tal community participation model which failed to explode into another Ocean Hill-Brownsville as predicted by project opponents, precisely because it was not designed for community control; (7) the development of the most sophisticated work-study program in any high school in the city; (8) the establishment of an Education Services Center which was people-directed for increased delivery of programs and attended far in excess of other adult education centers like it: and (9) a decrease in teacher-student conflict and hostility.

TABLE 1.-WADSWORTH ELEMENTARY SCHOOL, 1ST GRADE, COMPARISON OF MEANS

1 Result of test; an absolute value greater than 1.96 indicates a significant difference between means at the 95 percent confidence level.

TABLE II.-WADSWORTH ELEMENTARY SCHOOL, 3D GRADE, COMPARISON OF QUARTILE MEANS

Any solution guaranteeing cultural pluralism demands the input which an aggregate model provided. It needs the diagnostic skills of the professional staff. In such a school diagnosis would be the important program. Teachers would need to become skilled in techniques of data collection and analysis, such as interviewing, microethnograpy, questionnaire construction, public opinion polling, test construction, categorizing and codification. Diagnosis would not stop nor necessarily start in the classroom but would encompass the entire community especially as it related to the students existence, present, past and future. It would need administrators amenable to the collective decision model described above or administrators willing to share power. Let's look at an example of how this model would work:

In 1966 at Forrestville High School, a high school located in the inner city of Chicago, plagued by a constellation of gang problems, low achievement, high drop out rates, poor facilities and lack of equipment and materials, an aggregate

59-411-71-pt. 13- -2

body of parents, students and teachers became, concerned, began to observe the students in the high school and to collect data on the community and these students. Soon they noticed that the students were constantly requesting permission to go to the instrumental music room and to borrow music instruments. After conferring with the band instructor, these teachers found that many more students wanted to be in the band than the school facility could accommodoate. Moreover, after much interviewing with parents and students, the teachers located and identified approximately thirty singing groups who hung around the school after hours to practice in the empty classrooms.

The teachers also discovered that the reading median of the incoming freshman class was approximately fourth grade, that the sophomore class had the highest drop-out rate (3 boys to 1 girl), that two girls graduated for every one boy and that eighty per cent of the attendance and discipline problems were attributed to freshmen. They found that four out of every five students in the 9th grade Civics classes felt that the subject matter was boring and irrelevant. Student responses indicated that they wanted to study their own community. A meeting of interested community representatives and parents was called by the teachers, the PTA, the students who had formed two groups-the Men and Women of Forrestville, the presidents of the classes and the student council to discuss the new high school planned for the community. At this meeting the data and the information were discussed in general terms. Several suggestions were made and implemented. Committees were formed to discuss other matters further and one of these committees was assigned to preplanning for the new high school. The students in the Civics classes began the study of Grand Boulevard, the community area in which the high school was located. One class was to survey the community housing; another was to locate and study all business, i.e. grocery and liquor stores, restaurants, barber shops, etc. A social center" permit was obtained by the high school to provide space for the students interested in singing and playing musical instruments to practice and record. A disc-jockey club was formed and permission was granted by the local Soul radio station to work with the members on Saturdays at the radio station. The students requested and received permission to play records in the lunchroom during lunch periods and the disc-jockeys manned the equipment and mikes, made lunch school announcements and read pertinent bulletins. Parents, teachers and students became enthusiastic about Black History and the Magnificent Seven started with the school wide contest called "Do you Know these Famous Black Men and Women? Students who could name the largest number were to receive savings bonds. Then, the most frequently named men were listed and the Men of Forrestville were asked to select the seven who had contributed the most to the liberation of black people. Those chosen were: Martin Luther King, Jr., Malcolm X, Stokely Carmichael, Booker T. Washington, W. E. B. DuBois, Marcus Garvey and Frederick Douglas. The Men of Forrestville were then asked to try out for the roles of these famous heroes. The candidate was to write a speech taken from the study of this man's life and he was to try to sound exactly like the man he had chosen. The winners were called "The Magnificent Seven."

The first all school affair was "The Call for Freedom" which became an annual event. "The Call for Freedom" was the story of the Black Man's experience in America. Every student tried to perform in the affair. It was then that the observation was made about the intense interest Forrestville students had in the performing arts: singing, dancing, writing, acting, painting, building, sewing and designing.

The parents on the new school committee began to discuss the possibility of having larger music, art and drama departments in the new high school. Teachers were resistant to the idea at first.

