the centers is not possible to estimate at this time, materials are available to the centers.

II. Identify the ways your program (using projects if possible) contributes significantly to a better understanding and knowledge of Negro history and culture.

The purpose of the IMC program for handicapped children is to stimulate innovation in special educational programs through providing teachers with an accurate knowledge of appropriate curriculums, teaching materials and equipment.

These centers will collect instructional materials and aids such as Braille books, test kits, and tapes and recording devices, evaluate their effectiveness, and make them available to local schools. The centers also will engage in research and development aimed at devising improved teaching materials for the handicapped. Institutes and workshops will be held at the centers to familiarize teachers with the use of special educational materials. Handicapped children and youth to be served by the centers will include the mentally retarded, emotionally disturbed, crippled, speech-impaired, deaf, and visually handicapped.

III. Identify the ways that programs of your agency do not presently significantly contribute to understanding and knowledge of Negro history and culture, but which are potentially capable of such contributions without legislative amendment.

There are a variety of ways of stimulating the awareness of the problems of handicapped Negro children-memos, consultations, meetings with representatives of the centers, and demands by teachers are vehicles for improving the services of the centers and providing needed materials on Negro culture history. IV. Efforts your programs are making to ensure that Negro contributions to American life, both past and present, are reflected in information disseminated by your programs and in work of grantees supported by your programs. Same as III.

U.S. OFFICE OF EDUCATION-BUREAU OF RESEARCH

INTRODUCTION

Some Bureau of Research programs relate directly to the task of creating a better understanding of Negro history and culture. Others, while not appearing to be directly related, are helping to solve some of the problems that prevent better understanding. Thus, some additional projects are listed that are related to identification and development of Negro talent, to various problems in Negro education, to segregation and integration, and to attitudes and aspirations of Negro youth. The ERIC identification number is indicated for each project. "ED" numbers refer to completed projects, "EP" numbers to on-going projects. The Educational Resources Information Center (ERIC) information network and its regular publications assure a broad dissemination of research information to school administrators, teachers, students, researchers, profesional organizations, and information specialists.

SUMMARIES OF SOME RESEARCH PROJECTS THAT HAVE HELPED TO CREATE BETTER UNDERSTANDING OF NEGRO HISTORY AND CULTURE

THE NEGRO IN AMERICAN HISTORY (ED 011 529)

The purpose of this curriculum bulletin is to provide an account of the Negro as a participant in the history of the United States, and to aid teachers in recognizing and responding to opportunities in the school curriculums for giving instruction about the contribution of minority groups to American life. It specifically deals with social and historical forces within the Negro community and their impact on national and world events, with an emphasis on the history of Negroes in New York city.

THE ROLE OF THE AMERICAN NEGRO IN THE FIELDS OF SCIENCE (ED 013 275) This collection of resource material on American Negro scientists for use in elementary and secondary school curriculums is made up of brief biographies and descriptions of the work of twenty-one Negro inventors, biologists, chemists, and physicians. It is felt that making this little-known material available will increase

the knowledge about the Negro in the United States and thus improve race relations. An extensive bibliography on the American Negro is included.

LEARNING LABORATORY TO TEACH BASIC SKILLS IN A CULTURALLY DEPRIVED AREA (EP 010 443)

The Learning Laboratory, a project in a Negro area of Dade County, is set up to improve academic achievement and prepare students for vocational training or for employment. The Laboratory activities include a study of Negroes of renown such as Benjamin Banneker, Robert Smalls, Marian Anderson, Mary Bethune, Harriet Tubman, Frederick Douglass. Stories of the lives of these people are the basis for lessons in vocabulary, reading, grammar, reasoning, discussion, history, intergroup relations, guidance, and also for further research.

THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS PERTAINING TO RACE AND CULTURE IN AMERICAN LIFE (ED 010 029)

This curriculum development project was conducted to adjust elementary instructional programs to include information and concepts about racial-cultural diversity in America, including the life of the American Negro. Its principal emphasis was on laying the groundwork for preparing instructional materials in the area of human relations.

