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Burlington Self-Survey on Human Relations: Transcript of radio program, 1950
Page 5
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Page -5- really belonged, and that they were, on the whole, treated democratically by the other children. Announcer - How about the Negro pupil's participation in extra curricular activities? Mrs. Pistorius - 90% of the teachers replied that the Negro children participated freely in extra curricular activities. It's rather significant, however, that only 42 out of a possible 80 teachers .. named specific activities in which Negro boys and girls were participating. Parties and dramatics fell at the bottom of the list with athletics the area in which the largest number of teachers reported participation. These Negro children apparently are not participating in extra-curricular activities to the same degree that other children do. As they grow older, are they excluded, or do they begin under pressure to retire from group activities as if in anticipation of larger community life, in which the policy of exclusion is operative? Announcer - How does the Negro pupil compare with other children in academic standing? Mrs. Pistorius - It was interesting to note how the teachers rated the academic standing of Negro children from the elementary to the High School. The relative number reporting Negro children equal to the others becomes progressively lower from the elementary to high school level. In like manner, the teachers who found Negro children below others grows considerably greater in the High School. In other words, Negro pupils perform less and less effectively as they approach the high school level. Under proper motivation, normal children continue their development at a normal rate. This, proper motivation is a problem. And a difficult one, when on considers the limited opportunities in community life. Announcer - How many teachers considered Negro children below others in initiative? Mrs. Pistorius - 16% but what are the actual goals which the group may hope to achieve? Almost 60% of the heads of Negro families in Burlington are employed in service occupations. Many Negro children are thus forced to leave school to support themselves. More over there is little incentive to continue in school when life and
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Page -5- really belonged, and that they were, on the whole, treated democratically by the other children. Announcer - How about the Negro pupil's participation in extra curricular activities? Mrs. Pistorius - 90% of the teachers replied that the Negro children participated freely in extra curricular activities. It's rather significant, however, that only 42 out of a possible 80 teachers .. named specific activities in which Negro boys and girls were participating. Parties and dramatics fell at the bottom of the list with athletics the area in which the largest number of teachers reported participation. These Negro children apparently are not participating in extra-curricular activities to the same degree that other children do. As they grow older, are they excluded, or do they begin under pressure to retire from group activities as if in anticipation of larger community life, in which the policy of exclusion is operative? Announcer - How does the Negro pupil compare with other children in academic standing? Mrs. Pistorius - It was interesting to note how the teachers rated the academic standing of Negro children from the elementary to the High School. The relative number reporting Negro children equal to the others becomes progressively lower from the elementary to high school level. In like manner, the teachers who found Negro children below others grows considerably greater in the High School. In other words, Negro pupils perform less and less effectively as they approach the high school level. Under proper motivation, normal children continue their development at a normal rate. This, proper motivation is a problem. And a difficult one, when on considers the limited opportunities in community life. Announcer - How many teachers considered Negro children below others in initiative? Mrs. Pistorius - 16% but what are the actual goals which the group may hope to achieve? Almost 60% of the heads of Negro families in Burlington are employed in service occupations. Many Negro children are thus forced to leave school to support themselves. More over there is little incentive to continue in school when life and
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