Lessons learned: the battle to integrate Central High School - Special Report - history and dramatization of discrimination faced by one of the first African American students to enter formerly all-white high school, Little Rock, Arkansas, 1957

Current Events, Feb 6, 2004

As a young girl, Elizabeth Eckford faced discrimination everywhere she went. She had to ride in the backs of buses, was forced to attend a small, rundown school, and came face to face with prejudice daily in her hometown, Little Rock, Ark.--all because she was black. She dreamed of attending Central High School, a school for white students, which towered like a castle in the center of town. To Elizabeth, Central High School held the key to college and a better life.

In 1954, the U.S. Supreme Court made a decision that would change Elizabeth's life--and the lives of all Americans--forever. In the landmark civil rights case Brown v. Board of Education, the justices ruled that having separate schools for black and white students was unconstitutional because it prevented black students from having the same opportunities as white students. Frenzy swept through parts of the nation as the decision's impact became clear: Public schools had to be open to all children, regardless of race.

That ruling 50 years ago was a major victory in the battle for civil rights. It paved the way for other civil rights victories and inspired black Americans to continue their push for equality. However, integration wasn't easy. There were outbursts of violence and anger as schools across the nation began integrating. Nowhere was there more violence over school integration than in Little Rock. When Central High School opened its doors to Elizabeth and eight other black students in 1957, hundreds of white people surrounded the school, determined to prevent integration at any cost. The threat was so great that none of the black students attended the first day of school for fear of their lives. That night, the students decided to walk to school together the next day for protection. But Elizabeth's family didn't have a phone, and she never learned of the plan. Instead, she headed for Central High alone, unaware of the danger that awaited her.

We've scoured historical and biographical records of that day to put together an account of Elizabeth's fateful journey. As you read this play, imagine how Elizabeth might have felt as she tried to enter Central High.

Characters

Narrator Elizabeth's Mother Elizabeth TV announcer Protesters 1-10 (assign to 10 students) Guard Angry old woman Dr. Benjamin Fine, reporter Grace Lorch, passerby Person in store

Act I: Elizabeth's Home

Narrator: It is early in the morning on September 4, 1957. Fifteen-year-old Elizabeth Eckford is up early, busy ironing a new black-and-white dress that she made especially to wear on her first day at Central High School.

Mother: Why, Elizabeth, you're up early.

Elizabeth: I'm so nervous and excited that I couldn't stay in bed another minute. I hardly slept at all last night. I can't believe I'm finally going to school at Central High!

Narrator: Elizabeth's younger brother comes into the room and flips on the television.

TV announcer: There's quite a crowd building outside Central High School today in preparation for the arrival of nine black students. The students did not show up yesterday after threats of violence, and judging from this mob of people, it is doubtful whether they will show up today either.

Mother: Turn that TV off! That's the last thing I need to hear. I'm already scared enough as it is. Your father and I are worried sick. I have a bad feeling about this.

Elizabeth: Morn, don't worry. The superintendent told us what the mob might say and do. He said he would protect us. Everything is going to be fine. You'll see.

Mother: Even so, let's say a prayer before you leave today, just in case.

Act II: Central High School

Narrator: Elizabeth rides a city bus to a stop about a block away from Central High School. As she gets off the bus and walks closer, she sees a large crowd of white people gathered on the sidewalk across the street from the school. Men and women of all ages stand in the crowd, carrying picket signs and waving their fists in protest. Armed National Guardsmen stand opposite the crowd, lined up along the sidewalk in front of the school.

Elizabeth: (to herself) Where are my friends? What should I do? I could go in the back entrance, but maybe it will be safer if I go in the front entrance, by the guards. They'll protect me from the crowd.

Narrator: As Elizabeth walks closer, the crowd falls silent with anticipation. She walks to a guard nearby, trying to cross to the sidewalk behind him. Instead, he points to the other side of the street, where the crowd is standing.

Elizabeth: Do you want me to cross the street?

Narrator: The guard nods yes, so Elizabeth starts to walk across the street to where the crowd is standing. The people move backward, away from her. Their eyes seem to blaze with hatred. Not wanting to get too close to them, Elizabeth decides to walk in the street instead. As she walks, the crowd moves toward her.

Protester 1: Here she comes!

Protester 2: Go home, monster! You don't belong here!

Protester 3: Go back to the Negro * school, where you belong!