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APPEARED IN THE PROVIDENCE JOURNAL, September 26, 1968
Some Thoughts on the Emotionally Disturbed
I am writing in reference to the eight emotionally disturbed children who may not be retained at Bradley Hospital because of lack of state
funds. There are many parents in this state very much aware of my efforts
to educate all to the fact that untold numbers of children must be emotionally disturbed because of lack of special educational facilities that might
have prevented these severe disturbances. It has been utterly tragic that
in spite of the intensity of my attempts to be heard, I am ignored.
Muscle
If I had been more cognizant of how politics can have an impact on the
school and child, I'd have been better prepared for the colossal resistance;
nor did I fully realize that the State of Rhode Island and Providence
Plantations is not governed by true democratic process. There is no room
for individual initiative. Those in power toss out, "the people are to blame
because they are apathetic"; the people not apathetic are told, "you don't
have enough political muscle to be listened to"; and so are bred frustration
and rebellion.
I do not know this particular group of children. However, I do know
Rhode Island children who are emotionally disturbed because the state does
not offer them the kind of educational environment that will be "right"
for them. Until the state knows that all children who are created equal
are not the same, we will have schools that drive youngsters into emotional
distress. What we are doing to our children is against everything that our
basic law of the land demands.
Again I am reminded daily that proper credentials are needed to make
an impression. It is obvious that when children who are creative and gifted
are forced into a kind of learning that research facts screamingly point
out will cause mental disturbance, the so-called professional with the
proper degrees seems to lack professional integrity; acquiring the degree
does not entitle them to sit back and not be willing to use their knowledge
for the betterment of society. These many "uneducated" professionals are
dangerous; people look to them for the right answers and they, too often,
will not vigorously oppose "stagnant policy" for fear of losing "political
muscle".
Listen
Perhaps now that citizens realize the cost of curing these unfortunate
youngsters is far, far greater than the preventive...perhaps you will listen and learn and read and decide for yourself what it is all about.
If the State of Rhode Island will identify all exceptional children
and find competent people to plan their education, using all available knowledge, what would it cost the people? It would be saving each of you vasts
amount of money. In 1958-1959, comparative costs of specific programs were
given in Cleveland, Ohio, where they offered a gifted child workshop, the
following figures applied, per child, per year:
Elementary grade classroom, $304; Major Works, Gifted Children, $392;
Mentally Retarded, $515; Hard of Hearing, $645; Elementary, Blind and
Sight Saving, $1,061; Deaf, $1,282.
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Miseducation
Dr. Gowan has estimated roughly that programs for the gifted would
be about one percent of total school budget. Spencer has said that 1
percent of total operating budget is required and its benefits are gained
by all children. How does this compare with $14,000 per year for an emotionally disturbed child? No matter, however, what the cost--if these
children have been hurt because of miseducation, this state is obligated
to provide the best possible cure and we must be prepared to pay since
we allow injustices to go on. As Alfred North Whitehead has said, "Where
attainable knowledge could have changed the issue, ignorance has the guilt
of vice"
For educational ideas to be effective, they must be approved by the
political structure and they must influence those making policy. How much
does the State Board and the State Department of Education do to initiate
change? Why has a school board member, who know nothing about the behavior-
al sciences, such a power over the children's destiny? Who is qualified
in our state to evaluate what policy is good or not good? Wouldn't a re-
search center in a major university be the logical plan for developmental
processes that would guide school practices? Do we have such a center?
Does Rhode Island have any institute of higher learning which has a
regional educational laboratory that evaluates the success or failure of
a school curriculum? If there isn't more compassion and wisdom applied by
leaders of our state in regards to our children's fate, the compulsory
education law should be eliminated. When education was made compulsory,
education became a "bill of rights" issue. I will fight for the rights of
my child to be allowed the freedom to learn in the kind of environment pre-
scribed as best by the nation's expert educational heads. Any parent who
loves his child should be prepared to do the same.
The Greatest
A man who, in my opinion, is one of the greatest Americans living
today says it all far more eloquently that I. I urge everyone to read
what he writes. This man is the Honorable John W. Gardner. Read his
book, EXCELLENCE---CAN WE BE EQUAL AND EXCELLENT TOO?"
Marie Friedel
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