Type: Audiovisualpage 2

This interview of Dervy Lomax by Neil Cohen is one of two interviews Mr. Lomax has given as part of the Lakeland Community Heritage Project's oral history archive. The interview is broken into two parts: basic biographical data about himself and his family and the impact living in Lakeland has had upon him, personally. Dervy Lomax was born December 20, 1923 in Berwyn. He became a part of the Lakeland community when he came to Lakeland for elementary school. Mr. Lomax recalls the community watching out for his wellbeing, when neighbors told his parents of his misadventures with a well/spring in an empty field on his route to school. Dervy Lomax married a woman named Thelma in 1953 at First Baptist Church in College Park. They remain married at the time of the interview. Mr. Lomax recalls competing for Thelma's hand with a man who would be the best man at Thelma and Dervy's wedding. When she felt he was taking too much time to propose, an aunt pressured him not to be too choosy or to wait too long. The couple has two sons, Gregory Lomax, born March 6, 1954 and Elson Lomax, born November 28, 1956. Mr. Lomax's parents were Etelka Johnson and Charles Lomax, both born in 1902. Etelka was born and lived in Lakeland all her life. Her parents were Blanche and Charles Johnson, of Bladensburg and Lakeland, respectively. Charles Lomax was born in Muirkirk and grew up in Berwyn Heights. His mother was Henrietta Lomax and she and her husband lived in Muirkirk. As a member of the Lakeland Community, Mr. Lomax was involved with the E.L.K.S. and American Legion, as well as being President of the County Boys Club and Serving on the City Boys Club. He is also a long-standing member of the First Baptist Church of College Park. During high school Dervy Lomax was a pitcher on the school baseball team. When he joined the Navy after graduating from high school, Mr. Lomax continued to play. Once he returned to Lakeland, he joined the community baseball team and recalls his time playing as some of the happiest times in the community. He was so talented and loved by the community that he remembers being urged to pitch in games when he was not even scheduled to play. Mr. Lomax remembers some of his most disappointing times as a member of the Lakeland community as being connected to his involvement in local politics. Starting in 1956, just after he returned from the Navy, Mr. Lomax joined Mary (Williams) Holloman in addressing the City Council about the cost of blacktop on Navahoe Street. Mr. Lomax (who was acting as spokesman for Lakeland) was asked if he was a registered voter and, because of his recent service, he was not, so his concerns were not heard by the Council. He ran for Council in 1957 and was elected. During his time serving on the council, Mr. Lomax emphasizes that he demanded respect and gave respect to his peers in return. Despite respecting one another, the Council continued to avoid addressing his concerns through their votes, whenever possible. The proudest accomplishments in Dervy Lomax's life both centered around education of Lakeland youth. First, he played a large part in getting a school in Lakeland after the old school was earmarked as a school for slow learners, a tactic often employed to remove schools for colored children. Committees of black communities were organized along the Route 1 corridor to discuss where the new school should be built, but the school board also held a non-disclosed, whites only meeting in which they decided to build the new school in Berwyn. Because Mr. Lomax was informed of this meeting by his white friends, he was able to address the school board about their misconduct when they held the official meeting in which all communities were present. As a result, the Superintendent of schools agreed that the school should be in Lakeland. Mr. Lomax also appealed to the State Board of Education for integrated schools while his oldest son was entering high school. During the appeal, colored students were being bussed to Fairmont Heights School from College Park, but Gregory was taught by a private tutor, in order to keep his education on track without compromising Mr. Lomax's appeal. The Lomax's won the appeal and Gregory was allowed to choose between Fairmont and College Park High Schools the following year. He attended College Park. The interview continues with Dervy Lomax addressing various influences in his life. He starts by sharing that religion allowed him to successfully work with the public without being negatively influenced by the lack of personal respect that often accompanied his interactions. For example, when Mr. Lomax was successful in petitioning for code enforcement in Lakeland, many of the landlords in Lakeland were unhappy with him. His faith allowed him to grapple with the dilemmas of doing what was best for his community even when members of his community were unhappy with him. Religion also allowed him to overcome the dishonesty he encountered on the City Council. Finally, religion played a role in his ability to deal with Urban Renewal. A further discussion of Urban Renewal in Lakeland will be available in a later interview, according to this recording. Dervy Lomax was also influenced by two important people in his life. Charles Johnson, his grandfather, was a politically oriented person who kept track of current events. Mr. Lomax spent time discussing these events with his grandfather and even listened to the bombing of Pearl Harbor, live on the radio, with Mr. Johnson. From this relationship, Mr. Lomax developed an interest in politics. Mr. Lomax's mother imparted on him the belief that education was important. He attributes his beliefs, "you have to be educated to do something in this world" and "If you don't have nothing up in your head, you don't have nothing in your pocket" to his mother. The subject of Urban Renewal in Lakeland is revisited again, briefly, as being the event to have caused the most significant change in the community. Mr. Lomax expresses disappointment that many families did not return to live in the new houses that were built after Urban Renewal, despite the input they had in the rebuilding process. He also expresses regret that older members of the community are now selling their homes to owners who rent them to college students. Students do not respect the community and the community is deteriorating as a result. The most important events to impact Dervy Lomax's life are his marriage of 54 years and raising his two sons. He wishes his sons would marry and run for office, following in his footsteps. He also wishes for grandchildren. When asked about special childhood memories, Mr. Lomax returns to his memories of sports in the community. During his childhood, Lakeland was divided geographically, into the Southwest, Railroad Bulldogs, and Babyland areas of the community. Teams would form according to these divisions to play all sorts of games (football, baseball, horseshoes, etc). Mr. Lomax also fondly recalls lawn parties being held by local churches and lakes freezing during the winter and being used as skating rinks for the community and the university students. Those same lakes were used for swimming during the summer. At the close of the interview, Dervy Lomax states that he hopes the community will remember him as dedicated to Lakeland and that he will continue to fight for them as long as I have breath in my body".

