Are The Little Rock Nine Still Alive? Yes, most of the Little Rock Nine are still with us today, continuing to inspire with their resilience and courage; let’s explore the enduring impact of their bravery, their lives after the historic events, and how rockscapes.net helps preserve their legacy through educational resources and community engagement. Their story remains a vital lesson in American history.
1. What Happened at Little Rock Central High School?
In 1957, the Little Rock integration crisis unfolded at Little Rock Central High School, marking a crucial moment in the Civil Rights Movement. This event was the first significant test of the Supreme Court’s 1954 Brown v. Board of Education decision, which declared state-sponsored segregation in public schools unconstitutional, and the crisis highlighted the deep-seated resistance to desegregation in the South. According to research from the National Park Service, the events at Central High underscored the need for federal intervention to enforce constitutional rights, leading to a confrontation between state and federal authority. The impact of this crisis resonates today, influencing discussions on racial equality and the ongoing struggle for civil rights.
Little Rock Central High School National Historic Site sign, showcasing the school's historical significance.
1.1. What Was the Significance of Brown v. Board of Education?
Brown v. Board of Education, a landmark 1954 Supreme Court decision, declared that state-sponsored segregation in public schools was unconstitutional, overturning the “separate but equal” doctrine established in Plessy v. Ferguson (1896). This ruling dismantled the legal framework for racial segregation in education, paving the way for integration and the Civil Rights Movement. The decision underscored that separate educational facilities are inherently unequal, challenging the systemic racial discrimination prevalent in American society.
1.2. How Did Little Rock Respond to the Supreme Court Ruling?
The Little Rock School Board initially adopted a six-year phased plan for desegregation. However, the NAACP petitioned for immediate integration. The school board’s plan aimed for gradual integration, starting with Central High School in September 1957, followed by other city schools in subsequent years. Despite these efforts, resistance to integration remained strong among some segments of the community.
1.3. Who Were the Little Rock Nine?
The Little Rock Nine were a group of nine African American students who were selected to be the first to integrate Little Rock Central High School in 1957. These students, ranging in age from 15 to 17, were Terrence Roberts, Elizabeth Eckford, Ernest Green, Thelma Mothershed, Minnijean Brown, Jefferson Thomas, Carlotta Walls, Gloria Ray, and Melba Pattillo. The Little Rock School Board vetted the Little Rock Nine before enrolling them at Central High School. They lived in Central’s attendance zone and had good grades. Their courage and determination in the face of immense adversity made them pivotal figures in the Civil Rights Movement.
2. How Were the Little Rock Nine Selected and Prepared?
The selection and preparation of the Little Rock Nine were strategic, involving careful vetting by school officials to ensure their suitability for the challenges they would face, demonstrating the importance of preparedness in the fight for civil rights. Principals at the city’s Black-designated junior and senior high schools informed nine students they would be enrolling at white Central High School, which was known for its academic excellence. According to the National Park Service, the NAACP also played a crucial role in advising and supporting the students, providing them with guidance on how to handle the expected hostility and discrimination. This support network was vital in helping the Little Rock Nine maintain their resolve throughout the integration crisis.
The Little Rock Nine shake hands with New York City Mayor Robert Wagner in 1958, highlighting the national recognition of their courage.
2.1. What Criteria Were Used to Select the Little Rock Nine?
School officials vetted all nine students as living in Central’s attendance zone and having good grades. Their academic achievements and resilience made them ideal candidates to navigate the challenges of integrating a previously all-white school.
2.2. How Did the NAACP Support the Little Rock Nine?
The NAACP provided legal and logistical support, with Daisy Bates, the president of the Arkansas chapter, playing a key role in organizing and advising the students. Bates organized logistics for the Little Rock Nine’s arrival and departure from school each day, with her home as the meeting spot. The NAACP’s involvement underscored the importance of community and advocacy in advancing civil rights.
2.3. What Kind of Training Did They Receive?
The students received training on nonviolent resistance and strategies for dealing with harassment and discrimination. This training equipped them with the tools to remain composed and focused on their goal of receiving an equal education.
3. What Challenges Did the Little Rock Nine Face?
The Little Rock Nine faced severe challenges, including violent protests and systemic discrimination, emphasizing the intense opposition to integration and the personal toll it took on these young individuals. Despite soldier escort from Sept. 25 through late October 1957, the Black students endured physical and verbal abuse inside the school building throughout the school year. According to historical accounts, the white mob shouted racial slurs, threats, and obscenities at the students as they walked to school. Most of the nine eventually transferred to other high schools, with only three staying at Central High School until graduation. One earned her diploma through correspondence courses at Central. These challenges underscore the bravery and resilience required to challenge segregation.
