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FREEDOMWAYS      FOURTH QUARTER 1968

the children of this or any other city. Left to its own devices and the limited resources, the "decentralized district" as conceived by the present educational establishment, will show a tendency to provide the same old tired unappetizing type of education children now endure.
Decentralization is simply not enough. Not enough because the public educational system's deterioration is too widespread, its cancers and malpractices run far too deep and are too well protected by various special interest groups. Because the present order denies its diseases, it cannot be cured.

The people of the 201 Demonstration District have learned that this city's educational system must encompass what America can be-a democratic, truly representative society of the people, by the people and for the people. This city and many cities require an education system which lives what it teaches and practices what it preaches. To achieve this the system must make a 180 degree turn.

Thus community control is the next step that must be taken. It is a second step, but an important step that other parts of this city and many other cities should and must consider if public education is ever to be revitalized. It is a step towards democratizing and revolutionizing one of this society's basic institutions, the school. And if this task cannot be begun, New York City cannot make a reconnection to learning. Without a reconnection for learning, the belief that America is being transformed into an urban nightmare may be more than belief.

at the crossroads

An unfortunate consequence of the "201" events is the seeming failure of many black people to learn from the struggles. Perhaps it is too much to ask that people immediately understand the importance of those courageous individuals who seek to change a formidable anti-democratic bureaucracy. It is for this reason that in the public eye 201 is actually at the crossroads. The truth is that 201, the schools, the complex, the concept have pointed a way out of the morass in which public education finds itself. 201 should remind black professionals to go to the people-not to be their "leaders," replacing the deposed white leaders, but as helpers, servants and followers.

As a symbol of community struggle 201 stands as a proud beacon. As a symbol of hope 201 stands strong and tall. To black people, to white people, to all in favor of decent education, 201 points out one direction toward human liberation.

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