In the 'LCHP Misc' folder on the hard drive of data from Mary Sies. The interviewer does not state her name on the video, is not visible, and there is no date given.

An oral history interview conducted with Diane Ligon during Lakeland Heritage Weekend 2007.

A conversation with mother and daughter at their home in Lakeland, on their experiences with education and segregation while living in Lakeland. Themes and Quotes from the interview: "There is value in education and it was never an option to go to college, it was an expectation." Almost like home schooling~ Wilmer Gross "There was special care put into each student at Lakeland elementary school to ensure they had a strong understanding of the basics information needed to be successful in secondary school." "You would work and most likely for the University of Maryland"~ Delphine Gross Lakeland is related through blood, marriage, and church families~ Wilma Gross: Teachers would have their own children in their class, go to church with their students, and know their students extended families. Homecoming was a celebration held by the church and was seen as a family affair where the entire community would get together and reminisce. Students from Lakeland excelled in the classroom post desegregation and for this reason they were occasional the subject of bullying. Changes to the feeling of community after urban renewal. People grow up, getting married, and leave the community because there is limited housing. When outside families move into Lakeland, it is difficult to engage them in community activities.

An oral history interview conducted with Dervy Lomax by Eli Pousson as part of an IMPART funded oral history research project.

This is an interview conducted during Maryland Day, 2011, at Cole Fieldhouse. The interviewees answer questions on topics of sports in Lakeland, segregation outside of the community, bussing and integration of the school system, Lakeland's interaction with the University of Maryland, and raising children within the community.

2 parts 1st part 3:38 minutes 2nd part 1:10:02 hours Mr. James Edwards lived on the eastside on lot 10, block 38 Full notes on the interview are attached. Finders guide coming soon! Full notes contain parts of meeting that were not recorded.

Topics Discussed: Family Childhood Employment (His Parents & His Own) Education Activities/ Entertainment (Ice-skating, Carr's Beach) Sports: Baseball Underground Economies- Selling Lily Pads People: Paul Parker/ Parker family Urban Renewal Train Crash into Lake Artemesia

In the 'LCHP-II, Jan 2011 > 15September_audio' folder on the hard drive of data from Mary Sies. The interviewer does not state her name on the audio, and there is no date given. Split across four video files (both mp3 and wma): A-011_1 (3:35), A-011_2 (:13), A-011_3 (43:29), and A-011_4 (3:51)

Recorded during Lakeland Storytellers Maryland Day at Cole Fieldhouse at University of Maryland.

