Little Rock Central High School National Historic Site, Little Rock, Arkansas

14 Pages·2000·1 MB·English

by  National Park Service

29.79/3:L 72
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Cerm"al High School
Newsletter 2 July 2000 United States Department ofthe Interior
National Park Service
DearFriends,
Since my arrival atLittleRock CentralHigh SchoolNationalHistoric Site, Ihave discoveredthe magnificentsupport
the community, city, andgovernment agencies have extendedto assist with the development ofthepark. Myfirstfew
months at thepark have been exciting, meeting with community leaders, CentralHigh staff, andpark neighbors. Ihave
also hadthe opportunity to begin working with thepark'spartners toforge thefoundation ofour new national historic
site. It is verysatisfying to know andexperience the vitality ofthe LittleRockcommunity andthe deep commitment that
individuals have demonstratedto support the NationalParkService.
We are now embarkingon ajourney to define the national historicsite'sfuture through theformulation ofthe General
ManagementPlan. Iencourageyou to carefully review the management alternatives. Your ideas andsuggestions are
important in the selection ofthepreferredalternative that willfocus the site's managementfor the comingdecades.
Iwant to assureyou thatIam committedto creatinga national historic site that will utilize itspartnerships andcommu-
nity base to strengthen, preserve andexpandthestory ofCentralHigh School andthe symbolism that it representsfor
this great nation.
Sincerely,
DavidC. Forney
PUBLIC DOCUMF-
Superintendent DEPOSITORSITE
Little Rock CentralHigh School
NationalHistoric Site SEP 4 2000
CLEIWauN
LIBRARY
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introduction sion goals, and interpretive themes for the national
historic site. The legislation, purpose, and significance
This newsletter presents for your review and com- of the national historic site provide the parameters for
ment four draftconceptual alternatives thathave been the formulation of the alternatives. The alternatives
developed for the Little Rock Central High School are grounded in the site's mission goals and interpre-
National Historic Site. Each of these alternatives pro- tive themes. These five elements provide the founda-
vides a management philosophy that would direct tion for all alternatives.
management of the national historic site for the next
20 years. Each alternative outlines different goals for Purpose Statement: Purpose statements denote the
visitor experience, resource conditions, partnerships specific reason for establishing a particular national
and development. We need your input atthis phase of park unit. The purpose of the national historic site is
the planning process. We would like you to review to
these alternatives and tell us what you think about
them. We have provided you with a postage paid Preserve, protect, and interpret for the benefit, educa-
comment form in this newsletter. tion, and inspiration of present and future genera-
tions, Central High School in Little Rock, Arkansas,
The National Park Service has begun the process of and to interpret its role in the integration of public
preparing a general management plan/environmen- schools and the development of the civil rights move-
tal impact statement (GMP/EIS). The following ment in the United States.
explains the work that has been accomplished over
the past year and how the draft alternatives were Significance Statements: These statements explain
developed. those attributes and values of the site that are so
important as to warrant park designation. The
national historic site is significant because:
generai management plan
• The admission of nine African-American students
The guidance provided by the enabling legislation to Little Rock Central High School was the most
was outlined in the last newsletter. With this guid- prominent national example of the implementa-
ance in place, planning for the national historic site tion of the two Supreme Court decisions in Brown
begins with development of a GMP/EIS. Every park v. Board of Education.
is required to have a general management plan. This
document determines the future resource conditions • Central High School was designated a National
and management strategy of the national historic site Historic Landmark in recognition of the events
for the next 20 years. The GMP/EIS provides the which took place at the school during the Little
overall context in which managers make decisions on Rock crises, beginning in 1957, and continuing
such things as: how to protect resources, what visitor through the closing and reopening ofthe school in
experiences and services should be provided, what 1959.
kinds of facilities are needed, how should existing
buildings be used, what interpretive and educational • Little Rock Central High School played a signifi-
opportunities should be offered, and what are the cant role in the desegregation of public schools in
roles and responsibilities of national historic site part- the South.
ners.
