White Teacher by V. Paley

 

Book Buddies: Christy and Melanie

 

 

 

 

Read and post by the following dates:

 

 February 11:  Preface and Chapters 1-4

February 18:  Chapters 5-8

February 25:  Chapters 9-12

March 10:  Chapters 13-16

March 17:  Chapters 17-20

March 24:  Chapters 21-25, epilogue, and final thoughts

 

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Preface, chapters 1-4

 

Melanie:  I can already tell I'm going to love this book!  The story that Vivian Gussin Paley told in the 2000 preface reminded me of how I felt in one of Rhina's classes.  V.G. Paley was talking about a meeting that took place at her school in 1973 in which six parents of African-American children spoke about their children's experiences in the school.  The "liberal" faculty expected to hear positive things from the parents, but instead they surprisingly heard of the unequal treatment they were giving the African American children. 

 

The quote that reminded me of my thoughts in Rhina's class last semester was when one of the teachers proclaimed, "There's absolutely no color line here.  All the children are treated the same."  I always felt that I treated my students the same, but have come to realize that actually it's not necessarily good to treat them the same.  I thought they should have been treated the same and that I was doing the right thing.  It has taken me awhile to "get" it and I think I'm finally beginning to understand.  Paley goes on to say that she "came to see a common need in every child.  Anything a child feels is different about himself which cannot be referred to spontaneously, casually, naturally, and uncritically by the teacher can become a cause for anxiety and an obstacle to learning"  (xix).  She mentions the good learning environment students possess when they are able to know and to talk about everything and don't have to pretend to be what they are not. 

 

In chapter 3, Paley tells of a story in which one of her black student's parent said that another teacher had told her that there wasn't a color difference in her class and all of the students looked the same to her.  The parent responded with a powerful statement that her children are black and don't look like the other children.  She said, "They know they're black, and we want it recognized.  It's a positive difference, an interesting difference, and a comfortable natural difference.  At least it could be so, if you teachers learned to value differences more.  What you value, you talk about"  (12).  What a great statement! 

 

One of my favorite quotes from the "old" preface is that the "challenge in teaching is to find a way of communicating to each child the idea that his or her special quality is understood, is valued, and can be talked about.  It is not easy, because we are influenced by fears and prejudices, apprehension, and expectations, which have become a carefully hidden part of every one of us"  (xx).  It is so important to make connections with each child.  Sometimes it is hard to connect with certain students.  I believe that when connections are made, students will fly to the moon for their teacher! It is also important to maintain these connections.

 

In these chapters in which Paley is discussing scenarios from decades ago, we see Paley ignoring anything racial.  It seems as if it's easier for her to do that.  I'm anxious to read the next chapters and watch how her teaching changes. 

 

 

Christy:  I love this book as well!  I really like how down to earth and honest V. Paley is in her books.  At the time this book was first written, the kindergarten classroom looked a lot different than it does today...I'm only beginning to scratch the surface with comparing the two time periods.  Today the kindergarten classroom is a lot more academic and the students are being pushed to exceed (in my opinion) unrealistic, developmentally inappropriate expectations within our schools.  I like that Paley makes a point to say..."She nurtures them to be able to survive society's hardships and helps them to feel that change can occur-that children can live and grow together despite differences in race and social origin." (p.viii)  She goes on to say..."Where in the rearing of children do we ever help them learn to appreciate and respect both differences in themselves and others?" (p.viii)  Paley understands that teaching students isn't just about teaching reading, writing, and math facts, but how to function and live in society...to prepare children for the world in which we live and to understand that cultural differences do exist and learning about them and appreciating the differences can prepare our young children to thrive in our society.

 

As I was reading your response to the chapters that we read, each quote you mentioned was underlined in my book because I also found them very important.  For example, "Anything a child feels is different about himself which cannot be referred to spontaneously, casually, naturally, and uncritically by the teacher can become a cause for anxiety and an obstacle to learning." (p.xix)  I underlined this in my book because I found it to be estremmely important to understand as an educator if one wants to be more of an effective teacher...teach the students, not the curriculum...talk about culture and how to appreciate it.  I like how Paley points out that "our behavior in the classroom becomes an important part of the "hidden curriculum." (p.xix)  I have never thought of that before until I read that today.  It is true...we influence our students just by our attitude.  

