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National Conference on Equal Educational Opportunity

ti

U.S. DEPARTMENT Of KWH. IDUCIIION d WELFARE

OffICE Of EDUCATION

THIS "OMEN! HAS BEEN REPRODUCED !RIMY AS RECEIVED fROM THE

PERM OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

'STATED DO 101 WHIMSY REPRESENT OHM Of EDUCATION

POSITION OR POLICY.

The Melting Pot, the Mold and Resultant RejectsVD009630,

Center for Human Relations , National Education Association

The Melting Pot .

Conference Participants Represented the Following Organizations:

State Departments of EducationDelaware Department of Public InstructionDistrict of C.Olurnbia Department of Educa-

tionIowa Department of Public InstructionMaryland Department of EducationNevada Department of EducationNew jersey Department of EducationOhi6 Department of EducationTennessee Department of EducationWest Virginia Department of Education

Local Civil Rights Commissions fromBethlehem, Pa.; Charles:on, W.Va.; Dayton,

Ohio; Fort Wayne, Ind..; Lexington-FayetteCounty, Ky.; Muncie, Ind ; Minneapolis,Minn.; Newark, NI; New Rochelle,NY.; Pontiac, Mich.; an Jose, Calif.

PublishersGinn & Co., MassachusettsHoughton Mifflin Co., MassachusettsInitial Teaching :Alphabet Publications,

New Yorkintegrated Education, IllinoisLaidlaw Brothers, IllinoisMcCormick-Mathers Publishing Co., New

YorkMcGraw-Hill Book Co.., New York

Colleges and UniversitiesBaltimore Gty College, MarylandBig Bend Community College, WashingtonCheyney State College, PennsylvaniaCity University of New YorkDrew University, New JerseyDumbarton College, D.C.Eastern Michigan UniversityFederal City College, MCFisk Lniversity, TennesseeHow..d University, O.C.Jack an State College, MississippiJersey City State College, New JerseyLos Angeles City College, CaliforniaMemphis State University, TennesseeMorris College, South CarolinaNew York Gty Community CollegeRichmond College, New YorkSouthern University, LouisianaTufts University, MassachusettsUniversity of DelawareUniversity of MarylandUniversity of Maimi, FloridaUniversity of MichiganUniversity of Northern IowaUniversity of TennesseeUniversity of WisconsinValparaiso University, IndianaVirginia State CollegeWayne State University, MichiganWest Chester State College, PennsylvaniaWest Virginia Wesleyan CollegeWichita State University, Kansas

Public School Systems

Alabama: Bullock CronlyArizona: PhoenixCalifornia: Berkeley, Long Beach, Los An-

geles, Oakland, Redwood Gty, Rich-mond, San V.z.ten, Sequoia, S. San Fran-cisco

Colorado: Boulder Valley, DenverConnecticut: HartfordDelaware: WilmingtonDistrict of ColumbiaFlorida: Dade CountyIllinois: Chicago, Decatur, EvanstonIndiana: Elkhart GaryIowa: ees MoinesKamas: WichitaKentucky: LouisvilleMaryland: Anne Arundel County, Balti-

more, Kent County, Montgomery CountyMassachusetts: WorcesterMichigan: Dearborn, Detroit, Flint, Oak

Park, Pontiac, Wayne CountyMinnesota: MinneapolisNevada: Las VegasNew Jersey: Camden, Matavvair, Neptune

Township, Newark, Orange, Plainfield,Trenton

New York: New York Gty, Rochester, Rock-ville Centre, Schenectady, Yonkers

North Carolina: HalifaxOhio: Akron, Berea, Dayton, YoungstownPennsylvania: Bethlehem, Clairton, Ger-

mantown, PhiladelphiaSouth Carolina: ColumbiaTennessee: Chattanooga, MemphisUtah: Salt Lake GtyVirginia: Fairfax County, RichmondWashington: TacomaWest Virginia: McDowell County, Raleigh

County

Governmental Organizations

Bureau of Indian AffairsNASAPeace CorpsUS. Atomic Energy CommissionUS. Civil Service CommissionU.S. Department of AgricultureUS. Department of HEWU.S. Office of EducationUS. Treasury Department

Regional Organizations

Appalachian VolunteersHighlander Research and Education CenterMichigan-Ohio Regional Educational

LaboratorySouthwest Cooperative Educational

LaboratoryTennessee Valley Authority

National Organizations

American Association of Jur.Em CollegesAmerican ASSOCZL071 of University WomenAmerican Friends Service CommitteeAmerican Industrial Arts AssociationAmerican Jewish CommitteeAmerican Jewish CongressAmerican Library AssociationAmericans for Democratic ActionAmerican Veterans CommitteeAnti-Defamation League of Erna; B'rithAssociation tor the Study of Negro Life and

HistoryNAACP Legal Defense FundNational Association of College WomenNational Catholic Conference for Interracial

JusticeNational Civil Liberties Clearing HouseNational Conference of Christians and JewsNational Congress of Parents and TeachersNational Urban LeagueSouthern Christian Leadership ConferenceOffice for Spanish-Surnamed AmericansSouthern Education Foundation

Parent and Teacher Associations from

Illinois, New Jersey, New York, Ohio, andWest Virginia, and the North CaraoaCongress of Colored Parents and Teach-ers

State GO Rights Commissions in

Colorado, Illinois, Indiana, Iowa, Maryland,Massachusetts, New York, Pennsylvania,and Tennessee

State and Local Education Associations

Alabama Education AssociationAlabama State Teachers AssociationArizona-ACTArizona Education AssociationCalifornia Teachers AssociationCalifornia-ACT (Local: Los Angeles)Colorado Education MsociationConnecticut Education Association (Local:

Greenwich)Delaware State Education AssociationFlorida Education Association (Locals:

Broward, Duval, Pinellas, Volusia)Illinois Education Association (Local: De-

catur)Indiana State Teachers Association (Local:

Indianapolis)Kansas State Teachers Association (Local:

Wichita)Kentucky Education AssociationMaine Education AssociationMaryland State Teachers Association (Lo-

cals. Anne Arundel, Kent, and Mont-gomery Counties)

(Continued on inside back cover)

The Mold . . . and . . .

Resultant Rejects

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Let a new earth rise. Let another world be born. Let a bloodypeace be written in the sky. Let a second generation full of cour-age issue kith; let a people loving freedom come to growth. Let abeauty full of healing and a strength of final clenching be thepulsing in our spirits and our blood. Let the martial songs bewritten, let the dirges disappear. Let a race of men now rise andtake control.*

This verse expresses the climate of the Conferenceconferees reachingfor a better world and growing increasingly impatient with the pace ofprogress. Anticipating the day of universal respect for racial and culturaluniqueness, Cmference participants called into question the whole ofAmerican society. By word and act, they rejected the concept most deeplyimbedded in the mythology of the united Statesthe melting pot.

