39 15 1360 https://zzz-adm-host-084r.hsc.edu/files/original/1cfd2423bbd9bf9431e85ae19fd644b3.tif dd91da0fc6a97f151847a2d232a62832 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hampden-Sydney College Photograph Collection Subject The topic of the resource Hampden-Sydney College Small Colleges College Life Universities and colleges--Students College students--Education Description An account of the resource The Hampden-Sydney Photograph Collection contains digitized images selected from the thousands of photos contained in the Hampden-Sydney College Archives. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource Unknown Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts. As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source. This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Format The file format, physical medium, or dimensions of the resource TIFF Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Extent The size or duration of the resource. 200 items Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Physical Dimensions The actual physical size of the original image 2.75 x 3.25 inches Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A.J. Buehusky Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Subject The topic of the resource Hampden-Sydney College Hampden-Sydney College. Institute of Education Education, Higher Small Colleges Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1939 Identifier An unambiguous reference to the resource within a given context 10010826 Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Description An account of the resource Class of 1939 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Contributor An entity responsible for making contributions to the resource Photos scanned by J. Stanton Camp, 2021-2022 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Hampden-Sydney College Archives & Special Collections https://zzz-adm-host-084r.hsc.edu/files/original/9a9664cc1c2d2909a30d0178f2a21ff8.tif ccad8da4bf7ef94866ed6f2b27f520d4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hampden-Sydney College Photograph Collection Subject The topic of the resource Hampden-Sydney College Small Colleges College Life Universities and colleges--Students College students--Education Description An account of the resource The Hampden-Sydney Photograph Collection contains digitized images selected from the thousands of photos contained in the Hampden-Sydney College Archives. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource Unknown Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts. As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source. This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Format The file format, physical medium, or dimensions of the resource TIFF Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Extent The size or duration of the resource. 200 items Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Physical Dimensions The actual physical size of the original image 3.75 x 5 inches Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Bowers Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Subject The topic of the resource Hampden-Sydney College Hampden-Sydney College. Institute of Education Education, Higher Small Colleges Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource Unknown Identifier An unambiguous reference to the resource within a given context 10010825 Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Contributor An entity responsible for making contributions to the resource Photos scanned by J. Stanton Camp, 2021-2022 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Hampden-Sydney College Archives & Special Collections https://zzz-adm-host-084r.hsc.edu/files/original/22d025c7b588e927d439fe07ef7e6cb7.tif d6fcd53772685e09a95ee126883c2b93 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hampden-Sydney College Photograph Collection Subject The topic of the resource Hampden-Sydney College Small Colleges College Life Universities and colleges--Students College students--Education Description An account of the resource The Hampden-Sydney Photograph Collection contains digitized images selected from the thousands of photos contained in the Hampden-Sydney College Archives. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource Unknown Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts. As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source. This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Format The file format, physical medium, or dimensions of the resource TIFF Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Extent The size or duration of the resource. 200 items Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Physical Dimensions The actual physical size of the original image 5.25 x 7.25 inches Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John Armstrong Class of 1894 Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Subject The topic of the resource Hampden-Sydney College Hampden-Sydney College. Institute of Education Education, Higher Small Colleges Date A point or period of time associated with an event in the lifecycle of the resource 1894 Identifier An unambiguous reference to the resource within a given context 10010824 Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Contributor An entity responsible for making contributions to the resource Photos scanned by J. Stanton Camp, 2021-2022 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Hampden-Sydney College Archives & Special Collections https://zzz-adm-host-084r.hsc.edu/files/original/ff540a4d5fc75c4366869a6b71165a6b.tif 98acb6f3492a5f62478915f3c74a5b4c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hampden-Sydney College Photograph Collection Subject The topic of the resource Hampden-Sydney College Small Colleges College Life Universities and colleges--Students College students--Education Description An account of the resource The Hampden-Sydney Photograph Collection contains digitized images selected from the thousands of photos contained in the Hampden-Sydney College Archives. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource Unknown Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts. As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source. This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Format The file format, physical medium, or dimensions of the resource TIFF Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Extent The size or duration of the resource. 200 items Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Physical Dimensions The actual physical size of the original image 3.5 x 5 inches Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black and White Portrait of Reverend Hermann Bichof Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Subject The topic of the resource Hampden-Sydney College Hampden-Sydney College. Institute of Education Education, Higher Small Colleges Description An account of the resource Rev. Hermann Bischof; 09, Pastor Rehoboth Pres. Chr. Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1921/1935-01-16 Identifier An unambiguous reference to the resource within a given context 10010823 Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open to research. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hampden-Sydney College Contributor An entity responsible for making contributions to the resource Photos scanned by J. Stanton Camp, 2021-2022 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Hampden-Sydney College Archives & Special Collections Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/AuaxxJrBqwk" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/AuaxxJrBqwk/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource General Sam V: Wilson: Remarks on the Wilson Center Date A point or period of time associated with an event in the lifecycle of the resource 2021-10-21T16:25:00Z Source A related resource from which the described resource is derived http://youtu.be/AuaxxJrBqwk Rights Information about rights held in and over the resource <a href="http://creativecommons.org/licenses/by/3.0/legalcode">Creative Commons License</a> Creator An entity primarily responsible for making the resource Bortz Library<br>published via YouTube.com License A legal document giving official permission to do something with the resource. <a href="http://creativecommons.org/licenses/by/3.0/legalcode">Creative Commons License</a> Date Submitted Date of submission of the resource. Examples of resources to which a Date Submitted may be relevant are a thesis (submitted to a university department) or an article (submitted to a journal). 2021-10-21T16:25:00Z Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Hampden-Sydney College Archives & Special Collections General Sam Wilso Hampden-Sydney College Wilson Center Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/vGBrg4OwheI" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/vGBrg4OwheI/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lost Hampden-Sydney Description An account of the resource Retired Hampden-Sydney professor William Porterfield relates stories, rumors, and facts about changes to the built environment on the Hill. Originally presented at Bortz Library on September 14, 2021. Date A point or period of time associated with an event in the lifecycle of the resource 2021-10-12T19:33:36Z Source A related resource from which the described resource is derived http://youtu.be/vGBrg4OwheI Rights Information about rights held in and over the resource <a href="http://creativecommons.org/licenses/by/3.0/legalcode">Creative Commons License</a> Creator An entity primarily responsible for making the resource Bortz Library<br>published via YouTube.com License A legal document giving official permission to do something with the resource. <a href="http://creativecommons.org/licenses/by/3.0/legalcode">Creative Commons License</a> Date Submitted Date of submission of the resource. Examples of resources to which a Date Submitted may be relevant are a thesis (submitted to a university department) or an article (submitted to a journal). 2021-10-12T19:33:36Z Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Hampden-Sydney College Archives & Special Collections https://zzz-adm-host-084r.hsc.edu/files/original/630311008b721680ad0cce29c178dca8.m4a 85da071a5964194bbf9348868132113a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Voice of Prince Edward County Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts.<br /><br />As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source.<br /><br />This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Subject The topic of the resource African American newspapers Associations, institutions, etc.—African American membership Race discrimination—United States Prince Edward County (Va.) Description An account of the resource Published between the years of 1965 and 1969, the Voice of Prince Edward County was an independent, privately financed newspaper out of Farmville, Virginia. The stated intent of the paper, printed as an Editors’ note in the July 26, 1965 issue,<br /><br />“<em>The VOICE of Prince Edward County is dedicated to give a voice to all the people of Prince Edward County. We will try to create more interest in local government by showing how the people can become involved in solving our problems in education, health, welfare, and employment. We will report the news for the whole community and we will let our officials know how the community feels. We will publish your letters to us and look forward to hearing your views. Finally, we will serve as an outlet for the creative ability of people in the community and we hope that the pieces we publish will inspire others.</em>”<br /><br />Though the editorial staff differed from issue to issue, most contributors to the paper were African-American residents of Prince Edward County, some of whom had suffered directly as a result of the 1959-1964 closure of the county’s public schools. By 1969, Alphonso O’Neil-White, the first African-American student at Hampden-Sydney College, was the sole credited editor of the paper. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Virginia Commonwealth University Special Collections & Archives Longwood University, Greenwood Library Special Collections & Archives Date A point or period of time associated with an event in the lifecycle of the resource 1965/1969; 2021 Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Farmville, VA (Prince Edward County) Contributor An entity responsible for making contributions to the resource Alphonso Vance White Alphonso O'Neil-White James E. Ghee, Jr. Barbara Botts Leslie F. Griffin, Jr. Carlton Terry Darwyn White Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Relation A related resource <a href="http://dams.hsc.edu/collections/show/30">College Church Biracial Study Group</a> <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Finding Aid</a> Is Part Of A related resource in which the described resource is physically or logically included. <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Hampden-Sydney College Archives &amp; Special Collections.</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Carson Box Interviewee The person(s) being interviewed T. Burwell Robinson, Jr. Transcription Any written text transcribed from a sound Carson Box 00:01 Thank you for joining us, Mr. Robinson, I appreciate your support in helping us fulfill some of this, of the information that we're trying to find out about Moton High School and The Voice...the paper itself. And I know you were heavily involved in it. And I appreciate you being here and helping us with our oral histories for the college. So to start off with just some preliminary questions to figure out some more about your private life. Can you tell me about where you're originally from? T. Burwell Robinson 00:30 Okay. Now, you, I grew up here in Richmond, in what they now call the Fan District, in those days it was just an old neighborhood. My dad was a Republican, Conservative businessman. And I went to work for Moton, and that caused a furor. And then my brother became a conscientious objector. And that really caused a furor. So... Sure. And let me say at the beginning that you have my permission to do this, and to do anything you like with the pictures or the audio or anything you take out of it. I give you a complete release to do that. Carson Box 00:42 Yes, sir. Thank you very much. I can understand how that may have gone in those days. So yeah, it's my understanding that you graduated from Hampden-Sydney College, correct? T. Burwell Robinson 01:17 I did. Carson Box 01:18 You spent four years here? T. Burwell Robinson 01:20 No. I spent three. I went my junior year to Tulane University. Carson Box 01:27 Okay, so you took it easy. You took a little break? T. Burwell Robinson 01:30 J.Y.N.O. Yeah. Carson Box 01:32 Awesome. So, what year did you graduate? T. Burwell Robinson 01:35 '67. Carson Box 01:36 '67. So did you was your first job out of college at Moton high school? T. Burwell Robinson 01:43 It was. Carson Box 01:44 It was and you taught English there? Am I right? T. Burwell Robinson 01:48 Yes. Carson Box 01:49 Your were an English teacher there. And so...at that time, at Moton High School, were you the only white employee? T. Burwell Robinson 01:58 No, there were...there were two other, two other teachers. It was a female. And then there was another guy that graduated from Hampden Sydney in my class. Bill...I forget his last name. But there were three of us there. Carson Box 02:13 You said Bill? T. Burwell Robinson 02:15 Bill. B-I-L-L. William. I can't remember his last name. Carson Box 02:19 Okay, that is interesting to hear that there was another employee present. T. Burwell Robinson 02:25 Yeah. I want to tell you how I got the job, I think. Carson Box 02:32 Yeah, I'd love to hear about that. T. Burwell Robinson 02:33 A friend of mine, and I decided we would do some tutoring of the kids who had been... had the schools closed, shut in their face, another Hampden-Sydney guy and I. So we formed this little tutoring group. And as a result of that, I decided I would like to teach at Moten. So I wrote Bryant Harper, a letter asking for an application. He called Dean Ortner at Hampden-Sydney, got a recommendation and sent me a contract. He never interviewed me. I mean... Carson Box 03:11 Oh yeah, he never interviewed you? Who was Bryant Harper? T. Burwell Robinson 03:14 He was the superintendent of Prince Edward Schools at that time, and so I wrote to the superintendent, he called the dean, and then the dean said, "he's okay," and the superintendent sent me a contract. And that was the application process. Carson Box 03:29 And was that, was the superintendent Bryant Harper, was he the superintendent of all schools for the white and the black schools at Prince Edward at that time, or is it separate? T. Burwell Robinson 03:37 Oh, there was only one school system by then. Carson Box 03:40 Okay. Okay. T. Burwell Robinson 03:42 After '64 it was just the public schools, but I mean, I can tell, I can name the three white kids that went to Moton when I taught there. That's how few there were. [Crosstalk] Carson Box 03:58 What were their names? T. Burwell Robinson 04:00 Charles and Vicky Hensley and Letitia Tew. Carson Box 04:04 They were just, they were Farmville natives? That... T. Burwell Robinson 04:08 Somewhere in the county, yeah. I thought Charles, he was a hell of a nice little kid. Carson Box 04:14 So nice. Oh, so I was what was your motivation to teach at a predominantly African American school at the time? T. Burwell Robinson 04:24 I don't think I knew it was African American. I mean, that wasn't the motivation. How do I say that? I mean, of course, I knew what it was. I just thought it was a place that desperately needed help. I don't know why I thought I could help them because I wasn't trained as a teacher. You know, maybe I mean, I think it's kind of brash...know-it-all-ism. Hell, I really don't know. Carson Box 04:52 But I was fairly inspired to help the students who had just been locked out of school for the past four or five years... T. Burwell Robinson 04:59 Yeah. I was. 05:01 ...about regaining their education. T. Burwell Robinson 05:03 Right. And there was a Longwood student who came in and tutored one of my kids, Brenda Jackson, and this Longwood student called me Mr. Robinson. And we ultimately got married. So I mean, all kinds of all kinds of funny little twists here. And when my friend and I were doing the tutoring, we met with the school board, and I used to be redheaded, and I was quite a hothead. And I insulted the superintendent. And Ray Moore was a school board...assistant chair, whatever you call it; he wasn't the chair, just the second in command. He was the college position. But in this meeting, I just got really pissed off and..., and so why Bryant Harper would have hired me, I cannot imagine because I had been in this meeting in a room the size of an elevator and pissed him off. And then I wrote and asked for an application. And he sent me a contract. So, go figure. Carson Box 06:05 Well, what'd you, what did you do to piss him off? T. Burwell Robinson 06:08 Who knows? I mean, I thought they were boneheads, and I just said so. I mean, they clearly were. Carson Box 06:14 Yeah, that's fair enough. T. Burwell Robinson 06:15 You know, I mean, I grew up a racist here in Richmond. I never said nigger. I didn't hate, I just thought people were breaking the rules. And I'm 76, it's taken me...I'm still working on getting rid of that stuff, you know? Carson Box 06:31 As is everybody around our..., as are a majority of people, especially in today's age. So when you were employed at Moton High School, did you ever receive any backlash from other people in the communities just for being a white man, serving the black community? T. Burwell Robinson 06:48 I was incredibly naive, I think I was talked about I didn't have any idea. I lived out in a little cabin out on the Darlington Heights road and in what I call the other Hampton-Sydney, back with the African Americans who come in and wait on you guys. I mean, we, back in those days, we had guys that came in and made up our beds from that community. And I mean, that's how crazy it was. Carson Box 07:18 Yeah, that's wildly different. And even in the 60s? T. Burwell Robinson 07:23 Yep. Carson Box 07:23 That was going on. T. Burwell Robinson 07:24 It was going on. And I lived in a little cabin out in the middle of a field on the Darlington Heights road. And at some point, I had a mailbox out there. It's right here. I've got it still, well, in the other room. And it had my name on it. And at some point, the Klan came by and bashed it in. Carson Box 07:47 So that they had gotten word, but you were a teacher. T. Burwell Robinson 07:50 Yeah, I was very, very naive. And there was a wonderful Hampden-Sydney Professor Bill Odom, who just died in the last few months. Great, a great professor, and he made me come and live with them, for safety. Carson Box 08:02 For safety? T. Burwell Robinson 08:03 Yeah. Carson Box 08:03 Bill Odom was who you lived with? T. Burwell Robinson 08:06 Yes. Yeah. Carson Box 08:08 How'd you know it was the Klan that smashed your mailbox? T. Burwell Robinson 08:15 Who else would it have been? I mean, it could have been anybody but I got phone calls and that kind of junk. I just, I'm pretty sure... Carson Box 08:23 You got phone calls like from like, just hatred phone calls? T. Burwell Robinson 08:27 Well, no, it was more like Mr. Robinson, why are you doing this? And, and the kids and I would go, there used to be a store, the Corner Store down in Kingsville. It's a joint where Hampden-Sydney goes out into 15? Carson Box 08:40 Yep. T. Burwell Robinson 08:41 And it was a kind of potbelly stove place, the guys sat around. And when I go in with the kids, they would always say, you know, brother, cluckers in here, they called them cluckers. And I didn't pay much attention to it. But it was dead-ass serious stuff. You know, they were Klan people. But I'm too stupid to take in the seriousness of it. Carson Box 09:03 And were these adult age people like this? With the children. Like were these like-- T. Burwell Robinson 09:10 They weren't disrespecting. They would just stare at us, you know? Carson Box 09:13 Yeah. T. Burwell Robinson 