Index

After All Data Are In: Some Notes on Methodology

Alabama State Normal School, 105 Albany, Ga., 139, 155 Albany State College, 60 American Teachers Association (ATA), 104–6, 115, 141–42, 195 Armstrong High School, Richmond,

Va., 92 Association of Colleges and Secondary

Schools: adult education, 219; ATA and, 104–6; annual meeting (Richmond, 1957), 83, 88–90, 92–99, 107–8, 110; annual meeting attendees in late 1950s, 107–9, 257 (n. 57); annual meetings, accommodations in community for, 111; annual meetings, travel by carpool to, 127–28, 136–37; “approved” black schools under, 19, 81–83, 97, 103, 124, 127, 131, 135, 190–91, 253–54 (n. 9), 255 (n. 34); “approved” black schools under, criteria for, 85–87, 125–26, 133–34, 153, 258 (n. 13); “approved” black schools under, self-study for, 81, 82, 84, 85, 163; Byas, importance of to, 46, 83, 106–8, 110–12; college-type schedule discussed, 170; college versus secondary school members, 106–7; community importance understood by, 110–12; curriculum discussions, 103; democracy and citizenship goals, 101–3; early names for, 85, 253 (n. 8); fees, 105; Georgia, influence in, 124, 125–26, 127; goals, 85–86, 87–88; origins, 84–85, 127;

Principals’ Commission, 127; professional development, provided by, 83–84, 85–86, 87, 103, 106–7, 124; school administration strategies shared, 108, 110; School Masters Club, approving research by, 131, 135; segregated status, 87–92, 96–97, 227, 255 (n. 33); Southern

Association, briefly integrated with, 90, 254 (n. 21); Southern Association, finally integrated with, 1964, 112, 232; Southern Association, pressure from felt by, 161; Southern Association, relationship with, 81–92, 96–97, 106, 253 (n. 8), 255 (n. 33); speakers of high intellect at meetings, 97–99, 103–4; standardized testing, 93–95, 99–101; teacher quality, 161, 263 (n. 6). See also

Southern Association of Colleges and Schools Association of Colleges for Negro

Youth, 88, 253 (n. 8). See also Association of Colleges and Secondary

Schools Athens High and Industrial School, 127 Athletic Association (Gainesville, Ga.), 122 Atlanta, 45; Association meetings at, 86, 88, 90; ATA headquarters in, 142; GTEA headquarters in, 136–37, 153, 238–39; GTEA meetings at, 139;

School Masters Club meetings at, 126 Atlanta University, 105, 141, 142, 146, 149; Byas attending for science courses, 176; Principals’ Workshop hosted by, 152, 261–62 (n. 66) Aunt Jemima and the Pillsbury Doughboy (painting by Donaldson), 220

Bacoats, J. A., 95 Ballard-Hudson High School, 120, 140, 141, 259 (n. 28). See also Hudson

Industrial School

Barrow County, 150 Benedict College (South Carolina), 95 Bennett College (North Carolina), 235 Bennington College (Vermont), 177, 232 Bethune, Mary M., 103, 105 Bibb County Public Schools, 51, 118, 251 (n. 6) Birmingham News, 103 Blackwell Memorial School, 75–80, 81–82 Bolden, Wiley S., 144 Bond, Horace Mann, 8, 12; Association leadership, 102, 105, 110; black schools’ character described by, 88; child labor and, 48; debunking black inferiority, 100; Fort Valley

State College, as president of, 60, 100, 141; GTEA annual meeting speech, 160–61, 262–63 (n. 4); GTEA leadership, 141, 149; as Herald editor, 141, 195 Boyd, William, 61 Breeding, William, 239 Brer Rabbit, 44, 250 (n. 50) Brigham, Carl C., 93 Brown, Aaron, 151 Brown, Charlotte Hawkins, 9, 102 Brown, Henry (Huff), 25, 153–54, 227 Brown, William, 93 Brown II, 97 Brown v. Board of Education, 20, 24;

