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black school, or the only black child in a white school," Norton said.
Many Rappahannock teachers credit Norton with the smooth accomplishment of integration. He. in turn, credits the “exceptional” group of teachers. both black and white, who made it work.
Although there were some rumblings. Norton -^aid that he couldn't recall a single serious incident during the integration process.
Lottie Aylor remembers her youngest son. Paul, transferring from the all-black George Washington Carver School in Culpeper to the new consolidated high school in Sperrvville.
Was there trouble? Oh, my. yes." replied Mis. Aylor with a smile. Paul was always in trouble—but not because he was black. He was so mischevious—he was one of those that pulled hair and played pranks and drove everybody crazy." She said that Paul was actually the first black student to enter Rappahannock.
Emily Miller added that the lack of racial trouble during early integration here stemmed from the good relationship that blacks and whites already had.
Lottie Aylor herself was taught by Mrs. Mattie Ball Fletcher at night. Such was the case for many black children in the households of white Rappahannock families. “She not only took us in when my mother died,” Mrs. Aylor said, “she got books for Js and made us learn to ’ead and write from hem. ’ This was how she ind her sister Betsy got an nlucation.
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