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Should there be geographic concentration or dispersion? Should enforce-
ment efforts be tied in with voluntary private efforts, giving priority
to areas which want Federal assistance? Alternatively, should they
be concentrated on hard-core resistance areas?
How should the Government exercise its authority to withhold Federal
assistance to segregated areas under Title VI of the new Act? Should
it be a selective or a massivo effort? Tough line or moderate line?
It will be particularly important to relate new programs on poverty
and Appalachia, for example, to enforcement of Title VI, because of the
strong Federal inducements they offer.
What other tools are at the Federal Government's disposal in achieving
the objectives of the Act? Should all pertinent Federal programs
(regulatory, grant, welfare, training, etc.) be specifically adminis-
tered (and amended if necessary) to ease discrimination and facilitate
minority group advancement?
II. Minimuma Measures
It is conceivable that careful and energetic implementation might make
it possible to devote the next 2 or 3 years to assinilating and absorb-
ing the Act. We doubt this, howaver, for reasons given above, and
accordingly recommend planning based on need for new action. Following
is a discussion of several areas whare pressures are bound to exist
and grow:
1. Education
How far should the Federal Government go in compelling or per-
suading the States and school districts to desogregate (whether a
legally or de facto segregated situation).
In the legally segregated situation, the technical and financial assist-
ance of the Act will have some effect as will Title VI fund withdrawals.
The next question is whether there should be legislation to "compel"
schcol districts to come up with a desegregation plan and put it into
effect; or whether there are some better measures, since "compulsion"
is a difficult, slow, and uncertain measure. Further legislation is
made even more likely by thé requirement in the education title that the
Commissioner of Education report on the extent of segregation in educa-
tion within 2 years after enactment.
The de facto segregated school is another whole question that must be
confrented both locally and by the Federal Government. It is a diffuse,
difficult, and dangerous problem. The House Committee eliminated the
Administration's provision to provide technical and financial aid for
Document source description
October 1963 memo on blacks appointed to positions in the Ohio state government.
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"ocrText": "3\nShould there be geographic concentration or dispersion? Should enforce-\nment efforts be tied in with voluntary private efforts, giving priority\nto areas which want Federal assistance? Alternatively, should they\nbe concentrated on hard-core resistance areas?\nHow should the Government exercise its authority to withhold Federal\nassistance to segregated areas under Title VI of the new Act? Should\nit be a selective or a massivo effort? Tough line or moderate line?\nIt will be particularly important to relate new programs on poverty\nand Appalachia, for example, to enforcement of Title VI, because of the\nstrong Federal inducements they offer.\nWhat other tools are at the Federal Government's disposal in achieving\nthe objectives of the Act? Should all pertinent Federal programs\n(regulatory, grant, welfare, training, etc.) be specifically adminis-\ntered (and amended if necessary) to ease discrimination and facilitate\nminority group advancement?\nII. Minimuma Measures\nIt is conceivable that careful and energetic implementation might make\nit possible to devote the next 2 or 3 years to assinilating and absorb-\ning the Act. We doubt this, howaver, for reasons given above, and\naccordingly recommend planning based on need for new action. Following\nis a discussion of several areas whare pressures are bound to exist\nand grow:\n1. Education\nHow far should the Federal Government go in compelling or per-\nsuading the States and school districts to desogregate (whether a\nlegally or de facto segregated situation).\nIn the legally segregated situation, the technical and financial assist-\nance of the Act will have some effect as will Title VI fund withdrawals.\nThe next question is whether there should be legislation to \"compel\"\nschcol districts to come up with a desegregation plan and put it into\neffect; or whether there are some better measures, since \"compulsion\"\nis a difficult, slow, and uncertain measure. Further legislation is\nmade even more likely by thé requirement in the education title that the\nCommissioner of Education report on the extent of segregation in educa-\ntion within 2 years after enactment.\nThe de facto segregated school is another whole question that must be\nconfrented both locally and by the Federal Government. It is a diffuse,\ndifficult, and dangerous problem. The House Committee eliminated the\nAdministration's provision to provide technical and financial aid for"
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