Byas writing about, 214; GTEA endorsement of, 151–52; Howard University and, 96–97; increased funding for segregated schools in order to undermine, 25, 133–34, 159, 196, 213, 249 (n. 21); integration vs. desegregation, xi–xii; legal repercussions with inequality of facilities at schools, 31, 42; Minimum Foundation Education Program and, 26, 31, 249 (n. 21); Southern Association of Colleges and Schools, affected by, 96–97, 255 (n. 33) Bryant, R. A., 127, 137 Bulletin (ATA magazine), 104 Bunche, Ralph J., 102–3 Burns, Norman, 93 Butler, Alvertus, 193 Butler, Emmett E., Jr., 159, 262 (n. 1) Butler High School. See E. E. Butler

High School Butts County, 69 Byas, Annamozel, 123, 199, 235–36 Byas, Ulysses: adult education and, 66–67, 79, 219–21, 234; All-

American Cities black representative for Gainesville, 223–24; assistant superintendent, offered job as, 231; Association “approved” schools and, 81, 82–83, 129–30, 153, 163, 258 (n. 13); Association of Colleges and Secondary Schools, influenced by, 46, 83, 106–8, 110–12; autonomy enjoyed at black schools, 196; black community, language and, 200–201; black community development and, 8, 9, 13–14, 203–19; black community involvement and, 36–38, 43–44, 219–27; black community leaders, relationship with, 202–3; black community relationships, 197–203; black professors versus white professors and, 239; black schools exceeding white schools, philosophy of, 167–68; as black superintendent in Tuskegee, 233–34, 246 (n. 8); Blackwell

School, first teaching job at, 75–80, 81–82; from “broken” home, 48–49, 72, 123; as carpenter, 53–54, 56, 57, 60, 68, 75–76, 79; challenging inequality, 224–25, 233; chemistry learning and, 176; Citizens’ Advisory Committee service, 223; College Night and, 211–12, 267 (n. 19); college-type schedule of, 170–71, 172; at Columbia University, Teachers College, 47, 48, 65, 68–75, 76,

78, 82, 114, 123, 252 (n. 24); confrontational spirit, 63–65, 75; culinary expertise, 56–57, 60, 68, 74–75, 176–77; curriculum and, 19, 21, 73, 116, 128, 191, 232, 248 (n. 6); Curriculum Survey, 34–44, 80, 83, 130, 132, 134, 161, 174, 209, 250 (n. 47); democracy and citizenship goals for students, 208–9, 215–19; departure from black schooling, 14–15, 233; desegregated summer school, as principal of, 14, 227–29, 232; desegregation, dealing with, 191–92, 231–33; “Dr. Jekyll and Mr. Hyde” strategy, 11, 24–44, 159; doctor of education degree from University of Massachusetts, Amherst, 234; document collection, x–xi, 241–43, 246 (n. 4); dress, modeling professional, 178–79; as dropout, 52; dropout prevention program, 212–14, 217–18; early leadership skills, 56, 62–64; early life and career, 12, 46, 47, 48–55, 243; early schooling, 51–53, 251 (n. 6); early teaching experience, 65–67; Fair Street High School appointment, 11, 17, 19, 21, 24, 82; first teaching job offer, 67–68, 69; football and, insisting on eligibility with passing average, 205–7; Fort Valley, Disciplinary Committee service, 63–65, 119, 140, 232; Fort Valley State College, suspension from, 64–65, 119, 140; Fort Valley State College experience, 59, 60–68, 71, 78; French language and, 62; Georgia, towns important to, 18; group settings, use of in teaching, 76–77; GTEA, importance of to, xi, 13, 46; GTEA and, 135–58, 159–62, 233; GTEA and, regional Principals and Curriculum Organization service of, 155; GTEA annual Principals’ Conference, 155–57, 261–62 (n. 66); GTEA Elementary and High School Principals’ groups and, 152–55; GTEA Resolutions Committee service, 151–52; guidance counselors and, 33–34, 73, 132, 134; higher education, preparation for, 55–59; high school graduation, 118; at Hutchenson Elementary and High School, 22, 25–33, 82, 118; identification card, 121; industrial education and, 53–54, 76, 252 (n. 10); interviews of, ix, 241–42, 244, 252 (n. 10); John Hay Fellowship awarded to, 177, 232; journals subscriptions, 116; later career, 233–34, 246 (n. 8); leadership, as model for teachers, 173–79; leadership style, 163–65, 166, 180–92; learning as lifelong process for, 176–78; lesson planning, 164–65, 264 (nn. 13–14); major influences on, 46; marriage and family, 123, 199, 235–36, 243; “Me Speak for Me,” xi, 246 (n. 5); mother’s influence, 49, 51–53, 54, 118; parental involvement and, 13–14, 33–34, 77–78, 197–98, 199–200, 204–5, 206–7; parents, limits of work with, 227–29; professional development, 5, 10–11, 13, 16, 83–84, 106–8, 111–17, 124–58; professional educational network of, 12–13, 81, 92–95, 99–106, 124–25, 126–30, 135–58, 244; “professor” terminology, xiii–xiv, 246 (n. 9); reading of book manuscript by, 243–44; registration procedures for classes, 128; religious services and, 198–200; as Rockefeller intern, 234; Roosevelt, Long Island, as superintendent at, 234, 246 (n. 8); school administration, learning, 79–80; school leadership surveys, 173–76; School Masters Club and, 119, 124–35; school newspaper purpose, 209–10; school schedule planning, 128–30,

