THE COLOR OF MY HEART IS RED
By Helen L. Burleson, Doctor of Public Administration

As a young teacher, I was assigned to a predominantly white school on the near west side of the City of Chicago. I wanted to request a transfer because I wanted to teach children of African descent. I had nothing against white children, but I knew unequivocally that they were already exposed to a much better education depending upon class and status. I also knew unequivocally, that wealthy white children of the upper class get a superior education compared to those of the lower class, especially those in the wealthier suburban communities. There are reasons for that. One of the reasons is that the elite demand quality schools and the tax base supports the demands that they make. The second reason is that the parents are very involved in their children’s education and equip them with whatever resources are required to facilitate the learning process, whether it’s tutoring or psychological support. In these homes there are the tools that enhance learning: computers, a quiet place to study, and books and supplies needed to supplement learning. In many instances the guests in the homes are the leaders in industry, finance, politics, government, the arts and literature.

On the other hand, in the inner cities where the community residents are mostly Americans of African descent, too often, the schools are overcrowded, dilapidated, poorly equipped and lacking in resources.

These are strong contrasts, but they are true. How do I know? I know because I have walked on both sides of the street. The elementary schools that I attended in the wealthier Hyde Park neighborhood where I grew up, were world-class schools with the best and the latest in equipment and texts. I attended Kenwood Elementary School from 1935-1940. I graduated in 1943 from Ray Elementary school, a few blocks away from the University of Chicago. I graduated from Hyde Park High School in 1946. Ray school was a pilot school and we were paired with the University’s education department. When William S. Gray of the Department of Education of the University came up with an innovation called the non-oral or silent approach to reading, we were the first public school to participate in the experimentation. My classmates and friends were children from wealthy homes. Their parents were in the legal and medical professions and giants of commerce: Kleins Potato Chips, Japps Potato Chips (later during WWII changed to Jays) Brandywein Mattress, Handmacher Clothiers, the granddaughter of Amos Alonzo Stagg, Judge Sabbath, Goodman Ice Cream Company and professors from the University of Chicago. Most of them had servants in the home and lived in some of the mansions in the area. Some of them had chauffeurs who drove them to school. They were the children of privilege. They had all the advantages that money could buy.
Let’s go back to the inner city school where I taught on Chicago’s south side. There were mobile units, popularly called Willis Wagons, classes were overcrowded and 2 and sometimes 3 children had to turn around in their seats to share a single text book. I then realized what happened to the text books my schools discarded at the end of each school year to be replaced by the latest copyright dates. In the inner city school, the texts were worn, often tattered, dirty and outdated. It was the tale of two cities: one rich and rewarded and the other poor, neglected and punished.

It was for this reason that I wanted to teach in the inner city schools where I could fully utilize all the skills and knowledge that I had gained at the privileged all white schools that I attended as a child. I worked diligently with the children trying to help them catch up by reaching and teaching each child according to his/her learning style. I had great success. I used the research writing book, written by Kate L. Turabian of the University of Chicago to teach research skills. I tailored the curriculum to meet the students where they were in order to bring them along to where I knew they needed to be. Today, I am in touch with many of my former students and I take pride in knowing that some have gone on to become professionals in all fields; one, after earning a doctorate became the head of the physical education department for the City of Chicago, there are educators, physicians, attorneys, ministers and just plain decent citizens; and, I am so glad that I could play a role in challenging them to excel.

This is being written because of what happened today to Shirley Sherrod, who, like me, had an epiphany and realized that people are people and when they need you, you respond, ignoring race, creed or color. Having experienced a personal tragedy, naturally, Ms. Sherrod viewed white people on the surface as those she did not want to help to the fullest extent. How many of you can honestly say, that you can love someone from a group that caused the death of your father? In spite of this, she overcame her bias; and, according to the farmer and his wife, who were the subject of her conversation, she saved their farm and they are now friends.

Like Ms. Sherrod, I had a change of heart. I loved my white students as much as I did those Americans of African descent. When I retired, my classes at the predominantly white school cried and kissed me goodbye when they found that despite their efforts I was leaving to become a full-time mother to my son. They had worked out a schedule where their mothers would volunteer to take care of my son on a rotating basis in order for me to continue teaching at their school because some had told their younger siblings to be certain to sign up for my classes.

Like Shirley Sherrod, I found a loving place in my heart. I pray that her life will serve as a lesson for us all and that she will be restored to her position which gives her an opportunity to demonstrate repeatedly that there is something stronger than ignorance; and, that is love.

All the ignorant should take a page from her book.

I love all children because the color of my heart is red!