. Dove v. Parham, 176 F.Supp. 242 (E.D. Ark. 1959); Dove v. Parham, 271 F.2d 132 (8 Cir. 1959); Dove v. Parham, 181 F.Supp. 504 (E.D.Ark. 1960); Dove v. Parham, 183 F.Supp. 389 (E.D.Ark. 1960); Dove v. Parham, 282 F.2d 256 (8 Cir. 1960); Dove v. Parham, 5 Race. Rel.R. 989 (1960); Dove v. Parham, 194 F.Supp. 112 (E.D.Ark. 1961); Dove v. Parham, 196 F.Supp. 944 (E.D.Ark. 1961); Dove v. Parham, 7 Race.Rel.R. 1047 (1962).

. In Dove v. Parham, 282 F.2d 256 (8 Cir. 1960), this court declared in 1960 that the school district had an obligation “to disestablish a system of imposed segregation.” The district court has yet to approve any plan proposed by the board to effectuate even a transitional plan moving toward a nonracial school systern.

. in Green v. County School Bd., 391 U.S. 430, 88 S.Ct. 1689, 20 L.Ed.2d 716 (1968), although 115 Negro children were enrolled in the previously all-white school 85 per cent of the Negro children still attended the all-Negro school. In Raney v. Board of Educ., 381 F.2d 252 (8 Cir. 1967), rev’d, 391 U.S. 443, 88 S.Ct. 1697, 20 L.Ed.2d 727 (1968), 85 per cent of the Negro children still attended the all-Negro school. These were both found constitutionally impermissible as operating dual school systems.

. The directions by the United States Supreme Court in Green are applicable to all school systems wherein freedom-of-choice has not worked:

“Rather than further the dismantling of the dual system, the plan has operated simply to burden children and their parents with a responsibility which Brown II placed squarely on the School Board. The Board must be required to formulate a new plan and, in light of other courses which appear open to the Board, such as zoning, fashion steps which promise realistically to convert promptly to a system without a ‘white’ school and a ‘Negro’ school, but just schools.” 391 U.S. 430, 441-442, 88 S.Ct. 1689, 1696.

See also note 6 discussing plans of desegregation. And see Kemp v. Beasley (Kemp II), 389 F.2d 178, n. 21 (8 Cir. 1968).

. That there exists a constitutional mandate to desegregate teaching staffs is well settled. This court made such duty explicit in Smith v. Board of Educ. of Morrilton School Dist., 365 F.2d 770, 778 (8 Cir., 1966), when we said:

“It is our firm conclusion that the reach of the Broivn decisions, although they specifically concerned only pupil discrimination, clearly extends to the proscription of the employment and assignment of public school teachers on a racial basis. Cf. United Public Workers of America v. Mitchell, 330 U.S. 75, 100, 67 S.Ct. 556, 91 L.Ed. 754 (1947); Wieman v. Updegraff, 344 U.S. 183, 191-192, 73 S.Ct. 215, 97 L.Ed. 216 (1952). See Colorado Anti-Discrimination Comm’n v. Continental Air Lines, Inc., 372 U.S. 714, 721, 83 S.Ct. 1022, 10 L.Ed.2d 84 (1963). This is particularly evident from the Supreme Court’s positive indications that nondiscriminatory allocation of faculty is indispensable to the validity of a desegregation plan. Bradley v. School Board, supra, [382 U.S. 103, 86 S.Ct. 224, 15 L.Ed.2d 187,]; Rogers v. Paul, supra, [382 U.S. 198, 86 S.Ct. 358, 15 L.Ed.2d *15265,]. This court has already said, ‘Such discrimination [failure to integrate the teaching staff] is proscribed by Broion and also the Civil Rights Act of 1964 and the regulations promulgated thereunder’. Kemp v. Beasley, supra, p. 22 of 352 F.2d [14].”

See also Kemp v. Beasley, 389 F.2d 178 (8 Cir. 1968); Yarbrough v. Hulbert-West Memphis School Dist., 380 F.2d 962, 987 (8 Cir. 1967); Kelley v. Altheimer, 378 F.2d 483 (8 Cir. 1967).

. The same argument relating to “speech patterns” was rejected in Smith v. Board of Educ. of Morrilton School Dist., supra. Judge Blaekmun speaking for this court, said:

“However, in this day race per se is an impermissible criterion for judging either an applicant’s qualifications or the district’s needs. And this applies equally to considerations described as environment or ability to communicate or speech patterns or capacity to establish rapport with pupils when these descriptions amount only to euphemistic references to actual or assumed racial distinctions. Obviously underlying the Broion decisions is the principle that such distinctions, if and to the extent they exist, do not justify segregation in educational institutions. Desegregation of pupils inevitably means that some of them will be exposed to teachers of another race. It is now too late for a school board to assume that it may objectively regard all supposed racial differences in order to avoid its obligation to employ teachers in accord with constitutional standards.” (Emphasis ours.) 365 F.2d at 782.

As this court stated in Kemp II:

“Any teacher qualified to teach white children ought to be competent to teach Negroes and vice-versa. We are concerned with standards of equal education for all students — whether they be white or Negro. The argument for providing superior education for either race alone does not attract or persuade us.” 389 F.2d 178, 189.

. In the trial below the board’s attorney examines the witnesses: “What irreparable harm is going to come to any Negro school student * * * if he does not have a white teacher?” The clear answer is anticipated; “no harm” — thus, it is urged that the case for continued segregation of faculty is proven. Both the question, as well as the answer, conveniently ignore what “desegregation” is all about. White teachers “harm” neither the white student nor the black — nor can a teacher possibly harm students of either race merely because he is Negro. The evil is the concentrated grouping of teachers by race which brands the school as “white” or “Negro” rather than as a nonracial institution of learning for all. One of the basic reasons freedom-of-choice plans usually fail is because “the predominant race of the students attending a particular school continues to serve as the predicate for the Board assignment of a teacher * * * ” and “a predominantly Negro faculty continues to create a pervasive influence on the students’ choice of schools. * * * ” Kemp II, 389 F.2d at 190. All students have a constitutional right to go to a common school and to be taught by a common faculty of both races.

. On June 26, 1968, counsel indicated to the district court the board was working on attendance maps for formulation of attendance zones. These no doubt will be useful to the court in approving the December 1 plan.

. Any effective geographical attendance zoning which creates a unitary and nonracial school system should in itself bring about racial balance of faculty. With substantial racial balance of students in both schools, the continued segregation of teaching staff will have no purpose.