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TITLE
INSTITUTIONPUB DATENOTE
EDES DEICELESCRIETORS
IDENTIFIERS
AESTRACT
DCCUMENT RESUME
UD 009 531
OHIC CCNFERENCE ON DISADVANTAGED CHILDREN (MAY18-19, 1967).OhIO STATE DEPT. Of -EDUCATION, COLUMBUS.MAY 6724 P.
EDES RICE MR-0.25*DISADVANTAGED YOUTH, *EDUCATIONAL CHANGE, FEDEPALPROGRAMS, LANGUAGE AP IS, *LEARNING MOTIVATION,LEARNING ThEOEIES, TEACHING METHODS, *VOCATIONALEDUCATION*ELEMENTARY SECCNEARY EDUCATION ACT TITLE ! PROGRAM,ESEA TITLE I PROGRAMS, CH10
THIS COLLECTION OF REPRINTED SPEECHES DELIVERED ATTHE 1967 CHIC CCNFEREECL ON DISADVANTAGED CHILDREN COVERS THEFOLLOWING TOPICS: LEARNING AS ILIE DISCOVERY OF PERSONAL MEANING,OCCUPATIONAL AND VOCATIONAL TRAINING, CHARACTERISTICS Of SUCCESSFULELEMENIAhY AND SECONDARY EDUCATION ACT, TITLE I PROGRAMS, THEINHERENT DIFFICULTIES OF CULTURAL CONFLICTS IN TEACHING MINORITYGROUP ChILDLEN, AND ThE TEACHING OF LANGUAGE ARTS. (KG)
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H E
DU
CA
TIO
N &
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PR
OD
UC
ED
EX
AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
ITP
OIN
TS
OF
VIE
W O
R O
PIN
ION
S
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
OF
FIC
E O
F E
DU
CA
TIO
N
PO
SIT
ION
OR
PO
LIC
Y
RA
YM
ON
D A
. HO
RN
Dir
ecto
r D
ivis
ion
of F
eder
al A
ssis
tanc
eO
hio
Dep
artm
ent o
f E
duca
tion
FOR
EW
OR
D
Thr
ough
Titl
e I
of th
e E
lem
enta
ry a
nd S
ec-
onda
ry E
duca
tion
Act
, Am
eric
an s
choo
ls h
ave
been
cha
rged
ane
w w
ith th
e re
spon
sibi
lity
for
impr
ovin
g th
e ed
ucat
iona
l atta
inm
ent o
f an
all-
too-
ofte
n ne
glec
ted
segm
ent o
f th
e st
uden
tpo
p-ul
atio
n, th
e ed
ucat
iona
lly d
isad
vant
aged
. The
sear
e ch
ildre
n w
ho, f
or m
any
diff
eren
t rea
sons
,ha
ve b
een
unab
le to
pro
fit f
rom
the
oppo
rtun
ities
and
expe
rien
ces
that
sch
ools
hav
e pr
ovid
ed.
Alth
ough
sch
ools
hav
e re
spon
ded
with
cha
rac-
teri
stic
ent
husi
asm
, the
dev
elop
men
t of
com
-pe
nsat
ory
prog
ram
s fo
r ed
ucat
iona
lly d
isad
-va
ntag
ed c
hild
ren
has
pose
d pr
oble
ms
in e
du-
catio
n w
hich
are
bot
h un
ique
and
dif
ficu
lt.T
o he
lp e
duca
tors
bet
ter
unde
rsta
nd e
duca
-tio
nally
dep
rive
d ch
ildre
n, th
e O
hio
Dep
artm
ent
of E
duca
tion,
in c
oope
ratio
n w
ith th
e O
hio
As-
soci
atio
n of
Sch
ool A
dmin
istr
ator
s, h
eld
the
Ohi
oC
onfe
renc
e on
Dis
adva
ntag
ed C
hild
ren,
May
18-1
9,19
67, i
n C
olum
bus,
Ohi
o. T
he m
ajor
spee
ches
of
the
Con
fere
nce
are
incl
uded
in th
ispr
inte
d re
port
.A
s D
irec
tor
of th
e O
hio
Div
isio
n of
Fed
eral
Ass
ista
nce,
I w
ould
like
to e
xpre
ss o
ur a
ppre
cia-
tion
to th
e U
nite
d St
ates
Off
ice
of E
duca
tion
for
send
ing
Dr.
Joh
n F.
Sta
ehle
, Ass
ista
nt D
irec
tor
for
Polic
y an
d Pr
oced
ures
, Div
isio
n of
Com
pen-
sato
ry E
duca
tion,
and
Mis
s Ja
ne R
itter
, Pro
gram
Off
icer
, Reg
ion
V, C
hica
go, t
o th
is C
onfe
renc
e.A
ppre
ciat
ion
is a
lso
exte
nded
to S
choo
l Man
-ag
emen
t Ins
titut
e fo
r ha
ndlin
g co
nfer
ence
ar-
rang
emen
ts a
s w
ell a
s th
e pr
epar
atio
n of
this
publ
icat
ion.
Ray
mon
d A
. Hor
n
DR
. RIC
HA
RD
H. U
SHE
RC
olor
ado
Stat
e C
olle
geG
reel
ey, C
olor
ado
LE
AR
NIN
Gas
the
DIS
CO
VE
RY
of
PER
SON
AL
ME
AN
ING
Dr.
Ric
hard
H. U
sher
Mod
ern
psyc
holo
gy te
lls u
s th
at p
eopl
e do
not b
ehav
e ac
cord
ing
to th
e fa
cts
as o
ther
sse
e th
em; t
hey
beha
ve in
term
s of
wha
t see
ms
to th
em to
be
so. B
ehav
ior
is a
per
sona
l mat
ter.
Wha
t aff
ects
hum
an b
ehav
ior,
we
are
begi
nnin
gto
und
erst
and,
is n
ot s
o m
uch
the
forc
es o
r.ti
mul
i tha
t im
ping
e on
peo
ple
from
thei
r ex
-te
rnal
env
iron
men
ts a
s th
e m
eani
ngs
exis
ting
for
the
indi
vidu
al f
rom
with
in. I
t is
feel
ings
,be
liefs
, con
vir
tions
,at
titud
es a
nd u
nder
stan
d-in
gs o
f th
e pe
rson
who
is b
ehav
ing
that
con
-st
itute
s th
e di
rect
ing
forc
es o
f be
havi
or. I
f a
child
, for
inst
ance
, thi
nks
or f
eels
his
teac
her
is u
nfai
r, h
e be
have
s as
thou
gh s
he w
ere.
It
does
n't s
eem
to m
ake
any
diff
eren
ce in
the
child
's b
ehav
ior
whe
ther
the
teac
her
isre
ally
unfa
ir o
r no
t! W
heth
er th
e te
ache
r is
act
ually
unfa
ir o
r no
t is,
as
the
law
yer
wou
ld p
ut it
, "ir
-re
leva
nt a
nd im
mat
eria
l inf
orm
atio
n" a
s fa
r as
that
chi
ld is
con
cern
ed. T
o un
ders
tand
beh
avio
rw
e ne
ed to
und
erst
and
the
pers
onal
mea
ning
sth
at e
xist
for
the
pers
on w
ho is
beh
avin
g. T
oef
fect
cha
nges
in b
ehav
ior
that
are
last
ing
and
mor
e ef
fect
ive
and
effi
cien
t tha
n be
fore
mea
nsth
at w
e m
ust s
omeh
ow e
ffec
t cha
nge
in a
n in
-di
vidu
al's
per
sona
l mea
ning
s. T
his
is th
e ce
ntra
lis
sue
in le
arni
ng.
If it
is tr
ue th
at b
ehav
ior
is a
fun
ctio
n of
how
thin
gs s
eem
to p
eopl
e, th
en in
edu
catio
n th
atis
to b
e ef
fect
ive
we
mus
t dea
l with
peo
ple'
sm
eani
ngsn
ot ju
st f
act a
nd in
form
atio
n th
at is
cold
ly o
bjec
tive.
As
educ
ator
s w
e ha
ve d
one
wel
l in
gath
erin
g in
form
atio
n, o
rgan
izin
g an
dsy
stem
atiz
ing
it, a
nd m
akin
g it
read
ily a
vaila
ble
to p
eopl
e. W
here
we
have
not
don
e so
wel
l is
in
help
ing
peop
le to
dis
cove
r th
e m
eani
ng o
f th
isin
form
atio
n in
suc
h a
way
that
they
will
beh
ave
diff
eren
tly a
s a
resu
lt of
the
lear
ning
pro
cess
.T
here
isa
grea
t dea
l of
diff
eren
ce b
etw
een
know
ing
and
beha
ving
. Mos
t of
us k
now
agr
eat d
eal b
ette
r th
an w
e be
have
; we
know
bette
r E
nglis
h th
an w
e sp
eak;
we
know
we
shou
ldn'
t eat
so
muc
h, s
mok
e so
muc
h, d
rink
so m
uch,
but
we
still
con
tinue
to b
ehav
e in
som
e of
thes
e w
ays.
Whe
n pe
ople
mis
beha
veit
is s
eldo
m b
ecau
se th
ey d
o no
t kno
w w
hat
they
sho
uld
do. A
stu
dy I
was
invo
lved
in a
tth
e U
nive
rsity
of
Flor
ida
seem
ed to
indi
cate
that
both
"go
od"
teac
hers
and
"po
or"
teac
hers
wou
ldde
scri
be th
e id
eal t
each
ing
rela
tions
hip
in th
esa
me
way
s. B
oth
grou
ps k
new
wha
t tea
ch-
ing
ough
t to
be li
kebu
t, ob
viou
sly,
onl
y on
eof
thes
e gr
oups
had
ver
y m
uch
succ
ess
in d
oing
or b
eing
that
way
! W
e ar
e of
ten
like
the
old
farm
er w
ho s
aid
whe
n th
ey a
sked
him
why
he
was
n't u
sing
mod
ern
farm
ing
met
hods
, "H
eck,
I ai
n't f
arm
in' n
ow h
alf
as w
ell a
s I
know
how
!"M
oder
n ps
ycho
logy
tells
us
that
it is
onl
yw
hen
know
ledg
e be
com
es m
eani
ngfu
l to
peop
leth
at b
ehav
ior
isaf
fect
ed in
any
last
ing
way
.If
itis
mea
ning
s th
at a
ffec
t hum
an b
ehav
ior
then
it is
mea
ning
s w
ith w
hich
we
educ
ator
sm
ust d
eal a
s w
e at
tem
pt to
hel
p pe
ople
lear
n.W
e w
ill n
eed
!be
con
cern
ed w
ith a
dif
fere
ntki
nd o
f fa
ctso
r pe
rhap
s ex
pand
som
e of
our
conc
eptio
ns a
bout
wha
t the
rea
l fac
ts o
f hu
man
beha
vior
are
. We
will
hav
e to
dea
l with
con
-vi
ctio
ns, b
elie
fs, a
ttitu
des,
fee
lings
, ide
as, c
on-
cept
s, o
pini
ons
and
unde
rsta
ndin
gs. W
e ha
veso
met
imes
fai
led
to u
nder
stan
d th
is a
nd m
any
peop
le h
ave
conc
lude
d th
at w
hat g
oes
on in
scho
ol is
one
thin
g, b
ut li
fe is
som
ethi
ng e
lse.
We
have
too
ofte
n sa
id, "
Sam
mie
, don
't te
ll m
ew
hat y
ou th
ink
abou
t it,
wha
t are
the
fact
s of
the
mat
ter?
"Si
nce
pers
onal
mea
ning
s lie
insi
de p
eopl
e,th
ey a
re n
ot o
pen
to d
irec
t cha
nge
and
man
ipul
a-tio
n. T
his
stat
emen
t is
at o
nce
obvi
ous
whe
n w
e
exam
ine
clos
ely
two
"com
mon
sens
e" th
eori
esab
out l
earn
ing
that
are
cur
rent
ly s
till u
sed
mos
the
avily
by
man
y te
ache
rs in
the
publ
ic s
choo
ls:
a) P
ract
ice
"mak
es p
erfe
ct,"
and
b)
Rew
ard
and
puni
shm
ent (
rein
forc
emen
t). T
hese
con
ven-
tiona
l sta
ndby
s in
teac
hing
are
far
fro
m r
e-lia
ble
as m
etho
ds in
lear
ning
pre
cise
ly b
ecau
seth
ey s
erve
at b
est t
o on
ly m
anip
ulat
e be
havi
oran
d do
not
app
roac
h th
e pr
oble
m o
f m
eani
ngs
with
in p
eopl
e an
d ho
w th
ey a
re a
ffec
ted
byth
em. P
ract
ice
does
not
insu
re p
erfe
ctio
n. I
nso
me
case
s re
petit
ion
lead
s to
lear
ning
; in
othe
rsit
sim
ply
lead
s to
inat
tent
ion.
Wha
t is
rew
ardi
ngto
one
per
son
may
be
puni
shm
ent f
or a
noth
er,
a fa
ct w
ell k
now
n to
mos
t fam
ilies
that
hav
e on
lyon
e T
V s
et. A
long
tim
e ag
o a
man
nam
edD
unla
p de
mon
stra
ted
that
one
way
to b
reak
habi
ts w
as to
pra
ctic
e th
em!
He
cure
d ty
pist
sof
mak
ing
erro
rs b
y re
quir
ing
them
to p
ract
ice
the
erro
r. H
e cu
red
child
ren
of th
umb-
suck
ing
by r
equi
ring
them
to s
uck
thei
r th
umbs
. Man
ype
ople
, I b
elie
ve, h
ave
been
cur
ed o
f pi
ano
play
ing,
ari
thm
etic
and
spe
lling
in th
e sa
me
way
! So
me
pupi
ls w
ork
hard
for
mar
ks, h
onor
san
d aw
ards
; oth
ers
try
hard
to a
void
them
.It
app
ears
that
whe
n di
rect
beh
avio
ral m
odif
i-ca
tion
is o
btai
ned,
the
cruc
ial q
uest
ion
of le
arn-
ing
still
rem
ains
, "H
as th
ere
been
the
disc
over
yof
per
sona
l mea
ning
that
will
ser
ve to
mak
ebe
havi
or p
erm
anen
tly m
ore
effe
ctiv
e an
d ef
fi-
cien
t and
is th
e ch
ange
in te
rms
of th
e pu
rpos
esth
at w
ere
soug
ht?"
Wha
t Do
We
Say
Whe
n W
e U
se th
e T
erm
"Per
sona
l Mea
ning
?"
Any
eve
nt, f
act o
r in
form
atio
n ac
quir
es m
ean-
ing
for
an in
divi
dual
whe
n he
per
ceiv
es it
as
havi
ng s
ome
rela
tions
hip
tose
lf. T
he m
ore
clos
ely
rela
ted
to m
ysel
f I
see
info
unat
ion
I am
expo
sed
to, t
he m
ore
it af
fect
s m
y be
havi
or.
Sim
ply
know
ing
the
defi
nitio
n of
"an
gina
pec
-to
ris"
for
exa
mpl
e, w
ould
aff
ect m
e ve
ry li
ttle
and
not f
or v
ery
long
like
thou
sand
s of
bits
of in
form
atio
n m
ost o
f us
onc
e "l
earn
ed"
insc
hool
that
are
long
sin
ce f
orgo
tten.
How
ever
, if
a st
uden
t I k
new
suf
fere
d fr
om th
is h
eart
con
di-
tion,
I w
ould
he
som
ewha
t mor
e af
fect
ed b
y in
-fo
rmat
ion
abou
t it.
Find
ing
that
my
fath
er-i
n-la
wha
d an
gina
pec
tori
s w
ould
hav
e ev
en m
ore
effe
cton
me
beca
use
of h
is r
elat
ions
hip
to m
y se
lf,
and
find
ing
that
I h
ad th
is c
ondi
tion
wou
ld b
elik
ely
to h
ave
very
dra
stic
eff
ects
upo
nm
y en
tire
life!
In
a ve
ry r
eal s
ense
lear
ning
can
be
defi
ned
as th
e di
scov
ery
of o
ne's
per
sona
l rel
atio
nshi
pto
idea
s, e
vent
s, c
once
pts
and
the
like.
Not
ice
the
term
"di
scov
ery"
was
use
d. T
his
is im
por-
tant
bec
ause
we
also
kno
w th
at th
e m
ore
and
mor
e pe
rson
al in
form
atio
n is
to a
n in
divi
dual
the
less
and
less
ther
e is
that
som
eone
els
e ca
nte
ll hi
m a
bout
it. I
f yo
u as
k m
e, f
or e
xam
ple,
"Wha
t do
psyc
holo
gist
s sa
y ab
out t
empe
r ta
n-tr
ums?
", th
en p
erha
ps I
can
tell
you
a fe
w th
eo-
ries
and
res
earc
h fi
ndin
gs. B
ut if
you
ask
me,
"Wha
t do
you
thin
k ab
out m
y ch
ild's
tant
rum
san
d w
hat c
ause
s th
em?"
, the
n I
prob
ably
can
not
answ
er th
at. I
can
onl
y sa
y th
at I
mig
ht b
e ab
leto
wor
k w
ith y
ou a
nd th
e ch
ild to
atte
mpt
toex
plor
e an
d di
scov
er p
ossi
ble
ca u
ses.
Thi
s si
mpl
eid
ea is
ext
rem
ely
impo
rtan
t in
cons
ider
ing
wha
tki
nds
of p
roce
dure
s ar
e m
ost l
ikel
y to
fac
ilita
tele
arni
ng a
s ch
ange
in p
erso
nal m
eani
ngs.
The
Cre
atio
n of
an
Atm
osph
ere
for
Lea
rnin
g
To
aid
stud
ents
hi a
ctiv
ely
enga
ging
in th
eex
plor
atio
n an
d di
scov
ery
of m
eani
ng r
equi
res
an a
tmos
pher
e th
at is
con
duci
ve to
suc
h pu
r-po
ses.
Atm
osph
eres
are
not
acc
iden
tal;
they
are
crea
ted
out o
f th
e in
tera
ctio
n of
peo
ple
with
one
anot
her.
The
fac
t tha
t a te
ache
r is
una
war
eof
or
does
n't c
are
abou
t the
clim
ate
he c
reat
esw
ith h
is s
tude
nts
does
not
cha
nge
the
fact
that
they
do
evol
ve a
nd a
ffec
t the
lear
ning
pro
cess
.T
he f
acto
rsco
ntro
lling
lear
ning
still
oper
ate
whe
ther
we
take
cog
niza
nce
of th
em o
r no
t.Ps
ycho
logy
has
sup
plie
d us
with
som
e cu
es to
wha
t the
atm
osph
ere
for
mea
ning
ful l
earn
ing
shou
ld b
e.
1. F
reed
om f
rom
thre
at. P
eopl
e ca
n le
arn
unde
r th
reat
, but
the
effe
ct o
f th
reat
is to
nar
-ro
w p
erce
ptio
n to
that
whi
ch th
reat
ens
and
tofo
rce
peop
le to
be
defe
nsiv
e of
sel
f. T
hese
effe
cts
of th
reat
see
m d
irec
tly th
e op
posi
te o
fw
hat i
s im
port
ant t
o le
arni
ng. W
e do
not
see
kto
nar
row
a p
erso
n's
pers
pect
ive;
rath
er to
broa
den
and
open
peo
ple
to d
iver
se e
vide
nce
and
unde
rsta
ndin
g. W
e do
not
wan
t to
enco
ur-
age
self
def
ense
; we
wan
t to
faci
litat
e ch
ange
of s
elf.
2. C
halle
nge.
The
elim
inat
ion
of th
reat
fro
mth
e le
arni
ng s
ituat
ion
does
not
mea
n th
at te
ach-
ers
mus
t cod
dle
or s
hiel
d th
eir
stud
ents
, or
show
er th
em w
ith b
lank
et p
rais
es. Q
uite
the
cont
rary
, a f
eelin
g of
suc
cess
is o
nly
poss
ible
afte
r a
pers
on h
as s
tret
ched
him
self
afte
r he
has
had
succ
ess
afte
r di
ffic
ulty
. The
gen
ius
ofte
achi
ng li
es in
the
abili
ty to
cha
lleng
e st
uden
tsw
ithou
t thr
eate
ning
them
. It l
ies
in th
e ab
ility
to p
rovi
de e
xper
ienc
es th
at r
equi
re "
som
ethi
ngex
<a"
with
out u
ndue
fea
r of
mak
ing
mis
take
s.
3. A
ccep
tanc
e. S
ome
peop
le h
ave
conf
used
this
wor
k w
ith r
esig
natio
n or
agr
eem
ent a
nd h
ave
assu
med
that
an
acce
ptin
g at
mos
pher
e is
one
inw
hich
stu
dent
s ar
e al
low
ed to
fol
low
wha
teve
rw
him
s m
eet t
heir
fan
cy. S
ome
have
onl
yen
-de
avor
ed to
ple
ase
thei
r st
uden
ts. A
ccep
tanc
e,as
it is
use
d by
psy
chol
ogis
ts, d
escr
ibes
an
at-
titud
e of
will
ingn
ess
to lo
ok a
t and
con
side
rw
hat i
s. I
t has
to d
o w
ith th
e ad
mis
sion
of
data
into
cons
ider
atio
n. A
will
ingn
ess
to c
onfr
ont
does
not
impl
y w
eakn
ess
and
pass
ivity
. Acc
ept-
ance
is u
nder
stan
ding
with
out j
udgi
ng, a
n at
ti-tu
de o
f ta
king
peo
ple
as th
ey a
re a
nd m
ovin
gfo
rwar
d fr
om th
is p
oint
. The
exp
lora
tion
ofpe
rson
al m
eani
ng is
not
pos
sibl
e un
less
peo
ple
are
allo
wed
to c
onfr
ont a
nd e
xpre
ss w
hat t
hey
curr
ently
fee
l, be
lieve
, or
unde
rsta
nd.
4. L
imits
. A s
tabl
e st
ruct
ure
has
impo
rtan
tpo
sitiv
e va
lues
in p
rovi
ding
exp
ecta
ncie
s ag
ains
tw
hich
to ju
dge
one'
s be
havi
or. C
lear
and
rea
son-
able
lim
its p
rovi
de im
port
ant s
ecur
ity v
alue
s fo
rfo
ster
ing
open
exp
lora
tion.
Som
e ed
ucat
ors
have
been
so
impr
esse
d w
ith th
e un
desi
rabl
e ef
fect
sof
thre
aten
ed c
oerc
ion
that
they
hav
e en
cour
aged
clas
sroo
ms
to b
e m
uch
mor
e pe
rmis
sive
. Unh
ap-
pily
, som
e te
ache
rs h
ave
gone
so
far
as to
act
as th
ough
any
lim
its w
ere
coer
cive
. The
pro
blem
is n
ot o
ne o
f co
mpl
etel
y el
imin
atin
g lim
its b
utof
est
ablis
hing
lim
its w
hich
are
gen
uine
, fai
r,re
ason
able
, and
that
"fi
t" th
e pe
ople
and
situ
a-tio
ns in
volv
ed. L
imits
can
be
desi
gned
that
are
rela
ted
to, a
nd c
ondu
cive
to, t
he e
xplo
ratio
n an
ddi
scov
ery
of m
eani
ng.
The
Pro
visi
on o
f E
xper
ienc
es a
nd I
nfor
mat
ion
The
re m
ust a
lso
be th
e pr
ovis
ion
of e
xper
i-en
ces
and
info
rmat
ion
for
the
lear
ner
if h
e is
to b
e al
low
ed to
exp
lore
and
dis
cove
r m
eani
ngs.
Thi
s se
ems
to b
e on
e of
the
phas
es o
f th
e le
arn-
ing
proc
ess
that
teac
hers
hav
e be
en b
est a
ble
tode
al w
ith. W
e ha
ve g
athe
red
muc
h in
form
atio
nan
d im
part
ed it
to s
tude
nts
for
man
y ye
ars.
Unf
ortu
nate
ly, h
owev
er, m
ater
ial o
r ex
peri
ence
sfo
rced
upo
n st
uden
ts w
ithou
t con
side
ratio
n of
thei
r ne
eds
of th
e pr
esen
t tim
e is
eas
ily ig
nore
dor
mec
hani
cally
dea
lt w
ith to
be
soon
for
gotte
n.If
we
wis
h a
child
to li
ke s
pina
ch, f
or e
xam
ple,
we
wou
ld n
ot 1
33 li
kely
to b
e su
cces
sful
in h
isai
m b
y fo
rcin
g hi
m to
eat
it w
hen
he w
asn'
thu
ngry
. We
wou
ld w
ant t
o gi
ve h
im th
e op
por-
tuni
ty to
eat
it w
hen
he w
as p
ract
ical
ly s
tarv
ed!
If w
e ar
e w
ise
we
offe
r so
met
hing
whe
n it
will
satis
fy im
med
iate
nee
ds a
nd b
e lik
ely
to a
cqui
reth
e m
eani
ng w
e w
ish
it to
hav
e. W
e w
ould
not
forc
e it
upon
a p
erso
n un
der
circ
umst
ance
s w
hich
hum
iliat
e or
dis
gust
him
.So
me
teac
hers
atte
mpt
to c
reat
e a
"nee
d to
know
" th
roug
h th
e us
e of
art
ific
ial m
otiv
es li
kegr
ades
, pra
ise,
pun
ishm
ent,
etc.
We
have
dis
-cu
ssed
ear
lier
som
e of
the
inef
fect
iven
ess
ofth
ese
kind
s of
dev
ices
for
the
lear
ning
pro
cess
.E
xplo
ratio
n an
d di
scov
ery
of p
erso
nal m
eani
ngse
ems
to b
e m
uch
mor
e ef
fect
ivel
y ac
hiev
ed
thro
ugh
the
stud
ent's
ow
n in
tera
ctio
ns (
inve
st-
men
ts o
f se
lf)
with
teac
hers
, fel
low
stu
dent
san
d th
e su
bjec
t mat
ter
itsel
f. T
he m
ost e
ffec
tive
way
to c
reat
e ne
w n
eeds
to k
now
see
ms
to b
eby
pro
vidi
ng p
robl
ems
rela
ting
to p
rese
nt n
eed
satis
fact
ion
whi
ch r
equi
re a
) pe
rcep
tion
of th
epr
oble
m, b
) th
e fo
rmul
atio
n of
way
s of
dea
ling
with
it, c
) tr
ying
one
of
thes
e "w
ays,
" d)
fee
d-ba
ck o
n th
e re
sults
, e)
anot
her
perc
eptio
n of
the
prob
lem
, and
etc
., et
c. T
his
cont
inua
l str
uc-
turi
ng a
nd r
estr
uctu
ring
of
our
perc
eptio
ns is
the
proc
ess
of e
xplo
ratio
n an
d di
scov
ery
with
cont
ent.
