West Virginia State University - Arch Yearbook (Institute, WV)

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3n Languages Department Our teachers set an example of courage, grace, and intelligence that was most impressive. So many of them, we discovered, were graduates of outstanding colleges and had imposing degree credentials and honors. Their thorough compe- tency in subject matter and the academic Standards they imposed commanded our respect. Sometimes they spoke to us about the Black experience and we began to know what it meant Com beman blackmPh=D sewho shadestomsitsuin the back of the bus, or who was not allowed to teach in the almost totally white universities from which they had been graduated. These teachers gained our esteem and admiration. Relationships with fellow students’ were somewhat more tentative and it took time to: develop understanding. We gradually began to appreciate each other after class discussions which were encouraged by our wise and perceptive teachers. Then we progressed to sometimes heated arguments over coffee at Andy's and to sincere friendships. From that time on we could never again regard people as the strange and different votheres Those who view the college's slogan with derision should know that it signalled the beginning of a noble experiment. If, as Dr. Wallace has often said, experimentation does not necessarily guarantee success, a great many of us do not doubt its power. We alumni know that the experience has changed our lives and with goodwill, will continue to have its effect on the lives of others who come after us. 25

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24 WVSC, Living Laboratory of Human Relations In the early days of integration at WVSC the phrase, A Living Laboratory of Human Rela- tions, was more than just an empty slogan. It was in fact, =a scredo. by which» wer began to explore our world in different terms and to re- order our lives accordingly. To understand its meaning you would have had to know the conditions of relationships between Blacks and Whites in the early 1950's. The Kanawha Valley in those days was strict- ly segregated. To those of us who came from integrated areas in the northern U.S., it came as a surprise to find that Blacks could not eat in local restaurants, nor sit in orchestra seats at theaters. Blacks attended separate schools and many held menial jobs in spite of having a good education. On the other hand, whites who enjoyed most of the priviledges were also handicapped. By law, they could not attend WVSC because segregation worked both ways. This meant that many local people were prevented from obtaining a college education because of lack of access. Even in the north, social relationships had not been encouraged. The only Black girl in the high school English class used to walk home with us until her mother warned her not to associate with white people. Thus, when area students braved convention by attending WVSC after President William J.L. Wallace followed the law in desegregating the college, the first few white students were unsure of a welcome. We came with goodwill but an almost total lack of understanding of our fellow students’ and teachérs, © For most, of sus. t | wasn citsl slime experience to meet a Black person on equal terms and to exchange ideas. DR. Ethe Professor Chair, Modern }

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DR. Sophia P. Nelson English Professor WVSC 1954-1985