The US Army in World War II (2) by Mark Henry

By Mark Henry

It was once the Mediterranean theatre which observed the blooding of the U.S. military opposed to the German Wehrmacht, in North Africa in iciness 1943/44. After this tough schooling the U.S. forces pressed directly to Sicily, the South of France and the Italian mainland. the following, confronted via tough terrain , they and their British Commonwealth allies fought an extended crusade till VE-Day.

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Ms Grey exerted a powerful control over discipline problems in her school, as the following example illustrates. Elderly residents from a nearby (all white) council estate complained to the school that they were being ‘harassed’ by gangs of black girls. Although this claim was never substantiated (there was a tuck shop on the estate that the girls frequented, much to the annoyance of the local residents), Ms Grey responded by giving the lower school and those classes in the upper school with a notorious reputation for being difficult, detention for a week.

Comment on black female performance was either absent from, or if noted, simply ignored in such research areas as diverse as IQ, self-concept, cultural and socio-economic disadvantage. The consequence of this oversight was more far-reaching than is often acknowledged. By failing to recognise the significance of differential achievement, research on racial and educational issues confined itself to specific avenues of investigation—avenues that often perpetuated ill-defined or unsubstantiated theoretical explanations for West Indian underachievement.

3) The lack of structured homework was apparent. During lessons very few pupils were given assignments or, if they were, they rarely completed the work, a weak excuse often being accepted as adequate. One teacher complained: DO SCHOOLS MAKE A DIFFERENCE? ’ Well, I always thought homework was for the benefit of education, not just a function of discipline or for the image of the school. (Ms Cole: Religious and General Studies teacher) Ms Bell, another teacher, pointed to a consequence of this relaxed approach to homework for the pupils concerned: ‘You find that they just cannot cope with homework.

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