09:14 And then but the kids... Carson Box 09:15 And you just feel uncomfortable in the situation. T. Burwell Robinson 09:16 Yeah. I don't know if you've ever read John Stokes, his book, but he talks about walking back on one of the roads and how if he saw white people, he would duck behind bushes and fear for his life. And, you know, I was protected by my skin color. I don't, I just didn't take in what the danger was. Carson Box 09:34 Did you feel like you were protecting the kids? Being with them? T. Burwell Robinson 09:40 I never thought about it. Yeah, in truth, I was probably endangering them [laughs]. You know... Carson Box 09:45 Bringing them around? T. Burwell Robinson 09:46 But I mean, they were my buddies. Carson Box 09:49 Yeah? T. Burwell Robinson 09:50 Here we go, I'm gonna start crying. I mean, I lived with them. Oh my god. They were such wonderful kids, you know, and that's all they were. No, this is way off how they were treated. And they were so, they were so cute. On this back row, there were grandmothers and mothers and all these little houses. And this group of boys would come down the road. And the grandmothers and mothers were all calling each other to make sure they were safe. And, and they would come up to my house. And I had an old '60s VW Bug with a canvas roof and we put our fishing poles up through it and go out fishing somewhere. Carson Box 10:33 So you, you spend time with these kids you taught outside of school. T. Burwell Robinson 10:39 Yeah, we were neighbors, you know? Carson Box 10:42 And basically, you kind of came into their community. T. Burwell Robinson 10:46 Yes, I busted into it. Oh, there was one night where a couple of the guys and I were at my house and there was a fierce snowstorm. And we walked across to field up to a friend of mine on the other fork, and we got there...she stood out to me because the first time I met her, she introduced me to her cook as Mrs. Evans. Nobody ever said Mrs. Anybody. And so I knew there was something different about her. Anyway, when when LeGrant and Blue and I walked over to her house in the snowstorm, I said, the heats off in my...I don't know why we did it, I think the heat was off. And so I said Miss Saxton, we need to come in. And she said, Well come on in. And Blue and LeGrant both said they really didn't think she was gonna let them in the house, and if she let them in the house, she was not gonna let them sleep there. I never ever thought of anything like that. Carson Box 11:41 Oh, yeah, why would that thought cross your mind. T. Burwell Robinson 11:43 And so I mean, it is to say that both skin colors, the dark and the light. We were so new to being friends with each other, that we didn't really get a lot of stuff. But Miss Saxton had them in, she found them a place to sleep. She couldn't have been friendlier. You know? It worked fine. Carson Box 12:02 Well that's great to hear. So to get a little bit back on your time working at Moton high school itself. It's my understanding that at one point you were fired, correct? T. Burwell Robinson 12:12 Yeah. Carson Box 12:13 From teaching? What were the reasons you were given for being fired? T. Burwell Robinson 12:19 In Virginia, you have to notify a teacher if they're gonna be rehired on April 15th. I think that's still true... Carson Box 12:27 For the following school year? T. Burwell Robinson 12:29 For the following school year. And in the second year of my--no, in the first--second year of my teaching, I got a letter on the 15th that said my contract would not be renewed for the general reasons of incompetency. Carson Box 12:45 And incompetency is not something that you were at all. T. Burwell Robinson 12:50 Well, if they had had any sense and gotten a lawyer to review the letter, they would have never given a reason because they were not required to. But because they gave a reason, that gave my lawyers something to sue them for. Carson Box 13:05 You actually sued the school school board? T. Burwell Robinson 13:11 Never actively. The guy who was my lawyer was Sam Tucker, who had been involved in the Brown versus Board. And he was a good friend of Reverend Griffin. And I think he was old and worn out. And he, he wanted to take me under his wing. But he was kind of out of steam, and I was so in awe of him, I didn't want to push him. And eventually the statute of limitations ran out for pursuing, but the NEA called me to Washington and they wanted to, to back a suit. [unintelligible] Yeah, the National Education Association. I went to Washington to meet with them and they wanted to enter suit on my behalf. And to tell you the truth, it's all so far in the past. I don't know why those things didn't happen. They just didn't, you know? Carson Box 14:05 You mentioned Reverend Griffin, who was he in the community? T. Burwell Robinson 14:10 Oh, my God, he was a God! Carson Box 14:13 He was? Lemme hear a little bit about him. T. Burwell Robinson 14:16 He was the indigenous leader, L. Francis Griffin. Oh my God. He was like my dad. It was wonderful. Carson Box 14:28 How did he, what did he serve in the community? T. Burwell Robinson 14:31 He was pastor of First Baptist Church there at the corner of Main, Main and third or second, whatever it is along there. Carson Box 14:42 Was that a predominantly African American church? T. Burwell Robinson 14:45 I think except for me, yeah. Carson Box 14:49 Did a lot of your students go to that church? T. Burwell Robinson 14:52 Probably not because they were so rural. Some did. But, if you talk to Blue or Leroy, or Alphonso, any of the people--Alphonso White the guy who went to Hampden-Sydney--they will tell you that the kids called him doc, and if they needed a few bucks--he didn't have a pot to piss in, but he always came up with money for the kids. He would give em rides places. And he died when he was 62, because he basically sacrificed himself. He was an amazing guy. Amazing. Carson Box 15:30 Yeah. And by sacrifice himself, like, do you mean he just did it for the kids, or...? T. Burwell Robinson 15:40 It was for the whole civil rights thing. I mean, he was an interesting guy. He had flown airplanes, he'd been in the army. He was fearless. Some guy came down--his office was in the basement at First Baptist--somebody, some guy came in there with a pistol one day ready to kill him, and he talked him out of it. So, he was overweight, and he ultimately had a heart attack. But he basically...I mean, he stayed up too late, he worked too hard. Carson Box 16:10 He was the civil rights movement. T. Burwell Robinson 16:13 Yeah. But he was such a bright guy. He would quote Reinhold Niebhur and these, you know, social activist theologians, and he was just wonderful. Carson Box 16:26 And he was fairly well known in the community? T. Burwell Robinson 16:29 For sure, yeah. Do you know where the Moten Museum is there? It's a triangle. Well, the street that goes down beside it is called Griffin Boulevard. It used to be... Carson Box 16:39 Okay, yeah, that's named after him? T. Burwell Robinson 16:42 Yeah, it used to be Ely Street when we were there. But after he died, they renamed it Griffin Boulevard. But I mean, I have a copy of a telegram from Martin Luther King to him. It wasn't, it didn't have anything to do with me. But I'm just fascinated. And he wrote, he said, "Dear Dr. Griffin, Once in a lifetime, somebody like you comes along, and I want to tell you how much I admire you." And it was signed by King. And, when King was born, he was Michael King, Jr.--he wasn't Martin Luther King--and people who knew him back in the day, some of them still called him Mike. And Reverend Griffin every now and then would talk about Mike King. He had known him for a long, long time. Carson Box 17:29 Well, that is a remarkable honor to receive something from Martin Luther King, the man himself, especially at that time. Um, so when you were fired from the school, it's my understanding that your students themselves led a walkout of the school protesting the fact that your contract was terminated? T. Burwell Robinson 17:55 Yeah, I got the letter, and it seems to me I opened it...I think maybe Blue and LeGrant were there, they were my closest neighbors and we're all stick buddies. And I may have just commented, "I think I'm not gonna be back next year" or something. But I never--you know, they want to paint me as some guy that fomented all this craziness. I didn't. I just told them what was going on. I had a little red VW bus that I got so that I could take the pep band to away games, and I would park it by the church there, and one night--Blue, LeGrant, Cammy, Leroy had a meeting in the bus. It wasn't the only meeting that they had, but I know they had a meeting in the bus. I didn't have anything to do with it. I just provided the space. But that's when they planned the walkout. When the walkout actually started, I was thinking this morning, Vicky Hensley came up to me and she said, "Mr. Robinson, what should I do?" She was white. And I said, "Vicki, I can't tell you what to do. You have to do what's in your heart." But it was a really--I don't know quite how to describe it, but to be standing in the hall and the kids are all leaving, and they're leaving because of me, you know? Carson Box 19:17 Yeah. [Unintelligible] humble feeling for sure. So this walkout occurred, I guess the school year wasn't over when you received the letter that you wouldn't be back so, once they had gotten word that you would not be returning, that's when they said to walk out, that same calendar school year? T. Burwell Robinson 19:36 Yeah, I got the letter on April 15th, and they walked out on...no, they started taking over the school I think around April 22nd, and the school board decided I was the problem, so they gave--they hand delivered a letter, the assistant principal, it said "you are to leave the building at this instant." Carson Box 20:00 So you got, once you found out you're terminated, they did the walkout, they decided...the school board decided that you were the problem and then fired you before the term even ended? T. Burwell Robinson 20:12 No, they fired me when I got that letter: you are fired, leave, go this instant. And then the students really went into high gear. They were already taking over the auditorium and the principal's office. And I mean, it was a crazy time: one of the little kids, Ronald Mariner, used the principal's telephone to call Hawaii, just because he could. Carson Box 20:39 Because in that day and age, the cost to call Hawaii... T. Burwell Robinson 20:42 It would have been horrible. But he was a great little guy. And he just used Principal Hostley's telephone, you know. And then once they got me out of there, the kids demonstrated, and ultimately, they closed the whole school system down for two or three days. Carson Box 21:04 Wow. So you did have a great effect on these kids, it does sound like then. T. Burwell Robinson 21:09 Well, you know, I think I'm an accidental teacher, because of the way I got the contract. And I consider myself a sort of footnote in all this. I think what I--I was thinking today, I don't see myself as particularly important in this. What I did was I really liked the people. And I really loved them. Carson Box 21:32 Well, I think you definitely, you definitely started some movement. Being one of the first employees at this segregated...or school that just became desegregated. And I think that you definitely, like, heavily influenced a lot more people in the community than you would think. T. Burwell Robinson 21:52 Well, yeah, I have no, I didn't set out to do that. And my buddy Blue, who...we've kept in touch, we get together and drink beer or have lunch sometimes. He was one of my students, and we're almost the same age because the schools were closed. And he--this is gonna sound braggadocious, I just mean it as a description--he says to me, he says, "Robinson, you don't understand it. You came to Hampden-Sydney, and you lived there two or three years, and when you left, we were a different place." And I'm saying, "Blue, what the fuck are you talking about?" I had no idea. Carson Box 22:25 Well, whether you know it or not...[crosstalk]. T. Burwell Robinson 22:28 Like, I really don't. I really don't know what he's talking about. But I think we all together...crashed through some norms. And maybe we didn't even know we were doing that. I don't know. Carson Box 22:45 So when, you're familiar with the new [unintelligible] Voice, obviously, when it came out? Do you remember when it came out, if there was any backlash within the community, from the release of the paper? T. Burwell Robinson 23:04 You know, I didn't know any white people [laughs], and that's where the backlash would have been. Carson Box 23:13 But there's no significant events or anything that occurred that you believe stemmed from the release of the Voice. T. Burwell Robinson 23:21 I doubt white people even knew about it. I mean, maybe your research may reveal other stuff, but, I mean, it was clearly for the African American community. And, uh... Carson Box 23:32 Well, that's what I'm kind of trying to figure out, like, where was the paper distributed? Like, how did people receive issues of the Voice? T. Burwell Robinson 23:43 Good question. Carson Box 23:45 Though, because from my understanding, the Farmville Herald was very one sided, in favor of the white people and that some people today still won't even, still refuse even to read the Farmville held just for how horrible they were to the African American community in past years. T. Burwell Robinson 24:04 Well, I worked for the Tiger at Hampden-Sydney, I was one of the editors, and so the Herald published the Tiger. So we would go in and proofread the Tiger, so I knew very well, you know, he was--I didn't know how awful he was, but, I mean--he was a kind of colorful character. Carson Box 24:24 Who did you say he was? T. Burwell Robinson 24:26 Barrye Wall, the guy that owned the Herald, the editor, he was the guy who set up all the, you know, the massive...in that area, he was in charge of massive resistance. And... Carson Box 24:41 Did you know any of the writers for the Voice or editors well? T. Burwell Robinson 24:48 Yes, of course. I knew em all. Alphonso was the editor--White, the guy, first black student--you know who I'm talking about? Carson Box 24:58 Who you roomed with? Or you worked with? T. Burwell Robinson 25:01 Yeah, he came to Hampden-Sydney the year after I graduated. Carson Box 25:06 Okay, so he was, he was a main--oh, wait, was he the first African American student at Hampden-Sydney? T. Burwell Robinson 25:13 Yeah. Carson Box 25:14 And then so he became, he went from...graduate, did he graduate from Sydney? T. Burwell Robinson 25:20 Yes. Carson Box 25:20 So he went from after Hampden-Sydney, he became the editor of The Voice. T. Burwell Robinson 25:27 No, it was while he was at Hampden-Sydney. Carson Box 25:29 It was while? T. Burwell Robinson 25:30 When he graduated, he went to Louisville Presbyterian Seminary. Carson Box 25:35 So it was, was it a lot of like student writers that wrote for the paper? T. Burwell Robinson 25:40 What we did, it was so much done in the summer, that was the deal. There was the NYC, the Neighborhood Youth Corps, which the Community Action Agency ran. And the kids got jobs through that. And some of us were supervisors of the kids in the summer. And it was that crowd that produced the Voice. I don't think the Voice was probably produced in the winter, but I couldn't say for sure. You'd have to look at the the dates on it. Carson Box 26:10 The first volume was released in July of '65. But I don't, I'm not too particularly sure on how long it took for the paper to develop. I don't know if you know more of that, like how long it was in the works before it actually was first released? T. Burwell Robinson 26:26 I think there were several iterations of the Voice, but I couldn't be any more specific than that. Carson Box 26:34 Like, different times that people had tried to put it together, and then it may have failed and then... T. Burwell Robinson 26:40 Right, and it was being resurrected under the same name. Carson Box 26:45 So one interesting thing that you may not know is that all the press it was all printed in Norfolk. And it's kind of confusing to me as "Why be printed in Norfolk when it had to be distributed in Farmville?" but I didn't know if that was because there was nobody that would print it in Farmville, or what the case was there. T. Burwell Robinson 27:07 Who would have printed it? Barrye Wall wouldn't have printed it. Carson Box 27:10 Yeah, yeah, that's what I figured it was. Do you think the Farmville Herald had all the printers? T. Burwell Robinson 27:18 Yeah, it was still--do you know what cold type is? I mean, they were still setting it letter by letter. Yeah, but I mean, they didn't, they wouldn't have done that. But see, this is why I say there's several iterations, because I can tell you that I have typed plenty of copies of the Voice on mimeograph masters, which I doubt you even know what they are. But that was the printing, you know, where you turn the wheel, and the things came out? We did the printing, we typed it up, and we printed them out. So whatever went to Norfolk, that was a, that was a prior deal. Carson Box 27:53 Okay, so you, you typed them and printed them yourself, the articles that you read? T. Burwell Robinson 27:58 The Voices that we had anything to do with were produced there, on Third Street? Yes. Carson Box 28:05 When did you start writing for the Voice? Right, when it first came out? T. Burwell Robinson 28:14 It was sometime in the summer of '67, I guess. Carson Box 28:18 Okay, so a few years into the...since the papers' first release? What did your articles consist of? If you remember, what you may have written about? T. Burwell Robinson 28:29 I think I wrote some very scathing editorial about craziness there, I don't know. Carson Box 28:40 So fighting, fighting back, being a white voice for the African American community, was what-- T. Burwell Robinson 28:48 I was just a voice. We were all together. I never thought of myself as being a white voice. Carson Box 28:53 I just, I kind of believe that just the impact of you being a white man at this time, and writing for the Voice--like a predominantly African American newspaper--I think that speaks volumes to the people in the community. Whether, whether you believe it or not, I think that you spoke volumes to people in the community. T. Burwell Robinson 29:16 I agree with you. This is how I see it: with them, I was not so aware that I was white. They damn sure were aware I was white. Okay, I think that's what you're saying. Carson Box 29:28 Yeah, no, yeah, I completely get it. I understand where you're coming from. I'm letting you know that I think you had a serious impact on the community. T. Burwell Robinson 29:35 Yeah. Well, I mean, I can't argue with that. I don't know. Carson Box 29:41 Well, I I don't have any further questions for you right now. But is there anything else that you wanted to touch on or you wanted to talk about in your time between the events of you leaving Hampden-Sydney and becoming a teacher at Moton to being a part of the Voice or any interactions that...or people that you think are, that you haven't already touched on that you think are important enough that I should look into more? T. Burwell Robinson 30:10 Well, is somebody, does somebody have the name of Edward Morton and Leroy Ross and, and Alphonso White? Those are the people that need to be talked to. Carson Box 30:20 So there's the White family...? T. Burwell Robinson 30:22 What was her name? Sally Almond? I gave her those names. Carson Box 30:25 Yes. Okay, then she definitely has them, and I'll have them collected through here as well. I know that there was a ton of people with the last name White that contributed to the Voice. T. Burwell Robinson 30:35 Oh, that was...unless--there were two families of Whites who were neighbors. And one family ran the Master Cleaners, which was there on 15, close to town. And they were activists. And I don't know what the other White family did. But they were, they were first cousins, very much related to each other. Carson Box 31:02 Okay, so you didn't know the other side of the White family. But are you saying that's Alphonso's family that ran the cleaners? T. Burwell Robinson 31:08 No. Alphonso was from Suffolk. He had nothing... Carson Box 31:12 Yeah. No, he didn't have anything to do with the two White family connection. [Crosstalk] Okay. Yeah. T. Burwell Robinson 31:18 He spoke at the Black Student Union, which I still can't comprehend exists at Hampden-Sydney. But yeah, whatever they call it. Yeah. The ones that went berserk when Obama was elected. Alphonso got his acceptance letter the day after King was murdered. And he said, he had completely given up hope of going to college, and he said it was like a miracle. And his warm feelings of after college have changed a lot. I have very negative feelings about the school because I think no matter what progress they make, they always turn back into producing bankers and lawyers to enrich Richmond, and that seems to be the central mission. Anyway, when Alphonso came there, my little...my buddies from...my students, Blue and LeGrant, and I went to his dorm room, and we said, "We have no idea what it's gonna be like here for you, but this is my phone number. I drive, I can come pick you up: whatever you need, call." And from that, we have been lifelong friends. And he did call and he spent a lot of time at my house. And he has recently said that he had a lot of unpleasant experiences. I wasn't aware of how unpleasant it was for him, but apparently it was. Carson Box 32:47 So, Alphonso, he was the first African American student at Hampden-Sydney, do you believe he was the first one to be accepted as well? Or maybe the first one to have applied? T. Burwell Robinson 33:00 I think he was probably...I know he was the first accepted. I don't know about the application. Carson Box 33:08 Okay, well, I know, we definitely do have a good amount--I think people have interviewed him before. But I appreciate extra information on him, because that is obviously a central person to this college. T. Burwell Robinson 33:21 Yeah. Carson Box 33:22 Because he is the first African American to ever have the courage to come to an