An oral history interview conducted with Leonard Smith in his home, by Eli Pousson as part of an IMPART funded oral history research project.

An oral history interview conducted with Betty Thomas Greene by Sandy Tyler following the 2002 oral history workshop.

An oral history interview conducted with Mrs.Mary Hollomand by Eli Pousson as part of an IMPART funded oral history research project.

Interviewer doesn't state her name in the audio recording. Only Kevin Kelly states his full name, there is also a 'Dave' on the recording. Date of interview taken from file metadata, may not be accurate.

An oral history interview conducted with Jeanette Brooks during Lakeland Heritage Weekend 2007.

An oral history interview conducted with Jerome Anzulovic during Lakeland Heritage Weekend 2007.

An oral history interview conducted with Elizabeth Adams at her home during Lakeland Heritage Weekend 2007. She lives in Lakeland. Her grandparents and mother moved to Maryland from Washington, DC. She was born on August 4, 1927. Elizabeth was married twice, first to Maseo Campbell in 1944, who moved to Lakeland from upper Marlboro, and again in 1975 to James Adams, whom she met in Lakeland. Elizabeth recalled the dates of her children. At first she mentioned "four girls and two boys," but five daughters are named. All seven of her children were from the first marriage: Pearl Lee, born in 1943 Bertha, born in 1945 Mary Ann, born in 1947 Maseo, born in 1948 Kathleeen Elizabeth, born in 1950 Dennis W. and Jennifer Lorraine Her mother, Ethel Hicks, was a resident of Washington, DC at the time of Elizabeth's birth. She had remarried Benjamin Waites, the stepfather to Elizabeth. Elizabeth made no mention of her natural father. Elizabeth's most vivid memory is of her grandmother, Annie Hicks of Merrifield, VA. Grandma Hicks, as she is remembered, largely raised the young Elizabeth while her mother worked. Elizabeth's maternal grandfather, Benjamin Hicks, came from Calvert County, MD. Although Elizabeth has played an active role in the Lakeland Community Heritage Project, she did not go into much detail about her activities with the organization. She is a proud and active member of Embry AME Church and knows the Reverend quite well. She takes part in Martin Luther King memorial celebrations each year and belongs to the Laity Organization. Her fondest memories are of family picnics with everyone together. Her worst memory was of the torrential flood that hit Lakeland in the 1950s. Maseo had passed on and Elizabeth was alone with three children. She described the waters rushing through the streets. At one point she recalls that it looked like the four of them would have to climb onto the roof for safety. The house had no basement, so water gushed through the windows and doors, quickly filling the rooms. Elizabeth was proud of the fact that she had lived in the same house all her years at Lakeland. In 1947, shortly after their wedding, Maseo gave up his trailer and built a home on the same lot along Navahoe Street. When asked of her proudest accomplishment, Elizabeth pointed to her position for seventeen years at Albright's Pharmacy, formerly on College Avenue in College Park. She noted how gratifying it was to see houses remodelled and to watch the Lakeland community grow in numbers over the years. Not all the changes to Lakeland, however, were welcome. She regrets how streets had changed - in many cases, not just their names. She mentioned a group of townhouses and community center rising where there had once been private homes. She speaks with deep pride about the James Adams Park, which the mayor named in honor of her deceased husband, who was very active in the Civic Association of Lakeland. As for most Lakelanders, religion has played a pivotal role in Elizabeth's life. She often pariticpates in church programs and loves the new minister, Reverend Jenkins. Grandma Annie had the greatest formative influence on Elizabeth during her adolescence. Elizabeth remembers her as a "wonderful person who always encouraged me to do the right thing." Sunday meals were a focal point for the family, and Grandma would teach Elizabeth the finer points of baking biscuits and cakes, especially as she came into her teens. Elizabeth enjoyed such sports as croquet, volley ball, baseball and roller-skating. As a child, she played dodge ball, hopscotch and hide-and-seek. When it snowed, she would belly-wop on a sleigh or toboggan. Her favorite toys were paper dolls and, as the family could afford it, especially teddy bears. One memory that stuck with Elizabeth was the crossing of the train tracks. So many of her contemporaries were now dead, but she remembers some of them moving across the tracks to the other side of Lakeland, presumably from east to west, as the community became incorporated into College Park. Oddly, as Elizabeth recalled the games she played as a child, this prompted her memory of learning to drive - at the ripe age of 38 - when Maseo poked poles into the pavement and her nephew made her drive around them. What has accounted for her cheery disposition? What is the source of her happiness? Elizabeth had no simple response. It seems that this was how Grandma Annie had lived her life, and hers was a good model to follow.