153; siblings, 48, 53, 123, 221–22; smartness of, 49–50, 52, 56, 61, 119; sponsoring black housing, 221–23; standardized testing, 267–68 (n. 21); teacher commentary on professorial style of, 179–84; teacher dismissal, dealing with, 184, 187–90; teacher evaluation and, 184–90; teacher involvement in decisions by, 29, 35–37, 168–73, 263–64 (n. 7); teacher-made tests, 168–70; teacher professional development and, 162–73, 237; teachers, as part of story of, 235, 236–38; teachers, expectation of multiple certification, 190–91; truancy and, 22–23, 78, 202–3; on unemployment benefit, 57–59; U.S. Navy service, 56–57, 79, 119, 177, 244, 252 (n. 12); unwritten rules and practices, 190–91; vandalism incident and, 203; whites, professional meetings with, 112–17; white superintendent, relationship with, 11, 23–25, 27, 28–33, 34–35, 38–44, 67, 152, 231–33, 249 (n. 17). See also E. E. Butler High School; Fair Street High School; Hutchenson Elementary and High School

Caliver, Ambrose, 103 Callison, J. R., 23 Carmichael, T. A., 175–76 Carr, William, 115 Case-study approach, 234–35, 247 (n. 7), 269 (n. 3) Caswell County High School. See Caswell County Training School Caswell County Training School (CCTS), ix, 98 Cater, J. T., 86 Cedar Hill High School (Cedartown,

Ga.), 127 Central High School (Louisville, Ky.), 101 Central University, 93 Cheeks, Grady, 193 City College (New York City), 92 Civil Rights Act (1964), 193 Clarion (newspaper): adult education, 221; features Byas as black representative for Gainesville to

All-American Cities, 224; College

Night, 211–12, 267 (n. 19); collegetype schedule and, 172; Curriculum

Survey and, 37; democracy and citizenship goals of, 217–19; group study halls and, 172–73; perfect attendance list in, 209–10; Principal’s

Message, 213–14, 215; purpose, 207, 209–10; school activities reported in, 245–46 (n. 2); student success, encouraging, 209–12; teacher professional development, 177–78 Clark, Kenneth, 105 Clark Atlanta University. See Clark

College Clark College, 144 Clement, Rufus E., 102, 103, 105 Codwell, John E., 95 Columbia University, 27, 98, 120, 128, 140, 197, 198; Byas completing degree at, 76, 82; Byas’s experience at, 47, 48, 65, 68–75, 78, 114, 123, 168, 252 (n. 24); historically black colleges and universities and, 70, 71–72; Teachers College, 48, 68–75, 217 Cornelia High School, 150 Cousins, Robert L., 27–28, 157 Cozart, Leland S., 87, 88, 105, 110, 133, 161 Crawl, W. F., 45, 166 Curriculum Survey, at Fair Street High

School, 34–44, 83, 130, 134, 174; business education and, 39, 43, 167; completion and presentation, 38–42, 80; guidance counselors and, 33, 40, 132; mass meetings to decide on, 36; newspaper publicity, 41–42, 250 (n. 47); parental involve-

ment in, 37–38, 165; publication, 38; school newspaper, use of to advertise, 37–38, 209; survey methods, 37; teacher work-groups for, 37, 161