DEVELOPMENT OF MATERIALS FOR A ONE-YEAR COURSE IN AFRICAN MUSIC FOR THE GENERAL UNDERGRADUATE STUDENT (BR 6-1779)

This project is designed to develop, test, and revise a course in African music especially for the general student in colleges and universities in the United States. It is expected to contribute to the general educational goal of increased awareness of a rapidly developing part of our world and to lead to better understanding of African peoples. It will reveal and emphasize the mutual influences and relations between the musics of Africa and those of America.

BOOKS TO ENHANCE THE SELF IMAGE OF NEGRO CHILDREN (ED 011 904) This annotated bibliography lists works for children which present Negroes as positive central characters who show self-esteem, dignity, and self respect. Other criteria for a book's inclusion are the presence of nonstereotyped characters, speech patterns, or illustrations, and an attractive format.

A BIBLIOGRAPHY OF MATERIALS BY AND ABOUT NEGRO AMERICANS FOR YOUNG READERS (ED 015 091)

An annotated list is presented of books and audio-visual materials recommended for teaching the contributions of Negroes to American life and the Negro heritage and traditions. Three librarians with extensive experience in work with Negro American literature compiled the bibliography.

THE WORK OF REGIONAL EDUCATIONAL LABORATORIES

The Far West Laboratory for Educational Research and Development Berkeley, California) has recently published, as part of a series of handbooks, AfroAmericans in the Far West (106 pp.), by Jack D. Forbes, co-director of the Laboratory's communication program. To quote from the Preface: "It is good

that Americans of African ancestry are at last assuming their rightful place in the world of letters and that numerous research studies pertinent to African American affairs are now available." This handbook represents one effort at a synthesis of data relevant to the Afro-American in the western United States. After reviewing the West's Afro-American heritage, the handbook then gives suggestions for teachers and administrators "which will make the school truly belong to the people being served." The April 1968 issue of "Teaching and Learning Topics" from the Far West Laboratory summarizes for handy use the fourteen suggestions from the handbook for teachers and administrators. Another handbook, Education of the Culturally Different, introduces the reader to some of the general arguments which underlie the multicultural approach to education, and focuses on specific ethnic minorities. An extensive bibliography of materials dealing with Afro-Americans is also available for school personnel and classroom

use.

The Center for Urban Education (New York City), besides its regular periodicals, The Center Forum and The Urban Review, publishes other books and materials relating to cultural and urban problems. "The Negro in Schoolroom Literature," by Minnie W. Koblitz, is one of these, and is an annotated bibliography of classroom reading materials that portray integrated situations. The bibliography is designed especially for use by elementary school teachers and librarians, and focuses on material for kindergarten through sixth grade. Single copies are available on request.

The Southwest Educational Development Laboratory proposes to develop and evaluate a multi-cultural social education program for children of diverse cultural backgrounds (Negro and Mexican-American grades one through eight). The procedures for accomplishing this purpose will be to: (1) develop, (2) field test, and (3) demonstrate instructional materials and teaching methodology which recognizes the backgrounds of these children.

SOME RESEARCH PROJECTS RELATED TO ATTITUDES AND ASPIRATIONS OF NEGRO YOUTH

Annotated Bibliography on School Racial Mix and the Self-Concept; Aspirations, Academic Achievement, and Interracial Attitudes and Behavior of Negro Children (ED 011 331)

Social Factors in Educational Achievement and Aspiration Among Negro Adolescents (ED 010 838)

Effects of Social Class and Level of Aspiration on Performance in a Structured Mother-Child Interaction Situation (ED 011 906)

Motivation and Aspiration in the Negro College (ED 010 537)

Some Impressions of Fair Harvard's Blacks (Reprinted in the "Harvard Journal of Negro Affairs," vol. 1, No. 2, 1965) (ED 011 330)

A Study of Certain Personality Correlates of Occupational Aspirations of Negro and White College Students (EP 010 274)

Relationship Between Self-Concepts of Negro Elementary School Children and Their Academic Achievement; Intelligence; Interests and Manifest Anxiety (ED 003 288)

SOME RESEARCH PROJECTS RELATED TO SEGREGATION AND INTEGRATION

Quality Integrated Education (Ed 011 909)

Factors Contributing to Adjustment and Achievement in Racially Desegregated Schools (EP 010 824)

Desegregation and the Negro College in the South, and Persistence in College (Ed 010 603)