The new high school gradually emerged. The performing arts was to be the core. But parents did not want it to be a singing and dancing high school. It had to be more. But the school was to respond to the students and the Black man's needs for no one wanted to produce the "old Negro."

Five parents, three teachers and three students met with the architects to discuss their ideas. There was to be a television beaming station, the stage was to be the center of the school. They wanted band rooms and practice rooms. The television studio was to be near an electronic shop where the students could

23 The Social Center is a recreation program established in the school after school hours by the Chicago Board of Education.

learn how to design and repair television equipment. There was to be a radio station and a recording studio so that students could learn not only how to sing but how to record. The business department was to be located near so that students who wanted to be entertainers could learn the whole business. Parents and teachers wanted to end the exploitation by agents and business men from other ethnic groups. Students majoring in performing arts at Forrestville were to learn accounting, business law, income tax, everything needed to control and manage their talents.

There was to be an Olympic sized swimming pool, a ballet room, and a little theatre that was to offer opportunities for unique techniques in the use of sociodrama for teaching reading to those who despaired of ever learning how with books. Here the students were to use videotapes and casettes to learn to read. Near the little theatre the sewing rooms were situated so that costumes for plays could be made. So located were the art rooms and the woodshops for making scenery for the theatre.

For students who wanted to be professionals, performing arts was to be the motivating dynamic. Independent study situations were built in to the academic departments of mathematics, social studies, science, biology and language. A large library was located in the front of the school with private carrels and listening posts to accommodate independent learning. Every effort was made to maximize the use of the multi-media.

Through the interaction of parents, teachers and students several new entries were to appear in the curriculum. Considerable blackening took place in less than a year. Even when the school was empty a visitor could not mistake the fact that this was a black school. Pictures of black heroes went up beside George Washington and Abraham Lincoln. And Jeff Donaldson went up beside van Gogh.

Music concerts would offer Beethoven and B. B. King, Yardbird and Mozart. Dance concerts would show ballet with the bugaboo. The Black Experience, however, was extolled and emphasized. New materials had to be written and new sets of knowledge had to be produced. The new high school, named Martin Luther King, Jr., opened its doors on June 28, 1971. Whether or not it delivers the great opportunities which its facility promises remains to be seen. The curriculum, its content, teaching and its methodology, the administration and its organization and decision-making and its collectivity all must emphasize the values of land, liberty and life. To make this school a vehicle for change for the black students who attend, new values must replace those now strangling educational processes. This is the real revolution.

A highly motivated principal and staff will be required to resist cooptation by the line-staff hierarchy with its arbitrary and authoritarian decisions. No such movements are now discernible. In fact, several changes in the physical facility have been made already to prevent certain changes. The new school was to have had no general study halls which are dumping grounds for students for whom the school has made no provisions. It has two. There were to have been no EMH divisions (Educable Mentally Handicapped). The EMH students were to be absorbed by the Performing Arts Core Curriculum. There are seven EMH divisions in the new school.

There is little resistance to the propaganda being dumped into the community by certain members of the professional bureaucracy who resist change, regarding academic preparation and college bound requirements for all, a countermovement to revert to A group norms and standards for B group. Moreover, excluded groups cannot conform to A groups system of "ways of orienting" and B groups must project their new external symbols to control new ways of orienting so that the new system will be geared into the action systems of both A and B. The construction and maintenance of the public schools system is far from mindless. It is purposeful, directed toward the preservation of the B group conformity to A group norms and values.

Carter G. Woodson explained this phenomenon more vividly than most in the following:

The chief difficulty with the education of the Negro is that it has been largely imitation resulting in the enslavement of his mind. Somebody outside the race has desired to try out on Negroes some experiment which interested him and his co-workers; and Negroes, being objects of charity, have received them cordially and have done what they required. In fact, the keynote in the education of the Negro has been to do what he is told to do. Any Negro who has learned to do this

is well prepared to function in the American social order as other would have him."

24

To make the schools a vehicle for cultural pluralism, the institutional values of male superiority, white European superiority and the superiority of people with money must be abandoned. Secondly, education must be for the purpose of self-fulfillment and self-realization by the expansion of the human potential for the best possible interests of each person concerned so that he can lead a more meaningful life in a democracy for the betterment of himself and all mankind Next, a new all human ethic must be employed. One that could be tried is that of the "Golden Talent." The basic assumption is that people are different. Each person is predisposed toward a certain approach to learning. Some people are sight learners, some kinesthetic, some auditory learners, some abstract thinkers, some manipulate ideas, some memorize. There may be as many approaches to learning as there are people in fact. But everyone has a talent! Observations of these will dictate what is taught to that learner. This curriculum will not be obstructed by racist and/or chauvinist values.

