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State University of Iowa Human Rights Committee first annual report and correspondence, 1963

Increasing the Quantity and Quality of Negro Enrollment in College Page 8

Negro College Enrollment  277

non-college bound children as well. The goal is to lift the achievement of all deprived children. Daniel Schreiber, the former principal of Junior High School 43 has been made Dr. Theobald's personal representative for and co-ordinator of "Higher Horizons".
   Meanwhile, NSSFNS under took the task of spreading the Project 43 concept to other communities through its subsidiary activity, Community Talent Search. Trough arrangements for exchanges of visits, advice, stimulation, and technical assistance, CTS has helped bring about similar projects in Washington, D. C., and Philadelphia. Other cities and towns have activities in the planning or thinking stages; still others, in the turn-the-other-way stage.8 Now, almost 100,000 children are affected; soon there may be 500,000.

IV

   From the history of the NSSFNS program, NSSFNS-generated programs, and otherwise-generated programs in the pst ten years, it is evident that the quantity and quality of Negroes enrolling in college can be and is slowly being increased. The acceleration could be very much greater. some of the conditions necessary for maximum acceleration include more widespread recognition that:
   1. Trained human intelligence is our most valuable resource and that, as Klineberg9 and others have demonstrated, it can be found in about equal proportions in all racial, ethnic, and socio-economic groups, provided that conditions for its development are equal from birth. It is the function of our society and its educational instruments to see to it that as nearly equal conditions as possible prevail, in the national interest as well as for the American dream. (It must be emphasized that equal educational opportunity does not always mean equal education. Few would argue that it is undemocratic or wrong to offer a greater educational challenge to the gifted child than to the average one. Similarly, since children learn at home as well as at school, more education must be offered to the children, whose homes afford no learning opportunities, than is offered to those from privileged homes. Equal educational opportunity can and should often mean unequal educational offerings.)
   2. The nation's financial investment, applied energies, and technical instruments for identifying and developing talent are wholly inadequate. Educational budgets must include sufficient money for specially trained personnel to offer enough additional special guidance, testing, remedial, cultural, and social work services to offer the deprived child at least some of the cultural advantages the middle-class child gets at home in the natural course of family life.

8 Annual Report, 1958-1959 (New York: National Scholarship Service and Fund for Negro Students, 1959).
Otto Klineberg, Race Differences (New York: Harpers and Brothers, 1935).

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Negro College Enrollment 277 non-college bound children as well. The goal is to lift the achievement of all deprived children. Daniel Schreiber, the former principal of Junior High School 43 has been made Dr. Theobald's personal representative for and co-ordinator of "Higher Horizons". Meanwhile, NSSFNS under took the task of spreading the Project 43 concept to other communities through its subsidiary activity, Community Talent Search. Trough arrangements for exchanges of visits, advice, stimulation, and technical assistance, CTS has helped bring about similar projects in Washington, D. C., and Philadelphia. Other cities and towns have activities in the planning or thinking stages; still others, in the turn-the-other-way stage.8 Now, almost 100,000 children are affected; soon there may be 500,000. IV From the history of the NSSFNS program, NSSFNS-generated programs, and otherwise-generated programs in the pst ten years, it is evident that the quantity and quality of Negroes enrolling in college can be and is slowly being increased. The acceleration could be very much greater. some of the conditions necessary for maximum acceleration include more widespread recognition that: 1. Trained human intelligence is our most valuable resource and that, as Klineberg9 and others have demonstrated, it can be found in about equal proportions in all racial, ethnic, and socio-economic groups, provided that conditions for its development are equal from birth. It is the function of our society and its educational instruments to see to it that as nearly equal conditions as possible prevail, in the national interest as well as for the American dream. (It must be emphasized that equal educational opportunity does not always mean equal education. Few would argue that it is undemocratic or wrong to offer a greater educational challenge to the gifted child than to the average one. Similarly, since children learn at home as well as at school, more education must be offered to the children, whose homes afford no learning opportunities, than is offered to those from privileged homes. Equal educational opportunity can and should often mean unequal educational offerings.) 2. The nation's financial investment, applied energies, and technical instruments for identifying and developing talent are wholly inadequate. Educational budgets must include sufficient money for specially trained personnel to offer enough additional special guidance, testing, remedial, cultural, and social work services to offer the deprived child at least some of the cultural advantages the middle-class child gets at home in the natural course of family life. 8 Annual Report, 1958-1959 (New York: National Scholarship Service and Fund for Negro Students, 1959). Otto Klineberg, Race Differences (New York: Harpers and Brothers, 1935).