all male predominantly white college. Yeah, it's kind of paved the way for students of the future. T. Burwell Robinson 33:34 I think you have to have courage to come there, anyway, at least...it was not a good fit for me. But I got a hell of a good education. Anyway, I sent...Sarah--that her name, Almond? Carson Box 33:52 Yeah, yeah. Dr. Almond. T. Burwell Robinson 33:53 ...a copy of an essay that one of my kids wrote as a final exam in 1968, Ronald Mariner. And he, after that was killed in a car crash. It about killed me. He was the kid that called Hawaii. But anyway, he wrote a little essay as part of his final exam, about racism. It's worth reading simply because of the time in which he wrote it. And it's very well written. If you give me your email address, I'll send it to you. Carson Box 34:28 Yeah, yeah, I will. You have my email just from the... T. Burwell Robinson 34:32 Right, right. I'll send it. Yeah. I mean, it's, you know, I'm blinded because of my love for him. He was a wonderful kid. But I have kept that essay for 53 years, and I have it framed in my office. I know how poorly students today can write, and he was able to do that after having been shut out of schools for five years. It's...I don't know, it's just remarkable. Carson Box 34:59 Yeah, [unintelligible] too? Well, that is all I have, although I may, if you're open to it, I may be in contact. Well, I'm already gonna ask you, I'm already gonna be back in contact about just seeing that form signed and everything. But I may come up with some few questions once I listen to the recording, things that I might have possibly missed that I would like to know more about if you're open to possibly having another conversation in the future. T. Burwell Robinson 35:29 Sure. Carson Box 35:30 You're an open book? T. Burwell Robinson 35:32 You're easy to be with, whatever you want to do is fine. Carson Box 35:36 All right. Well, I really appreciate you talking Mr. Robinson, you had some fascinating stories. I think you're an excellent man in the Farmville community and did a lot for this community that others maybe...and people after you, wouldn't have had the courage to if it wasn't for you, stepping up and being one of the first to be an active member, a white person in this community. So, I think whether you know it or not that you did a lot for Farmville, whether you're in the history books or not, that massive impact. And that is something that you should hold true to your heart. Because I think...kids... T. Burwell Robinson 36:12 I do. [Crosstalk] I don't mean to be argumentative, but I can't imagine myself being called courageous. I just kind of stumbled into it, you know. Carson Box 36:23 You're humble. T. Burwell Robinson 36:24 Maybe. I don't know what you're comfortable with, but it sounds odd for you to call me Mr. Robinson. If you are comfortable calling me Burwell, that's fine. Call me whatever you want to, but I generally don't go by all this Mr. stuff. Carson Box 36:39 Yes. Yes, sir, Burwell. I got you. I really appreciate you telling me that. I'll be in contact with you, maybe even this afternoon, once I talk to my professors or in the next few days. T. Burwell Robinson 36:54 Yeah. My, uh, I had my phone number changed. And it was supposed to be effective at two o'clock. And the phone is still not working, so I don't know if you can get through or not. Carson Box 37:06 Well, I do have your old phone number and your new phone number, so... T. Burwell Robinson 37:11 The old one doesn't exist at all. Carson Box 37:12 Oh the old one's definitely gone. So I have your new phone number already. And if I can't reach you by there, I'll email you. T. Burwell Robinson 37:20 Yeah, I would really love to respond to you, and you are absolutely no bother. My experience there changed the course of my life. I'm a different person because of those kids, you know? Carson Box 37:38 I think it makes you a great person. So I think I think everyone... T. Burwell Robinson 37:42 They were great. Carson Box 37:44 I'm glad that I get to talk to you and find out more about your life. It's very inspiring. And I think that you're an inspiration to many others. So I really appreciate you taking the time to talk to me. And hopefully, this can turn into something where more people can hear about the stories of the things that you did for this community in such a hard time. So thank you very much for talking to me, and I'll be in contact with you very soon. T. Burwell Robinson 38:11 Okay, you're really welcome. I had fun talking to you. Thanks for calling. Carson Box 38:15 Have a good one! Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:38:17 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 69kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robinson Jr., T. Burwell Subject The topic of the resource Segregation in education Associations, institutions, etc.--African American membership Race discrimination--United States Prince Edward County (Va.) Description An account of the resource Oral History Interview between Carson Box and T. Burwell Robinson, Jr., conducted on April 13, 2021. Creator An entity primarily responsible for making the resource T. Burwell Robinson, Jr. Carson Box Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Publisher An entity responsible for making the resource available Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-13 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource m4a Language A language of the resource English Type The nature or genre of the resource Oral History Identifier An unambiguous reference to the resource within a given context 10010822 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Prince Edward County (Va.) Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. https://zzz-adm-host-084r.hsc.edu/files/original/cea83ff00ff7b903663f5824ec377cf8.m4a bbd1b66f8be46b529095d081650aab2d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Voice of Prince Edward County Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts.<br /><br />As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source.<br /><br />This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Subject The topic of the resource African American newspapers Associations, institutions, etc.—African American membership Race discrimination—United States Prince Edward County (Va.) Description An account of the resource Published between the years of 1965 and 1969, the Voice of Prince Edward County was an independent, privately financed newspaper out of Farmville, Virginia. The stated intent of the paper, printed as an Editors’ note in the July 26, 1965 issue,<br /><br />“<em>The VOICE of Prince Edward County is dedicated to give a voice to all the people of Prince Edward County. We will try to create more interest in local government by showing how the people can become involved in solving our problems in education, health, welfare, and employment. We will report the news for the whole community and we will let our officials know how the community feels. We will publish your letters to us and look forward to hearing your views. Finally, we will serve as an outlet for the creative ability of people in the community and we hope that the pieces we publish will inspire others.</em>”<br /><br />Though the editorial staff differed from issue to issue, most contributors to the paper were African-American residents of Prince Edward County, some of whom had suffered directly as a result of the 1959-1964 closure of the county’s public schools. By 1969, Alphonso O’Neil-White, the first African-American student at Hampden-Sydney College, was the sole credited editor of the paper. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Virginia Commonwealth University Special Collections & Archives Longwood University, Greenwood Library Special Collections & Archives Date A point or period of time associated with an event in the lifecycle of the resource 1965/1969; 2021 Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Farmville, VA (Prince Edward County) Contributor An entity responsible for making contributions to the resource Alphonso Vance White Alphonso O'Neil-White James E. Ghee, Jr. Barbara Botts Leslie F. Griffin, Jr. Carlton Terry Darwyn White Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Relation A related resource <a href="http://dams.hsc.edu/collections/show/30">College Church Biracial Study Group</a> <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Finding Aid</a> Is Part Of A related resource in which the described resource is physically or logically included. <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Hampden-Sydney College Archives &amp; Special Collections.</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Tyler Lohman Interviewee The person(s) being interviewed Armistead "Chuckie" Reid Transcription Any written text transcribed from a sound Tyler Lohman 0:01 All right, and we are live. Alright, so I'm Tyler Lohman. I'm obviously, as I mentioned before, I'm a senior here Hampden-Sydney. And I'm basically, our...my class, which is a special topics class in history is focusing on Prince Edward County, the Moton school, and obviously, you have connections to both, whether they be one way or another. We're gonna find out a little about that. So I'm going to hand over the floor to you and you can kind of, you know, introduce yourself. Chuck Reid 0:33 Well, I'm Chuck Reid. Real name is Armstead Reid, but I'm known as Chucky which was a childhood nickname. When school closed, I was eight years old. Tyler Lohman 0:46 Wow. Chuck Reid 0:47 Matter of fact, it closed on my, on my birthday. Tyler Lohman 0:51 No way. Chuck Reid 0:52 So you know, with school closed, being that young, you figured, well, we're just gonna be closed for a day or so. Tyler Lohman 1:02 Right? Chuck Reid 1:03 I never thought it was gonna be--you know, a week went by. Month went by, a year went by. Tyler Lohman 1:12 Wow. Chuck Reid 1:13 I was one of the lost generation that was out of school for five years. Didn't go anywhere, because my older siblings, they went away. Tyler Lohman 1:21 That's incredible. So what would you say, like, along with yourself--maybe like friends or classmates--what was, what was happening? I mean, were maybe some of your classmates going on strike? Or were they staying at home? Maybe trying to find other ways of education? What was, like, the normal during that time? Chuck Reid 1:39 Well, at my age, you know, we, we...like I said, I stayed here Farmville. Tyler Lohman 1:45 Right. Chuck Reid 1:45 And we would have something called, like, the crash programs, which was classes being taught down in the basement of the churches, all over at the Elks Hall and Masonic Hall-- Tyler Lohman 1:58 Right. Chuck Reid 1:58 --and we had people that came in to help us, to keep us kind of...intact-- Tyler Lohman 2:05 Right. Chuck Reid 2:05 --you know, but my, my main focus was being down at the First Baptist Church, in the basement, because that's the church I belonged to and we were surrounded by Reverend Griffin and others, and that was our meeting place as we got older. But, during that time, you know, we were kind of like in the neighborhood, we played school. You know, we were...it was a lot of people, a lot of kids in our neighborhood, about four or five different families. And we kind of--their parents took us and we played school on porches and, you know, acted like we was in school. But like I said, it started off that day, we went to months, weeks, and years. So, being out of school, five years, it kinda was a setback, you know. Tyler Lohman 3:00 Right. No, I can completely imagine. And so, you were obviously younger when you were at them, you were with, in which you were at...When you were there, could you like describe the quality? Like the conditions of the school? Do you remember specifically, the layout or not? Chuck Reid 3:18 Not? Not really. Tyler Lohman 3:19 Okay. Chuck Reid 3:20 No, going back that far...like I said, we were young and it was just waiting for school with your friends and all and then boom, this happened, first you was glad it happened to you as a vacation. Then as time went on, it got worse. Tyler Lohman 3:38 Right, no I can only imagine, I mean I can imagine it was very odd--even with COVID now, we were out of school for a little bit of time, and that that felt weird. I can only imagine, you know, that little month or couple month period turning into years. Chuck Reid 3:54 Right. Tyler Lohman 3:54 First, that's got to be, you know, it's got to be something. At first, like you said, it might be a little vacation, might be kind of fun to get out of school, but after a while, it's probably like, "Alright, that's a little [crosstalk]." Yeah, I can totally imagine. So, um, so did you, did you personally witness any of like, the strikes or...the student strikes, led by Barbara Jones, did you see any of those? Chuck Reid 4:15 No, no, no, I was too young for that. Tyler Lohman 4:18 Okay. Well, I understand reports. You know, I'm just seeing, you know, a lot of, a lot of stories behind that. So I was seeing if there was any connection, but, uh, no problem at all. And so I know The Voice magazine, the newspaper, that was obviously huge back in those days...and we've been reading The Voice newspapers now. And you told me you were circulation manager, right? Chuck Reid 4:41 Right. Right. Tyler Lohman 4:42 Right, so what was like your involvement within The Voice? Chuck Reid 4:46 Well, that was it. My main environment was, you know, we all...we always met down in the basement of the First Baptist Church That was our so-called headquarters, our workshop. Tyler Lohman 4:56 Okay. Chuck Reid 4:57 And that's where we did everything. Especially when they had demonstrations and stuff, that's where we, you know, we made signs for demonstr--, that was our headquarters. Tyler Lohman 5:06 Right. Chuck Reid 5:07 We did everything down there. And my main thing with The Voice was really getting it out in the neighborhood, you know, riding around getting them out to different churches. Tyler Lohman 5:19 Okay. Chuck Reid 5:20 With all of, with all the guys, so that was our main purpose was to get it out so people can read it so that they can be informed on what was going on. And that's what The Voice was all about. Tyler Lohman 5:33 And so, was it, did you find any difficulties with getting it out? Or, over time I know, the quality of the papers, eventually... it was hard to get funded, and, and so on. But I don't know how long you were circulation manager there. But was there ever a difficulty of like limited copies or limited amounts of papers that you could dish out? Chuck Reid 5:54 When we first started, you know, we started out with typing paper, you know, we started out making copies on a, on a printer, you know, just just typing, like typing paper, you know, then as it got better, then we got to somehow was able to print them. So our main focus after we got it going was to get it out, like I said, mainly to the local churches. So everybody can be informed of what's going on in our community. Tyler Lohman 6:19 Right, no, totally I've been looking, I've been reading it, like writing that, probably in the last couple months here. And it's actually it's really cool to see, you know, how in detail and how in depth the conversations and topics go. I mean, you guys definitely not only made it work as far as printing your own material, but just I think, you know, if I was in that community, and that time, I would be definitely influenced. And persuaded from what the other writers and people from the church wrote, it was definitely a lot of quality there. And no, it's awesome, like I said. Chuck Reid 6:58 We had, we had a lot of students that were they were really, you know, really smart. Put it like that, they were book smart. Tyler Lohman 7:07 Talking more about that! I mean, like, how-- Chuck Reid 7:09 Yeah. Tyler Lohman 7:10 --where did you guys get these..., organize the staff, or The Voice? Chuck Reid 7:15 Just in the basement of the church, you know? Tyler Lohman 7:17 Like, did you guys go out and reach out to people? Or did they kind of come to you guys, or how did that all happen? Chuck Reid 7:22 We just, we just met as a group, you know, a bunch of young people just met and said, This is what we want to do. So we got together and they said let's put this together, Skip Griffin and some more...and what we did was put that together, and they started writing, and said we're gonna get it out to people. And like I said, we started low, and then we'll move up a little more. We got it out for people to be informed. Tyler Lohman 7:46 Alright, and that definitely worked, from what...from my knowledge. Chuck Reid 7:50 Yeah, it did. Tyler Lohman 7:51 It did work, so congratulations to you and everyone else...at that time, it's, it was remarkable. Looking back at it now, especially, you know, that's our job right now, so. Chuck Reid 8:01 Yeah. Tyler Lohman 8:01 Definitely did a good job there. But um, so explain to me, I mean, obviously, you were the circulation manager, you went to Moten, and were obviously out for a while. Did you pick up where you left off as far as education? Did you go anywhere else after Moton? Chuck Reid 8:19 No, what happened when schools did open back up after five years out...we were tested by the state. And like I said, during those years it was closed we had people that came in from other colleges, some retired teachers that really helped us with our education. My grandmother, you know, she was a babysitter, and she took care of kids. And, you know, they wasn't just playing, they tried to educate us. Tyler Lohman 8:44 Right. Chuck Reid 8:45 So that's basically what we did, and what...we learned and took the test, and I was put in the grade. And after I was put in my right grade after that test, you know, you struggle to make it out of school, which I did. You know, I graduated in 1970. And I had a...I got into music real good. I loved being in the band. And I had a music teacher that said, "Well, I'm gonna help you go, help you get into a college." And he had tried to get some assistance for me to go to college. He told me "So you know what, you can go...we got you where you can go to Shaw University in music, and we'll help you out." By being out of school, just like a bunch of us in my age back then--we were scared to go. Tyler Lohman 9:40 Right. Chuck Reid 9:42 So I didn't take that offer. I didn't go to college because I was scared. You know, I was scared I wasn't gonna make it. Tyler Lohman 9:48 Right, right. Chuck Reid 9:49 So I ended up going to the military. Tyler Lohman 9:52 So the military, so well, where'd you serve? Chuck Reid 9:55 Air Force. Tyler Lohman 9:56 Awesome. I actually wanted to be in the Air Force a long time ago. I was just fascinated. But if I didn't come, if I didn't play football, I probably would have been, definitely would of joined the Air Force. I love..., I've always want to fly plane as a kid to be a pilot. Chuck Reid 10:10 So yeah, I worked in-- Tyler Lohman 10:12 Just thank you for your service, first of all. Chuck Reid 10:15 Yeah, you're welcome. It was, it was real, it was real good to know. Kinda homesick to start out with, but, you know, I had met a young girl and then had a baby on the way, I said, I gotta do something. So I missed a year, not going to school, just working with different jobs and stuff. And I said, you know what, a lot of the guys in my area in this area went into the military. A lot of them didn't go to college back then. Tyler Lohman 10:42 Right, right. Chuck Reid 10:43 So every time they came back home on leave, you know, they talked about how good it was, you know, you need to try this. And a lot of them went into the Air Force-- Tyler Lohman 10:51 Right. Chuck Reid 10:53 --so I said well I'm gonna try this and I went and...I stayed in there four years, you know? Which I wish I stayed a little longer. But then my grandmother got sick, my mother got sick, so I had to come back for humanitarian assignment to be closer to home, but, and then I got out. Tyler Lohman 11:09 Right. Chuck Reid 11:10 After I got out, you know, I came back to Farmville and had some community leaders talk to me and say, "Well, you know what, we need somebody to represent us in the city government" which was the Town Council at that time. And I said, Well, I'll try it. I thought it was gonna be, you know, one year running for Town Council, and now I'm in my 30th..., I forgot, I can't keep up with it. But I've been there a long time. Tyler Lohman 11:41 Right. Right. So tell me more about that. I mean, I know, I was actually gonna ask you that, um, a little bit later. But while you're on the subject, talk a little about that. How being on the council...I know, you've definitely--you've moved up, right? As far as the council when you first started. Yeah, talk a little bit like that. I mean, like, what, what's your role now? Or, or what it was, maybe whatever you want to talk about, but tell me a little about that. Like your, your involvement within Farmville and Prince Edward County? Chuck Reid 12:09 Well, when I first decided to run for council, people were like--I will always remember Reverend Griffin always told me, he said, "You know, you can always have somebody and you can be somebody," you know that always stuck into my mind. But as I got older, I said, you know what--excuse me--people like Warren Reed and some other in the community said, "Well, you know, hey, go ahead and try it for a year," like I said, and then I tried it for a year. And then more years came and I said, well, you know, I'm gonna try it again for another four years, another four years. And then I got to a point where we were just, like, happy in the people in the community. That's what it was all about. Tyler Lohman 12:53 Right? Absolutely. Chuck Reid 12:54 You know, I started off as a council member, and then I moved up now where I'm the vice mayor right now. Tyler Lohman 13:00 Right? And that's what I've heard, which is awesome. Chuck Reid 13:02 Right. So it's been good, you know, time has changed, but it's been good. You know, you meet a lot of people. And also doing a career--I was a mailman. So I've met a lot of people, you know, I was a mailman for 30 years. So I had two hats I was wearing: I was on City Council plus, I was a mailman. Tyler Lohman 13:25 Right. Chuck Reid 