Word: systemization
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Dates: during 1960-1969
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...LEADERS are sadder, they are also wiser. The major lesson they've drawn form the last year's experience seems to be that blacks are going to have to be more resourceful in their efforts to save their children from early graves. Direct seizure of the white man's system was too simple. The emphasis now is on imagination and "alternatives" is the key word. "We can't take control of any damn system," says Holliday with quite bitterness. "It has got to be an alternative system...
...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...
...black hopes for ways out of public schools systems are not as quixotic as they seem. Recent years have seen the start of hundreds of community tutoring programs--most financed and run by community members in local storefronts. Even more intriguing has been the quiet rise of independent ghetto schools--not ad hoc, extra-school programs, but 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...
...schools themselves have yet to make any 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...
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...