Daily Times (Gainesville, Ga.), 42, 250 (n. 47) Davis, Allison, 8, 100, 101, 105, 141 Davis, John W., 97, 102, 141 Dean, Elmer, 52 Decatur County, 150 Desegregation: black disappointment with results of, xi–xii, 238–39; black educators, opportunities for after, 143, 186; black professors, loss of after, 3, 14–15, 16, 122, 234; black professors and community during, 194, 223–26; Byas attending white professional meetings, 112–17; Byas dealing with, 191–92, 231–33; Byas principal of desegregated summer school, 14, 227–29, 232; civil rights laws and recognition, 193–94; at

E. E. Butler High School, 162, 174, 178, 191–92, 208, 217; in Gainesville,

Ga., 162, 193–94, 216, 223–25, 231–32, 233, 246 (n. 8); GTEA endorsement of Brown, pressures on black teachers, 151–52; increased funding for segregated schools in order to undermine, 25, 133–34, 159, 196, 213, 249 (n. 21); integration vs. desegregation, xi–xii, 231, 254 (n. 21); maintaining, 15; and whites attending GTEA meetings, blacks attending NEA meetings, 142. See also

Brown v. Board of Education Dewey, John, 8 Dillard, N. L., ix, 98 Division of Negro Education, Ga., 27–28, 155, 157 Dixon, Marie Hopson, 144 Dixon, Opal, 143 “Dr. Jekyll and Mr. Hyde” strategy, 24–25, 44–46, 134–35, 234, 250–51

(n. 51); used by Association, 84, 134 —used by Byas, 11; development of, 24–26; at Fair Street High School, 33–44, 159; at Hutchenson Elementary and High School, 25–33 Donaldson, Jeff, 220 Douglas County, 17, 32, 168 Douglasville, Ga., 18, 21, 25, 26, 118, 215, 243 Dress code, for black professionals, 178–79 DuBois, W. E. B., 8, 103, 141, 214, 237

East Depot High School (LaGrange,

Ga.), 125, 126 Economic Opportunity Act (1964), 193 Educational Testing Service, 93, 95 Edwards, H. T., 127, 137, 170 E. E. Butler High School: adult education at, 220–21; annual homecoming, first, 207; Byas as principal of, ix, xiv, 5, 121, 224; Byas’s resignation from, 233; College Board approval for advanced placement program at, 168; College Night, 211–12; college-type schedule, 170–71, 172; custodian at, 221; democracy and citizenship programs, 216–19; democratic study hall, 216–17; desegregation and, 162, 174, 178, 191–92, 208, 217; dress code for black professionals at, 178–79; dropout prevention program, 212–14; establishment, 159, 262 (n. 1); faculty meetings, 162–63, 182–84, 263–64 (n. 7); group study hall, 171–73; gymnasium, 121, 159; lesson planning, 163–65, 264 (nn. 13–14); music on intercom in school tryout, 181–82; parental involvement, 203–7, 227; PTA hosted by, 227; perfect attendance list, 209–10; policy development from faculty meetings, 163, 164–65; Policy Statements

Handbook at, 164–65, 264 (n. 14); professor’s leadership as model for teachers at, 173–79; professorteacher collaboration at, 168–73; programs provided for world changing towards integration, 208–19; regional GTEA meeting at, 159–61, 262 (n. 3); school leadership surveys, 173–76; school newspaper, 209–10; school uniforms, 213; science teaching, 176; self-study for evaluation, 163; standardized testing, 167–68, 212–13, 267–68 (n. 21); student surveys, 172–73; teacher accountability, 170, 185; teacher behavior, unwritten rules and practices, 190–91; teacher development, as professor’s role, 165–67; teacher dismissal, 184, 187–88, 266 (n. 50); teacher evaluation, 184–90; teacher involvement, 161–62; teacher-made tests, 168–70; teachers as learners, 176–77, 178; truancy at, 202–3, 214.

