Minneapolis spokesman. [volume] (Minneapolis, Minn.) 1934-2000, 1947-12-19

outlined In the first volume
necessary 70 meet the needs oi
higher education today.
The report win consist Of six vol.
umes 10 be issued under the general
title, Higher Education for Amer
lean Democracy" The first volume,
Establishing the Goals" sets the
general pattern for the entire re-
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rAey ut home and 70 improve our
understanding Of our friends and
neighboFs everywhere In the world.
For the great majority Of our
boys and girls, the kind and amount
Of education they may hope TO at
tain depsnds, not on their own abil-
tiles, but on the family or COM
munity into which they happened
to be born or, worse still, On the
color Of their skin or the religion
Of their parsnts."
In Q chapter on Education for
AL" the report discusses Barriers
to Equal Opportunity" One Of
such barriers with which il is spe-
cifically concerned is Racial and
Religious BaEriers."
In this section Of the report, the
commission states:
The outstanding example Of
these barriers to equal opportunity.
of the quality Of the facilities 1t
usually does so in fact. The schools
maintained for the Negroes are
commonly much inferior to those
for the whites.
The Negro schools are financed
at q pitifully low level. they are
often housed in buildings wholly |
inadequate for the purpose, and ,
many Of the teachers are sorely in
need Of more education themselves.
Library facilities are generally poor
or lacking altogether, and profess
sional supervision Ia more a name
than q reality.
These facts are supported
strongly by q recent study in the
District Of Columbia. The Districts
Superintendent Of Schools in his
I946-A7 report to the Board Of Edu-
cation states that the student
teacher ratios in the schools for
Negroes were significantly and con-
sistentIy higher than those for non
NeRroes-from the kindergartens
through the teachers' colleges.
Segregation lessons the quality
Of education for the whites As well.
To maintain two school systems
side By side--duplicatinE even in
adequately the buildings, equip
nent, and teaching personnel
means that neither can be Of the ,
luality that would be possible II
III the available resources were de-
'oted 10 one system, especially not ,
when the States least able Rnan-
tally 10 support an adequate edu-
'ational program for their youth /
ire the very ones that are trying
o carry q double load Ia
1T must not be supposed that
Negro youth living in States in Z
which segregation IL not legAliEed c
ire given the same opportunities '
Is white youth. In these areas eco
,omie and social discrimination Of {
'ariOus sorts often operates to pro- {
luce segregation In certain neigh q
'orhoods, which are frequently 8
harAetsriEed by poorer school n
less equipment and less (
bic teachers. 4
Equality Of educational oppor- u
unity 10 not achieved by the mere 4
hysieal existence Of schools; II in 2
olives also the quality Of teaching
nd learning that takes place in d
hem."
Az the college level the commits 9,
ion found . different type Of dis y
MANY colleges and IN
Universities, especially in their pro !,
,ssional schools" the report states, d
maintain . selective quota system =
" admission, under which the Il
nance 70 learn, and thereby TO be-
'me more useful citizens, 10 denied G
} certain minorities, particularly q
! Negroes and JewS." The report Ia
ida: U
This practice IL . violation Of q q
Iat0r American principle and 10 N
'ntributing to the growing tension n
one Of the crucial areas Of our III
suocFaey. st
The quota, o. numerous clauses,
certainly un-Amerienn- Il 10 ls
uropean In origin and application, II
"a We have lately witnessed on ar
ct continent the horrors 10 which, q
ia logical extension, IL esh lead p,
D insist that specialists In any ~
"a shall be limited By sthnie IN
lotAs IL TO assume that the Ma 60