The nature of this concept is set forth in the Report of the NEA TaskForce on Human Rights as America's "Dismal Legacy."

_ the significant fact about the melting pot is that it didn't happen atall. Basically, American institutions have always been white, and Ameri-can society has perceived itself to be white . . The choice open tomembers of a disparate culture or community is to assimilate and dis-appear (into the mainstream) or to be isolated and relegated to second-class citizenshipor no citizenship at all .

The Conference seemed transformed at times into the crucible it wasattempting to analyze. At a luncheon meeting, for example, an unscheduledpresentation was made by a group calling itself the "Black Caucus." Atanother point, a Mexican-American challenged the serving of grapes at ameal_ Several conferees chose not to react to a scheduled textbook paneldiscussion; instead, they used that period to question the powerlessness ofBlacks in education associations which have merged, and the displacement

2) of Black principals.The speeches, workshops, and demands made at the Conference will

constitute much of NEA's future human relations program. Indeed, theCouncil on Human Relations acted during the Conference to answerdemands for change_

The following pages, in word and picture, tell the story of the "meltingpot."

Walter J. O'Brien, ChairmanNEA Human Relations Council

"For My People" by Margaret WalkerCopyright C) 1942, Yale University Press

Conference Coordinator: Rosena J. Willis. Conference Photographers; Joe DiDio, Carolyn Salisbury. Credits for photographs not taken by conferencephotographers appear on inside back cover. Conference tditnr: Mary Kepecs.Cover design by: Charles Meyers, NEA Press, Radio and Television Division,

Single copy, 500 (Stock #871-24838). Discounts on quantity orders: 2-9 copies,10 percent; 10 or more copies, 20 percent. Order from Publications-Sales Section,National Education Association, 1201 Sixteenth St., N.W., Washington, D.C. 20036.

1

Mrs. Margaret Walker Alexander, author of thenovel Jubilee, delivers keynote address at theConference.

We need a new educational system to assure the sur-vival of the human race. Black people in America havemuch to offer toward the building of an enduringphilosophy of humanism.

As we enter the life of the twenty-first century, the de-bris of the twentieth century crashes all around usideological and military conflict among nations, economicproblems of automation and cybernetics, the turmoil ofthe cities, and the drama of the campus. The home, theschool, and the churchour basic institutionsare alsothreatened by the violent disruption which is underminingcur socio-economic and political system.

Three hundred fifty years ago, when the AmericanColonies were not yet a nation, a set of built-in valueswas superimposed by the European powers. These valuesconsisted of three basic philosophies: (1) a religious beliefembodying the Protestant work ethic and an aversion tosecular song, play, and dance; (2) an economic theorygroping for industrial and capital expansion; and (3) apolitical dream of democracy. This democracy was basedon the Christian ideal that all men are brothers and thechildren of God. Slavery and segregation as American in-stitutions contradicted the dream, and the United Statesdeveloped instead a racist philosophy, the fruits of whichwe are reaping today.

The Effect of Racism on Blacks and WhitesBlack people in America have for so long borne the

stigma of slavery that every community, Black and white,has been warped by this wanton subjugation: Legal segre-gation enabled white America to educate Black and whitechildren with lies about race. The white child values raceabove humanity; he overvalues his intelligence and worthanr" denigrates that of others because of race; he is ig-norant of cultures other than his own and cannot appre-ciate other languages, art, religion, history, or ethics. Heis unprepared to live in a multi-racial world withouthostility. Black children, on the other hand, have beentaught to hate themselves and to imitate whites. Theyhave been led to believe that we have no Black history,no Black culture, or no Black beauty; and that the non-Western world, which is colored, is "primitive" in culture"heathen" in religion, and "pagan" in ethics.

The existence of the ancient civilizations and empires ofEgypt, Ethiopia, Ghana, Mali, and Songhaywhich areignored by history booksand the fact that both Asiansand Africans enjoyed their great renaissance before the

2

"The Melting PotApplies Only

whites, are both ignored by white America and desig-nated as evil. But the fact remains that we are living ina multi-racial world in which there are varying cultures,religious beliefs, and sx:io-economic and political sys-tems. Whether we it or not, our children must beeducated to live in such a world. They must :eam to fivein a world that is four-fifths colored, nine-tenths poor,and in most cases, neither Christian In religion nor demo-c. !tic in idea.

The Purpose of the New HumanismThe struggle of Black people must, therefore, re-

emphasize the battle for intellectual emancipation. A newself-concept must be instilled in the Black child, and anew perspective must be developed by the white child.It is the task of every well meaning, clear-thinking Ameri-can, Black and white, to rectify the wrongs caused byracismto change the basic attitudes and twisted factsstill held by segregationist America, Black and white. AllAmerica must move toward a new humanism which willprovide a full measure of human dignity for everyone.We must create a new ethic that is neither Protestant,Catholic, Jewish, Moslem, Buddhist, nor any other ethicnarrowed by creed but one that is liberated into respectfor the human rights of all men. Our ethic will then be-come a universal blessing of mutual respect and concernfor every living spirit. A knowledge of world religions,world cultures, and all the racial and nationalistic strainsthat make up the human family will make such an ethicpossible. The appreciation of other people and their cul-tures is predicated upon an understanding of them, andunderstanding is predicated upon genuine knowledge.We need a new educational system. The recent revolu-tion in teaching has been largely electronic. An intel-lectual revolution is of necessity a revolution in basicideas.

Theoryto Euro-Americans"

(4)

The Black Contribution to the New Humanism

The Christian church in America is today derelict in itsduty. MI America knows that institutionalized religion haslost its basic meaning because it has been too long in theemploy of racism. The pages of history that tell the truestory of slavery and segregation are stained with the bloodof Black men who were crucified by white Christians.Violently shaken by class, caste, and racial disturbance,the church in America craves a new awakening in whichspiritual meaning is reborn and revitalized. Religion in asociety should be the underlying philosophy of the peo-ple. Black men, before they came to America, had areligion and ethic that was communal, that gave impetusto their living and moral order to their community.Though vie have lost our ties to Africa, we are still apeople of soul.

Our music, art, and literature are also part and parcelof our heritage. A knowledge of the poetry of a people is

not only fundamental to a complete understanding of usas a people, it is a fundamental ingredient in the develop-ment of our world consciousness.

A new awareness of this Black history has taken hold ofus in the wake of the riot commission's report that whiteracism is the creeping sickness destroying America. Howshall we diagnose this racism and prescribe for its cure?Will more jobs, better housing, more ballots, and lessguns cure racism? Hardly. This is a battle for the minds ofmen, Black people have a gift of song, a gift of labor, anda gift of soul. Let us stir up the gift of God that is withinus, and !et us create a new world for all Americans. Letus use our heritage of religion, poetry, and history asfoundations for a new educational system. Let us teachour children that we are a great people, that they have agreat heritage, and that their destiny is even greater.