See also Fair Street High School Elberton, Ga., 75–76, 79, 81, 82, 137, 199, 217, 222 Emory University, xi, 85, 143, 241 Essential High School content test, 94

Fair Street High School, 121; activities, ix–x, 245–46 (n. 2); as “approved” school, 19, 33, 82–83, 253 (n. 4); attributes in 1957, 17, 19, 20–21, 24; business education, 19, 43, 167;

Byas as principal of, xiv, 5; Byas’s appointment at, 11, 17, 19, 21, 24, 82; community involvement in, 36–37, 43–44; curriculum, 19, 21;

Curriculum Survey, 34–44, 80, 83, 130, 132, 134, 161, 165, 167, 174, 250 (n. 47); E. E. Butler High School, rebuilt as, ix, 159, 207, 262 (n. 1); enrollment, 22, 249 (n. 11); football at, 205–7; funding limitations on, 19–20, 43; graduates/dropouts survey, 36–39; guidance counselors for, 33–34, 40; newspaper publicity, 41–42, 250 (n. 47); parental involvement, 21, 22–23, 33–36, 39; PTA, 38; schedule planning, 128–30; standardized testing, 37, 39–40; student participation in surveys, 35–36; student registration, 129; teacher involvement in decisions, 35–37; truancy at, 21, 22–23, 33, 35, 38–39, 40, 41; white superintendent and, 23, 34–35, 38, 39–44. See also E. E.

Butler High School Fambro, Mrs. (cafeteria manager, Fort

Valley), 62, 67 Findley, Warren G., 93, 94, 95 Fisk University, 85, 88, 104 Florida A&M University, 102 Foreman, Clark, 100 Fort Valley State College, 18, 47, 75, 149; adult education and, 65–67, 219, 234; Horace Mann Bond, as president of, 60, 100, 141; Byas, importance of to, 59, 60, 243; Byas’s enrollment in, 59; Byas’s experience at, 60–68, 71, 78; Byas’s suspension from, 64–65; “deficiencies” when Byas went on to Columbia, 70; Disciplinary Committee service by Byas at, 63–65, 119, 140, 232; political science at, 71; president addressing GTEA meeting, 160; social studies teaching requirements, 60–61, 252 (n. 16); teacher-made tests, 168 Franklin, John Hope, 4, 90 Fulton County, 150

Gainesville, Ga., 5, 121–22, 243; attributes in 1957, 17–19, 24; black housing, 222–23; black policemen for, 219–20; blacks, school attendance of in late 1950s, 22, 213;

Byas’s arrival in, 11, 17; Byas’s time

in, ix, xiv, 10; Citizens’ Advisory

Committee, 223; civil rights demonstrations, 225–26; Daily Times, 42, 250 (n. 47); desegregation beginnings, 162, 193–94, 216, 223–25, 231–32, 233, 246 (n. 8); E. E. Butler

Jr., and, 159, 262 (n. 1); as finalist for fifty-five All-American Cities, 223–24; “Morningside Hills” black subdivision, 222; white superintendent of, 23–24, 34–35, 41–42 Gallagher, Buell Gordon, 92 Gans, Roma, 120, 140–41, 142 Georgia: “approved” black schools in, 82–83, 125, 126, 127, 253 (n. 4), 255 (n. 34); Association of Colleges and Secondary Schools, influence in, 124, 125–26, 127; black educational community network, 13, 124–25, 135–36; black teachers after

World War II, 68–69, 252 (n. 20);

Byas, towns of important to, 18;

Byas as John Hay Fellowship recipient in, 177; child labor laws, 48; civics education, need for, 215, 268 (nn. 26–29); Great Depression and, 48, 251 (n. 2); historically black colleges and universities, 59, 60, 70, 71–72; Minimum Foundation

Education Program, 26, 31, 137, 157, 249 (n. 21), 259 (n. 27); poverty of, 74; professors and religious services, 201–2; racial equality, lack of in, 115, 257 (n. 63); schools, early twentieth century, 51–53, 251 (n. 7); segregated schools of, 17–20, 24, 26, 130–35; Sibley Commission, 152; white superintendents in, 23–24 Georgia Association of Educators, 232 Georgia Conference on Educational

Opportunities, 20 Georgia Education Association (GEA), 137–38 Georgia Institute of Technology, 143 Georgia’s Divided Education (Georgia

