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l-OIUmuni:^ Miss WClljish's ii^oicuil sldU mcul . Ails. lUculi (lcs( lihcs hnw llir fihnslrip is iiiccl in Public School No. 120, Neil' Yorh Cily:
TIIK (la!>srooni teacher needs m;iii\ (l(\i(cs lo assist liei in I'liikling iiiicIeistaiKliiigs wiiiili \\ ill lieljj o\ercoine race prejudice, she can. of course, do it by sctlinu; an e\anij)Ic ihiouj^h lur own illitude. Jim that is not enou<;h. she nnist pro\ icie the children with iniorniation that will cause liuin to (jucstion ihcir own cniolional icactions.
With ihis thought in mind, we atleni|)tcd to ])i()j)a^andi/e acti\el\ lor dcinocracA in our junior Jlii^h School. The James Fcnimore ( ioopc r [unior Hii^h School -NO. IL'O Manhattan— is a modc'lii. wcll-ecjui|)j>ed. all boys' school situated in the Harlem area, liecause ol its location, the |)o])ulalic)n ol oiu" school is ])racI ic a!!\ all Xegro.
In disc ussint; the cjuestion ol race relations in oiu school, we ha\e a two-lold problem:
1. .MaiiN cjI our bo\s ha\e leeliuL;s ol inleriority because they lack security anil because tiiey sulfer IVom discrimination and segregation.
2. Because oi the fact that our boys are a taiget for jjrejudices. I hey. in tinn. develop prejudices against other racial grouj)s as a defense mechanism.
l"o meet these two basic |)i()l)lems \\i e\<)l\ed a two-lold program;
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1. We want to gi\e our bo)s a leeling of confidence b\ stimu];;ting in them pi ide in the achic\enKnts of their race.
2. We seek lo picj)are our l)o\s ioi the world outside ol school by leaching them to think critically about the problems of miiioi it\ gioiijis and about inkigioup iclalicjiiships.
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DilkioiuiN ill |jli)sical features ;m(i color arc apparciil in |)(i>])lcs lull "llu'ir hlooil is the same' llic paiiiplihl .says, "riic |)fo|)lts of the earth are one taiiiilv." sav the aiiihois.
February — SEE unci IIEAK