One
oth
er c
ompl
icat
ion
in th
is e
xplo
ratio
npr
oces
s is
the
teac
her
who
kno
ws
the
beau
tiful
orde
r an
d lo
gic
in h
is d
isci
plin
e an
d ha
s a
toug
htim
e al
low
ing
mor
e na
ive
stud
ents
to s
trug
gle
haph
azar
dly
in e
xplo
ratio
n. T
he te
ache
r ha
s di
s-co
vere
d th
e lo
gic
and
orga
niza
tion
of th
e fi
eld
as a
res
ult o
f hi
s ow
n ex
peri
ence
whi
ch p
roba
bly
invo
lved
a s
imila
r hi
ghly
per
sona
l sea
rch
for
unde
rsta
ndin
g. A
lrea
dy "
seei
ng"
this
, how
ever
,so
met
imes
mak
es it
dif
ficu
lt to
allo
w a
nd e
n-co
urag
e th
e st
uden
t's p
erso
nal s
earc
h. A
lthou
ghth
ere
cert
ainl
y m
ay b
e a
logi
c of
the
disc
iplin
e,le
arni
ng is
a p
sych
o-lo
gica
l not
a s
tric
tly lo
gica
lpr
oces
s. P
eopl
e de
velo
p m
eani
ngs
on th
eir
own
term
s ra
ther
than
on
som
eone
els
e's.
Insu
ring
Exp
lora
tion
and
Dis
cove
ry o
f M
eani
ng
The
pro
visi
on o
f ex
peri
ence
s an
d in
form
atio
nin
an
atm
osph
ere
cond
uciv
e to
exp
lora
tion
isno
t eno
ugh
to in
sure
that
it w
ill o
ccur
eff
ectiv
ely.
Stud
ents
mus
t be
activ
ely
enco
urag
ed to
exp
lore
and
ampl
e op
port
uniti
es m
ust b
e pr
ovid
ed f
orth
ese
ende
avor
s. T
he p
artic
ular
tech
niqu
es th
atar
e us
eful
for
teac
hers
in th
is r
egar
d ar
e a
high
lyin
divi
dual
mat
ter.
Eac
h te
ache
r fi
nds
his
own
best
way
s of
ope
ratin
g as
an
expr
essi
on o
f hi
sow
n pe
rson
ality
, goa
ls, v
alue
s, e
xper
ienc
es a
ndth
e si
tuat
ion
in w
hich
he
oper
ates
. Des
pite
this
high
ly in
divi
dual
cha
ract
er o
f te
chni
ques
som
e
gene
ral p
roce
dure
s do
see
m to
be
impo
rtan
tan
d ar
e su
gges
ted
by m
oder
n ps
ycho
logi
cal
theo
ry a
nd r
esea
rch.
I. I
nter
actio
n. T
he o
rgan
izat
ion
and
reor
gan-
izat
ion
of m
eani
ngs
is a
n ac
tive
proc
ess
best
ac-
com
plis
hed
thro
ugh
som
e fo
rm o
f in
tera
ctio
nof
peo
ple
with
pro
blem
s. S
uch
inte
ract
ion
take
stim
e. I
t may
be
slow
and
hal
ting.
It m
ay c
ome
in s
purt
s. I
t doe
s no
t typ
ical
ly o
ccur
with
peo
ple
who
are
har
ried
and
hur
ried
to c
over
the
ma-
teri
al. 2. A
ctiv
e lis
teni
ng. E
xplo
rato
ry in
tera
ctio
nca
n be
fos
tere
d by
the
teac
her
who
atte
mpt
sto
list
en in
tent
ly to
wha
t the
stu
dent
s ar
e ex
-pr
essi
ng a
nd a
ttem
pts
at th
e sa
me
time
to u
nder
-st
and
the
mea
ning
s as
they
mus
t be
from
the
othe
r pe
rson
's p
oint
of
view
! R
eal l
iste
ning
isal
l too
rar
e. I
t inv
olve
s an
act
ive
stri
ving
to u
n-de
rsta
nd th
e m
eani
ng th
at a
noth
er is
atte
mpt
ing
to e
xpre
ss.
3. E
xpre
ssio
n of
fee
lings
and
bel
iefs
. Und
er-
stan
ding
wha
t a s
tude
nt s
eeks
to e
xpre
ss is
not
enou
gh. S
tude
nts
need
hel
p in
this
pro
cess
. Pas
tex
peri
ence
has
led
them
to p
rote
ct th
emse
lves
agai
nst t
he r
evel
atio
n of
per
sona
l mea
ning
s.M
ost p
eopl
e in
sch
ools
hav
e be
en ta
ught
not
to ta
lk a
bout
fee
ling
belie
fs, a
nd a
ttitu
des
but
to ta
lk o
f w
hat t
he te
ache
r sa
ys, t
he b
ook
says
or th
e "f
acts
." M
any
have
bee
n hu
rt w
hen
they
expo
sed
thei
r co
nvic
tions
to o
ther
s. Y
et, t
hees
senc
e of
lear
ning
see
ms
to li
e in
the
expl
ora-
tion
of n
ot o
nly
cold
, obj
ectiv
e fa
cts
but a
lso
love
s, h
ates
, opi
nion
s, d
oubt
s, f
ears
, que
stio
ns,
conc
erns
and
em
otio
ns. S
tude
nts
do th
is m
ore
read
ily w
hen
teac
hers
dem
onst
rate
thei
r ow
nw
illin
gnes
s an
d op
enne
ss in
doi
ng s
o. T
each
ers
mus
t end
eavo
r to
fos
ter
such
ope
n, "
gut l
evel
"co
mm
unic
atio
n if
they
are
to s
ucce
ed in
fac
ili-
tatin
g ch
ange
s in
per
sona
l mea
ning
. Suc
h op
-po
rtun
ity f
or e
xplo
ratio
n m
ust b
e m
ade
a bo
na-
fide
par
t of
the
curr
icul
um in
any
fie
ld. T
hepr
oduc
tion
of p
eopl
e w
ho a
re m
axim
ally
eff
ectiv
ean
d ef
fici
ent i
n th
eir
beha
vior
dem
ands
it.
MA
RT
IN E
SSE
XSt
ate
Supe
rint
ende
nt o
fPu
blic
Ins
truc
tion
SEE
ING
EV
ER
YY
OU
NG
STE
R to
INIT
IAL
EM
PLO
YM
EN
TM
artin
Ess
ex
Our
sis
a fo
rtun
ate
prof
essi
on to
be s
one
eded
. Am
eric
ans
are
reco
gniz
ing
educ
atio
nan
d ed
ucat
ors
in a
dif
fere
nt li
ght.
The
y ar
e lo
ok-
ing
on y
ou a
s ne
eded
peo
ple,
and
, as
a re
sult,
ther
e is
mor
e re
spec
t tha
n w
e ha
ve e
ver
atta
ined
.Y
ou a
re f
ront
iers
men
in th
e va
st c
ruci
al c
halle
nge
in m
oder
n A
mer
icae
ffec
tive
educ
atio
n fo
r th
edi
sadv
anta
ged.
No
one
has
char
ted
the
cour
se,
no o
ne c
an g
ive
you
an o
utlin
e, n
o on
e ca
nte
llyo
u th
e an
swer
s. Y
ou c
an't
turn
toth
e ba
ck o
fth
e bo
ok a
nd n
eith
er c
an y
ou r
ead
it al
l the
way
thro
ugh
to f
ind
the
answ
ers.
Thu
s, I
hop
e yo
uap
prec
iate
the
spir
it of
adv
entu
re, t
he f
ront
ier
char
acte
r of
this
ope
ratio
n. I
f yo
u do
n't a
ppro
ach
it in
that
spi
rit,
I co
uld
not c
once
ive
of it
s be
ing
very
enj
oyab
le o
r ve
ry s
ucce
ssfu
l.A
mer
ican
edu
catio
n ha
s be
en a
mos
t phe
-no
men
al d
evel
opm
ent i
n th
e hi
stor
y of
man
. It's
the
one
esse
ntia
l ing
redi
ent t
hat w
e ha
w in
this
natio
n th
at h
as d
istin
guis
hed
us f
rom
Wes
tern
Eur
ope.
I s
houl
d ho
pe d
urin
g th
ose
occa
sion
sw
hen
you
beco
me
disc
oura
ged
that
you
wou
ldlo
ok a
gain
into
our
her
itage
, rem
embe
ring
the
uniq
uene
ss o
f ou
r co
ncep
t of
educ
atio
n. W
este
rnE
urop
e ha
d pr
ivat
e en
terp
rise
, civ
il lib
ertie
s, r
e-lig
ious
fre
edom
and
rep
rese
ntat
ive
gove
rnm
ent.
But
, the
y sh
ut o
ff e
duca
tion
at a
cer
tain
poi
ntan
d di
dn't
mak
e it
avai
labl
e to
all.
Her
e is
whe
rew
e m
oved
out
in f
ront
of th
e re
st o
f th
e w
orld
.A
s yo
u en
gage
in th
ese
new
res
pons
ibili
ties,
Ish
ould
hop
e th
at y
ou w
ould
rem
embe
r th
at w
ear
e in
a f
ourt
h gr
eat d
evel
opm
ent i
nA
mer
ican
educ
atio
n -a
ver
itabl
e re
volu
tion
in le
arni
ng.
You
kno
w o
f th
e H
orac
e M
ann
peri
od o
f 13
5ye
ars
ago
whe
n he
con
ceiv
ed th
e id
eath
at e
very
child
sho
uld
have
an
oppo
rtun
ity f
or a
gra
mm
arsc
hool
edu
catio
n. T
his
was
a d
rast
ic th
ough
t in
the
hist
ory
of m
an; i
t ser
ved
us u
nusu
ally
wel
l,pa
rtic
ular
ly h
ere
in th
e m
iddl
e w
est w
here
we
seiz
ed o
n it
with
gre
at v
igor
. The
n, y
ou k
now
of th
e hi
gh s
choo
l dev
elop
men
tthe
Kal
amaz
oode
cisi
on w
hich
mad
e it
lega
l. T
his
thru
st u
s ou
tin
fro
nt o
f th
e re
st o
f th
e w
orld
to m
ake
us th
em
ost a
fflu
ent n
atio
n in
all
hist
ory.
The
n yo
ukn
ow o
f th
e G
. I.
Bill
. Man
y of
you
are
the
bene
fici
arie
s of
it a
nd n
ow y
ou a
re b
ring
ing
your
gre
ater
con
trib
utio
n to
the
natio
n.W
e ar
edo
wn
to th
at f
ourt
h st
age.
Sha
ll w
e m
ake
it po
s-si
ble
for
that
20Z
of
our
fello
w A
mer
ican
s w
hoha
ve n
ot b
een
able
to s
ucce
ed in
our
sch
ools
to a
ttain
a s
ense
of
self
dig
nity
and
sha
re in
the
Am
eric
an d
ream
? T
his
is y
our
chal
leng
e.C
an w
e de
sign
a s
ucce
ssfu
l pla
n of
edu
ca-
tion
for
one
out o
f fi
ve o
f ou
r fe
llow
Am
eric
ans
in th
ose
low
er le
arni
ng r
ange
sthe
75
to 9
0 IQ
,ro
ughl
y? L
arge
ly c
row
ded
hi th
e bo
wel
s of
our
larg
e ci
ties,
thes
e yo
ungs
ters
are
hos
tile
and
bitte
r as
they
rio
t and
bur
n. C
an w
e de
sign
the
educ
atio
n to
get
them
a p
art o
f th
e A
mer
ican
drea
m?
I'm p
leas
ed w
ith th
e le
gisl
ativ
e at
titud
e at
this
tim
e. T
here
is in
tere
st in
the
prop
osal
by
whi
ch A
DC
chi
ldre
n w
ould
be
coun
ted
for
addi
tiona
l fun
ding
fro
m th
e st
ate.
And
if s
uch
wer
e to
take
pla
ce, t
his
wou
ldbe
sho
win
g O
hio'
sbi
g he
art i
n su
ppor
ting
com
pens
ator
y ed
ucat
ion.
I th
ink
this
mov
emen
t sho
uld
add
to y
our
en-
cour
agem
ent t
his
even
ing.
The
nat
ion
is c
once
rned
with
a n
ew c
once
ptof
occ
upat
iona
l and
voc
atio
nal e
duca
tion.
I h
ave
the
hum
blin
g pr
ivile
ge o
f di
rect
ing
a st
aff
stud
yto
dev
elop
a n
ew jo
bs e
duca
tion
appr
oach
for
our
coun
try.
Job
ski
lls a
rees
sent
ial,
but I
con
-tin
ue to
rem
ind
my
advi
sory
com
mitt
ee th
atem
ploy
abili
ty c
an't
be a
ttain
ed w
ithou
t bas
ic e
d-uc
atio
n. T
hus,
I c
ontin
ue to
talk
abo
ut a
nad
-
just
ed c
urri
culu
m f
or th
at 1
3ye
ar o
ld s
o he
can
do th
ird
grad
e w
ork
or th
at 1
7 ye
ar o
ld s
o he
can
do f
ifth
gra
de w
ork.
Don
't le
ave
him
at t
hepo
st. I
con
tinue
to ta
lk a
bout
ear
ly jo
b op
port
u-ni
ties
so h
e ca
n ge
t som
e fe
el o
f th
e po
tent
ial
of m
oney
in h
is p
ocke
t,a
sens
e of
res
pect
. We
mus
t thi
nk in
term
s of
dra
stic
cha
nges
tow
ard
earl
y w
ork
expe
rien
ces.
Thi
s is
som
ethi
ngth
atm
any
of u
s ha
d as
you
ngst
ers;
now
man
yyo
ung
peop
le c
an g
o al
l the
way
thro
ugh
colle
ge, o
rin
to a
dulth
ood,
with
out t
he e
xper
ienc
e of
hol
d-in
g a
job.
Suc
h is
par
ticul
arly
true
in th
ein
ner
city
. As
you
peop
le k
now
so v
ery
wel
l, th
e de
-pr
ived
you
ngst
er d
oesn
'tse
e pr
ivat
e em
ploy
-m
ent;
rath
er h
e se
es a
rel
ief
chec
k. H
ese
es th
epr
ostit
ute.
He
sees
the
num
bers
wri
terh
ese
esth
at n
umbe
rs w
rite
r in
the
mos
t exp
ensi
veta
ilore
d su
it th
at c
omes
into
his
com
mun
ity; h
ese
es h
im d
rivi
ng th
e fl
ashi
est c
ar o
f an
opu
lent
part
of
our
cultu
re; h
e kn
ows
how
he
gets
his
mon
ey. W
hen
he g
oes
over
to th
e sc
hool
and
dear
old
Bes
s fr
om th
e m
iddl
e cl
ass
cultu
rest
arts
talk
ing
to h
im a
bout
the
Am
eric
an h
erita
ge,
itsid
eals
of
hone
sty
and
inte
grity
hard
wor
k an
dits
rew
ards
he s
ays,
"G
ee, w
hat h
appe
ned
tohe
r? D
oesn
't sh
e kn
ow w
hat t
he w
orld
is a
bout
?Sh
e go
t los
t bac
k th
ere
som
ewhe
re, b
ecau
se th
isis
n't w
hat h
e se
es. T
hus,
the
Am
eric
an s
choo
lha
s no
t had
the
mot
ivat
iona
l for
ce f
or h
im th
atit
had
for
you
and
me.
We
coul
dse
e ou
r ho
pean
d ou
r pl
ace
in th
e A
mer
ican
dre
am. S
ome-
how
we
mus
t get
that
you
ngst
er o
ut o
f th
e w
el-
fare
wor
ld a
nd g
et h
ima
part
-tim
e jo
b w
hile
still
in s
choo
l. H
ere
he c
an s
ee p
riva
te e
mpl
oy-
men
thop
eful
ly w
hen
he is
not
mor
e th
an 1
3or
14
year
s ol
d an
d be
fore
adv
erse
atti
tude
sha
ve b
een
form
ed to
war
d hi
s co
untr
y. A
n ad
-ju
sted
cur
ricu
lum
will
be
need
ed a
lso.
The
se a
re th
e di
men
sion
s th
at w
e m
ust w
ork
tow
ard
in o
ur ti
me.
We
mus
t tak
e on
the
job
in th
e sc
hool
s of
see
ing
ever
y yo
ungs
ter
thro
ugh
to h
is in
itial
ent
ry in
to e
mpl
oym
ent.
Ten
year
sag
o it
wou
ld h
ave
soun
ded
radi
cal t
o di
scus
ssu
ch a
res
pons
ibili
ty. B
ut,
as y
ou lo
ok a
t the
scen
e yo
u da
re n
ot ta
ke h
im o
ut th
ere
and
drop
him
off
into
the
wel
fare
cyc
le. Y
oune
ed to
giv
ehi
m th
at a
djus
ted
curr
icul
um,
part
-tim
e w
ork
ex-
peri
ence
, and
the
othe
r ar
rang
emen
ts u
ntil
you
see
him
into
that
fir
st jo
b. T
his
may
take
man
ym
ore
reso
urce
s th
an w
e ha
ve b
een
accu
stom
edto
pla
cing
in th
e ha
nds
of th
e sc
hool
; I'm
not
look
ing
for
mor
e re
spon
sibi
litie
s fo
r th
eA
mer
i-ca
n sc
hool
. How
ever
, I k
now
no
agen
cy th
atca
n co
mm
ence
to d
o th
is jo
b as
wel
l as
the
Am
eric
an s
choo
l. If
we
can
dire
ct a
ll of
the
fed-
eral
fun
ding
tow
ard
such
an o
bjec
tive
and
brin
gou
r lo
cal a
nd s
tate
fun
ding
to a
sim
ilar
purp
ose
and
plac
e it
in th
e ha
nds
of th
ose
in th
esc
hool
sw
ho a
re th
e be
st e
quip
ped
to d
o th
e jo
b, I
hav
ea
stro
ng f
eelin
g th
at w
hen
this
you
ngst
er k
now
sth
at th
e sc
hool
is g
oing
tose
e hi
m th
roug
h to
that
job
and
that
ther
e is
a ch
unk
of th
e A
mer
-ic
an d
ream
out
ther
e fo
r hi
m, s
choo
l will
shi
new
ith a
gre
ater
lust
er. Y
ou're
goi
ngto
see
adi
ffer
ent k
ind
of y
oung
ster
than
we
have
see
nin
the
past
with
his
blu
nted
and
blu
rred
vie
wof
the
land
of
the
free
and
the
hom
e of
the
brav
e.Y
ou, i
n m
y op
inio
n, a
re th
e in
disp
ensa
ble
fron
tiers
men
. Fro
m a
noth
er la
ngua
gew
e ge
t aco
uple
of
wor
dsno
bles
se o
blig
emea
ning
no-
bilit
y m
ust s
erve
or
nobi
lity
serv
es. Y
ou a
re th
ere
cipi
ents
of
Am
eric
an o
ppor
tuni
ty a
ndno
w y
ouar
e re
turn
ing
that
nob
ility
that
is y
ours
to o
blig
eot
hers
. The
re is
no
mor
e no
ble
resp
onsi
bilit
y th
atw
e ca
n co
ncei
ve in
our
tim
e.I
am v
ery
plea
sed
the
Fede
ral R
elat
ions
Div
i-si
on h
as a
rran
ged
this
con
fere
nce.
I a
m c
erta
inem
anat
ing
from
her
e w
ill b
e a
bette
r op
port
unity
tor
liter
ally
thou
sand
s of
Ohi
o yo
ungs
ters
who
need
an
impr
oved
opp
ortu
nity
for
our
new
won
-dr
ous,
if c
ompl
ex, w
orld
.
TIT
LE
The
NA
TIO
NA
L S
CE
NE
Dr.
Mic
hael
W. K
irst
The
Nat
iona
l Adv
isor
y C
ounc
ilon
the
Edu
-ca
tion
of D
isad
vant
aged
Chi
ldre
n, a
n im
part
ial
revi
ew b
ody,
is c
harg
ed b
y PL
89-
10 w
ith r
e-vi
ewin
g th
e ad
min
istr
atio
n an
d ef
fect
iven
ess
ofFe
dera
l pro
gram
s fo
r ed
ucat
ion
of d
isad
vant
aged
child
ren.
In
orde
r to
car
ry o
ut th
is m
issi
on th
eC
ounc
il ha
s em
ploy
ed a
bout
twen
ty-f
ive
con-
sulta
nts
to o
bser
ve a
sam
ple
of T
itle
Ipr
ogra
ms
duri
ng th
is p
ast s
umm
er a
nd th
e cu
rren
t sch
ool
year
. The
sch
ool d
istr
icts
vis
ited
are
loca
ted
inco
untie
s th
at a
ccou
nt f
or a
lmos
t one
-thi
rd o
f th
e$1
.07
billi
on a
ppro
pria
ted
for
Titl
e I
this
year
.T
he c
onsu
ltant
obs
erve
rs w
ent i
n te
ams
incl
ud-
ing
a un
iver
sity
mem
ber
and
outs
tand
ing
loca
lte
ache
rs a
nd a
dmin
istr
ator
s. T
he C
ounc
il ca
nnot
help
but
adm
it di
ffic
ulty
in ju
dgin
g ho
w to
mea
sure
exp
erie
nce
unde
r T
itle
I by
suc
h si
m-
plis
tic te
rms
as s
ucce
ss o
r fa
ilure
. The
Cou
ncil
has
rece
ived
rep
orts
of
outs
tand
ing
prog
ram
sfr
om e
very
sec
tion
of th
e na
tion.
Som
e of
the
char
acte
rist
ics
whi
ch d
istin
guis
h pr
ogra
ms
that
favo
rabl
y im
pres
sed
cons
ulta
nts
from
thos
e th
atap
pear
ed p
oor
are:
1) P
rom
isin
g pr
ojec
ts d
irec
t the
Fed
eral
mon
eyto
the
disa
dvan
tage
d ch
ild's
spe
cifi
c ne
eds
not t
he d
efic
ienc
ies
of th
e sc
hool
sys
tem
. Un-
less
we
focu
s on
the
disa
dvan
tage
d ch
ild,
habi
t and
eas
e m
ay le
ad to
div
ertin
g fu
nds
to m
ore
conv
entio
nal o
bjec
tives
. The
Cou
ncil
is c
onvi
nced
, the
refo
re, t
hat t
he e
ffor
ts o
fT
itle
I sh
ould
not
be
mer
ged
with
gen
eral
aid
for
scho
ols.
The
mos
t suc
cess
ful T
itle
Ipr
ogra
ms
we
have
obs
erve
d us
e a
diag
nost
icap
proa
ch to
the
prob
lem
s of
eac
h ch
ild a
ndar
e co
mpr
ehen
sive
in n
atur
e.
2) T
he r
appo
rt b
etw
een
the
teac
her
and
child
DR
. MIC
HA
EL
W. K
IRST
Ass
ista
nt D
irec
tor,
Nat
iona
l Adv
isor
y C
ounc
ilon
the
Edu
catio
n of
Dis
adva
ntag
ed C
hild
ren
and
Ass
ista
nt D
irec
tor,
Pre
side
nt's
Com
mis
sion
on W
hite
Hou
se F
ello
ws
is th
e m
ost f
requ
ently
obs
erve
d di
ffer
ence
betw
een
note
wor
thy
and
unim
pres
sive
pro
-gr
ams.
Thi
s ra
ppor
t is
prob
ably
a f
unct
ion
offl
exib
le c
urri
culu
m a
nd th
e te
ache
r at
titud
eth
at th
e ch
ild c
an le
arn.
With
in a
sch
ool
syst
em th
e bu
ildin
g pr
inci
pal c
an m
ake
asu
bsta
ntia
l dif
fere
nce
in th
e qu
ality
of
the
rela
tions
hip
and
attit
ude
of th
e te
ache
r to
-w
ard
the
disa
dvan
tage
d ch
ild. I
ndee
d th
epr
inci
pal w
ho s
ets
the
tone
and
sta
ndar
dsof
the
scho
ol c
an c
reat
e an
atm
osph
ere
that
enco
urag
es in
itiat
ive
and
crea
tive
thin
king
.C
ontin
uity
is th
e ke
yth
at s
park
of
lear
ning
and
teac
her-
child
rap
port
mus
t be
sust
aine
dfo
r se
vera
l yea
rs.
3) P
rom
isin
g pr
ogra
ms
have
rev
ampe
d th
e pr
e-vi
ous
curr
icul
umin
stea
d of
mer
ely
addi
ngre
med
ial d
rill
to e
ssen
tially
the
sam
e m
ater
ial
the
child
had
dif
ficu
lty g
rasp
ing
befo
re T
itle
I. N
ot m
any
Titl
e I
prog
ram
s in
clud
e br
oad-
base
d cu
rric
ulum
cha
nge:
mor
e co
mm
on is
a sp
ecia
l rem
edia
l cla
ss u
sing
a s
mal
ler
pupi
l-te
ache
r ra
tio a
nd s
ome
new
mat
eria
ls.
On
the
othe
r ha
nd, t
he f
ollo
win
g pr
oble
ms
have
hin
dere
d th
e ef
fect
iven
ess
of T
itle
I.
1) T
he ti
min
g of
the
firs
t tw
o ap
prop
riat
ions
and
the
shor
t-te
rm a
utho
riza
tion
of th
e A
ctha
sre
sulte
din
wid
espr
ead
unce
rtai
nty
amon
g ed
ucat
ors
and
cons
eque
nt la
ck o
fpl
anni
ng. I
n so
me
case
s th
e de
lays
in a
ppro
-pr
iatio
ns h
ave
impe
ded
the
inte
grat
ion
ofT
itle
I pr
ogra
ms
into
the
regu
lar
scho
olcu
rric
ulum
and
pro
gram
. The
Cou
ncil
has
reco
mm
ende
d in
eac
h of
its
repo
rts
that
Con
gres
s ap
prop
riat
e m
oney
con
side
rabl
y in
adva
nce
of th
e sc
hool
yea
r. T
his
unce
rtai
nty
and
tard
ines
s w
ith r
espe
ct to
fun
ds h
ashi
nder
ed e
ffor
ts to
obt
ain
top
qual
ity p
er-
sonn
el.
2) T
he a
ggre
gate
of
loca
l eff
orts
do
not y
et r
e-fl
ect a
wid
ely
acce
pted
str
ateg
y fo
r cr
eatin
ga
new
mor
e ef
fect
ive
educ
atio
nal c
limat
e fo
r
disa
dvan
tage
d ch
ildre
n. U
nfor
tuna
tely
, we
are
still
at t
he tr
ial a
nd e
rror
sta
ge o
f so
lvin
ga
com
plex
pro
blem
. Our
obs
erva
tions
rev
eal
that
ther
e is
no
wid
espr
ead
cons
ensu
s on
wha
t pro
gram
com
pone
nts
are
esse
ntia
lev
eryb
ody
is tr
ying
som
ethi
ng d
iffe
rent
and
nobo
dy s
eem
s su
re w
hat i
s ef
fect
ive.
3) S
umm
er p
roje
cts
wer
e fo
r th
e m
ost p
art
piec
emea
l fra
gmen
ted
effo
rts
at r
emed
iatio
nor
vag
uely
dir
ecte
d en
rich
men
t. O
ur o
bser
va-
tions
of
sum
mer
and
win
ter
prog
ram
s re
veal
that
itis
rar
e to
fin
d st
rate
gica
lly p
lann
edco
mpr
ehen
sive
pro
gram
s fo
r ch
ange
bas
edon
fou
r es
sent
ial n
eeds
: ada
ptin
g ac
adem
icco
nten
t to
the
spec
ial p
robl
ems
of d
isad
-va
ntag
ed c
hild
ren,
impr
oved
inse
rvic
e tr
ain-
ing
of te
ache
rs, a
ttent
ion
to n
utri
tion
and
othe
rhe
alth
nee
ds,
and
invo
lvem
ent
ofpa
rent
s an
d co
mm
unity
age
ncie
s in
sch
ool
prog
ram
s. T
he n
eeds
mos
t fre
quen
tly o
ver-
look
ed a
re th
ose
conc
erni
ng in
serv
ice
trai
n-in
g of
per
sonn
el a
nd p
aren
t inv
olve
men
t.T
he C
ounc
il is
esp
ecia
lly c
once
rned
at t
hela
ck o
f pr
ogra
m c
ompo
nent
s to
ret
rain
teac
h-er
s an
d ad
min
istr
ator
s to
wor
k w
ith d
is-
adva
ntag
ed c
hild
ren.