There is no doubt that a democratic culturally pluralistic society is imperative. That fights must be waged on all fronts is accepted. Let Americans tell no more lies, make no more myths, create no more evasions like integration and desegregation, revenue sharing and voucher systems. At long last let's set about to cure the disease and not treat the symptoms. Education can be concerned then with the meeting of men's needs of identity, stimulation and security based on the values of land, liberty and life. Once this occurs, the vital area of man's purpose and existence on this earth becomes the primary focus of his educational experience and the point position at the frontier of knowledge.

Senator MONDALE. Mr. Haskins?

STATEMENT OF MR. KENNETH W. HASKINS, WASHINGTON, D.C.

Mr. HASKINS. I am sure that you will hear some repetition in my paper, because in many ways, Mrs. Sizemore and I consider things from very much the same point of view.

I would like to begin by giving a little historical perspective that perhaps will pinpoint the point that Mrs. Sizemore made about the planful form of education.

Let me begin with a quote as taken from a member of the Virginia Legislature around the 1830's:

We have, as far as possible, closed every avenue by which light might enter their minds. If you could extinguish the capacity to see the light, our work would be completed; they would then be on a level with the beasts of the field, and we should be safe. I am not certain that we would not do it, if we could find out the process.

This paper that I will present will deal primarily with the black community. The problems and solutions, however, can be applied to others, such as Puerto Rican, American Indians, and the Mexican Americans.

The quotes used at the outset give an interesting historical perspective. They refer to the system of slavery-a state of being into which black people were to be educated. The current question is how far have we moved from this original purpose? Regardless of what terms we use to describe it.

It is evident that what was kept from and what was put into the minds of black people has preoccupied white America from the beginning of slavery in this country. A complete system, supported by all facets of society, was devised in order to control this. As times changed,

24 Carter G. Woodson, op. cit. p. 134.

this system, giving as little as possible, made necessary accommodations, but never significantly altered its basic pattern.

Kenneth Stamp in The Peculiar Institution describes the steps used during slavery to produce the ideal slave:

The first step was to establish and maintain strict discipline. A Virginia slaveholder is quoted as stating, “unconditional submission is the only footing upon which slavery should be placed.

The second step was to implant in the bondsmen themselves a consciousness of personal inferiority. They had to 'know their places' to 'feel the difference between master and slave', to understand that bondage was their natural status. They had to feel that African ancestry tainted them, that their color was a badge of degradation.

was to awe them with a sense of their master's enormous

The fourth step was to persuade the bondsmen to take an interest in the master's enterprise and to accept his standards of good conduct.

The final step was to impress Negroes with their helplessness, to create in them 'a habit of perfect dependence' upon their masters. Many believed it dangerous to train slaves to be skilled artisans in the towns, because they tended to become self-reliant.

I contend none of the principles used to create the ideal slave have been completely abandoned. All linger in one form or another in the relationships between white Americans and black Americans. The changes that have occurred came about because of the continued refusal of the black community to totally submit to the definitions of their status provided by those who control.

MISEDUCATION OF AMERICA

The education or miseducation of America comes through many forms. In addition to the school, television, movies, plays, popular songs, cartoons, nursery rhymes, all play a part. At one time, all of these were used to help implant the feeling of personal inferiority in the minds of black people, and conversely, personal superiority in the minds of whites.

Slaves codes, and later Jim Crow laws, further demonstrated these differences, while adding the attempt at strict discipline and the demonstration of the "master's" enormous power.

State governments, and all kinds of vigilante groups and lynch mobs participated in this. The drive to impress the black man with his helplessness also continues today as black people are skillfully kept out of decisionmaking roles-not only for the general community, but even in the communities which are almost totally populated by them. The school, and such skills as reading and writing, have always had a central role in this struggle. From the beginning, reading and writing were singled out as tools to be withheld from black people at any cost. Other means of communication were partially destroyed by breaking up families; outlawing the use of drums; and not allowing black people to gather without a white person being present.

In return, black people sought to acquire the ability to read and write wherever they could. During reconstruction, in places where it was possible, black people built and opened schools. This occurred on the Sea Islands even before the Freedmen's Bureau was created.

In South Carolina and other States where black people constituted a meaningful group in the State legislature, public education was