ED 036 583

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