Equality of Educational Opportunity in the North (Ed 011 140)

The Effect of Segregation on the Aspirations of Negro Youth (Ed 011 332)

The Negro Student at Integrated Colleges (Ed 011 268)

Equality of Educational Opportunity (The Coleman Study) (Ed 012 275)
De Facto School Segregation (Ed 011 528)

Public School Segregation and Related Population Characteristics of Buffalo,
New York (Ed 012 100)

SOME RESEARCH PROJECTS RELATED TO IDENTIFICATION AND DEVELOPMENT OF NEGRO TALENT

An Analysis of Selected Programs for the Training (Integrated) of Civil Rights and Community Leaders in the South (Ed 011 058)

A General Education Curriculum Revision Project-a Two-Year Program of Curriculum Development with Selected Predominantly Negro Colleges (EP 010 898)

Identification and Encouragement of Unusual Academic Talent Among Negro Underprivileged Populations (Ed 010 669)

Participants in the National Achievement Scholarship Program (NASP) for Negroes (The aim of NASP is to find the most able Negro youth and to help them financially to attend college.) (Ed 011 527)

The Impact on Learning and Retention of Specially Developed (Negro) History Materials for Culturally Deprived Children (Ed 010 004)

The Long-Range Effects of a Language Stimulation Program Upon Negro Educationally Disadvantaged First Grade Children (EP 010 534)

SOME RESEARCH PROJECTS RELATED TO PROBLEMS IN NEGRO EDUCATION Communication Barriers to Culturally Deprived Negroes (Ed 010 052)

The Deep Structure of Nonstandard English of Negro Children in Washington, D.C. (Ed 010 875)

Language and Communication Problems in Southern Appalachia (Mountain and Negro Children) (Ed 012 026)

Reading Performance of Elementary Students in a Developing Institution (Ed 012 213)

Language Styles and Their Implications for Children's Cognitive Development (Ed 012 282)

Some Sources of Reading Problems for Negro Speakers of Nonstandard English (Ed 010 688)

Stereotypes Regarding Disadvantaged Students (Ed 011 905)

Art Programs in Negro Colleges (Problem areas identified so that an increased number of Negroes might contribute to the visual arts.) (Ed 013 859)

BUREAU OF ADULT, VOCATIONAL, AND LIBRARY PROGRAMS COMMUNITY SERVICE AND CONTINUING EDUCATION

I. Nature and Purpose of Program

The State Agency in Ohio has funded in FY 1968 a program entitled "Negro Culture: a course for teachers in the inner-city schools." Recognizing that the sustained trend toward urbanization has created a much higher percentage of educationally and culturally disadvantaged pupils in the Dayton School District, Wright State University, in cooperation with Antioch College, Central State University, and University of Dayton, and Wilberforce University, developed a program to assist 100 teachers in the inner-city schools in understanding a variety of factors relating to the problems of Negro schoolchildren. A 15-week trimester evening course was offered, which presented 15 major topics for lecture and discussion. They included: "The History of the American Negro," "Negro CultureStrengths and Weaknesses," "The Negro and the Sociolological Concept of the Family," and "The Nature of Prejudice." The program received $3,724 in Federal support from Title I of the Higher Education Act of 1965. This was matched with $3,724 in non-Federal funds for a total program commitment of $7,448.

Bradley University in Peoria, Illinois received Title I support in FY 1966 and 1967 for a program to provide training for present Negro leadership and to identify potential leaders. Included in the program content of the workshops offered were discussions of "the Negro in American culture, the Negro potential and the Negro intelligence, motivation and talent." Historical perspective was stressed. Controversial figures such as Booker T. Washington, Garvey, Du Bois, Martin Luther King, and Stokeley Carmichael were discussed in relation to the Peoria Negro community as well as the dominant power structure. $3,000 in Federal funds and $1,000 in non-Federal funds were committed to this program.

A Human Relations Resources Center was established by Lincoln University in Pennsylvania with a $15,429 grant from Title I, HEA of 1965. The center was designed to promote understanding by teachers and community leaders of minority groups and their problems, and to upgrade Negro employment opportunities. The program of the Center included utilizing the wide resources of Lincoln University in the field of African history, art and ethnology to foster an appreciation of the culture of American Negroes. $5,143 in non-federal funds contributed to a total program cost of $20,572.