An oral history interview conducted with Pamela Boardley by Eli Pousson as part of an IMPART funded oral history research project.

An oral history interview conducted with James Edwards during Lakeland Heritage Weekend 2007. Mr. Edwards remembers Lakeland as a place that had a lot of things to do for African Americans of all ages, which were not available in other communities. His family lived in Lakeland for three generations, and he discusses the fact that his generation did not have the opportunity to live in Lakeland. Mr. Edwards believes that urban renewal did not have to go the way that it did in Lakeland and that the community was fooled. Can be contacted by phone for further information. Note: Very short because beginning of interview appears to be cut off or unrecorded. Starts with some of the last questions asked to other participants and doesn’t have the beginning general information

Recorded during Lakeland Storytellers Maryland Day 11-12, at Cole Fieldhouse at the University of Maryland.

Copies on both Omeka and hard drive. Hard drive files are split across two tracks/files: Leonard Smith Interview 04-21-13 -1.caf (01:15:51) and Leonard Smith Interview 04-21-13 -2.caf (4:59)

This is an audio recording of an open panel discussion about Lakeland and the surrounding area's history of African American education, which allowed all participants to contribute when compelled. Participants included former residents of Lakeland and students of the Lakeland School, as well as students from the University of Maryland American Studies program under Dr. Mary C. Sies. Professor Sies introduced the focus of the 2011 project on education before the beginning of the discussion. The following dialogue included how education played an integral role in the Lakeland community. The participants discussed their experiences of going to grade school during times of segregation and then integration/desegregation.