Conference on Educational Opportunities), 20 Georgia State Department of Education, 143, 149 Georgia Teachers and Education Association (GTEA): ATA, relationship with, 142; annual meeting (1957

Macon), 119, 120, 138–46; annual meeting, overlapped with PTA, 195; annual meeting, small-group meetings, 143–44; annual meetings, 143, 160–61, 259 (n. 27); annual

Principals’ Conference, 155–57; best black teacher speech at annual meeting, 144, 147, 260 (n. 42); black community accommodation for meetings of, 139; black professors’ role and development in system of, 150–58, 162, 165, 261 (n. 54); Byas, importance of to, xi, 13, 46; Byas as assistant to executive secretary of, 233; curriculum and, 147, 155–56; democratic participation in, 165; and dress code, for black professionals, 179; Elementary and High

School Principals’ groups, 152–55; endorsement of Brown decision, 151–52; gender inequality in, 151, 261 (n. 55); Georgia Education Association (GEA) and, 137–38; guidance counseling discussion, 160; headquarters, 136–37, 153, 238–39; integration, approach of and, 232; intellectual exchange at annual meetings of, 144–45, 157–58; membership for 1957, 139; Minimum

Foundation Education Program and, 26, 31, 137, 157, 259 (n. 27); music and dance at annual meetings of, 145; Principals and Curriculum Organization service, regional, 155; Principals’ Workshop, 152, 175; public relations, 34, 157; regional directors, 147, 150, 160, 260 (n. 42); regional meeting, at Butler High

School, 159–61, 262 (n. 3); regional meetings, reflecting annual meetings of, 146–50, 157–58, 260 (n. 51); regional membership, 149, 260 (n. 47); reminiscences of members of, 238–39; Resolutions Committee, 151–52; school policy influence, 158, 262 (n. 67); structure and purpose, 135–38; teachers, encouraging higher degrees for, 252 (n. 20); teachers, high school vs. college, at meetings of, 145; teachers from

Butler attending, 178; white attendees at annual meeting, 142–43.

See also Herald Gibbs, W. T., 102 GI Bill, 57, 65, 68, 69 Graves, John Temple, 103 Great Depression, 48 Green v. County School Board of New

Kent County, xii, 246 (n. 7)

Hall, Orene, 143 Hampton Institute, 93 Handy Craftsman’s Creed, 62 Harris, Abram, 103 Harris, John R., 47 Harris, Nelson, 95 Harvard Educational Review, 116, 185 Haverford College, 142 Hawes, James, Jr., 75–76, 79, 81, 82, 113, 137, 190, 199 Herald: advertisements in, as evidence of growing opportunities for black students, 143; “approved” black schools and, 125; black community accommodation for meetings and, 139; circulation, 136; on dress code for black professionals, 179;

“Dr. Jekyll and Mr. Hyde” strategy and, 45; on dropouts, 145; on faculty development as professor’s role, 162, 165–66; Fair Street High

School featured in, 17; famous black educators writing in, 141; gender inequality and, 151, 261 (n.55); GTEA annual meeting reported in, 144–45; GTEA annual

Principals’ Conference and, 261 (n. 65); GTEA county school meetings reported in, 149–50; GTEA structure and, 136; Minimum Foundation Education Program and, 26; “President’s Message,” 138, 160, 262–63 (n. 4); professional development support articles, 153, 154; on professors’ role in GTEA system, 33, 151, 162, 165–66, 195, 261 (n. 54), 265 (nn. 15, 17); purpose, 258 (n. 19); regional GTEA reports in, 147–49, 260 (n. 47), 261 (n. 60); school principal leadership issues and, 181; science teaching and, 176, 191; surveys, report about use of, 175; teacher evaluation and, 185; teaching practices articles, 161 Hill, Oliver, 96 Historically black colleges and universities (HBCUs), 59, 60, 70, 71–72 Hollingsworth, Jerry, 178, 191–92 Holmes, O. W., 97, 255 (n. 34) Hope, John, 10 Houston, Charles Hamilton, 96 Howard University, 9, 93, 95, 96–97, 100, 255 (nn. 30, 34) How to Study (Science Research Associates and McGraw-Hill), 172 How to Study and How to Be a Better

