Social Issues in the EHS Community
Situated outside of D.C., Episcopal High School’s community was inevitably aware of various socio-political issues. Through student publications and school selected speakers, the Episcopal High School community provided insight into various socio-political conflicts, particularly pertaining to race and segregation. Presented through Chronicle Articles and school selected speakers, the students at Episcopal High School conveyed their opinions concerning the racial state of America through student publications.
Student Publications
In a section of the Chronicle titled “If you Ask Me…” the students on the “Literary Board” wrote articles responding to submissions from their peers. “ALL MEN ARE CREATED EQUAL” addresses the issue of segregation in schools. The author mentions the “small yet powerful percentage” of educated African Americans who believe White and Black children deserve the same educational opportunities. Pointing out both the White and Black perspectives surrounding desegregating schools. C.R.A.’s article alludes to potential change within the educational institutions, but only once bitterness between races is ultimately resolved.
In a 1966 Chronicle article, Episcopal’s shift towards integration was viewed as inevitable. The article depicts Episcopal’s location outside of Washington D.C. to be the “ground zero area of Civil Rights activity”, and would receive tremendous pressure to integrate the school in the coming years. Attributing segregation to its various justifications; lower cultural, economic, and educational levels, the tradition of Black servitude, and the implementation of slavery as a Christian institution. Though the article says headmaster Mr. Thompson did not take a stand on integration, the writer of the article believed integration would inevitably be implemented at Episcopal High School.
“Dyed in Wool”, a 1966 Chronicle article by Joe Hatch, the author recounts the important points from civil rights speaker Mrs. Sarah Patton Boyle’s talk in Pendleton. Delving into the perspectives of African Americans, Mrs. Boyle sought to explore and explain the reasoning behind the Black community’s reservations concerning integration. According to her, “the basis of racial strife is the fact that white people do not know what goes on behind the invisible barrier” which separates them from the African American population. As a social activist, Mrs. Boyle recounted the consequences and threats resulting from her socially progressive beliefs. After the conclusion of her speech, there was “breathless silence, and then the round of applause”. The EHS audience members who listened to Mrs. Boyle’s speech exhibited appreciation for her talk, reflecting social change within the student community at Episcopal.
Through a variety of Chronicle articles, student writers shared their views concerning segregation and civil rights, alluding to institutional changes to come. Leading up to Episcopal High School’s integration in 1968, students displayed progressive opinions concerning present social issues, especially given the political climate surrounding Washington D.C. Ultimately, the student community was heavily influenced by pressing social issues of the time, their social away shift from segregation being the first phase in making Episcopal High School a desegregated, inclusive, and diverse institution.