13:25 So I met a lot of people, a lot of, you know, a lot of families. You know, I've seen a lot of babies, a lot of dogs, and dog names and everybody you know? [Laughter] It was really, it was really an interesting thing. And now, I'm at the point now where, you know, I'll be 70 years old this year. Tyler Lohman 13:46 Wow--Looking young! Chuck Reid 13:49 Yeah, that's, that's what the grandchildren say-- Tyler Lohman 13:52 You are! I wouldn't have guessed! Chuck Reid 13:54 --yeah, I'll be, I'll be 70 years old this year. And I have more on my mind what I'm gonna do when that term come next year, '22. You know, and people ask me whether I'm gonna run for mayor, or whatever, you know, and the thing they give me with the mayor, the mayor's alright--the mayor is a title. To me, a council member can do a lot more than a mayor, in my eyesight. Tyler Lohman 14:22 Okay. Chuck Reid 14:22 So you know, I might be wrong, but I have really enjoyed my career, you know, different...meeting the different people, a lot of different people on Council. When I first started off, it was kind of rough. It was kind of scary. Tyler Lohman 14:37 Right. Chuck Reid 14:37 You know, but then as time changes, you know, I figured I'm gonna stand my ground and stay here and then I'm still here! Tyler Lohman 14:46 Years later! I mean, first of all, like, you had to've been the man right? I mean, you're you're a mailman. You're in the council. Everyone knew you. So you were the, you were the man over here in Farmville. Everyone, everyone knows last the last name Reid in Farmville. There's no doubt about that. Chuck Reid 15:02 That's right. You know, you try, you try to separate it, but sometimes you carrying mail and somebody want to come out the house and talk politics. You know, I don't have time. But my thing was, you know, being a mailman I was, you know, always checking on the elders, knock on the door if I didn't see him for a while, see how they was doing--they appreciated that. [Crosstalk] Yeah, and that's the same way with being on the council. You know, I respect and love working with people. And I go through the neighborhood and check and see if there's anything that I can do on my own, you know, in [unintelligible], because sometimes city council don't see what you see, right in your neighborhood. So you got to, you got to step up the game and see, let them know what's happening. Tyler Lohman 15:49 Exactly right. And even more of a personal experience and you know more on the inside than they do, you know, from the outside. So-- Chuck Reid 15:56 Yeah. Tyler Lohman 15:57 --I totally understand. Well also too, like, I mean, it's definitely a marvel what you've done--from what I can tell already--what you've said is that you like, you love to help others, right? I mean, you're in the airforce, you serve the country, and then you're a council member, a mailman, you like to serve others. Is that pretty accurate? To say that? Chuck Reid 16:14 Yeah. My motto? My motto, you know, during the years was "a man who cares." Tyler Lohman 16:20 Yep. Chuck Reid 16:20 And that was me, like, I cared about and I still care about people. Tyler Lohman 16:24 Right? Chuck Reid 16:25 So that's, that's mainly what it's all about. Tyler Lohman 16:29 Yeah, absolutely. I mean, I'm the same way. I think every person has a story..., everyone has, has a different value in life, everyone's here for a reason. And if you're not, then well, so be it. But I mean, it's honestly all comes down to, you know, you got to always admire people that give back to the community, give back to...you know, whether it's family, friends, whoever may be just that...maybe the town, the city, like you get back to them in general. I'm pretty sure everyone here in Farmville and I, as well, appreciate what you've done. It's very admiring. And so thank you for that, for all you've done. Chuck Reid 17:05 Yeah, yeah, it was, it was rough at times. You know, as you got older, you learn to respect--you know, a lot of people said, "Do you have a lot...do you have grudges? Do you have hate built up in you because of what happened with school closing?" And I, you know, I thought about it, and I learned and I said, "You know what? It just made me stronger." Because I wasn't used to hate, you know, I said it made me stronger. You know, I came back from the military, got on the council, and I learned to deal with people of all colors. So it really made me strong. Tyler Lohman 17:40 Right. Chuck Reid 17:41 The school closing, you know? Tyler Lohman 17:43 Absolutely. So, so I mean, like you said it made you stronger, obviously. But anything, any other...anything else like from the closing of the school? What did it change as far as, like, later in life, now when you look back at it, what has it changed it? Has it changed the way you've gone about certain things, or the way you view...maybe politics? Or whatever, I mean, don't get too in depth, but you can just maybe give an example of what it's exactly changed from from your standpoint. Chuck Reid 18:10 Well, well, like I said, it just makes you stronger and makes you be wiser. It made me wiser, for one thing. And it made me to..., to keep your eyes open. You know, see what's going on. That, that's mainly what it did as I went on through life, you know--like I said, getting up in age now--you still got to watch your back some kind of way. Tyler Lohman 18:34 Right. Chuck Reid 18:36 But I keep my eyes open the whole time. Tyler Lohman 18:38 Yeah. No, I totally understand. I mean, I can only imagine, when something like that comes around the corner, it's a huge curveball. Chuck Reid 18:46 Yeah. Tyler Lohman 18:47 So now I mean, you always say, Keep your eyes open. Make sure--from a, from a football analogy--make sure your blind, your blind side is covered. Chuck Reid 18:55 That's it. Tyler Lohman 18:56 Yeah. You know, I totally understand. I mean, wow. I mean..., this conversation is great so far. I mean, anything else you want to touch on or any questions you have for me or any other...anything else worth mentioning? Chuck Reid 19:11 No, I think, I think that's about it. You know, I enjoy working with the Moton Museum, which I am now the president of the Board and Council. Tyler Lohman 19:20 Are you really? See I should ask that. So what's your role, exactly, there? I mean, obviously you probably counsel, but what exactly do you do? Chuck Reid 19:29 Just carry on the meetings and you know, that's mainly what it's all about. Tomorrow is the Moton lab is all day tomorrow from 10 to 8. Telethon is going on to raise money for the, for the museum and you can go on Moton Museum's Facebook page, and I think it runs from ten o'clock in the morning until eight o'clock tomorrow night. Tyler Lohman 19:53 Okay. Chuck Reid 19:54 And you can go on there anytime, between them times and see different segments of what's going on. We're gonna have the governor speaking and other people speaking, got a guest speaker tomorrow at six o'clock. And then I might get some words around 6:30 or somewhere along there, with the president of the trustee board, so. And that's been very interesting, you know, and that's again, working with people. Tyler Lohman 20:20 Right. Right. Which you like-- Chuck Reid 20:22 --working with the community. Yeah, working in the community. Tyler Lohman 20:25 Right. I mean, I visited the museum twice personally, and just..., it's just so fascinating to me, because I mean, when you, when you come to Farmville, the first thing, you know when you see in Farmville is you have the town. You see the little stores on the side and all this, but it's like, so hidden the Moton Museum, like when I first came to school, the first three years, I didn't even know about it, right? So I didn't know the location, I didn't know much about it. And then, obviously, I had a, I had a western culture class, and my teacher, she--was a first teacher to take me there. And I was like, wow, this is such a...this, right here, is more the identity of Farmville, than the town or anything else, in my opinion. Like it's just so...it just connected me to Farmville in a way that everything else wasn't because I felt like that was...had more significance than a lot of other things at Farmville, it's just very undermined, and-- Chuck Reid 21:16 Right, right. Tyler Lohman 21:17 --very respectable. Chuck Reid 21:19 They have some books over there with interviews from, you know, different students that was involved in the school closing, [unintelligible] I'm in one of those issues, and--I forgot what issue, I think it's three issues so far, and they're gonna release a new one tomorrow-- Tyler Lohman 21:36 Oh, wow. Chuck Reid 21:37 --if you go by there you can get some copies of them. And they have interviews, what they talked to different people that was involved in school closing. Tyler Lohman 21:45 Yeah, I would definitely be interested. I mean, I heard about Barbara Johns, her story. And I was extremely interested about her story. I was...that was amazing, what she did. But now I would, I would definitely love to dive into more of those and listen to more because every time it's like a different, a different story, different side, different perspective. Chuck Reid 22:03 Yeah, well you go by there and get a copy of those books, and you'll be, you'll be surprised at the interviews and the people that they interview and their story, Tyler Lohman 22:11 Right. I imagine. I imagine, completely. I'm definitely, I'll definitely look into doing that. Next time, I'm actually going to go over there relatively soon for the end of our class. We're going to head over there one last time, and maybe when I do that, I can uh, before I leave Farmville forever, the last thing I'll leave with is maybe a little, a transcript or interview. Yeah, that would be, that'd be awesome. Chuck Reid 22:34 Yeah. Just make sure you get a copy of those three issues of those books and you'll be surprised at the interviews and the stories that they tell. Tyler Lohman 22:42 Yeah. Chuck Reid 22:45 Like I said, they're gonna do one..., release one tomorrow with new interviews in 'em, so. Tyler Lohman 22:52 Yeah, yeah, I'll check it out. I'll check it out, for sure. For sure. Um, yeah, awesome. Anything else? Like I said, I know there's a lot to discuss on this topic. I don't want to hold you back. I know you want to enjoy Thursday night...maybe, it's around dinner time, I don't know if you had any yet! [Laughter] I don't want to interrupt too much. But uh, is there anything else? Um, honestly, like, anything else? You ask me, or? Chuck Reid 23:17 I can't think of anything else. But I'm glad I could, you know, answer some questions for you. Tyler Lohman 23:21 You definitely did! Chuck Reid 23:23 You know, as you get older, sometimes you forget, sometimes and then you think about after you finish talking, you know, say what "I should have told him this, I should have told him that." But like I said, if you look at the interview, and that booklet, is one interview that students at Longwood did that's very, very interesting. Tyler Lohman 23:39 Yeah, I'll definitely look at it. And uh...I just want to say you're too old to forget anything, you seem pretty sharp to me. And if you run for mayor, I might go ahead and vote for you. So go ahead and do that. You got my vote. Chuck Reid 23:52 I appreciate that. Tyler Lohman 23:53 Absolutely. Absolutely. I mean, it's been a pleasure. I really can't thank you enough for taking the time and kind of given me everything that I need everything the school needs to help me--everyone wants to, you know, understand the history of Moton better, right, and that's why, that's the whole purpose of this and that's why we want to hear your personal stories, your insights, because it--to us obviously not being then, not being there during that time and and through all of that which you've all been through is...it's just, it's, it's so interesting to say the least and so-- Chuck Reid 24:24 Yeah, it's interesting because of the fact that, you know, when Barbara Johns...when they had their walk-out, that was different, you know, the walk-out, but then the ones that follow like myself, you know, that was there and was out of the school for five years-- Tyler Lohman 24:36 Yeah. Chuck Reid 24:38 --that got no education. You know, that's..., that was the rough time, because a lot of the ones that was there with Barbara Johns, like, you know, a lot of them didn't go back, go back to school, and there's a lot of people that was out with me for five years. They didn't go back to get any education because when I went back to school after the five years, it was some students in my class that were older than the teacher! Tyler Lohman 25:06 Wow. Yeah. I believe it, though, I mean that, that's kind of how it was right? I mean, you also said a lot of, a lot of your friends or people you knew also into the military, too. That was an alternative. Chuck Reid 25:15 That's right. Tyler Lohman 25:16 Right. Okay. I mean, that's the thing. I mean, it's better doing something like that, you know, finding a, finding a ways and means of coming at life, and just, you know, staying back and just, you know, saying that's it. I mean, like you said, you were in the military, couple people you knew went to military. Chuck Reid 25:31 Yeah... Tyler Lohman 25:32 Moving around and [unintelligible]. Chuck Reid 25:34 Quite a few of us went into the military, but I did..., when I did come back, when I got out the military, I worked, I did some substitute teaching at the school. You know, they tried to get me to go to school and get a degree or something, because they said they needed more black males in the school system. But, you know, it just wasn't there for me to do it, you know? But I did, you know, I was the president of the Booster Club for 10 years at the school system. So we, we did work with the school system, which was good. You know, I really enjoyed that, so. Tyler Lohman 26:09 I bet, I bet. Chuck Reid 26:10 Yeah. Tyler Lohman 26:10 Like I said, you probably had a--maybe you know, maybe you don't, but I'm guaranteeing you had a huge impact on everyone around you. Just from what I've heard from this conversation, as far as your involvement in the community and the town council, maybe the mailman, or whatever. That stuff plays, it plays a factor. I mean, it changes people, some people's lives, you don't even know it, so. Chuck Reid 26:31 Oh yeah. Oh yeah. Tyler Lohman 26:32 It does, it really does. Chuck Reid 26:33 You know, I see people now, you know, matter of fact I saw two ladies today in town and they're telling me how much they miss me on the mail route, you know. And I miss them too, you know, but it was just the point of just sometimes just stopping by talking to them, you know? Just talk to them, and see how they was doing. Tyler Lohman 26:55 People miss that, too. I mean, I'll tell you for one, if you talk to one of my best friends, we talked all the time and then he moved away. You miss them. You missed the interaction. Because you build a friendship with somebody, it's, it's hard to let it go. So I can imagine that all those people you probably talk to, they probably miss you, they probably miss your routes. Chuck Reid 27:13 I do, I do. Tyler Lohman 27:15 I bet, I bet. Chuck Reid 27:17 Okay. Tyler Lohman 27:19 Well, Mr. Reid, I can't really think of anything else. You did a great job with answering my questions, even going above that, and kind of filling me in on everything that you've been through personally, and what the community was like, everything. Ah, you did a great job, so. I definitely thank you. Um, if you have any questions for me--I'm guessing you don't...? Chuck Reid 27:40 No I think I'm fine, I just wish you--you say you're senior this year--and I just wish you luck in the future. Tyler Lohman 27:46 Thank you so much. I appreciate it. Chuck Reid 27:48 Yes, sir. Tyler Lohman 27:49 All right. Well, um, you enjoy your Thursday night. Don't, don't, don't stay too busy. [Laughter] I know you've been on the road a lot of places, Richmond and all that, so stay, stay a little free to schedule up and enjoy yourself this weekend. And like I said, it's been, it was a pleasure talking to you. Thank you for your service. Thank you for your involvement. We all appreciate you, on the behalf of my school. Chuck Reid 28:12 Hope I, you know, helped you a little bit, sir, in a way-- Tyler Lohman 28:15 A lot. You did a lot. So-- Chuck Reid 28:15 All right. Tyler Lohman 28:15 --I appreciate it. All right Mr. Reid, you take care. Chuck Reid 28:15 You too. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:28:24 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 69kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Reid, Armistead "Chuckie" Subject The topic of the resource Segregation in education Associations, institutions, etc.--African American membership Race discrimination--United States Prince Edward County (Va.) Description An account of the resource Oral History Interview between Tyler Lohman and "Chuckie" Reid, conducted on April 22, 2021. Creator An entity primarily responsible for making the resource Armistead "Chuckie" Reid Tyler Lohman Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Publisher An entity responsible for making the resource available Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-22 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource m4a Language A language of the resource English Type The nature or genre of the resource Oral History Identifier An unambiguous reference to the resource within a given context 10010821 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Prince Edward County (Va.) Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. 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Title A name given to the resource The Voice of Prince Edward County Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts.<br /><br />As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source.<br /><br />This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Subject The topic of the resource African American newspapers Associations, institutions, etc.—African American membership Race discrimination—United States Prince Edward County (Va.) Description An account of the resource Published between the years of 1965 and 1969, the Voice of Prince Edward County was an independent, privately financed newspaper out of Farmville, Virginia. The stated intent of the paper, printed as an Editors’ note in the July 26, 1965 issue,<br /><br />“<em>The VOICE of Prince Edward County is dedicated to give a voice to all the people of Prince Edward County. We will try to create more interest in local government by showing how the people can become involved in solving our problems in education, health, welfare, and employment. We will report the news for the whole community and we will let our officials know how the community feels. We will publish your letters to us and look forward to hearing your views. Finally, we will serve as an outlet for the creative ability of people in the community and we hope that the pieces we publish will inspire others.</em>”<br /><br />Though the editorial staff differed from issue to issue, most contributors to the paper were African-American residents of Prince Edward County, some of whom had suffered directly as a result of the 1959-1964 closure of the county’s public schools. By 1969, Alphonso O’Neil-White, the first African-American student at Hampden-Sydney College, was the sole credited editor of the paper. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Virginia Commonwealth University Special Collections & Archives Longwood University, Greenwood Library Special Collections & Archives Date A point or period of time associated with an event in the lifecycle of the resource 1965/1969; 2021 Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Farmville, VA (Prince Edward County) Contributor An entity responsible for making contributions to the resource Alphonso Vance White Alphonso O'Neil-White James E. Ghee, Jr. Barbara Botts Leslie F. Griffin, Jr. Carlton Terry Darwyn White Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Relation A related resource <a href="http://dams.hsc.edu/collections/show/30">College Church Biracial Study Group</a> <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Finding Aid</a> Is Part Of A related resource in which the described resource is physically or logically included. <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Hampden-Sydney College Archives &amp; Special Collections.