Tea
cher
s ar
e at
the
cutti
ng e
dge
whe
re th
e cr
ucia
l con
tact
ism
ade
with
the
child
. If
this
con
tact
is w
rong
the
who
le p
rogr
am is
lost
.
4) C
once
ntra
ting
spec
ial a
ttent
ion
upon
the
dis-
adva
ntag
ed, m
any
of w
hom
are
Neg
roes
,co
uld
have
the
effe
ct o
f en
cour
agin
g th
em
aint
enan
ce o
f th
e de
lete
riou
s ed
ucat
iona
lef
fect
s of
seg
rega
tion.
Spe
cial
edu
catio
n se
rv-
ices
sho
uld
be d
esig
ned
to f
ollo
w th
e di
s-ad
vant
aged
chi
ld w
ho is
par
ticip
atin
g in
asc
hool
dese
greg
atio
npr
ogra
m.
Edu
cato
rsm
ust b
ewar
e of
gro
upin
g pr
actic
es th
at s
eg-
rega
te d
isad
vant
aged
chi
ldre
n by
rac
e or
econ
omic
cla
ss in
ord
er to
off
er th
em s
peci
alT
itle
I pr
ogra
ms.
5) T
he C
ounc
il's
repo
rts
have
ref
lect
ed th
eir
en-
dors
emen
t of
the
phys
ics
conc
ept o
f cr
itica
lm
ass.
If
you
get e
noug
h m
ater
ials
of
the
righ
tso
rt to
geth
er, y
ou h
ave
an a
tom
ic e
xplo
sion
.B
ut if
you
hav
e ju
st a
sm
all b
it of
fis
sion
able
mat
eria
ls to
geth
er, y
ou w
ill n
ot g
et a
nyth
ing.
You
mus
t exc
eed
the
criti
cal m
ass
of f
issi
on-
able
sub
stan
ce to
get
the
big
bang
.
The
"cr
itica
l mas
s" p
rovi
ded
by m
ost T
itle
I pr
ogra
ms
is n
ot im
pres
sive
. The
nat
iona
l per
pupi
l add
ition
al e
xpen
ditu
re f
or T
itle
I is
$11
9w
hich
add
ed to
the
base
nat
iona
l ave
rage
per
pupi
l exp
endi
ture
yie
lds
$651
into
tal.
Thi
ssh
ould
be
cont
rast
ed to
Hea
dsta
rt's
$1,
000
per
pupi
l. T
his
criti
cal m
ass
theo
ry p
rese
nts
the
scho
ol o
ffic
ial w
ith a
gre
at d
ilem
mat
o re
stri
ctth
e pr
ogra
m to
a r
elat
ivel
y fe
w c
hild
ren
and
igno
re la
rge
num
bers
who
nee
d T
itle
I de
sper
-at
ely
or to
try
to r
each
mos
t dis
adva
ntag
edch
ildre
n w
ith s
ome
serv
ices
and
con
sequ
ently
caus
e le
ss p
oliti
cal o
ppos
ition
.In
sum
, our
obs
erva
tions
of
a na
tiona
l sam
ple
of T
itle
I in
dica
te th
at th
e A
ct h
as b
een
succ
ess-
ful i
n ca
usin
g te
ache
rs a
nd a
dmin
istr
ator
s to
focu
s th
eir
thin
king
on
way
s to
ove
rcom
e ed
uca-
tiona
l dep
riva
tion.
We
have
see
n so
me
out-
stan
ding
pro
gram
s w
hich
pro
mis
e re
al in
crea
ses
in e
duca
tiona
l atta
inm
ent.
On
the
othe
r ha
nd,
mos
t Titl
e I
prog
ram
s ha
ve n
ot e
mbo
died
the
prin
cipa
l of
criti
cal m
ass
and
have
ove
rloo
ked
pare
nt in
volv
emen
t and
the
need
to b
ette
r eq
uip
our
teac
hers
to e
duca
te th
e di
sadv
anta
ged
child
.T
here
is n
o do
ubt t
hat T
itle
I ha
s si
gnif
ican
tlyin
crea
sed
the
amou
nt o
f sm
all g
roup
or
indi
vid-
ual i
nstr
uctio
n an
d th
e qu
ality
of
heal
th a
ndfo
od s
ervi
ces.
It r
emai
ns to
be
seen
whe
ther
this
will
be
enou
gh to
ove
rcom
e th
e sc
ars
ofra
cial
dis
crim
inat
ion,
the
feel
ing
of h
opel
essn
ess
and
pow
erle
ssne
ss r
ampa
nt in
our
ghe
ttoes
, and
the
fam
ily d
isor
gani
zatio
n of
man
y of
our
poo
rpe
ople
. The
pro
spec
ts f
or m
ore
syst
emat
ic e
val-
uatio
n in
the
next
few
yea
rs s
houl
d en
able
som
e-on
e to
giv
e a
mor
e co
nclu
sive
spe
ech
on th
e na
-tio
nal s
cene
and
Titl
e I.
rt"4
.'4en
t
DR
. RU
TH
LA
ND
ES
Ant
hrop
olog
ist,M
cMas
ters
Col
lege
Ham
ilton
, Ont
ario
TE
AC
HE
RS'
HA
ND
ICA
PSin
WO
RK
ING
with
MIN
OR
ITY
CH
ILD
RE
ND
r. R
uth
Lan
des
We
are
in th
e m
idst
of
all k
inds
of
revo
lu-
tion:
vio
lent
, rel
igio
us, s
cien
tific
, sex
ual,
polit
ical
,ce
nter
ed in
the
five
con
tinen
t wor
ld o
f R
evol
u-tio
n. O
ur r
ight
to b
e he
re a
nd o
ur r
espo
nsib
ility
for
the
prof
essi
on a
nd to
soc
iety
are
that
we
are
paid
off
icer
s an
d sp
ecia
lists
of
the
scho
olin
gE
stab
lishm
ent.
We
are
prou
d of
the
stat
us a
ndqu
ite e
arly
turn
rat
her
smug
ove
r it.
Con
fine
d to
our
roo
ms,
act
ing
by r
outin
es,
we
do n
ot u
sual
ly g
over
n th
e E
stab
lishm
ent.
We
are
its s
erva
nts.
The
mor
e un
criti
cally
we
per-
form
, the
like
lier
we
are,
as
indi
vidu
als,
to r
emai
non
com
fort
able
pay
rolls
, fin
ance
d by
the
rich
est
econ
omy
in m
an's
his
tory
. In
our
wea
lthy
econ
-om
y, a
s in
the
Rep
ublic
of
Sout
h A
fric
a, e
ven
the
poor
live
bet
ter
than
eve
r, w
heth
er in
ghe
ttos
or f
ence
d be
hind
bar
s. C
ompa
re o
ur a
ccep
ted
U.S
. pov
erty
-lin
e dr
awn
at $
3,00
0, o
r $3
,500
of
annu
al f
amily
inco
me
with
the
no in
com
es o
fIn
dia'
s po
or, o
r of
bla
ck A
fric
a's.
How
ever
, our
gre
at w
ealth
obs
cure
s th
e gr
eat
soci
al d
rive
s be
atin
g at
est
ablis
hed
arra
ngem
ents
;an
d w
e te
nd to
bel
ieve
that
dis
turb
ance
s ca
n be
reso
lved
by
fund
ing
bure
aucr
atic
pro
gram
s(s
uch
as th
e an
ti-po
vert
y on
es)
and
by c
oini
ngne
w s
loga
ns (
suc
h as
"T
he P
oor,
" "T
he C
ultu
r-al
ly D
isad
vant
aged
"). I
n ou
r un
stab
le ti
me,
itis
mis
lead
ing
to c
once
ntra
te o
n te
chni
calit
ies
ofsc
hool
inst
ruct
ion,
wha
teve
r th
e le
vel,
befo
revi
sual
izin
g th
e so
cial
uni
vers
e vv
.,' s
erve
, whi
chha
s cr
eate
d us
, whi
ch d
efie
s us
, and
whi
ch b
eats
us in
to it
s lin
e.W
hat d
oes
it m
ean
in o
ur c
omm
unity
, and
in th
e ed
ucat
ion
we
supp
ly, t
hat w
e ar
e cr
eatu
res
of th
e E
stab
lishm
ent?
Our
fun
ds c
ome
over
-w
helm
ingl
y fr
om p
ublic
sou
rces
; the
ir a
lloca
-tio
n an
d ad
min
istr
atio
n ar
e de
term
ined
at p
o-lit
ical
sea
ts o
f po
wer
. Est
ablis
hmen
t str
uctu
res
and
func
tions
see
m in
evita
ble
for
coor
dina
ting
our
vast
ly p
opul
ous
Am
eric
a, u
rban
, ind
ustr
ial.
univ
ersa
lly e
nfra
nchi
sed,
com
mitt
ed to
uni
vers
alsc
hool
ing
of in
divi
dual
s un
til a
dvan
ced
ages
.A
mig
hty
esta
blis
hmen
t mea
ns e
ntre
nche
d au
-th
ority
, with
asp
ects
of
rem
oten
ess
and
inev
itabl
ebr
utal
ity. G
o in
to a
ny n
eigh
borh
ood
of m
inor
ities
to h
ear
and
see
the
conf
irm
atio
ns. R
ead
som
e of
toda
y's
best
-sel
ling,
hat
e-fi
lled
prot
est f
ictio
nJa
mes
Bal
dwin
and
LeR
oi J
ones
, for
exa
mpl
e.w
ho s
peak
for
Neg
roes
. In
1915
, an
Am
eric
anIn
dian
phys
icia
n,D
r.C
harl
es E
astm
an,
ex-
pres
sed
the
sam
e bi
ttern
ess
( al
thou
gh g
en-
teel
ly)
in h
is a
utob
iogr
aphy
. We
are
used
tohe
arin
g fr
om a
nd a
bout
Neg
roes
, bec
ause
they
have
bee
n lin
ked
to o
ne o
f th
e or
igin
al E
stab
-lis
hmen
ts, t
he s
lave
-ow
ning
plu
tocr
acy,
alw
ays
polit
ical
ly a
stut
e in
the
old
Sout
h.W
e ar
e no
t use
d to
hea
ring
dir
ectly
fro
mso
me
min
oriti
es. W
hen
we
lear
n, a
bout
them
from
edu
cate
d sp
okes
men
, who
are
inse
para
ble
from
a p
reva
iling
Est
ablis
hmen
t, bi
tter
trut
hs g
etro
man
ticiz
ed b
y th
e te
ller's
tale
ntas
in J
ohn
Stei
nbec
k's
quai
nt ta
les
of C
alif
orni
a M
exic
ans
and
even
in h
is a
bsor
bing
nov
el a
bout
poo
rw
hite
s, G
rape
s of
Wra
th. T
hey
ente
rtai
n by
the
dist
ance
and
san
itatio
n of
the
prin
ted
page
as in
Osc
ar L
ewis
' La
Vid
a, a
bout
Pue
rto
Ric
ans
and
by c
atch
y ph
rase
s su
ch a
s Ja
cob
Riis
'(1
849
-191
4) H
ow th
e O
ther
Hal
f L
ives
, and
Rob
ert E
. Par
k's
"the
mar
gina
l man
," a
nd S
irC
harl
es S
now
's "
the
two
cultu
res.
" T
his
last
, in
part
, was
der
ived
fro
m O
scar
Lew
is' "
the
cultu
reof
pov
erty
" an
d pe
rhap
s Fr
ank
Rie
ssm
an's
"th
ecu
ltura
lly d
epri
ved.
" So
hum
an to
rtur
e en
ds a
sou
tsid
ers'
pol
ite li
tera
ture
.
Now
our
gov
ernm
ent j
oins
the
pove
rty
roun
dto
far
cor
ners
of
our
land
with
its
catc
h-ph
rase
san
d bu
reau
crac
ies,
suc
h as
"A
llian
ce f
or P
roa- b.
ress
" in
so-
calle
d "u
nder
deve
lope
d co
untr
ies,
',
"ant
i-po
vert
y pr
ogra
ms"
"Jo
b C
orps
" C
ente
rs,
VIS
TA
act
iviti
es, a
nd a
myr
iad
mor
e to
ad-
min
iste
rpo
pula
tion
and
fisc
alco
ntro
lsan
dot
hers
.It
see
ms
idea
listic
to u
s w
ho d
o no
tne
ed it
.R
espo
nses
of
the
disa
dvan
tage
d be
nefi
ciar
ies
are
ofte
n so
met
hing
els
e. T
hey
brea
k th
roug
h as
com
mun
ity a
nd c
ourt
room
sca
ndal
s re
port
ed in
new
spap
ers,
and
as
shoc
king
inci
dent
s to
res
pec-
tabl
e ob
serv
ers
on th
e sp
ot. T
he s
hock
oft
en li
esin
the
ingr
atitu
de o
f th
e po
or, s
uch
as th
ose
calle
d "C
orps
men
" by
one
gov
ernm
ent e
uphe
-m
ism
. In
pass
ing,
not
e th
at n
on-w
hite
rac
ial
indi
cato
rs a
nd e
pith
ets
are
forb
idde
n, th
ough
such
ben
efic
iari
es' f
our-
lette
r w
ords
and
oth
ersu
bsta
ndar
d us
es a
re n
ot. C
erta
in s
ubst
anda
rdco
inag
es a
re c
ompi
led
in a
pub
licat
ion
for
anti-
pove
rty
educ
ator
s' u
se. F
urth
er s
hock
to E
stab
-lis
hmen
t inn
ocen
ce li
es in
the
mis
beha
vior
of
thes
e po
or, t
hrou
gh d
rink
ing,
sex
, vio
lenc
e, s
ur-
lines
s, a
nd o
ther
soc
ial u
nkem
ptne
ss.
Exc
ept f
or e
x-m
embe
rs o
f th
e fo
reig
n-ba
sed
Peac
e C
orps
, you
ng f
olk
who
oft
en f
unct
ione
dal
one
in s
tran
ge la
nds
that
bel
onge
d cu
ltura
llyan
d po
litic
ally
to th
e ho
st-b
enef
icia
ries
( e.
g.,
Afr
ica,
Bra
zil )
, the
wel
l-in
tent
ione
d ed
ucat
ors
of d
omes
tic a
nti-
pove
rty
prog
ram
s of
ten
fail
topr
ojec
t the
mse
lves
imag
inat
ivel
y in
to th
e st
atus
posi
tions
of
the
poor
, the
soc
ial h
isto
ries
and
the
indi
vidu
al p
sych
es o
f th
eir
pupi
ls, o
f th
eir
pupi
ls'
fam
ilies
, and
of
thei
r pu
pils
' con
cept
s of
soc
ial
sphe
res
or e
vent
s.T
his
is n
obod
y's
faul
t, fo
r su
ch f
ailu
re b
e-lo
ngs
to m
iddl
e-cl
ass
pow
er a
nd s
afet
y. U
nles
syo
u ha
ve r
isen
indi
vidu
ally
into
the
mid
dle-
clas
sfr
om a
rec
ent m
inor
ity s
tatu
s, o
r ar
e an
Est
ab-
lishm
ent o
dd-b
all,
or e
vadi
ng th
e dr
aft,
or p
os-
sibl
y a
wom
an f
rust
rate
d by
bar
rier
s of
that
stat
us, c
erta
in r
eact
ions
of
the
poor
led
into
anti-
pove
rty'
s ed
ucat
ion
prog
ram
s w
ill s
hock
,di
sillu
sion
, dis
appo
int a
nd h
urt.
I m
ean
beha
vior
like
disr
espe
ct, v
erba
l abu
se, i
ndif
fere
nce,
hat
e.N
or a
re th
ese
bad
if a
utho
ritie
s us
e th
e ex
peri
-en
ces
to a
mpl
ify
prog
ram
med
kno
wle
dge,
in-
sigh
ts a
nd p
lann
ing.
But
we
hear
that
they
do
not.
Thi
s po
int a
ffec
ts th
e in
tern
atio
nal p
rogr
ams,
as w
hen
the
Span
ish-
spea
king
Am
eric
ans
snic
ker
at o
ur f
orei
gn-a
id ti
tle "
Alia
nza
para
Pro
gres
so".
In S
pani
sh, t
he "
para
" is
the
thir
d pe
rson
pre
sent
indi
cativ
e of
the
verb
"to
sto
p,"
as w
ell a
s th
ein
fini
tive
mea
ning
"fo
r."
So th
at g
reat
slo
gan,
"Alli
ance
for
Prog
ress
,"be
com
esri
dicu
led
thro
ugho
ut th
e tw
enty
cou
ntri
es s
outh
of
the
bord
er a
s "A
llian
ce H
alts
Pro
gres
s,"
beca
use
they
mus
t acc
ept t
he a
id.
Wha
t do
I m
ean
by e
duca
tion
in th
e pr
esen
tdi
scus
sion
, thi
nkin
g as
an
anth
ropo
logi
st a
bout
man
kind
? I
do n
ot f
ocus
on
only
cur
ricu
la o
fst
udy,
onl
y m
easu
res
of s
choo
l ach
ieve
men
ts, o
ron
ly te
ache
r tr
aini
ng. I
exa
min
e al
l pro
cess
es o
fsu
rviv
al b
y so
ciet
ies.
All
hum
an g
roup
s w
hoex
ist n
ow h
ave
been
sel
ecte
d by
evo
lutio
nary
proc
esse
s,as
exp
ress
ed th
roug
h bi
olog
y an
dth
roug
h so
ciet
y.B
iolo
gica
l sel
ectio
n op
erat
esth
roug
h ge
netic
mat
eria
ls, s
ocie
tal s
elec
tion
op-
erat
es th
roug
h cu
ltura
l one
s, in
vie
ws
pres
ente
dby
beh
avio
ral s
cien
tists
that
incl
ude
grea
t bio
l-og
ists
like
Sir
Jul
ian
Hux
ley
and
Dr.
The
odos
ius
Dob
zhan
sky,
bes
ides
sch
olar
s fr
om s
oeio
- cu
ltura
ldi
scip
lines
.In
thei
r pe
rspe
ctiv
e, n
o ph
ysic
alty
pes
of m
en a
re p
rim
itive
or
infe
rior
but
thei
rso
ciet
ies
vary
eno
rmou
sly.
Soc
ietie
s ar
e co
n-st
ruct
s th
at r
est m
uch
on h
isto
rica
l acc
iden
t. It
seem
s po
ssib
le to
gra
de a
peo
ple'
s te
chno
logi
cal
skill
s by
eff
icie
ncy,
but
not
man
y ot
her
aspe
cts
of s
ocia
l exi
sten
ce. F
rom
this
sta
ndpo
int,
we
can
labe
l gro
ups
as h
avin
g pr
imiti
ve o
r ad
vanc
edte
chno
logi
es b
ut w
e ca
nnot
labe
l the
m s
cien
-tif
ical
ly a
s ha
ving
pri
miti
ve m
en. I
ndee
d th
epu
blis
hed
disc
ussi
ons
of C
harl
es R
usse
ll W
alla
cew
ith D
arw
in in
the
last
cen
tury
, aft
er O
rigi
n of
Spec
ies
had
appe
ared
, mad
e th
e po
int,
not a
n-sw
ered
by
Dar
win
ian
evol
utio
nary
theo
ry, t
hat
Am
azon
Riv
er I
ndia
n gr
oups
, who
m W
alla
cekn
ew in
timat
ely,
sho
wed
far
mor
e in
telle
ctua
lpo
tent
ial t
han
they
nee
ded
to s
urvi
ve in
thei
rtr
ibal
wor
ld. T
hat i
s, h
e fo
und
the
cultu
re p
rim
-iti
ve, b
ut n
ot th
e pe
ople
.
Wha
t doe
s th
is s
ugge
st f
or e
duca
tion?
It
impl
ies
that
men
lear
n w
hate
ver
they
mus
tle
arn
for
thei
r so
cial
live
s. W
hat t
hey
lear
n an
dho
w th
ey le
arn
rest
hea
vily
oli
oppo
rtun
ity,
pres
suri
ng o
ne w
ay o
r an
othe
r. O
ppor
tuni
tyal
way
s m
eans
arr
ange
men
ts w
ith o
ther
peo
ple,
orga
nize
d by
trad
ition
, ine
scap
ably
. No
men
have
live
d an
d su
rviv
ed a
part
fro
m s
ocie
ty.
Soci
ety
is th
e gr
oupi
ng o
f a
popu
latio
nby
cla
sses
trai
ned
to f
unct
ion
upon
inst
ruct
ions
,ev
olve
dth
roug
h. lo
ng tr
aditi
on, o
r ci
viliz
atio
n.T
he g
en-
eric
term
for
thes
e so
cial
way
s is
"cul
ture
"; it
mea
ns th
elif
e-m
ediu
m, a
s it
does
in b
iolo
gica
lor
bio
chem
ical
exp
erim
ents
.B
ut it
str
esse
s th
elif
e-m
ediu
m o
f m
ind,
of
hum
an g
eniu
s. H
uxle
yan
d ot
her
lead
ers
view
hum
an c
ultu
re,
inH
uxle
y's
wor
ds (
Evo
lutio
n in
Act
ion,
195
7, p
.13
), a
s th
e "h
uman
pha
se o
f ev
olut
ion.
" H
esu
gges
ts th
at th
e ph
ysic
al p
hase
of e
volu
tion
has
gone
its
limit.
Cu
Lur
e is
the
stoc
kpili
ng o
f tr
a-di
tiona
l inv
entio
ns a
nd n
ow a
ffec
tsbi
olog
y.D
obzh
ansk
y de
scri
bes
man
's a
bilit
y to
tran
smit
cultu
re, d
eriv
ed f
rom
for
l)ea
rers
and
dev
elop
edby
con
tem
pora
ries
, as
"a n
ew, n
on-b
iolo
gica
lhe
redi
ty.
.."
(T
he B
iolo
gica
l Bas
es o
f H
uman
Free
dom
, 195
6, p
. 80)
.T
his
com
preh
ensi
ve tr
ansm
issi
on, b
y te
ach-
ing
and
lear
ning
, is
educ
atio
n. T
hete
achi
ngoc
curs
fro
m th
e m
omen
tof
bir
th; F
reud
pon
-de
red
also
the
inst
ruct
ions
to n
ew li
fe s
till i
nth
e w
omb,
par
ticip
atin
g in
all
the
mot
her's
deep
est r
espo
nses
. Fre
ud s
how
ed th
at te
achi
ngoc
curs
at c
onsc
ious
and
unco
nsci
ous
leve
ls o
fin
divi
dual
pers
onal
ityan
d ev
enof
soci
ety.
Psyc
hiat
ry, p
sych
oana
lysi
s, p
sych
olog
y an
d cu
l-tu
ral a
nthr
opol
ogy
belie
ve th
at th
e pr
ofou
ndes
tle
arni
ng o
ccur
s at
unc
onsc
ious
leve
ls. N
ot th
atth
e "u
ncon
scio
us"
has
been
loca
lized
. We
know
it is
str
ongl
y lin
ked
to th
e em
otio
nal l
ife
of in
-di
vidu
als.
Car
l Jun
g's
theo
retic
al a
nd th
erap
eutic
syst
ems
of p
sych
iatr
y em
ploy
edth
e ev
iden
cean
d m
ater
ials
of
myt
holo
gy, f
olk
ritu
als,
and
othe
r an
cien
t tra
ditio
nal s
ymbo
ls; t
hese
con
sti-
tute
, Jun
g sa
id, "
the
raci
alun
cons
ciou
s."
The
se p
oint
s ar
e m
ade
by g
reat
dis
cove
rers
of m
an's
con
duct
not
tosl
ight
the
ratio
nal,
cons
ciou
s, a
war
e as
pect
s of
beh
avio
r bu
t to
show
(1)
that
it d
oes
not c
onst
itute
all
the
beha
vior
ofan
indi
vidu
al o
rof
a g
roup
; and
(2)
that
itis
infl
uenc
ed to
inca
lcul
able
ext
ents
by o
ther
real
ms
of b
ehav
ior,
par
tly b
ecau
se th
e ot
her
real
ms
are
vagu
e, a
nd p
artly
bec
ause
they
are
not r
ecko
ned
with
. It i
s as
sum
edth
at th
e im
-
men
se p
ower
of
dem
agog
uesa
McC
arth
y, a
Hitl
er o
r M
usso
lini,
an E
vita
Per
onlie
s in
intu
i-tiv
e ap
peal
s to
unc
onsc
ious
terr
ors,
in ix
uitiv
esk
ills
at e
xplo
iting
unc
onsc
ious
fea
rs. T
oca
llsu
ch le
ader
s ta
lent
ed o
r ch
aris
mat
ic s
impl
y ob
-sc
ures
und
erst
andi
ngw
ith a
wor
d.W
ords
are
a p
rim
e av
enue
of
dece
ptio
n, b
utou
r fo
rmal
sch
oolin
gle
ans
heav
ily u
pon
them
,or
thin
k it
does
whe
n it
rate
sby
lite
racy
. Any
pare
nt, p
oliti
cal l
eade
r, c
lerg
yman
,la
wye
r, o
rac
tor,
any
adv
ertis
ing
man
, poe
t, or
lect
urer
know
s th
at w
ords
alo
ne n
ever
car
ry th
e w
hole
mes
sage
. The
y m
ay n
ot e
ven
carr
yth
e m
essa
geth
ey s
ay th
ey d
o. M
eani
ng is
con
veye
d by
the
cont
ext,
whi
ch is
soc
ial,
emot
iona
lan
d al
lusi
ve.
Har
ry S
tack
Sul
livan
, the
gre
at p
sych
iatr
ist
who
gave
us
the
conc
ept o
f"i
nter
pers
onal
rel
atio
ns,"
mad
e it
clea
r th
at e
ach
pers
on c
arri
es a
soc
ial
univ
erse
aro
und
in h
is o
wn
head
. Eve
nif
lock
edin
a d
ark
clos
et, a
ctua
lly o
r fi
gura
tivel
y, a
per
-so
n "i
nter
acts
" as
he h
as le
arne
d to
do
offi
cial
lyan
d/or
bee
n co
nditi
oned
to d
o em
otio
nally
and
habi
tual
ly. A
nd h
e in
terp
rets
stim
uli a
ccor
d-in
gly,
but
may
lear
n to
qua
lify
inte
rpre
tatio
nsby
rat
iona
l che
cks.
Wor
ds a
re b
uild
ing
bloc
ks,
neve
r ra
w, s
elf-
cont
aine
d, o
run
edite
d w
hen
they
hit t
he h
uman
ear
. The
y ho
ld e
xact
lysu
ch a
d-di
tions
that
they
do
for
the
pet d
og w
hose
mas
ter
has
trai
ned
itplu
s in
com
para
bly
mor
e th
atco
mes
fro
m th
e fl
uxof
soc
ial e
xist
ence
.Fo
r in
stan
ce, t
he w
ord
"tri
p."
