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Kenneth ClarkKenneth Clark
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Session:         Page of 763

cities and you see areas-- neighborhoods after neighborhoods in which the families have gone beyond child-bearing age and they have built schools for a certain population of school-attending children, and within a generation or so it's changed and the schools are under-populated. That problem would be resolved if you had schools that were serving large neighborhoods, you know, many neighborhoods. And it would be very economical, comparatively much more economical.

Q:

In such a park you'd have probably have a mix, not only of thevarious levels, but going on to more academic pursuits and so forth.

Clark:

Absolutely. But that's another one of my unrealism. But early in the desegregation discussion, a number of people, when we were optimistic, were talking about educational parks. But it was too rational.

Q:

Do you think it will always be too rational or do you think maybe in a practical sense it's just premature? That is, in a probational sense.

Clark:

I don't know. I really don't know. I don't know how deep the American white's attitude is towards isolating his children, and I don't know how high a cost he's willing to pay to inflict this on his children. I really don't.

Q:

Would your concept of an educational park include more interaction





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