Word: childrene
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Dates: during 1960-1969
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...idea of creating alternatives to the public school system is not new. Kenneth Clark among others had long argued that the only way to educate the present generation of black children and to pressure the school system into long range reforms was to create as many different kinds of school systems as possible: schools run by the military, by industry, by the state governments, by the federal government, by anyone who was willing to give it a try. Naturally, everyone hasn't jumped at once...
...functioning substitutes for ghetto public schools. With their attacks on the school system stalemated, blacks seem to be turning back on their own resources with a new determination. Their infant efforts may not prove educational miracles--it is still too early to tell how well they are educating children, and the financial problems they face are immense. But these new community schools at least offer ample evidence of the political potential of community-run institutions--possibilities which whites would do well to keep in mind when they ponder their own alienation from the organizations which run their lives...
...knows precisely how many community schools exist at the moment, though almost every major city seems to have at least one. Boston's New School for Children, now nestled in a tidy green and brown house near the Dudley St. station, seems to have been among the nation's first. After it got started in September of 1966, the Roxbury Community School and the Highland Park Free School followed, giving Boston a total of three. New York has at least two community schools, San Francisco one, Philadelphia...
...significant impact on school systems or on the mass of ghetto populations. None goes beyond elementary school (though most have ambitions to expand further) and Philadelphia's Mantua-Powelton Mini School probably tops the enrollment figures with 150 students. Since they draw no funds and only small numbers of children from the public schools, school administrators can afford to ignore them. The difficulty of raising funds (most schools depend on private contributions and community fund drives for money, though some get occasional boosts from federal or foundation grants) has effectively limited the number of schools which any community can support...
They feel to begin with that they are educating some children--however small the number--who would otherwise have been destroyed by an oppressive system. More important for the long run, they feel they are making valuable experiments with new methods of education--a service which public schools have long since ceased to perform. Finally, they claim to be perfecting models of ghetto community schools which can be adapted to public systems, if and when the musty corridors are opened to fresh...