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Burlington Self-Survey on Human Relations: Final report, 1950
Page 44
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44 initiative, drop outs, and active participation in specific extra curricular activities indicate problem areas which are real and demanding to Negro boys and girls both as individuals and as a group. In academic standing Negro boys and girls, who at the elementary level are rated equal to other students by the majority of the teachers, are considered to perform less and less effectively as they approach the high school level. Under the proper motivation normal children continue their development at a normal rate. This, adequate motivation is a problem of extreme importance for Negro boys and girls in the Burlington schools. In addition, a significant number of the teachers find Negro children below other children in initiative. What are the actual goals which the group may hope to achieve? Almost sixty percent of the heads of Negro families In Burlington are employed in service occupations. Under these conditions a considerable number of boys and girls must necessarily be forced to leave school to add to the family income or to support themselves. Moreover, there is little incentive to continue in school where life and occupational goals are limited. The lack of responses to the question concerning Negro children's participation in extra curricular activities is significant. These children apparently are not participating to some degree that other children do. Are they actually numbers of the school society? As they grow older are they excluded? Or do they begin under pressure to retire from group activities, as if in anticipation of a larger community life, in which the policy of exclusion seems operative? More than half of the public places reached in a telephone survey flatly stated that they did not serve
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44 initiative, drop outs, and active participation in specific extra curricular activities indicate problem areas which are real and demanding to Negro boys and girls both as individuals and as a group. In academic standing Negro boys and girls, who at the elementary level are rated equal to other students by the majority of the teachers, are considered to perform less and less effectively as they approach the high school level. Under the proper motivation normal children continue their development at a normal rate. This, adequate motivation is a problem of extreme importance for Negro boys and girls in the Burlington schools. In addition, a significant number of the teachers find Negro children below other children in initiative. What are the actual goals which the group may hope to achieve? Almost sixty percent of the heads of Negro families In Burlington are employed in service occupations. Under these conditions a considerable number of boys and girls must necessarily be forced to leave school to add to the family income or to support themselves. Moreover, there is little incentive to continue in school where life and occupational goals are limited. The lack of responses to the question concerning Negro children's participation in extra curricular activities is significant. These children apparently are not participating to some degree that other children do. Are they actually numbers of the school society? As they grow older are they excluded? Or do they begin under pressure to retire from group activities, as if in anticipation of a larger community life, in which the policy of exclusion seems operative? More than half of the public places reached in a telephone survey flatly stated that they did not serve
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