3.1. What Was the Reaction of the White Community?
The white community was divided, with some violently opposing integration and others supporting the students’ right to attend the school. This division reflected the broader societal tensions surrounding civil rights at the time.
3.2. How Did the Arkansas Governor Respond?
Arkansas Gov. Orval Faubus contributed to the integration crisis. He insisted the U.S. Supreme Court had overstepped its constitutional authority with Brown v. Board of Education. On Sept. 2, one day before the start of the school year, Faubus interrupted a broadcast of the “I Love Lucy Show” on local television to announce he had received reports of “caravans” of white supremacists heading for Little Rock to prevent integration at Central High School. He would, therefore, dispatch the Arkansas National Guard to the school to prevent “blood in the streets.” According to the National Governors Association, Faubus’s actions were driven by political motivations and a desire to appeal to segregationist sentiments, thereby exacerbating the crisis.
Arkansas Gov. Orval Faubus speaks in front of a crowd protesting the integration of Central High School, highlighting his opposition to the Supreme Court ruling.
3.3. What Was the Role of the National Guard and Federal Troops?
President Dwight D. Eisenhower became the first president since Reconstruction to use federal troops to enforce civil rights. Rather than let Gov. Orval Faubus use armed National Guardsmen to defy a U.S. Supreme Court ruling, Eisenhower federalized the Arkansas National Guard Sept. 24, 1957, and sent 1,200 soldiers from the 101st Airborne Division to Little Rock to begin escorting the students into the school. The presence of federal troops was essential in ensuring the safety of the Little Rock Nine and upholding federal law.
4. What Happened to the Little Rock Nine After High School?
After high school, each member of the Little Rock Nine went on to achieve significant personal and professional success, demonstrating their resilience and determination to overcome adversity. All but Thomas, who died in 2010, are still alive. According to the National Park Service, most of them earned college and advanced degrees, becoming leaders in various fields. Their post-high school achievements underscore the long-term impact of their courage and the importance of equal access to education.
4.1. What Were Their Professions and Accomplishments?
The Little Rock Nine pursued diverse careers, including education, government, and social activism, reflecting their commitment to making a positive impact on society. For example, Ernest Green was one of the three Little Rock Nine students who graduated from Central High School. He later attended Michigan State University, where he earned a Bachelor of Arts degree in 1962 and a Master of Arts degree in sociology in 1964. Green served as Assistant Secretary of the U.S. Department of Labor under President Jimmy Carter.
4.2. How Did Their Experiences Shape Their Future Lives?
Their experiences during the integration crisis profoundly shaped their future lives, instilling in them a deep commitment to civil rights and social justice. According to interviews and biographies, many of them dedicated their careers to advocating for equality and opportunity for all.
4.3. What Awards and Recognition Did They Receive?
The Little Rock Nine received numerous awards and recognition for their bravery and contributions to civil rights, including the Congressional Gold Medal. These accolades honor their role in advancing equality and justice in the United States.
5. What Is the Legacy of the Little Rock Nine?
The legacy of the Little Rock Nine is profound, serving as a symbol of courage and resilience in the face of racial injustice, and their story continues to inspire future generations to fight for equality. As a reminder of their bravery, a Commemorative Garden adjacent to the school features nine benches, nine trees, concrete arches, and a photographic history inlaid on brick. According to historians, the events at Little Rock Central High School were a turning point in the Civil Rights Movement, highlighting the need for federal intervention to protect the rights of African American students. Their story remains a powerful reminder of the ongoing struggle for civil rights and the importance of standing up against injustice.
The Commemorative Garden honoring the Little Rock Nine, serving as a lasting tribute to their courage and contribution to civil rights.
5.1. How Did the Crisis Impact the Civil Rights Movement?
The Little Rock crisis galvanized the Civil Rights Movement, drawing national attention to the issue of school desegregation and the resistance it faced in the South. The events at Central High School underscored the need for federal action to enforce civil rights laws.
5.2. Why Is Their Story Still Relevant Today?
Their story is still relevant today because it highlights the ongoing struggle for racial equality and the importance of standing up against injustice. The challenges they faced serve as a reminder of the progress that has been made and the work that remains to be done.
