This line of discussion brings us to a fourth practical difficulty that would accompany massive desegregation in the South: the predictable difficulty in employing _white_ teachers for racially mixed classrooms. New York, Philadelphia, and Washington have run into this constantly. Dr. Hansen has disclosed in the _Teachers’ College Record_ (October 1960) that Washington’s school system employed 579 temporary teachers in 1954-55. By 1959-60, this number had grown to 1250. “It is difficult,” he concedes, “to find white teachers psychologically prepared to take jobs in predominantly Negro schools, with the result that the source of applicants tends to become more and more restricted.” And if Washington has this problem, with the high salaries and fringe benefits and physical facilities and cultural amenities it can offer a prospective teacher, what may we reasonably expect at the branch-heads? One of the problems in this area, acknowledged even by Otto Klineberg, is the language barrier that so often baffles a white teacher in attempting to communicate effectively with a Negro child. “Obviously the Southern Negro speaks English,” says Klineberg in _Characteristics of the American Negro_, “but equally obviously, his English is not similar to, or the equal of, the English spoken by the average white.” Many other observers have made the same point. The Negro inflection, pronunciation, word-choice, and accent are quite different; and in the case of the South Carolina gullah, these characteristics make speech almost incomprehensible. White teachers, with jobs widely available to them, simply would rather not get involved in this.