Las
t win
ter
ina
smal
l sem
inar
on
pers
onal
ity a
nd c
ultu
re, a
stud
ent r
emar
ked
that
her
boy
-fri
end
had
"tak
ena
trip
." H
avin
gle
arne
d to
sw
allo
w a
nd c
ount
over
and
ove
r to
ten
duri
ng d
ecad
es o
f an
thro
-po
logi
cal f
ield
wor
k am
ong
all k
inds
of g
roup
s,I
did
so n
ow u
ntil
my
conv
entio
nal b
rain
dred
ged
up th
e as
soci
atio
n w
ith th
e L
SDcu
ltan
d its
hig
h pr
iest
. To
show
that
Ifo
llow
ed h
er,
I m
entio
ned
Tho
mas
de
Qui
ncey
'sC
onfe
ssio
nsof
an
Opi
um E
ater
. But
the
youn
gst
uden
ts h
adne
ver
hear
d of
this
Eng
lish
essa
yist
, nor
had
he
ever
cal
led
his
habi
t a "
trip
." I
ask
ed m
ysel
fw
hy th
e un
ders
tate
men
t, w
hat u
ncon
scio
us m
es-
sage
it h
eld,
why
the
light
touc
h, r
eally
den
ied
by th
e in
tens
e co
nduc
t of
the
cult.
The
und
er-
stat
ed v
ocab
le, a
nd it
s dr
ench
ing
in f
eelin
gsab
out t
he L
SD e
xper
ienc
e, a
re c
aref
ully
taug
htto
eac
h pa
rtic
ipan
t and
bys
tand
er.
The
y ar
e no
tta
ught
sim
ply
by w
ords
. The
y ar
e ta
ught
by
larg
er a
ctio
ns, o
f th
e pe
ople
who
mee
t in
grou
ps,
sele
ctin
g ce
rtai
n ki
nds
of p
erso
nalit
ies
to d
o so
,at
tend
ing
to r
epor
ts o
f ha
ppen
ings
, the
qua
si-
mar
tyrd
om o
f th
e le
ader
, his
cos
tum
ery,
the
cult'
s lin
kage
with
pro
test
aga
inst
an
ugly
so-
ciet
y. I
saw
that
the
prot
est,
the
with
draw
alby
drug
, the
wor
d "t
rip"
con
stitu
ted
a m
eani
ng o
fes
cape
.T
his
is e
xact
ly h
ow p
eopl
e le
arn
ever
ythi
ngel
se:
read
ing,
wri
ting,
ari
thm
etic
, lov
e, h
ate,
defi
ance
of
God
, the
Vie
tnam
dra
ft, a
nd th
eso
cial
arr
ange
men
ts la
bele
d as
rac
e di
scri
min
a-tio
n, p
over
ty, c
ultu
ral h
andi
cap.
We
neve
rle
arn
sim
ply,
but
thro
ugh
laye
rs o
f re
spon
se, i
ndiv
id-
'ial,
soci
al, r
atio
nal,
emot
iona
l.O
ur c
onfe
renc
e he
re is
con
cern
ed im
med
i-at
ely
with
the
educ
atio
n of
fere
d by
sch
ools
,es
peci
ally
at p
rim
ary
and
seco
ndar
y le
vels
. Stil
l,it
is im
poss
ible
to r
estr
ict o
ur o
utlo
ok to
scho
ols
beca
use
atte
ndan
ce a
t sch
ools
is o
blig
ed b
y la
w,
until
age
six
teen
or
seve
ntee
n, a
nd th
is is
en-
forc
ed b
y th
e po
lice
pow
er a
nd th
e co
urts
, the
who
le f
inan
ced
from
the
publ
ic tr
easu
ry, a
d-m
inis
tere
d by
off
icer
s re
pres
entin
g th
e ge
nera
lpu
blic
inte
rest
s. T
he in
tern
atio
nal a
spec
thi
tev
eryo
ne le
ss th
an te
n ye
ars
ago
whe
n R
ussi
a's
Sput
nik
mad
e so
me
fear
for
our
chi
ldre
n's
fu-
ture
and
ver
y su
rviv
al in
the
spir
alin
gco
mpe
ti-tio
n.R
ussi
a's
com
petit
ion
does
wor
k. I
t has
goad
ed u
s to
dro
p ra
ce b
ars
in s
ocie
ty,
and
topu
t eve
ryon
e th
roug
h sc
hool
s, e
ven
if m
erel
yto
sit
until
thei
r m
iddl
e te
ens.
Not
unt
il I
was
ask
ed b
y C
alif
orni
a in
stitu
-tio
ns in
195
9 to
trai
n te
ache
rs a
ndso
cial
wor
kers
to c
ope
with
chi
ldre
n an
dfa
mili
es o
f th
e ne
wly
clam
orou
s m
inor
ities
part
icul
arly
Neg
roes
and
the
Span
ish-
spea
king
did
I re
aliz
e:(
1) th
ated
ucat
ors
them
selv
es c
ame
ofte
n of
min
ority
orig
ins;
and
(2)
that
man
y m
inor
itych
ildre
nan
d th
eir
fam
ilies
rej
ecte
d th
e sc
hool
ings
ome
thro
ugh
hate
, som
e th
roug
h fe
ar, s
ome
thro
ugh
a se
nse
ofho
pele
ss e
ntra
pmen
t by
Est
ablis
hmen
t
prej
udic
e an
d th
eir
own
pove
rty.
Som
e ch
ildre
nso
ught
by
educ
ator
s fo
r en
rich
men
t pro
gram
sw
ould
dro
p ou
t. I
hear
d nu
mer
ous
teac
hers
lay
this
to "
raci
al"
inad
equa
cy. T
hey
join
ed o
ther
sin
com
plai
ning
abo
ut "
frus
trat
ion.
" O
f co
urse
they
wer
e fr
ustr
ated
this
was
the
deep
rev
enge
of th
eir
min
ority
pup
ils.
Onl
y th
e oc
casi
onal
edu
cato
r ta
lked
to r
esis
t-an
t pup
ils o
r pa
rent
s to
lear
n w
hy. T
hese
edu
-ca
tors
wer
e as
toun
ded
to d
isco
ver
that
suc
hpu
pils
did
not
wan
t to
be s
epar
ated
by
scho
olsc
hem
es f
rom
thei
r le
ss-e
nric
hed
fam
ily a
ndfr
iend
s. T
he s
choo
l had
not
con
vinc
ed th
em th
atfu
rthe
r co
mpl
ianc
e be
yond
the
law
was
wor
th-
whi
le. F
ew a
re s
uch
extr
eme
lone
rs a
s Ja
mes
Mer
edith
. Do
we
hear
of
anot
her
t1da
y ev
enam
ong
Neg
roes
? N
ot a
ll gr
oups
can
hat
e as
con
-st
ruct
ivel
y as
the
Bla
ck M
uslim
s no
r or
gani
zeas
pow
erfu
lly a
s D
r. K
ing'
s So
uthe
rn C
onfe
renc
e,or
the
NA
AC
P.Sc
hool
s ar
e in
stitu
tions
with
dee
ply
vest
edin
tere
sts;
hen
ce th
ey m
ust l
ag in
our
rap
idly
mov
ing,
rev
olut
iona
ry ti
mes
. Whi
le e
duca
tion
oper
ates
in a
ll so
cial
ave
nues
, man
y ba
sic
tech
-ni
ques
and
man
y go
als
of u
rban
indu
stri
al s
o-ci
ety
are
taug
ht in
sch
ools
. The
y ar
e al
so ta
ught
by T
V, t
he r
adio
, new
spap
ers,
gir
lie m
agaz
ines
,ne
ighb
orho
od g
angs
, and
the
polic
e.In
my
child
hood
, pub
lic s
choo
ling
was
sim
-pl
er f
or th
e au
thor
ities
, eve
n in
my
nativ
e N
ewY
ork
City
fif
ty y
ears
ago
. The
re w
ere
trua
ntof
fice
rs, a
nd a
rran
gem
ents
for
spe
edin
g ah
ead
the
brig
ht o
nes.
Chi
ldre
n at
tend
ing
scho
ol w
ere
thos
e w
hose
par
ents
obl
iged
them
to, g
ener
ally
spea
king
. The
sch
ool p
opul
atio
ns I
kne
w w
ere
pree
min
ently
mid
dle-
clas
s,fr
omfi
rst
grad
eth
roug
h un
iver
sity
. Man
y te
ache
rs w
ere
not q
uite
of th
at m
iddl
e cl
ass
them
selv
es, a
nd I
rec
all
that
we
rath
er lo
oked
dow
n on
them
. But
we
child
ren
knew
we
had
to o
bey
the
offi
ce th
eyhe
ld. A
nd th
ey r
espe
cted
our
par
ents
. The
at-
mos
pher
e th
en w
as u
nifo
rm a
nd u
ncha
lleng
ed.
It m
ay h
ave
been
the
last
gas
p of
the
mid
dle-
clas
s ri
der
in h
is s
addl
e. W
e ch
ildre
n w
ere
bore
d, a
s ch
ildre
n ar
e no
w, b
ut w
e kn
ew w
here
we
stoo
d, h
ow w
e w
ere
orie
nted
. For
inst
ance
,
we
belie
ved
that
per
sona
l mer
it br
ough
t rec
og-
nitio
n. N
o on
e is
so
inno
cent
now
.T
he s
choo
ling
wor
ld is
stil
l mid
dle-
clas
s, in
both
for
mal
sta
tem
ents
and
com
mitm
ents
. How
-ev
er, "
mid
dle-
clas
s" d
oes
not m
ean
quite
the
sam
e as
bef
ore.
Lik
e th
e pa
st, i
t con
tain
s th
ose
who
are
rat
ed "
succ
essf
ul"
in e
arni
ngs
and
inpr
ofes
sion
al c
ompe
tenc
e. B
ut it
dif
fers
in th
atm
embe
rs a
re r
ecru
ited
incr
easi
ngly
fro
m th
ew
hole
spe
ctru
m o
f m
inor
ities
. (I
use
"min
ority
"to
mea
n gr
oups
of
little
pol
itica
l pow
er a
nd la
rge
subc
ultu
ral h
erita
ges)
.T
his
mea
ns th
at m
inor
ity in
divi
dual
s, g
oing
thro
ugh
the
colle
gean
d pr
ofes
sion
alm
ills,
emer
ge m
iddl
e-cl
ass
in o
uter
WA
SP im
age,
yet
daily
mus
t fig
ht in
them
selv
es th
e ol
d ba
ttle
ofpr
ejud
ice
for
they
hav
e le
arne
d th
e pa
rt o
f bo
thbi
got a
nd v
ictim
. I k
now
this
fro
m th
e fa
mily
cultu
re a
utob
iogr
aphi
es m
y st
uden
ts w
rite
inth
e U
.S. a
nd in
Can
ada;
som
e of
thes
e ap
pear
in m
y 19
65 b
ook
on E
duca
tion.
Eac
h on
e's
pri-
vate
fig
ht g
ets
proj
ecte
d in
to te
ache
rs' c
ondu
ct,
repo
rted
by
fello
w te
ache
rs a
nd b
y pu
pils
.T
here
is n
o ac
ross
-the
-boa
rd in
tere
st in
mi-
nori
ties:
e.g
. Am
eric
an I
ndia
ns a
nd E
skim
os a
reig
nore
d, e
xcep
t on
TV
, as
if th
ey n
ever
wer
e,w
hile
thei
r ra
cial
cou
sins
, the
Jap
anes
e an
dC
hine
se, s
pur
atte
ntio
n al
mos
t as
read
ily a
s do
Eur
opea
n Je
ws.
Neg
roes
are
a s
peci
al A
mer
ican
obse
ssio
n, b
ut o
vert
ones
dif
fer
grea
tly o
n bo
thco
asts
, and
aga
in in
Tex
as. M
exic
an-A
mer
ican
sar
e kn
own
to th
e So
uthw
est r
athe
r as
Neg
roes
are
know
n to
the
old
Sout
h, b
ut w
ith s
peci
alnu
ance
s.I
roam
like
this
to s
ugge
st s
ome
of th
e un
-pr
edic
tabi
lity
of m
iddl
e-cl
ass
valu
es a
nd c
on-
cern
s to
whi
ch w
e ed
ucat
ors
are
com
mitt
ed; b
yth
ese
stan
dard
s w
e m
easu
re b
oth
ours
elve
s an
dou
r st
uden
ts. T
he m
iddl
e-cl
ass
love
s or
der.
Un-
til la
tely
its
auth
ority
gav
e th
e ill
usio
n th
at a
llco
mm
unity
con
duct
, spe
cifi
cally
mas
s sc
hool
ing,
was
ord
erly
. Suc
h de
part
ures
as
mas
sive
dro
p-ou
ts, a
buse
of
teac
hers
in "
blac
kboa
rd ju
ngle
s,"
pupi
l rat
es o
f pr
egna
ncy,
dru
g-ad
dict
ion,
abs
en-
teei
sm, a
nd g
ang-
viol
ence
stil
l do
not u
pset
the
offi
cial
pro
tect
ed p
rem
ise
of a
uni
form
situ
atio
nun
der
cont
rol.
We
reta
in o
ld m
iddl
e-cl
ass
goal
s,an
d pi
le o
n te
chni
ques
to b
ring
them
aliv
e, s
uch
as h
ow to
rea
d an
d ho
w to
rea
d fa
ster
, how
toac
hiev
e be
tter
scho
ol g
rade
s.T
he n
onof
fici
al m
eani
ngs
of e
xcha
nges
be-
twee
n te
ache
r an
d al
iena
ted
pupi
l, an
d be
twee
nte
ache
r an
d pu
pil's
fam
ily, a
re e
xplo
red
only
by
occa
sion
al e
duca
tors
. Whe
n th
is h
appe
ns, a
ndth
e te
ache
r ad
just
s go
als
and
tech
niqu
es to
fres
her
real
izat
ions
of
pupi
ls' e
xpec
tatio
ns a
ndne
eds,
trem
endo
us s
trid
es o
ccur
alm
ost o
ver-
nigh
t, as
I s
aw in
sou
ther
n C
alif
orni
a. T
he o
ldpr
over
b st
ill a
pplie
s in
our
aut
omat
ed ti
me:
"You
can
lead
a h
orse
to w
ater
but
you
can
'tfo
rce
him
to d
rink
." Y
ou m
ust i
n fa
ct m
ake
him
wan
t to
drin
k; a
nd th
is p
resu
ppos
es a
stu
dy o
fhi
s ha
bits
.E
ach
min
ority
has
its
own
way
s of
bei
nghu
man
or
divi
ne, i
ts o
wn
trad
ition
s, p
ainf
ully
expe
rien
ced,
pre
serv
ed, p
asse
d on
. Pov
erty
ison
ly o
ne a
spec
t. It
is o
bvio
us th
at to
be
a N
egro
and
to k
now
all
abou
t Neg
roes
tells
not
hing
abou
t bei
llg a
Jew
, eve
n w
hen
both
are
poo
r.N
or d
o m
embe
rs o
f th
ese
min
ority
gro
ups
ther
e-fo
re s
pont
aneo
usly
com
preh
end
the
soci
al tr
aits
,i.e
., th
e th
inki
ng o
f a
Nav
ajo
or a
ny o
ther
Am
er-
ican
Ind
ian,
or
of O
rien
tals
, or
of L
atin
-Am
eri-
cans
. Eve
n w
hen
all s
peak
Eng
lish,
the
wor
ds,
idio
ms,
sile
nces
, ges
ture
s, a
nd p
airi
ngs-
off
can
mea
n qu
ite u
nrel
ated
mat
ters
. To
som
e de
gree
,si
mili
ar d
ispa
ritie
s ho
ld f
or m
en a
nd w
omen
even
of
the
sam
e so
cial
cla
ss o
r tr
aditi
on, b
e-ca
use
each
sex
is tr
aine
d to
car
ry o
ut s
ome
diss
imila
r, a
lt "o
ugh
com
plem
enta
ry, f
unct
ions
.It
is p
ossi
ble
that
hip
pies
may
cha
nge
this
; cer
-ta
inly
the
suff
rage
ttes
did
not.
One
trai
t all
grou
ps s
hare
is th
e ne
ed f
or r
e-sp
ect.
No
man
sur
vive
s w
ell i
n hi
s so
ciet
y's
serv
-ic
e by
des
pisi
ng h
imse
lfye
t thi
s is
wha
t min
ori-
ties
are
pres
sure
d an
d tr
aine
d to
do,
in p
art,
bypr
evai
ling
prej
udic
es c
once
rnin
g ra
ce, r
elig
ion,
natio
nal o
rigi
n, a
nd s
ex. A
Spa
niar
d on
ce m
en-
tione
d, "
Bew
are
of a
hum
ble
man
he'll
get
you
from
beh
ind.
" M
inor
ities
trai
ned
tode
spis
e
them
selv
es h
ave
alw
ays
rebe
lled
cove
rtly
, inc
lud-
ing
the
scho
olch
ildre
n w
hose
so-
calle
d "a
path
y"an
d "u
nder
-ach
ieve
men
t" a
nd w
hose
par
ents
' so-
calle
d "l
ack
of c
oope
ratio
n" d
efea
t arm
ies
ofed
ucat
ors
cryi
ng "
frus
trat
ion.
"W
hen
we
got t
his
clue
in th
e C
alif
orni
apr
ogra
m a
nd a
cted
upo
n its
logi
cal i
mpl
icat
ions
,im
prov
emen
ts w
ere
dram
atic
and
occ
urre
d ov
er-
nigh
t. T
he o
ver-
all f
orm
ula
was
for
sch
ools
toad
opt c
ondu
ct, e
ven
lang
uage
, tha
t pup
ils a
ndpa
rent
s un
ders
tood
, and
then
to f
ollo
w th
roug
hw
ithou
t com
prom
isin
g st
anda
rds
of te
achi
ng a
ndle
arni
ng. O
ne r
emar
kabl
e as
pect
, whi
ch c
utw
ith a
dou
ble
edge
, was
that
whe
n th
e pu
pil
mov
ed o
n to
ano
ther
teac
her
untr
aine
d in
the
new
ada
ptat
ion,
the
pupi
l rel
apse
d in
to f
orm
erha
bits
that
led
the
teac
her
to c
ry "
frus
trat
ion"
and
to d
espi
se h
imse
lf a
littl
e, p
rofe
ssio
nally
.O
n th
e ot
her
hand
, we
foun
d th
at c
hild
ren
ofpa
rent
s w
ho h
ad b
een
thro
ugh
the
scho
ol s
ys-
tem
wer
e m
ore
trac
tabl
e th
an c
hild
ren
of im
-m
igra
nt m
inor
ities
who
fea
red
the
scho
ol a
s th
eydi
d th
e po
lice
patr
ol.
Thi
s ill
ustr
ated
spo
ntan
eous
ly h
ow th
e m
inor
-ity
is a
n ar
m o
f fo
rmal
sch
oolin
g al
thou
gh it
spa
rtis
not p
rope
rly
reco
gniz
ed a
nd s
eldo
mes
teem
ed. W
hen
igno
red
for
its w
orth
by
the
scho
ol, t
he lo
w-s
tatu
s fa
mily
, act
ing
upon
info
r-m
atio
n fr
om it
spu
pil-
repr
esen
tativ
e in
cla
ss,
may
sab
otag
e th
e sy
stem
, was
ting
skill
s an
dfi
nanc
es o
f te
ache
rs, c
ouns
elor
s, tr
uant
off
icer
s,nu
rses
, doc
tors
. The
edu
cato
r is
alw
ays
vuln
er-
able
bec
ause
he
does
not
exa
min
e w
hy h
e is
the
targ
et, h
e do
es n
ot r
ecog
nize
the
host
ilede
vice
s us
ed, a
nd h
e pe
ns h
imse
lf u
p in
the
fort
ress
of
his
scho
ol. W
hat t
he te
ache
r th
enco
mm
unic
ates
to m
inor
ity p
upils
and
thei
r ki
n,fr
om w
hom
he
sepa
rate
s hi
mse
lf b
y ph
ysic
al a
ndst
atus
dis
tanc
es a
nd b
y cu
ltura
l ign
oran
ce, a
rehi
s un
cert
aint
y an
d ev
en f
ear.
Thi
s tu
rns
into
a sp
iral
ing
mec
hani
sm. B
ut th
e ob
vers
e ca
nal
soha
ppen
, tho
ugh
only
whe
n th
e ed
ucat
or le
aves
his
prof
essi
onal
for
tres
s fo
r th
e m
arke
tpla
ce o
fth
e m
inor
ities
. I r
ecal
l the
tens
enes
s of
a y
oung
wom
an te
ache
r in
my
grad
uate
res
earc
h se
min
ar.
She
had
plan
ned
a fi
eld
stud
y ca
rryi
ng h
er in
toth
e M
exic
an-A
mer
ican
hou
seho
ld o
f a
diff
icul
tyo
ung
pupi
l who
se f
athe
r of
ten
dran
k an
d de
-se
rted
his
fam
ily. S
he w
as k
eyed
up
with
fea
rs,
perh
aps
beca
use
she
cens
ured
the
fath
er in
her
min
d. I
told
her
she
nee
d no
t go,
but
that
she
wou
ld le
arn
muc
h if
she
did
. Am
ong
othe
r th
ings
she
wou
ld s
ee th
at th
e m
an k
new
he
was
not
her
husb
and
and
coul
d no
t des
ert h
er, a
nd w
ould
trea
t her
pro
perl
y, if
inde
ed h
e w
as a
roun
d at
all.
She
stee
led
hers
elf
and
wen
t. N
ext d
ay s
hew
as s
tarr
y-ey
ed. T
he w
oman
had
bee
n so
gra
-ci
ous,
she
sai
d, m
eetin
g he
r at
the
hous
e do
orw
ith th
is g
reet
ing,
"It
's n
ice
to h
ave
tea
at h
ome,
isn'
t it?
" O
f co
urse
it w
as. A
nd th
e bo
y tu
rned
doci
le a
s a
lam
b in
cla
ss; t
he te
ache
r ha
d sh
own
mot
her
and
son
she
was
the
fam
ily's
fri
end.
Man
y in
divi
dual
teac
hers
act
so,
of
cour
se,
but i
t is
not a
com
mon
pra
ctic
e no
r is
it r
equi
red,
exce
pt b
y oc
casi
onal
pri
ncip
als
and
supe
rvis
ors.
Oft
en w
hen
I di
scus
sed
som
e re
late
d re
mar
kabl
eac
hiev
emen
tssu
chas
the
inge
nuity
ofa
Mex
ican
-Am
eric
an n
ovic
e te
ache
r in
ext
ract
ing
orig
inal
poe
try
from
an
elev
enth
gra
de r
emed
ial
read
ing
clas
sof
delin
quen
ts a
nd m
inor
ities
,w
here
all
but t
wo
pupi
ls s
core
d a
zero
rat
ing
en th
e co
oper
ativ
e E
nglis
hte
st,
a te
ache
rw
ould
pro
test
that
ther
e w
as n
othi
ng n
ew in
this
. It i
s lik
e sa
ying
ther
e is
not
hing
new
in li
fe,
or g
eniu
s. W
hat I
was
tryi
ng to
sho
w w
as th
atad
aptiv
e te
achi
ng p
roce
dure
s w
ere
at h
and
but
not c
ultiv
ated
in te
ache
r-tr
aini
ng n
or in
usu
alcl
assr
oom
met
hods
. Som
etim
es a
you
ng te
ache
rw
ould
tell
me,
"W
e lo
ve o
ur s
tude
nts
and
that
'sev
eryt
hing
." I
t is
not e
very
thin
g, b
y a
far
cry,
nor
is it
any
mor
e de
sira
ble
in a
teac
her
than
in a
med
ical
doc
tor.
(B
runo
Bet
telh
eim
pro
-du
ced
a bo
ok w
ith th
e ce
lebr
ated
title
Lov
e is
Not
Eno
ugh,
mea
ning
that
tech
niqu
es a
nd o
ther
know
ledg
e ar
e al
so b
asic
. Lov
e of
you
r pr
o-fe
ssio
n is
one
thin
g, a
nd a
dmir
able
. But
"lo
ve"
dire
cted
to p
upils
or
to p
atie
nts
beco
mes
a c
ruel
oblig
atio
n la
id o
n th
em to
do
the
lovi
ngw
hat-
ever
that
mea
ns. I
t wou
ld m
ean
a pl
ague
of"C
hild
ren'
s H
ours
.")
The
Mar
ch 1
9th
issu
e of
the
New
Yor
k T
imes
repo
rted
that
at P
ublic
Sch
ool 1
25 in
New
Yor
k's
Wes
t Har
lem
and
at I
nter
med
iate
Sch
ool 2
01in
Eas
t Har
lem
, par
ents
and
com
mun
ity r
epre
-se
ntat
ives
, who
are
Neg
roes
and
Pue
rto
Ric
ans,
now
dem
and
a sa
y in
ope
ratin
g th
e sc
hool
s, in
-cl
udin
g se
lect
ing
the
prin
cipa
l,so
that
the
scho
ol a
nd th
e m
inor
ity o
r po
or c
omm
unity
will
toge
ther
ada
pt e
duca
tion
to r
eal
nece
ssiti
es.
Thi
s re
mar
kabl
e de
velo
pmen
t is
sure
ly a
n ou
t-co
me
of th
e N
ew Y
ork
City
Boa
rd o
f E
duca
-tio
n's
enri
chm
ent p
rogr
ams
out i
n th
e m
inor
i-tie
s'co
mm
uniti
es, w
hich
sta
rted
in th
e la
te19
50's
. Avo
idan
ce o
f sc
hool
s in
poo
r m
inor
ityar
eas
has
been
usu
al, b
oth
part
ies
cow
erin
gap
art i
n m
utua
l res
entm
ent a
nd f
ear.
Ano
ther
ext
raor
dina
ry f
eatu
re o
f ed
ucat
ion
toda
y in
New
Yor
k C
ity, a
s in
oth
er N
orth
ern
citie
s, in
clud
ing
Chi
cago
, Phi
lade
lphi
a an
d D
e-tr
oit,
acco
rdin
g to
the
sam
e is
sue
of th
e N
ewY
ork
Tim
es, i
s th
at N
egro
es a
nd P
uert
o R
ican
sno
w c
ompr
ise
50.2
per
cen
t of
all N
ew Y
ork
City
pup
ils. T
en y
ears
ago
they
wer
e on
ly a
thir
d of
the
New
Yor
k C
ity's
pub
lic-s
choo
l pop
-ul
atio
n. T
his
com
plic
ates
sch
ool i
nteg
ratio
n of
min
oriti
es. L
eona
rd B
uder
, in
the
sam
e is
sue
of th
e N
ew Y
ork
Tim
es, s
ays,
"A
lthou
gh th
eB
oard
of
Edu
catio
n ha
s su
ccee
ded
in in
tegr
atin
gm
any
form
erly
all-
whi
te s
choo
ls, t
here
are
now
mor
e pr
edom
inan
tly N
egro
and
Pue
rto
Ric
ansc
hool
s th
an e
ver
befo
re.