Student (Science Research Associates and McGraw-Hill), 172 Hudson Industrial School, 52–53, 118, 120. See also Ballard-Hudson High

School Huff, Bobby, 25 Hughey, Angelina, 173 Hunt, H. A., 60 Hutchenson Elementary and High

School, 17, 21; adult education at, 220; “approved” under new name of R. L. Cousins High School, 82;

civics education at, 215–16, 218; classes by telephone, 168; funding limitations on, 26–33, 42; non- “approved” during Byas’s time there, 82, 153; self-study for evaluation, 82; teacher dismissal, 188–89; teacher involvement in decisions, 29; truancy and, 22

Indiana University, 235 Industrial education, 53–54, 76, 252 (n. 10) Iowa Every-Pupil Tests, 94 Irwin County, 31

Jack, Theodore H., 85, 253–54 (n. 9) Jeanes, Anna T., 143 Jeanes teachers, 143, 155, 188 Jenkins, Martin, 93–94 John Hay Fellowship, 177, 232 Johnson, Charles S., 103, 104 Johnson, Laura G., 145 Johnson, Lyndon B., 193 Johnson, Mordecai, 9, 105; at annual

GTEA meeting, 141, 259 (n. 27); at

Howard University, 255 (nn. 30, 34); speech at Association meeting,

Richmond, 1957, 95–99, 110 Jones, Thomas E., 85 Journal of Creative Behavior, 116 Journal of Negro Education, 93 Juilliard School, 235

Kennedy, John F., 193 Kennedy, Robert F., 194 Kersley, Mr. (adult learner), 67 Kidd, A. L., 102 Kilpatrick, William H., 8, 90 King, Martin Luther, 193, 194 Klein, Arthur J., 84

LaGrange Teachers Association, 125 Learn How to Study (Science Research

Associates and McGraw-Hill), 172 Lee, Eva Phillips, 54 Litwack, Leon, 25, 58, 224 Louisville Municipal College, 102

Macon, Ga., 18, 75, 79; Byas’s retirement in, x, 234; during Byas’s childhood and early adulthood, 47, 48, 51, 57, 60, 66; GTEA annual meeting in, 1957, 119, 120, 138, 140 Madison County, 150 Malcolm X, 46, 194 March on Washington, 193 Marshall, Thurgood, 97 Martin, R. J., 141–42 Mays, Benjamin E., 95, 103, 142, 212 McGrath, Earl J., 87 McGraw-Hill, 172 Meier, August, 4 Memphis, 90–91 Mental Maturity Test, 40 “Me Speak for Me” (Byas), xi, 246 (n. 5) Milledgeville, Ga., 145 Minimum Foundation Education Program (MFEP), 26, 31, 137, 157, 249 (n. 21), 259 (n. 27) Miss Georgia Chick Beauty Pageant, 19 Monticello, Ga., 147 Moon, Mattie, 144, 147, 160, 260 (n. 42) Morehouse College, 10, 95, 142, 149 Morgan State College, 93–94 Moron, Alonzo G., 93

Nabrit, James M., 96, 100, 255 (n. 28) Nabrit, S. M., 96, 255 (n. 28) NASSP journal, 116 National Association for the Advancement of Colored People (NAACP), 20, 45, 61, 96, 141 National Association of Secondary

School Principals (NASSP), 34, 84, 116, 162; black participation in, 113–14 National Educational Association (NEA), 84, 104, 114–15, 144, 175; black participation in, 113, 142;

silence on inequities in segregated school system, 106, 115 National Honor Society, 210 National Merit Scholastic Examination, 212 National Urban League, 157 “Negroes Robbed Again” (NRA), 48 New Deal, 48, 87 New South, 45 New York Times, 100 North Carolina A&T State University, 95, 102 North Carolina College, 93

Oglethorpe University, 149

Paine College, 149 Palmer Institute, 102 Parent Teacher Association (PTA), 38, 136, 195, 227 Philadelphia College of Pharmacy and

Science, 57 Phillis Wheatley High School (Texas), 95 Pitts, Lucius H., 136, 142 Policy Statements Handbook, 164–65, 264 (n. 14); college-type schedule, 170–71; teacher-made tests policy in, 169 Powell, J. L., 125, 126 Principal’s Profile, The (Sprowles and