3

(5) a

The New Educational System

In this watershed of the twentieth century, nationaland international concerns are with poverty, disease, %var,and the complexity of our multi-complexioned world.The American theory of the melting pot has applied onlyto European descendants. The Black American, the Orien-tal, the American Indian, the Mexican-American, thePuerto Rican American were rejected from the mold ofthe melting pot. But, in the most densely populated areasof these nonwhite groups may be found all the socialproblems of Americasubstandard housing, racist-con-trolled education, dire poverty, ugly disease, and the sick-ness of white racism. It is within the promise of educa-tion to change this condition.

First must come a change in philosophy, from racism tohumanism. Our educational institutions must instituteprograms that built respect for all cultures, races, creeds,and nations. A knowledge of the unity of all mankind,together with a knowledge of the integration of all cul-tures in man's world, is mandatory and primary. This isno longer a question of idealism; this is a basic necessityfor human survival.

Just as we minister to the physical needs that are human,we must minister to our mental needs that are also hu-man. We must recognize the worth of every living person.All America is crying for this new humanism, for a neweducational system, for a new and creative ministry froma new and spiritually vital religionone that is meaning-ful and has a genuine moral imperative. A new space ageof the twenty-first century craves a vital and new religionto usher in the millenium. A new century promises toerase the color line. A new humanism must prevail. Wemust find the strength and the courage to build this newand better world for our children. Many of us will dietrying in these last" years of a dying century, but in thetwenty-Crst century, our progeny will occupy the citadel.

The big job which lies before us will be the job ofeducationof reeducation. It must begin with the motherof the child unborn, with the pre-school child, even theinfant in arms. It is predicated upon the great truth thatall men are human creatures; none is any less; none canbe any more. Mankind is challenged. Mankind mustrespond.

This is a summary of Mrs. Alexander's speech. The full text isavailable from the NEA Center for Human Relations; singlecopies, free while they last_

Thoughts of a Native American

Learning on the Reservation

am a member of the Stockridge-Munsee Band of Mohican Indians,which is a branch of the Delaware,which is one of the Algonquin tribes.

Do not think, as I speak, that I usethe word "Indian" as if I had nothought or feelings about it.

Actually, the "Indian" was the firstimposition on us by the Europeans.You see, there was this man namedColumbus, who had some notions ofreaching India. He planned for it; heset his goal; he submitted his proposalto Ferdinand and Isabella. He wasfundedmeagerly, no doubtand setsail. When he sighted land, it didn'tdare be anything but India. As proof,he labeled the people "Indians," andthe name stuck. In fact, the countrylater developed a Bureau of Indian Af-fairs, and even an "Indian problem." Itis a bland label hiding a rich diversitywhich becomes evident when onenames the peoplethe Pasmaquoddy,Wampanoag, Tuscarora, Menominee,Winnebago, Dakota, Cheyenne, Arap-aho, Kickapoo, Navajo, or Modoc.Over 200 identifiable tribal groups ex-ist yet todayin spite of the efforts ofthe government and the missionaries tclure or coerce us into the mainstream.

The melting pot and the mainstreamhave become threats to the various In-dian tribes, for they imply a loss ofidentity and culture.

_..

The Meaning of Culture

Culture is the meaning that threadsthrough the people's way. For example,if a tribe is known as the "people whomake :heir axes from stone from theSacred Mountain," and a trader with asteel ax tries to persuade the people touse it, they could be caught in culturalconflict. To use the steel ax would de-stroy their identity as "people whomake their axes from stone from theSacred Mountain." But, if stone wereused because that was the only ma-terial available, they would probablyadopt the steel ax as quickly as pos-sible.

When the Indian became aware thatthe Euro-Americans felt obligated toconvert him out of his Indian religion,or to assimilate him into the main-stream, he began to resist and to fightfor his land. Of course, the problemwhat to do with the "savages"--de-veloped. Annihilation was one possi-bility; assimilation, another.

The European felt it was his God-given duty to save the heathen and tocivilize him into the refined way oflife_ But the fact that the settlers werepitting tribe against tribe while reliev-ing the Indians of their lands by anymeans possible, is rarely mentioned inour history books.

But I am speaking too generally, ofcourse, as though all white men weremalicious, greedy, and ignorant. PeterFarb in his new book, Man's Rise toCivilization as Shown by the Indians ofNorth America from the Primeval Timesto the Coming of the Industrial State,mentions that "Indianization" was aproblem in the early Colonies. "Indian-izing" refers to the practice wherebywhite colonistsmen and womenmarried Indians and chose to go intothe wilderness to live the Indian way.The colony of Virginia passed a lawprohibiting this. One journalist la-mented, however, that not a single In-dian chose to live like the Colonists.

'1

Miss Dorothy Maids of the University ofWisconsin, speaks at luncheon session.

Education and the Future

Our Indian students never learnwhat it meant to be a Hopi, an Ottawa,or a Mesquakie. Rather, we learn thatour bloodthirsty ancestors lurked inthe forests, arrows aimed, waiting tomassacre the good Bible-carrying pio-neers who wwe spreading progressacross the land. I almost said "pollu-tion" instead of "progress."

When Indian boarding schools wereestablished, young children were virtu-ally kidnapped and removed hundredsof miles from home. Cheyenne,Apache, Navajo, Athabascan were pun-ished for speaking their own languageand were not only not taught any oftheir tribe's rich culture and history,but they were taught to be ashamed ofit.

Very few textbooks have beenwritten by American Indiansalthoughthousands have been written about In-dians. I showed one story book to aWinnebago, asking him to commenton the authenticity of the stories. Hesaid that he knew the stories, but,pointing to and saying a Winnebagoword, he added: "This has been trans-lated to mean 'black bear.' Really," hesaid, "it means big. black bearagrizzlya blue-black bearand thatbear is approaching over the snow." Icould practically hear the snowcrunching under those great paws.

Of course, this man is not qualifiedto teach; he has a ninth-grade educa-tion.

Indians across the land are loyal toAmerica and are patriotic, but I thinktheir roots are deep in the land, not inthe system. Many of our young Indianshave caught on about the "system"and are rising again to build a truermeaning into the American way.

I get discouraged sometimes, but Ibelieve that if we keep searching, weshall discover the truth of our beingthat we learn to be human in meaning-ful relationships with each other andthat our cultures are cloaks for ourhumanness.

This is a summary of Mrs. David's speech. The full text is available from the NEA Centerfor Human Relations; single copies, free while they last.

(6) 4

Learning in the Ghetto

Meyer Weinberg, editor of Inte-grated Education, presents his views.

