth.of

Time
tid

APFd.
Coc

ire
9 Septehber

PtcpuFac-fiBdinS ri$io by tie Ncs Jer*y Sr.re ComEisions of Education ro dcNew Je$y Stete CM-

Spst Iu

Strrdy

r3,1962

3 *ccls

Un-

telDinc

t-h

(D.t R.-

leard) rq

Occtrer
1962

voh'd in u\c Euglewood iDtc;r1ai6 situatloD aDd to posc posible sluiis to the prdlcE

Educetio ises ln. Frderlck $f.

Ra

missions of
ubingcr

kom

Sisn if icanr Fiudings

ad,/c Rccommcn&dsr

Rc$lB ard olttcoEcs of Rrcommrpdatl,ont & is intcrrting to lcc thst the Stetc Fact Finding Team h'hich was rcrt iDto Elglcwood by the Cormirsi@er of Fiucadoa toitldy th problm of alleged sesle8rtiotr aua riiel imbalence in thc prblic schools, fouod rro cvidence oI segcgetio by &s[u.il2
Oo

l. Build an elemotuy sh@l in thc McKay Perk oea . (tNdr Wa!d) to replace rhe LiDcdn Schsl Thi5 school sould prcride fc X rhrdsh sktlr grade and $old cq approximately $1r@0,00O. Plaro *rould
bc ro @cupy rhis building by Sepremblr, 1964-

2.

Est blish Bo6d of Educetion policy nith rcgad ro school bdDdary lines on t}te bsis of cotceDEi,c cirdes &arr ar tadii of l/4 miles &@ e.cb elementay rchool and adjstcd tg drc Drei srect .nd to rhe Dcessity fq lroyiditrg iltagnted cls ricneva fa$iblc. Upon completio of rfic ncw cbmcnt ry rdrod. abandq tle prqear bncoln Schml ad rchabili: tate th sbal aDd ea f6 @ sr .! cducatiad 3od cultrd ccDt6,

tig! rjccted

Noembo 12, 1962,

the Stat.s

hciu

meda3

rccmDcDdttic

drc

Bqd

of EdEa'

3.

4. O! Februry 1, 1963, tr.nsfq rtt 6fth 8nd. prpiL ro $e 1t Ergle S@et buildinE for. teDpa{y cenrd iDtmediare school, but oly util f u.
196{.

5. Coduct ar it-servicc prcgnD fc an teachd be eiuinS q FbDary l, 1963, to daclop bdicr buuo relatioro and to irtcopqstc eful 6ndi[E
oI
dre

pilot *rdy.1

-^14=stuav pp.62'67. 2EC!9!L99d-Pt9.!Slg"\ week tnclulvc ot Ocroba 10,

or

n""r.r Oisr

Oct
1962

bs,

1962,

3!*jsslysis3g.Csg Nwcnba

13, 19@

No,

Der.'Ur:Jr'r
t:ke n

Namc ol Snd1,

Putpce of Study

ld(ietor

Lcngth of

Timc

APFq.
&udy

Cos of

i*
l0
Septeurba,

Prcpctlob

Spert lo

19i{

f,aclenod's Schoob To seNe

as a guidc

for plaooing and graphic anelysiq

S!pritr'
terdEt of Schoob
8nd Bo&d of Educa-

8 mondrs

Uu'

(Drtc R.-

ch@Be ln educetio reSarding (1 ) deme(2)

kum

leerd)

I{ay 25,
1965

rcomnend.tlat tlo. f6 fuarrc scb6l r

ganizadort

SigniliceN Findingr

sd/c

Re@mmsidatios.

RslE

aod OutcoEcs of

RacoErDdrtlos

RECO\[\1r5-DATION

*l

tion o( rhe

The Enlles@d dcpermot rhold .statllsh a recad sl srem which pcmi6 arcquc:nt and dtalld cxamina' nisntio peterro ol public shol studantt

It ir much t@ s@ to cvrlutc tlrc rcult: and orEcmes of rlE EcomEaDdads ud

findlngs of thir m6t

rccat tudy.

rlrra8bdn tb

eDrire celctrdat

yc{.

RECOTIMD.'DATION 12

Nen Ja*1' Depenmnt oiEduedoo shdld bc c[ouaced to st up . sanderd croltcat reporting Foedure for Frblic ad ao-pSlic *bob t lhc

saE.

.
Eogtcsood

Rtco\IMNDATbN

13

a cmpletc euus of prc-*hol ed rchoo!-3gc chlt&en at lan

schol &pannent *routi take

possibilitl of mainEinins

grephiel scas $idin the City.l

os s er) tlree !e.rs, end shotd in*EtiSatc ttrc . pemanent drd file to bG ued ic locaring plblic $tr@l studttt ln E3ll gco'
SCH@LORCANDITPN

Thee PK-3 elcmetay rchool cot6 rbcdd be develqed, qe eacb .t qu{leq Clcvclud ald

Ro*vcIL

2. T{a 4-8 aiddlr schols shqld bc dwcl,oPcdr @c at the pre*nt juDiot high 5chool ed oEC tt a DGw sitc in Alliso Perk (Sec@d WtdI 3. A

Mats

single hi8h schol Crould bc m3iqtriled at Dwlgbt HiBh Sclol empu fc grades 9-12.

4.
5.

The Frarkliu eud Engle Snet buildlngr end site shold be rcld c sq sr fcsiblc. The

.bedoned ed tbe'siu-dispocd of by salc.2

Ub6ty Sch1,

is

pst of lhe

2 rboulC bc

lbrtcwod's SchoL. IVry, 1965,9.7L

2&i+, F r!e.

r9l
I
Sigu if

icant Firdirr g udlor Resmnt6dati@s

f+

Reulc

and OuEomer of Rccomncndationr

l. The reconrnrended

plan of rhol orgeoizadon prc. vidcs the oppfiuniry io an imprqed cdrcedoirl Pros,rlm.

The rrcommended plen pro.ider fc flcxlbllity fc long-nn ge poJuladoq SFhalL The plan pro.ides fa a Bcially lDtgratld

experine tq.ll

'tudrlG

lBrrtewodb Scbols, May, t96S, p. trl0,