Smith), 175 Proctor, Samuel D., 95 Puryear, M. T., 157

Racism: black professors lost to integrated schooling and, 3, 14–15, 16, 122, 234; of Georgia governor Talmadge, 49; standardized testing debunking black inferiority and, 93, 100, 256 (n. 37); of white educational associations in Georgia, 106, 115; of white superintendents, 23–24, 115, 249 (nn. 14–15), 257 (n. 63) Radio, 50, 251 (n. 4) Rasch test, 73–74 Reid, Ira De A., 103, 142, 259 (n. 29) Research methodology, 241–44, 270 (n. 2) Richardson, George, 69 Richmond, 1957 meeting of Association, 83, 88–90, 92–99, 107–8, 110 Risley High School (Brunswick, Ga.), 127 R. L. Cousins School. See Hutchenson

Elementary and High School Robinson, Johnny, 210 Rogers, Carl, 73 Roosevelt Union Free School District, 122, 234, 246 (n. 8) Rugg, Harold, 8, 70, 71–73, 76, 215, 217 Ryals, T. U., 181

“Safe As You Think” (film), 150 “Sankofa,” 16, 248 (n. 18) Savannah, 139 Savannah State College, 60 School Masters Club, 13, 119, 157, 170;

Association influence, 124–26, 127, 131, 135, 257 (n. 6); Atlanta meetings, 126; guidance counselors and, 132–33, 134; intellectual exchange at, 128–30; membership qualifications, 125–26, 153; mentorship at, 126–28; purpose and by-laws, 126; strategies for increased funding, 133–35; survey research, 130–35, 174, 221 Science Research Associates/McGraw-

Hill, 172 Segregated schools: accreditation standards and procedures for, 84–85; activities, ix–x; “approved” black schools and, 19, 81–83, 96, 97, 103, 119, 124, 127, 131, 135, 190–91, 253 (nn. 4–5), 255 (n. 34); and “approved” black schools, criteria for, 85–87, 125–26, 129–30, 133–34, 153, 253–54 (n. 9), 258 (n. 13); athletics programs, 154; best practices,

7–8; black college leaders and, 238; black educators for, graduating from white northern schools, 7–8; black professors being fired as integration approached, 3, 14–15, 16, 231; black professors in, 2–7, 8–10, 15–16, 24–25, 165, 236–38; black teachers’ associations, 5–6, 10, 13; budgets, 131–32, 157; civics education in, need for, 7, 215, 268 (nn. 26–29); clerical and janitorial assistance, 130–31; community involvement in, 54, 194–97, 252 (n. 11); community networks in, 8–10, 14; democracy and citizenship goals, 101, 102; “Dr. Jekyll and Mr. Hyde” strategy of black principals in, 24–25; and dress code, for black professionals, 178–79; in Georgia, 17–20, 24, 26; in Georgia, early twentieth century, 51–53, 251 (n. 7); goal of full democracy for black citizens and, 6–7, 8, 10, 12–13; guidance counselors for, 33, 132–33; health and personal hygiene and, 150; historically black colleges and universities, 59, 60, 70, 71–72; increased funding for, in order to undermine integration, 25, 133–34, 159, 196, 213, 249 (n. 21); industrial education, 53, 54; Jeanes teachers and, 143, 155; libraries, 131; Minimum Foundation Education Program and, 26, 31, 137, 157, 249 (n. 21), 259 (n. 27); national agencies for, 104–6; parental involvement, 1, 2, 6, 10, 13–14, 194–203; physical education, 147–48; present attitudes to, 15–16; professional development in, 4, 6, 9, 10, 27, 81, 83, 87, 99–106, 124–25, 157, 166; professors’ relationship with black communities, 194–97, 266–67 (n. 4); sanitary facilities, 147; studies on, 1–5, 247 (nn. 2, 4); teacher involvement in decisions, 6, 13; white funding for, 1, 2, 7, 19–20, 45, 86–87; white superintendents and, 23–25, 45, 87, 132, 137, 182, 194, 196.

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Hello Professor - Ulysses Byas