How do oppressed minorities respond when, after long years of deprivation,a chance to learn is finally available to their children?

This question is answered by the experience of the Negro American and theRussian Jewish immigrant. Education was crucial to both in their search forsurvival.

The Negro in American EducationalHistory

The educational history of the Ne-gro American is dominated by onefactfrom 1619 to 1865, he was aslave. From 1800 to 1840, Southernstates enacted a series of laws prohib-iting the teaching of slaves, thus in-stituting an unprecedented system of"compulsory ignorance." Slaves weretoo profitable to educate.

Opposition to Negro education wasnot restricted to the South. Abolitionistefforts to establish Negro schools werefrustrated by violent Northerners whoburned schoolhouses and intimidatedteachers.

During the Civil War, one of themost insistent demands of escapedslaves was for schools. After the war,Negro schools multiplied, since thechildren of ex-slaves showed an in-tense desire to learn.

Southern whites reacted violently tothe Negro schools. They threw bricksthrough the windows, rifled andburned the buildings, and whipped theteachers. Later, this violence was joinedby a failure of the national conscience.American politics became a vehicle toachieve the social inferiority of the Ne-gro and the impoverishment of his ed-ucation.

The Jew in the Russian EducationSystem

Wherever Jews dwelled, they orga-nized self-contained communities inwhich education had a solely religiouscharacter, and literacy was excep-tionally widespread.

In the nineteenth century, severalRussian tsars tried to break down the

Pictures of Hassidim by Irving I.Herzberg, Brooklyn, New York. (7)

solidarity of the Jewish community. Itwas decreed that Jews could attendany Russian school on an equal foot-ing with all others, enter universitieswithout limit, and organize privatesecular schools. Soon after, however,quotas for Jewish students were estab-lished, and physical attacks upon Jewswere officially encouraged. The attack-ers most often assailed Jews with thecharges of exclusivism and culturalstrangeness. Through compulsorymeans, Jews were uprooted and movedto other parts of the Russian empire.

Under the repressive policy of thegovernment, only a handful of themost successful Jewish youth were al-lowed to attend a high school or auniversity. Even then, rising occupa-tional discrimination against Jewsmocked the high value put on ad-vanced education.

No wonder a million Jews left Rus-sia, that most violent ghetto of Jewishhistory.

This is a summary of Mr. Weinberg's speech. The full text is available from the NEACenter for Human Relations; single copies, free while they last.

The Jewish and Negro ExperiencesCompared

To the Negro American, segregationhas always been compulsory and adescent to deprivation, but he foughthard for integration. To the Jew, on theother hand, segregation until moderntimes was largely self-imposed and notat all deprivative.

Jewish immigrants fortified theircultural identity as they rode the wavesof expanding economy and rising so-cial status. The free public school madean essential contribution to his pro-gression. The Negro American, on theother hand, is consolidating his cu!turalidentity in the face of deterioratingeconomic opportunity and a resistantsocial structure. As yet, the publicschool has failed to lend him an effec-tive hand.

When the Russian Jews first crowdedAmerica's ghettos, the American publicschool system was improving in qualityand expanding in scope. The Jews, andother white Americans who were thedisadvantaged students of their day,benefited hugely from these trends.Today, the public school system is in asevere crisis, and the colleges and uni-versities are in fact all but closed toBlack youth.

At the heart of the present NegroAmerican revolution lies joyousnessand hope, though their outlines areoften obscured by the shadows of pastbetrayal. People who consider them-selves worthy of freedom have the pro-foundest motivation to learn and tolive.

r

4

(8)

Youth Present PlanFor Educational

ChangeConferees in confrontation with stu-

dents constituted the Conference'sdemonstration workshop"ChangingAttitudes Through Sensitivity Training."The 34 Black and 3 white students atthe Conference attend the Washington,D.C. public schools. A demonstrationdid, in fact, take place, according tothe workshop reporter, Dorothy C.Massie of the NEA-PR&R Commiss")n."In strong and impassioned terms," shesaid, "the youths assured confereesthat the anger and unrest among Blackstudents in the ghetto classrooms areneither unreasonable nor irrational, butare perhaps the only sane reaction tothe insanely dehumanizing circum-stances of their daily classroom life."

The students described some ofthese conditions: the snow-white text-books which are used and the stu-dents, reading at a second-grade level,who are sloughed off by high schoolsby a process loosely called "gradua-tion." The workshop report cites teach-ers whose attitudes alienate studentsby not being able to communicate thejoys of learning and by focusing on stu-dents who need the least help. Coun-selors are unconcerned. Reprisals andthreatened reprisals are made againststudents who organize to effect con-structive change. The students, accord-ing to Mrs. Massie, said that what theylearn is that they are dumb and thatan academic education is valueless.

Conferees offered a number of sug-gestions to the 1"'ashington, D.C., stu-dents. They suggested that the studentsbroaden the Black student coalition inthe city and develop a coherent list ofobjectives to be presented to the Board

of Education, the Mayor, the U.S. Com-missioner. and the press. Confereesurged that the achice and support ofcommunity leaders and students atnearby colleges be sought.

A conviction was strongly expressedby both students and conferees thatthe NEA and the state and local asso-ciations have a clear responsibility toserve as the students' advocate. In sodoing. said the reporter, "they willtruly appear as the teachers' advocatebecause no occupational group is sodeeply affected by the agony of im-poverished ghetto classrooms as theleathers who must share this agonywith their students."

(Reported by Corothy C Massie, NEA-PR&R Commission)

I

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Humanism is Nee

111.17,-e

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Members of the Black Caucus interrupt aluncheon session to ask support for com-munity control of schools.

Reform Needed, SaysBlack Caucus

Community control of schools mustbe endorsed by the NEA . . Allpresent and future teachers should re-ceive human relations training andcourses in Black history . . Blackstudents should be permitted to par-ticipate in curriculum planning. Thesewere the demands of the Black Caucuswhich were presented by Bill Owensof the Boston, Massachusetts, Com-munity Education Project.

Responding to these demands, theNEA Human Relations Council en-dorsed "community control of schoolswith due process guarantees for thecivil and human rights of all con-cerned," and reaffirmed its commit-ment to pre-service and in-servicesensitivity training for teachers.

Black Staff Cut To Offset Title I Aid LossSeventy-one teachers and aides,

mostly Black, were dismissed by theCoahoma County Board of Educationin Mississippi, it was announced at theConference by Boyd Bosma of the NEACenter for Human Relations. This ac-tion was taken, he said, to offset the$700,000 in Title I funds withheld fromthe county for its failure to desegre-gate county schools.

The teaching contracts in CoahomaCounty, as in many Southern schooldistricts, tie the teacher's employment

(9) 6

to the receipt of federal funds, Mr.Bosma explained.