</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Aaron Moorer Interviewee The person(s) being interviewed Alphonso O'Neil-White Alphonso Vance White Transcription Any written text transcribed from a sound Aaron Moorer 0:00 How are you doing today? Alphonso O'Neil-White 0:01 I'm doing great. How about you? Aaron Moorer 0:03 I'm doing all right, I'm doing all right. So I first would like to just thank you for taking the time to meet with me today. And just to reintroduce myself, my name is Aaron Moorer. I'm a senior here at Hampden-Sydney. And I'm also one of the Diversity, Equity and Inclusion ambassadors on campus, working under Dean Hollemon and Nicole Austin. So, without further ado, could you start off by telling us a little bit about yourself, like your childhood and your upbringing? Alphonso O'Neil-White 0:31 [Laughs] A little bit about myself, huh? At this point, that's kind of hard to do in [unintelligible]. I was...I grew up, I was poor in Suffolk, Virginia, which is just down the road a piece from Farmville. It is, was at that time, the world's largest peanut market, home to Planters peanut. I spent my childhood there and I lived there until I came to Hampden-Sydney in 1968. So, my dad was a Baptist minister, and so we had a different view of the world, but we were still relatively poor. And so that's why going to Hampden-Sydney was a great choice for me. So, you know, I grew up there went to high school there and... Aaron Moorer 1:39 Was your high school segregated or desegregated? Alphonso O'Neil-White 1:43 Oh, it was, it was totally segregated. Aaron Moorer 1:45 Okay. Alphonso O'Neil-White 1:47 There was a white High School and a black High School, and, okay, white elementary schools and, and, and so forth. You know, it was..., I call it the American--I grew up in the midst of American apartheid, because it was the same thing. I mean, you know, restrooms were, were segregated, water fountains, but the bus station. Aaron Moorer 2:15 Right. Alphonso O'Neil-White 2:17 I mean, living, it's an absurd situation to have to live in. And so there's no surprise that the world rose up against South Africa's... Aaron Moorer 2:28 Right. Alphonso O'Neil-White 2:29 ...system, but ours was pretty similar. Aaron Moorer 2:33 Right. Alphonso O'Neil-White 2:35 But, you know, people went about their lives in a segregated world. It was tough times, for people of color. And so we, but we muddled through. Aaron Moorer 2:53 Okay. Alphonso O'Neil-White 2:54 So... Aaron Moorer 2:55 Thank you. Yeah-- Alphonso O'Neil-White 2:56 Go ahead. Aaron Moorer 2:58 I was gonna say, thank you for sharing, but keep going. [laughter] Alphonso O'Neil-White 3:02 Keep going? Well, you know, I...my parents were very strong supporters of education as a way out of our situation. And my mother, you, she really brought home to me as often as she could, you know, "you could get an education, get an education, and you have a chance." And I bought into that. I mean, I didn't, I didn't really resist that, because I, I was looking for ways out. And there's no way I was going to challenge that. So they, so I got that kind of support from them. And my mother used to tell me the story about her education, you know, and she grew up in Virginia, and she...the high school, or the black kids in her high school...for the black kids only went to a certain grade, and I think it was like seventh grade or something like that. And she graduated from the eighth grade, and then...then after that, they would add another grade. Aaron Moorer 4:18 Wow! Alphonso O'Neil-White 4:18 So the next she would hear that, "oh, my goodness, they added the ninth grade." So she would go back, and she'd go to the ninth grade. And then they would add a 10th grade and she would go back and finally she decided that she was too old to be in there with all those kids. And so she stopped going back, but I was always inspired by that story that..., you know, Vince Lombardi used to say--I think he's quoted as saying that, the measure of a person, the true measure of a person is how well you do with what you are given. You know that was just a case of that, she was given this very restricted situation, but she made the best of it. And she passed that on to us. I always think about that story when people say, "Well, why did you do this or that?" and that's why I was so intent on going to college somewhere. I was obsessed with this around, you know, 11th, you know, 11th to 10th grade, I was obsessed with getting into college, so I did a lot of things that were driven by, by that, you know. Aaron Moorer 5:40 Yeah. Alphonso O'Neil-White 5:41 Which job, getting a job, getting a job, is always a balance. But I would, I was always looking to get a job that was going to produce money that was gonna help me get into college. So that that was motivation in those days. Aaron Moorer 5:56 Yeah. So that actually makes a nice segueway into the next question, which is what ultimately led to your decision on going to Hampden-Sydney College? Were there other options, or...? Yeah, tell me about that. Alphonso O'Neil-White 6:08 You know, I would like to think that there were other options. But, and so--it's not to denigrate what Hampden-Sydney did for me financially. But as I looked at the financial package that they offered me, it had a clear message that said, "we want you to come to Hampden-Sydney." Aaron Moorer 6:34 Right. Alphonso O'Neil-White 6:35 That was clear. And I said, "Yeah, well, I don't know about Hampden-Sydney. I don't know who they are, never heard of them, never been there." Aaron Moorer 6:46 Right. Right. Alphonso O'Neil-White 6:47 No idea where it is. So I had my strategy, and my strategy in high school was, as I said, to get into college, so I..., in those days--I don't know if they do it now--you have to submit an application fee. And then if you get accepted, you got to have, there's a fee to hold your spot. And so you went through [unintelligible]. Aaron Moorer 7:18 Yeah. Yeah. Alphonso O'Neil-White 7:21 But, but so I wrote a standard letter, a standardized letter to all of these admissions directors and said, "You know, look, I want..., I'm interested in going to your college. I'm poor, I can't pay the money. Would you waive the fee?" You know, like, across the board, they did, except for a couple of Ivy League occasions. But yeah: "sure, send me your application." So I sent out hundreds, literally hundreds of applications to all...it was all of the HS, you know, the HBCU schools. Aaron Moorer 8:09 Right. Alphonso O'Neil-White 8:11 You know, all of them. [Laugher] And Hampden-Sydney was on that list. Ask me why Hampden-Sydney was on that list, I can't really explain it. I was, I used to go to the counselor's office and thumb through catalogs. And just, just sort of get the feel of what college was about. And I had the Hampden-Sydney catalog that grabbed my attention, I thought I'll put those folks on the list. So then then there was the request for financial aid that goes after that, so I do all of those. It's just like a full time job almost. But the financial package that I got from the other schools--and there were many of them--didn't quite make the grade in terms of covering my expenses. I mean, I wasn't in a position to have to be able to pay any expenses, to be honest with you. But Hampden-Sydney, they had presented a thoughtful proposal. I mean, they basically covered everything. And, so anyway, I kind of I said, you know, "Hampden-Sydney can do this, why can't these other people do it?" Aaron Moorer 9:40 Right. Alphonso O'Neil-White 9:41 And I thought, well, I would call them up and say "Look, you know, you offered...?" Most of them were tuition scholarships: we'll give you full tuition. But they'd say, "Well, we gave you full tuition. What more do you want?" You know, you've got to have some skin in th, that's the way they presented it, and I said "Okay, well, I don't have any skin to put in this game"--there wasn't any--and I said, "You know what, I'm gonna give it, I'm gonna give it a shot and...beautiful campus, a great, great reputation. I'll just go to Hampden-Sydney." That's how it happened. And then, you know, this is the funny part of it: I get accepted to Hampden-Sydney, and I accept their offer. And then people started coming up to me saying, "Did you, did you realize that this was an all white...?" What? What?! And then...I hadn't done that research, I don't know if there's any way you could find out--even if I wanted to. But anyway, people started telling me that there was a little news clip in the newspaper. This is was one that I still...it was that the news story was something like "Black Boy Accepted at White College." Aaron Moorer 11:10 Wow. Alphonso O'Neil-White 11:10 It was maybe a paragraph and a half, on the back page. Aaron Moorer 11:17 Wow. Alphonso O'Neil-White 11:17 It's funny. It's printed in this newspaper, that I think the publisher is a Hampden-Sydney grad...of color. So yeah, the the Norfolk Virginian Pilot or something like that? I think that was the name of it. I think he is currently the publisher. Aaron Moorer 11:42 Okay. Alphonso O'Neil-White 11:43 But following up, I thought it is kind of an interesting coincidence. But anyway, that got me into Hampden-Sydney. I packed my pack. Aaron Moorer 11:54 Then you will on your way. Alphonso O'Neil-White 11:55 I was on my way. Yeah. Aaron Moorer 11:57 Wow. Okay. And so, how did your family feel about your decision to go to Hampden-Sydney? Especially after finding out that it was an all white school? Like, how did they react? Alphonso O'Neil-White 12:11 [Laughs] They were not happy. My mother, my mother particularly was very concerned about it. Aaron Moorer 12:19 Right. Alphonso O'Neil-White 12:20 And they tried to talk me out of it. Aaron Moorer 12:23 Right. Alphonso O'Neil-White 12:24 Do it and I explained the financial situation. So I said you know, "I gotta go where the money is." Aaron Moorer 12:32 Exactly. I did the same thing. Alphonso O'Neil-White 12:35 That sounds crude, but that's, you know, that's the reality of it. And I thought, you know, "Get in there and go get the education." Aaron Moorer 12:45 Right. Alphonso O'Neil-White 12:45 But my mother worried about it the whole time I was at Hampden. Aaron Moorer 12:49 Right. Alphonso O'Neil-White 12:50 And so, you know, she didn't give me too much grief about it, but I knew she was concerned. Aaron Moorer 12:56 Okay. Okay. And so were you, did you have any siblings? Like, were you the first in your family to go to college or...? Alphonso O'Neil-White 13:03 First and only. Aaron Moorer 13:06 Okay. Okay. Alphonso O'Neil-White 13:07 Which was was kind of a surprise to me, but I'm the only one in my...my kids went to college. Yeah. Aaron Moorer 13:18 Right. Okay. And so, you get there, and you realize, "Uh, yeah, I'm the only one." So how did you feel, I guess the first semester, the first year being at Hampden-Sydney? Like, what was that like? Alphonso O'Neil-White 13:34 Well, it was, uh...it was a little crazy. It was--because I had no idea, no idea what to expect. You know, this was 1968. I mean, you have to keep in mind what the context was. Aaron Moorer 13:56 Right. Alphonso O'Neil-White 13:57 The day before I got my acceptance letter from Hampden-Sydney, Martin Luther King was assassinated. As you know, Bobby Kennedy was assassinated late--well, you probably don't know any of this--people get assassinated. Bobby Kennedy was assassinated that year. Martin Luther King, there was, you know, just-- Aaron Moorer 14:23 Wow. Alphonso O'Neil-White 14:23 --the Vietnam War was raging. It was...colleges and universities were going on strike around Black Studies. Aaron Moorer 14:36 Wow! Alphonso O'Neil-White 14:38 You know, the convention in Chicago that turned into a quote "police riot." And there's a movie about the people who were tried, because of their activities during the Chicago Democratic Convention, so it was, it was an era and a yearof, uh, lots of turmoil in the country. Aaron Moorer 15:03 Yeah. Right. Wow. That--yeah, sounds like a lot just..., and you're starting a new like chapter and stage in your life and just hearing about all that on the news, like, "What is going on?" Wow. And so, during your time there, were you like, in any clubs or organizations? Or did you just stay to the books? Alphonso O'Neil-White 15:27 Well, you know, I came...you know, I had spent, you know, in high school, I had joined this government program called Upward Bound. That was--it still exists, by the way, in a different format--but in those days, it was an enrichment program, not an academic program, and, and it was based on Norfolk campus of Norfolk State College. So, while I was in high school, like, in a week--during weekends, I'd go to the campus. Aaron Moorer 16:05 Okay. Alphonso O'Neil-White 16:06 I thought I knew all about fraternities. Aaron Moorer 16:12 Oookay. Alphonso O'Neil-White 16:11 --Especially the black fraternities, and didn't really know what they were. So anyway, so I got, I get to Hampden-Sydney, and--you know, I don't know if that's true today. But the fraternity system at Hampden-Sydney was pretty, uh, strong. And-- Aaron Moorer 16:12 Yeah. Alphonso O'Neil-White 16:14 And pretty...if you didn't, if you are not a member of a fraternity-- Aaron Moorer 16:39 Who are you? Yeah. Alphonso O'Neil-White 16:41 Who are you? And where were you? And what did you do on, come Friday? Aaron Moorer 16:46 Right? Alphonso O'Neil-White 16:47 Good. You know, they and they were, either you were in or you were out. So-- Aaron Moorer 16:54 Right. Alphonso O'Neil-White 16:56 --I didn't know how to access that system, didn't know whether I even wanted to at the time, but nobody came to me and said, "Hey, would you like to be a member of our fraternity?" Aaron Moorer 17:08 Right, right. Alphonso O'Neil-White 17:09 I was out, I was on the outside of that circle, and I would say that the fraternities accounted for 90% of the social life on campus. So, with that comes isolation. So it was a real struggle, just from a social perspective, trying to break through. Aaron Moorer 17:36 I know it must have been, yeah. Alphonso O'Neil-White 17:38 Has that changed at the college? Aaron Moorer 17:41 The vibe, I mean, what you said is pretty much the same, like most of the school is like 50% Greek life. And that's the--I honestly would say that's the main event, aside from sports, like sports have kind of turned into somewhat of a like, fraternity. Kinda like the baseball team and the football team, like, they'll...it's almost like a fraternity vibe as well. So, sports and Greek life, they, pretty much is like the main event here still to this day. So--and I already know, like, because I wasn't a part of either one--so it kind of took a little bit more effort, you know, to get to know people, like, a lot of people, I had to meet them through my classes and stuff. I wasn't meeting them, you know, through like, different..., how other people was, you know, through sports and stuff. I was meeting them in the classroom. So I know, it really must have been tough, like, in that setting, especially back then. Alphonso O'Neil-White 18:40 Yeah, it was, I, you know, it's one thing, in fact, if I could take a moment to be critical of the college for how they dealt with my situation, that would be one. I mean, I just didn't know about it. I didn't know what this issue was. I didn't know that I would really be, you know, totally out of the loop. Aaron Moorer 19:05 Right. Alphonso O'Neil-White 19:06 They could have been more supportive around that. Aaron Moorer 19:11 For sure. Alphonso O'Neil-White 19:12 At least given me some insight. But anyway..., but that that's, uh, yeah. I survived it. Aaron Moorer 19:19 Right. And so... Alphonso O'Neil-White 19:21 I still have some friends from Hampden-Sydney who were total Greeks. And so, but anyway, but I would talk about isolation and loneliness. Lonely--I make a distinction between loneliness and being alone. And loneliness: I was lonely for my home. Aaron Moorer 19:46 Right. Alphonso O'Neil-White 19:47 And that's different. That's different from you know, I don't know-- Aaron Moorer 19:53 Completely isolated. Alphonso O'Neil-White 19:54 Yeah, that. That's right. So come Thursday night, when everybody's planning to do what they're gonna do on the weekends? Aaron Moorer 20:03 Right. Alphonso O'Neil-White 20:03 I was alone, you know, thinking about how to plug into that system. But that was just one. Aaron Moorer 20:11 Okay. And did you, did you have a roommate? Or? Alphonso O'Neil-White 20:15 I did. I did. Aaron Moorer 20:17 Yeah. And was there any issues with that? Or was it pretty neutral? Alphonso O'Neil-White 20:22 Ah, well, you know, I have since tried to, to get back in touch with him and I haven't been able to, but I think that he felt he felt this need to look out for me. I don't know whether somebody said this to him from the College, or what, but he had this intense fear that something was going to happen to me. Aaron Moorer 20:54 Oh my goodness. Alphonso O'Neil-White 20:57 So that's kind of how the--but that was the thing that created the tension. Because I, you know, I, I was, you know, sometimes the innocence is, it's a good weapon. You know, 'cause I didn't, I just didn't restrict my activities. I didn't restrict who I talked to, I didn't restrict where I went. I just, I just thought, you know, "I'm being like everybody else on this campus." Aaron Moorer 21:20 Exactly. Alphonso O'Neil-White 21:21 And but, you know, so that created some tension for him. But other than that, you know, I think we had a pretty decent relationship. Aaron Moorer 21:29 Okay. Okay. Awesome. And so..., I could definitely just relate to everything you said about the isolation and stuff. And so I know, personally, the first semester I came here, I wanted to transfer. Were there any times where you were like, "I'm probably just not gonna finish. I'm gonna transfer to a different school"? Alphonso O'Neil-White 21:47 Yeah. Yeah. That that that was--I didn't, I didn't think that I was gonna make it through my freshman year. I really didn't, and to that question: I thought about that any number of times, you know? Aaron Moorer 22:04 Right. Alphonso O'Neil-White 22:06 Or I'm not, "I don't want to make it, I want out of here." Aaron Moorer 22:10 Right. Alphonso O'Neil-White 22:11 Okay. What are your options? Are they any better than they were when you first came in? Aaron Moorer 22:17 Right. Alphonso O'Neil-White 22:19 No, I don't. And let's see how to wade through this. You know, like, in my freshman year, they had--second semester--what they called an academic crisis at the college. I think the average, the average GPA was in the tubes. That's, I don't know why, you know, it was just, and I say that, so there were all these other students were struggling as well, which was, which was interesting to me. But, if you think about the context, about what was going on in the world, a student in 1968 was just walking on pins and needles. Aaron Moorer 23:13 Right. Alphonso O'Neil-White 23:13 Because there was, not only was all this stuff going on in the world, there was the draft. People were getting drafted. Aaron Moorer 23:22 That's right. That's right. Alphonso O'Neil-White 23:24 And, you know, I helped a friend of mine become what they call a conscientious objector, as he didn't want to do it. And there were...another friend of mine who was pre-med, got drafted. I don't know if he ever came out and finished, but it...those kinds of things hanging over, you know...? Aaron Moorer 23:47 Yeah, that's a lot. Alphonso O'Neil-White 23:48 It's riots in the streets, on campus it was crazy. Aaron Moorer 23:52 Wow. Alphonso O'Neil-White 23:52 So that was, that happened. I was like, "Oh, my goodness. Alright. I'm not gonna leave voluntarily, they're gonna kick me out." Because my grades, okay my grades: the average was a two, I think I had at 1.98 something. Right at the borderline, but they didn't kick me out. They, you know, had a lot of discussion about it. Some professors said, "You know, it's just those kids, they'll get over it." Aaron Moorer 24:26 Right. Alphonso O'Neil-White 24:28 Some people were clearly concerned. But, but I got over that. And then I decided that I, I might as well do this academic thing better than I had before. [Laughter] Aaron Moorer 24:45 So what kept you going, like what kept you going to finish and stay strong and, you know, reach that goal of graduation? Alphonso O'Neil-White 24:54 Well, you know, there was my mother, who...my parents who kept saying, "Hang on, hang in there, this is your big chance." Aaron Moorer 25:02 Right. Alphonso O'Neil-White 25:02 And then, you know, I think I found my sea legs. I, you know--and this is something I think people of color will talk about--you could join in. I mean, how do you get through? I mean, just living in a society, in a white society-- Aaron Moorer 25:21 Right. Alphonso O'Neil-White 25:21 --had challenges. Even when people are trying to be positive, trying to be non-racist, trying to...clearly working on all those things--there's something, there's something in the water, that's, it's anti color, I just have to tell you. Aaron Moorer 25:44 Yeah. Alphonso O'Neil-White 25:45 And it's something you've got to deal with every single day. It doesn't all add up. So you have to work on one, protecting yourself and at the same time being yourself. Aaron Moorer 25:59 Right. Alphonso O'Neil-White 26:00 That's, you know, and I think--I know--that there are people at Hampden-Sydney who had wonderful intentions, honest and sincere intentions of doing the right thing. So I'm not going to say that there weren't those people there. There were those people there, I had some, still have some great friends. So, but that, that's the environment. Aaron Moorer 26:29 Okay. Alphonso O'Neil-White 26:30 And, you know, so we call, I think they call it microaggressions, you know, and I, I say, they're not even necessarily aggressions, as such, as...you know, there was one student, I could give you the list. And I think most people of color that I know, don't like to go down this list, but there's this issue: one student walked into my dorm room, about a month after I had been there, and he said, "You know, my mother tried to take me home, and not let me stay here, because you were here." And he said, "And I resisted her, and I said, 'No, I'm going to stay.'" And he lived down the hallway from me--actually we became pretty good friends. But, you know, that's a pretty powerful thing. I mean, it was for him, you know--I thought, you, you're okay. Aaron Moorer 27:34 Yeah. Alphonso O'Neil-White 27:35 But that, that..you know-- Aaron Moorer 27:38 'Cause it's never, it's never the kid's fault. It's the parents who are implanting-- Alphonso O'Neil-White 27:43 Yeah. Aaron Moorer 27:44 --these beliefs and thoughts that are illogical and just irrational. So, WOW. Alphonso O'Neil-White 27:49 Irrational. But that's just one on my list. But, you know-- Aaron Moorer 27:53 I know you have stories for days, I do. But we don't got time, although I really would love to like, hear it. But I'm also curious about...so after going through, like, the Hampden-Sydney archives, we saw that, well I saw that, you know, he was the editor of The Voice newspaper, and I was just curious, like, how you initially got involved with that? Alphonso O'Neil-White 28:14 Well, that was, you know, one of the things you asked me was how did I keep going. You know, there, I connected with some people in the community. Actually, they connected with me. And they, they they came to my room on campus and introduced themselves and said "We're, we're here to help support you, how...however, you know, if you need it" so I said, "Okay, great." So and then I kinda connected with them. And then--you probably ran across this person, Burwell Robinson. The name B-U-R-W-E-L-L Robinson. He was a Hampden-Sydney grad who stayed in the community after he graduated, became a teacher at Moton High. And that was controversial because, you know, you know, I don't know if you know that story, but those students were pretty, pretty aggressive over there. Aaron Moorer 29:21 