SS#11
WHO ARE WE?
-5TH & 6TH generation grandchildren of Freedom Seekers who arrived via the Underground Railroad (1845)
-John Freeman Walls Family married into James Taylor's family
-Growing up in Harrow - Background on my Grandfather Taylor - Pastor to a small church on King Street
-The Walls family married into the Taylor family through my grandmother (Grama Walls)
-What life was like settling in this area for my family as well as other Black people in Canada
-5TH & 6TH generation grandchildren of Freedom Seekers who arrived via the Underground Railroad (1845)
-John Freeman Walls Family married into James Taylor's family
-Growing up in Harrow - Background on my Grandfather Taylor - Pastor to a small church on King Street
-The Walls family married into the Taylor family through my grandmother (Grama Walls)
-What life was like settling in this area for my family as well as other Black people in Canada
-My childhood experience - I was always so proud, but then I started to recognize the Black Canadian experience
-Dating - micro-aggressive comments
-Dinner table talks about SS#11 - coping
-End of high school / University
-Tour guiding and what education gave to me
-Black Canadian Experience from a local example
-Dating - micro-aggressive comments
-Dinner table talks about SS#11 - coping
-End of high school / University
-Tour guiding and what education gave to me
-Black Canadian Experience from a local example
School Experience
Heather - my parents instilled strength in all of their girls
-given opportunities to speak and use my voice
-my skin never directly worked against me
-I had sprinkled incidents (slumber party, the N-word about my Dad, my hair texture, micro-agressions, unconscious biases)
-But I never worried about the infrastructures around me
-I used things that were advanced / privilege
-I had access to things that advantaged me like anyone else
-my experiences were generally okay
-my biracial passing look compared to my Dad's look and what that means - your skin colour dictates the way your lived life experiences go
me in grade 1
me in grade 9
Bridging over to my Dad's experience and the comparisons of our childhood - start with quote:
"I knew something wasn't right when two men with briefcases and dressed in suits came into our classroom and removed the only white kid. He was from simcoe, Ontario, and he lived across the street from me." - Dad.
-read research about how SS#11 started and the significance of this quote. It was the first time my dad recognized that there was a race problem as a young boy,
history summary: what SS#11 was initially used for; dates & facts will be presented, as well as conditions: contamination of water, rats, walls, toilets - dad will have a lot to say during this part about the conditions of the school and what he remembers. students can ask questions during this time.
-systemic loopholes; scroll to articles; trustees had to look into the allegations despite the obvious conditions that students were forced to learn in.
This is a picture of Renard Taylor (grade 5)
Picture of him a bit younger (grade 1 or 2 - the same face that walked to SS#11 everyday)
This is where I grew up; this is also where my Dad grew up and his walk to school every single day.
-Taking into account being 5 years old; weather conditions, the already fast pacing highway during this time
-giving perspective on how close it is to where I grew up and where we all live today
Outside newspapers started to catch on that there was indeed still a segragated Black school in Canada.
Globe and Mail photographers capture Kevin Grayer (my Dad's friend and classmate) holding up this rat.
-What does this image show?
-Harrow News and Windsor Star publish AFTER the Globe and Mail - discussing what that means.
Readers of the November 9, 1964, edition of the Globe and Mail confronted a disturbing sight: a photo showing a young Black student at the S.S. #11 school, near Harrow, holding a giant rat that had allegedly been caught on school grounds. Though the photo was likely staged for shock value, it highlighted a shameful reality: as the civil rights movement unfolded in the United States, more than 50 elementary students in rural southwest Ontario were experiencing segregated schooling.
"There are two classrooms at S.S. #11, one in each of its two buildings. The rooms, though large and decorated with drawings, maps, pictures, schedules and a copy of the Ontario Human Rights Code, are dreary, poorly lit and cluttered. The basements of the 1-1/2 story buildings are dark and their walls bear the crayon, pencil and boot marks of many years. In places the plaster has come away. The stairs leading up to the classrooms or down to the basement are well-worn and the stairways are narrow. Each building has two toilets, chemical ones that must be flushed out daily with a pail of water in order to keep them minimally sanitary. The closet-like bathroom cubicles smell strongly of wine and chemicals. A pump in the schoolyard is the only source of water."
“What you taking pictures of this junk heap for?” children shouted at the photographer. “It’ll just bust your camera.”
“What you taking pictures of this junk heap for?” children shouted at the photographer. “It’ll just bust your camera.”
Harrow Public was nicknamed as the "diamond in the field" by local Black people in this area - My Dad talks about that and what it was like walking down Harrow's hallway for the first time. He also discusses the ratio of how they integrated Blacks into White classrooms.
The closing of SS#11; what it represents; why we are looking at this picture of Wellington Taylor (my Papa!) who was one of the 60 other parents who fought to close down SS#11.
Concluding: Ending on a positive note! Dismantling stereotypes and racism!
Significance of SS#11:
The successful closing of SS#11 represents a small yet powerful representation of Black resilience and activism. The push from community members (like my Papa) exposed how systemic issues existed in places like our public education, and that unfair treatment took place in areas where it at times impacted Black success. My Dad's experience, along with other children coming out of SS#11, illustrates a what it was like growing up in Canada from a marginalized viewpoint.
What can teacher's take back to their classroom after this presentation.
journal thoughts
write how you feel about Mr. Taylor's personal perspective.
do you have a new perspective about our area? why or why not? What can you continue doing in order to be an empathetic learner?
Questions:
1.) Why is it important to study the closing of SS#11? (Answers should include something about it being a small yet powerful example of Black Canadian activism and achievement)
2.) Why do you think it was important for Mr. Taylor attend the presentation? (Answers will vary)
3.) What will you do to help dismantle racism? (Answers should include something about studying history and understanding people from a marginalized perspective; learning about individual stories)
Personalizing and ending on a positive note - If time permits - open the floor for questions and perhaps the video linked below.