According to Mr. Bosma, the NEAHuman Relations Council asserted thatcutting off federal funds for failure tocomply with desegregation guidelineshurts children and teachers The Coun-cil insisted in a resolution ..at "legalaction, removal from office, and otheractions are available as remedies inthis and similar situations and shouldbe utilized to the fullest extent againstofficials who violate the law of theland."

44

30

AP.

A

Sensitivity Training and Ethnic-You have to In-service' the profes-

sors before you can 'pre-service' theteachers," said one recorder in theWorkshop on Pre-Service Training. Aparticipant in the In-Service TrainingWorkshop remarked that teachersshould exert their power to institute ahuman relations curriculum in teachertraining institutions. The difficulty bothgroups had in differentiating betweenthe two types of training, said one manwho participated in tha two work-shops, indicates that they are veryclosely related.

Pre-Service

The need for a faculty better trainedin the areas of human relations, be-

(70)

de d in EducationMinorities Request Respect from Education"'We're a lot less mean to you now

than we were 10 years <0.1 This iswhat the white liberal is really sayingto us," reported a Black conferee. Isanother conclusion possible, he asked?"When we asked for integration, thewhites gave us desegregation and dis-placement. The white liberal should domore than just listen."

The correction of white attitudestoward other races and culturesemerged as the major thrust of theparticipants in the Black workshop, ac-cording to recorders Antonia Wallaceof the North Carolina T'achers Asso-ciation and Clifton Johnson of FiskUniversity. Sensitivity training shouldbe a requirement for teacher certifica-tion and be part of every teacher-train-ing program, they said, and added thatthe "Black Caucus" technique shouldcontinued to be utilized.

The "Southwest Cultural MinorityWho Speak Spanish," asserting theuniqueness of their movement, de-manded that NEA adopt a specific planof action to improve Mexican-Ameri-can education. Sister Barbara AnnBarbato, S.L., of the Loretto Committeefor Social Action, reported agreementamong workshop participants that therecommendations in The Mexican-American: Quest for Equality be imple-mented by the NEA. Workshop mem-bers urged school systems to recruitteachers from among Mexican-Ameri-can high school and college studentsand demanded that NEA and its affi-liates hire minority group staff.

EstablishmentMrs. Marie Gonzalez, of the Newark

Human Rights Commission, reportedthat the Puerto Rican workshop par-ticipants want cultural recognition ineducation associations, in schools, andat conferences. Although they feelthemselves to be an embryonic group,Mrs. Gonzalez said, Puerto Ricans arereluctant to merge with other minoritygroups to solve their problems.

American Indians, reported AnselmDavis, Jr., of the Bureau of Indian Af-fairs, have been coerced or convincedthrough schooling to remain silent, butnow they are asserting themselves. TheAmerican Indian workshop, Mr. Davissaid, stressed that cultural understand-ing is a two-way street; other Americancultures should learn about the tribalhistories. NEA and its affiliates shouldactively involve American Indians inassociation work, and particularly in-form them about conferences pertain-ing to Indian education, concluded Mr.Davis.

The Appalachian workshop discusseda dilemma faced by the mountain peo-plewhether to remain at home inpoverty or to migrate and leave theirculture behind. The economic prob-lems of Appalachia can be solved bytaxing coal and by industrial develop-ment, said David Walls, acting directorof the Appalachian Volunteers. "How-ever," he added, "only by promotingan Appalachian identity will the peopleget together to combat the forces,within and outside the region, whichprevent such economic progress."

7

Studies Stressed By Teachershaldoral change, and knowledge ofother cultures will necessitate new pro-grams in teacher-training institutions,according to sereral workshop re-corders.

For exama)le, said one recorder, thereshould be a Center for Ethnic Studiesin every college, whose mission wouldbe to dewlor a broader outlook onthe campus. A similar need, she con-tinued, exists for colleges and universi-ties to establish departments of UrbanEducation Training. In this regard, fu-ture teachers should be required tospend at least a year in a ghetto com-munity whether or not they plan toteach in one.

In-Service

Several areas of need would beserved by in-service human relationsprograms, said the workshop reporter,Robert Sessions of West Virginia Wes-leyan College. These include the fol-lowing: techniques for changing teach-er and student attitudes; the matter ofcommunity participation in the controlof schools; the application of pressureto effect changes in the educationalsystem; and the problems of teachersunder mandated faculty transfers oremployment in Black, white, or inte-grated schools.

The ,workshop participants recom-mended that the Human RelationsCouncil of NEA stimulate the establish-ment and proliferation of in-servicesensitivity training programs.

Charlie J. Harrison, Jr., of Pontiac, Michi-gan, makes a point during a workshopsession.

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Rev. Henry J. Casso, Vicar of Urban Affairs, Archdioceseof San Antonio, Texas, speaks for Mexican-Americans.

America extends from Point Barrow in Ai -ska to Tierradel Fuego at the tip of Argentina. The Mexican Americans,the 'argent Spanish-speaking group in the United States,share with 260 million people to the south, a commonculture, history, religion, and language. My people, there-fore, are the most valuable untapped link to the south.

Recently, the United States witnessed a spontaneousconfrontation between the school and the Mexican-American communitya community which traditionallyrespects the school and recognizes in the teacher thevoice of the home.

Schools, the Mirror of Society

According to Nathaniel Nickerson, America has wastedmuch of its human potential, and the public schools, asmirrors of American society, have helped to strip theindividual of his dignity. American public education con-siders only certain children capable of in-depth academiceducation; it chooses these and consigns others early tolow-ability groups. IQ and achievement tests assure thatthe school has "responded to the demand for maintain-ing the status quo."

The average Mexican-American child repeats the firstgrade two or three times. Some enlightened educatorshave sought to counter this trend by placing most oftheir Mexican-American first graders into classes for thementally retarded. Is it any wonder that a high percentageof our young drop out of school at the magnificently highgrade of three or perhaps four?

In 1966, the NEA identified two parallel avenues towardmeeting the needs of the Mexican-American youngster.One is to help him "adjust" to the dominant Angloculture. The other is "to foster in him a pride in hisSpanish-speaking culture and Mexican origin." I want toadd here that money alone is not the answer. We needcarino. We need corazon.

Culture as a Handicap

During the first Texas Conference for the Spinish-Speaking, Dr. Severo Gomez said that "80 percent of thechildren with Spanish surnames . . with Spanish as thenative language, drop out of school before completing aregular 12-year educational program." According to U.S.Senator Ralph Yarborough of Texas during Senate hear-ings on bilingual education, discrimination against Mexi-can-Americans and other minorities has produced pooradjustment to school, the development of negative self-concepts, failure, retention, absenteeism, and hostility

8

"A Torch and

Val7.1.111: 1:

toward school. During the hearings, El Paso barrio resi-dents protested that school is a time-marking institutionfor Mexican-Americans. They asked that discriminatorylaws against speaking Spanish in school be repealed; thateducation be improved along with the health, housing,and employment of Mexican-Americans; and that schoolsbe integrated, physically and culturally.