Right. Alphonso O'Neil-White 29:23 They were...they really...I was honored to have known them. And so he, you know, a white teacher in this black school, became an icon over there and he could..., I connected with him. He connected me with Reverend Griffin, L. Francis Griffin, Senior. Aaron Moorer 29:50 Okay. Alphonso O'Neil-White 29:54 And let's see...you know the story of Griffin? You know that story--the Brown versus Board of Education? Aaron Moorer 30:03 Yes, sir. Alphonso O'Neil-White 30:04 Griffin who is one of the plaintiffs in that case was the son of Reverend Griffin. Aaron Moorer 30:10 Yeah. Alphonso O'Neil-White 30:10 I think that's how it works. But um, yes, I connected with him, he was running the community action program. Aaron Moorer 30:17 Okay. Alphonso O'Neil-White 30:18 That was just one of 100 things he did. He was he was a man of all ages, I think, brought all ages. Real figure in the community: leader, a great leader, strong personality, and just a fine human being. Aaron Moorer 30:37 Okay. Alphonso O'Neil-White 30:38 But he, he, The Voice was, at one time it was, it was, ah, it was like a newspaper. It, it looked like a newspaper, and they distributed it like a newspaper. And it was a, it was a force. Asked me if I would kind of revive it. But that's how that happened. And then it sort of--we, we didn't have the money to make it look like a newspaper. So we--it was more like a newsletter. Aaron Moorer 31:13 Okay. Alphonso O'Neil-White 31:14 So, you know, I had, I had to think long and hard when people asked me about that, because because I had totally forgotten! You know, it was about 50 years ago. I forgot some things. But yeah, he asked me to do it. And I said, Okay, I'll do it. And it was one of those things where you'd say, "Uh-oh, now what did I get myself into?" Aaron Moorer 31:36 Right? Alphonso O'Neil-White 31:37 You know, gathering that news, that newsletter was a lot of work. Aaron Moorer 31:43 Yeah, I'm sure. Alphonso O'Neil-White 31:45 [Unintelligible] You gotta you know, you got to interview people. You gotta fact check. You got to do all this stuff. But--and I had no staff, it was just me. Aaron Moorer 31:54 Wow. Alphonso O'Neil-White 31:55 But so I, we kept it going for as long as I was there. Aaron Moorer 32:01 Yeah. Alphonso O'Neil-White 32:02 We'd go-- Aaron Moorer 32:03 Wow. Okay. Alphonso O'Neil-White 32:05 That's how that happened. And I just, you know, Reverend Griffin, and all the other folks in that community were always active. I mean, I think they have a lot to be proud of. And they made some huge sacrifices, laid the foundation for for the good work that's going on in the community today. Aaron Moorer 32:29 Right. Alphonso O'Neil-White 32:29 And so I was, I was...I actually worked for the Community Action Agency, and I set up the Summer Youth Work program for them. Aaron Moorer 32:41 Okay. Alphonso O'Neil-White 32:42 That's how I earned a little money between-- Aaron Moorer 32:45 I know that's right. [Laughter] Alphonso O'Neil-White 32:47 There's--yeah. So, so I did quite a bit with them. We, you know, they were, as I say, they were pretty active. And, and I think they [unintelligible] you know... Aaron Moorer 32:47 Yeah, for sure. Alphonso O'Neil-White 32:51 ...you know, just, just knowing people... I just not run into anybody who didn't graduate from high--there are people who didn't graduate from high school, because it was all high school. Aaron Moorer 33:15 Exactly. Alphonso O'Neil-White 33:17 And I--and you could see the impact of that on their lives. Aaron Moorer 33:22 Right. Alphonso O'Neil-White 33:23 That was so you, you begin to understand the depth of the meanness that caused folks to take those actions. Aaron Moorer 33:35 Sure. Okay, and now you answered it. And so were there any, like, events that you wanted to write about that you couldn't because of censorship? Or was it pretty much whatever y'all wanted to talk about, y'all could pretty much publish? Alphonso O'Neil-White 33:52 Yeah, we had no censors, except our own sensibilities. An d that wasn't an issue. We could write about, we tried to write about things that people would want to know about. Aaron Moorer 34:06 Right. Alphonso O'Neil-White 34:07 You know, this--you know, you asked me earlier about segregation. I mean, the place was segregated. I mean, there was doors in Farmville that you couldn't go into, that just had signs, little signs...there was this one clothing store that had a little sign in the corner of the window that said, "Whites only" or something like that. And I just remember, there was a, uh--we're having a demonstration for something, I don't know, we're picketing, outside picketing. I walked past this guy's store and he came out and he said, "You know," he said, "You know, I'm Jewish." And I said, "Yeah?"--is that why you know what suffering is, and discrimination, bigotry and all those--said, "Yeah, I...great. But why do you have that sign in your window?" Aaron Moorer 35:04 Exactly. That all makes sense. Alphonso O'Neil-White 35:07 He actually went in and took it, took it down. Aaron Moorer 35:11 Oh, okay. Okay. Alphonso O'Neil-White 35:12 And explained to me why he had it and why, and why I should somehow sympathize with him. Aaron Moorer 35:17 You was probably the first one to actually ask him that question. And so he was probably like "Oh, maybe..." you know." Wow. And so, you actually are answering pretty much all the questions that I have. And I remember in one article that y'all published, it said that Red Cross is part of a conspiracy. And it was just talking about how like, the white people were, I mean, basically, you know, y'all thought the white people were conspiring against the black people in Prince Edward County, and how the local Red Cross was, like, refusing to teach the black kids how to swim. And so, you know, just reading an hour ago, I was like, surprised, like, was that common in print that y'all were like, [unintelligible] saying stuff like that? [Unintelligible] Alphonso O'Neil-White 35:18 Oh, yeah. Oh, yeah, that pool is a whites only pool. Aaron Moorer 35:22 Wow. Alphonso O'Neil-White 35:28 And, and it was owned by the city of Farmville or the county. But yeah, so taxpayer dollars, built and maintained this pool. And so, so the Red Cross decided that they were going to have a blood--it's part of their blood drive, you know, the, the people were organizing, and they're all volunteers. And so I called a woman who was organizing, who happened to be an Asian, a person of Asian descent. And said, "Now, don't you think that...you know, you know, you, we--people of color can't use the pool at all. They can't take swimming lessons, they can't do any of this. And you're gonna have people come over here and give blood? As a matter of fact, you're not even going to allow people of color to give blood?" So this is how bad this was. So I said, "If you do this, there is a possibility that people are going to come and picket your... Aaron Moorer 37:15 Right. Alphonso O'Neil-White 37:15 "...your red cross blood drive." Aaron Moorer 37:17 Right. Alphonso O'Neil-White 37:19 So that's really how that all kind of started. I tried to talk them out of it. I said, "Look, you know, guys, why don't you have it somewhere else? You know, go to someplace where you don't have that kind of history." And then I sort of broke off into a personal conversation with [unintelligible] and she just couldn't find a way to do this, because she said to me that she was...she would be an outcast in her community, ie the white community, if she gave in to my demands. And they finally did in the end, they cancelled it! Aaron Moorer 38:05 So, awesome. I know that's right. Alphonso O'Neil-White 38:08 Fine by me, but it didn't, it just didn't make any sense. But they were depriving...just like shooting themself in the big toe... Aaron Moorer 38:15 Right? [Crosstalk] Wow. That's like, it just goes back to just nothing makes sense when it comes down to stuff like that. And so, also with the, with that paper, you guys wrote, like, "The Voice is dedicated to letting the truth be known. Beautiful or ugly, bittersweet, black or white--the truth shall be written." And so did you ever, like, encounter any one who tried to confront you about some of the things that you posted in the paper? Was anyone ever, like, bold enough to just be like, "Hey." 'Cause I know your first and last name was in there, so... Alphonso O'Neil-White 38:48 I know, yeah. I didn't get any flack at all about it. You know, we, I got this a little bit of flack, and I can't remember the details of why but it was, it was one of the people in the black community thought that I was being a little too aggressive. [Laughter] But other than that, it was...people didn't bother me because of that. Aaron Moorer 39:16 Okay, good, good. Okay, and so, um, you know, having that your name was on the cover of these newspapers and stuff, were a lot of people at Hampden-Sydney College like, were they...were they aware of the newspaper too, or were they just kind of in their own bubble like--you know? How was that? Alphonso O'Neil-White 39:36 You know...that Hampden-Sydney and its bubble. I don't know if it still exists, it probably does to a certain extent. But it was, it was: Hampden-Sydney was missing in action during the turmoil after Brown vs the Board of Education and the whole massive re--[crosstalk]--massive resistance school shutting down in Prince Edward. Hampden-Sydney was missing in action. And I don't...I'm saying that as a historical fact rather than [crosstalk] and I don't think anybody would argue with that, but they just were not engaged with that community. Aaron Moorer 40:27 And so I know the students wouldn't, definitely. But what about the professors, like, were they...'cause I know they would have to, you know, they would be reading the newspaper, too like-- Alphonso O'Neil-White 40:37 Yeah, we..you know, like I said, I'm not condemning everybody. But we did have some faculty, faculty members--Rob Heineman, who is one of the people who just died recently, he was a history professor, one of my good friends. He was, he was active. There were some others who were supportive as well. But, you know, the students were students, they saw this, they understood that the...that Hampden-Sydney should have been more engaged with this community. And they, there was some efforts to do that. There was a group of people who wanted to pop the bubble, so to speak. And, you know, it was a--we did some cooperative things with the community. I had Reverend Griffin, and some other speakers come over, and we did a conference on the campus around the concern. So when, when I was there, it was, there was a beginning of this new kind of engagement with the community, which--I think I get the sense that it is better now than it was. And the community was really pleased to see Hampden-Sydney get engaged, talking to Reverend Griffin about it. And he said that this is a real, real breakthrough. I mean-- Aaron Moorer 41:59 Yeah. Alphonso O'Neil-White 42:00 --he said he hadn't even been on the campus! Aaron Moorer 42:03 Oh, wow. [Unintelligible] Wow. Alphonso O'Neil-White 42:07 So some good things had begun to happen. Aaron Moorer 42:10 Okay, and you you just..., after you pretty much just keep answering my questions, because the next one was, "What impact do you think you had on the community?" And you already just said it, so that's awesome. And what would you want students today to take away from, you know, your experience? And, you know, you working during that era, you know, being active in The Voice? Like, what do you want students to take away from just your experience? Alphonso O'Neil-White 42:42 Well, I would, I would think that...gee, that's, that's good. I...you know, that's a good question. I don't, I don't know what I would say...I would say I'm talking to you to talk to you. And I mean, it's not it's, you know, the world of micro aggressions, I think that you just really have to develop some effective strategies for dealing with that and, and be consistent with it, take care--take care of yourself. And that's really what it's about is taking care of yourself. I mean, you're--you know, it's like, the analogy I use is when you're on the airplane, they say, put your oxygen mask on first? Aaron Moorer 43:34 Yep. Alphonso O'Neil-White 43:35 Say yourself before you save anybody else. Aaron Moorer 43:38 Exactly. Alphonso O'Neil-White 43:39 So, you've got to take care of your mental health, your physical health, your emotional health, and things, things that are negative, that try to impact those things you gotta, you gotta have a strategy to deal with. And it may be...maybe for some people, it's, you know, telling people to take a hike, or get in their faces and all that stuff. But you know, that's one strategy. For me it doesn't work. But, but I think that's something you've got to keep in mind, that it's all there. You know, we have these expectations of white people...that I think a lot of times are just unrealistic. And one of the things I learned about being being at Hampden-Sydney is that people, people don't get up in the morning thinking about, "Gee, you know, how am I going to be? I'm not going to be a racist today." People don't think that way! [Crosstalk]...think about this...issue. So why do we have this expectation that they will? So you know, I always say one of the keys to success in life is to lower your expectations. Yeah, that's it, just say that, but--or modify your expectations. That's probably better. Aaron Moorer 45:08 Okay, awesome. Well, that's all the questions I have. And I, I just would like to thank you once again for taking the time. I really appreciate it. You know taking the time out of your day to talk with us. Yeah. Alphonso O'Neil-White 45:24 Glad to. Well, tell me about yourself. Where are you from and where are you going back to? Aaron Moorer 45:28 Yeah. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:45:29 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 70kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource O'Neil-White, Alphonso Description An account of the resource Oral History interview between Aaron Moorer and Alphonso O'Neil-White, conducted on April 30, 2021. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Publisher An entity responsible for making the resource available Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-30 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource m4a Language A language of the resource English Type The nature or genre of the resource Oral History Identifier An unambiguous reference to the resource within a given context 10010820 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Subject The topic of the resource Segregation in Education Associations, institutions, etc.--African American membership Race discrimination--United States Prince Edward County (Va.) Creator An entity primarily responsible for making the resource Alphonso O'Neil-White Aaron Moorer Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Prince Edward County (Va.) https://zzz-adm-host-084r.hsc.edu/files/original/c882549ab4773fc6167eea85467853bb.m4a 86e5e9a26bb58e98b06aa60eb596b71e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Voice of Prince Edward County Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts.<br /><br />As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source.<br /><br />This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Subject The topic of the resource African American newspapers Associations, institutions, etc.—African American membership Race discrimination—United States Prince Edward County (Va.) Description An account of the resource Published between the years of 1965 and 1969, the Voice of Prince Edward County was an independent, privately financed newspaper out of Farmville, Virginia. The stated intent of the paper, printed as an Editors’ note in the July 26, 1965 issue,<br /><br />“<em>The VOICE of Prince Edward County is dedicated to give a voice to all the people of Prince Edward County. We will try to create more interest in local government by showing how the people can become involved in solving our problems in education, health, welfare, and employment. We will report the news for the whole community and we will let our officials know how the community feels. We will publish your letters to us and look forward to hearing your views. Finally, we will serve as an outlet for the creative ability of people in the community and we hope that the pieces we publish will inspire others.</em>”<br /><br />Though the editorial staff differed from issue to issue, most contributors to the paper were African-American residents of Prince Edward County, some of whom had suffered directly as a result of the 1959-1964 closure of the county’s public schools. By 1969, Alphonso O’Neil-White, the first African-American student at Hampden-Sydney College, was the sole credited editor of the paper. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Virginia Commonwealth University Special Collections & Archives Longwood University, Greenwood Library Special Collections & Archives Date A point or period of time associated with an event in the lifecycle of the resource 1965/1969; 2021 Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Farmville, VA (Prince Edward County) Contributor An entity responsible for making contributions to the resource Alphonso Vance White Alphonso O'Neil-White James E. Ghee, Jr. Barbara Botts Leslie F. Griffin, Jr. Carlton Terry Darwyn White Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Relation A related resource <a href="http://dams.hsc.edu/collections/show/30">College Church Biracial Study Group</a> <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Finding Aid</a> Is Part Of A related resource in which the described resource is physically or logically included. <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Hampden-Sydney College Archives &amp; Special Collections.</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Aaron Moorer Interviewee The person(s) being interviewed James Ghee Transcription Any written text transcribed from a sound Aaron Moorer 00:00 Let's start out by telling us, what's your connection to Farmville? And how was it like growing up during your childhood? James Ghee 00:10 I am a native of Farmville. I grew up on South Street, in Farmville. I used to live in a house on South Street that my great, great grandfather and great grandmother built in about 1868. I started my education in Farmville, and I attended elementary school at Mary E. Branch, one and two. As I was going into the ninth grade--well, I might have gone to eighth grade at Moton--but as I was going into the ninth grade the public schools were closed. Aaron Moorer 01:12 Okay. That's great. Okay, and can you share any memories about being back in school? Or any memories about the time the school closed for you? So you said it was eighth grade? So what was that like when schools closed? Can you take me through the process, and where did you go from there? James Ghee 01:41 I don't remember, within a degree of certainty, what it was like. I just know that we got out of school in June of '59. And September, we were told that schools would not be reopened. Aaron Moorer 02:05 Okay. James Ghee 02:06 But it was just a continuation of summer, until I started to attend the training centers, which the Virginia Teachers Association, the NAACP, and the American Friends Service Committee, had put together at church basements to keep young black students from following...from falling so far behind in their schoolwork. These centers where young people went to for four hours in the morning, just to keep them working on the basics: reading, writing, arithmetic, history. I did that the first year that public schools were closed. The second year that public schools were closed, I went to live with my grandmother in Cumberland County, and was there for at least one grading period before I was told that the school was overcrowded, and that all of us from Prince Edward was making this overcrowded and please do not come back. The following month, I returned to the training centers and worked there and went there for the next year. While working there, I worked closely with the people from the American Friends Service Committee, and they found me a place to go for my third year being out of school. So in the Fall of '61 I took a 36 hour bus trip from Farmville, Virginia to Iowa City, Iowa. And I stayed with a family in Iowa City. I attended Central Junior High School, I stayed on and I was in Iowa City where I completed high school. By the time I had completed high school, I think I was considered a state resident of Iowa. And I could go to the University of Iowa, which is right there in Iowa City. I attended the University of Iowa, I did my junior year at the American University of Beirut, I came back to Iowa, I graduated in 1969, with a bachelor's degree in political science. I was accepted to the School of Law at the University of Virginia, and I entered it in August of '69, and I graduated in '72. And I have been practicing law in Farmville since about 1975. Aaron Moorer 05:43 Okay, so listening to just the timeline and everything, I know that a lot of the authors from the Voice newspaper were students at Moton High School. So like, how was your connection there? Because I know you said you was, you graduated University of Iowa in 1969. And that paper was started in 1965 'til like, 1969, so how was your connection to the Voice Newspaper? Like, how did you get started in that? And how did you play a role? James Ghee 06:22 Every year that I was in school, in high school in Iowa, I came home to farm for the summer. Aaron Moorer 06:34 Ooookay. Okay. James Ghee 06:35 So I was involved with the activities in Prince Edward County in the summer, each year that I was away and... We started the paper in maybe...I think the first Edition came out, maybe, '65, and clearly, I was in the midst of it. Aaron Moorer 07:15 Okay. Okay, that fills in the blank for me a little bit, awesome. And so with the Voice newspaper, do you remember how the idea of starting this paper came about? Like, who came up with the idea of writing this paper? Who was a part of that? And, you know, how'd y'all get the ball rolling? James Ghee 07:42 I believe we