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FREEDOMWAYS FOURTH QUARTER 1968 Gobetz had never witnessed such a wide range of "near perfect scores" and any tutoring school producing such results should "be reported for history in the educational journals." Passing those tests was a confrontation. Those responsible for producing such results must be punished. In a summary procedure the Office of Economic Opportunity could no longer afford to finance the training program. The Sheet Metal Workers Union refused to accept the results of the test. Lastly, Professor Wallace Gobetz asserted the scores were so "phenomenally high" as to be unreliable. The teacher who tutored these Black candidates was a dedicated white teacher, Dennis Derryck, who had left the Gorton High School in Yonkers "because of the attitude the other teachers had toward these kids" who were Black and Puerto Rican. Richard Joseph was a 1961 graduate of Boys High who was not considered college material according to the standard Iowa Tests. First he won a scholarship to Dartmouth. Then followed a Ful-bright scholarship. He has recently been named a Rhodes Scholar. (Amsterdam News, 1-22-66.) Black parents know their children can learn if the teacher has the right attitude and will teach them. There is enough available literature on hand to confirm this. Yet more than a decade after the historic Supreme Court Decision on School Desegregation in 1954, the educational situation for the Black has worsened. Black parents began to understand that their children were being rejected as human beings. A racist attitude is demonstrated in what is said to them, what is done to them, and what is said about them. They see the awful effects of trying to "break a child down, especially the Black boy." A white teacher, a mother of a ten-age son in a private school, admitted to me in a private conversation that educational administrators would not tolerate the same behavior from a Black boy that is acceptable in a white boy. And Black parents know it from experience. What is normal behavior for a white boy is con-sidered abnormal behavior in a Black boy. They want the Black boy to learn at an early age "to stay in his place." It is not an accident that children in the highly segregated Black and Puerto Rican schools register an intelligence score of only 70-84. But all of the white segregated schools had intelligence scores of 100 or more. (Pupils and Schools in New York City by Sheldon, E. B. and Glazier, R.A.) We contend our children will learn if exposed to the same class room material. The intelligence tests require that certain conditions be met-motivation, practice, and guidance. How 350