Teacher attitudes toward their Mexican American pupilscan be harmful. Dr. Gomez, for example, quotes teachersas saying: "They are good people. Their only handicapis the bag full of superstition and silly notions they in-herited from Mexico. When they get rid of these super-stitions, they will be good Americans. The schools helpmore than any thing else. In time, the Latins will thinkand act like Americans. A lot depends on whether we canget them to switch from Spanish to English. I just don'tunderstand why they are so insistent on using Spanish.They should realize that it's not the American tongue."Mr. Gomez continued. "Of all the incredible diversity oflanguages and traditions that the people of a hundrednations brought to this country, virtually nothing remainsexcept scattered enclaves of elderly people who are moreoften viewed as objects of curiosity rather than respect."

To emphasize the meaning of these remarks, permit meto relate to you a story told by State Senator Joe Bernal,who is from my home county. He says that when he en-rolled in the second grade, his Ang!o teacher asked himhis name. Being proud of Jose Mariaand doubly so,because having six brothers he carried his father's namehe responded, "Jose Maria Bernal." "WLat?" asked histeacher. "Jose Maria," he again responded. "What didyou say?" repeated the teacher. "Joe."

The Siesta Is Over

"The Mexican heritage of the United States is verygreat, indeed," said Dr. Jack D. Forbes in his Handbookfor Educators. The Mexican-American people, he says,"serve as a reservoir for .he preservation of the ancientHispano-Mexican heritage of the Southwest.' The stu-dents want to recapture this heritage in the schools.

What is needed, according to Mexican-Americans? In

a Challenge"Los Angeles, Chicago, San A732071i0, Santa Ana, Elsa Ed-couch, and Sierra Blanca, students are telling educatorsthat what is needed is textbook and curriculum revisionto illustrate both Mexican contributions to American so-ciety and the injustices Mexicans have ::Jffered in theUnited States. They ask for elective courses in LatinAmerican history and culture. They recommend thatteachers, administwors, and counselors receive specialtraining in Spanish, that community parents be hired asteacher aides, and that PTA meetings be conducted bySpanish-speaking persons. The students demand a collegecurriculum and better vocational clas:.:ec. the right tospeak Spanish in school, special TESL classes for non-English-speaking pupils, and an end to discriminatorytesting and tracking.

Those who condemn and malign this reform move-ment imply that external forces are guiding it. But, it isa beautiful phenomenon, a spontaneous swelling of anawakening people. The young and dedicated will pay agreat price for their principles.

The Mexican-American leadership is demonstrating thesame kind of resolve. Mr.. Armando Rodriguez, chief ofthe Mexican-American Affairs unit of the US. Office ofEducation, has surveyed five Southwestern states. Mr..Rodriguez found a shortage of educational programsdirected toward meeting the needs of Mexican-Americans.Although every surveyed community wants to try to solvethe problems, there is a lack of local direction and lead-ership, and Mexican Americans in the area studied won-der whether federal agencies are seriously concerned withtheir people.

The 196f. Report of the National Advisory Committeeon Mexican-American Education, on which I serve, hasspelled out six critical issues and four imperatives for theeducational success of the MexicanAmerican and hasrecommended specific action. I wish to add emphaticallythat a drastic change is needed among the program plan-ners. The history books must be revamped. in a word,American education must develop a reassuring awareness;it must accept all children and students as they are andtreat them all as creatures of God.

An Agenda for ActionI have presented to you a mosaic of quotations Irma

your own NEA conferences and others and from theangry young people of the Southwest. May I present toyou a torch and a challenge.. In accepting it, you canassure a better future for Mexican-Americans and altAmericans. Should your organization stand idle and re-fuse to show dynamic leadership toward understandingthe world, then this country will stand as a hypocrite inthe eyes of the world. How can this nation realistically beconcerned with the challenge of the 26 countries to oursouth, when with callous apathy, and even disdain, werefuse to deal forthrightly with 10 million people whohistorically, socially, religiously, and linguistically sharea 7,500 -mile frontier with those 26 countries: This is themosaic of tragedy and opportunity.

Make your agenda for action the report of the NationalAdvisory Committee, entitled 'The Mexican-American;Quest for Equality." This will be my test of your leader-ship and relevance to the educational challenge of theday.

The four imperatives in this report for assuring theeducational success of the Mexican-American are:

7. Preparation of teachers with the skills necessary toinstruct Mexican-American pupils in such a manneras to ensure succr6s. This includes bilingual capa-bility.

2. Instruction in both English and Spanish so that themother tongue is strengthened concurrent with thepupil learning a second language, and then usingboth languages. This bilingual instruction mightoccur in all curriculums and at all grade levels untilthe student is thoroughly at home with his secondlanguage.

1 Instruction to preschool MexicanAmerican pupilsso that they are more nearly ready to take theirplace with others by the time they enter school.

4_ Complete programs for adults in both basic educa-tion and vocational education.

Every Mexican-American and every Spanish-speakingperson in this hemisphere must know that you are menand women of action. Join the young in saying, "Ya basta.The siesta is over. lers get on with the tomorrow."

This is a summary of Fr. Casso's speech. The lull text is availablefrom the NM Center for Human Relations; single copies, freewhile they last.

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Teachers' Role Stressed in Instructional Materials Use"Schools are wasting their time in

thinking that instructional rnalmialswill make the big difference," declaredDr. John S. Gibson, who presented thetextbook panel. Dr. Gibson, director ofthe Lincoln Rime Center of Citizen-ship and Public Affairs at Tufts Univer-sity, signaled the shift of emphasis fromthe1967 NEA Conference on the Treat-ment of Minorities in Textbooks, whichfocused on the content of instructionalmaterials.

"Many teachers don't know how touse multi-ethnic texts," remarked Mrs.Thelma Davis, panelist from Griffin,Georgia.

Programs exist to help teachershandle these materials. According topanelist Russell Mose ly, coordinator ofcurriculum development for the Wis-consin Board of Public Instruction,Negro history courses will b offeredto Wisconsin teachers this summer.The Flint, Michigan, community xhoolshave integrated Black history in theregular curriculum, said James A. Ran-dall, Sr., administrative assistant to thegeneral superintendent in Flint. Mr..Randall distributed copies of the re-

Multi-Ethnic PublishingMakes Spotty Progress

"An impressive title is no excusefor poor content in the new multi-ethnic materials," said Meyer Weinberg,a member of the texbook panel. Mr_Weinberg, editor of Integrated Educa-tion, added that good multi-ethnic ma-terials have been published, but theyhave not been accompanied by teach-ing aids.

