Civil Rights Activists: Ruby Bridges

Ruby Bridges speaking at Algiers Point temporary branch library in New Orleans, Louisiana. Photo: Photo by:

Infrogmation of New Orleans.

Synposis: When she was 6 years old, Ruby Bridges became the first African-American

child to attend a white Southern elementary school. Her courage paved the way for

continued action in the civil rights movement. This movement wanted equal rights and fair

treatment for blacks.

Early Life

Ruby Nell Bridges was born on September 8, 1954, in Tylertown, Mississippi. She grew up

on the farm where her parents and grandparents worked. When she was 4 years old, her

parents, Abon and Lucille Bridges, moved to New Orleans.

When Bridges was in kindergarten, she was one of many African-American students

chosen to take a test. The test would determine whether or not she could attend a white

school. It is said that the test would be very difficult so that students would have a hard

time passing. That way, New Orleans schools might be able to stay segregated, or

separated by race, for a while longer. Bridges lived a mere five blocks from an all-white

school, but attended kindergarten several miles away, at an all-black segregated school.

By Biography.com Editors and A+E Networks, adapted by Newsela staff on 08.17.16

Word Count 919

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Her father believed that if she passed the test and was allowed to go to the white school,

there would be trouble. Her mother, however, pressed the issue and was eventually able to

convince Bridges' father to let her take the test.

Escorted By Federal Officers

In 1960, Bridges' parents were informed that she was one of six African-American students

to pass the test. Bridges would attend William Frantz Elementary School, and would be the

first black child to attend an all-white elementary school in the South.

On the morning of November 14, 1960, federal marshals drove Bridges and her mother

five blocks to her new school. When Bridges and the federal marshals arrived at the

school, large crowds of people were gathered in front, yelling and throwing objects.

Policemen stood guard everywhere. When Bridges entered the school under the protection

of the federal marshals, she was immediately escorted to the principal's office and spent

the entire day there. Nearly all the parents at the school had kept their children home, so

classes weren't going to be held.

Isolated And Threatened At School

The second day was much the same as the first, and for a while it looked like Bridges

wouldn't be able to attend class. Only one teacher, Barbara Henry, agreed to teach her.

"Mrs. Henry," as Bridges would call her even as an adult, greeted her with open arms.

Bridges was the only student in Henry's class, because parents threatened to pull their

children from her class and send them to other schools. For a full year, Henry and Bridges

sat side by side at two desks, working on Bridges' lessons. Henry was very supportive of

Bridges, helping her not only with her studies but also with the experience of being

isolated from the other students.

Bridges' first few weeks at William Frantz School were not easy. She was confronted with

racism in full view of her federal escorts. She was not allowed to go to the cafeteria or out

to recess to be with other students in the school, and when she had to go to the restroom

the federal marshals walked her down the hall. Charles Burks, one of her escorts,

commented that Bridges showed a lot of courage. She never cried or whimpered, Burks

said. "She just marched along like a little soldier."

Bridges' family suffered as well. Her father lost his job at the filling station, and her

grandparents were sent off the land they had farmed for over 25 years. However, many

others in the community, both black and white, began to show support in a variety of ways.

Gradually, many families began to send their children back to the school and the protests

and civil disturbances seemed to go away as the year went on.

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Overcoming Obstacles

Near the end of the first year, things began to settle down. A few white children in Bridges'

grade returned to the school. Sometimes she got a chance to visit with them. By Bridges'

second year at William Frantz School it seemed everything had changed. There were no

more federal marshals; Bridges walked to school every day by herself. The school began

to fill with students again. No one talked about the past year. It seemed everyone wanted

to put the experience behind them.

Bridges finished grade school and graduated from the integrated Francis T. Nicholls High

School in New Orleans. She then studied travel and tourism at the Kansas City business

school and worked for American Express as a world travel agent. In 1984, Ruby married

Malcolm Hall in New Orleans, and later became a full-time parent to their four sons.

Recent Contributions

In 1993, Bridges' youngest brother, Malcolm Bridges, died. She looked after his four

daughters, who attended William Frantz School. She began to volunteer at the school three

days a week.

With Bridges' work at the school, she began to see a need for bringing parents back into

schools to take a more active role in their children's education. In 1999, Bridges formed

the Ruby Bridges Foundation, based in New Orleans. The group promotes the values of

tolerance, respect and appreciation of all differences. Through education, the foundation

seeks to end racism and prejudice. As its motto goes, "Racism is a grown-up disease and

we must stop using our children to spread it."

In 2001, Bridges was awarded the Presidential Citizen's Award by President Bill Clinton for

her courage and commitment to equal educational rights.

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Quiz

1 Read the paragraph from the article.

When Bridges was in kindergarten, she was one of many African-

American students chosen to take a test. The test would determine

whether or not she could attend a white school. It is said that the test

would be very difficult so that students would have a hard time

passing. That way, New Orleans schools might be able to stay

segregated, or separated by race, for a while longer. Bridges lived a

mere five blocks from an all-white school, but attended kindergarten

several miles away, at an all-black segregated school.

Which inference is BEST supported by this paragraph?

(A) The test was an entrance requirement for every student who attended the

white school.

(B) The test was regularly given to black children in order to measure their

yearly academic progress.

(C) The test was intended to determine a student's ability to thrive and succeed

in a more challenging environment.

(D) The test was designed to prevent black children from attending white

schools while appearing objective.

2 Which section BEST highlights Bridges' bravery and strength in the face of injustice and

cruelty?

(A) "Early Life"

(B) "Escorted By Federal Officers"

(C) "Isolated And Threatened At School"

(D) "Overcoming Obstacles"

3 Which of the following would BEST describe Barbara Henry's reaction to Bridges' enrollment at

William Frantz Elementary?

(A) openly outraged

(B) consistently caring

(C) cautiously supportive

(D) reluctantly accepting

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4 Which of the following MOST influenced Bridges' adult involvement at William Frantz School?

(A) a need for tolerance

(B) the death of her brother

(C) the spread of racism

(D) the lack of parent involvement

This article is available at 5 reading levels at https://newsela.com. 5