Investigation of the Schools and Poverty in the District of Columbia, Hearings Before the Task Force on Antipoverty in the District of Columbia...89-1 and 2, October 7-8, 12, 26-27, 1965, and January 13, 1966 |
What people are saying - Write a review
We haven't found any reviews in the usual places.
Common terms and phrases
ability academic achievement additional administration areas assistant average basic Board Board of Education budget building Chairman child classes committee complete concerned Congress cost counselors course cultural curriculum Department District of Columbia dropouts elementary schools enrollment fact families feel figures funds give given going grade graduates GURNEY HANSEN hope improve included income indicate individual interest junior high school kind needs Negro Office operation opportunity parents percent placed population positions poverty prepared present problem projects public schools PUCINSKI pupils question reading reason record regular request responsibility retarded School Board school system senior served social staff statement summer Superintendent talking teachers teaching things tion track system Vocational Washington youngsters
Popular passages
Page 270 - 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 710 - The Culturally Deprived Child," New York : Harper & Row, 1962, p. 1. •Ibid., p. 2. ' Maxine Greene, "The Teacher and the Negro Child,
Page 570 - 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 270 - 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 270 - 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 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 245 - How will you ever straighten up this shape; Touch it again with immortality; Give back the upward looking and the light; Rebuild in it the music and the dream; Make right the immemorial infamies, Perfidious wrongs, immedicable woes?
Page 270 - Liberty under law extends to the full range of conduct which the individual is free to pursue, and it cannot be restricted except for a proper governmental objective. Segregation in public education is not reasonably related to any proper governmental objective, and thus it imposes on Negro children of the District of Columbia a burden that constitutes an arbitrary deprivation of their liberty in violation of the Due Process Clause.
Bibliographic information
| Title | Investigation of the Schools and Poverty in the District of Columbia, Hearings Before the Task Force on Antipoverty in the District of Columbia...89-1 and 2, October 7-8, 12, 26-27, 1965, and January 13, 1966 |
| Author | United States. Congress. House. Education and Labor |
| Published | 1966 |
| Length | 868 pages |
| Export Citation | BiBTeX EndNote RefMan |