Who Will Save Boston's Inner-City Children?(continued)

by Jeanne Belovitch



they, also, are frustrated and fearful about the school's lack of discipline, and angry at a system that doesn't provide a curriculum or supplies. Some White teachers carry around even greater emotional pressure: They're prejudiced. Few teachers are out because of physical illness.

The following comments express some of the feelings of Woodrow Wilson's Black and White teachers. “I feel like I'm a baby sitter with no control.” explained an English teacher. “I have never taught anything in this school,” said an art teacher. A home economics teacher with 11 years in the Boston School System said, “It's too hard to care. There's too much trauma. Kids don't care.” “The place is a zoo. There's no discipline,” explained another 11 year veteran of Boston schools. “It's humiliating and degrading here. It's hard to care being abused on a daily basis.” said a math teacher who quit this year. “I can see all these kids getting eliminated in a spelling contest on the word, dog,” joked a special needs teacher. An English teacher said, “They can all be starving, but they'll come to school in their designer jeans.” A history teacher said, “We don't answer to anyone. Just keep the room under control. You need more management skills, than teaching.” “Why should a White teacher with 10 years experience be layed off and a Black teacher with one stay?”
asked an angry English teacher. “They (Blacks) will all stay, and we (Whites) are being forced out,” concerned another teacher.

“1982 was the most difficult year for students and teachers at Woodrow Wilson since I became principal,” said John Cunningham. “Everyone reacts to the situation in the building.” The situation in this building was nearly one third of the teachers and two assistant principals were new for the 1981-1982 school year; and shortly after school started (September


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