5.3. How Is Their Story Being Preserved and Taught?
Their story is being preserved and taught through historical sites like Little Rock Central High School National Historic Site, educational programs, and documentaries. Little Rock Central High School is the only operating high school designated as a National Historic Site. According to the National Park Service, these resources ensure that future generations learn about the Little Rock Nine and their contribution to American history.
6. How Did the Media Portray the Events?
The media played a crucial role in shaping public opinion during the Little Rock crisis, bringing the events into homes across America through television and print journalism. Television news was in its infancy when desegregation was underway, so the Little Rock crisis was among the first news stories filmed as events happened. According to media historians, the extensive coverage garnered by the events became a model for how the civil rights movement would use the news media over the next decade.
6.1. What Was the Role of Television News?
Television news played a pivotal role in bringing the events to a national audience, allowing viewers to witness the crisis as it unfolded. This visual medium helped to shape public opinion and galvanize support for the Civil Rights Movement.
Journalist Alex Wilson is attacked by a mob protesting the integration of Little Rock Central High School, highlighting the media's presence and the violence of the opposition.
6.2. How Did Print Journalism Cover the Crisis?
Print journalism provided in-depth coverage of the crisis, offering detailed accounts of the events and the perspectives of those involved. Newspapers and magazines played a crucial role in informing the public and shaping the narrative around the Little Rock integration.
6.3. What Impact Did Media Coverage Have on Public Opinion?
The media coverage had a significant impact on public opinion, raising awareness about the challenges of desegregation and galvanizing support for the Civil Rights Movement. The visual and detailed accounts helped to humanize the Little Rock Nine and highlight the injustice they faced.
7. What Role Did Women Play in the Crisis?
Women played key roles on both sides of the integration crisis, highlighting the diverse perspectives and activism during this pivotal moment in history. The segregationist Mothers’ League formed in August 1957 and filed lawsuits to prevent integration at Central High School. Among their activities, they held a sunrise service at the school in September, singing “Dixie” and waving Confederate flags. Those advocating for the Little Rock Nine included Daisy L. Gatson Bates, president of the state chapter of the NAACP. She led the NAACP’s protest against the school board’s plan for gradual integration, pressing instead for immediate desegregation. According to historical records, their involvement underscored the complex social dynamics of the time.
Daisy Bates's home, where the Little Rock Nine met each day, now a National Historic Landmark, symbolizing her support for the students.
7.1. Who Was Daisy Bates?
Daisy Bates was a civil rights activist and president of the Arkansas chapter of the NAACP. She played a crucial role in supporting the Little Rock Nine, providing them with guidance and a safe meeting place during the crisis.
7.2. What Was the Mothers’ League?
The Mothers’ League was a segregationist group formed to oppose integration at Central High School. They organized protests and filed lawsuits in an attempt to prevent African American students from attending the school.
7.3. How Did Women Advocate for Integration?
Women advocated for integration through various means, including protesting the governor’s actions, supporting the Little Rock Nine, and advocating for the reinstatement of teachers and administrators who supported integration. The Council of Church Women protested the governor’s use of the National Guard. The Women’s Emergency Committee to Open Our Schools formed a year later to publicly condemn the governor’s decision to close Little Rock high schools for the 1958-59 school year.
8. What Was the “Lost Year” in Little Rock?
The “Lost Year” in Little Rock refers to the 1958-59 school year when all four of the city’s high schools were closed rather than proceed with integration. Despite the U.S. Supreme Court’s ruling in September 1958 that Little Rock’s desegregation plan must continue, Faubus ordered four Little Rock high schools closed as of 8 a.m. Sept. 15, pending the outcome of a public vote on integration. On Sept. 27, residents voted 19,470 to 7,561 against integration, and the high schools remained closed. According to historical accounts, this decision was a setback for civil rights and had a significant impact on the students and community.
A segregation activist's card after a Little Rock Nine member was expelled, symbolizing the resistance to integration during the "Lost Year."
8.1. Why Did the Schools Close?
The schools closed due to Gov. Orval Faubus’s decision to resist integration, leading to a shutdown of the high schools to prevent African American students from attending.
8.2. What Was the Impact on Students?
The decision left 3,665 students without access to public education. This closure disrupted their education and had long-term consequences for their academic and professional opportunities.
