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One of the most fashionable topics for discussion among educators today is the problem of the education of the culturally deprived child. The few people trying to understand this child have given him a name, not a satisfactory name, but a name; they call him C( culturally deprived." What defines him is not an absence of money or nice clothes or good furniture or cars or food, although all these objects are usually lacking. These children suffer from poverty of experience. Perhaps their lives are rich with experience their teachers know nothing about. But they are growing up unequipped to live in an urban, primarily middle-class world of papers and pens, books and conversations, machines and desks and time clocks.

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