Word: charlestoning
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Dates: during 1960-1969
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...really undesrstand until you see forty-five of the brightest Negro students in Charleston below grade level according to national standards in reading and mathematics and unable to write a coherent paragraph. (Most had never written an essay in English, which in Charleston consists of twelve years of grammar...
...intensive individual help in reading, writing and mathematics for these forty-five above average students. We wanted to interest them in continuing their education and give them the competence that would allow them to continue. The five of us, three graduate students and two experienced teachers, had come to Charleston as a result of cooperation between local community leaders and the Southern Teaching Program. We tried to use a combination of small classes and daily individual conferences in every subject to keep close watch on the progress of each student...
...driving ambition of most of our students to succeed, a spirit many of them carried from the Charleston Movement, spilled over into the class room. In the 95 degree heat of the South Carolina lowland summer, they voluntarily attended classes six hours a day. They started classes themselves when the teachers were late. They stayed after classes were supposed to end, talking about Raisin in the Sun, set theory, Storm Thurmond, and Malcolm X. Most of them did more homework in those six weeks than they had in the previous year. None droped...
Such interpersonal contact characterized the experience of most of the 150 graduate students in the Southern Teaching Program this summer. About half of them taught programs in Negro and integrated schools and colleges, which, like the Charleston Tutorial Project, concentrated on basic academic skills. The other half taught regular college summer courses in all academic subjects, replacing faculty members who studied or did research. They taught in every Southern state, Oklahoma, Ohio, and Pennsylvania. They taught at colleges ranging from a few that were good by almost any standard to a few where most of the students and some professors...
Many instructors entered a situation much more difficult than Charleston. Negro faculty members, who felt threatened by the presence of white Northerners, were often openly hostile or indifferent. Courses lacked promised textbooks and sometimes promised students. In a few cases open hostility erpted between the instructors and the administration. One graduate student was fired from a college in South Carolina when he complained about the steam heat being on in his classroom in July. In the most spectacular incident of the summer, eleven instructors lost their jobs at Bishop College outside of Dallas when they organized a protest march against...