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No.H“?? H the SPEAKING of JAMES E. ALLEN, JR. AS UNITED

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No.H“?? H the SPEAKING of JAMES E. ALLEN, JR. AS UNITED H No.H“?? THE SPEAKING OF JAMES E. ALLEN, JR. AS UNITED STATES COMMISSIONER OF EDUCATION Jan J. Younger A Dissertation Submitted to the Graduate School of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December, 1977 1978 JAN JOSEPH YOUNGER ALL RIGHTS RESERVED ABSTRACT This study attempted to investigate the public communication of James E. Allen, Jr., as United States Commissioner of Education. Allen’s public communication, including speeches, congressional statements, open letters and recorded interviews from February 4, 1969, to May 25, 1970, was analyzed. The study focused on Allen's communication regarding urban education, school integration and campus dissent. The study employed an Historical-Descriptive-Critical method of rhetorical analysis. Questions concerning the rhetorical situation were posited and answers were set forth in succeeding chapters. An attempt was made to determine situational exigencies and rhetorical imperatives, the argumentative positions Allen maintained, the rhetorical strategy he employed, and the rhetorical tactics he implemented. The analysis revealed that Commissioner Allen (1) promised to design a program of massive federal aid to urban schools, (2) declared his belief in school desegregation and favored busing of students if it meant that this would get them a better education, and (3) advocated a constructive approach to campus unrest. Allen's Right-to-Read Program was directed toward the eradication of illiteracy in the urban schools by 1980. His positions on busing and student unrest were deemed as dissenting opinions within the Nixon Administration. Allen employed the rhetorical strategy of moderation in advocating his position with regard to each of the Ill three issues considered. The implementation of the strategy of moderation involved the use of six primary rhetorical tactics including redefinition, universalization, subversion, legitimization, avoidance, and dramatization. IV TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION ............................................. 1 James E. Allen--Minister of State . ................ 1 James E. Allen--Advocate for Change ................. 3 Statement of the Problem ........................... 6 Justification for the Study ......................... 7 Survey of Relevant Literature ....................... 7 Methodology........................................... 10 Research Procedure ................................. 13 II. RHETORICAL SITUATION .................................... 16 Context of Conflict................................... 16 The Sixties: An Era of Issues...................... 22 The Commissioner of Education ....................... 35 Audience and Constraints ........................... 50 III. EVOLUTION OF AN ADVOCATE ................................. 64 Biographical Roots ................................. 65 Public Communication and Rhetorical Decisions .... 73 IV. URBAN EDUCATION................................... 92 Strategy of Moderation ............................. 92 Tactical Implementation of the Strategy ............ 96 V. INTEGRATION OF SCHOOLS.................... 113 Strategy of Moderation..............................114 Tactical Implementation of the Strategy............. 123 V Page VI. STUDENT UNREST ............................................... 132 Strategy of Moderation.................................. 133 Tactical Implementation of the Strategy ................. 140 VII. SUMMARY AND CONCLUSION...................................... 156 Educational Advocate.................................... 157 Strategy for Education.................................. 160 Strategic Implications.................................. 162 HistoricalI mplications................................... 166 Need forF urther Study . ..................................167 BIBLIOGRAPHY....................................................... 171 APPENDICES......................................................... 182 1 CHAPTER I INTRODUCTION James Edward Allen, Jr. had become a significant voice in American public affairs by the time of his death on October 16, 1971. Active in political, educational, and social encounters, Allen set a high standard of performance for public officials.At the time of his death, Dr. Allen held the post of visiting lecturer at the nationally renowned Woodrow Wilson School of Public and International Affairs, advising young people on the rewards and perils of public service. Probably the arena of public service that received the greatest benefit from Allen's performance was public education. Indeed, when Princeton University conferred on him the degree of Doctor of Laws in 1969, the citation characterized him as "progressive, firm, and impatient of nonsense...a decisive warrior against the mono­ lithic resistance to change in public schooling, aware equally of the subtleties of educational systems and of the individuals who make them up.It appears that it was Allen's advocacy that earned him his reputation as a "decisive warrior" for the public schools. James E. Allen -- A Minister of State To appreciate Allen's role in public affairs both in the state and nation, it is necessary to understand the nature of the educational system of New York and the nature of the United States Office of Education. 2 New York State Commissioner of Education As Commissioner of Education for the State of New York, Allen was charged with administering to the state's educational needs. The nature of the educational system in New York is unique in the United States. In 1784, with Alexander Hamilton, John Jay, and Aaron Burr drawing from French and English ideologies, the people of New York created a unified system of education known as The University of the State of New York, not to be confused with the State University of New 3 York, the operating University. The State Constitution guarantees the existence of the University of the State of New York as a separate, 4 nonpolitical, corporate entity and as the fourth branch of government. Thus, it has the protective autonomy of constitutional status. This system is headed by the Board of Regents, and its administrative arm is the State Education Department. It is the oldest, continuous state educational administrative agency in America.$ its purpose is to enlarge and improve educational, professional, and cultural opportuni­ ties in New York State.& In pointing to the magnitude of the University of the State of New York, Ewald B. Nyquist observed: The University of the State of New York comprises all of the private and public colleges, including the State University and the City University of New York, as well as private, public and parochial schools, museums, libraries, historical societies and other kinds of educational institutions or agencies. The whole State is its campus; and the education of every resident its responsibility. Education in the broadest sense is its business.? Indeed, this educational enterprise with its constitutional concept giving it direction and character constitutes a massive administrative job. The administrative head of the State Education Department is the 3 State Commissioner of Education. As the State Commissioner of Education, Allen served as the Executive Officer of the Regents and also President of the University of the State of New York. He was appointed by the Regents and served at their pleasure. He had no con­ tract or tenure, and his appointment was not political. United States Commissioner of Education The office of the Commissioner has the primary duty to manage and direct the affairs of the Office of Education with the aid of staff advisors and assistants, internal advisory groups, and special staff. The Office of Education is responsible for providing professional and financial assistance to strengthen education in accordance with Federal laws and regulations. As Commissioner of Education, Allen presided over an organization with an annual budget of almost four billion dollars and with responsibility for some eighty programs that are con­ cerned with all levels of American education from pre-school to post­ doctoral. The Commissioner of Education is appointed by the President of the United States with the advice and consent of the Senate. The Commissioner serves at the pleasure of the President of the United States. James Allen functioned as a minister of state in two key educa­ tional positions for approximately fifteen years. During this period, he was recognized for his service many times, receiving thirty honorary degrees and numerous university awards and medallions. James E. Allen -- Advocate for Change Although James E. Allen was a minister of state, he was not a 4 conventional administrator. Certainly, the nature of his positions and the broad powers of these posts placed him in a controversial situation in public affairs. In the February 14, 1969, issue of Time, eleven days after President Nixon announced his selection of Allen, Dr. Allen was described as a "tough minded education commis­ sioner of New York--a man who does not hesitate to wield his authority g in order to bring about reforms in the schools." As a decision maker in public education, Allen was to be found in the center of controversy. During his tenure in public office, Dr. Allen had ample occasion to display his lack of reverence for the "business as usual" approach to education. In his first year in office, Allen reversed the suspension of six New York City teachers who had refused to inform on past Communist
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