This blog post was written by intern Samantha Gregg
“I didn’t care about wanting it for the mix, but I wanted it for equal rights. I wanted my children to have equal rights. If they would give me equal rights over here, I wouldn’t think about going over there.” – Vennie Moore on the integration of schools in Davidson, North Carolina.
As a “mining the archives” intern for the SOHP, I’ve spent hours this semester listening to first-hand accounts of the desegregation of North Carolina schools. I have heard the voices of students, teachers, athletic coaches, administrators, parents, community members, and church leaders as they relive their past, describing their views, involvement, and experiences with integration. I’ve come to especially appreciate the quote above by Vennie Moore because I feel it has captured much of what I have learned through these interviews: though the previous policy had been separate but equal, African American educational opportunities and facilities were nothing close to equal; not everyone was in support of integration for the same reasons, if they were in support at all; there was hesitation and fear by all involved; there was a fear by African Americans that their heritage and traditions would be covered, not combined, by the history of previously white schools.
Why? The reasons for integration were many: Brown v. Board of Education’s overturning of the separate but equal policy, a desire to correct the unfair institution that had defined the North Carolina school systems, like the rest of the United States, for far too long, or, like Vennie Moore, the knowledge that this was the only way African Americans would be able to truly have an equal opportunity for education.
How? Turbulence; outstanding individuals; understanding; danger; compromise; a driving sense of morality: these are just a few words that describe the integration of North Carolina schools. Though morally correct, the process of integration was difficult to navigate for everyone involved, having little precedent to follow. It was only through the excellence of understanding students, teachers, administration, and community members, the unifying power of athletics, and inspiring people’s refusal to settle for anything other than equal conditions any longer that made integration possible.
These are the reasons that I have come to love oral history as an intern with SOHP. The larger historical story of desegregation brushes over the different reasons integration was desired, the different ways in which it was achieved, and all the problems that continued to arise during and after integration, continuing today. As the SOHP’s mantra states, “you don’t have to be famous for your life to be history.” Though the interviews I’ve spent this semester listening to are not with celebrities, I have learned more about different viewpoints, experiences, reasoning, a
nd minority experiences than any textbook or major publication could present me with. This is what I have come to understand the value of oral history as in my time here: a way to preserve the differing experiences of all types of people in order to gain a full understanding of historical event.
SOHP Mining the Archives Intern
Class of 2015