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70 years ago, the Farmville student walkout helped bring an end to school segregation This week, we remember
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Button, Robert Y (1899–1977) – Encyclopedia Virginia
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William Lester Banks was born in Lunenburg County, the son of William Walter Banks and Daisy Hill Banks. He had at least one sister. Banks attended public schools in Alderson in Greenbrier County and in Bluefield, both in West Virginia, and graduated from Bluefield State College with a major in physical science. From 1935 to 1941 he taught school and served as a principal in Halifax County. Later he became principal of Ruthville High School for African American students in Charles City County. On December 23, 1940, he married Vera Louise Bowman, of Charlotte County. They had one daughter.
Banks served as a sergeant in the U.S. Army during World War II and saw action in the Pacific. He began fighting for civil rights shortly before entering the army. In 1943, when he was a principal in Charles City County, he approached Oliver White Hill, an attorney working with the National Association for the Advancement of Colored People (NAACP), about the feasibility of filing suit to require th
A champion of school integration lacked a plaque until kids spoke up
Hannah Natanson, The Washington Post
Feb. 24, 2021
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A historical marker honors Barbara Johns in Farmville, Va.Photo by Cameron Patterson
For years, Maura Keaney has sent fourth-graders on a scavenger hunt into the past, asking students to traverse Virginia with their families in search of historical markers.
They get one point for finding a marker, 10 points for writing a summary of it and an extra 10 points if they snag a selfie with one. The markers, erected by the Virginia Department of Historic Resources, commemorate notable people or places in state history.
Oklahoma State Regents for Higher Education (1950), which recognized “intangible” inequalities between African American and all-white schools at the graduate level, Warren held that such inequalities also existed between the schools in the case before him, despite their equality with respect to “tangible” factors such as buildings and curricula. Specifically, he agreed with a finding of the Kansas district court that the policy of forcing African American children to attend separate schools solely because of their race created in them a feeling of inferiority that undermined their motivation to learn and deprived them of educational opportunities they would enjoy in racially integrated schools. This finding, he noted, was “amply supported” by contemporary psychological research. He concluded that “in the field of public education, the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.”
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