Mission Goals: Mission goals have been determined
Development of the GMP/EIS began in the spring of to be the most important goals forthe national historic
last year. At that time, the planning team conducted a site. They stem from the purpose and significance
series of meetings with the general public, students statements.
and faculty of Central High School, the State of
Arkansas, the City of Little Rock, the Little Rock • The story of the Little Rock Central High School
School District, Central High Museum Inc., and the National Historic Site, as portrayed through inter-
University of Arkansas. These groups were asked to pretive themes, will be effectively interpreted for
provide us with their ideas on what the national his- diverse audiences in ways that engage attention
toric site should accomplish and any concerns they and emotion, provoke thought and reflection, and
had about the establishment of the national historic relate to contemporary issues. Educational ser-
site. Once the planning team heard from the public, it vices incorporate park themes and school curricu-
developed purpose and significance statements, mis- la, serve both on-site and off-site audiences, and
:
General Management Plan
Environmental Impact Statement
Alternatives Response Form
Newsletter 2
Please use this pre-addressed, postage-paid form to tell us what you think about the
preliminary management alternatives presented in this newsletter. You are welcome
to include additional pages with this form. Just fold them inside the form and seal the
edges with tape. Please mail your response by August 4, 2000. Thank you for your
time and input.
Do you have any comments about the purpose and significance statements, or the interpretive themes?
2. What conceptual alternative do you particularly like? Why?
3. For each of the following topics, please tell us which alternative you think presents the best future for the park
(check one box in each row):
Alternative 1 Alternative 2 Alternative 3 Alternative 4
Visitor Experience/Interpretation O O C C
Resource Conditions: o o
o
Implementation Partners:
Development: o c
4. Do you have any other ideas that were not presented in the alternatives? If yes, please describe them.
I
UNITED STATES NO POSTAGE
DEPARTMENTOFTHE INTERIOR NECESSARY
NATIONAL PARKSERVICE IF MAILED
DENVER SERVICE CENTER INTHE
12795W. ALAMEDA PARKWAY UNITED STATES
P.O. BOX25287
DENVER, COLORADO 80225-0287
OFFICIALBUSINESS
^ENALTY FOR PRIVATE USE, $300
BUSINESS REPLY MAIL
FIRST-CLASS MAIL PERMIT NO 265 WASHINGTON DC
1 1
POSTAGEWILL BE PAID BYADDRESSEE
CENTRAL HIGH SCHOOL PLANNING TEAM
NATIONAL PARK SERVICE
DENVER SERVICE CENTER - McVEIGH DSC/RP
P.O. BOX 25287
DENVER CO 80225-9901
II..I.II I.I..1.1.I.I.I,l„l,l,,l|„„..NIL,
(fold and tape here)
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your name and address. Also, ifthe mailing label is incorrect, please indicate the corrections below.
d Please remove my name from the mailing list
d The name and address you have in incorrect. Please change it to the following:
(Please print)
Name
Address
City State Zip Code
Please fold response in halfso that the National Park Service mailing address is visible, tape it (no staples) and drop it in the
mail. No postage is necessary
are based on active partnership with educational
institutions. Historical interpretation and educa-
tion are based on accurate and contemporary
scholarship, and represent legitimate multiple
perspectives. Electronic, print, and digital media
extend outreach services to the public locally,
nationally, and internationally.
A
• well-defined single point of arrival, welcome,
and site orientation will be available for site visi-
tors. Visitors' choices, including on-site and off-
site opportunities and related sites, are also well
defined. Visitors feel welcome at all publicly
accessible areas, and can clearly distinguish
between public and private areas. On-site visitors
cangeta clearpicture ofthe appearance and ambi- provided a foundation for supporting and forging
ence of the primary site during 1957-58. attitudes ofracial tolerance.
• The integrity and ambience of Central High Civil Rights Movement: The 1957-58 events at Little
School's adjacent streetscape, as well as its sur- Rock Central High School constituted one of many
rounding neighborhood, will be protected to pre- battles intheongoingstruggleforequalrightsforall.
serve the historic scene in which the dramatic The integration of Little Rock Central High School
events of1957-58 occurred. Resource preservation wasthefirstprominentimplementationoftheBrown
reflects the historic context within which those v. Board of Education decisions by the U.S. Supreme
events unfolded, providing an effective backdrop Court. Subsequent events have demonstrated that
in scale for interpretation of this landmark battle racial discrirninationwould notbe obliterated quick-
in the struggle for civil rights. ly oreasily.
