Document Type
Issue Area Four
Abstract
No other institution has held more promise for Black Americans than education. From the beginning, Blacks have always believed in education for themselves and for their children; and from the beginning, education has been the most denied institution. Even the abolitionists of the 1800s doubted that Blacks were educable in the true sense of the word. Thus, Black literacy was far less a priority than the move westward and the search for raw materials to aid the Industrial Revolution. Both the Southerner and the Northerner agreed that an educated Black would be a rebellious and dissatisfied Black, unacceptable in either region of the country. Henry Allen Bullock, the leading authority on Black education in the early 1900s, notes, "In all the South, as late as 1910, there was not a single eighth grade rural Negro public school. No Negro public school, rural or urban was approved for two years of high school work." The weak educational effort that did exist was rooted in the realization that the Southern economy only needed Black labor capable of counting and reading simple instructions. Thus, a carefully diluted educational system was designed to stagnate Blacks in their position of subservience to Whites. ensuring that Blacks would know and accept "their place."
Journal Title
Institute for Educational Leadership Monograph Series
Volume
2
Issue
2
First Page
117
Last Page
121
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1991 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Jackson, Clemmye
(1991)
"Issue Four: Coping with and Addressing Racism in Our Educational Institutions [Jackson],"
Institute for Educational Leadership Monograph Series: Vol. 2:
No.
2, Article 30.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol2/iss2/30