Given the opportunity to speak informally with Mary Day Hollomand at her home in the company of her two children, Lisa and Larry, the interviewers hoped to explore the changing perspectives of Lakelanders over two generations. During this same period Prince George's public schools transitioned from segregation to de-segregation. The discussion brought out differing attitudes towards several issues. Mary Day received her entire education in Lakeland “ from the age of six, when she left Sadie Plummer's private schoolhouse in Brentwood to start at Lakeland elementary, until she graduated from Lakeland High School in 1947. Mary Day had a deep and ongoing desire to involve herself in the life of the school and, in turn, the community. Her activities ranged from Glee Club to Safety Patrol to Homemakers of America. But she was most passionate about basketball, which she shared with her neighbor, her teammate and best friend, Patty Adams. Like many Lakelanders of her generation, Mary Day singled out Mrs. McClellan from among her high school teachers. She was really brilliant and she helped everybody. Mary Day noted that she did all this while her husband was serving overseas during World War II. She also singled out Bessie Mack, her first-grade teacher, and Mr. Arnold, who then had to serve in the army. Both lived in the neighborhood. Mary Day and her daughter acknowledged that the commitment of teachers to help students progress in their education changed after de-segregation. Lisa and Larry pointed to the lack of personal connections with their teachers, in part, because few of them lived in Lakeland or were familiar with the community. This is not to imply that Lisa and Larry, who attended integrated schools throughout, felt categorically that white teachers were less dedicated to African-American students. Lisa recalled her English teacher at Parkdale High School, a white woman, who was very intelligent and very strict she took an interest she was passionate about her craft, and she wanted to make sure that everyone got it. It was true, however, that integration did not really create more choices for Lakelanders. Larry wanted to go to Highpoint for high school, but because of the district where they lived, both he and Lisa had to attend Parkdale. Lisa was not involved with activities in high school, which her mother had a hard time understanding. I didn't go to any of the dances, I didn't do prom. I had friends who were cheerleaders and the pom-pom squad. Instead her focus, from the age of ten, was figure-skating. A few weeks after graduating from Parkdale, she joined Disney on Ice, moving from Lakeland, Maryland to Lakeland, Florida, to train with an international troupe. Mary Day supported her daughter and the family would travel to her performances. Most importantly, Lisa felt that this experience was invaluable and shaped me more than my formal education. Although Lisa did not follow in her mother’s footsteps as far as taking part in the community, when it came time to leave Disney on Ice and enter college, she did feel strongly about the fact that her mother had been denied the opportunity to attend University of Maryland during segregation. Mary Day had attended Bowie State for just a week, then continued at Howard University in DC. Because of the curfew and the lack of much social life on campus, she spent a lot of time with her parents commuting back and forth from Lakeland. Lisa had also wanted to go to Howard. It was a tradition within the family, through her father's side, and it was a matter of pride for her. Instead, she started at Prince George's Community College, then transferred to UMD for her junior year. She recalled that the classes were much larger at the university and I was just a number. Her most memorable professor was Kazuo Yaginuma, who taught Japanese. She had toured for four months in Japan with Disney on Ice and this allowed her to reconnect with her past. Lisa spoke at length about her studies in Japanese, and nothing at all of her major, which was psychology. Long after finishing her degree, Lisa reconnected with the University of Maryland when she came to host foreign-exchange students from Japan on a summer program in College Park. They accommodated one student in their home, and Lisa's knowledge of the language helped to forge bonds. Lisa commented that Asians and African-Americans at the university did not interact very much. And Asians who had not grown up here would have seen African-Americans in the stereotypes portrayed on TV either [as] a movie star or a criminal. Mary Day recalled how they took one Japanese student to see a slave ship in Baltimore and the emotional impact it had on both mother and daughter to share this history with their guest. Mary Day also spoke about her experiences after college, as she had at Embry Church in February. At Howard, she studied health and physical education. She was the first woman in her family to attend college. She then went on to a career with the Census Bureau and then twenty years at the National Security Agency. She described how typically white employees would be given a test to advance in the agency. African-Americans were passed over, but one day Mary Day complained to her supervisor, who agreed to let her take the test on the spot and she passed with no time to prepare. Mary Day commented that people just did not speak up. Mary Day has lived for much of her adult life in the same house now forty-one years. At present her children live with her in this house. So we asked what they thought the future might hold for younger generations of Lakelanders trying to make a home for themselves. Could Lakeland return to the kind of close-knit community that once existed? Lisa and Mary Day had their doubts. Mary Day looked back to the time when she knew just about everyone in between Rhode Island Avenue and the railroad tracks. Today, by contrast, many of these older neighbors have died or families just sold or rented their houses when they moved elsewhere. It's not the same community that it used to be. For Mary Day, the community has continued to shrink physically, making it that much harder for younger families to stay. She blames urban renewal for that. First, the separation from east of the tracks, where many Lakelanders were forced from their homes. We tried to get (the city) to build single-family houses here, because there were a lot of people who wanted to stay and who had to move because of the floods. In the end, all the available area to build was taken up with the new elementary school. As Mary Day sees it, the city was just playing lip service, they never really intended to put up single-family houses, but rather high-rises which would change the density and character of the neighborhood.