had talked about the fact that there was no paper in this area, which actually talked about people of color, and what we were going through at that time, and I believe, [he?] and I, and maybe James White, talked about this. And we talked with Reverend Griffin, and he talked with the Journal and Guide, the publisher of the Journal and Guide, and the publisher of the Journal and Guide said that if we got the paper together, they would print it. Aaron Moorer 08:35 Okay. So they they funded the newspaper as well. James Ghee 08:41 Who? No, I don't think the Journal and Guide funded it, because we had to go out and solicit some ads to help cover the costs. Aaron Moorer 08:53 Okay. James Ghee 08:55 I think they might not have charged us the same rate, you know, but they didn't fund it. I think we had to get some ads. I think we even said in the newspaper we needed ads to keep going. Aaron Moorer 09:13 Okay, yeah, makes sense. Okay. And so you being a college student and coming back over the summer, what motivated you to personally participate in writing for this paper? Was there like an individual who played an important role in, you know, motivating you to write this paper? Or was that just off a personal interest? James Ghee 09:34 I think it was something that we had talked about. You have lots of free time, you talk about things that you think you should do. Aaron Moorer 09:46 Right. Yeah. James Ghee 09:48 And I think it was Skippy, which is Reverend Griffin's son, myself and James White. And I'm not sure if Otis was involved or not. But... And we talked to the people who were working with Reverend Griffin. Aaron Moorer 10:12 Okay. Gotcha. Okay. And so there was Ms. Harriet White, if you don't recall, she was an author, and also was a mother of several of the authors for this paper. Do you remember what role she played in the newspaper? And if there were any, like other adults who were influential in the creation of this newspaper? James Ghee 10:39 Well, I knew Ms... Harriet or Hattie, which name did you say? Aaron Moorer 10:54 Harriet. James Ghee 10:56 Harriet? Aaron Moorer 10:58 Yes. James Ghee 10:59 Ms. Harriet White and her daughter Darwyn wrote for the newspaper also. Aaron Moorer 11:10 Okay. James Ghee 11:11 Ms. White was like a den mother for so many of us. Aaron Moorer 11:19 Okay. James Ghee 11:22 And I'm almost sure she was there encouraging, and making sure we did something. Aaron Moorer 11:33 Right. Yeah. As you should. Okay. Cool. And so who would you say was the main audience for this paper? Who did y'all really want this to get out to? James Ghee 11:47 People of color. Aaron Moorer 11:49 People of Color? Okay. Cool. And do you remember any kind of events that you wanted to cover? Because I know, I know, it's kind of hard to think back, you know, all the way back to 19...the 1960s. But were there any events you wanted to write about, but you weren't able to due to censorship or anything like that? Or were you guys pretty much able to write about most things that you wanted to? willingly? James Ghee 12:21 Whatever we wanted to write about, we could. Aaron Moorer 12:24 I know that's right! Okay, that's awesome. And so, what impact do you think the paper had on the Prince Edward community or on yourself? Or, you know, other schools? James Ghee 12:47 I'm not sure. I don't know. Aaron Moorer 12:50 Okay. And so during this time period, I know the federal government was, you know, creating a lot of funding for more access to education, through initiatives like the Operation Catch Up, and the Education Act of 1965 and other programs. Were you aware of this new funding by any chance, if you could recall? James Ghee 13:21 I was not. Aaron Moorer 13:24 Okay. And so I guess just to talk a little bit more. Could you speak on like, how Farmville has changed over the years? Since you've grown up until I guess, now? James Ghee 13:45 I think we can just look around and see the change. Aaron Moorer 13:47 [laughs] Right, for sure. Yeah, I was just talking to my friend today and, I took a course here my freshman year and just hearing, you know, what took place back then, and how schools were desegregated and all that, which is really surprising how Farmville was, you know, late to do so. So, yeah, I definitely would say Farmville has come a long way. And I mean, there's still a lot of change to come. James Ghee 14:20 Oh, come a long way. I think that our community is...to be as rural as we are, community has a long way. Aaron Moorer 14:34 For sure. James Ghee 14:35 There is more racial interaction here than we might see in some other places. I believe there's more openness to some degree, than we might see in other places. Aaron Moorer 14:54 Right. James Ghee 14:56 I believe we've come a long way. Aaron Moorer 14:58 Yeah. I think everybody else could agree. And so what would you want students today to take away from your experience? Because I know you've attended the Moton Museum, and with you working on The Voice during this era, what would you want students today to take away from your experience, if anything? I'll give you time to think about that if you have anything. James Ghee 15:32 I believe when we look at our community, and see the role that young people have played in transforming our world--young people from Prince Edward County, have played in transforming our world--I would like for young people today to understand the impact that they can have on making our world a better place. Aaron Moorer 16:14 For sure, I mean, yeah, we're the future. And so I don't think a lot of people understand the gravity of that, because it's like, "oh, we're young, so we're not going to really have an impact." But we're, you know, we're future leaders and I guess a lot of people don't want to think about that, because it could seem overwhelming. But yeah, I remember you came to speak with Hampden-Sydney Brother for Brother last, I think it was last year, you came to speak for the Brother for Brother group. And just hearing, hearing your life story was awesome, you know, going off to Iowa and still being able to do what you wanted to do, which was ultimately become a lawyer and then come back and serve the community was awesome. James Ghee 17:12 [Crosstalk] Keep this in mind, now. Of the five jurisdictions involved in the Brown versus Board of Education decision, the Prince Edward case was a case started by teenagers. Not adults, but teenagers. Aaron Moorer 17:42 Yes, exactly. Yes. I think that, yes. James Ghee 17:47 And knowing that history and seeing what young people can do. It just, it boggles the mind. Aaron Moorer 18:01 For sure, yeah. Out of all the other cases, I think Prince Edward had the most students on the plaintiff as well. So like, that's--you know, just amazing. Just to hear about--cuz, you know, just to imagine like, dealing with legal actions that early on just takes a lot of courage and commitment. So, yeah. So I just have a couple other small questions that I don't know if you'll be able to answer, but did you witness any propaganda or news topics, you know, at the time that you like--anything that you can remember that you published on--you know, like a lot of people can put out false information or stretch the truth and...did y'all ever try to post on, publish on these topics? James Ghee 19:09 I don't think we did. Aaron Moorer 19:11 Okay. So with this paper, did you recall ever coming across any threats or encounters that attempted you guys to prevent publishing the newspaper? James Ghee 19:26 We were too quick, too, too...crazy to recognize that. Aaron Moorer 19:33 I know that's right! Okay. Well, that's pretty much all the questions I had-- James Ghee 19:45 If you think of anything else don't hesitate to call. Aaron Moorer 19:49 Okay, I appreciate it. And I thank you for your time once again. And we will be in touch with you on more details about the website once it's launched. And I will send you the link once everything's published and stuff. James Ghee 20:04 Okay, very good. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:20:06 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 70kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ghee, James Subject The topic of the resource Segregation in education Associations, institutions, etc.--African American membership Race discrimination--United States Prince Edward County (Va.) Description An account of the resource Oral history interview between Aaron Moorer and James Ghee, conducted on April 26, 2021. Creator An entity primarily responsible for making the resource James Ghee Aaron Moorer Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Publisher An entity responsible for making the resource available Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-26 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource m4a Language A language of the resource English Type The nature or genre of the resource Oral History Identifier An unambiguous reference to the resource within a given context 10010819 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Prince Edward County (Va.) Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. https://zzz-adm-host-084r.hsc.edu/files/original/08caa0eaf7cbaf970aa98aa229f86e3a.mp3 8747c4e073a81225981318f4a2552fe3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Voice of Prince Edward County Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts.<br /><br />As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source.<br /><br />This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Subject The topic of the resource African American newspapers Associations, institutions, etc.—African American membership Race discrimination—United States Prince Edward County (Va.) Description An account of the resource Published between the years of 1965 and 1969, the Voice of Prince Edward County was an independent, privately financed newspaper out of Farmville, Virginia. The stated intent of the paper, printed as an Editors’ note in the July 26, 1965 issue,<br /><br />“<em>The VOICE of Prince Edward County is dedicated to give a voice to all the people of Prince Edward County. We will try to create more interest in local government by showing how the people can become involved in solving our problems in education, health, welfare, and employment. We will report the news for the whole community and we will let our officials know how the community feels. We will publish your letters to us and look forward to hearing your views. Finally, we will serve as an outlet for the creative ability of people in the community and we hope that the pieces we publish will inspire others.</em>”<br /><br />Though the editorial staff differed from issue to issue, most contributors to the paper were African-American residents of Prince Edward County, some of whom had suffered directly as a result of the 1959-1964 closure of the county’s public schools. By 1969, Alphonso O’Neil-White, the first African-American student at Hampden-Sydney College, was the sole credited editor of the paper. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Virginia Commonwealth University Special Collections & Archives Longwood University, Greenwood Library Special Collections & Archives Date A point or period of time associated with an event in the lifecycle of the resource 1965/1969; 2021 Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Farmville, VA (Prince Edward County) Contributor An entity responsible for making contributions to the resource Alphonso Vance White Alphonso O'Neil-White James E. Ghee, Jr. Barbara Botts Leslie F. Griffin, Jr. Carlton Terry Darwyn White Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Relation A related resource <a href="http://dams.hsc.edu/collections/show/30">College Church Biracial Study Group</a> <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Finding Aid</a> Is Part Of A related resource in which the described resource is physically or logically included. <a href="http://archivesspace.hsc.edu:8081/repositories/2/resources/10">The Voice of Prince Edward County Collection, SC 000107, Hampden-Sydney College Archives &amp; Special Collections.</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Parker Mason Interviewee The person(s) being interviewed Leslie "Skip" Griffin Transcription Any written text transcribed from a sound Parker Mason 0:01 Okay, so Mr. Griffin, thank you for joining us... Skip Griffin 0:05 What is this? What is this class for? I'm serious--I'm not..., I'm just interested how you got on to this. I mean... Parker Mason 0:12 We're taking, we're actually, we have a whole class centered around The Voice newspaper and the whole Moton story. One credit course at Hampden-Sydney. And there's about eight of us in it. And we've got about two weeks left, but it's been really interesting. Skip Griffin 0:27 Oh, yeah? Okay. Parker Mason 0:28 Sir. So my first question for you is, what is your connection to Farmville? And did you grow up in the area? Skip Griffin 0:36 Oh, yeah. My, uh, I'm the oldest son of Reverend L. Francis Griffin, who generally is considered to have been, you know, a leader, or perhaps the leader in the whole effort, you know, to desegregate schools in Prince Edward County. He was the pastor of First Baptist Church there on Main Street. I grew up, you know, I grew up in Farmville. My grandfather had lived in Farmville. My father lived in Farmville, so we were generational residents. Parker Mason 1:14 Awesome. Skip Griffin 1:15 I started school there. I did not finish there. But I went away to finish just because I needed a more rigorous offering. Parker Mason 1:25 Yes, sir. Can you share any memories about being back in school after they reopened? I believe--was that? I believe it was...'64. Skip Griffin 1:37 Yeah. So that's the period to which I refer. I started out high school in...I don't know, early '50s. I went to Mary Branch one. And then two, and I was in Mary Branch two, which is the building that's called the Moten. It was the original Moten building. And when I, by the time I reached, I think it was sixth grade, it was more or less the middle school facility. They had completed building in New Moton High School, which has now been re-modeled and I guess is the Prince Edward County High School. So I was in the in Mary--we called it Mary Branch two--and I was in the sixth or seventh grade when schools closed. And then I was out of school for a period of time...I did attend a free school which operated from '63 to '64. After that, once the, in my--I am, along with my sisters, were plaintiffs in the Griffin versus Prince Edward County case. And after the courts reordered the schools reopened, and they reopened, I actually left and went to Massachusetts and came here to Massachusetts and completed high school. So I didn't, I didn't actually go back to the public schools when they were reopened. Parker Mason 3:03 Okay. So can you tell me a little bit about The Voice? And how...do you know how the idea of the of the paper came about? Skip Griffin 3:12 Well, there there were some representatives from the American Friends Service Committee, who worked with the youth and, you know, gave us opportunities to go to Washington and study Congress and other enrichment activities for some of the teenage and early teenage youth. And I think there were three or four of us, as I recall, James Ghee, who is an attorney there in Farmville, was one of the people I think a gentleman Carlton Terry was one. Jimmy White or James White, but he passed away about two or three years ago, I think he was one. Myself, and I don't, I don't, remem--there were two women, but I don't--two young, you know, teenage women. I don't remember who they were. And but, but I think the principal discussion started out with representative of the American Friends Service Committee, Nancy Adams, Ghee, Carlton Terry, myself, I think, I think Jimmy came, James White came in later. Parker Mason 4:25 Okay. Skip Griffin 4:26 So we, you know, we were interested in, you know, we had studied the black press--I think at that time the papers that were distributed in Farmville would have included the Baltimore Afro American and the Norfolk Journal and Guide, which were two prominent black newspapers--and we thought that we could, we could create something that spoke just to the local scenes. I mean, you know, they would, they were, well...Baltimore was a solid regional paper. And then Journal and Guide, while based in Norfolk, they covered the whole Virginia and other things. So we were trying to fill in the gap for local news and also to offer opinion from the young people's perspective. Parker Mason 5:21 Gotcha. And in our class, too, we've we've actually been lucky enough to read copies of The Voice. Dr. Emmons made copies for us, and we've got those digitally. If you would like me to send those your way. Skip Griffin 5:37 That would be wonderful. I don't remember...I remember some things, but I don't remember a lot about what we actually put in there. Parker Mason 5:44 Yes, sir. Skip Griffin 5:45 Yeah. Parker Mason 5:45 Yeah, I can definitely send you a couple copies. So do you, also do you know how the newspaper The Voice was funded? Skip Griffin 5:54 Um, we actually, I think we got a small amount of money from the American Friends Service Committee from the budget they have, but we actually sold ads to the local black business, like--was it Master Cleaners that White, Mr. Reginald White, owned. Some of the stores, Mr. Coles had a little store there. Other things...we actually sold ads, and then we wrote letters to people from across the country, we actually solicited money on, we--that was a part of what running a newspaper was about. So we actually approached--we did most of the fundraising ourselves after the initial, very, very small... Parker Mason 6:44 Sure. So what, what motivated you to write in this paper? Whether it..., was there an individual who played an important role in getting the paper started or that you were close to? Skip Griffin 6:56 Well I think it was really an idea we had--some of us had met the black journalist Carl Rowan, and then we had all from time to time been involved in doing interviews around what our experience was like to be locked out of school. And for me, and maybe one and maybe, Carlton, we, we would...we read quite a bit. And I would say that the New York Times--especially the New York Sunday Times and The New York, I mean, and the Sunday Washington Post--were like textbooks. So we, and we had a familiarity with the major...with three or four major black newspapers too, as I said the Afro American, the Journal and Guide, the New York Amsterdam News. And then we would read Ebony, which wasn't really a magazine, Ebony and Jet, which were really, I mean, wasn't a newspaper but rather were magazines. And so we, we all were...understood the power of the press. And we thought that it was important to create our own story, and we wanted a story that was in the youth voice. Parker Mason 8:21 Yes, sir. Who do you think was the main audience for The Voice as a whole? Skip Griffin 8:29 Well, that's a good question. I don't actually know who read it, we distributed to the black community and in Prince Edward County. And that would be a great question, and it is probably is too late to determine with any degree of certainty. We wrote it for ourselves and for other young people. But we also were interested in distributing it to older people, so that they knew what we were thinking. And we had our own thoughts and own perspective on the events that were currently...that's a really good question. I--we didn't, we didn't think like that, in those days. We were really creating it for, as a vehicle for our expression and then wanting to distribute it to whoever would take it. I think today people start thinking about audiences. We weren't that sophisticated, you know? Parker Mason 9:28 I gotcha. Skip Griffin 9:30 That's new. That's new media stuff. You know, we try to determine your audience and targets...I mean, to be honest with you, we--it was more from our perspective, it was more our desire to create a vehicle to record our experiences relative to the events going on there, but then also to share things that we learned through reading and traveling and stuff like that. Parker Mason 9:58 Yes, sir. Skip Griffin 9:59 Yeah. That's a good question, though. Parker Mason 10:03 What, what kind of events did you aim to cover in The Voice? Were there events that you wanted to write about, but you were not able to due to, maybe, censorship, or? Skip Griffin 10:13 No, we were the censors [laughs]. You know, it was, it was a youth paper, you know, primarily, okay? So I would say we were the censors, I mean, we had, we didn't want to say anything incendiary, you know, we would, but, but there were no adults telling us that we couldn't write it, or we shouldn't write it, although we would, we would show it to them for content and for, maybe editing with respect to the tone and stuff like that. But we would, we would also, we would, we were the determiners of what went in the paper. So there was no adult censorship, but but we had some degree, or some sense of our responsibility to be, you know, to be reasonable about it. We weren't trying to start--we were just trying to talk and give a perspective on events, but not to be disruptive. Parker Mason 11:17 What was, so what were some of the effects of getting the paper published? Do you think that the impact on the community was positive? Or were people talking about it in Farmville? Skip Griffin 11:28 Well, I think people generally liked it and thought that we were...that it was clever, and that they were glad to see us trying to do something and to, you know, people sort of... adult people read something like Ebony and Jet magazine, which was popular national magazines, that would...people, it was a standard in a lot of households, they generally read--I think there was some people who made deliveries of the Afro American and the Journal and Guide. So people were familiar with reading. And they thought it was, I guess, kind of cute and interesting that we would take this on. And they liked some of what we had to say. And they thought maybe some of us would go on to be journalists. Parker Mason 12:17 Yes sir. So during this time period, the federal government was creating a lot of funding for more access to education, through initiatives like Operation Catch Up, the Education Act of 1965, and a couple other programs. Were you aware of this new funding? And did it make a difference in the Prince Edward schools or with the paper itself? Skip Griffin 12:42 We'd--in the paper, we, we ran it like any other paper, we weren't, we didn't get grants, we just sold ads and just made personal requests. So we didn't get any government money, at least to my knowledge, I don't remember getting government money. We didn't want--we wanted to be independent, and we wanted to, um...what's the term I'm looking for?