201 Chapters
Medium 9781574416367

The “Boys” in the Bunkhouse: The New York Times / By Dan Barry

Gayle Reaves, Editor UNT Press PDF

The “Boys” in the Bunkhouse

The New York Times

March 9, 2014

By Dan Barry

Waterloo, Iowa

A man stands at a bus stop. He wears bluejeans, cowboy boots, and a name tag pinned like a badge to his red shirt. It says: Clayton Berg, dishwasher, county sheriff’s office.

He is 58, with a laborer’s solid build, a preference to be called Gene and a whisper-white scar on his right wrist. His backpack contains a jelly sandwich, a Cherry Coke and a comforting pastry treat called a

Duchess Honey Bun.

The Route 1 bus receives him, then resumes its herky-jerky journey through the northeastern Iowa city of Waterloo, population 68,000. He stares into the panoramic blur of ordinary life that was once so foreign to him.

Mr. Berg comes from a different place.

12

Best American Newspaper Narratives, Vol. 3

For more than 30 years, he and a few dozen other men with intellectual disabilities — affecting their reasoning and learning — lived in a dot of a place called Atalissa, about 100 miles south of here. Every morning before dawn, they were sent to eviscerate turkeys at a processing plant, in return for food, lodging, the occasional diversion and $65 a month.

See All Chapters
Medium 9781574416244

Chapter 8: Changes

Tom Killebrew UNT Press PDF

260

The Royal Air Force in American Skies

Soon after the first schools opened it became obvious that the authorized staff for the new schools was totally inadequate. The Air Ministry had allocated only nine officers, a chief ground instructor for each school, and a chief flying instructor for each pair of schools, to supervise the six British Flying Training Schools located across the southern United

States from Florida to California.

When the first schools opened, not even this inadequate staffing was available. When the first students for No. 5 BFTS arrived at the school’s temporary home in Arcadia, Florida, no chief ground instructor had been appointed and the BFTS students attended ground school with the school’s Arnold Scheme students. Both No. 4 BFTS in Arizona, and No.

3 BFTS in Oklahoma, opened before the chief ground instructor had arrived and the chief ground instructors from the California and Texas

British schools had to supervise these additional schools, which were located several hundred miles away. Squadron Leader Thomas Whitlock, the newly appointed chief ground instructor at No. 2 BFTS, arrived at the school’s temporary home the day before the students arrived. Squadron

See All Chapters
Medium 9781574415162

5. The Education of Migrant Children

Gilbert Gonzalez UNT Press ePub

Chapter 5

This chapter explores and analyzes an ignored yet crucial topic: the education of Mexican migrant children. In general, most educational historiography has lumped the education of the urban resident child with that of the migrant child.1 It is important to recognize the variation within the educational experience of the Mexican community. We will provide a comprehensive view of the education of Mexican migrant children based upon materials published during the segregation period.

Within the educational history of the Mexican community at least three main patterns emerge and take shape according to the regional economy patterns in which educational services are rendered: the urban working class, the occasional migrant class, and the truly migratory class. The first includes the urban working class child whose family integrates him into an industrial, manufacturing, or service economy. This pattern, found in the larger urban centers such as Los Angeles, Chicago, and El Paso, was characterized by a permanency of residence. At the opposite extreme, the migratory pattern involved family integration into a seasonal agricultural economy, and permanency or impermanency of residence. Within these two poles lived a semiurban, largely permanent but occasionally migrant community. Although this community existed within an agricultural area, its members also participated in light industrial, manufacturing, or service enterprises. Within these three patterns (each instance influenced by the regional economy), are three noticeably distinct educational experiences. By and large, the urban, permanent resident child experienced segregation in neighborhood schools. Moreover, authorities enforced compulsory education laws as well as policies allowing open entry of Mexican children into secondary schooling.

See All Chapters
Medium 9781574416251

Chapter 8: A New Challenge—General Howard Takes Command

James Carson UNT Press PDF

220

Against the Grain

In an analysis published shortly before his arrival at the Academy, the New York Times speculated that one of Howard’s principal concerns was the strictly military relationship maintained between instructors and cadets, the latter treated primarily as privates rather than students. While this “hardens the lads and makes them self-reliant,” the Times contended,

“its most marked result, has been to make the corps of Cadets maintain their own code of unwritten law and social discipline. Its most severe weapon, and the one used most mercilessly, is that of ostracism.” General

Howard, according to the Times, believed that it was time to “cultivate a closer relation” between the cadets and the officers instructing them.

Another of his goals was to eliminate the practice of ostracism and

“the caste spirit,” fostered by “pro-slavery influences,” which tended to encourage it.3

General Howard himself, while a cadet, had been ostracized for well over a year by members of his class, both for associating with his guardian’s son, then a sergeant in the corps of sappers and engineers stationed at West Point, as well as for being an outspoken abolitionist.

See All Chapters
Medium 9781574415971

2. The Case of Lyndon B. Johnson

Paul Santa Cruz UNT Press ePub

Chapter Two

Everything I had ever learned in the history books taught me that martyrs have to die for causes. John Kennedy had died. But his “cause” was not really clear. That was my job. I had to take the dead man’s program and turn it into a martyr’s cause. That way Kennedy would live on forever and so would I.

—Lyndon B. Johnson.1

Lyndon B. Johnson’s presidential ambition was well-known to anyone with a basic understanding of the American political scene in the late 1950s. He opposed John Kennedy for the 1960 Democratic presidential nomination and had to settle instead for the vice presidential slot on the party’s ticket. Johnson’s three years as vice president were uncomfortable and, by the fall of 1963, there was speculation that his political career would conclude with his tenure as vice president.2 Some predicted that Johnson would end up one of many men who came within reach of the presidency, only to be denied. However, his ambition was fulfilled with Kennedy’s death. Two hours after the assassination, he took the oath of office on Air Force One before returning to Washington.

See All Chapters

See All Chapters