Investigation of the Schools and Poverty in the District of Columbia: Hearings, Eighty-ninth Congress, First and Second Sessions
United States. Congress. House. Committee on Education and Labor. Task Force on Antipoverty in the District of Columbia
U.S. Government Printing Office, 1966 - Children with social disabilities - 868 pages
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ability achievement additional administration assistant average basic Board of Education budget building Chairman child classroom committee concerned Congress continue course cultural curriculum Department District of Columbia dropouts effect elementary schools enrollment experience fact feel funds give given going grade HANSEN high school improve individual instruction integration interest junior high kind learning materials mean meet Miss Negro Office operation opportunity organization parents percent person position possible poverty prepared present principal problems public schools PUCINSKI pupils question reading reason recommendations record request responsibility school system segregation senior social staff statement Superintendent teachers teaching things tion track system Washington youngsters youth
Page 268 - Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship.
Page 268 - In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority...
Page 829 - ... being duly sworn, deposes and says that he is the petitioner in the above-entitled proceeding ; that he has read the foregoing petition and knows the contents thereof; that the same is true of his own knowledge, except as to matters therein stated to be alleged upon information and belief, and that as to those matters he believes it to be true.
Page 574 - Such considerations apply with added force to children in grade and high schools. To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.
Page 387 - I think the time is coming when we are going to have to face up to the fact that if you want teachers and you want good policemen and you want good firemen, it costs money.
Page 268 - In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1896 when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws.
Page 451 - Our progress as a nation can be no swifter than our progress In education. Our requirements for world leadership, our hopes for economic growth, and the demands of citizenship itself in an era such as this all require the maximum development of every young American's capacity. The human mind is our fundamental resource.
Page 411 - Section 1. These bylaws may be amended at any regular or special meeting of the board...
Page 824 - ... where the matter in controversy exceeds, exclusive of interest and costs, the sum or value of three thousand dollars, and (a) arises under the Constitution or laws of the United States...