 

I wanted to talk with you also about those that "do not see color" in their classrooms.  I used to believe that I was that kind of teacher...I love each of my students the same.  However, I have just recently (as a result of this program) begun to talk about culture more in my classrooms.  It is important to recognize the different races in your classroom and talk about each of them.  Without being given the knowledge of the differences, one cannot appreciate them.  

 

I like how Paley addresses these questions..."Is this classroom in which I live a fair place for every child who enters?  Does every child and family have an qual say in the worlds we invent?" (p.xv)  I want to hang these questions up on my wall in the classroom and ask myself these two questions daily.  I am very excited about reading more of this book! 

 

Chapters 5-8

 

Christy 2/15/08: As I continue to read this book, I am constantly thinking about what I would have done in a situation with a child like Steven.  When V. Paley asked the child to limit his swearing to twice daily, I thought to myself, "I'm not sure I would have ever said that to a kindergarten child."  It worked though...  I like how Paley pointed out that she was glad that both Steven and the "highest" child in the class were both black.  She wanted the other students to know that the kind of behavior that Steven exhibited was not reflected upon his race.  I had actually never thought in this way before...it made me think about my own classroom.  

 

As I read further I was struck by something that Paley said she thought about when she was talking to a father and he made the comment "so he jewed me down..." (p.24)  Paley thought, "...I hope he doesn't know I'm Jewish..." (p.24).  She goes on to say that she should have stood up for herself, but at the time acted cowardly.  We talk about this and how we are proud of our culture, but there are people who don't want others to know who they are because of fear that others will treat them or their family differently.  I was just talking with one of the other teachers at my school this week about the middle school in our area.  She was talking about how bad it could be if when her child got to middle school the other students found out that she is part Lebenese.  She was saying that other students could ridicule her and possibly harm her if her identity was found out.  How did it get like this and what can be done to turn this around?  I told her that we as kindergarten teachers need to start with our students and sharing the cultures with one another in our classroom and learning to appreciate each of them instead of riduculing that for which we know nothing about.  

 

Did you see also that Paley mentioned "play" on p. 34.  She said, "She (Carol) was spending more time reading and less time playing.  This was cause for concern.  Kindergarten is a time for play.  A child's good feelings about himself and others come through play, not reading."  We could use this in our comparison for Dr. Jarrett's class.  

 

Hope you are enjoying this book as much as I am! :0) 

 

Melanie 2/18/07:  It was interesting to read that Paley used every chance she got to make mention of the words "black" and "white" in the classroom to rid these words of negative meanings.  For example, telling a child that his color of shirt looked next to his brown skin or that another student's afro was soft when she touched it.  She stated that although it didn't completely solve Steven's anger problem, he did start using those terms with a sense of anger less and less. 

 

I completely agree with you that I don't know I ever would have told a student to limit certain "bad" words to twice a day, but it seemed to work!  I'm curious to know how the other students reacted to this type of "permission" from the teacher.  I wonder if that would make other students feel it was okay for them to swear, as long as they did it fewer than twice per word since she let Steven do it.    Obviously it wasn't a problem in her room or I'm sure she would have mentioned it in the book. 

 

On page 21 Paley mentioned that she would sometimes have to tell students, "Steven is not able to share now the way he did yesterday.  He'll feel better soon."  I really liked her simply stating that to the other students.  Children seem to understand these things and I'm sure once Paley said he was just not going to share at the moment, they understood. 

 

I also underlined the scenario that you mentioned on page 24.  I really think what you told the other kindergarten teacher was so great!  Yes!  We definitely need to make students aware of the different cultures in our room, the school, and elsewhere.  In the few chapters we read this week, Paley mentioned several ways she did this in her room, by singing songs from different cultures or races, inviting guests to cook different ethnic foods, etc.  She did this throughout the year and not just in a certain "Cultural Diversity" week as some schools do. 

 

Paley mentioned again something that I had a hard time understanding last Fall.  I assume it was in Rhina's class that we discussed this, but I really can't remember which class it was.  We were discussing the ways different students spoke and how we were to embrace these ways.  I'm not talking about different languages...more like different ways of speaking.  I had a really hard time thinking that I was to embrace language was not grammatically correct.  I kept thinking about the grammar section of the CRCT and how my students usually do not do well on that part because they do not speak that way.  On page 27, Paley discussed that she noticed some of her black students has different speech patterns when they were playing with other black children than when they spoke to her.  I thought that was rather interesting; however, I haven't really noticed that in my room.  It seems that my students speak to me using the same speech patterns that they do with their friends.  Have you noticed this in your classroom?

