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FREEDOMWAYS       FOURTH QUARTER 1968

system. He does not hesitate to use names and individual quotes to drive home his points. He is at once compassionate in his understanding of the frailties of human nature, of the bureaucracy, and at the same time uncompromising in his indictment of that structure and those frailties as they tend to minimize or even damage the development and progress of millions of children in the New York City school system.

David Rogers presents us with the alternative plans that have been introduced by state commissions and individual groups, both within and outside of the educational establishment. These plans are sufficient to indicate that there are no instant solutions to the problems of education in New York City. He does emphasize one factor, and that is the necessity for the mayor to take any strong, decisive means at his disposal in order to rectify inequities. But even here we are faced with the entanglements of bureaucracy that distort good intent and prevent change.

If there is any doubt in the mind of the reader as to the authenticity of Mr. Rogers’ sources of information, it is quickly dispelled by a glance at the appendices. Here is qualitative and quantitative proof of his thoroughness and his scholarly approach to this subject.

Many readers will find this book disturbing and frustrating as well as enlightening. There is no doubt that education in New York City faces difficult and demanding days in the near future. Mr. Rogers does present us with a choice. If the educational dilemma in New York is to be solved it will come about through an informed, aroused citizenry that will not rely solely on bureaucrats or bureaucracy to do the job. The schools are ours, the children are ours, the city is ours. We must overlook no segment of the population, no idea, no form of action that will eventually restore the educational system to a level of effectiveness that will ensure productive education for all elements of the society.

Carl A. Fields
Assistant Dean, Princeton University

AN EFFORT AT UNITED WORTH

THE POLITICS OF SCHOOL DESEGREGATION. By Robert L. Crain. Aldine Publishing Co., Chicago. 1968. xviii; 390 pages. $7.95.

AFTER READING THIS BOOK, one has the sense of having swallowed a mouthful of air or, to paraphrase the words of Macbeth, of having read a tale told by a social scientist full of sound and jargon signifying nothing.

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