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There are several statements that may be made concerning the black administrator in higher education today: (1) the black administrator is important not only to black colleges but to white institutions as well, and his role will be especially critical in the next 10 years or so; (2) the supply of black administrators is extremely limited because of the historic lack of opportunity for both training and placement; and (3) the black administrator must possess skills to cope with not only the normal administrative duties assigned but also the special demands placed upon him by virtue of his blackness, particularly in predominantly white universities. From these assumptions several implications emerge: (1) it is imperative that a valid theoretical and practical approach for the training, education, and development of black administrators be conceptualized and implemented; (2) short- and long-range recruitment efforts to increase the supply of black administrators must be mobilized; and (3) training opportunities must be developed or revised that will help prepare young black men and women for the multiple roles that they will be called upon to play. (HS)

If blacks are to have any hope of success in producing favorable social and political change, they must be extremely wary of having too narrow a focus. Blacks cannot waste time in the search for ideological purity, closing out those who happen not to agree on every detail of a specific program. Blacks, together with the other oppressed groups of society, must recognize that the agenda is no less comprehensive than life itself. Education is the focus of this essay, but clearly there are myriad relationships between educational issues and those which are usually considered beyond the scope of a paper on education. Faced with the failure of the public schools and the concommitant continual hostility, insensitivity, or apathy, many blacks have decided that retreat and surrender or individualistic effort are the only courses open. Equal opportunity in education will not become a reality overnight--even if funding increases drastically, even if the busing question is equitably resolved, even if teacher training is improved, even if admission to college is guaranteed to all who wish to apply. Suffice it to say there is work to be done and work enough for everyone who seeks to forward the twin causes of quality and equality. [Parts of this document will not be clearly legible on reproduction due to the print quality of the original.] (Author/JM)

This document reviews the status of political internships. Emphasis is placed on what they entail, when and where they operate, and the process of internships. Additional concern is placed on where they are and what they are doing; interns and non-interns-a comparison of two groups of political activists, 1961-1966; interns and non-interns-a comparison of two groups of political activists, Oregon, 1965; graduate and faculty internships, and notes toward a theory of internships. (MJM)

Public education in our big cities across the country is fighting for its life. In most urban centers, school systems are faced with enormous deficits in their operating budgets, and there is no tax relief in sight. If we, together, are to rescue public education from its imminent danger of extinction, we must resolve to abandon the present course of educational research, which is too often trivial, petty, and frivolous. We must establish new relationships which will result in improved training, provide relevant information to the administrators and instructors in the school system, and produce results mutually beneficial to the researcher and the worker in the field. Above all, we must pull together what has been done before and pursue what still needs to be done to assure all our youngsters the opportunity for excellent education. [Not available in hard copy due to marginal legibility of original document.] (JM)