 

Chapters 9-12

Christy: (2/24/08)  I didn't really underline a whole lot in these 4 chapters, however I loved reading them.  I really loved reading about her student teacher, Janet Albright.  She had a way with children and she taught V. Paley some things on how to deal with uncertainties she was having.  For example, Paley wrote about the one student who had a stuttering problem.  I really liked the way Ms. Albright handled it in front of the class.  She did it in such a way that made the child feel as though it was okay and offered the child with suggestions on how to overcome the problem.  She handles racial related issues very smoothly, like the child who wanted a white partner and the white boy who wanted to be Martin Luther King.  

 

I found one of her statements interesting..."Homogeneity is fine in a bottle of milk, but in the classroom it diminishes the curiosity that ignites discovery." (p.53)  This is so true!  Discovery is learning about new things and if everything is the same, how does learning take place?  I never actually thought about the classroom in this way.  The cultural quilt assignment lends itself to this type of discovery.

 

I found it interesting to read about the little girl, Claire, who had did not know how to play.  I kept thinking, how does a 5 year old child NOT know how to play?  How does that happen?  It took V. Paley having to teach her play in order for her to understand the concept.  I found it a little sad.  Paley made an interesting point when she spole about Claire and how when you lack faith in a child, you show it in little ways.  For example, you may not call on her to answer higher level thinking questions or you may expect her not to pick up on a learning concept so quickly.  I find that I sometimes do this in my classroom...and when I become aware, I try to call on those students more.  I don't want to embarass them or make them fell uncomfortable of their peers, but I do want them to learn and be attentive during instruction.  Do you have any suggestions?

 

Melanie: (2/24/08)  I also enjoyed reading about Janet Albright.  Paley mentioned that Albright liked every child and that it's a "great comfort" to children to have a teacher that likes everyone.  I found it interesting when Paley said, "When you have a teacher who likes some and not others, you must keep maneuvering for her approval.  This interferes with the more important business of learning to relate to your own peers."   (38)  Then Paley went into the story about Stuart, the boy who stuttered.  I feel I have mishandled some of the same situations that Paley has.  She mentioned when she reacted to Stuart, her behavior revealed an inability to accept him as a stutterer.  She mentioned that Ms Albright showed everyone that it was alright to talk to Stuart about his stuttering.  I have had students who stutter and I did exactly what Paley did with Stuart.  I would not let children interrupt and I would be patient and "ignore" the stuttering.  That little story was beneficial for me to read.  I feel I am able to make so many connections in each chapter. 

 

Another interesting story mentioned on page 43 was of Barbara, who is white, not wanting to be partners with Ellen, who is black.  Barbara said she wanted to be partners with someone white.  I was anxious to continue reading to see how Janet Albright handled the situation.  Well, she did not handle it exactly as I was thinking she would.  When she told Ellen that Barbara didn't feel like being her partner that day and that Barbara wanted to walk with someone who looked more like her, I was as surprised as Paley was!  Albright responded that "Guilt feelings never bring about an improvement in behavior."  She went on to say that yes, she was a little personally attacked, but that "the way to make friends and influence Barbara is not to make her feel lousy about herself."  That was really neat.  I would have handled the situation as Paley would have at that moment. I'm sure I would have told Ellen that that wasn't nice and she should continue to be Barbara's partner.  It was really interesting to read how Janet Albright went about resolving the situation.  Wouldn't it be neat to observe both of these ladies (Paley and Albright) in action?

 

It's funny to me that the only two other items I had underlined were the next two you mentioned.  (The quote about homogenity and the story about lacking faith in a child's ability.)  Like you, I don't want to embarass a student that I know doesn't know an answer or how to do something.  Sometimes I will call on a student that has their hand up, knowing they don't know the answer, and am surprised when they do.  Sometimes I call on student knowing they don't know the answer and they don't!  I then say "Can you pick a quiet person to help you out?"  Sometimes this works well with my students.  I do a lot of partner or group type things.  I don't necessarily put a high student with a low student.  Sometimes "two heads are better than one" is true with two low students working together.  That is a good question, though, Christy.  I don't know what the best solution is.

