Page 4
Portland/Observer
Thursday, July 5, 1973
Salvation Army Community Center Director Joe Kelleher,
in foreground, checks off campers' names as they get on
board buses bound for Camp Trestle Glen. Red Shield Youth
Center session attracted 140, most of whom attended on
campships or partial campships. Session is scheduled June 28
through July 3.
SHOP
lENOW 'S
FOR
B R A N D S you kno
V A R IE T IE S y o u hl
SIZES you w a n t
uN.UD G&OCENs
K ennedy raps N ix o n
(Continued from pg. 1, col. 6)
wretched housing. And what
has been the response? The
declaration of an end to the
war on poverty; the mora
torium on housing construc
tion, and the impoundment of
school lunch money. It is the
meanest form of deception to
compound this tragic r e
sponse by providing less
than half of the funds we
know are needed to meet the
educational needs of those
children.
"Com pensatory education
remains the best hope for
the children of Appalachia and
for the children of the ghetto.
But compensatory education
does not mean spending more
money to buy air condi
tioners, or portable swim
ming pools or to substitute
federal dollars for state dol
lars.
"The more than 5 millior.
public school children from
lim ited English speaking
backgrounds also demand
special federal attention. The
Chicano in South Texas, the
Puerto Rican in East Harlem
the Cuban in Miami, the
Alaskan native in Point Bar
row, the Navajo in Window
Rock - their futures have
been disfigured by the fail
ure of the educational system
to be sensitive to their cul
tures and to their identities
and to their needs.
“By denying a child the
freedom to communicate and
by denying a child the free
dom to participate in the life
of the classroom, we turn a
classroom into a jail cell.
Yet we know this cruelty
occurs in a thousand class
rooms across this country.
We must end that condition
and end it now.”
A third test faces the
educational system and that
is whether we can resolve
the crisis of school finance.
“If we are willing to have
the federal government pro
vide 90 percent of the cost of
highw ays, then surely it
makes sense for the Federal
government to provide more
than 7 percent of the cost of
public education.
“If we can provide federal
subsidies to the Lockheed
Corporation and the Penn
Central Railroad, then surely
we can afford subsidies to
upgrade the public schools of
this nation.
“If we can accept a Federal
responsibility to pay two-
thirds of the cost of building
mass transit in our com
munities. then we can afford
to pay one-third of the cost
of educating the children who
live in those communities.
“There is a fourth test
which is as vital to the
future of the nation’s social
structure as it is to the
future of education, the test
of assuring equal educational
opportunity.
“N early 20 years have
passed since the Supreme
Court handed down the
Brown v. Board of Education
decision, yet Black and
brown and white children
still sit in segregated class
rooms.
“In much of the South to
day, desegregation has to a
large extent been completed.
The task which now remains
is providing quality educa
tion.
“In the absence of any sign
of leadership from the exe
cutive branch, the Supreme
Court has shouldered the
burden again. It's decision
this week in the Denver case
rejects the view that the less
obvious actions of Northern
schol boards can escape the
command of the Constitution.
"I do not propose busing
white children to a school
that is broken-down, second
rate or dangerous; a school
w here education has no
chance; but I condemn a
system that permits Black
children to remain in those
schools for a single day
longer.
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(Continued from pg. 1. col. 6)
He recommended that edu
cators assess the educational
system and come up with
new ideas for teaching.
He advised political acti
vity to insure that education
receives a fair share of the
economic resources.
“As
long as I can remember, the
very same people who have
been fighting against aid to
education have been busily
telling teachers that they
ought to stay out of politics.”
O'Hara advocates 15 years
of free public-supported edu
cation. beginning with kinder
garten. The first two years
of college would be a right
for every young person and
would be an integral part of
the public school system.
O’Hara is a member of the
House Committee on Educa
tion and Labor, the Joint
Committee on Congressional
Operations, and the Com
mittee on Interim and In
sular Affairs.
1005
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4
Mafia in business. To pro
vide the sociologists with
sufficient data for their re
search programs.
Manage
able voters, manipulatable
consumers, and, if need be in
the case of war, willing
killers.
“The innocence of those os
us, including myself, who
wrote the idealistic books of
protest keep on writing them
and then sit back and wait
for our Utopian notions to be
put to application by such
folks as Nixorr, Hicks, or
Hiakawa.
This innocence
originates from the classis
liberal hesitation and with
drawal from strong, honest
and sophisticated recognitions
of the cold and realistic func
tion of the public school.
As an English teacher my
self I think it is much more
interesting to talk about the
disguised forms of political
indoctrination. To give you a
simple example, it's some
thing that doesn't look like
indoctrination but is, I think.
This will be very familiar to
many of you:
The way
grammar is taught. Fearless
terror in the public schools,
the use of the first person
pronoun.
We all fear the
word “1”. A classic example;
A child says something rude,
the teacher lifts her eye
brows and steps back in
horror and says “Is that any
way to speak to me?” But
instead of saying “me”, typi
cally the teacher says “Is
that any way to speak to
Miss O'Brien?”
And the
question is “Where is she?"
It’s as if she wasn’t there.
Not present, pulsating in the
classroom. “It's as if she was
locked up somehow in the
closet with the chalk and
chalk erasers.
The Albina Youth Oppor
tunity School is holding it's
third con secu tive summer
school for high school stu
dents, which began June 18
and continues through Au
gust 10.
Classes are held Monday
through Friday from 8 a.m.
to 12 noon. Courses offered
are English, math and his
tory on all four high school
levels: Senior, junior, sopho
more and freshman.
Albina Youth Opportunity
School, which is funded
jointly by Model Cities, School
District No. 1 and private
donations, offers an informal
learning atmosphere for the
student. The AYOS instruc
tors really care about the
student. Also the student
teacher ratio is very small
which allows the instructor
more time for each individual
student.