• The national historic site will encourage and use a Use of Executive Power: President Eisenhower's
variety ofpartnerships to fulfill its mission. These issuance of Executive Order 10730, which provided
partners will be involved with site management, "Assistance for the Removal of an Obstruction of
resource protection, interpretation, education, and Justice within the state of Arkansas," represented a
visitor experience. national commitment to enforce civil rights. It was
oneofthefewtimesthatapresidenthasexercisedhis
• Visitors to the national historic site will be able to right to use executive power to contravene state
make personal connections to the meaning of the authority onbehalfofcivilrights.
integrated school since the 1957-58 events. People
are encouraged to contemplate and participate in EqualRights:IntheDeclarationofIndependence,the
the improvement of race relations. United States proclaimed as its founding philosophy
acommitmenttocertain "selfevidenttruths," includ-
Interpretive Themes: Themes are the key stories or ing the assertion that "all men are created equal."
concepts thatvisitors should understand aftervisiting Almost 200 years later, and after several
a park. They provide the foundation for all interpre- Constitutional amendments that strengthened and
tive programs and media developed in the park. They clarified that commitment, Little Rock Central High
do not include everything we may wish to interpret, Schoolwould putitto a monumental test.
but they do cover those ideas that are critical to visi-
tors' understanding of a park's significance. The School: Little Rock Central High School is more
thanabuilding. Itis a symbol ofexcellenceineduca-
• The Event: The integration of Central High was a tion, anarchitecturalachievement, theendofasegre-
landmark battle in the struggle for civil rights. It gated school system, and humanity at its best and
forced the people of a city and a nation to confront worst.
themselves on the issue of discrimination, created
problemsforthecountryintheinternationalarenaby The City and the State: As the relatively progressive
exposing racism in American society, pitted a capital of a southern state, with several integrated
nation's chiefexecutive against a state governor, and institutions including the library, public buses, parks,
andtheUniversityofArkansasGraduateCenter,Little Pu6fic comments:
Rock seemed an unlikely site for civil unrest over the
issueofschoolintegration. However, aseriesofevents • Suggesting that visitors experience related sites in
in the state exposed significant white opposition to Little Rock,
desegregationand created anexplosive situation. • Expressing concern about congestion at neighbor-
hood sites, and
issues/concerns • Preserving related sites.
The general public, partners and Central High School Management Decision Point #3 - How does the
studentswere contacted last spring througha series of national historic site interpret the story of the Little
meetings. Participants at these meetings were asked Rock Central High School to the visiting public with-
to provide the planning team with their ideas and out interfering with the operation of the high school?
concerns about the future of the national historic site.
These concerns need to be addressed in theGMP/EIS. Pufjfic comments:
The planning team then categorized the public's
response into several broad statements. These "man- • School safety, overcrowding, lack ofclassroomsfor
agement decision point" statements are listed below. exhibits,
Decision points are questions the GMP/EIS should • Public tours interrupting the high schools opera-
answer and were developed around public concerns tion, and
and interests, as well as the mandates listed in the • Tlie National Park Service developing educational
site's enabling legislation. While there is not space to programsfor the high school.
list all of the public comments and concerns heard by
the planning team, we have summarized the most draft conceptual aLternatives
pertinent under the appropriate management deci-
sion point statement. In April 2000, the planning team met again with park
partners for an alternatives development workshop.
Management Decision Point #1 - How does the During this workshop, participants reviewed and
national historic site protect resources and provide reconfirmed the purpose and significance statement
visitor services in either existing historic structures or and the interpretive themes. The workshop partici-
with new development in a manner that enhances the pants then developed three draft conceptual alterna-
defining features and neighborhood character of the tives. Alternative 1, the "no action" alternative, pre-
surrounding historic district? sents current management of, and trends for, the
national historic site. This alternative is the baseline
Pu6fic comments: against which the other three alternatives are com-
pared.
