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allegedly not supported by law or directly by the taxpayers but facilitated by the lack of standards, requirements, rules, regulations that would prevent the white flight, prevent these schools from becoming havens for whites to leave the public schools. In a sense, you're not going to see much improvement in the all black public schools.

That's one of the things that we were--the lawyers were before the courts about. They were trying to get assistance. The Federal Court in Richmond blocked re-districting, blocked the attempt to re-organize these schools in terms of bringing in to the school district the predominantly white suburban areas that has left the schools in Richmond increasingly black. Now, given that fact, the case before the Federal District Court now, the one I testified in yesterday, was one in which they were saying, “Alright, since the state did not prevent this flight and did not provide the Richmond schools with the resources for intensely upgrading their educational standards, the damages related to segregation remain. They ought to be remedied to the extent possible.” The judge asked me a number of times if I thought that remedy could occur short of total de-segregation, and my response was, “Certainly there could be an alleviation of the damage short of total de-segregation. However, the advantages for white and black students, the educational advantages and goals would have to be related to de-segregation.”

I feel that segregated schools damage psychologically and morally white as well as black children. However, the damage educationally, in the sense of restrictive definition of education, you know, reading, writing scores, things of that sort, is more