"With
inte
grat
ion,
let a
lone
rac
ial b
alan
ce,
beco
min
g an
incr
easi
ngly
elu
sive
goa
l, m
any
pare
nts
in th
e N
ew Y
ork
City
ghe
tto a
reas
hav
etu
rned
thei
r at
tent
ion
to r
aisi
ng th
e qu
ality
of
thei
r sc
hool
s. T
he e
duca
tiona
l dis
pari
ty b
etw
een
pred
omin
antly
Neg
ro a
nd p
redo
min
antly
whi
tesc
hool
s re
mai
ns s
trik
ing?
'"B
oard
of
Edu
catio
n of
fici
als
agre
e th
at p
ar-
ent a
nd c
omm
unity
rep
rese
ntat
ives
hav
e a
role
topl
ay b
ut n
eith
er s
ide
has
been
abl
e to
dec
ide
wha
t thi
s sh
ould
be.
" T
his
unce
rtai
nty
seem
sal
mos
t to
retu
rn u
s to
the
stat
us q
uo o
f iv
ory-
tow
er s
choo
ling
exce
pt th
at n
owad
ays
teac
hers
are
dem
onst
ratin
g, a
t lea
st in
the
urba
n no
rth-
east
,ag
ains
t ove
rcro
wdi
ng, i
nade
quat
est
aff,
and,
at J
unio
r H
igh
Scho
ol 9
8 in
the
Bro
nx,
agai
nst "
disr
uptiv
e pu
pils
"(
L. B
ud: -
r).
Thi
ssc
hool
, loc
ated
in a
for
mer
ly w
hite
mid
dle-
clas
sar
ea, i
s no
w 9
6 pe
i cen
t Pue
rto
Ric
an a
nd N
egro
.In
tegr
atio
n is
usu
ally
dis
cuss
ed a
s th
ough
it co
ncer
ned
only
par
ents
and
pup
ils. S
o fa
r,w
ith o
ne e
xcep
tion,
I h
ave
men
tione
d ed
ucat
ors
with
out e
xplic
it ra
cial
or
stat
us q
ualif
icat
ions
.T
his
usua
lly c
onve
ys th
at th
e sp
eake
r re
fers
onl
yto
whi
tes
of m
iddl
e-cl
ass.
But
this
is in
accu
rate
for
educ
ator
s. E
ven
the
pred
omin
antly
whi
tete
ache
rs c
ome
from
var
ious
ori
gins
, not
all
ofth
em m
iddl
e-cl
ass.
And
ove
r th
e co
untr
y th
ere
is a
spr
inkl
ing,
gro
win
g de
nser
, of
the
so-c
alle
d"e
thni
c" te
ache
rs. A
ll po
sses
s m
iddl
e-cl
ass
fea-
ture
s on
the
surf
ace.
In
fact
, by
the
time
educ
a-to
rs p
ass
thro
ugh
the
colle
ge m
ill,
all h
ave
acqu
ired
a m
iddl
e-cl
ass
patin
a, s
o th
at th
ey a
lllo
ok a
like,
des
pite
rac
ial d
iffe
rent
iatio
ns. B
ut it
is o
nly
patin
a. I
hav
e fo
und
to m
y su
rpri
se.
"Scr
atch
a R
ussi
an a
nd y
ou f
ind
a T
arta
r."
Let
the
teac
her
scra
tch
him
self
or
hers
elf
by s
ocio
-cu
ltura
l exa
min
atio
n of
his
far
lily,
and
sud
denl
y,th
ere
ring
out
his
cri
es o
f an
ti-G
erm
an p
reju
dice
,an
ti-Ir
ish,
ant
i-M
orm
on, a
nd o
ther
s th
at I
had
neve
r dr
eam
ed o
f. '1
eac
hers
in th
eir
fift
ies
and
sixt
ies
doin
g gr
adua
te s
tudy
had
ret
aine
d th
em
inor
ities
' hur
ts o
f th
eir
pare
nts
and
thei
r ow
nch
ildho
ods.
Thi
s w
ould
be
only
of
indi
vidu
al o
r th
eo-
retic
al s
igni
fica
nce
if it
did
not
aff
ect t
each
ing.
Whe
n th
e te
ache
r be
long
s to
a m
inor
ity, o
rem
erge
s fr
om o
ne, u
nsus
pect
ed h
ostil
ities
asw
ell a
s un
susp
ecte
d sy
mpa
thie
s an
d in
sigh
ts c
anbe
touc
hed
off
in h
im b
y pu
pils
and
thei
r pa
rent
s.W
e ra
n in
to th
is v
ery
clea
rly
in s
outh
ern
Cal
ifor
-ni
a w
ith M
exic
an-A
mer
ican
and
Neg
ro te
ache
rsin
trod
uced
new
ly to
teac
hing
sta
ffs
that
had
deci
ded
to "
inte
grat
e" o
ne a
t a ti
me
a fe
w y
ears
ago.
Oft
en b
ehav
ior
took
the
form
of
such
an
"eth
nic"
teac
her,
as
they
are
cal
led
toda
y, r
esen
t-in
g "b
eing
put
on
the
spot
" w
ith r
espe
ct to
pupi
ls. T
his
coul
d m
ean
that
the
teac
her
wis
hed
to a
void
for
him
self
the
"Mex
ican
" or
"N
egro
"la
belw
hich
ope
rate
s as
a la
bel o
f in
feri
or c
lass
that
, in
the
reas
onin
g of
pre
judi
ce, i
s eq
uate
d
with
infe
rior
bio
logi
cal q
ualit
y an
d w
ith d
ubio
uspe
rson
al v
alue
. Tea
cher
s av
oidi
ng s
uch
conf
ron-
tatio
n w
ith th
eir
soci
ally
inhe
rite
d la
bels
oft
entr
y to
dis
clai
m r
espo
nsib
ility
for
the
prog
ress
of p
upils
and
fam
ilies
und
er th
e sa
me
labe
l.T
hey
fear
rep
risa
ls a
nd w
ish
to e
scap
e no
tice.
In s
outh
ern
Cal
ifor
nia,
for
exa
mpl
e, m
ost s
choo
lsan
d pl
aces
of e
mpl
oym
ent f
orba
de S
pani
sh-
spea
king
chi
ldre
n an
d em
ploy
ees
to u
se th
eir
nativ
e to
ngue
eve
n am
ong
them
selv
es d
urin
gfr
ee ti
me;
sch
ools
pun
ishe
d th
em; b
usin
esse
sfi
red
them
. Thi
s w
as s
till t
rue
in 1
965,
whe
n I
left
aft
er a
ten
year
s re
side
nce.
Edu
cato
rs u
sed
to te
ll m
e an
d ot
her
resp
ecta
ble
inqu
irer
s, "
Ifth
ey ta
lk S
pani
sh, w
e do
n't k
now
wha
t the
y're
sayi
ng. M
aybe
they
're ta
lkin
g ab
out u
s."
Tea
cher
s ar
e no
t the
stu
ff o
f re
volu
tiona
ries
.T
heir
who
le tr
aini
ng p
ress
es th
em to
con
serv
eor
der,
trad
ition
, the
pro
prie
ties.
Stil
l, in
a f
rien
dly
situ
atio
n, w
ith g
uida
nce
and
supp
ort,
indi
vidu
alte
ache
rs o
f al
l ori
gins
will
ass
ume
pert
inen
t but
unch
arte
d re
spon
sibi
litie
s. T
hus,
som
e of
our
Mex
ican
and
Ang
lo te
ache
rs, c
once
rned
abo
uted
ucat
ion
and
real
pro
gres
s, d
id ta
lk S
pani
shw
ith p
upils
and
par
ents
if th
is s
eem
ed c
alle
d-fo
r. T
he M
exic
an-A
mer
ican
teac
her
I ha
ve a
l-re
ady
men
tione
d ev
en r
ead
Span
ish
poet
ry to
her
zero
-rat
edE
nglis
h-co
mpr
ehen
sion
clas
s,w
hich
incl
uded
Mex
ican
-Am
eric
ans,
Am
eric
anN
egro
es, a
nd p
oor
whi
tes;
she
pron
ounc
edpu
pils
' Spa
nish
nam
es c
orre
ctly
, whi
ch a
stou
nded
them
as
a m
arve
lous
inno
vatio
n; a
nd s
he e
licite
dpo
etry
fro
m a
ll in
Eng
lish
so e
ffec
tivel
y th
atth
e po
ems
have
bee
n di
scus
sed
in s
ever
al e
du-
catio
n ar
ticle
s, a
s w
ell a
s in
my
own
book
and
artic
les.
She
use
d he
r ju
dgm
ent a
nd e
xerc
ised
resp
onsi
bilit
y, a
nd s
he s
corn
ed th
e cl
iche
han
ded
her
that
her
's w
as a
cla
ss o
f "m
onst
ers.
" Sh
ese
cure
d th
e po
ems
from
an
entir
e cl
ass,
not
fro
moc
casi
onal
indi
vidu
als.
Som
e te
ache
rsev
ery-
whe
re e
ffec
t com
para
ble
mir
acle
s. B
ut le
t us
not
say
mir
acle
s, f
or th
ey a
re e
xpla
inab
le a
ste
ach-
ing
addr
esse
d to
spe
cifi
c ne
eds.
Oft
en th
e te
ache
ris
not
ent
irel
y aw
are
of th
e re
volu
tion
he o
r sh
eis
per
petr
atin
g; w
e ca
ll th
at "
geni
us."
Obs
erve
rsca
n ex
trac
t the
pri
ncip
les
of in
stru
ctio
n. I
trie
d
this
, and
told
inte
rest
ed te
ache
rs, w
ho to
ok th
emup
and
got
sim
ilar
resu
lts.
Thi
s pa
rtic
ular
Mex
ican
-Am
eric
an te
ache
r,lik
e th
e ce
ntip
ede,
nee
ded
no c
oach
ing,
esp
e-ci
ally
abo
ut a
ssum
ing
resp
onsi
bilit
y fo
r pu
pils
of a
ny o
rigi
ns. B
ut o
ther
s do
nee
d co
achi
ng. I
shal
l nev
er f
orge
t the
teac
her
who
, aft
er w
eeks
and
wee
ks o
f se
min
ars
whi
ch s
he a
ttend
ed in
asi
lenc
e th
at s
eem
ed h
ostil
e, s
udde
nly
cam
e to
me
aglo
w, t
o re
port
on
her
proj
ect.
"I w
ent o
utto
thei
r ho
uses
," s
he s
aid,
"be
caus
e th
e fl
ash-
floo
ds k
ept t
hem
hom
e. A
nd I
talk
ed S
pani
sh!
The
y lo
ved
it! A
nd th
ey s
aid
they
wou
ld c
cme
to s
choo
l. T
hey
wer
en't
afra
id."
Wha
t str
uck
me
was
that
she
had
lost
fea
rs, f
or th
e m
omen
t ally
-w
ay, a
nd s
o pe
rhap
s w
ould
cea
se tr
ansm
ittin
gfe
ars
to h
er p
upils
. A te
ache
r w
ho is
inte
rest
edan
d w
ell o
rien
ted
to m
inor
ities
in c
lass
dro
pspu
nish
men
t and
trie
s to
min
e th
e pe
rson
aliti
eske
pt c
aptiv
e by
sch
ool l
aw.
Onl
y th
e oc
casi
onal
teac
her
does
this
alo
ne.
Man
y m
ore
can
do s
o w
hen
supp
orte
d by
sch
ool
polic
y. O
ne g
radu
ate
stud
ent o
f m
ine
was
aju
nior
hig
h sc
hool
pri
ncip
al in
Cal
ifor
nia,
who
esta
blis
hed
mac
hine
ry w
here
by h
is M
exic
an-
Am
eric
an p
upils
taug
ht S
pani
sh to
Eng
lish-
spea
king
cla
ssm
ates
. Thi
s sc
hool
and
nei
ghbo
r-ho
od w
ere
then
not
orio
us f
or g
ang
war
fare
be-
twee
n A
nglo
s an
d M
exic
ans
and
Neg
roes
; the
Mex
ican
s fo
r ye
ars
had
gotte
n a
bad
pres
s,w
ithou
t var
iatio
n, in
the
loca
l pap
er, w
hich
was
wid
ely
read
. With
in th
e sc
hool
yea
r, th
e pr
in-
cipa
l's d
evic
e w
orke
d co
mpl
etel
y an
d w
on a
natio
nal a
war
d. N
ot o
nly
wer
e th
e M
exic
ans
now
res
pect
ed, a
nd th
ey a
nd N
egro
es b
roug
htin
to to
p ra
nks
of s
choo
l gov
ernm
ent (
with
facu
lty a
id, o
f co
urse
), b
ut M
exic
an p
aren
tsw
ere
appr
oach
ed b
y A
nglo
par
ents
! T
he e
nor-
mity
of
this
cha
nge
betw
een
the
two
stee
ply
rank
ed c
lass
es o
f pa
rent
s ca
n be
app
reci
ated
only
by
a C
alif
orni
an. N
ow, t
his
prin
cipa
l kne
wex
actly
wha
t he
was
doi
ng. H
e ha
d a
prof
ound
philo
soph
y of
edu
catio
n w
hich
he
exte
nded
into
oth
er s
pher
es o
f co
mm
unity
life
. He
com
-m
unic
ated
this
to h
is te
ache
rs. A
nd w
hen
they
took
adm
inis
trat
ive
post
s el
sew
here
in C
alif
or-
nia
scho
ols,
they
car
ried
on.
One
in p
artic
ular
mad
e Sp
anis
h-sp
eaki
ng in
hal
ls a
nd c
lass
room
s,w
hen
pert
inen
t, a
mat
ter
of c
ours
e. T
his
was
ach
ange
as
radi
cal a
s th
e la
st d
ecad
e's
rulin
gson
des
egre
gatio
n.In
tegr
atio
n of
min
oriti
es a
t sch
ool c
over
s th
ehi
ring
of
teac
hers
, too
, but
see
ms
to b
e lit
tleem
phas
ized
. Bus
ines
s st
ress
es it
s ow
n in
tegr
a-tiv
e ef
fort
s m
ore,
whi
ch m
ay r
efle
ct a
dif
fere
nce
betw
een
the
etho
s of
big
bus
ines
s an
d of
uni
-ve
rsal
edu
catio
n. B
usin
ess
rega
rds
itsel
f as
"ri
sken
terp
rise
," th
ough
oft
en lo
ng a
fter
sch
edul
e.E
duca
tion
shud
ders
at c
onno
tatio
ns o
f "r
isk.
"In
tegr
atio
n of
min
ority
teac
hers
can
be
anun
cert
ain
prog
ress
. It l
eans
con
side
rabl
y on
the
indi
vidu
al p
rinc
ipal
's o
r su
peri
nten
dent
's h
irin
gpo
licy,
con
si le
rabl
y on
sta
nds
take
n by
loca
lci
vil r
ight
s or
gani
zatio
ns, e
spec
ially
the
Neg
roon
es, a
nd im
port
antly
on
view
s of
exi
stin
g st
aff.
The
eno
rmou
sly
rapi
d tu
rnov
er o
f te
ache
rs a
n-nu
ally
, lik
e th
e re
side
ntia
l ins
tabi
lity
of f
amili
es,
caus
ing
man
y in
divi
dual
chi
ldre
n to
cha
nge
scho
ol s
ever
al ti
mes
in o
ne s
choo
l yea
rthi
ste
ache
r tu
rnov
er m
akes
for
anon
ymity
,fo
rpa
ssin
g th
e bu
ck o
f re
spon
sibi
lity,
whi
ch h
inde
rsfo
rmat
ion
of in
tegr
atio
n po
licy
and
of te
ache
rs'
com
mitm
ent t
o it.
Yet
this
ano
nym
ity m
ay f
avor
a st
atis
tical
inte
grat
ion
of te
ache
rs. O
nly
thro
ugh
my
grad
uate
teac
hers
' sem
inar
pro
ject
s in
Cal
i-fo
rnia
did
I r
ealiz
e w
hat s
ecre
t que
stio
ns, w
hat
thre
ats
to p
riva
te s
ecur
ity, w
hat a
spec
ts o
f m
an-
ners
, wha
t und
irec
ted
good
will
, and
the
op-
posi
te a
ttend
ed te
ache
r in
tegr
atio
n. I
n on
e hi
ghsc
hool
for
a r
ich
Cal
ifor
nia
city
it w
as b
elie
ved
that
the
hiri
ng o
f N
egro
es a
bout
thre
e ye
ars
ago
was
qua
lifie
d by
the
hiri
ng o
ffic
er's
judg
men
t of
whe
ther
the
Neg
ro's
app
eara
nce
coul
d pa
ss f
orw
hite
. In
one
four
th-y
ear
clas
s th
ere,
the
teac
her
decl
ared
she
was
a N
egro
. Thi
s pu
zzle
d th
est
uden
ts, b
righ
t tee
nage
rs, o
ne o
f w
hom
told
me.
The
stu
dent
s w
ent h
ome
and
aske
d th
eir
pare
nts,
"Why
did
she
say
that
?" T
hey
wer
e co
nfus
edan
d so
wer
e th
e pa
rent
s.B
ut it
doe
s no
t req
uire
gre
at in
sigh
t to
sup-
pose
that
this
was
the
teac
her's
way
of
telli
ngev
eryo
ne w
here
they
sto
od, b
y th
e lig
ht o
f in
-te
grat
ion
polic
y. I
f sh
e di
d no
t loo
k N
egro
,st
ill s
he w
as th
at, a
touc
hy b
usin
ess
that
had
best
be
clar
ifie
d. I
see
this
as a
cru
de e
xerc
ise
in p
rofe
ssio
nal r
espo
nsib
ility
, per
haps
pec
ulia
rto
Am
eric
an N
egro
es w
ho h
ave
been
trai
ned
late
ly in
pub
lic a
nd e
mot
iona
l mili
tanc
ies
byth
eir
own
lead
ers.
Thi
s is
als
oa
pecu
liarl
y A
mer
-ic
an e
mph
asis
on
layi
ng a
ll ca
rds
on th
e ta
ble.
I re
call
an in
cide
nt w
hen
I w
as a
ppoi
nted
toPr
esid
ent R
oose
velt'
s Fa
ir E
mpl
oym
ent P
rac-
tices
Com
mitt
ee (
FEPC
), b
eing
the
firs
t whi
tepe
rson
on
the
prof
essi
onal
sta
ff in
194
1. T
heE
xecu
tive
Secr
etar
y, a
gen
tlem
an o
rigi
nally
fro
mL
ouis
iana
, sai
d in
my
hear
ing,
"I
adm
ire
the
Neg
ro. Y
ou c
an k
nock
him
dow
n bu
t eac
h tim
ehe
get
s up
and
stic
ks o
ut h
is c
hin
for
mor
e."
Thi
s so
unde
d le
ss p
atro
nizi
ng in
thos
e da
ys th
anit
wou
ld n
ow. B
ut it
s A
mer
ican
mes
sage
is c
lear
:a
real
sel
f-re
spec
ting
pers
on s
tand
s up
to f
ight
and
be c
ount
ed.
But
this
is n
ot q
uite
the
Lat
in-A
mer
ican
way
.W
hat S
pani
sh-s
peak
ing
peop
le s
tres
sed,
in th
eSo
uthw
est,
was
and
is "
prid
e" a
nd s
elf-
resp
ect,
as th
ey s
aid
over
and
ove
r. T
he o
ffen
ding
grin
gos
shou
ld k
now
that
they
are
infe
rior
, tha
tth
ey c
onqu
ered
Mex
ico
by d
ecei
t, th
at th
eyex
ploi
t Mex
ican
s ec
onom
ical
ly, t
hat t
hey
mer
itsc
orn.
So
trad
ition
ally
, Mex
ican
-Am
eric
ans
with
-dr
ew f
rom
man
y si
tuat
ions
of
cruc
ial e
ncou
nter
,co
mm
ittin
g th
emse
lves
to th
eir
own
segr
egat
edch
urch
lead
ers.
Ind
ivid
uals
rea
lized
that
this
cour
se d
id n
ot w
ork
in A
mer
ica,
that
it w
asco
ndem
ned
as "
apat
hy,"
"po
or m
otiv
atio
n,"
ex-
ploi
tabi
lity;
its s
entim
enta
l apo
theo
sis
appe
ars
in S
tein
beck
's ta
les
of M
exic
ans
arou
nd S
alin
as.
Onl
y no
w a
re th
e Sp
anis
h-sp
eaki
ng n
umbe
rs f
ac-
ing
the
need
to b
ehav
e lik
e A
nglo
s in
the
Am
er-
ican
wor
ld.
One
you
ng s
choo
l tea
cher
rev
eale
dso
me
trad
ition
al d
iffi
culti
es. S
he h
ad r
etur
ned
to h
erch
ildho
od s
choo
l and
fou
nd th
at m
ost o
f th
ech
ildre
n w
ere
still
Mex
ican
and
spo
keno
Eng
lish.
So s
he r
ealiz
ed th
at th
eir
pare
nts
wer
e im
mi-
gran
ts, a
nd c
lear
ly v
ery
poor
. Som
e of
the
chil-
dren
wer
e fi
lthy,
whi
ch is
not
the
Mex
ican
way
;it
was
her
pro
per
duty
to n
otif
y th
e m
othe
rs.
But
she
cou
ld n
ot d
o so
. She
kne
w th
is c
ritic
ism
from
a y
oung
unm
arri
edw
oman
con
stitu
ted
the
heig
ht o
f di
sres
pect
. Nor
did
she
exp
lain
this
toth
e pr
inci
pal.
To
me
she
said
, "I
can'
t tel
l the
m."
The
pri
ncip
al, a
ver
y ni
ce I
rish
wom
an, f
aile
dto
und
erst
and
why
. Nor
cou
ld s
he u
nder
stan
d,sh
e to
ld m
e, w
hy y
oung
Neg
ro m
othe
rs, n
ewly
mig
rate
d to
this
Cal
ifor
nia
tow
n, d
id n
otac
-qu
aint
thei
r ch
ildre
n w
ith "
the
fact
s of
life
"ab
out r
ace
prej
udic
e.W
ell,
prej
udic
e is
a f
act o
f lif
e. T
here
are
all k
inds
and
loca
tions
of
prej
udic
e. I
t doe
sn't
help
any
one
to r
emai
n ig
nora
nt o
f th
eop
era-
tions
. And
it s
eem
s to
me
that
edu
cato
rs h
ave
apr
ime
resp
onsi
bilit
y fo
r kn
owin
g ho
w p
reju
dice
func
tions
inth
eco
mm
unity
- e
stab
lishm
ent,
amon
g th
e va
riou
s m
inor
ities
, poo
r or
not
, in
them
selv
es p
riva
tely
, and
abo
ve a
ll, in
them
-se
lves
pro
fess
iona
lly. T
he la
w s
pells
out o
urid
eal o
f eq
ualit
y, in
this
era,
as
min
oriti
es' i
n-te
grat
ion
unde
r ed
ucat
ion,
and
in a
ll pu
blic
serv
ices
. Thi
s id
eal w
as n
ever
cha
lleng
edas
such
eve
n by
the
deep
Sou
th in
the
firs
t day
sof
Roo
seve
lt's
FEPC
, and
now
the
Wal
lace
gov
-er
nors
als
o at
tim
es s
tam
mer
ove
r ut
teri
ng f
ull
deni
al. I
nteg
ratio
n m
eans
fur
ther
dis
inte
grat
ion
of th
e so
cial
cla
s.se
s th
at f
lour
ishe
d be
fore
uni
-ve
rsal
sch
oolin
g in
the
Uni
ted
Stat
es. I
t will
not m
ake
life
easi
erno
r w
ill th
e po
pula
tion
expl
osio
n, th
e te
chno
logi
cal e
xplo
sion
, the
aero
-sp
ace
expl
osio
n. L
indb
ergh
was
quo
ted
rece
ntly
as w
arni
ng u
s to
giv
e up
aer
ospa
ce f
orit
thre
aten
s ou
r to
tal d
estr
uctio
n by
war
; and
he
him
self
is c
once
ntra
ting
on tr
aditi
onal
rel
igio
n.B
ut h
isto
ry c
anno
t be
alte
red
or r
ever
sed,
prej
udic
e ca
nnot
be
igno
red,
the
cultu
re th
atw
eha
ve a
bsor
bed
cann
ot b
e re
mov
ed. I
tca
n be
empl
oyed
in f
resh
way
s, h
owev
eras
are
all
cultu
res
that
sur
vive
.A
n em
phas
is I
alw
ays
follo
wed
with
teac
hers
was
that
, on
the
job,
they
had
to c
arry
out
the
law
. The
law
pro
hibi
ts a
nd p
unis
hes
unfa
ir d
is-
crim
inat
ion
beca
use
of r
ace,
col
or, r
elig
ion,
na-
tiona
l ori
gin,
and
som
etim
es s
ex. S
erva
nts
ofth
e co
mm
unity
and
indo
ctri
nato
rs o
f ou
r na
tiona
ltr
aditi
on, t
each
ers
mus
t obe
y th
e la
w o
n th
e jo
b.T
his
invo
lves
kno
win
g w
hat i
s ha
ppen
ing
be-
twee
n th
emse
lves
and
inte
grat
ed c
lass
es,
incl
ud-
ing
pupi
ls a
nd p
aren
ts. S
ubje
ctiv
e ju
dgm
ents
are
not e
noug
h. K
now
ledg
e of
cul
tura
l sym
bols
and
proc
esse
s, a
nd o
f ps
ycho
logi
cal o
nes,
on
the
part
of p
upils
, par
ents
, and
teac
hers
them
selv
es, i
ses
sent
ial.
Thi
s is
the
esse
nce
of r
espo
nsib
ility
,w
hich
we
assu
med
in a
n ea
rlie
r tim
e, w
ith a
.st
able
, fai
rly
nonm
obile
, cle
arly
cla
ss-o
rgan
ized
,cu
ltura
lly m
ore
unif
orm
pop
ulat
ion.
We
have
com
pany
. Loo
k ac
ross
the
seas
now
and
wat
chth
e U
nite
d K
ingd
om s
udde
nly
trap
ped
in s
ocia
lup
sets
,tr
igge
red
byal
lex
plod
ing
so-c
alle
d"c
olor
ed"
popu
latio
n, a
pop
ulat
ion
that
a f
ewye
ars
ago
she
adm
inis
tere
d at
Oce
ans'
dis
tanc
esan
d by
rig
id c
lass
mec
hani
sms.
A s
ense
of
resp
onsi
bilit
y, v
ery
mar
ked
in th
eed
ucat
ion
prof
essi
on, s
ofte
ns w
ithou
t app
ropr
i-at
e ex
pres
sion
. It s
eem
s to
me
that
exp
ress
ion
dem
ands
a w
ide
rang
e, s
uch
as te
ache
rs s
imul
at-
ing
stro
ng c
ultu
ral n
orm
s of
min
oriti
es (
suc
h as
the
publ
ic g
ood
man
ners
of
Lat
ins,
the
grea
ter
dire
ctne
ss o
f N
egro
es),
kno
win
g th
e la
ngua
ges
used
(w
heth
er a
for
eign
-ton
gue
like
Span
ish,
or
the
Eng
lish
argo
t of
ghet
to g
roup
s ),
phr
asin
ged
ucat
ion
goal
s (e
.g.,
read
ing)
and
ada
ptin
g th
eto
ols
( e.
g., p
rim
ers)
to th
e m
inor
ities
' exp
eri-
ence
s, w
ithou
t sac
rifi
cing
stan
dard
s. T
hese
ste
psre
quir
e co
oper
atio
n of
spe
cial
ists
in c
ultu
re, l
aw,
the
psyc
holo
gies
, and
oth
ers.
