My aim in writing this book has been to discover and
explain how American public education works what
functions it performs and by what processes. ! have also
wanted to tell some stories about events and people whose
drama, or fates, or significance touched me.
As a matter of fact. when I first thought about writing
the book, I mainly wanted to tell the stories. Like several
ot~er teacher-writers of the last few years, my relationships
with the students I taught as it happened, in New York
City-had stirred such deep feelings in me that when 1
began to write, it was about them that I wanted to tell the
world. Then when I came to It. in 1967. it was apparent
that a great and exciting challenge to the New York public
school system was in the process of fermenting, to which I
should have to attend if I wanted to write about the New
York schools and the people in them. So events pushed me
from the grateful task of telling about the personal
situations and struggles of people 1 very much cared for to
the equally grateful task of telling about a movement and a
conflict that might be productive of social change. The
movement was the community-control movement, and the
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