According to another panelist, SisterMary O'Callaghan of Maryville Collegein Missouri, scholars from minoritygroups should be utilized in the pre-paration of multi-ethnic materials.

Teacher attitudes constitute one ofthe stumbling blocks to producingmulti-ethnic textbooks. Panelist Wil-liam Dudenhausen, executive vice-president of Laid law Brothers in Illi-nois, reporter that, when he was fieldtesting Laid law's new multi-ethnic so-cial studies series, outside of the South,teachers frequently asked him not tomention integration.

Perhaps teachers just don't knowwhat multi-ethnic texts are, or what iswrong with present texts, said one par-ticipant during the textbook workshop.

source guide prepared by Flint's beiardof educ,gion.

E. B. Palmer reported that a demon-stration on how to use multi-ethnicmaterials in elementary schools waspresented before a fine -state textbookconference in North Carolina.

New Approach toTexts Explored

"Textbook; are only one approachto teaching," said Joanna Morris of theUniversity of Maryland, implying thatthey should be supplemented by othermedia or eliminated altogether.

A textbook should promote a spiritof inquir: and not make value judg-ments," commented Nita Nardi) ofChattanooga, Tennessee. Textbooks,she said, must do more than prov'4eanswers, which may be obsolescent%%hen the books come off the press.

Recorder Beth Wallace of the NorthCarolina Teachers Association said thatit may be more desirable to use ulna-zin, newspapers, and paperbacks in-stead of inferior textbooks.

"if teachers and pupils wrote theirown textbooks, the books would bemore meaningful," said the textbookworkshop chairman, Fitz Turner of theVirginia Education Association.

Panelists, left to right: Russell Mose ly, E. B. Palmer, Baxton Bryant.

Telling itCommunity and Teachers Influence Text Selection

Textual needs vary from communityto community, said John Maddox ofthe 01C Institute in Philadelphia, dur-ing the textbook workshop. "Blackpeople, for example, have a unique setof educational needs which must bemet through textbooks." He added thatcommunity people must be involved intextbook selection.

Fitz Turner, the workshop reporter,suggested that textbooks be developedby school divisions rather than selectedand adopted by the state.

Textbook selection committees havebeen influenced somewhat to respondto community needs, according tothree members of the textbook panel.Baxton Bryant, executive director ofthe Tennessee Human Relations Coun-cil, reported that the textbook com-mission in his state approved a list ofbooks that had been evaluated throughthe efforts of the Council. E. B. Pal-mer, executive secretary of the NorthCarolina Teachers Association, reportedthat, after North Carolina's second text-

10

book conference, a Black person wasappointed to the state textbook com-mission. Howard Row, assistant super-intendent of schools in Delaware, re-ported on legislation, supported by theDelaware State Teachers Association toauthorize the textbook commission toprovide criteria by which local schoolsystems should select textbooks.

Panelists William Dudenhausen and Howard Row

The Publisher's PointIt would be presumptuous of me to

try to answer the question, IA 1:cre dowe go from here? Certainly, I cannotspeak for this audience.. I cannot evenspeak for the publishing industry. I can,however, speak for my own ;companyand tell you where we expect to go.

Publishers, as much as anyone else,are astonished to took back over theirpast efforts and discover how they havefailed minority groups in content andillustrations in textbooks. As a text-book editor for over 15 years, I can'tgive a satisfactory answer to the ques-tion, Why were your products essen-tially mono-ethnic? I simply don'tknow. I strongly disavow prejudice orfear, and I can only say that I was un-knowing and insengtive. This may bethe answer that most leading pub-lishers would give, too.

Coy W. Poe, vice-president and editorialdirector, McGraw -Hill Book Company, de-livers final address of the Conference.

Like it isCongressional Hearings and City

School Boards Influence Publishers

But today, at McGraw-Hill at least,multi-etnnic publishing is Topic A.When we testified in 1966 before theHouse Committee on Education andLabor about minority representation inlearning materials, we committed our-selves to accurate representation of apluralistic society. Right after thatevent, we ran a special conference forour education editors on multi-ethnicpublishing, to which we invited dis-tinguished Black psychologists, sociol-ogists, and educators.

Then, in 1968, the Detroit Board ofEducation rejected several textbooksthat did not meet its criteria of goodmulti-ethnic publishing. I do not liketo admit that it took economics toshake us up, but it did. Interestingly,the books that were rejected in Detroitwere voted the best of those beingconsidered for adoptionexcept thatthey did not present an accurate pic-ture of our society.

of View

So we went back to cur drawingboards. We organized another confer-ence, again inviting leading educatorsand psychologists to work with us, andincluding a member of the Detroit ad-ministration. We found that, thoughmost of our editors had been trying todo what they thought was a good jobin multi-ethnic publishing, they simplydidn't know how. Some, we discov-ered, thought that the terms "disad-vantaged" and " Black" were synony-mous. Others believed that, since 12percent of the population is Black, theproblem would be solved by applyingthat percentage to the illustrations inour books. And so on.

It was at this latter conference thatwe came to the conclusion that weneeded more Black editorsthat wewould never do a really good job ofmulti-ethnic publishing with a mono-ethnic staff. Although we have had onboard for some time several Black edu-cation editors, there weren't enoughand their influence was somewhat con-fined.

Mr, Poe's speech is reproduced here in its entirety.

11

Publkher Estabres Linkwith Community

The derision was made to promoteone of our Black editors to the execu-tive staff as adviser on multi-ethnicptTlAishirag. It is his job to work cicseliwith all editors in locating sources ofillustrations; in obtaining consultants,reviewers, and authors from minoritygroups; in recruiting editors, art's%designers, sales representatives, adver-tising specialists, and others from min-ority groups. The first thing he did wasto inspect all products for their suit-ability for today's multi-ethnic audi-ence. Books that were already in pro-duction were called back, and manychanges were nude.. Several were de-layed.

We are planning to involve our edu-cation editors ifs teaching in ghettoand other communities.. Our recent ex-perience in operating a "street aca-demy" in cooperation with the UrbanLeague has given us valuable insightinto ways of reaching the dropout andpotential dropout, and we are workingwith certain New York Gty schoolson the problems of the handicappedlearner..

Where do we go from here? I thinkthe publishing industry is at last fullyaware of its obligations to publish fora multi-ethnic society.. Recent meetingsof the two leading associationstheAmerican Book Publishes Council andthe American Educational Publishersinstituteindicate that they are muchconcerned, and several interesting pro-posals are up for consideration. One isa central "clearing house" for the re-cruitment, placement, and training ofminority creative personnelespeciallyeditors and art directors.

Today, though, I can't in good con-science tell you, "Look how far wehave come"even though we havecome a lone way. We know our arrivalis late. Rather, I dose with a simplechallenge, "Look how far we have yetto go!"