Personal Background Attended Lakeland Elementary School, Greenbelt Junior High School, and Parkdale High School in Riverdale, Maryland. Mother worked as a housekeeper for the Maryland University Father was in the Government Bureau of Mines located at the Maryland University Campus • Parents also raised in Lakeland Lakeland Community Participation Attended Sunday school with Ms. Dessie Thomas Sunday school was an important part of education Parents were greatly involved in PTA and education of children Lakelanders were also involved with the Lakeland Civic Association There were summer activities for children such as the Girls Club, Boys Club in College Park, as well as the Girl Scouts Understood Lakeland as separate from College Park Desegregation in PG County Ms. Weaver was the first white teacher at Lakeland Elementary Lakeland students were bused to Greenbelt Junior High, where they were the only African American children there There were both African American and white teachers at Greenbelt. Was apprehensive about going to an integrated school: about making friends, fitting in, etc. There were some small incidents of racist name calling in middle school, but generally people were inclusive Some of the best athletes at Greenbelt were African Americans like Georgie Rounder, Jeff Briscoe, who went on to Parkdale High. Race became a more conscious issue in high school as more incidents of racism arose and students segregated themselves There were two violent walkouts (refusal to attend class) at Parkdale when the principal, Dr. ,made a racist remark about one of the students Through negotiations and conversations between parents, the community was able to work the whole thing out. There were also walkouts at the University of Maryland until they made the school more comfortable for African American students What Made Lakeland Different â young man whose last name was Webster was the first Lakelander to attend the University of Maryland. African American students whom the Lakelanders met at school were from different communities with different upbringings and culture. For example, the students from East Pines were disrespectful and lacked a strong religious upbringing. Neighbors were very active in parenting other people's as children in Lakeland All of the homes were single-family homes, not apartments or the town houses that are on Lakeland Road today Many of the younger Lakelanders have moved away and now there are many students who rent houses in the neighborhood There used to be two general stores here and one was called Mr. Black's Store and the Mack's Store where Lakelanders purchased food and congregated. The Black's Store also had a dance hall attended by local youth. Success in Lakeland Ms. Middleton did not attend university because her favorite teacher at Parkdale High, a white woman named Dr. Lake, arranged an interview for her with the FBI and she worked there for 37 years. Personal and collective Lakeland success attributed to the strength of the community and support of parents and religious leaders Lakeland teachers made do with materials, even though they were substandard, and educated students well as Gregory Lomax and other Lakeland families with some influence used their power or class status to send their children to all white schools, Integrated schools might have better materials, but they did not have the same community feel as Lakeland schools Memories of a Community in Decline Used to live on Lakeland Road before urban renewal, when she moved with her parents to Pierce Avenue After urban renewal, the neighborhood changed drastically as the community fabric weakened Ms. Briscoe-Middleton believes that the community will continue to dissipate until eventually the University of Maryland will acquire all of Lakeland. Playing sports in the community allowed Lakeland children to interact with non-African Americans and become more comfortable in an integrated environment Mayday was the biggest celebration in Lakeland The regular flooding of the community was a perennial source of anxiety for residents However, they also had fun with roller skating, movies, a big parade every summer etc. High school prom was an important event for Lakeland youth There were instances of integrated couples, especially young women who wanted to take African American athletes as dates; you just didn't take anybody home. Janet Winnatin • Patricia was very good friends with a white girl named Janet. She asked her mother if she could visit Janet's house and after some reluctance, her mother let her. When she arrived, Janet's mother would not let her enter the house. At first Patricia did not understand, but Janet explained that it was because she was African American. Janet was very upset because she worried that Patricia would not like her anymore and because she was disappointed in her mother. Patricia assured her that she understood and they continued to be friends Thoughts on the Future Patricia has a granddaughter who is 13 who doesn't understand what segregation and discrimination were like, especially because Black History is not taught well enough in public schools. Because of the disintegration of community in Lakeland, the area is becoming less safe and children do not have a good understanding of their heritage. Whereas before, the area was safe and nurturing, now there is danger of muggings and an emergency light box has been installed similar to those on the University of Maryland campus. The only anchors that may tie the community together are the Embry AME and First Baptist churches; as long as they stand and the history of Lakeland continues to be spoken, the memory of this community will survive.

