Northeast Town Meeting on Quality Education and Integration Neighborhood Center, May 7, 1964
Discussion Group Summary
Integration and Quality Education
1. discussion of the relationship of quality education to integration and concerns over the goals of education, problems of inter group relations, techniques of school integration and ways "minority groups" traditionally "moved upward" in the United States
2. some groups felt integration is part of a basic good education while others didn't want to sacrifice quality for integration
3. "One group asked whether increasing the value of a Negro's education takes away from the white's or does it give more people a better chance? Also, if all the schools are equal, do you still need integration?"
4. "There was strong commitment to the individual's right to move where he wants ...people move where they can afford to, but it was noted there are residential ghettoes through the area, either through choice or availability and not everyone can move where they want. Thus, de facto and de jure segregation are not alike, and not only is the Negro 'deprived.''"
5. "Many worried about the schools' responsibility - is it to give children skills and information, or to help them become better citizens?... the child's world of the future will be different and that he should have contact with different kids of people for 2 reasons: one, to prepare for the cultural exchanges and multi-racial world of higher education, and two, to give children more understanding.... there should be Negro faculty here so children can see Negroes in a capacity which brings respect."
6. "There was considerable worry about mixing children with different goals, backgrounds, interests, and economic levels. The motivation of Negroes was questioned, and a 10% high school graduation figure cited as support to the idea of low Negro achievement. Also bad experiences in places like Strawberry Mansion were recounted. There is a real fear about losing out if schools are integrated, especially if the youngsters come from schools now receiving the kind of inferior education discussed. Some questioned how other groups rose above poverty, suggested Negroes could, too, by studying and helping themselves. There was concern about too much inter-mingling and a possible aftermath - intermarriage."
7. "There was general support of the neighborhood school and for bringing up standards in segregated schools, some coming out for 'separate but equal' facilities. The main disadvantage was seen as not providing contact for people of different backgrounds."
1. discussion of the relationship of quality education to integration and concerns over the goals of education, problems of inter group relations, techniques of school integration and ways "minority groups" traditionally "moved upward" in the United States
2. some groups felt integration is part of a basic good education while others didn't want to sacrifice quality for integration
3. "One group asked whether increasing the value of a Negro's education takes away from the white's or does it give more people a better chance? Also, if all the schools are equal, do you still need integration?"
4. "There was strong commitment to the individual's right to move where he wants ...people move where they can afford to, but it was noted there are residential ghettoes through the area, either through choice or availability and not everyone can move where they want. Thus, de facto and de jure segregation are not alike, and not only is the Negro 'deprived.''"
5. "Many worried about the schools' responsibility - is it to give children skills and information, or to help them become better citizens?... the child's world of the future will be different and that he should have contact with different kids of people for 2 reasons: one, to prepare for the cultural exchanges and multi-racial world of higher education, and two, to give children more understanding.... there should be Negro faculty here so children can see Negroes in a capacity which brings respect."
6. "There was considerable worry about mixing children with different goals, backgrounds, interests, and economic levels. The motivation of Negroes was questioned, and a 10% high school graduation figure cited as support to the idea of low Negro achievement. Also bad experiences in places like Strawberry Mansion were recounted. There is a real fear about losing out if schools are integrated, especially if the youngsters come from schools now receiving the kind of inferior education discussed. Some questioned how other groups rose above poverty, suggested Negroes could, too, by studying and helping themselves. There was concern about too much inter-mingling and a possible aftermath - intermarriage."
7. "There was general support of the neighborhood school and for bringing up standards in segregated schools, some coming out for 'separate but equal' facilities. The main disadvantage was seen as not providing contact for people of different backgrounds."
Northeast follow-up Town Meeting May 20, 1964
Neighborhood Center (Mrs. Berkowtiz, Coordinator)
A meeting was held with a speaker (Dr. Dan Dodson) and group discussion. It was followed by meetings with small group discussions in the Fall of 1964.
1. Group wanted to form a Northeast School Committee to work on integration and other school issues. They agreed to follow through on the Town Meeting and invited other groups.
2. Observations the groups wanted to share with the Philadelphia Board of Education:
--a large part of the confusion over busing "has stemmed from rumor and incorrect information"
--"there is a need for more and correct information and a clear definition of goals by the School Board"
--"there is great interest in having Negro faculty members in the (Northeast) schools" - faculty "are not as feared as pupils coming in would be and would also enable the community to meet Negroes on this professional level"
--"more contact between children from different schools - some kind of real interchange"
--boundary changes were recommended "where they were most feasible"
--"reverse" busing was generally rejected, some objecting to any busing or to busing children long distances or moving those who are very young
--"it was suggested if there is to be busing for integration, it be begun early, before there are prejudices and too many differences in learning levels"
--"others felt (integration) could not be forced, that is integration is going to come, 'let it come by itself' and that the biggest challenge to this community is over-crowded schools"
--"considerable worry was expressed about allocations to money to implement integrationplans"
--"There were questions raised about the competency of Negro teachers: are they trained and certified the same as white teachers?"
--"In curricular areas, it was suggested that human relations be part of studies; that situations be provided for experiences with other groups... and that we divorce ourselves from false values and snobbery by not insisting on reassurances that sending schools will only send high I.Q. children to receiving schools."
--"since change is inevitable, parents must be educated"
--"some felt meetings help ventilate feelings and bring about more understanding, other resent 'outsiders coming in and saying Negroes are moving in.' The public is swayed by rumor in these situations, so education and correct information are necessary."
1. Group wanted to form a Northeast School Committee to work on integration and other school issues. They agreed to follow through on the Town Meeting and invited other groups.
2. Observations the groups wanted to share with the Philadelphia Board of Education:
--a large part of the confusion over busing "has stemmed from rumor and incorrect information"
--"there is a need for more and correct information and a clear definition of goals by the School Board"
--"there is great interest in having Negro faculty members in the (Northeast) schools" - faculty "are not as feared as pupils coming in would be and would also enable the community to meet Negroes on this professional level"
--"more contact between children from different schools - some kind of real interchange"
--boundary changes were recommended "where they were most feasible"
--"reverse" busing was generally rejected, some objecting to any busing or to busing children long distances or moving those who are very young
--"it was suggested if there is to be busing for integration, it be begun early, before there are prejudices and too many differences in learning levels"
--"others felt (integration) could not be forced, that is integration is going to come, 'let it come by itself' and that the biggest challenge to this community is over-crowded schools"
--"considerable worry was expressed about allocations to money to implement integrationplans"
--"There were questions raised about the competency of Negro teachers: are they trained and certified the same as white teachers?"
--"In curricular areas, it was suggested that human relations be part of studies; that situations be provided for experiences with other groups... and that we divorce ourselves from false values and snobbery by not insisting on reassurances that sending schools will only send high I.Q. children to receiving schools."
--"since change is inevitable, parents must be educated"
--"some felt meetings help ventilate feelings and bring about more understanding, other resent 'outsiders coming in and saying Negroes are moving in.' The public is swayed by rumor in these situations, so education and correct information are necessary."