Restoring Ponder's Drug Store to its 1957appear-
ance, The alternatives address the three management deci-
Using the vacant lots on the northwest and north- sion points in different ways. All of the alternatives
east corners of the South Park and West 14th provide for visitor services, interpretation, access to
streets intersection, some of the high school grounds, and preservation of
Building a new museum, park resources. The alternatives also outline uses for
Expanding the existing museum, those properties located within the boundary of the
Minimizing vehicle and parking congestion, national historic site that are not currently owned by
Not allowing parking lots to take over neighbor- the National Park Service. The enabling legislation
hood, provides for the National Park Service to acquire
Making future development architecturally com- these properties only with the consent of the owner.
patible with the neighborhood, and If these properties became available for acquisition
Preserving the streetscape ofthe high school. through a willing seller, the National Park Service
would explore the opportunity to acquire these prop-
Management Decision Point #2 - To what degree does erties.
the national historic site enter into partnerships to
provide resource protection, visitor services, and Currently, the Central High Museum Inc. is develop-
interpretive/educational opportunities to visitors? ing a commemorative sculpture garden on the north-
west corner of West 14th and South Park streets. The
garden would be maintained by the national historic
site. This sculpture garden would be a common ele- 1957 at the Central High Museum and Visitor Center
ment in all alternatives. located in the Mobil Gas Station presently operated by
Central High Museum Inc. Although visitor services
The draft alternatives are presented for your review would remain minimal, those who come to the site
and comment. As you review the alternatives, keep may view the exhibits, purchase theme related items
in mind that you do not have to agree completely at a small counter, and speak with someone about the
with one alternative. You may select parts of each site. The school would continue to operate as a high
one or propose new actions. school. As part of a self-guided experience, visitors
may walk the two blocks in front of the school and
ALTERNATIVE ONE: NO ACTION have access to the grounds in front of the high school.
Visitors would contact the school to make tour reser-
Focus: Theno actionalternative describeswhatiscur- vations to enter the school. The National ParkService
rently happening at the national historic site. The is currently entering into a cooperative agreement
responsibilities for visitor services are currently being with the Little Rock School District to develop educa-
transferred from Central High Museum Inc. to the tional experiences related to the focus of the national
National Park Service. After transfer, the National historic site. Interpretation and visitor service will
Park Service will continue to operate the existing visi- remain at current levels. Visitors arrive at the site in
torcenterfor site orientation and provide an overview personal cars, vans, and tour buses.
of the 1957 events at the high school.
Resource Conditions: The front facade and landscap-
Visitor Experience/Interpretation: Visitors receive ori- ing at the school would continue to be maintained by
entation to the site and an overview of the events of the school district. The exterior of the Mobil Gas
Little Rock Central High School NHS Boundary Map
ALTERNATIVE CC
ALTERNATIVE NO ACTION ALTERNATIVE THE SITE
1: 2:
Focus: Interpretation continues to focus on the events Focus: The alternative focuses on the events of 1957
that occurred at the high school during 1957. and how those events influence the educational sys-
tem of today. This alternative would seek
Congressional authorization to expand the historic
site's boundary to include the seven houses located
along South Park Street. Visitors would be provided
with full orientation and visitor services at expanded
existing facilities or newly constructed facilities with-
in the historic site's boundary.