1J

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Panelists, left to right: Mary O'Callaghan,S.L; Thelma Davis; and Meyer Weinberg.

The Melting Pot Has Failed

Lawrence A. Gonzales (right), UnitedStates Catholic Conference, Rich-mond, California.

Assimilation is not possible. People canlive together only if they are permittedto function as distinct individuals. Ifthe problems facing the Afexica.n-Amer-ican are to be solved, the school mustgive more than token recognition tohim and his heritage.

aria r

_11"1:11tvArer.

Grace Baisinger (above), National Con-gress of Parents and Teachers, Wash-ington, D.C.

It was cruel to have tried to make themelting pot work because it requirespeople to deny their identity. The ex-istence of dual PTA associations illus-trates the inability of institutions tofunction on the basis of the meltingpot concept. I suggest replacing theconcept of the melting pot with a"fruitcake" theory. In a fruitcake, thecherries, oranges, and nuts always re-tain their separate identities,

Comments from a panel

Leo Reano (left), NEA Council on Human Relations, Santo Domingo Pueblo,New Mexico.

The foreigners who came here from Europe treated the native humanity of theAmerican continent like the lifeless minerals many of them were seeking. Tribalideals, however, could riot andcannot be melted like gold or lead. The schools,which have been guilty of forcing Indian children into a non-Indian mold, arcjust beginning to realize that education depends on understanding- Teachers ofIndian children are struggling today with real problems in human relations.

AIME-3r

David Walls (above), Appalachian Vol-unteers, Prestonsburg, Kentucky.

The cultural values of the Appalachianwhites are frequently superior to thoseof melting pot America, for they valuefamily above material concerns. Theseoriginal WASPS, however, are subjectto the same indignities as racial andethnic minorities are. Education in Ap-palachia has been bogged down inpolitical patronage, but some schoolsare breaking through and are promot-ing Appalachian studies. The pursuit ofthe Appalachian cultural values is thesoundest way for these people to pro-gress..

Rev. James Woodruff (above), Episcopal Diocese of Pennsylvania, Philadelphia,Pennsylvania.

The mainstream of American life is a sewer, and Blacks don't want any part of it.White racismwhich I call mental illness because it forces whites to flee tofantasyis the most tragic consequence of slavery. Because of this illness, youwhites cannot control us, and we will not sit by any longer and let you try. Itis time for the NEA and other white organizations to face this reality and beginto move over.

12

Council on Human Relations

Walter J. O'Brien, development director,New Jersey Education Association, Chair-man

Joseph Duncan, principal, Yonceyville,Vice-Chairman

Mrs. Catharine O'C Barrett, NEA Director,N.Y., pres, NYSTA

Betty I. Buford, ACT president-elet-t. Asso-ciation of Classroom Teachers, Texas

Nicholas E. Duff, vice-chairman, Commis-sion on Professional Rights and Responsi-bilities. Minn.

Edward C. Elliott, consultant, Commissionon Human Rights and Responsibilities,Oregon Education Association

George D. Fischer, NEA pres NEA Head-quarters, ex officio

Mrs. Jean D. Grambs (Dr.). prof., College ofEducation, University of Maryland

Mrs. Juanita Kidd, NEA Director, Okla.Clymathes King, classroom teacher, Jack-

son, Miss.Sam M. Lambert (Dr..), NEA exec. secy.,

NEA Headquarters, ex officioMrs. Lillian Madison, classroom teacher,

1 Ala Point, N.0Leo Reano, classroom teacher, Santo Do-

mingo Pueblo, N. Mex.Maria Urquides, NEA Director, Ariz.Wade Wilson 10r.), NEA Executive Commit-

tee, pres., Cheyncy College, Cheyney,Pa.

Staff Contact:Samuel B. Ethridge, asst. exec. secy., NEA

HeadquartersConsultant:Allan M. West, assoc. exec. secy., NEA

Headquarters

External Auxiliary Council

Organization RepresentativeAmerican Friends Service

Committee Mary M. CuthbertsonAnti-Defamation League of

B'nai B'rith Walter Notch

1

Center for Human RelationsNational Education Association

Council of the Southern Mountains,Inc Loyal Jones

League of United Latin-AmericanCitizens Eduardo Pena

National Association for theAdvancement of ColoredPeople June Shagaloff

National Urban League,Inc. Dr. Erman Hogan

Southern Christian LeadershipConference Dorothy Cotton

US. Office of Education,HEW Dr. Gregory R. Anrig

US. Commission on CivilRights Howard A. Glickstein

U.S. Community RelationsService George W. Culbersori

Center for Human Relations, Staff 1968-69

Samuel B. Ethridge DirectorBoyd Boma Coordinator for

Cavil Lax-diesBernice C Brigham Administrative

1ssistzetDeborah B. Campbell. ...Program AssistantMartha D. Dosch Program AssistantSusan Fleming Professional AssistantBeth Glover Consultant for Human

Relations DevelopmentMaly ICcpecs Professional AssistantRosen J. Willis Coordinator for

Intergroup RelationsJohn P. Caner, Edith Goldman, Sandra Y.

Ibrahim, Rose C. Moses, Lilly Murray,Krishana Williams...Stock and Secretarial

Credits for cover pictures: upper left-USOE, Mexican-American Affairs; upperright -OEO, Photography by Daniels, lower left and back cover-NEA, Carl Pur-cell; lower right-OE0, Michael D. Sullivan.

Credits for pictures not taken by conference photographers: 1-0E0, Michael D.Sullivan; 2, 3, 10-0E0, Paul Conklin; 4-0E0, Day Walters; 5-0E0, Joanne H.Schwebler; 6, 9-Bureau of Indian Affairs; 7, 8-Arthur 1. Herzberg, 2942 West5th St., Brooklyn, 11, 12, 13 -WOE, Mexican-American Affairs..

State and Local Education Associations, continued

Massachusetts Education Association (Local:Springfield)

Michigan Education Association (Locals:Ann Arbor, Flint, Freeland, Jackson,Pontiac)

Mississippi Teachers AssociationNevada-ACT (Local: Clark County)New Jersey Education Association (Locals:

Atlantic City, East Orange, Linden, Mata-wan, Piscataway, Somerville, Verona)

New Mexico Education AssociationNew York State Teachers Association (Lo-

cal: West Islip)North Carolina Teachers AssociationNorth Carolina-ACT

4r.

IF

Ohio-ACTOhio Education Association (Local: Toledo)Pennsylvania State Teachers AssociationSouth Carolina Education AssociationTennessee Education Association (Locals:

Memphis, Nashville, Oak Ridge)Texas Education Association (Local:

Houston)Texas-ACT (Local: Dallas)Utah Education Association (Local: Salt

Lake City)Virginia Education Association (Local: Fair-

fax County)Washington Education Association (Local:

Shoreline)Wisconsin Education Association

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