 

Chapters 13-16

Christy (3/9/08):  In chapter 13 Paley writes, "I think I am missing part of the picture presented by many black children by not being familiar with the context within which certain simple statements are made." (Paley, p.73)  I wrote inside my book that I had never really thought about that before, but I can see how that could be true.  Within your own cultural group, you are more incline on talking casually without explanations because everyonw understands the meaning behind certain things that are being communicated, however outside your own cultural group it can be very different.  You may not understand something, be aware of it, or know the proper procedures for certain things, therefore it is difficult to respond.  Paley brings up a good point here.

 

I liked how Paley stood up for Sylvia is a meeting with Felice's parents.  She said, "The more I think about it, the more I'm convinced that we are good for Sylvia and she is good for us." (Paley, p.77)  I have said this before referring to my own students.  I think students benefit from one another, learn because of our differences, and appreciate others because of their experiences.  She goes on to say that her students "are more interested and involved with each other than any class I've ever had.  There is no better learning environment."  (Paley, p.78)  This is so true!  Each child brings with them a story to the classroom.  We all can learn from that story and appreciate each others differences because of them.  Some of the children may also identify with other students in the classroom after learning about them. 

 

The last sentence I underlined was in chapter 16..."play activities of a regular kindergarten group provide the best environment in which to learn about people and behavior.  The five-year-old who lacks controls must be given a chance to play with children who have them." (Paley, p.80)  This is kind of like "peer-tutoring."  Paley discusses this briefly in her book A Child's World.  Children learn, sometimes better, from other children teaching them or helping them out.  This is a great point Paley makes!

 

Melanie  (3/10/08):  Something within these four chapters that I thought was neat was how the children helped Paley out with other "difficult" children.  I smiled when I read of different incidents in which Ayana helped Paley with Sylvia.  For example, when Ayana, on page 70, said, "Sylvia, baby, now don't you fret.  We're all your friends and y'all going to have just the nicest time now."  I thought it was so sweet and it was neat to see Ayana maturing.  She thought of herself as someone that gave comfort to others and she was!

 

I also underlined the quote you mentioned on page 73.  Included in that thought was how those students were "conscious of seeing the world through their black experiences."  (Paley, p. 72)  I, like you,hadn't really thought about that before.  Paley had seen herself as the one to make the changes in her class, but it was actually the black children who were "showing the way" by "accepting black and bringing black into the classroom."  (p. 76)

 

Paley's meeting with Felice's dad was a bit uncomfortable for me.  I was also anxious to read because I feel as if I have been in that situation several times.  Paley always seems to do and say the right thing, so I was anxious to see what she was going to tell Felice's dad.  It's only natural for parents to feel the way Felice's dad did.  When your child is constantly talking of and even having nightmares of another child, it must be scary for a parent and he was good to go to the school to check out the situation.  It must have been hard to defend Sylvia in the way she did.  I liked the quote about the students benefiting from controlled social challenges.  She goes on to say that "...the child who learns to overcome the obstacles presented by different kinds of children can develop in confidence and self-esteem.  But besides social growth, there is intellectual stimulation too"  (p. 77).

 

The day after Paley defended Sylvia, Sylvia had a bad day.  Something Paley thought to herself that made me like her even more was when she wished Sylvia was not in the class.  I was kind of surprised that she even thought that, but that one thought made Paley seemed more human-like and real to me since I'd been thinking of her as "Super Teacher." 

 

The last thing I underlined in chapter 16 was the part in which the girls made Sylvia change her behavior.  Paley wrote, "They offered her a continued role in the play group if she conformed, or banishment if she resisted.  No teacher could make this offer.  I could give her approval for positive behavior or the time-out chair for harmful behavior.  However, I could not guarantee a place within the group.  The prize they offered was worth the huge effort it required for Sylvia to control herself."  (p. 81)  The girls had no idea how powerful they were to Sylvia's behavior.  It's so nice to see we can get so much help from children with something that is so effortless for them.

 

Chapters 17-20

Christy 3/16/08: As I read through these four chapters, I found it interesting how Paley has a way of finding solutions to certain issues within the classroom and keeping her cool at the same time.  I find it very difficult sometimes with those students who are disrespectful to other students in the classroom...it makes me angry to think that they can act that way to other people.  In the incident where Joyce gets angry at Claire and yells at her when Claire misunderstood and thought Joyce had asked her to become the man, when really she asked her to be the maid.  Paley pointed out that Joyce was not making good choices by behaving in that way, but did not tell Joyce to leave the doll corner.  I thought that I may not have been so understanding or patient within my own classroom.  My thoughts after reading that passage were...did the two girls get along after that discussion with Paley or was there still problems?  I did, however, like how Paley was able to calm Joyce down by allowing her to see the way in which she was acting and giving her the opportunity to correct the unapproved behavior.