An oral history interview conducted with Fannie Douglass during Lakeland Heritage Weekend 2007. Mrs. Fannie Douglas was born on April 15, 1919 in Garner, North Carolina. Her parents were Freeland Winters and Bettie Winters. In 1939, Mrs. Douglas was living in Raleigh, North Carolina with her mother. Her father had passed away by this point. It was here that she met her future husband, James Douglas of Hamlet, North Carolina. After they were married, they moved up to Lakeland and lived with James's aunt. While in Lakeland, Mrs. Douglas did"house work." She referred to this as "day work" and stated that this is really all that women in Lakeland could do at the time. James Douglas was a truck driver. In 1921, Mr. and Mrs. Douglas moved into their own home in Hyattsville, Maryland. They lived there for twelve to eighteen months, before moving back to Lakeland. During World War II, James Douglas went into the army and served there for two and a half years. Mrs. Douglas's most notable community involvement was in the church. She was first a visiting member of First Baptist Church. Currently, she is a member of Embry AME. In her years at Embry, she has served on the Usher Board, has been president of the senior choir, a missionary, and church treasurer. According to Mrs. Douglas, the most disappointing time in Lakeland was the Urban Renewal Project. She stated that she warned community members to not allow them to come in as they would just destroy the community. As a result, many people needed to move out because their homes were destroyed. She also mentions waking up one morning and seeing her yard flooded. While Mrs. Douglas was not specific as to what Lakeland did to make sure this never happened again, she did say that this was the first and last time that Lakeland experienced a flood of this magnitude. Mrs. Douglas currently has one daughter by the name of Betty Wright and one grandson by the name of Robert Clifton Peters, who currently resides with Mrs. Douglas.

Recorded during Lakeland Storytellers, Maryland Day, at Cole Fieldhouse at University of Maryland

The oral history of Mrs. Mildred Ridgley Gray was conducted by Anna Bruton, Jennie Chaplin, and Julie Chen on Sunday, December 13th, 2009. Before transferring to Lakeland Junior/Senior High School for six months, Mrs. Mildred Ridgley Gray taught at Fairmont Heights Elementary School. She transferred to Lakeland Junior/High School, where she taught the seventh grade, because there was an urgent need for a teacher knowledgeable about CORE courses. The CORE courses included Geography and Civics, and she indicated that these courses were demanded by the state; Mr. Edgar Smith was the principal at this time. She recalled the school as being a two row school house. Mrs. Gray indicated that the first Colored Supervisor of Elementary Schools was Mrs. Wiggington Brown, who was a staunch advocate for better school conditions. Under Mrs. Brown’s stellar leadership, a critical document - ”Survey of Colored Schools” was published by The Colored Public Schools Trust and discussed the Lakeland schools and their unfair conditions. She spoke fondly of Robert R. Gray, a resident of Lakeland and principal of Fairmont Heights Elementary School, who was also the founder of the credit union for teachers. This founding of the credit union was significant because no one before Robert Gray had founded a credit union. While teaching at Lakeland, she attended Embry AME Church and remembers the congregation as having very close community ties; also, these people united in achieving common goals of education and religious/spiritual guidance for their families. She found the Lakeland community very progressive for its time, and each individual worked diligently performing mostly government jobs. When asked about how Lakelanders used their yard spaces, Mrs. Gray said there was much open space so that children could dance, play music, play baseball, play with dogs and cats; she also noticed the existence of a community garden. Additionally, the children played music in the yards, sang to the current music and danced to the current dances. When asked about her desire to educate children; she discussed her family and noted the following: her grandfather was an ex-slave who came to the area around the time of the Civil War; her parents believed in education; mother sought education and donated her land to build Ridegley School, which will be placed on the National Register.

Oral History conducted with Jennifer Campbell-Dawkins, at the Edwards' home.

An oral history interview conducted with Maxine Gross by Eli Pousson as part of an IMPART funded oral history research project.

An oral history interview conducted with James Edwards during Lakeland Heritage Weekend 2007.

On Thursday February 07, 2013, members of the Lakeland Community Heritage Project (LCHP) visited Dr. Mary Corbin Sies's class in "Social and Ethnic Issues in Historic Preservation" at Holzapfel Hall on the University of Maryland Campus (Seminar Rm 1108). The members that participated in the discussion were: Violetta Sharps Jones, Avis Matthews, Maxine Gross, Pearl Lee Campbell Edwards, and James Edwards III. The discussion was centered around the semester-long project the students will be working on regarding Lakeland and Urban Renewal. There was also discussion of Lakeland's history, it's relationship to the University of Maryland, segregation in College Park and in the Prince George's County school system, as well as everyday life in Lakeland.

An oral history interview conducted with June King during Lakeland Heritage Weekend 2007.

An oral history interview conducted with Mary Hollomand during Lakeland Heritage Weekend 2007.

An oral history interview conducted with Ellworth Dory, Edward Dory during Lakeland Heritage Weekend 2007.