Brooklyn College in New York carried out a Community Service and Continuing education program designed to overcome resistance by minority groups to seek higher educational opportunities. The program concentrated on building an improved self-image among Negroes. Among the four courses offered was one on American History and Literature using Negro sources. The program received $4,019 in Federal funds and $1,648 in non-Federal funds for a total of $5,667. II. Identify the ways your program (using specific projects if possible) contributes significantly to a better understanding and knowledge of Negro history and culture

In answer to question 2, the above programs should be regarded as examples of the kinds of activities that can be, and are being conducted under Title I of

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the HEA of 1965. As this is a State grant program, the number of projects funded each year which contribute significantly to a better understanding and knowledge of Negro history and culture is dependent upon problem priorities set by individual State agencies for the expenditure of Title I funds.

BUREAU OF ADULT, VOCATIONAL, AND LIBRARY PROGRAMS-LIBRARY SERVICES AND CONSTRUCTION

LIBRARY SERVICES AND CONSTRUCTION ACT

This legislation authorizes a broad program of Federal financial assistance to promote the development of public library services throughout the Nation. The amended act deals with all public library concerns: general public library services (Title I); public library construction and renovation (Title II); interlibrary cooperation (Title III); State institutional library services (Title IV-A) ; and library services to the physically handicapped (Title IV-B).

Programs which have greatest potential in aiding the development of better understanding of Negro history and culture are the State programs under Title I of LSCA. (With reference to book purchasing, it should be pointed out, however, that the selection of library books-insofar as is consistent with the purposes. of the act-is reserved to the States and their local sub-divisions).

Most Title I projects under LSCA are designed to provide better public library services to persons of all ages and socioeconomic levels, but beginning in Fiscal Year 1967, more programs focused on special services to the disadvantaged than in previous years. There is little doubt but that many of these projects included activities that stressed Negro culture and history and that funds were designated for the purchase of library books and library materials in this area. There are no statistics on the extent of these specific activities and purchases.

Many public libraries today-whether or not they are under an LSCA program-issue bibliographies or reading lists such as Proud Heritage-The Negro · in America, issued by the Public Library of the District of Columbia, for the use of their reading publics or arrange special displays in their libraries of books on or about Negroes. In most cases, the State having large cities have been the leaders in including special projects geared to the needs of the disadvantaged in their State programs. A specific example under LSCA for improving library services to Negro users is provided by New York State which, in its Title I program, included a project to continue to develop and refine those activities centered in the Countee Cullen Branch of the New York Library which had been tested. during the first years of the project and found to be most effective.

Title II-A (College Library Resources) of the Higher Education Act of 1965.— Federal grants totaling more than $57 million have been made to institutions of higher education over the past three years under the title for the purchase of books and other library materials. Three types of grants—basic, supplemental and special purpose-are available to almost 2,000 institutions each year. Here, as with the Library Services and Construction Act, undoubtedly Federal funds have assisted in the purchase of library books and materials under the three types of Title II-A grants. Again, no statistics are available on the extent of these purchases.

The type of grant wheich shows significant potential in this area is the special purpose grant. Grants for special purpose include those to (a) help meet needs for quality in the educational resources of institutions; (b) meet national or regional needs; and (c) help combinations of institutions meet special needs in the establishing and strengthening of joint use materials. Priority in the awarding of special purpose grants is given to institutions that are members of combinations of colleges and universities that need special assistance in setting up and strengthening of joint use materials.

Lincoln University of Jefferson City, Missouri-in a cooperative arrangement with Northeast Missouri State College and the University of Missouri-Rollahas received a Special Purpose, Type C grant for fiscal year 1968. Lincoln University agreed to be responsible to the cooperative for the development of a book collection by and about the Negro in the United States and Africa.

Title II-B (Library Training) of the Higher Education Act of 1965.-Title II-B of the HEA provides for Federal assistance for fellowships and for institutes for training in librarianship. The part of the overall program with implications for assisting in the development of Negro history and culture is the institute program. Although none of the institutes funded for fiscal year 1968, providing training opportunities for some 2,000 persons, are specifically focused on this.