Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-10-04
School Probe

Having taught in the public
schools for years. / wonder if
the colored are not being made
the whipping boys for a bad
state of discipline which has
always existed in these schools.
1t is no secret among the pro-
fession that teachers really
earn their money and reap a
harvest of nervous ills from
keeping the children quiet.
The blackboard jungle is not
easy to take.
I have read of noise in the
halls" humping into the girls,
and teachers being answered
diSrespectfully since integra-
ton. For years 1 taught at
Alice Deal in the segregation
era. 1t is, perhaps. the best
class of children. Yet it was
never safe to be in the halls,
when hundreds of lively young
sters were passing" to classes.
Every type of bumpsy-daisy
mayhem was committed in the
halls. A herd of wild buffaloes
on the loose was less of a
menace. In one of the rooms a
young teacher was knocked
down, her desk overturned,
and, barricaded behind it, she
called for help to her neighbor
teachers. All good clean fun,
when the whites do it.
I started teaching at Eliot
in 1880. An older teacher died.
and her room was low 10, and
maIadJusted The principal
told me I would never hold
that crowd of IS because of nv
lack of experience. One of the
boy students had an 10
OF 81. In the class were
kleptomaniacs, nymphomani-
acs, truants, delinquents and
neurotics. Trusting in nv
bible-"Methods Book in
terested that class in things
they liked, and were able to
learn; and I mixed it all with
loves balsam. When the year
was up, asked to go on with
That pitiable group. 1t would
have been more fun to take a
high 10 class, with their
ready wit. keen minds. and
perfect adjustment to all class
room situations. 1t was more
spiritually rewarding to help
those who SO desperately
needed a candle on the ledge
OF night, and those whose
home backgrounds and poor
physical health needed enrich
ment and healing.
Indignation is not a hideous
nightmare, from which we will
soon awaken. 1t is here to
stay. and many of our finest
teachers will not panic but
VIII search out the better
qualities of the Negroes-their
happiness. serenity, resigna-
Ton under trials, humility and
Skis to augment classroom
learning.
a downtrodden, unjustly
treated race has awakened
from its nightmare of ghet-
toized living and poor schools.
Let's make it UP to them. They
VIII conform to the schools
they wanted. if we are patient
and fair with them.
Marie G. COmminS, MA.
4 +
One witness appearing be-
lore the House Committee in
vestigating integration in Dis
trict schools expressed the
most subtle bigotry and
chicanery of an educator of
our time. So much so that She
was offered a job in Mississippi
should she ever decide to leave
the District. One remark was
that she felt the colored
students had been made well
come at her school. The "wel-
come" she said, included a
coterie OF $50 student leaders
twhite) to greet the new ar
rivals. Still many OF them
showed belligerence, sullen-
ness, impertinence and agrees
siveness for which / can see no
reason whatsoever" Her first
welcoming" approach was a
threat TO these children.
Usually a welcoming" group
is used for an unusual setting.
This one individual witness
may have damaged, PSYCHOLOGY
ically. hundreds of children for
the remainder Of their lives.
In THE Prophet Kahlil
Gibran says, in speaking Of a
teacher. mo man can reveal
to you aught but that which
already lies half asleep in the
dawning Of your knowledge.
The teacher who walks in the
shadow Of temple. among his
followers. gives not Of his
wisdom but rather Of his faith
and his lovingness. II he IS
indeed wise. he does not bid
you enter the house OF his
wisdom. but rather leads you
70 the threshold Of your own
mind"
Any small knowledge Of