Abo
ve a
ll, th
e m
inor
ities
and
the
poor
are
hum
an b
eing
s, w
ith im
men
se r
eser
voir
s of
tale
ntan
d en
ergy
. Tea
chin
g su
cces
s de
pend
s on
cle
arvi
sual
izat
ion
of th
ese
aspe
cts.
It i
s ha
rd to
kill
off
hum
an a
bilit
ies
but t
hey
can
be m
isdi
rect
ed.
In th
e in
tegr
ated
uni
vers
e, a
t pre
sent
, sch
oolin
gca
nnot
mai
ntai
n th
e ol
d un
ifor
m s
tand
ards
. In-
tegr
atio
n m
eans
soc
ial d
iver
sity
. Hen
ce e
duca
-tio
n m
ust a
dapt
to th
e cu
ltura
lly v
arie
dhu
man
natu
re p
rese
nt in
the
clas
sroo
m, a
ndbe
neat
h th
esu
rfac
e, p
rese
nt a
mon
g th
e ed
ucat
ion
facu
lties
.
DR
. MA
RY
HA
RB
AG
EB
rook
line
Publ
ic S
choo
lsB
rook
line,
Mas
sach
uset
ts
_414
a
11.4
1111
11A
MM
INIE
The
LA
NG
UA
GE
AR
TS
and
the
DIS
AD
VA
NT
AG
ED
CH
ILD
HO
W C
AN
WE
HE
LP
TA
MM
Y?
Dr.
Mar
y H
arba
ge
Who
is T
amm
y? T
amm
y is
just
one
, one
very
uni
que
child
of
the
man
y "d
isad
vant
aged
-ad
vant
aged
" bo
ys a
nd g
irls
I h
ave
know
n. I
have
to u
se b
oth
wor
ds f
or w
heth
er it
isT
amm
y or
Her
bert
Gin
nie
or C
arl
Moo
n C
hai o
r C
onni
eor
any
of
the
othe
rs I
sha
ll m
entio
n, e
ach
face
dan
d liv
ed w
ith a
n al
mos
t ove
rwhe
lmin
g pr
oble
mor
pro
blem
s; y
et e
ach
had
som
e st
reng
th w
hich
,w
hen
foun
d an
d bu
ilt u
pon,
ope
ned
the
way
for
that
chi
ld to
bec
ome
mor
e ne
arly
adv
anta
ged.
Qui
te e
arly
in m
y te
achi
ng c
aree
r I
deci
ded
that
eac
h ch
ild c
ame
brin
ging
unk
now
n gi
fts
gift
s fo
r m
e, g
ifts
for
him
self
. The
re h
ave
been
times
whe
n I
alm
ost d
espa
ired
of
find
ing
the
asse
t in
som
e ch
ild. T
amm
y w
as a
whi
ner,
asn
iffe
r, a
fig
hter
, a c
ompl
aine
r. H
e al
way
s ne
eded
a ha
ndke
rchi
ef a
nd n
ever
had
one
. As
far
as a
ca-
dem
ic w
ork
was
con
cern
ed h
e w
as s
eem
ingl
yca
pabl
e of
not
hing
. The
art
teac
her
and
I lo
oked
at th
ose
all t
oo r
eady
fis
ts in
nea
r de
spai
r. T
hen
one
day
in th
e st
udio
Jo
gave
eac
h st
uden
t agl
ob o
f cl
ay. A
fter
a f
ew m
inut
es th
e tw
o te
ache
rsga
ther
ed th
e re
st o
f th
e fi
rst g
rade
rs to
geth
eran
d al
l wat
ched
whi
le a
mot
her
and
a sm
all
gira
ffe
cam
e in
to b
eing
und
er d
eft r
ind
swif
tfi
nger
satta
ched
to th
ose
host
ile f
ists
. The
gi-
raff
e fa
mily
was
gla
zed,
fir
ed, a
nd w
ith d
ue c
ere-
mon
y pl
aced
on
a bo
x dr
aped
with
teac
her's
best
silk
sca
rf in
the
disp
lay
case
nea
r th
e en
-tr
ance
of
the
scho
ol. T
here
is a
n al
mos
t fai
ryta
le e
ndin
g to
this
sto
ry. T
amm
y be
gan
to ta
lk
rath
er th
an w
hine
, pla
y ra
ther
than
fig
ht, a
ndw
hat i
s m
ore
he le
arne
d to
rea
d.W
hen
thin
king
of
disa
dvan
tage
dch
ildre
nI
alw
ays
rem
embe
r a
trad
ition
alfa
iry
tale
,"B
eaut
y an
d th
e B
east
." T
oo m
any
boys
and
girl
s ar
e lik
e th
e B
east
in th
atth
ey a
re c
augh
tin
ugl
y, f
orbi
ddin
g pr
ison
san
d ca
n on
ly b
efr
eed
by th
e co
mpa
ssio
n or
tear
s,ki
ndne
ss a
ndun
ders
tand
ing
of o
ne w
ho lo
ves
and
trie
s to
see
with
in.
How
Can
We
Hel
p T
amm
y?D
isad
vant
aged
-adv
anta
ged
child
ren
beca
me
my
teac
hers
,in
trod
ucin
g m
e to
str
ange
and
vari
ed m
odes
of
livin
g. W
hile
doin
g th
is th
eyal
so ta
ught
me
to:
Wat
ch a
nd o
bser
ve c
aref
ully
Lis
ten
with
my
eyes
as
wel
l as
my
ears
Try
to s
ee h
ow th
ey m
ight
feel
to w
alk
in th
eir
shoe
s
Mov
e an
d sp
eak
slow
ly, g
ivin
g th
emth
atex
tra
bit o
f tim
e
Pick
up
a le
ad
Wai
tand
then
mov
e sw
iftly
as
the
way
open
ed u
p.
Car
l had
eve
ry m
ater
ial a
dvan
tage
.A
n on
lyan
d ov
er-p
rote
cted
chi
ld h
e w
aslo
cked
with
inhi
mse
lf in
sile
nce.
For
the
mos
t of
two
scho
olye
ars
he d
id n
otsp
eak.
Oft
en te
ars
rolle
d do
wn
his
chee
ks a
s he
long
ingl
y w
atch
edth
e ot
hers
play
. Con
nie'
s pa
rent
s an
d ev
en h
er g
rand
pare
nts
belo
nged
to th
e je
t set
. The
mai
d w
ho c
ame
for
conf
eren
ces
coul
dn't
have
car
ed le
ss.
Con
nie'
sco
mm
unic
atio
n sk
ills
wer
e lim
ited
togi
ving
orde
rs a
nd th
is m
ode
of c
omm
unic
atio
nha
rdly
appe
aled
to h
er p
eers
. I u
sed
tow
atch
her
leav
ing
scho
ol in
sol
itary
gra
ndeu
r lo
okin
glo
ng-
ingl
y ou
t the
bac
k w
indo
w c
ut o
f by
glas
s fr
omev
en th
ech
auff
eur.
Car
l and
Con
nie
wer
e bo
th"d
isad
vant
aged
-adv
anta
ged.
"I
sam
pled
a b
it of
Her
bert
's h
ome
life
whe
n
his
mot
her,
arm
ed w
ith a
but
cher
kni
fe, c
ame
tosc
hool
to te
ach
that
teac
her
"som
ethi
n."
Her
bert
'sle
arni
ng c
apac
ity f
or w
hat I
had
to o
ffer
was
pitif
ully
low
; my
idea
of
wha
t a te
ache
r sh
ould
do in
a c
lass
room
mos
t ina
dequ
ate.
Gin
ny, m
y fi
rst k
ey w
eare
r, h
ad a
fath
erw
ho w
as a
wan
dere
r. H
er m
othe
rw
orke
d at
the
bow
ling
alle
y un
til w
ell i
nto
the
nigh
t.G
inny
was
bri
ngin
ghe
rsel
f up
. In
getti
ng r
eady
for
scho
ol s
he ig
nore
d al
l asp
ects
of
good
gro
omin
g.H
er lo
ng b
edra
ggle
d ha
ir b
ecam
e m
ore
mat
ted
each
wee
k. T
he o
nce
pret
ty p
arty
dres
s ha
dm
ade
swif
t tra
nsiti
ons
from
soi
led,
to d
irty
, to
filth
y. Tam
my
was
wis
e in
the
way
s of
a f
arm
and
the
out o
f do
ors
but c
ompl
etel
yun
acqu
aint
edw
ith s
choo
l lan
guag
e, s
choo
l way
s, b
ooks
, pen
-ci
ls, a
nd p
aper
s. T
he f
irst
thin
g w
e di
d w
asto
giv
e T
amm
y a
test
. Nev
erha
ving
had
a p
en-
cil b
efor
e he
was
com
plet
ely
carr
ied
away
and
mar
ked
ever
ythi
ng in
the
liook
let.
Tam
my
was
soon
dec
lare
d a
reta
rded
chi
ld.
Fort
unat
ely
ther
e w
as s
ome
good
ink
erad
icat
orcl
ose
atha
nd, s
o no
one
eve
r kn
ew.
Geo
rge
craw
led
arou
nd o
n th
e fl
oor,
hid
unde
r th
e ta
bles
, and
onc
e in
a w
hile
he lo
oked
arou
nd a
scr
een
at th
e re
st o
f us
all
the
time
mak
ing
the
stra
nges
t noi
ses.
The
twin
s, J
erry
and
Jim
, wer
e lo
oked
upo
nas
moo
cher
s,be
ggar
s, a
nd it
was
eve
n su
gges
ted
that
they
mig
ht, o
n oc
casi
on, t
ake
thin
gsw
hich
wer
en't
thei
r ow
n.E
ddie
, alm
ost h
alf
agai
n la
rger
than
any
one
in h
is c
lass
, spe
nt th
ree-
four
ths
of h
is d
ay s
tand
-in
g ou
t in
the
hall,
look
ing
for
mor
etr
oubl
e.A
littl
e gy
psy,
a tr
ue d
augh
ter
ofR
oman
y, c
ame
and
wen
t with
the
chan
ging
sea
sons
,ta
king
thin
gs w
ith h
er w
hich
the
publ
ic s
choo
lsfe
ltbe
long
ed to
them
. I w
onde
r .
.
An
olde
r ex
ampl
e, a
tele
phon
e lin
esm
an,
who
had
no c
hild
ren,
who
laug
hed
atth
e id
ea o
fev
er p
ossi
bly
beco
min
g a
teac
her,
dog
gedl
yw
orke
d hi
s w
ay th
roug
h a
nigh
t cla
ss in
"Lite
ra-
ture
for
Chi
ldre
n an
dY
outh
."I
call
all o
f th
ese
disa
dvan
tage
d-ad
vant
aged
indi
vidu
als.
Lat
er I
fou
nd th
at, r
athe
rth
an ju
st
one
here
and
anot
her
ther
e, th
ere
are
who
lela
rge
grou
ps o
f di
sadv
anta
ged
child
ren
in o
ursc
hool
s.W
ith g
reat
hop
e a
grou
p of
us
plan
ned
anaf
ter-
wor
k ed
ucat
iona
l pro
gram
for
the
child
ren
of m
igra
nt f
amili
es w
ho c
ame
into
nort
hwes
tA
rkan
sas,
sta
yed
long
eno
ugh
to p
ick
bean
s,an
dth
en m
oved
on.
All
of o
ur b
eaut
iful
lyw
orke
dpl
ans
wer
e se
t asi
de a
s w
e w
atch
edth
ese
boys
and
gir
ls tr
udge
or
drag
them
selv
esw
eari
lyin
fro
m th
e fi
elds
. We
set o
neki
nd o
f ed
ucat
ion
asid
e fo
r an
othe
rone
mor
e im
port
ant.
The
kind
I c
all -
fund
amen
tal."
The
sech
ildre
n le
arne
dho
w it
fel
t to
stan
d in
a w
arm
sho
wer
and
get
real
ly c
lean
; to
slid
e in
to a
few
cle
ancl
othe
s,no
t to
nap
but t
o sl
eep
and
to w
ake
up to
the
smel
l of
a go
od b
ig m
eal b
eing
ser
ved.
The
rew
asn'
t muc
h tim
e le
ft f
or th
e ot
her
thin
gs w
eha
d pl
anne
d, n
or w
as th
ere
mon
eyfo
r ne
eded
mat
eria
ls. W
e fi
nish
ed o
ff o
ur ti
me
toge
ther
with
a s
tory
or
a so
ng, a
few
gam
es a
nd w
ere
mor
e th
an c
onte
nt.
It is
wis
e to
get
aw
ay f
rom
a s
choo
l'spa
rkin
glo
t jus
t bef
ore
dism
issa
l tim
e ra
ther
than
risk
mov
ing
whi
le c
hild
ren
cris
s-cr
oss
arou
nd th
epa
rked
car
s. A
t 11:
45 o
ne m
orni
ng I
was
caug
htan
d sa
t the
re w
atch
ing
thes
e be
drag
gled
wai
fsof
this
wor
ld w
ande
r aw
ay. J
ust t
hen
the
bells
in a
nea
rby
chur
ch b
egan
topl
ay, "
Wha
t AFr
iend
We
Hav
e in
Jes
us."
As
I sh
ook
the
tear
sfr
om m
y ey
es I
fel
t sur
e th
at th
ese
raga
muf
fins
coul
d us
e an
ext
ra f
rien
d.M
ore
of th
e to
ys, t
he f
un th
ings
of
lear
ning
,an
d th
e ar
t and
cra
ft m
ater
ials
oft
enfo
und
inm
iddl
e cl
ass
hom
es, w
ere
sent
to th
is s
choo
l; it
beca
me
my
have
n w
hen
I w
as w
eary
of
anof
fice
;th
e pl
ace
to tr
y ou
t ide
as a
bout
lear
ning
not
rela
ted
to te
xt b
ooks
and
test
s. A
nd w
hen
I gr
ewtir
ed o
f th
e fu
tility
of
mak
ing
spee
ches
I to
okan
em
pty
clas
s ro
oman
d w
ith th
e he
lp o
f an
A.C
.E. g
roup
mad
e it
into
a g
ay a
ndlo
vely
clas
s ro
om. N
ext I
bor
row
ed te
n fi
rst
grad
ers,
ten
from
the
seco
ndgr
ade,
and
ten
from
the
thir
d, a
nd ta
ught
sch
ool.
(Tea
cher
s w
ere
mor
eth
an g
ener
ous
in le
tting
me
have
them
). A
fter
a tim
e th
e ro
om w
asop
ened
for
vis
itors
. Onc
e
they
cam
e th
ey h
ad to
sta
y a
full
half
day
for
ther
e w
ere
thin
gs I
wan
ted
tosa
y in
act
ion
abou
t res
t and
pla
y, k
indn
ess
and
laug
hter
,as
wel
l as
adap
ting
a pr
ogra
m o
f re
adin
gor
soc
ial
stud
ies
to th
e ne
eds
of th
ese
child
ren.
Not
hing
that
I k
now
of
in th
is c
ount
ryca
nm
atch
the
mis
ery
of th
e lo
st, h
omel
ess
child
ren
foun
d in
195
2-19
53 in
war
-tor
n K
orea
. Cho
Moo
nC
hai w
as a
dir
t-en
crus
ted,
hol
low
-fac
edno
n-en
tity.
The
onl
y th
ing
he h
ad le
ft w
as a
bit
ofcu
rios
ity. H
is f
athe
r ha
d be
en k
illed
and
his
mot
her
lived
just
long
eno
ugh
to g
et h
im to
anun
cle'
s vi
llage
. Kno
win
g th
e un
cle
was
an
al-
coho
lic, s
he g
ave
a sm
all
sum
of
mon
ey f
orM
oon
Cha
i's e
duca
tion
to th
e sc
hool
mas
ter
and
then
gav
e up
. A p
erce
ptiv
e te
ache
r ha
dw
ritte
n of
Cho
, "H
e do
esn'
t sm
ile; h
e do
esn'
tsi
ng; h
e do
esn'
t eve
n ta
lk. H
e is
like
a w
ither
edfl
ower
that
is a
bout
to d
ie."
Chi
ldre
n ca
n di
e fr
om th
e la
ck o
f lo
ve. A
ndth
ey m
ost n
eed
it w
hen
they
are
the
leas
t lov
able
.It
was
in K
orea
that
I le
arne
d th
at a
gre
atsc
hola
r m
ay h
ave
to b
e un
shav
en a
nd il
l-ke
pt;
that
ste
alin
g fo
od c
anno
t alw
ays
be c
onde
mne
d;th
at n
o m
atte
r ho
w b
ad a
situ
atio
n is
, how
lost
a ch
ild m
ay s
eem
to b
e, th
ere
is a
lway
s so
me-
thin
g th
at c
an b
e do
ne.
Aft
er m
y fi
rst t
rip
into
Pus
an s
eein
g w
alki
nggh
osts
of
child
ren
with
dis
tend
ed b
ellie
s an
dsp
indl
y le
gs, s
tarv
ing
in th
e st
reet
s, I
won
dere
dho
w I
cou
ld g
o on
. It w
as D
r. K
im w
ho s
etm
est
raig
ht a
s he
sai
d, "
Fam
ilies
nee
d to
hav
eso
me
reas
on to
get
up
in th
e m
orni
ng, a
rea
son
to tr
yto
get
foo
d. H
avin
g a
child
in s
choo
l is
a go
odon
e. A
nd, t
here
is h
ope
for
any
natio
n w
hose
child
ren
are
goin
g to
sch
ool.
So w
e ha
ve s
choo
ls!"
At t
hat I
rol
led
up m
y sl
eeve
s an
d st
arte
d to
wor
k. Isn'
t it c
rim
inal
that
in th
is w
ealth
y co
untr
y,w
ith a
llof
itsem
phas
is o
n th
e tr
aini
ng o
fte
ache
rs a
nd a
dmin
istr
ator
s, e
duca
tors
at t
imes
crea
te d
isad
vant
aged
chi
ldre
n an
d do
it w
ithco
nsum
mat
e sk
ill a
nd a
rel
igio
us-l
ike
ferv
or.
For W
e m
ake
peop
le w
hat t
hey
are;
we
can
mak
e th
em m
ean,
hos
tile,
and
dis
cont
ente
d,
empt
y, a
nd e
xplo
sive
; or
we
can
mak
e th
emco
nstr
uctiv
e, c
reat
ive,
con
cern
ed, a
ndco
m-
mitt
ed.
..
able
to li
ve w
ith th
emse
lves
and
othe
rs.
Jim
my
Hym
es
As
a fi
ve y
ear
old
in k
inde
rgar
ten
Dom
iniq
uew
as a
goi
ng c
once
rnea
ub e
r, e
nthu
sias
tic, a
ndre
ady
for
each
new
exp
erie
nce.
He
beca
me
deep
ly in
volv
ed w
ith w
ork
and
play
mat
eria
ls,
with
idea
s an
d w
ith th
ene
w p
eopl
e in
his
ex-
pand
ed w
orld
. Con
cept
s an
d un
ders
tand
ings
wid
ened
, ver
bal f
acili
ty a
nd th
e ab
ility
to li
sten
grew
apa
ce; c
urio
sity
and
the
desi
re to
exp
lore
and
disc
over
nev
er a
bate
d. D
urin
g th
eye
arD
omin
ique
bec
ame
awar
e of
his
pla
ceas
par
tof
the
grou
p; o
f th
e ne
ed, a
t tim
es, o
fco
oper
a-tiv
e ac
tion;
of
the
reas
ons
for
cert
ain
rule
s an
dre
gula
tions
. Dom
iniq
ue m
oved
thro
ugh
kind
er-
gart
en c
onfi
dent
ly a
nd w
ith h
igh
inte
rest
. He
was
an
impo
rtan
t mem
ber
of th
e gr
oup.
He
saw
him
self
as
a co
mpe
tent
, coo
pera
tive
indi
vidu
al- -
a le
arne
r.N
ot to
o m
uch
late
r, th
is s
ame
smal
l boy
wan
dere
d th
roug
h th
e sc
hool
hal
ls,
eyes
dow
n-ca
st, a
bed
ragg
led
wor
kboo
k cl
utch
ed in
one
hand
. Hav
ing
been
thor
ough
ly te
sted
and
re-
test
ed h
e w
as o
n hi
s w
ay to
the
daily
rem
edia
lse
ssio
n. D
omin
ique
shu
ffle
d th
roug
h ea
ch s
choo
lda
yhap
haza
rdly
fol
low
ing
som
e di
rect
ions
and
igno
ring
oth
ers.
He
trie
d to
laug
h of
f th
e fa
ilure
he h
af b
ecom
e. T
o an
yone
who
trie
d to
und
er-
stan
d D
omin
ique
sho
wed
ever
y in
dica
tion
ofde
velo
ping
into
a tr
oubl
emak
er,
a no
n-re
ader
,a
non-
lear
ner,
a p
oten
tial d
rop-
out.
He
saw
him
-se
lf a
s a
failu
re. S
choo
l had
bec
ome
a bu
rden
and
a bo
re.
The
re a
re m
any
disa
dvan
tage
d ch
ildre
n lik
eD
omin
ique
mad
e so
by
teac
hers
and
adm
in-
istr
ator
s. M
uch
as th
ese
peop
le w
ould
like
tobl
ame
the
soci
al s
ettin
g, f
amily
life
or th
e la
ckof
it, p
over
ty a
nd it
s co
ncom
itant
s; th
ey th
em-
selv
es a
re th
e ch
ief
culp
rits
. All
child
ren
com
eto
us,
and
man
y of
us
still
try
to f
orce
on
them
a se
emin
gly
sens
eles
s ki
nd o
f ed
ucat
ion
taug
htby
out
-mod
ed m
etho
ds, u
sing
the
wei
rdes
tm
a-te
rial
sand
in s
o do
ing
we
mul
tiply
"m
an's
inhu
man
ity to
man
."
Som
e of
the
disa
dvan
tage
s of
the
disa
dvan
-ta
ged
we
are
begi
nnin
g to
rec
ogni
ze f
or w
hat
they
are
rat
her
than
say
ing
"He'
s la
zy"
or "
She'
sst
upid
." T
hese
are
tire
d ch
ildre
n w
ithso
littl
een
ergy
, tha
t the
y ca
n m
uste
r no
pus
h, n
ogo
.A
nd ti
redn
ess
can
turn
into
apa
thy.
The
se b
oys
and
girl
s liv
e in
a co
nsta
nt w
el-
ter
of n
oise
; an
envi
ronm
ent f
ull a
nd c
lutte
red
with
all
age
grou
ps a
nda
tras
hy c
olle
ctio
n of
thin
gs a
ll ja
mm
ed in
toa
smal
l spa
ce. W
ithin
this
con
fine
d pl
ace
ther
e is
no ti
me
that
is c
om-
plet
ely
a ch
ild's
,no
spo
t he
can
call
his
own.
Noi
se is
not
con
duci
ve to
dev
elop
ing
dis-
crim
inat
ing
liste
ners
; sho
uts
and
com
man
ds s
uch
as "
Shut
up"
or
"Get
out
" do
not
hel
p de
velo
pth
e be
st p
atte
rns
of s
peec
h.Pr
essu
res,
genu
ine
ones
rath
er th
an th
eps
eudo
one
s w
e in
vent
for
our
selv
es,
are
such
that
adu
lt ac
tion
has
to b
e ex
pedi
ent,
rath
er th
anap
prop
riat
e. U
sual
ly, t
he a
dults
pla
ce li
ttle
orno
val
ue o
n ed
ucat
ion.
Wha
t use
has
it b
een
to th
em?
(How
ever
to th
is la
st th
ere
are
ex-
..;ep
tions
and
they
are
usu
ally
fem
inin
eon
es.
I fe
lt fl
eetin
gly
sorr
y fo
ron
e m
an in
Ark
ansa
sw
hen
he h
ad o
rder
edm
e aw
ay f
rom
his
sha
ckup
on h
eari
ng th
at H
ead
Star
t cla
sses
wer
e to
be in
tegr
ated
. His
wif
e m
etm
e at
the
car
and
said
, "N
ow H
oney
, you
-all
com
e ba
ck n
ext w
eek
and
I'll b
e w
orki
ng o
n hi
m."
As
she
turn
edaw
ayfr
om th
e ca
r I
hear
d he
r m
utte
r, "
Old
Man
, I'll
be w
orki
ng o
nyo
u ha
rd."
)H
alf-
hung
ry o
r hu
ngry
, dir
ty a
nd f
row
sy,
thes
e ch
ildre
n liv
e cl
ose
with
ina
com
mun
ityei
ther
of
thei
r ow
n ki
nd k
now
nas
"w
e" o
r 'c
m"
orth
eir
own
kind
with
who
m th
eyar
e at
war
,"T
hem
."In
a d
isad
vant
aged
hom
e th
ere
islit
tle o
rno
invo
lvem
ent w
ith p
eopl
e, w
ith th
ings
and
prac
tical
ly n
one
with
pos
itive
idea
s. A
ngry
peo-
ple
and
thei
r an
gry
child
ren
can'
t see
muc
h ho
pein
idea
ls.
The
se c
hild
ren
have
had
few
opp
ortu
nitie
sfo
r bu
ildin
g a
fund
of
back
grou
nd w
orki
ngkn
owle
dge
on w
hich
they
can
draw
. The
irco
llect
ion
of c
once
pts
ism
eage
r an
d co
n-fu
sed,
they
kno
wa
min
imal
am
ount
abo
ut
caus
e an
d ef
fect
, the
y do
n't k
now
how
toor
gani
ze o
r re
late
, the
y ha
ve h
ad n
o ex
-pe
rien
ce in
cla
ssif
ying
or
follo
win
g th
roug
h.
Thi
s no
thin
g of
a c
hild
, ove
rwhe
lmed
by
frus
trat
ions
and
his
sen
se o
f fa
ilure
com
es to
scho
olan
d th
e ve
ry w
ord
itsel
f br
ings
add
edan
xiet
ies
and
new
fea
rs. O
ne s
uch
child
put
itin
to w
ords
for
all
the
rest
, "I
don'
t lik
e no
thin
'ab
out m
e."
Wha
t a s
elf-
conc
ept t
o liv
e w
ith,
wha
t a b
urde
n to
bea
r, a
nd w
hat a
hab
it to
brea
k. Wha
t do
we
do f
or th
is c
hild
? W
e te
st h
im.
We
grad
e hi
m. W
e se
greg
ate
him
and
put
him
with
thos
e m
ost l
ike
him
self
. And
we
have
ahu
ndre
d w
ays
of te
lling
him
that
he
is m
ore
ofa
failu
re th
an h
e dr
eam
ed h
e w
asth
e tu
rn o
fa
shou
lder
, tak
ing
a st
ep b
ackw
ard,
the
veile
dto
ne o
f vo
ice,
a q
uick
cen
sori
ous
look
, a s
uper
ior
smile
. All
of th
ese
shou
t at h
im a
nd v
erif
y hi
sfe
elin
gsof
not
hing
ness
, of
wor
thle
ssne
ss,
offa
ilure
.T
he d
isad
vant
aged
chi
ld is
usu
ally
not
ar-
ticul
ate
whe
n he
com
es to
sch
ool a
nd h
e so
onle
arns
that
it is
wis
e to
bec
ome
even
less
so.