Sixty two students are cur
rently enrolled in AYOS
summer school, 7 of which
will receive their GED upon
completion August 10. The
Albina Youth Opportunity
School is quickly becoming
one of the most highly ac
claimed schools for the indi
vidual. If your child is not
now attending AYOS, he will
have another opportunity to
sign up on July 16.
Unequaled
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Caucus Time
Kozol
JACK’S CHEVRON
iÿÿ
SS
by J etie B. W ild ., J r.
(Continued from pg. 1, col. 6)
AMERICAN MOTORS
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“If the schools would deny
the chance for quality educa
tion to a white child, then
they deny it as well to all
our children.
“If these schools cannot
serve for some, then they
cannot serve for any. Old
schools will have to achieve
an excellence that will at
tract white students; or new
schools will have to be con
structed in an area which
will not foster new patterns
of segregation.
‘ “There are some who chai
lenge the benefits of inte
gration because the educa
tional gains do not measure
up to their standards. They
say desegregation only di
minishes the differential in
achievement between white
and Black students by 20%
to 25%. They say the most
a Black student seems to
gain is a single year of addi
tional schooling. But if that
year is the difference be
tween a high school diploma
and a dropout it is worth
the effort. And if desegre
gation boosts the achieve
ment of the disadvantaged at
all, it is worth the effort.
“For a society that must
learn to live together to sur
vive, other gains are equally
important, the gains of break
ing down racial sterotypes
and the gains of establishing
a society that respects men
as individuals and children of
all races as part of the same
family of man.
“The final test confronting
education is a test of whether
it can d em onstrate the
capacity for change and in
novation.
“When one quarter of all
our students in the suburbs
as well as in the cities con
tinue to have reading prob
lems. when children leave
school unable to read and
write and when 18 million
adults cannot grasp the
meaning of the morning
newspaper, then we must
change the way today's
schools are teaching reading."
Senator Kennedy advised
the NEA members to use
their power in the political
process.
"It must not be
politically safe to vote against
the needs of the nation's
children.”
AYOS Holds
summer
school
Chairman. Oregon Black Caucus
“There is a method in the
seem ing m adness of our
public schools. Ethicial re
volutions are not made by
those who speak and breathe
in the third person. Exhor
tations are not verbalized in
the subjunctive. Statements
of conscience are not con
ditionally posed or indirectly
stated. School is not mind
les, idotic or inept. The bias
against the use of the first
person is a well-planted vac-
ine against ethical infection.
It is only one of many ways
in which the school serves
the flag which it flies and
labors to defend those values
and deceptions it exists to
foster.
Kozol’s alternative to the
public school is the Free
School concept, those schools
that have taken students
who were drop outs or were
expelled from the public
schools and have been suc
cessful in teaching them.
Kozol advocates financing the
Free Schools through a
voucher system, where the
school would be paid by the
state to educate the child.
Kozol, a Harvard graduate
and Rhodes Scholar, has lived
for many years in the Black
and Puerto Rican neighbor
hoods of Boston.
He was
terminated from his teaching
position in the Boston Public
Schools for reading a [King
ston Hughes poem to his all
Black fourth grade class.
Kozol's book about his ex
periences in the gh etto
school. Death at an Early
Age, is now in it's 15th
printing, is published in five
languages, and has sold over
a million copies in the United
States. His latest book is
“Free Schools".
i t
There are those among us
who deem it necessary to
look beyond Portland and
beyond Oregon to determine
what Portland Oregon are
all about. It seems like a
sound practice as long as we
continue to examine from
within also.
The N ational Education
Association met in Portland
this week and one of the
things that was addressed by
this group is what the public
schools are doing to children,
all children.
Everybody
seems to agree that there
should be quality education
for all kids.
Beyond the
general controversy about
educational methodology is a
specific one about the edu
cating of Black children. The
question that is being raised
speaks to the point of
whether Black children are
suffering psychologically in
many hostile white environ
ments.
There is also the
question of whether sitting
next to white folks in subur
ban schools will eradicate
poverty, poor housing, lack
of jobs and racism.
Cer
tainly, one must admit that
sitting next to Black folks,
i.e. Albina, does not neces
sarily eradicate the same ills
either. The issue then be
comes whether sitting next
to Black folks is better than
sitting next to white folks?
That question has to be
answered by each of us indi
vidually.
For the middle class Black
child, there is a possibility
that the suburban schools
may be more beneficial be
cause they have the oppor
tunity for those all important
after school experiences. I’m
using the term middle-class
to encompass more than the
annual salary element be
cause that could be achieved
by individuals working two
jobs and not having time to
share experiences with the
youngsters. For the many
millions of Blacks struggling
to just survive economically,
the suburban educational ex
perience is questionable.
It seems important to ex
amine the merits of im
proving the schools in the
neighborhood where the chil
dren live. This improvement
does not mean just making it
more like the suburban white
school. Certainly one must
acquire those skills that are
presently necessary in order
to function in today's society.
However, one has to recog
nize that suburban schools
are not trying to increase the
students' proficiency at serv
ing the present system.
It seems then that you're
hexed if you do and hexed if
you don’t.
There is some
hope however in strategy of
improving the schools of the
neighborhood where Black
children live; and where
Black parents could exercise
some controls if they choose
to do so. Each of us must
think about this as some
among us quietly encourage
parents to sign away the
lives of their kids in ex
change for suburban schools.
Improving the schools in
Albina seems to be a more
reasonable alternative than
supporting the busing of
Black children to suburbia so
that they can learn how to
rationalize the present sys
tern of subjugation, especially
when they are the ones
being subjugated.
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