 

I also found the whole issue about the class being happy that Sylvia was sick and absent from school a bit disturbing.  While Sylvia is a difficult student, a group of students one after another voiced their opinion after Joyce voiced hers that they were glad Sylvia was not at school and they hoped she didn't return.  It made me sad to read through this...it made me sad for Sylvia.  I kept reading wondering how Paley was going to solve this issue...but she never tells us exactly what she said or did to end this terrible conversation.  I wonder what I would do in a situation like that?  I think I may say something like..."you know everyone's different, but that's what makes us who we are.  We don't always have to like what others say or do, but we will respect them and treat them as you would want to be treated."  I think that is something I may say...I'm not sure though.

 

I like Claire...she reminds me of myself...shy and accepting of others.  I was always very sensitive as to what others said.  I think I may have had a little more backbone...but none the less, I always ready and willing to help where needed. 

 

I underlined the question that Paley asks..."Does the majority of black children in an activity point to more serious issues than other kinds of exclusivity in young groups?"  What an interesting question...I've actually never thought about this before.  I'm not sure as to what I think about this question...I would think that if I noticed segregation within my classroom that I would try different activities that would hopefully lead to mixed groupings...but Paley in the book stays out of this typle of situation.  I wonder if she thinks it's all apart of the children's development and finding their identity? 

 

Melanie 3/17/08:  I agree with you, Christy, that Vivian Gussin Paley really knows how to keep her cool!  She does get annoyed, but she seems to react to everything appropriately.  She does seem to think several thoughts to herself that she feels guilty about.  For example, when Karen who is considered "bright and intelligent" invited Claire to her house.  Of course she always has an immediate follow-up reaction admitting her guilt and in this case thought "As always, my next reaction was:  why am I so full of prejudices that I can't see beyond an IQ score and perfect grammar?"  (p. 103)

 

The chapters read for this week made me wish I was able to observe children at play on a daily basis in situations such as those described, for example, at the doll corner.  She states this kind of play "reveals some of the most sophisticated fantasy play in kindergarten."  (p. 83)  I remember loving playing with dolls and really acting things out and using my imagination!  All the different characters that can be acted out would be interesting to watch and it seems as if Paley learns a lot about her students by observing them through play.  Sometimes I overhear students acting out being a teacher.  I learn a lot about myself during those times as I realize they're acting things I've said or done!  

 

Paley notes on page 94 that "the act of construction became more important than the social-dramatic play that followed."  When she talked about how the boys spent so much more time making superhero costumes than they spent acting out superheroes with their costumes on, it brought me back to my childhood a little.  I would spend forever setting up the furniture in my dollhouse and although I loved playing with the dolls in the dollhouse, I spent less time playing with them in the dollhouse than I did setting up the furniture.

 

Paley points out the fact that Anna had "begun to symbolize for me the ways in which the integrated school benefits the white child."  (p. 99)  Anna is more observant and thoughtful because she's able to encounter new opportunities.  The differences in the other children's knowledge and behavior make her that way.  Paley also talks about the way Anna adapts to others.  I like Anna!

 

The conversation about Sylvia's classmates being glad she was absent was sad!  I think your reaction to that situation, Christy, is right on the money!

 

Chapter 21-26, Epilogue

Christy 3/23/08: Going through the program this year had truely been an experience...I feel like I have only brushed the surface in learning about culture and how to teach that within my own classroom.  For Paley on p. 112 she writes,"...the answer is clear: teaching children with different cultural and language experiences kept pushing me toward the growing edge."  It's true...the more one is exposed to culture, the more one grows within it.  We are all kind of like sponges who absorb information when constantly exposed.  I am still learning and growing as a result of this program and my reflection with how I can make a cultural difference within my classroom.

 

I underlined "Claire liked to play..." on p. 113 because I was so proud of her.  Claire didn't know how to play when Paley first introduced her in the beginning of the book and know, not only does she know how to play, she likes to play.  Just from being in Paley's class and being exposed to the play that the other students find themselves involved in, did Claire learn.  This shows me that if exposed to the right materials and taught in the right environment, children can learn!