8.3. How Did the Community Respond?
The community was divided, with some supporting the closures and others advocating for the schools to reopen with integrated student bodies. A federal court declared the closings unconstitutional, and schools reopened in August 1959. The increased level of integration in the years that followed, however, led to the start of Arkansas’s private school movement.
9. How Is Little Rock Central High School Preserved?
Little Rock Central High School is preserved as a National Historic Site, ensuring that its history and significance are remembered and honored for future generations. Built in 1927, the imposing building represents a blend of art deco and Gothic revival architectural styles. Notable elements include the four Greco-Roman cast stone figures over the school’s main entrance, which represent the ideals of ambition, personality, opportunity, and preparation. According to the National Park Service, the site serves as a reminder of the challenges and triumphs of the Civil Rights Movement.
Little Rock Central High School's exterior, a preserved National Historic Site symbolizing its historical significance.
9.1. What Does the National Historic Site Include?
The 28-acre Little Rock Central High School National Historic Site includes the visitor center, Little Rock Central High School, the Commemorative Garden, and the Magnolia Mobil Gas Station. The American Institute of Architecture called the building “America’s Most Beautiful High School.”
9.2. Can Visitors Tour the School?
Since the high school remains operational, visitors cannot enter unless part of an organized group tour.
9.3. What Other Sites Are Associated With the Little Rock Nine?
Other sites associated with the Little Rock Nine include the home of Daisy Bates and a replica of the bus bench where Elizabeth Eckford sat surrounded by the angry mob. These sites offer additional insights into the events and the people involved in the crisis.
10. Where Can You Learn More About the Little Rock Nine?
You can learn more about the Little Rock Nine through various resources, including the National Park Service, books, documentaries, and online educational materials. These resources provide comprehensive information about the events, the people involved, and the lasting impact of the crisis. The extensive coverage garnered by the events became a model for how the civil rights movement would use the news media over the next decade.
10.1. What Resources Does the National Park Service Offer?
The National Park Service offers a wealth of information about the Little Rock Nine, including historical accounts, photographs, and educational programs. The Magnolia Mobil Gas Station across the street from the school became their default headquarters — in part because it had a pay telephone. Their website provides detailed information about the Little Rock Central High School National Historic Site and the events that took place there.
10.2. What Books and Documentaries Are Available?
Numerous books and documentaries have been produced about the Little Rock Nine, offering different perspectives and insights into the crisis. These resources provide in-depth analyses of the events and the lives of the people involved.
10.3. Are There Online Educational Materials?
Yes, several online educational materials are available, including lesson plans, interactive exhibits, and virtual tours. These resources are designed to educate students and the public about the Little Rock Nine and their contribution to American history.
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FAQ: The Little Rock Nine
1. Are all of the Little Rock Nine still alive?
No, unfortunately, not all of the Little Rock Nine are still alive; Jefferson Thomas passed away in 2010, but the remaining eight continue to inspire.
2. What year did the Little Rock Nine integrate Central High School?
The Little Rock Nine integrated Central High School in 1957, marking a pivotal moment in the Civil Rights Movement.
3. Who was the governor of Arkansas during the Little Rock crisis?
Orval Faubus was the governor of Arkansas during the Little Rock crisis, and his actions played a significant role in the events that unfolded.
4. What was President Eisenhower’s role in the Little Rock crisis?
President Eisenhower federalized the Arkansas National Guard and sent federal troops to Little Rock to ensure the safety of the Little Rock Nine and enforce the Supreme Court’s ruling.
5. What is the significance of Little Rock Central High School today?
Today, Little Rock Central High School is a National Historic Site, serving as a reminder of the challenges and triumphs of the Civil Rights Movement.
6. How old were the Little Rock Nine when they integrated Central High?
The Little Rock Nine were between the ages of 15 and 17 when they integrated Central High School, demonstrating remarkable courage at a young age.
7. What challenges did the Little Rock Nine face inside the school?
Inside the school, the Little Rock Nine faced constant harassment, discrimination, and violence, testing their resilience and determination.
8. How did the community respond to the integration of Central High?
The community was deeply divided, with some violently opposing integration and others supporting the students’ right to attend the school.
9. What is the “Lost Year” in relation to the Little Rock crisis?
The “Lost Year” refers to the 1958-59 school year when all four of Little Rock’s high schools were closed rather than proceed with integration.
10. Where can I visit to learn more about the Little Rock Nine?
You can visit the Little Rock Central High School National Historic Site to learn more about the Little Rock Nine and their contribution to American history.