Som
e pa
rrot
ed a
nsw
ers
are
rew
arde
d w
ith te
ach-
er s
mile
s, w
ith w
ords
of
appr
oval
. Stil
l oth
ers
seem
to b
ring
for
th b
urst
s of
ang
er a
nd c
onst
ant
repr
iman
ds. A
ctua
lly it
is s
afer
to c
lam
up
...W
hy d
o th
ey f
ail?
The
y fa
il be
caus
e th
ey a
re a
frai
d,bo
red,
and
con
fuse
d.
..
Scho
ol f
eels
like
this
to c
hil-
dren
: It i
s a
plac
e w
here
they
mak
e yo
u go
and
whe
reth
ey te
ll yo
u to
do
thin
gs a
nd w
here
they
try
to m
ake
your
life
unp
leas
ant i
f yo
u do
n't d
o th
em a
nd d
on't
doth
em r
ight
.Joh
n H
olt,
in W
hy C
hild
ren
Fail,
(D
ell,
1964
) Bec
ause
we
are
so e
verl
astin
gly
busy
, tea
cher
and
adm
inis
trat
or a
like,
with
a c
erta
in a
mou
ntof
mea
ning
less
triv
ia w
e ha
ven'
t tim
e to
hel
pth
ese
child
ren
find
thei
r w
ay o
ut o
f th
eir
pris
ons
but e
ach
one
has
a po
ssib
le e
scap
e ro
ute
and
whe
n it
is f
ound
he
can
star
t "be
com
ing.
"
Her
bert
of
the
knif
e an
d E
ddie
of
the
hall
took
ove
r a
mul
titud
e of
res
pons
ibili
ties
and
mad
e cl
assr
oom
livi
ng in
fini
tely
eas
ier
for
othe
rs. (
I w
ho u
se u
p sh
arp
penc
ils a
s sw
iftly
as s
ome
peop
le e
at p
eanu
ts c
an r
each
for
one
with
out l
ooki
ng to
see
if it
is s
harp
. Aud
io-
visu
al m
ater
ials
wer
e de
liver
ed o
n sc
hedu
lean
d ke
pt in
wor
king
ord
er.)
Susa
n ha
d be
com
e qu
ite a
rea
der
and
was
"on
call"
to g
o to
cla
ssro
oms
to r
ead
alou
d.Pi
ctur
e bo
oks
can
be la
rge
and
cum
bers
ome
so H
erbe
rt w
ent a
long
to h
old
the
book
,tu
rn th
e pa
ges,
and
to o
ffer
mor
al s
uppo
rt.
Aft
er o
ne s
uch
vent
ure
the
duo
retu
rned
to th
e ro
om, b
oth
part
ies
smili
ng tr
ium
ph-
antly
. I q
uiet
ly b
less
ed S
usan
whe
n sh
e sa
idw
ith d
eep
conv
ictio
n, "
My
but H
erbe
rt is
a he
lp."
Wor
ds a
nd b
ooks
may
hav
e be
en f
orei
gnst
uff
to T
amm
y bu
t he
coul
d re
ad p
eopl
ean
d si
tuat
ions
acc
urat
ely
and
swif
tly. H
eru
shed
to m
e on
the
play
grou
nd, p
ulle
d on
my
slee
ve a
nd s
hout
ed, "
Hey
!" I
fol
low
edth
e lin
e of
his
poi
ntin
g fi
nger
onl
y to
see
NIa
urey
teet
erin
g on
top
of th
e sl
ide.
We
both
ran
, and
I m
ight
add
, we
wer
e to
o la
te.
Giv
en h
alf
a ch
ance
Tam
my
coul
d ga
ther
know
ledg
e sw
iftly
and
in g
reat
det
ail.
The
rew
ere
days
whe
n I
wen
t int
o C
inci
nnat
i im
-m
edia
tely
aft
er s
choo
l to
have
din
ner
and
then
to b
ecom
e lo
st in
a s
ea o
f be
autif
ulm
usic
. (N
o m
atte
r w
here
I a
m, w
hat c
on-
duct
ors
and
artis
tsI
hear
, the
Cin
cinn
ati
sym
phon
y re
mai
ns m
y fa
vori
te).
On
this
part
icul
ar d
ay I
wor
e on
e of
my
pret
tiest
dres
ses
to s
choo
lone
with
a v
elve
t col
lar.
Vel
vet w
as c
ompl
etel
y ne
w to
Tam
my.
Dur
-in
g st
ory
time
he k
ept e
dgin
g cl
oser
and
clos
er to
me.
By
som
e ki
nd o
f un
spok
en c
om-
mun
icat
ion
he c
onvi
nced
Jon
to m
ove
a bi
tan
d T
amm
y re
ache
d m
y si
de. H
e to
uche
dth
e ve
lvet
, he
rubb
ed th
e na
p on
e w
ay a
ndth
en th
e ot
herh
is e
yes
wid
e as
he
note
dth
e ch
ange
. He
took
a g
ood
long
sni
ff. A
ndfi
nally
, with
a q
uest
ioni
ng lo
ok in
his
eye
,he
touc
hed
it w
ith th
e tip
of
his
tong
ue.
App
aren
tly s
atis
fied
, he
settl
ed d
own.
He
now
kne
w m
any
of th
e pr
oper
ties
of v
elve
t.
One
of
Tam
my'
s fi
rst s
ente
nces
cam
e as
he
wal
ked
dow
n th
e ha
ll ba
ckw
ard
look
ing
atth
at p
heno
men
on, t
each
er in
a h
at. I
don
'tw
ear
one
ofte
n bu
t whe
n I
do it
is w
orth
yof
atte
ntio
n. A
s T
amm
y to
ok in
the
effe
ctof
the
feat
here
d cr
eatio
n he
fou
nd w
ords
,"Y
ou g
ot tu
rkey
s?"
Onc
e th
e di
rt w
as r
emov
ed a
nd s
he w
as f
resh
-ly
dre
ssed
, Gin
ny w
as r
evea
led
as p
retty
, gay
,an
d in
telli
gent
. I h
ad w
ante
d to
cut
her
mat
-te
d lo
cks
but w
as g
lad
I ha
d de
sist
ed w
hen
she
appe
ared
with
two
brai
ds w
ound
into
neat
littl
e bu
ns o
ver
her
ears
.
Whe
n th
e tr
uth
was
rev
eale
d, J
erry
and
his
twin
rem
inde
d m
e ag
ain
that
"to
und
erst
and
is to
for
give
."
The
tele
phon
e lin
esm
an s
how
ed a
ll of
us
wha
t det
erm
inat
ion
can
do. D
iffi
cult
asit
was
he
stru
ggle
d th
roug
h bo
ok a
fter
boo
k,cl
ass
afte
r cl
ass.
He
also
add
ed to
the
re-
sour
ces
of th
e lit
erat
ure
clas
s by
set
ting
upth
e m
ost c
ompr
ehen
sive
exh
ibit
of c
omic
book
s I'v
e ev
er s
een.
Tal
ents
in s
ong,
abi
lity
to w
ork
with
thei
rha
nds,
sw
ift c
ompa
ssio
n, f
ierc
e lo
yalty
thes
ew
ere
reve
aled
by
the
disa
dvan
tage
d.
We
say
thes
e ch
ildre
n ar
e no
t exp
erie
nced
and
we
are
wro
ng. T
hey
are
too
expe
rien
ced
inso
me
way
sbut
not
in m
atte
rs r
elat
ing
to s
choo
lsan
d bo
oks,
talk
ing
and
liste
ning
, pap
er a
nd p
en-
cils
. Wha
t we
mea
n is
that
they
are
not
exp
eri-
ence
d in
the
way
we
wan
t the
m to
be.
Yet
we
are
bein
g pa
id to
do
the
educ
atin
g.W
e m
ust,
if w
e w
ant t
hese
chi
ldre
n to
be
com
pete
nt c
omm
unic
ator
s, le
arn
to a
ccep
t the
lang
uage
pat
tern
s th
ey b
ring
to s
choo
l. W
e na
gat
chi
ldre
n, w
e ha
rp a
t the
m te
lling
them
ove
ran
d ov
er a
gain
that
thei
r la
ngua
ge is
"w
rong
."N
o on
e di
ed a
nd le
ft u
s in
cha
rge
of E
nglis
h.A
few
teac
hers
don
't lis
ten
to w
hat i
s be
ing
said
they
list
en f
or th
e er
rors
so
that
they
can
boos
t the
ir m
iddl
e-cl
ass
egos
by
poin
ting
out
mis
take
s. E
ach
time
we
say,
"N
ov d
on't
say
that
aga
in!"
we
may
be
reje
ctin
g a
good
idea
,an
initi
al a
ttem
pt a
t sel
f ex
pres
sion
, or
an in
-di
vidu
al h
imse
lf.
Eng
lish
is a
gro
win
g, c
hang
ing,
viv
id th
ing.
Aft
er e
ach
conf
lict o
ur G
Is r
etur
n fr
om d
ista
ntsh
ores
bri
ngin
g ba
ck w
ith th
em v
ivid
exp
res-
sion
sgro
ups
of w
ords
aki
n to
sla
ng, f
or a
tim
e,bu
t gra
dual
ly w
inni
ng th
eir
plac
e in
usa
ge a
ndfi
nally
in th
e di
ctio
nary
. The
dis
adva
ntag
ed c
hild
does
muc
h th
e sa
me
thin
g. I
n sp
eaki
ng h
e ge
tsri
ght t
o th
e he
art o
f th
e su
bjec
t he
wan
ts to
brin
g to
you
r at
tent
ion.
He
is p
rone
to s
kip
the
adve
rbs,
art
icle
s, a
djec
tives
, and
pre
posi
-tio
ns, b
ut h
e ca
n co
nvey
the
mes
sage
he
wan
tsto
if w
e w
ill le
t him
.A
t the
cor
ner
of 1
20th
Str
eet a
nd A
mst
er-
dam
in N
ew Y
ork
City
, I f
elt a
sm
all h
and
firm
ly g
rasp
min
e. I
mm
edia
tely
I w
as to
ld, "
Cro
ssm
e."
I w
onde
red
if th
ese
inst
ruct
ions
had
som
ere
ligio
us c
onno
tatio
n bu
t for
tuna
tely
the
traf
fic
light
cha
nged
. My
com
pani
on s
tepp
ed o
ut b
rave
-ly
with
me
in to
w. T
hese
Pue
rto
Ric
an c
hild
ren
wer
e to
ld th
ey m
ust n
ot c
ross
the
busy
str
eet
alon
e an
d T
. C. s
tude
nts
serv
ed to
fer
ry th
esm
all f
ry b
ack
and
fort
h.If
som
eone
cal
ls a
pen
cil a
stic
k is
that
so d
read
ful?
Tel
ling
som
eone
to"f
ade"
rat
her
than
"ru
n" is
a v
ivid
des
crip
tion
of th
e m
eltin
gou
t of
sigh
t don
e by
som
e bo
ys. A
ndif
I g
ettir
ed o
f us
ing
a to
othb
rush
I c
an c
all i
t a p
earl
-pu
sher
and
enj
oy it
a b
it m
ore.
Hea
ring
a y
oung
-st
er s
ay to
his
com
pani
on 'l
et's
take
our
eac
hes
and
get"
nee
ds n
o tr
ansl
atio
n. A
nd h
is c
om-
pani
on w
ould
n't t
hink
of
sayi
ng, "
Don
't yo
ukn
ow b
ette
r th
an th
at?
You
sho
uld
say
'You
take
you
r m
arbl
es a
nd I
will
take
min
e. T
hen
perh
aps
we
shou
ld g
o ho
me.
'Su
ch p
hras
esm
ight
hav
e en
ded
a bu
ddin
g fr
iend
ship
.
Lan
guag
e; th
e so
cial
gro
up, t
he b
abbl
ing
baby
who
lear
nsth
e so
unds
, the
tim
e-ho
ldin
g ac
tsth
at m
ake
soci
ety
live
and
lear
n lo
nger
than
any
of
its g
roup
s or
mem
bers
; lan
guag
e in
wor
ds a
nd m
otio
ns, i
n pi
ctm
san
d at
titud
es, i
n po
etry
and
pri
estly
pos
es; l
angu
age
that
mak
es th
e w
ord
a fa
ct o
r a
brok
en to
oth
prec
ious
and
puts
man
at t
he s
till c
ente
r of
the
turn
ing
univ
erse
.
Lan
guag
e is
the
seed
bed
of
mir
acle
s. I
t mak
es m
anhu
man
. It b
ring
s pe
rman
ence
to a
cha
ngin
g w
orld
. Yet
it to
o ch
ange
s. M
eani
ngs
rub
agai
nst e
ach
othe
r. W
ords
are
slur
red
and
slip
ped
into
eac
h ot
her.
Sym
bols
rot
and
die
as n
ew o
nes
are
born
in p
ain
and
wor
k an
d gl
ory.
And
all
the
whi
le w
ords
are
fed
to b
abbl
ing
babi
es w
hole
arn
them
and
use
them
to c
hang
e th
e w
orld
as
they
chan
ge th
e w
ord.
Fran
k G
. Jen
ning
s, in
Thi
s Is
Rea
ding
,(D
elta
, 196
5)
The
re a
re m
any
thin
gs w
hich
hel
p ou
r di
s-ad
vant
aged
chi
ld "
beco
me"
and
the
mos
t im
-po
rtan
t are
war
m, s
ensi
tive
pers
ons
who
trea
tea
ch in
divi
dual
with
dig
nity
and
res
pect
, who
are
kind
and
sta
ble,
fle
xibl
e, in
vent
ive,
and
im-
agin
ativ
eand
mos
t of
all,
acce
ptin
g. T
hese
teac
hers
are
the
ones
who
kno
w th
at th
ere
are
man
y pa
ths
to a
ny s
ingl
e go
alan
d th
at e
ach
goal
mus
t be
wei
ghed
as
to it
s ap
prop
riat
enes
s,its
val
ue.
Freq
uent
ly a
dmin
istr
ator
s, c
augh
t up
in s
ome
wei
rd f
eelin
gs o
f po
wer
and
impo
rtan
ce, b
lock
the
teac
her's
eve
ry a
ttem
pt to
hel
p ch
ildre
n.Is
n't t
he r
ole
of th
e pr
inci
pal o
ne o
f fr
eein
gea
ch te
ache
r to
do
her
best
for
the
stud
ents
?A
goo
d pr
inci
pal c
an c
ut th
roug
h re
d ta
pe, g
ive
the
teac
her
the
time
and
spac
e sh
e ne
eds,
see
that
his
or
her
ener
gies
are
use
d fo
r ch
ildre
n,th
ink
with
her
, ope
n up
the
way
and
prov
ide
book
s an
d ot
her
mat
eria
ls a
s ne
eded
.I
will
alw
ays
be g
rate
ful f
or th
e fa
ct th
at,
at lo
ng la
st, n
eede
d m
onie
s ar
e av
aila
ble
for
esse
ntia
l edu
catio
nal m
ater
ials
and
that
thro
ugh
Hea
d St
art a
nd th
e va
riou
s tit
les
we
are
taki
nga
long
but
too
swif
t loo
k at
cur
rent
prac
tices
.I
am g
rate
ful t
hat w
e ha
ve m
oney
; I'm
afr
aid
ofth
e w
ay s
ome
of u
s ar
e sp
endi
ng it
. "H
ardw
are"
is b
eing
pur
chas
ed w
hich
is d
estin
ed to
sit
out
the
year
s in
sto
rage
spo
ts a
nd b
ecom
e a
sym
bol
of th
is g
ener
atio
n's
was
tefu
lnes
s to
ano
ther
one
up-c
omin
g. T
here
are
man
y fi
ne e
duca
tiona
lm
ater
ials
; the
mar
ket i
s al
so b
eing
flo
oded
with
wor
thle
ss e
xpen
sive
junk
. Som
e ed
ucat
iona
l or-
gani
zatio
ns a
re g
oing
into
act
ion
to s
ort a
ndev
alua
te th
ese
thin
gs. M
eanw
hile
it is
wel
l to
rem
embe
r th
at u
nles
s m
ater
ials
pur
chas
ed a
rere
cogn
ized
by
teac
hers
as
usef
ul a
nd h
elpf
ulth
ey r
epre
sent
com
plet
e w
aste
.
One
set
of
task
s sh
ould
be
wel
l in
hand
befo
re w
e m
ove
into
any
aca
dem
ic a
rea
with
the
disa
dvan
tage
d ch
ild. H
e m
ust b
e he
lped
to f
eel g
ood,
to b
e cl
ean
and
real
ize
that
he
issu
itabl
y cl
othe
d, to
hav
e tw
o go
od m
eals
and
,if
he
need
s it,
an
extr
a sn
ack
at s
choo
l.W
e ha
ve to
hel
p a
nobo
dy b
ecom
e a
som
e-bo
dy. O
ne o
f th
e am
azin
g th
ings
is h
ow m
uch
it he
lps
to h
ave
one
plac
e, o
ne s
pot t
hat i
s a
child
's v
ery
own.
Thi
s ca
n be
as
sim
ple
as a
deco
rate
d ca
rdbo
ard
box
clea
rly
mar
ked
with
a na
me,
a s
tron
g ca
rdbo
ard
book
cas
e, a
goo
d-si
zed
cubb
yhol
e. H
opef
ully
it s
houl
d be
mor
eth
an a
pla
ce to
put
a s
wea
terw
e w
ant m
any
of th
ese
child
ren
to b
ecom
e co
llect
ors
of v
al-
uabl
e (
to th
em)
junk
. A f
ull l
engt
h m
irro
r w
ould
be th
e se
cond
thin
g I
wou
ld a
dd to
a r
oom
. Try
putti
ng o
ne u
p ne
xt w
eek
and
then
wat
ch.
Rea
ding
, wri
ting,
liste
ning
, and
spe
akin
gar
e re
ally
all
one;
dev
elop
ing
hand
inha
nd.
The
se, t
he la
ngua
ge a
rts,
are
the
area
s w
hich
open
man
y cl
osed
doo
rs. T
hey
mak
e th
e pa
st,
the
pres
ent,
as w
ell a
s tim
e be
yond
the
now
,ou
r ow
n. T
hrou
gh th
em w
e ca
n kn
ow th
e gr
eat
peop
le o
f al
l tim
es, t
he n
ear-
grea
t, th
e ta
wdr
y,an
d th
e lo
st.
Exp
erie
nces
with
lang
uage
sho
uld
be p
leas
ant
ones
. Spe
akin
g, w
ith it
s co
ncom
itant
list
enin
g,is
the
mos
t im
port
ant o
f th
e la
ngua
ge a
rts
for
disa
dvan
tage
d bo
ys a
nd g
irls
. In
addi
tion
toac
cept
ing
the
child
'sla
ngua
ge p
atte
rns
the
teac
her
hers
elf
will
nee
d to
do
a ce
rtai
n am
ount
of ta
lkin
gto
prim
e th
e pu
mp
as it
wer
e. W
ithin
this
talk
ther
e w
ill b
e m
any
paus
es, m
any
un-
spok
en o
r qu
ietly
off
ered
invi
tatio
ns f
or o
ther
sto
spe
ak. A
nd o
f co
urse
the
teac
her
will
be
usin
g st
anda
rd, c
onve
ntio
nal l
angu
age.
As
inso
muc
h of
our
wor
k w
ithdi
sadv
anta
ged
chil-
dren
man
y ta
lkin
g-lis
teni
ng ti
mes
sho
uld
be o
na
one
to o
ne b
asis
. In
this
type
of ta
lkin
g si
tua-
tion
the
adva
ntag
es, s
ocia
l and
eco
nom
ic, o
fus
ing
conv
entio
nal l
angu
age
in c
erta
in s
ituat
ions
can
be e
xplo
red
with
old
erst
uden
ts.
The
one
to o
ne s
ituat
ions
can
at t
imes
mov
eto
dis
cuss
ions
and
con
vers
atio
ns in
sm
all g
roup
s.H
elp
a sm
all g
roup
of
teen
ager
s st
art t
o ta
lk,
then
go
away
and
leav
e th
em a
roun
d a
tape
reco
rder
. Aft
er th
is y
ou b
ecom
e th
e st
uden
tof
lang
uage
as
you
repl
ay a
nd li
sten
car
eful
ly.
The
n us
e th
e ta
pe r
ecor
der
your
self
. Tea
cher
sne
ed to
list
en to
them
selv
es. A
re th
e th
ings
they
are
say
ing
wor
th li
sten
ing
to?
Are
they
,lik
e th
e br
ook,
goi
ng o
n an
d on
for
ever
? N
oon
e ca
n be
bla
med
for
"tun
ing-
out"
a f
usse
r, a
com
plai
ner.
Vir
gini
a A
xlin
e's
Dib
s1 k
new
he
coul
d le
arn
a lo
t "st
andi
ng a
roun
d th
e ed
ge ..
."I
wou
ld a
dd th
is w
orks
bes
t whe
n th
est
uden
tis
tune
d-in
on
som
ethi
ng w
orth
his
liste
ning
and
wat
chin
g tim
e.W
e ta
ke li
sten
ing
for
gran
ted,
not
giv
ing
itth
e pl
ace
of im
port
ance
it d
eser
ves
in la
ngua
gede
velo
pmen
t. It
impl
ies
muc
h m
ore
than
the
resp
onse
to d
irec
tions
and
orde
rs. I
n tim
e,it
com
es to
mea
n be
ing
atte
ntiv
e as
teac
her
and
stud
ents
dis
cuss
, sug
gest
, exp
lain
, and
con
vers
e.It
is g
reat
ly to
the
adva
ntag
e of
the
teac
her
to s
peak
in a
sof
t cle
ar to
new
ith th
ese
boys
and
girl
s w
ho h
ave
been
bom
bard
ed w
ithsh
outs
and
yells
. And
she
will
als
o se
e th
atth
e no
ise
leve
l of
the
room
var
ies.
The
re w
ill b
e tim
esof
bles
sed
quie
t, tim
es f
illed
with
a b
usy
hum
,an
d th
e no
isie
r tim
es w
hen
all a
re a
ctiv
ely
and
busi
ly e
ngag
ed.
The
re s
houl
d be
at l
east
one
tim
e ev
ery
day
whe
n th
e te
ache
r re
ads
alou
dst
orie
s,po
ems,
or
book
s.T
hese
can
be
a br
ush
with
mag
ic w
hich
can
ope
n up
the
who
le a
rea
ofre
adin
g an
d lit
erat
ure
and
mak
e it
alif
elon
gex
peri
ence
. Als
o, th
is li
sten
ing
time
can
lead
to im
prom
ptu
impr
ovis
atio
nsof
a p
lay
or th
ele
ad f
or a
dra
mat
ic p
rodu
ctio
n.T
here
sho
uld
be ti
me
to h
ear
the
sque
akof
new
sho
es, t
he s
ound
of
thun
der,
the
thum
pof
hai
l, th
e so
ng o
f th
e fi
rst s
prin
gbi
rd, o
r th
eno
thin
gnes
s of
sou
nd in
a s
now
-cov
ered
wor
ld.
Tal
king
, lis
teni
ng, a
nd th
inki
ng h
ave
tobe
abou
tso
met
hing
they
cann
otoc
cur
ina
vacu
um.
Dis
adva
ntag
ed b
oys
and
girl
sar
eco
ncep
t-lo
cked
. The
re is
so
muc
h th
eyne
ed to
find
out
abo
ut th
is w
orld
, its
law
s, it
sla
nds,
and
its m
any
crea
ture
shum
anan
d ot
herw
ise.
The
yI
Vir
gini
a A
xlin
e, D
IBS,
(H
ough
ton
Mif
flin
,19
66).
mus
t hav
e ab
unda
nt f
irst
-han
d ex
peri
ence
sop
port
uniti
es to
1,,s
te, t
ouch
, see
, hea
r an
dsm
ell.
The
y ne
ed h
elp
in le
arni
ng to
gat
her
mea
ning
,so
meo
ne to
sni
ff th
efl
ower
s w
ith th
em, s
ome-
one
to a
1.3o
rel
ish
the
tast
eof
gin
gerb
read
, som
e-on
e to
giv
e th
emea
rpho
nes
and
spec
ial g
lass
es.
I w
ill a
lway
s be
gra
tefu
l to
the
artis
t who
hel
ped
me
see
how
nat
ure'
sco
lors
cha
nged
as
the
sun
goes
beh
ind
and
emer
ges
from
eac
h su
mm
ercl
oud. Dis
adva
ntag
ed b
oys
and
girl
s ne
ed to
live
in a
n en
viro
nmen
t tha
t is
rich
,st
imul
atin
g, a
ndva
ried
. Thi
ngs
help
gre
atly
. Tw
o to
y te
leph
ones
com
e ne
xt o
n th
elis
t of
nece
ssiti
es f
or y
oung
child
ren.
Hat
s of
all
vari
etie
s he
lp a
nd it
's o
urjo
b to
see
that
hea
ds a
re in
suc
h go
od c
ondi
tion
that
hat
s ca
n be
exc
hang
ed. P
uppe
ts a
nd a
sta
geto
hid
e be
hind
hav
e he
lped
man
y a
shy
spea
ker.
You
ng b
oys
and
girl
s ne
ed a
ll ki
nds
of h
ouse
-ho
ld a
nd p
lay
thin
gs a
s th
ey tr
y on
life
(lik
ew
e us
ed to
take
dre
sses
on
and
off
pape
r do
lls )
to s
ee h
ow it
fits
.A
sta
rter
list
for
you
ngst
ers
coul
d in
clud
e:Si
nkSt
ove
Cle
an u
p th
ings
Dis
hes
Silv
erD
olls
Bed
Blo
cks
and
boar
dsT
hing
s to
cra
wl t
hrou
gh, o
ver,
and
unde
rFi
lm s
trip
sPo
ts a
nd p
ans
Tab
le a
nd c
hair
sR
ocki
ng c
hair
sD
esk
Shop
ping
car
tA
n ol
d au
toW
heel
toys
wag
ons,
whe
el b
arro
ws,
truc
ks, t
rike
sB
oxes
and
mor
e bo
xes
Dre
ss-u
p th
ings
Tap
es
Bri
ngin
g a
pet i
nto
the
life
of a
spe
ech-
lock
edch
ild c
an b
e th
e ne
eded
key
. The
fir
st s
ound
s of
affe
ctio
n I
e7er
hea
rd f
rom
one
chi
ld c
ame
as h
eta
lked
to o
ur la
mb.
Rab
bits
or
gerb
ils, c
hick
ens
and
duck
s, k
itten
s an
d pu
ppie
s of
fer
no th
reat
s.It
is e
xciti
ng to
coo
k an
d th
en e
at th
e pr
oduc
tof
you
r ef
fort
s. A
lot o
f le
arni
ng g
oes
into
mak
ing
fift
een
serv
ings
of
Bro
wn
Bet
ty.
The
re a
re m
any
easy
trip
s w
hich
can
be
rich
in 'e
arni
ngs
for
a ch
ild in
add
ition
to th
em
useu
m. t
he p
lace
s of
bus
ines
san
d in
dust
ry,
the
farm
, the
libr
ary,
and
the
zoo.