 

Paley mentions something interesting on p. 116 about a little boy named Kenny who was very timid.  She writes how his self-confidence was highest in the block corner and lowest when he was expected to do a teacher-initiated task at the table.  The following is a conversation between Paley and Kenny's grandmother, "But what will happend to him in first grade? Maybe it's ok in kindergarten, but I'm worried about his behavior in first grade." (grandmother)  Paley responds with: "Let's not worry about first grade.  You grandson needs a lot of play time now.  Be thankful he plays so well.  Anything you do well leads into something else you can do well.  It's catchy."  Wow!  What is today's educational system thought like Paley?  Truth is...I think Paley's right!  However, with testing and such high standards, where do children get a chance to learn at their level of development...we're always pushing them and pushing them more...I think there would be a whole lot more children on grade level is the standards actually matched the development of the children in which we educate daily.  I see their little faces everyday and they LOVE to play...there play time is limited however because of all the other stuff they have to do.  It's kind of sad actually.  

 

Paley makes an interesting realization about herself in chapter 25.  She writes about how when thinking about five of her students who are black and refers to them as "the black girls."  She realizes that be saying "the black girls" she is grouping all the black girls together in her class instead of seeing them as individuals.  She never said "the white girls" or "the jewish girls," but always refered to these five black students as the "black girls."A music teacher at her school pointed this out to her and Paley responded by saying "But when I'm describing a scene to you, it's easier to say 'the black girls' rather than name each one every time." (p.128)  The music teacher responded..."Exactly!  Easier.  It's always easier to use a group label, especially a race label.  That's why you mustn't do it."  Paley was truely upset about this realization and struggled with whether or not she had changed...she finally realized she had changed, but there was still a long way to go. (p.130)  She decided to remove this type of grouping out of her language and begin seeing students and speaking of them as individuals.  I feel like this a lot...I feel like I've learned so much, but at the same time not a whole lot at all.  Listening to Gorski made me feel like that a lot.  As I said earlier, I feel like I am just brushing the surface with understanding culture, but my journey is not over when this program ends...it is only the beginning.  I think that's how Paley felt too.    

 

Melanie 3/24/08:  Yes!  I couldn't agree more when you said that you feel like you're just brushing the surface with understanding culture.  I liked your statement that your "journey is not over when this program ends...it is only the beginning."  Right on!  I thought I knew everything I needed to know about culture when I began this program.  I have diverse books, multicultural crayons, a unit on Mexico...what more did I need?  I treated all of my students equally.  I'm glad we didn't have to fill out some kind of form or rate ourselves on diversity/multicultural issues at the beginning of this program.  Rhina would've thought I was crazy!  I have learned a lot through readings, lectures, speakers, and books such as White Teacher.  Like you, I feel I've only brushed the surface and still have so much more to learn.  I'm sure Rhina enjoys watching all of us "grow." 

 

On page 108, Paley mentions wanting to have discussed Rena's views on black/white people with Rena's parents.  Paley goes on to say that it would seem "unwise" to discuss these things because Rena's views must reflect strong parental feelings.  That's how I felt when I did the culture quilts.  At first I was very uneasy about some of the questions on the form being sent home.  I wasn't sure of the responses that would come back and what kind of discussions I would have to have with my children, when I didn't feel ready.  Everything ended up working out and I was so glad I did the culture quilts.  I wonder if Paley should have gone on and talked to Rena's parents.  I wonder if she would do the same thing today?

 

I feel like I have read so many books and articles so I'm not quite sure where I read this, but I read  a comment in which the author felt it to be advantageous for children to go to diverse schools.  Perhaps it was Paley?  On page 124, Paley discussed learning about another cultures problems and how children can learn from other children who talk about their worries.  This paragraph reminded me of what I had previously read of children going to schools with diverse populations. 

 

On one of my first posts on White Teacher, I mentioned a quote that one of Paley's student's parents had made about recognizing the differences of black children.  Paley mentions the quote again on page 131.  I love that quote!  She goes on to say that the parent "never intended that these differences be used to lump children together and dim the uniqueness of each child.  But she knew that these differences must be treasured by the black child and the white teacher...I had been unable then to speak of color and so I could not be a friend.  Friendship and love grow out of recognizing and respecting differences.  Strangers cover up.  Color had been, for me, a sign of a stranger.  I did not look into the eyes of strangers or dare to find out about their feelings."  Wow!

 

 

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