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situations of "racial imbalance". The problem fundamentally is much
more than an educational problem, and involves questions of housing
and transportation policy which must be resolved.
Should de facto segregation be attacked by establishing forms of school-
ing and education which have legitimate educational marit within them-
selves but which will at the same time ease the segragation problem?
For example, the Federal Government could subsidize "campus schools" -
high quality, large enrollment and plant institutions that provide
educational programs from preschool through junior college, or higher,
and which would draw students from whole cities or towns, or a major
segment of a city or town.
Aside from direct action to renove the barriers to integration in the
schools, we suggest the educational system might be used or adapted
to pramote the more effective attainment of civil rights by the Negroes.
School barriers tend to reflecti communication barriers between whites
and Negroes - barriers in speech, in language, work habits, and homely
virtues - which may be overcome if the deficiencies of the educational
system were overcome and if each Negro child had a real opportunity
to go as far up the educational ladder as the white child. This be-
speaks the necessity for considering selective measures of Federal
assistance for providing better than average teaching facilities in
schools in Negro districts and in providing special student assistance
programs to insure that a higher proportion of Negro students advance
in the educational chain.
The span of actions to create a better image of the Negro in the white
comunity (and vice-versa) is broad indeed, and we would urge that
heavy waight be given to this approach-not- just concentration on removal
of formal or de facto segregation.
2. Housing
The Housing Executive Order of 1962 seems to have held off pressure
to move in this area but: we cannot conceive that much more time will
go by without strong demands for additional measures. The growing
unrest with de facto school segregation which has its roots in housing
patterns may alone force this subject into acute attention.
We think the operation of the Executive order should be carefully reviewed-
what it has done and what it is likely to do.
Additionally, consideration should be given to whether Executive action
or legislation is desirable in connection with conventional housing
loans. Nondiscrimination provisions could perhaps be extended, perhaps
by Executive order, to federally insured or regulated banks and savings
Document source description
October 1963 memo on blacks appointed to positions in the Ohio state government.
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"ocrText": "4\nsituations of \"racial imbalance\". The problem fundamentally is much\nmore than an educational problem, and involves questions of housing\nand transportation policy which must be resolved.\nShould de facto segregation be attacked by establishing forms of school-\ning and education which have legitimate educational marit within them-\nselves but which will at the same time ease the segragation problem?\nFor example, the Federal Government could subsidize \"campus schools\" -\nhigh quality, large enrollment and plant institutions that provide\neducational programs from preschool through junior college, or higher,\nand which would draw students from whole cities or towns, or a major\nsegment of a city or town.\nAside from direct action to renove the barriers to integration in the\nschools, we suggest the educational system might be used or adapted\nto pramote the more effective attainment of civil rights by the Negroes.\nSchool barriers tend to reflecti communication barriers between whites\nand Negroes - barriers in speech, in language, work habits, and homely\nvirtues - which may be overcome if the deficiencies of the educational\nsystem were overcome and if each Negro child had a real opportunity\nto go as far up the educational ladder as the white child. This be-\nspeaks the necessity for considering selective measures of Federal\nassistance for providing better than average teaching facilities in\nschools in Negro districts and in providing special student assistance\nprograms to insure that a higher proportion of Negro students advance\nin the educational chain.\nThe span of actions to create a better image of the Negro in the white\ncomunity (and vice-versa) is broad indeed, and we would urge that\nheavy waight be given to this approach-not- just concentration on removal\nof formal or de facto segregation.\n2. Housing\nThe Housing Executive Order of 1962 seems to have held off pressure\nto move in this area but: we cannot conceive that much more time will\ngo by without strong demands for additional measures. The growing\nunrest with de facto school segregation which has its roots in housing\npatterns may alone force this subject into acute attention.\nWe think the operation of the Executive order should be carefully reviewed-\nwhat it has done and what it is likely to do.\nAdditionally, consideration should be given to whether Executive action\nor legislation is desirable in connection with conventional housing\nloans. Nondiscrimination provisions could perhaps be extended, perhaps\nby Executive order, to federally insured or regulated banks and savings"
}