Visitor Experience/Interpretation: Visitor Experience/Interpretation:
• Orientation/Visitor Services: Continues at • Orientation/Visitor Services: In expanded
existing visitor center; remains at current existing visitor center or in newly constructed
level visitor center
• Interpretation/Education: Remains at current • Interpretation/Education: School based cur-
level riculum programs and Central HS education
• Tours: Self-guided experience at the historic programs; media presentations; interpretive
site. Tours inside of Central High School for opportunities at Ponder's Drug Store
groups with reservations • Tours: Guided tours of historic site and
inside of the high school; waysides for self-
guided tours
• Museum Collection/Archives: Possibly
museum collection at visitor center; archives
at the University ofArkansas, Little Rock
Resource Conditions: Resource Conditions:
• Mobil Gas Station: Maintain as today • Mobil Gas Station: Maintain front exterior as
• Central High School: Maintain by School today; possibly expand for visitor services
District • Central High School: Maintain front exterior
and landscaping through partnership
• Ponder's Drug Store: Renovate and rehabili-
tate through partnership
• Streetscape: Restore and maintain through
partnerships
Development: Development:
• Mobil Gas Station: remains as today • Mobil Gas Station: Possibly expand with
• Parking: remains as today auditorium/theater
• Visitor Center: Possibly construct new with
auditorium/theatero Ponder's Drug Store:
Restore exterior, rehabilitate interior
• Parking: Northeast corner/share with exist-
ing lots
Partners: Partners: Same as Alt. 1 plus
• The Little Rock School District • Owners of residences along South Park Street
• The Central High Museum, Inc. • Owners of Ponder's Drug Store
• Owners of proposed Civil Rights Institute
• Possibly the University of Arkansas, Little
Rock
Common to all Alternatives: • Sculpture Garden developed by the museum board and maintain
PRISON CHART
ALTERNATIVE THE CITY ALTERNATIVE INTERNATIONAL IMPACT
3: 4:
Focus: The alternative provides an in-depth look at Focus: The alternative provides for in-depth scholar-
the Civil Rights issue as it relates to state and federal ly study of the Civil Rights movement in the United
legislation. Visitors would have the opportunity to States and its national and international affects.
visit the national historic site and related sites within Visitors would be able to visit the historic site and
the city of Little Rock. Visitors would be provided have access to a wide-range of educational tools and
with full orientation and visitor services at a nearby activities. Visitors would be provided with full orien-
location and within the historic site's boundary. tation and visitor services at an Education Center
within the historic site's boundary.
Visitor Experience/Interpretation: Visitor Experience/Interpretation:
• Orientation/Visitor Services: Rental space in • Orientation/Visitor Services: Existing visitor
nearby building center
• Interpretation/Education: Expand education • Interpretation/Education: Education Center
programs to include the development of with presentation and telecommunication
school district-wide programs from elemen- links to academic institutions; satellite for
tary through senior high; possibly exhibits at teleconferencing and class room presenta-
Ponder's Drug Store tions; Central High School classroom for vis-
• Tours: Guided or self-guided tours of the his- iting student groups; possibly interpretive or
toric site. Shuttle tours of historic site and traditional use at Ponder's Drug Store
related sites. • Tours: Self-guided or guided walking tours
of the historic site
Resource Conditions: Resource Conditions:
• Mobil Gas Station: Maintain front exterior as • Mobil Gas Station: Same as Alt. 1
today; interior for interpretation • Central High School: Maintain front exterior
• Central High School: Maintain front exterior and landscaping through partnership
and landscaping through partnership • Ponder's Drug Store: Rehabilitate and reno-
• Ponder's Drug Store: Renovate and rehabili- vate
tate through partnership
• Related Sites in Little Rock: Preserve and
interpret through partnerships
Development: Development:
• Mobil Gas Station: Remains as todayo • Mobil Gas Station: Remains as today:
Orientation Center: Rental space nearbyo • Education Center: Construct new
Auditorium/theater: construct new or share • Ponder's Drug Store: Possibly rehabilitate
existing and renovate
• Ponder's Drug Store: Possibly rehabilitate and • Parking: Education Center
renovate
• Parking: Orientation Center and Mobil Gas
Station
• Shuttle System: Develop through partner-
ships
Partners: Same as Alt. 1 plus Partners: Same as Alt. 1 plus
• Managers/owners of related civil rights sites • Neighborhood associations
in the city of Little Rock and immediate areao • Owners of Ponder's Drug Store
The City of Little Rock • National and international civil rights related
• Little Rock Convention and Visitors Bureau academic programs, libraries, universities,
• Neighborhood associations school districts and Private industry
• Owners of Ponder's Drug Store • Partnerships to organize conferences, sympo-
siums, scholarly publications, and presenta-
tions
the National Park Service
y
7
Station has beenrestored and will be maintained in its agreement between the National Park Service and the
current condition. owners of Ponder's Drug Store (the Capel Building).
