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This paper advocates the use of independent research projects as a practical means of individualizing science instruction within the framework of a traditional school program. The science program at Model Laboratory School, Eastern Kentucky University, Richmond, Kentucky, is discussed as an example of independent study being an integral part of the science curriculum. In each of the science courses offered in grades 7-12 students have an opportunity to work independently on research projects. This form of instruction achieves its greatest emphasis in the second-level biology course, in which students may elect to take independent research for the entire year if they so desire. Some of the major problems encountered by the student as he develops his project include: difficulty in identifying a reasonable topic; obtaining equipment, chemicals, and other supplies; researching the topic in the library; adequately controlling variables; and persisting with the project through to completion. Despite these difficulties, students involved in this form of independent study usually become highly motivated and enjoy the variety of work and freedom to make their own choices. Literature is cited which indicates increased academic achievement among students involved in research projects as part of the course requirement. (JR)

Oral tradition, both rural and urban, forms an infrastructure for this anthology, which presents selections of black poetry with an emphasis on the poetry of the sixties. Based on the thesis that the new black poetry's main referents are black speech and black music, the anthology includes examples from the oral tradition of folk sermon, spirituals, blues, ballad, and rap. An extensive introduction explores the many forms used by black poets, with comments on what is black in the poetry in terms not only of theme and fidelity to the black experience in America, but in terms of structure as well. Biographical notes on the contributing poets are appended to the anthology. (MF)

The two essays in this volume attempt to broaden and intensify the reader's understanding of the Black Revolution in Africa and America, showing indestructible links despite cultural dissimilarities. Cook traces the development of black African consciousness through the works of selected black African writers from the 19th century to the present. Parallels and contrasts in American and African movements are noted in a discussion of basic themes--independence, civilization, identity, African personality, and African socialism. Henderson examines the effects of the black writers upon white, middle-class, cultural values and looks at the interrelationships among black writers, the "Black Revolution," and the "Black Consciousness Movement." (LH)