In the mid-1930s, there was a large influx of migrants from Midwestern states into California. Large numbers of farmers fleeing the Great Depression and drought within the Midwest sought a new life in California. Despite heavy advertising within drought stricken states that affirmed pickers were in high demand in the San Joaquin valley, migrants received no warm welcome in Kern County upon their arrival. The term “okie” was used by California residents and some politically motivated writers to stigmatize these poor, white migrant workers and their families. The children also faced discrimination while in Kern County public schools. According to historian James Gregory, the population spike was highest in the cotton growing areas, such as Kern
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Okie children were forced to sit on the floor in classrooms, further ostracizing them from the community. Leo Hart, Kern County Superintendent of Schools at the height of the “okie” migration, took matters into his own hands regarding the education of migrant children. With permission to pull “okie” children out of public school, but with no funds given to him, he along with trusted allies and “okie” children created a school on a small patch of land. What were the lasting effects of Leo Hart’s Weedpatch School? How did these “okie” children become respected members of their community despite their “okie” status? The effects of Weedpatch school are still reflected in the present day, with many of the children of Weedpatch School serving as community leaders. To understand the cultural impact of being labeled as “okie”, one must first look at the origins of the word …show more content…
The construction and maintenance of the school was done primarily by the students and teachers of the school. The students dug ditches for water lines and even dug a swimming pool, which was the first public pool in Kern County. When instruction began at Weedpatch school, students began to receive a curriculum that was very different than that of other public schools in the Kern County. Students learned typical school subjects for half of the day, and then spent the latter half taking part in hands on learning; more specifically, animal husbandry, aircraft mechanics, and even butchering. In its opening year in 1940, roughly 200 students attended Weedpatch School. Due to its irregular curriculum, it wasn’t long before parents within the community were calling to try and get their children enrolled in the school. Leo recalled, “The community that had threatened to drive the migrants out, and who resented their presence, came to accept them as part of the community when they say what had been accomplished.” However, the declared emergency that had allowed to Superintendent Hart to create the school could, by law, last no more than five years. Consequently, the Arvin Federal Emergency School ended in 1944 and was absorbed by the Vineland School District, thus increasing the district’s enrollment to over 600 students.
Okie children were forced to sit on the floor in classrooms, further ostracizing them from the community. Leo Hart, Kern County Superintendent of Schools at the height of the “okie” migration, took matters into his own hands regarding the education of migrant children. With permission to pull “okie” children out of public school, but with no funds given to him, he along with trusted allies and “okie” children created a school on a small patch of land. What were the lasting effects of Leo Hart’s Weedpatch School? How did these “okie” children become respected members of their community despite their “okie” status? The effects of Weedpatch school are still reflected in the present day, with many of the children of Weedpatch School serving as community leaders. To understand the cultural impact of being labeled as “okie”, one must first look at the origins of the word …show more content…
The construction and maintenance of the school was done primarily by the students and teachers of the school. The students dug ditches for water lines and even dug a swimming pool, which was the first public pool in Kern County. When instruction began at Weedpatch school, students began to receive a curriculum that was very different than that of other public schools in the Kern County. Students learned typical school subjects for half of the day, and then spent the latter half taking part in hands on learning; more specifically, animal husbandry, aircraft mechanics, and even butchering. In its opening year in 1940, roughly 200 students attended Weedpatch School. Due to its irregular curriculum, it wasn’t long before parents within the community were calling to try and get their children enrolled in the school. Leo recalled, “The community that had threatened to drive the migrants out, and who resented their presence, came to accept them as part of the community when they say what had been accomplished.” However, the declared emergency that had allowed to Superintendent Hart to create the school could, by law, last no more than five years. Consequently, the Arvin Federal Emergency School ended in 1944 and was absorbed by the Vineland School District, thus increasing the district’s enrollment to over 600 students.