INTRODUCTION
WHEN I'M ASKED TO GIVE MY VIEW ON A Particular problem or issue in education, my first response is to tell a story. For me, education is event. While YOU can analyze an event into interesting and significant data, there is the risk of losing the essence of the process.
Therefore, I start with a story, ordering and annotating the happenings with the intent of giving the audience something to think about. I usually choose a story from my own experience. My approach does not guarantee pure objectivity. But this isn't much of a problem for me since I believe that education is fundamentally a personal experience.
The book you have before you reflects this style of exposition. Basically, it is a book of incidents which, hopefully, get at some of the important problems in education today.
Part I, "PERSPECTIVES,"
Attempts to provide a back-ground. It deals with our changing institutions and the changing roles we must acquire if we are to make the institutions valuable.
Part II, "CASES," shows how energy built up in crises can be used to bring about positive outcomes.
Part III, "Retooling Schools" deals with the task of changing the overall process of a school in trouble.
Part IV, "Systems" examines the opportunities afforded by a complex educational system.
The Index may help the reader get at particular issues such as "conflict utilization" or "curriculum development."
The order of the stories does not represent a chronology of my work as an educator. In real time, I worked first as a principal of the three schools described in Part III. Later, as Associate Superintendent for Community Affairs, I had the experiences that make up Part II. I should add here that the names of all the schools and all the people have been changed with the exception of the names in Chapters 9, 1O,and ll.
Here, then, is a book about action, not analysis. And action implies actors. Obviously, there is more here than the work of one man. I have worked in education for more than twenty years. How can I begin to give proper credit and thanks to all those who have worked with me, who taught me, and who learned with me? As you will soon read, I am a great believer in the power of the total school community
-staff, students, parents, and interested citizens.
One day at Gratz High School, for instance, we had four hundred "Gratz-rooters" down at the Board of Education. Their presence helped win the day.
It is impossible, therefore, to mention everyone who lived the action recorded in this book. But, with some hesitation, I will list individuals who must be named.
In my work at Gamma, Miss Alice Campbell, language arts laboratory teacher, and Mrs. Nancy Fairfax, who conducted an important project in the education of preschool children, deserve special recognition. Mrs. Eloise Holmes, through her work as school-community coordinator, is mentioned for her pioneering effort in demonstrating the effectiveness of paraprofessionals as bridges between the school and the community.
At Catto, Mrs. Rosalie Michaelson and Mr. Theodore Hitener are acknowledged for their help in developing the Catto Case Conference Committee and other procedures for aiding boys with multiple problems. Mr. Edward Dobbey gave liberally of his time and resources to organize and chair the Friends of Catto.
The entire school family, including the wider community, contributed to the success of the program at Gratz High School. The key role of the cabinet in the operation of the school is cause for special mention.
Mrs. Mary James, Mr. William Fergerson, The Honorable A. Leon Higginbotham, Mr. and Mrs.George Bond, Ernest Urquchart, student body president, and the National Teacher Corps are representative of a host of groups and individuals who worked tirelessly on behalf of Gratz.
The talented, committed, and effective staff of the Office of Community Affairs are especially worthy of mention: Mr. Robert W. Blackburn (now Deputy Superintendent in Oakland), Mr. George Green, Mr. Oliver W. Lancaster, Mrs. Gertrude A. Barnes, Mrs. Elsie Y. Cross, Mr. Charles P. Colgan, Mr. Malcolm Scott, Jr., Mr. Ralph A. Franco, Mrs. Natalie V. Willis, Mr. Irving Rosenstein, Mrs. Mary R. Struve, and Mr. S. Robert Finarelli. The cases in Part II show how these men and women worked toward improved intergroup relations and increased community involvement.
For their guidance, support, and assistance during many episodes recorded in the succeeding chapters, I am particularly indebted to Dr. Mark R. Shedd, Mr. Robert L. Poindexter, Dr. Bernard C. Watson,Mr. David A. Horowitz, Dr. Ruth W. Hayre, Dr.Bernard G. Kelner, Dr. Marechal-Neil E. Young, Dr. Ralph C. Preston, Dr. Ralph Hyatt, and Mrs. Vivian Johns.
I want to thank Murray and Roberta Suid from Philadelphia who researched speeches, newspaper articles, letters, tapes, and so on in helping me produce this book. Mr. Ned Van Dyke read the manuscript and made several valuable suggestions.
Finally, my wife, Albertine, and my daughter, Marsha, provided the love, patience, and understanding that sustained me throughout the events described in this book.