Goi
ng a
roun
d a
city
blo
ck r
eally
not
icin
g,he
arin
g, a
nd s
eein
g;W
alki
ng th
roug
h th
e w
oods
in th
e sa
me
way
;G
oing
to v
isit
a ba
byou
t in
the
yard
in a
play
pen
;T
akin
g a
ride
on
a st
reet
car
or
bus;
if p
os-
sibl
e, a
trai
n or
a p
lane
;U
nhur
ried
ly e
xplo
ring
a p
ond
in th
e sp
ring
;G
oing
thro
ugh
a de
part
men
t or
a ha
rdw
are
stor
e;K
now
ing
all t
he jo
y an
d pa
in o
f m
akin
gcl
wIc
es a
s on
e go
es o
n a
fift
y ce
nt s
hopp
ing
spre
e (b
uyin
g a
real
flo
wer
, mid
win
ter)
.A
sim
ple
vers
ion
of a
cha
rm s
choo
l can
do
won
ders
for
mid
dle
or u
pper
gra
de g
irls
. My
offi
ce, f
ortu
nate
ly, i
s in
one
of
the
Bro
oklin
ear
eas
bord
erin
g di
sadv
anta
ged.
The
boy
s an
dgi
rls
of L
inco
ln S
choo
l hav
e ta
ken
over
all
the
dull
rout
ine
jobs
I d
read
ed. T
hey
colla
te, s
tapl
e,an
d co
unt o
ut f
or d
istr
ibut
ion
the
Lan
guag
e A
rts
Bul
letin
s, th
ey h
andl
e th
e lib
rary
, cha
nge
the
bulle
tin b
oard
s. N
ow a
nd th
en I
take
a g
roup
out f
or p
izza
and
spu
mon
i plu
s th
ele
aven
ing
of a
littl
e sa
lad
at o
ne o
f ou
r be
st I
talia
n re
s-ta
uran
ts. T
he f
irst
gro
up o
f gi
rls
I to
ok w
ent i
nto
hyst
eric
al g
iggl
es a
s a
door
man
ope
ned
the
car
door
. In
fact
gig
gles
pun
ctua
ted
ever
y ac
tivity
.W
ith th
e he
lp o
f ou
r "c
harm
sch
ool"
they
stil
len
joy
them
selv
es m
ight
ily o
n th
ese
excu
rsio
ns,
but a
re n
ot n
earl
y as
eas
ily e
mba
rras
sed.
To
liste
n to
a g
ood
folk
-sin
ging
gro
up a
ndbe
invi
ted
to jo
in in
has
bee
n a
rew
ardi
ng, t
oe-
tapp
ing
expe
rien
ce. A
squ
are
danc
e gr
oup
dem
-on
stra
ted
and
fina
lly b
roug
ht e
mba
rras
sed
boys
and
shy
girl
s in
to e
ach
squa
re w
ho w
ere,
soo
nca
ught
up
in th
e fu
n of
it a
ll. T
o w
atch
or
be a
mag
icia
n's
aid,
to h
elp
mak
e a
doll
dres
s, to
help
bui
ld a
pea
nut b
utte
r an
d je
lly s
andw
ich,
to b
e an
ass
ista
nt a
s a
hide
-aw
ay o
r a
tree
hous
e co
mes
into
bei
ng, t
o di
scov
er th
e co
mfo
rtof
bei
ng r
ocke
d a
bit,
thes
e ar
e al
l rew
ardi
ngex
peri
ence
s. T
here
sho
uld
be tw
o ro
ckin
g ch
airs
,on
e la
rge
and
one
smal
l, in
eve
ry c
lass
room
. We
have
mul
tiple
pla
ygro
unds
for
adu
ltsbo
wlin
gal
leys
, the
ater
s, d
ance
hal
ls. A
nd s
o fe
w r
eally
good
pla
y pl
aces
for
chi
ldre
n. G
reat
Bri
tain
and
Den
mar
k ha
ve m
oved
far
ahe
ad in
cre
atin
g ch
il-dr
en's
vill
ages
pla
ygro
unds
whe
re th
ere
are
all
sort
s of
won
derf
ul th
ings
.I
wis
h I
coul
d gi
ve e
ach
grow
ing
child
aM
adis
on C
ount
y fa
rm w
ith L
ittle
Dar
by C
reek
runn
ing
thro
ugh
it. T
here
wer
e hi
lls a
nd tr
ees,
a co
mpa
nion
dog
and
a c
lutte
r of
cat
s, li
ttle
pigs
and
calv
es a
nd, o
nce
in a
whi
le, a
foa
l. H
elpf
ulad
ults
on
the
edge
wer
e re
ady
to h
elp
but n
otin
clin
ed to
infr
inge
. And
, mos
t im
port
ant,
ther
ew
as lo
ts o
f fr
ee-f
low
ing
love
ly ti
me
in w
hich
toim
agin
e an
d pr
eten
d, in
vest
igat
e an
d ex
plor
e,m
ake
and
do. E
very
adu
lt w
orki
ng w
ith c
hild
ren
shou
ld r
ead
agai
n, W
here
Did
You
Go?
Out
.W
hat D
id Y
ou D
o? N
othi
ng.'
noth
ing
but a
grea
t dea
l of
lear
ning
and
dis
cove
ring
. K. E
.E
ble
in h
is n
ew b
ook
calls
pla
y T
he P
erfe
ctE
duca
tion
(Mac
mill
an, 1
967)
.So
me
of th
ese
disa
dvan
tage
d co
me
to u
s as
read
ers
in th
e se
nse
that
they
can
gat
her
mea
n-in
g fr
om s
ituat
ions
. We
have
hel
ped
them
bui
ldan
d or
gani
ze in
to th
eir
back
grou
nd k
now
ledg
em
any
conc
epts
. The
y ha
ve d
one
som
e ge
nuin
ele
arni
ng a
bout
cau
se a
nd e
ffec
t,se
quen
cing
,(
and
the
best
way
to le
arn
itis
by
play
ing
Thr
ee B
illy
Goa
ts G
ruff
), h
avin
g ha
d in
itial
ex-
peri
ence
s w
ith c
lass
ific
atio
n an
d or
gani
zatio
n,an
d th
roug
h m
uch
oral
exp
ress
ion
have
bec
ome
mor
e w
ise
in th
e w
ay o
f w
ords
. In
som
e sc
hool
sw
e st
art t
he r
eadi
ng o
f pr
int w
ith th
eir
key
2 R
ober
t Pau
l Sm
ith, W
here
Did
You
Go?
Out
. Wha
t Did
You
Do?
Not
hing
. (N
ew Y
ork,
W. W
. Nor
ton
& C
o., I
nc.,
1957
).
wor
dsas
firs
tde
scri
bed
inSy
lvia
Ash
ton
War
ner's
Spi
nste
r (S
imon
Sch
uste
r, 1
959)
. Whe
nw
ords
like
"kn
ife"
and
"m
urde
r" a
re a
sked
for
we
don'
t blin
k an
eye
. We
sim
ply
wri
te th
emon
a c
ard
and
give
them
to th
e ch
ild. I
t hur
tsw
hen
they
ask
for
"di
vorc
e" a
nd "
cust
ody"
. Fro
mw
ords
and
phr
ases
we
mov
e in
to s
ente
nces
.T
amm
y, th
e in
artic
ulat
e, h
elpe
d m
e pr
epar
eth
e m
id-m
orni
ng s
nack
one
day
. As
he h
eld
the
box
of s
tray
s u
p he
sai
d, "
It lo
oks
like
a be
ehiv
e."
The
se w
ords
wer
e im
med
iate
ly in
corp
orat
edin
to a
thre
e lin
e st
ory
with
Tam
my'
s na
me
atits
clo
se.
We
brok
e ou
t in
a ra
sh o
f st
ory
telli
ng, c
hart
mak
ing,
and
rea
ding
. Lyn
ore
and
Vir
gini
a hu
r-ri
ed in
to th
e ro
om, j
ust a
littl
e la
te. T
hey
coul
dha
rdly
wai
t to
tell
wha
t the
y ha
d se
en.
It w
as r
aini
ng G
inko
leav
es.
The
wal
k w
as c
over
ed.
The
re w
as a
sol
id p
ath
of th
em.
Pict
ure
a m
ite-s
ized
clo
wn
nam
ed L
ee te
ll-in
g us
, "I w
ent f
ishi
ng w
ith D
addy
in M
aine
. Ife
lt so
met
hing
on
my
line.
I r
an to
the
car
and
yelle
d, 'H
elp,
Dad
dy, h
elp.
' It \
Nas
a b
igol
d fi
sh. M
omm
y ca
nned
it a
nd it
rot
ted.
"T
hese
are
goo
d st
orie
s an
d th
ere
wer
e lit
eral
")hu
ndre
ds o
f th
em. O
nly
a fe
w th
ings
wen
t int
oth
eir
mak
ing
a tim
e fo
r ch
ildre
n to
talk
and
/or
wri
te (
with
out f
ear
of b
eing
cor
rect
ed e
ither
as to
thei
r su
bjec
t or
thei
r pa
ttern
s of
spe
akin
gan
d w
ritin
g), a
n ap
prec
iativ
e au
dien
ce, b
e it
only
me,
som
eone
to n
otic
e im
ager
y an
d to
poi
ntou
t the
del
ight
ful u
se o
f w
ords
, and
a s
atis
fied
feel
ing
of h
avin
g m
ade
a ge
nuin
e co
ntri
butio
n.V
an A
llen
has
poin
ted
out t
hat w
hat a
chi
ldca
n th
ink
can
be s
aid;
wha
t is
said
can
be
re-
cord
ed; t
his
can
then
be
read
and
the
who
leex
peri
ence
re-
enjo
yed.
Whi
le d
oing
this
boy
san
d gi
rls
are
lear
ning
abo
ut th
e st
ruct
ure
ofth
e la
ngua
ge a
nd it
s ph
onic
con
tent
as
wel
l as
star
ting
to r
ead
prin
ted
mat
eria
l. I
wou
ld h
ope
that
mos
t dis
adva
ntag
ed c
hild
ren
can
be h
elpe
d
to d
evel
op r
eadi
ng s
kills
on
an in
divi
dual
ized
basi
s, m
ovin
g fr
om b
ook
to b
ook
as h
e m
oves
from
inte
rest
to in
tere
st.
We
have
pus
hed
too
earl
y an
d to
o ha
rd in
the
mat
ter
of w
ritte
n ex
pres
sion
. Som
e ch
ildre
nw
ill d
evel
op p
o- e
r in
this
are
a qu
ite e
arly
inth
eir
scho
ol c
aree
rs. T
hey,
with
the
teac
hers
,be
com
e th
e sc
ribe
s fo
r th
e w
hole
gro
up.
But
ther
e w
ill c
ome
a tim
e w
hen
each
chi
ldfe
els
a ne
ed to
wri
te a
mes
sage
, cop
y a
reci
pe,
mak
e a
gree
ting
card
, or
com
pose
a le
tter.
Nan
cy, t
he m
ore
mat
ure
of a
pai
r, w
rote
How
ard
a no
te o
ne d
ay a
nd c
asua
lly d
ropp
ed it
on h
is d
esk
as s
he p
asse
d by
. Now
How
ard
was
rela
tivel
y un
initi
ated
in r
eadi
ng a
nd m
uch
less
so in
wri
ting
so h
e br
ough
t the
not
e to
me
for
ansl
atio
n. O
ne q
uick
look
and
I s
ugge
sted
tohi
m th
at it
was
a r
athe
r pe
rson
al m
essa
ge a
ndre
ad in
a w
hisp
er, "
I lo
ve y
ou."
How
ard
beam
ed.
I ca
lled
a ha
sty
conf
eren
ce w
ith th
e tw
oan
d sa
id I
rea
lized
that
this
was
a r
athe
r pe
r-so
nal m
atte
r bu
t I w
ould
like
to s
hare
this
way
of w
ritin
g do
wn
talk
with
the
rest
of
the
clas
s.T
hey
agre
ed th
at I
mig
ht d
o th
isaf
ter
all e
very
-on
e kn
ew th
at H
owar
d lik
ed N
ancy
and
vic
eve
rsa.
So
I pa
sted
the
note
on
an a
ttrac
tive
back
grou
nd, t
old
the
clas
s ab
out i
t, pu
t it u
pfo
r al
l to
adm
ire,
and
sat
bac
k to
see
wha
tha
ppen
ed. W
hat h
appe
ned
was
that
the
traf
fic
patte
rn b
ecam
e so
con
gest
ed th
at w
e ha
d to
set a
side
a f
ive-
min
ute
peri
od to
get
all
the
note
s de
liver
ed.
The
re n
eeds
to b
e, a
lway
s, s
ome
real
rea
son
to w
rite
( li
ke w
ritin
g a
man
uscr
ipt o
f a
spee
chfo
r pu
rpos
es o
f di
stri
butio
n) a
nd tr
umpe
d up
reas
ons
aren
't en
ough
. Too
oft
en w
hen
som
eone
does
wri
te a
t our
insi
sten
ce w
e ta
ke a
red
pen
cil
and
mak
e cr
itica
l rem
arks
all
over
it. T
his
pro-
cedu
re is
cal
cula
ted
to a
liena
te a
ll st
uden
ts f
rom
putti
ng th
eir
thou
ghts
on
pape
r.W
e ex
pect
all
child
ren
to b
e so
ete
rnal
ly v
er-
bal.
We
are,
we
lear
ned
this
way
, but
not
all
of u
s ar
e al
ike.
3 T
ry g
ivin
g in
expe
nsiv
e ca
mer
as3
We
have
bee
n sa
ying
this
for
yea
rs. W
hen
will
we
begi
n to
belie
ve it
and
ada
pt o
ur p
ract
ice
in te
rms
of th
e be
lief?
The
rew
ill b
e m
any
argu
men
ts u
ntil
the
sele
ctio
n ha
s be
en m
adeb
utth
ese
too
are
wor
thw
hile
.
to a
gro
up o
f no
n-ve
rbal
stu
dent
s th
en g
ive
them
an
assi
gnm
ent,
perh
aps
"a w
all."
Fir
stph
otog
raph
s w
ill s
impl
y sh
ow a
wal
lsky
abo
ve,
eart
h be
low
. Try
it a
gain
late
r. A
ll ki
nds
of s
ubtle
vari
atio
ns w
ill c
omea
sm
all v
ine
emer
ging
fro
ma
cran
nie,
the
patte
rn o
f fa
llen
rock
s, a
n un
-ex
pect
ed o
peni
ng. O
r us
e th
e ca
mer
a to
ans
wer
the
ques
tions
who
? w
hat?
whe
n? w
here
? O
rgi
ve s
tude
nts
all k
inds
of
art a
nd ju
nk m
ater
ials
out o
f w
hich
to e
xpre
ss f
eelin
gsje
alou
sy, a
nger
,hu
rt, a
nd d
espa
ir.
Let
them
list
en, s
crip
t or
poem
or
stor
y in
hand
, to
som
eone
rea
ding
it a
loud
by
reco
rdor
tape
. I w
ish
I co
uld
esta
blis
h m
any
liste
ning
post
s. W
ould
n't i
t be
fun
to li
sten
, as
you
turn
the
page
s of
the
book
, to
the
scho
ol s
uper
inte
n-de
nt r
eadi
ng T
he T
hree
Tai
lors
? L
et o
lder
stu
-de
nts
disc
uss
( ar
ound
a ta
pe r
ecor
der)
the
wor
d-in
g, th
e ap
peal
, of
colle
cted
ads
fro
m p
opul
arm
agaz
ines
and
the
daily
pap
ers.
Ask
stu
dent
sto
sel
ect o
ne, a
ny o
ne T
V s
how
to w
atch
on
ace
rtai
n ev
enin
g to
do
an a
naly
sis
of p
lot,
limin
gan
d ch
arac
teri
zatio
n.A
lmos
t any
teac
her,
and
par
ticul
arly
thos
e of
the
disa
dvan
tage
d; w
ould
do
wel
l to
set a
side
test
ing
and
the
givi
ng o
f gr
ades
. Aga
in I
turn
to D
ibs.
4
Wha
t are
the
purp
oses
of
exam
inat
ions
, any
-ho
w?
Are
they
to in
crea
se o
ur e
duca
tiona
lat
tain
men
t? O
r ar
e th
ey in
stru
men
ts u
sed
tobr
ing
suff
erin
g an
d hu
mili
atio
n an
d de
ephu
rt to
a p
erso
n w
ho is
tryi
ng s
o ha
rd to
succ
eed?
I w
ould
als
o su
gges
t tha
t tea
cher
s of
the
disa
dvan
tage
d, o
n th
e w
hole
, des
ert t
he e
stab
-lis
hed
curr
icul
um. I
ntro
duce
the
new
, exp
eri-
men
t with
the
untr
ied.
A g
roup
of
hulk
ing
teen
-ag
ers
wer
e he
ld e
ntra
nced
a f
ew w
eeks
ago
as
a gi
rl f
rom
a s
peec
h cl
ass
intr
oduc
ed th
em to
hurt
toes
and
inju
red
prid
e as
she
rec
ited
"The
Dan
ce."
Lea
rn to
dev
elop
joke
s an
d la
ught
er w
ithth
e gr
oup.
I w
as o
nce
know
n as
the
teac
her
who
had
the
mos
t fun
on
Apr
il Fo
ol's
day
.4
virg
inia
Axl
ine,
op.
cit.
Let
stu
dent
s m
ake
plan
s an
d ac
tivat
e th
emto
eith
er f
acin
g th
eir
mis
take
s or
ant
icip
atin
gth
em. O
ne y
oung
gro
up w
as c
arri
edaw
ay a
ndin
vite
d ev
eryo
ne th
ey k
new
to a
wat
erm
elon
part
y. A
s th
e gu
ests
ass
embl
ed a
nd th
e ho
sts
view
ed th
e sh
rink
ing
wat
erm
elon
they
cal
mly
invi
ted
som
e gu
ests
"to
go
hom
e no
w a
ndco
me
back
tom
orro
w."
Poo
r ch
ildre
n, th
ey h
adan
-ot
her
diff
icul
t tim
e w
hen
they
dec
ided
to s
how
som
e "o
utla
nder
s" h
ow d
elic
ious
turn
ip g
reen
san
d co
rn b
read
mig
ht b
e. T
he c
orn
brea
d re
cipe
was
trip
led
and
they
pur
chas
ed w
hat t
hey
felt
wer
e sc
ads
of tu
rnip
gre
ens.
If
you
have
eve
rw
atch
ed g
reen
s sh
rink
to a
lmos
t not
hing
you
know
that
, aga
in, t
here
had
to b
e tw
o pa
rtie
s.D
on't
mak
e th
ese
stud
ents
"pa
y" f
or e
very
-th
ing
they
rea
d or
do
or s
ay b
y ha
ving
them
fill
in b
lank
s, d
raw
line
s un
der,
ove
r, a
roun
d,or
betw
een
wor
ds. W
e ha
ve m
ade
it al
l so
"wor
ky"
whe
n ac
tual
ly le
arni
ng is
exc
iting
fun
.L
et th
ere
be s
elf-
sele
ctio
n. S
et u
p m
any
way
sto
lega
lly w
ork
off
tens
ions
and
fru
stra
tion.
A p
air
of b
oxin
g gl
oves
clo
se to
the
outs
ide
door
hel
ped
my
child
ren
thro
ugh
man
y st
orm
s.T
here
wer
e al
way
s di
rty
brus
hes
to b
e w
ashe
dfo
r w
ater
is s
ooth
ing.
I h
ave
know
n ol
der
stu-
dent
s w
ho w
orke
d lo
ng h
ard
hour
s ch
angi
nga
barn
into
a g
ym.
Acc
ept t
he s
tude
nt's
offe
ring
how
ever
itco
mes
and
con
side
r it
with
him
agai
n on
a o
neto
one
bas
is. R
ecog
nize
his
moo
d an
d gi
ve h
imtim
e. A
nyon
e pu
shed
into
a c
orne
r ha
s no
tim
eto
thin
k or
con
side
r, to
wei
gh v
alue
she
figh
tsha
ck. B
eth,
in th
e m
idst
of
a te
mpe
r ta
ntru
m,
decl
ared
she
was
goi
ng to
tear
up
ever
ythi
ngin
the
room
and
star
ted.
I d
idn'
t kno
w w
hat
to d
o an
d ch
arac
teri
stic
ally
sta
rted
pic
king
up
and
putti
ng a
way
in h
er w
ake.
Acc
iden
tally
, Iha
d gi
ven
Bet
h an
d m
ysel
f th
e th
ing
we
need
edm
ostti
me.
As
the
disa
dvan
tage
d-ad
vant
aged
gro
w a
ndle
arn
and
beco
me,
they
will
giv
e ea
ch te
ache
rri
ches
to la
st a
ll th
roug
h th
e ye
ars.
Eac
h su
cces
sis
a tr
ium
ph a
nd f
ew a
re s
mal
l.
The
tele
phon
e lin
esm
an s
taye
d af
ter
the
clas
sse
ssio
ns d
urin
g w
hich
he
had
talk
ed a
bout
Six
Feet
S.!
x5go
od to
ugh
read
ing
for
aju
nior
hig
h st
uden
t. H
e ha
d ta
ken
the
liter
a-tu
re c
lass
so
that
he
coul
d le
arn
to r
ead.
Fort
unat
ely
we
had
begu
n ou
r st
udy
with
pict
ure
book
s.
One
day
Geo
rge
craw
led
out f
rom
und
era
tabl
e to
wat
ch a
fir
e en
gine
go
shri
ekin
g by
.T
he n
ext d
ay h
e lis
tene
d to
at l
east
hal
f of
afi
re e
ngin
e st
ory.
The
son
g of
the
little
gyp
sy li
fted
all
the
ache
and
tired
ness
fro
m m
y w
eary
bon
es. I
saw
that
she
left
with
a b
ox o
fcr
ayon
s in
her
pock
et.
Edd
ie s
tum
bled
ove
r hi
s fe
et a
nd b
lush
ed to
the
root
s of
his
hai
r (
and
one
teac
her
gasp
ed)
as h
e ca
me
forw
ard
to r
ecei
ve a
wel
l des
erve
dci
tizen
ship
aw
ard.
Jon,
the
mos
t pop
ular
boy
in th
e cl
ass,
sav
eda
seat
bes
ide
him
for
Gin
ny.
Wat
chin
g th
e po
wer
of
a go
od id
ea e
xcite
child
ren
is b
reat
h ta
king
. Aft
era
fift
h gr
ade
had
stud
ied
som
e of
the
pion
eers
inou
r ar
eaan
d ha
d be
en p
artic
ular
ly im
pres
sed
byJo
hnni
e A
pple
seed
they
dec
ided
that
they
mus
t so
live
that
they
wou
ld b
ecom
e "g
ood
ance
stor
s."
Jerr
y an
d Jo
e, th
e tw
ins,
had
sha
ken
thei
rhe
ads
dism
ally
whe
n qu
estio
ned
abou
t the
irm
ilk m
oney
. I h
ad b
een
digg
ing
into
my
coin
purs
e to
mak
e up
for
thei
r de
fici
t. T
hen
onth
is F
ebru
ary
mor
ning
they
put
an o
utsi
zeva
lent
ine
unde
r th
e ov
erfl
owin
g bo
x. R
ue-
fully
I e
stim
ated
the
cost
of
this
hea
rtm
ore
than
sev
eral
bot
tles
of m
ilk. I
har
dly
need
edto
be
told
but
I h
ad to
list
en"W
e sa
ved
all o
ur m
ilk m
oney
," s
aid
Jerr
y."W
e sp
ent i
t all
on th
is o
ne,"
add
ed J
oe.
Ope
ratio
n "o
pen
and
look
" ca
me
to a
sud
den
halt
as th
e hu
ge e
nvel
ope
was
pla
ced
inm
yha
nds.
Fro
m th
e en
velo
pe th
ere
emer
ged
.ava
st li
mou
sine
of
gold
and
whi
te c
ardb
oard
,he
ld to
geth
er w
ith h
oney
com
bs o
f re
d an
dpi
nk ti
ssue
pap
er. D
oves
, cup
ids,
and
hea
rts
5 B
essi
e R
owla
nd J
ames
, Six
Fee
t Six
, Bob
bs.
perc
hed
at p
reca
riou
s an
gles
and
hov
ered
over
a lo
vely
lady
and
her
han
dsom
e es
cort
.T
he g
roup
gas
ped
in u
niso
n. I
t was
a v
alen
-tin
e be
yond
imag
inat
ion'
s w
ildes
t fan
cy.
Did
they
hea
r m
e m
urm
ur g
rate
fully
, "A
solid
gol
d m
ilk tr
uck.
"It
was
all
I co
uld
do to
kee
p m
y co
mpo
sure
one
mor
ning
whe
n I
light
ly ta
pped
Car
l'scl
osed
han
d an
d as
ked,
"Is
ther
e so
met
hing
inte
rest
ing
in th
ere?
"A
ll in
one
bre
ath
he s
aid,
"I
call
it m
y je
llyst
one.
It's
whi
te o
n th
e to
p an
d bo
ttom
and
pink
in b
etw
een.
"C
ho f
lour
ishe
d as
he
had
som
e te
nder
lovi
ngca
re. I
kne
w I
mus
t nev
er d
eser
t him
so
whe
nit
was
tim
e fo
r m
e to
leav
e K
orea
the
two
of u
s w
ent t
o se
e th
e ge
ntle
man
in c
harg
e of
Fost
er P
aren
ts.
It w
asn'
t the
usu
al p
roce
dure
for
chi
ld a
ndpa
rent
to s
elec
t eac
h ot
her
but a
n ex
cept
ion
was
mad
e. C
ho is
now
on
his
own
and
is a
prin
ter.
One
tim
e w
hen
I re
turn
ed to
the
basi
n sc
hool
in w
hich
I h
ad ta
ught
as
an a
ltern
ativ
e to
spee
ch m
akin
g I
took
Hel
en M
acki
ntos
h w
ithm
e. T
he te
ache
r w
ishe
d to
talk
with
us
and
sugg
este
d th
at th
e bo
ys a
nd g
irls
mak
e pi
c-tu
res
of th
e gu
ests
.T
here
is H
elen
pin
k- c
heek
ed, b
lue-
eyed
, loo
k-in
g ve
ry g
ay in
her
bri
ght g
reen
sui
t. M
y re
dan
d bl
ack
prin
t dre
ss is
eas
ily d
istin
guis
habl
ean
d in
eve
ry p
ictu
re I
am
as
soft
a d
usky
brow
n as
the
stud
ents
I h
ad g
row
n to
love
.
Lov
e an
d le
arni
ng g
o fr
om h
eart
to h
eart
easi
ly y
,hen
ther
e is
som
eone
who
se h
eart
en-
com
pass
es y
our
care
s an
d w
oes.
We
mus
t str
ive
to h
elp
boys
and
gir
ls f
ind
life
and
lear
ning
bot
hw
orth
whi
le. T
hey
may
eve
n di
scov
er w
ithC
harl
ie B
row
n th
at "
Hap
pine
ss is
fin
ding
out
you'
re n
ot s
o du
mb
afte
r al
l."O
nce
thes
e ch
ildre
n fi
nd th
at th
ey c
an c
hang
eth
emse
lves
they
may
rea
lize
that
they
can
als
och
ange
thei
r w
orld
.If
toda
y is
goo
d an
d ha
s a
ray
of h
ope,
tom
or-
row
can
be
bette
r.
DR
. JO
HN
F. S
TA
EH
LE
Ass
ista
nt D
irec
tor
for
Polic
y an
d Pr
oced
ures
,D
ivis
ion
of C
ompe
nsat
ory
Edu
catio
n