Editor’s note: This is the last in a series of six opinion pieces by Ruby Walden about the educational system in Suffolk for African-American students. The series was published on Sundays.

By Ruby Walden

My series of articles, on the education for Negroes in Nansemond County, was written to hopefully enlighten many on the experiences had, barriers faced and challenges met by Negroes who were just trying to get an education for their children equal to that given to white children. These articles are mainly based on my first-hand knowledge and experiences as a student, parent of four children, PTA member and civic leader.

In an effort to close out this series of articles, I will start by giving a bird’s eye view of a report of a study titled “Equality and Inequality of Educational Opportunity in Nansemond County, Virginia.” One of the purposes of this study, made by attorneys retained by the Negro parents and educational experts, was “to ascertain whether the educational provisions and opportunities afforded Negro citizens were equal to those afforded white citizens…”

The study showed, based on data from the 1950 school census: The school enrollment for the county was 1,922 whites and 3,777 Negroes; teaching positions for whites were 73 and 87 for Negroes; and the average daily number of students per teacher for whites was 23.2 and for Negroes was 40.9. The study went on to show that there were nine buses transporting Negroes and 28 transporting roughly half the number of white students. The value of buses for white children was $79,350 and for Negro children $18,450, with 85.3 percent of whites being transported but only 21.6 percent of the Negro children.

During this period, education for Negroes and whites was said to be separate but equal. That was never true. It was separate but terribly unequal. The county training school included chemistry in its offerings and had classes in general science and biology. However, not a single acid or base was available anywhere on the premises in any quantity, and there was no running water in the science room. There was no library with books for students. The deficiencies found in the study showed deplorable conditions, such as three children sitting on a seat made for two, two on a seat made for one, and the number of Negro students enrolled in a room exceeded the number of seats provided.

The summary of the report given showed extreme inequalities between what was provided the white children and the Negro children. The methods used for this study included visits to all county schools; interviews or conferences with pupils, teachers, administrative and supervisory personnel, patrons and citizens; and study of the official reports made through the office of the division superintendent of schools to the State Department of Education.

When our attorneys researched the history of all the schools, they found an answer to the question many had been interested in, which was why the Rosenwald high schools were all named training schools. The information first found was not very clear, only saying to “train” rather than to “teach.” Later a more definitive message and meaning was found. It was to train Negroes to accept what they were given, and do as they were told. The many years spent by Negroes fighting for education in Nansemond County gives credence to the fact that the Education Administration paid more allegiance to the racial slogan with the slavery mentality, than it paid to providing an adequate education for all students, regardless of white and colored.

In the execution of this suit, through the study made of the total system, some inadequacies were also found in the white schools. Our fights eventually brought improvements in the educational offerings for all students throughout the county.

Our attorneys did not believe the statement given for the name “training” school was associated in any way with Mr. Rosenwald and Mr. Washington. They believed the idea was created, inserted and passed on by some of those who were very unhappy that Negroes were being given any opportunities to be educated. This also sounds like the thinking of some voices today, which are speaking in codes, wanting others to think as they do, and, in the end, do as they want them to do. The slave mentality still fights to survive.

Thanks for reading!

Ruby Walden, a lifetime resident of Nansemond County and Suffolk, can be reached at wbyrdnst@aol.com.