The park would work to establish cooperative agree-
Development: The existing visitor center would ments with the homeowners located alongSouth Park
remain the main orientation area for visitors. No Street to maintain and restore the streetscape.
expansion of the visitor centerwould occur. There are
currently 12 parking spaces available at the visitor Development: Either the existingvisitorcenterwould
center with bus parking available at the curb. be expanded or a new visitor center developed on the
northeast corner of South Park and West 14th streets
Partners: The Little Rock School District and the to accommodate visitor orientation, park administra-
Central High Museum, Inc. would continue to be the tion, and interpretation including an auditorium/the-
primary partners of the national historic site. ater. The exterior of Ponder's Drug Store could be
rehabilitated, and its interior could be renovated.
ALTERNATIVE TWO: THE SITE Parkingwould be expanded and/or shared withnear-
by, existing lots.
Focus: This alternative would emphasize an array of
interpretive and visitor services withintheboundaries Implementation Partners: The National Park Service
of the national historic site. Visitors would be provid- would enter into partnerships with the Central High
ed with full orientation and interpretive services to School, the Little Rock School District, the University
understand the events of 1957 and how those events of Arkansas, Little Rock, the Central High Museum
influence the educational system today. In this alter- Inc., and the owners of the houses along South Park
native, the National Park Service would seek Street and the Capel Building.
Congressional authorization to expand the boundary
ofthe national historic site to include the houses locat- ALTERNATIVE THREE: THE CITY
ed along South Park Street (across from the front of
the school) to preserve and interpret the site, inclusive Focus: This alternative places the events at the Central
of the immediately adjacent neighborhood. High School within the context of the city and state.
Visitors would have the opportunity to learn about the
Visitor Experience/Interpretation: Visitors would eventsthattookplacenotonlyatthehighschoolbutalso
receive orientation at either the expanded visitor cen- at related sites throughout the city of Little Rock. The
ter (Mobil Gas Station) or at a newly constructed visi- accompanyingmapindicatessome ofthe sitesthatcould
tor center. The visitor center would offer media pre- be linked as partners with the national historic site.
sentations and interpretive exhibits, expanded educa-
tional opportunities and visitor services, and contain Visitor Experience/Interpretation: Visitor orientation
an auditorium/theater. Visitors would receive infor- and park administration would be located off-site in a
mation on self-guided or guided tours. Visitors nearbybuilding. Fromacentral orientationpointvisitors
would have an opportunity to see the inside of the wouldbe provided informationonothercivilrights sites
high school under scheduled tours arranged by the in thecity ofLittle Rock. Visitorswouldbeable to take a
National Park Service and the Little Rock School shuttleorwalkthefewblocksfromthevisitororientation
District. A museum collection could be developed, center to the national historic site. Once on site, visitors
and archived collections could be located at the would participate in guided or self-guided tours. The
University of Arkansas, Little Rock. Visitors would nationalhistoricsitewouldbethecenterorfocalpointfor
arrive at the site inpersonal cars, vans, and tourbuses. interpreting the larger story surrounding the events of
Interpretive exhibits could be placed in Ponder's Drug 1957. Visits to related sites would be primarily by shuttle
Store. bus. Interpretation would be expanded to provide more
in-depth understandingofthe largercivil rights issues of
Resource Conditions: The National Park Service the Little Rock crisis as they relate to the civil rights
would provide advisory assistance to the high school movement.
in the maintenance of the building's front facade and
landscaping. The restored front exterior of the Mobil Resource Conditions: The national historic site would
Gas Station would remain as it is today though addi- work cooperatively to develop a partnership with the
tional space might be added to accommodate greater Little Rock School District to preserve the front exterior
numbers of visitors. The rehabilitation of the exterior and front landscaping of Central High School. The
and the renovation of the interior of Ponder's Drug restored MobilGasStationwouldremainasitis today. If
Store could be accomplished through a cooperative acquired from a willing seller, efforts would be made to
8