--we wanted to be able to run something that was ours and to show that we could run it, you know. And so the four or five of us had a solid, independent streak in us and have gone on to do quite a bit of things. So I don't know what, how much of that money actually went into the school system in Prince Edward. But no, no government money went into the paper, at least to my knowledge, and it wasn't something that we were seeking after. Parker Mason 13:37 Do you remember Operation Catch Up? Skip Griffin 13:40 I remember, I don't remember what it did, I remember the term. Yeah. Parker Mason 13:46 So, and you come back quite a bit to visit Farmville, don't you? Skip Griffin 13:50 Yeah. Well, except in the last year. [Laugter] Parker Mason 13:56 So my, one of my last questions to you is, how do you think Farmville has changed over the years since you've lived here? Skip Griffin 14:03 Well, I think it's changed significantly. You know, so, one of the phrases that I--from the time I was young, and we were creating this paper and becoming aware of the movement and suddenly being involved at a level in the movement--one of the phrases that I've always found more meaningful is "towards a more perfect union." I don't know that one can attain perfection. I think you're an athlete, right? Parker Mason 14:36 Yes, sir. Skip Griffin 14:37 So it's kind of, it's kind of like a golf swing. You spend your whole life, even the pros trying to get that perfect swing, and you never quite get there, you know, you get close on some days. And so I think that Farmville, you know...so, you know, there was a belief that if you had integration, say integration into public schools, integration in Longwood, integration in Hampden-Sydney, and, you know, integration in the workplace, that the sky would fall. Well, the sky didn't fall. And I think people have made some progress. Have we obtained--has Farmville obtained perfection? No. But I think, given what Farmville went through, I think it certainly could teach other localities some lessons, I think there's been an effort to, to make integration work. I don't mean that the people who opposed the integrated schools have suddenly become integrationist, but they haven't...they haven't violently opposed it. And I think the town moves towards, you know, moves towards a more perfect union. I think the recon-, the reconciliation efforts from the Board of Supervisors, the changes in Longwood, the changes in Hampden-Sydney, the changes in some of the businesses, black-elected officials, I think..., I think that if things go...if they haven't done, that Farmville has done well, you know, since the [unintelligible], you know, since, you know, they've gotten through the school closings, and I think some feelings of bitterness, pain, and stuff still linger. And I think that on all around. But when you look at the life in Farmville I think it's moved forward in a way that many communities haven't. Parker Mason 16:38 Yes, sir. Have you been to the Moten museum before? Skip Griffin 16:43 Oh, yeah, quite a bit. I was, I helped raise money for Moton. You know, I have contacts as a result of the kind of work I do. I've been, and I've helped raise money, and just followed it from its inception, yeah. Parker Mason 16:59 We've been lucky enough to go there twice, just in this short semester. So it's been great. I didn't realize that, how much history was actually in Farmville. Skip Griffin 17:10 Well, there is a lot of history, there is the history of the Moton and the whole struggle around, in the school system and the involvement of the initial group of students in Brown versus Board. And then there's the struggle, you know, around the closure of school and the fight and the struggle around issues of what kind of school system the state of Virginia would have. But then there's also a big history around, you know, this being the place where sort of the last battles of the Civil War took place, and, you know, you know, and then the presence of two institutions of higher learning--and then I always win contests, in trivia contests, you know, I guess what are you guys in 17, or something, one of the oldest schools in the country? Parker Mason 18:00 One of them. I'm not sure what, how old it is-- Skip Griffin 18:03 But maybe even lower than that. But you know, so I think, I think that there's a lot, you know, there's a lot that's unusual about the locality. Parker Mason 18:16 Yes, sir. So what would you want students to take away from your experience attending Moton and working on The Voice during this during this era? Skip Griffin 18:25 Well, I think that, you know, there's quite a bit of debate about the role of the press right now. And I'm not, you know, I'm not trying to sway anybody's mind. I think that I happen to believe deeply...I spent a period of my professional career working for one of the largest newspapers in the country, back when newspapers mattered, at the Boston Globe here in Boston. I wasn't a writer, I was an executive. But I firmly believe that it's important for people to create vehicles that allow them to record and circulate their voice, their thinking, their ideas. I think that, I don't--a lot of people like to reduce democracy to simply going to the polls and voting. I think that's just one leg of the stool. I think, I think that press--and I don't--is the other leg and I think the press...I'm worried now that we have big corporate press, have big, you know, you know, conglomerate press, but I think that independent press, if you go back to the founding fathers, you probably could find as many newspapers as you found churches. I think that creating--and I guess maybe people use online formats now--but I think it's really important that you have as many voices out there as possible and then as an educated person, or any person, you have to learn to sift through and make decisions about what, what is presented in each one of those vehicles. But I think that a truly democratic country, one of the factors, or one of the aspects of it would be that you had the ability to express oneself and express it publicly, and then distribute your story and your thinking on how things ought to be. Parker Mason 20:39 Yes, sir. Skip Griffin 20:41 And that was one of the reasons we wanted to, we believed we were studying. Most of us are committed to democracy with a small d, and we were, we were committed to free expression. You know, I mean, the Farmville Herald in those days would be...hold opposite views about the course of history, but we still read it, because we thought that whatever you created, it would result from an interchange and between people holding different ideas, and that the ideas were important to reflect on and consider, to understand, reflect--to hear, understand, reflect on and consider, and you know, integrate into your approach to building community in one way or another. So I think the free, the vigorous exchange of ideas is one of the hallmarks of democracy. True democracy. Parker Mason 21:47 Yes, sir. So you were at the Boston Globe for how?--for 15 years? Skip Griffin 21:53 15-16 years, something like that. Parker Mason 21:55 Do you think that, that working with The Voice sparked your interest, to go to work for the Boston Globe? Skip Griffin 22:01 I think that--so to be honest, when I, when I was out of school, a couple of those five years when schools were closed, and my textbook, as I said, two of my textbooks were the Sunday New York Times and the Sunday Washington Post. And, and then, of course, people were always interviewing my father. So what piqued my interest and curiosity about newspapers, was the fact that I could glean so much stuff out of the Times and the Post. And I just thought--and back in those days, of course, we didn't have the internet. And we didn't have, you know, 24 hour news on TV--and so newspapers were important. They really mattered. And, you know, you would...and so that's where my first curiosity, I would say..., actually, The Voice was a result of my curiosity in newspapers that had been developed by reading the New York Times, The Post, and the black newspapers. Parker Mason 23:08 Yes sir. And this my final question for you, what do you think are the big takeaways from the Prince Edward County, and Moton story overall? Skip Griffin 23:19 Well, oh, that's a whole 'nother set of interviews [laughter]. I mean, whoa so that's an interview all in itself, several interviews. So the first is that--so there was leadership in the county, first at the school level of Barbara Johns and John Stokes, and John Watson and, and others who...and Samuel Williams, and Georgia[ [?] Barris and Edward Allen. So I would say, so...and then at the adult level was my father and other people and then aligning with the NAACP. And so I would say one takeaway, even though people tried to look for outside education, I don't, I was in close, and I don't, I don't adhere to that theory. One, one takeaway is that, that citizens have the capacity to step forward, organize themselves, and impact the course of history. So, I mean, you know, if you look at it, I'm not saying they were ordinary in the sense they weren't good students, but the students that are led to walk out are just ordinary citizens, ordinary young people. And so my first takeaway is that, you know, people often think that they don't have power, or the ability to influence and I have learned--I learned from that and over the years that, that people, ordinary people can do extraordinary things through stepping forward and voicing their concerns about issues and organizing with their neighbors and others to effect change. Second thing is that, you know, once you start that process, it's important to get your story out, either via some kind of newspaper or some kind of publication or some kind of writing, it's important to have, to vocally be able to speak your issue, but it's also important to be able to record stuff in the written fashion. So disseminating your ideas is important. Third thing, it's important to build a network of like-minded people, and so that they can help you to reflect on what you're doing, and so that you can face what you're doing in the whole scheme of what's going on. Parker Mason 25:54 Yes sir. Skip Griffin 25:55 And the fourth thing is to have a long view. I mean, I think that, you know, it's interesting, and I'll leave you with this, unless you have a few more minutes. You know, people talk about the United States of America, they talk about it, and then they say it was, you know, 1776. But, you know, the United States of America, as we know it now is a relatively new phenomenon, you know, states like Arizona and New Mexico, I forget the order, but many of those places didn't become states till as late as 1919. And then the two solid last states, Hawaii and Alaska, were added somewhere around '59 or '60. I don't know, I'm getting old so I forget things. So the 50 state configuration is 60 years old. The 48 state configuration is probably, is just now around 100 years old, in the scheme of world history, that's like a flickering of the eye. You know? Parker Mason 25:58 Right. Skip Griffin 26:00 I mean, we're not--the initial United States was, you know, very small and east of the Mississippi, maybe even less than that. So, so I think that you have to take the long perspective, you have a vision and a dream about possibilities, but things like, you know, we don't create communities and nations in 20 years, it's a generational thing. And so...and you have to have a long perspective. You know, Hampden-Sydney, didn't become Hampden-Sydney in 10 years, it becomes Hampden-Sydney in over a 200-some year period, you know. Parker Mason 27:50 Right. I think those are some great takeaways. And, and like I said earlier, we've touched on those in class and really opened--it really opened up my classmates and I's eyes just because we...coming into Hampden-Sydney had no clue that that anything like this even happened in Farmville. Skip Griffin 28:09 Yeah. Parker Mason 28:10 It's really incredible, so. Skip Griffin 28:12 Yeah. Yeah, no, I mean--I just think that it's...what it is, is that, you know, just ordinary citizens banding together and chall--and having a perspective and notion about the kind of community they want can effect change, but you have to have the discipline and you have to take a long view. And then you have to understand that there are others who hold contrasting views, and in a country like this, what eventually transpires will result from some interplay between those, and compromises, and integration, at the level of ideas of different perspectives. Parker Mason 28:59 Yes, sir. Thank you so much for your time, Mr. Griffin. Skip Griffin 29:03 My pleasure. My pleasure. Parker Mason 29:05 And like I said, I'll send you those, those copies of The Voice. Sometime...I think we're going to get the link on Sunday afternoon. So I can email them to you if that works. Skip Griffin 29:16 Oh, no, that's cool. So with what's in store for you after Hampden-Sydney? Parker Mason 29:21 I'm not quite sure yet. I might, I might just do some some project managing stuff in the Richmond area, which is my hometown. But other than that, I'm not quite sure yet. Technically, I'm still a junior--technically, but it's a class with with a bunch of seniors, so. Skip Griffin 29:42 Oh, so you don't graduate til '22? Parker Mason 29:45 Yes, sir. Skip Griffin 29:46 Okay. I thought you, thought you were on the way out this year. Yeah. Parker Mason 29:52 I wish. Skip Griffin 29:55 Yeah, but when you get down the road, you're gonna wish you could go back, you're gonna find they were probably some of the best years you had, man, you know? Parker Mason 30:02 I'm sure. I've enjoyed them. I've enjoyed them. Skip Griffin 30:04 Yeah. Alright, are you, you're actually on campus as well, I take it? Parker Mason 30:09 Yes, sir. Yes. Skip Griffin 30:12 All right then, glad to be of help and just have her send the thing I'm familiar with, you know, DocuSign or some online service. So you just have her send that to me. Parker Mason 30:22 Great. Alrighty, Mr. Griffin, you have a good rest of the day. Skip Griffin 30:25 You too. Parker Mason 30:26 Thank you. Skip Griffin 30:27 Yeah. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:30:29 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 69kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Griffin, Leslie "Skip" Subject The topic of the resource Segregation in education Associations, institutions, etc.--African American membership Race discrimination--United States Prince Edward County (Va.) Description An account of the resource Oral History Interview between Parker Mason and Leslie "Skip" Griffin, conducted on April 14, 2021. Creator An entity primarily responsible for making the resource Leslie "Skip" Griffin Parker Mason Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Publisher An entity responsible for making the resource available Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-14 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Format The file format, physical medium, or dimensions of the resource m4a Language A language of the resource English Type The nature or genre of the resource Oral History Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Prince Edward County (Va.) Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Identifier An unambiguous reference to the resource within a given context 10010818 https://zzz-adm-host-084r.hsc.edu/files/original/585c0a3e6a30c826a3fa57910c509425.pdf e3b3c72d0a8d852db10bd0e2c1f096cf Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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(Joseph Dupuy), 1867-1953 Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Publisher An entity responsible for making the resource available Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource 1859/1860 1884/1966 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. 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Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Title A name given to the resource Portrait of General Sam Wilson, 1999 Date A point or period of time associated with an event in the lifecycle of the resource 1999 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. 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Title A name given to the resource Hampden-Sydney College Photograph Collection Subject The topic of the resource Hampden-Sydney College Small Colleges College Life Universities and colleges--Students College students--Education Description An account of the resource The Hampden-Sydney Photograph Collection contains digitized images selected from the thousands of photos contained in the Hampden-Sydney College Archives. Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource Unknown Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts. As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source. This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. 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Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Title A name given to the resource Portrait of General Sam Wilson, 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974 Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/UND/1.0/ The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. Identifier An unambiguous reference to the resource within a given context 10010815 https://zzz-adm-host-084r.hsc.edu/files/original/12c2fe56d727e8373d3eef05c1928fdb.pdf 53437fa458fd6e3ffdd10ba79b5a71a5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hampden-Sydney Board of Trustees Minutes, Volumes 1 and 2 Subject The topic of the resource Hampden-Sydney College Private universities and colleges—Law and legislation Hampden-Sydney College. Institute of Education Education, Higher Small colleges Description An account of the resource Scans of the Handwritten Calendar of Board Minutes of the Board of Trustees of Hampden-Sydney College Creator An entity primarily responsible for making the resource Smith, Samuel Stanhope, 1750-1819 Wallace, Caleb, 1742-1814 Watkins, Francis, 1723-1782 Madison, James, 1749-1812 Henry, Patrick, 1736-1799 Source A related resource from which the described resource is derived Hampden-Sydney College Archives Date A point or period of time associated with an event in the lifecycle of the resource 1776/1842 Rights Information about rights held in and over the resource The nature of the Hampden-Sydney College Archives and Special Collections means that copyright or other information about restrictions may be difficult or even impossible to determine despite reasonable efforts.<br /><br />As a result, Hampden-Sydney College claims only physical ownership of most Special Collections materials. The materials from our collections are made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used for academic research or otherwise should be fully credited with the source. <br /><br />This collection may contain materials with sensitive or confidential information that is protected under federal or state right to privacy laws and regulations. Researchers are advised that the disclosure of certain information pertaining to identifiable living individuals represented in this collection without the consent of those individuals may have legal ramifications (e.g. cause of action under common law for invasion of privacy may arise if facts concerning and individual’s private life are published that would be deemed highly offensive to a reasonable person) for which the College assumes no responsibility. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Collection is open for research. Extent The size or duration of the resource. 48 PDF files Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Bound Manuscript Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Board of Trustees Minutes, February 20, 1841 - November 27, 1842 Subject The topic of the resource Hampden-Sydney College Hampden-Sydney College. Institute of Education Private universities and colleges—Law and legislation Education, Higher Small colleges Description An account of the resource Volume 2 of Handwritten Calendar of Board Minutes of the Board of Trustees of Hampden-Sydney College (Scan) Vol. 2, pp. 235-248 Creator An entity primarily responsible for making the resource Smith, Samuel Stanhope, 1750-1819 Wallace, Caleb, 1742-1814 Watkins, Francis, 1723-1782 Madison, James, 1749-1812 Henry, Patrick, 1736-1799 Source A related resource from which the described resource is derived Hampden-Sydney College Archives & Special Collections Date A point or period of time associated with an event in the lifecycle of the resource Volume 2 encompasses 1820/1842 These pages cover meetings between February 20, 1841 - November 27, 1842 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context 10010785 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Hampden-Sydney College Archives & Special Collections Digital Repository materials are derived from the documents housed within Hampden-Sydney College Archives & Special Collections, and are made accessible to the public as historical record. Some materials within our collections may contain offensive images, language, or other content. They do not serve as a representation of views held by Hampden-Sydney College or the Walter M. Bortz III Library. Rights Information about rights held in and over the resource The copyright and related rights status of this Item has been reviewed by the organization that has made the Item available, but the organization was unable to make a conclusive determination as to the copyright status of the Item. Please refer to the organization that has made the Item available for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. http://rightsstatements.org/vocab/UND/1.0/