Monday, March 12th, 2007...8:34 am
Should African American History be Mandated in the NYC Public School System?
Interviewing people for my web documentary has raised many issues for me. Recently a symbolic moratorium was passed in New york City to “ban the n-word”. Prior to attending the resolution hearings at City Hall to capture footage I thought the idea was ridiculous. Can you really eradicate a word?, I don’t think so, but you can educate youth on the history of the word. Prior to hearing about the symbolic moratorium I had attended a conference at Medgar Evers College on ideas for African Americans to move forward in the 21st centiry. One of the activists on the panel of this conference plainly stated, “Why is there such an attack on the word nigger, what about the fact that we’ve been treated like niggers for years?”. Point taken. This one comment totally shifted the way I thought about this project. In no way, shape or form do I support the use of the word nigger. It will never be a term of endearment to me or a way to feel empowered as a black woman. I believe the word nigger is a product of the pathology of racism that we all need to heal from no matter what color you consider yourself, bu where do we start?
For me, I feel my healing has started with education about my culture and the role my ancestors have playes in building the United States. I have only attained this knowledge as a young adult. I often ask myself, why didn’t I learn about this when I was in public school? The most black history I remember learning was in the second grade. Mrs. Godfryd, a White Jewish woman, whom I believe had good intentions in heart taught our class some Black History. In the afternoons Mrs. Godfryd would read from these Black History flash cards that contained different famous African Americans. I learned about Marion Anderson, Frederick Douglas, Harriet Tubman and George Washington Carver, just to name a few. When it came to discussing the freeing of slaves, Mrs. Godfryd presented it in a totally different way. Mrs. Godfryd read from a story picturebook that portrayed the life of Abraham Lincoln from childhood to his presidency. The storybook showed Lincoln as a boy sad when he was observing slaves his age and throughout his adulthood thus leaving the seven years olds in my second grade class to believe Abraham Lincoln loved all of us and he was the reason we were free Black children today. This is an atrocity.
I didn’t learn the truth about Lincoln’s intentions to free black people until I was twenty years old, taking a Black Studies course in college. Why did it take 13 years for me to learn true history?
Last year, African American History was mandated in the public school system after a thirty year struggle. Our New York City Public School System is probably more than 80% children of color, why don’t we have the same mandate here? As I sat in City Hall, listening to the testimonies of many who supported the banning of the n-word, I realized this may be the first step towards that.
I asked many people the same question that’s been on my mind, Should African American History be Mandated in the NYC Public School System? You can view their interviews at:
http://ineverusethenword.blip.tv/file/167734/
3 Comments
August 22nd, 2007 at 10:58 pm
YES ABSOLUTELY Here is My little contribution
I love what you are doing please dont stop no matter what I support you to the maximum!
The New Racism
For several years the fate of the Southern Negro hung in the
balance. With home rule restored, the South, so it seemed, had
achieved its goals. Bourbon whites, the remnant of the plantation
aristocracy, dominated the Southern Democratic party and
through it controlled state and local governments. There was a
growing discontent among small farmers who wanted the state
governments to alter the tax burden and interest rates in their
favor. Largely spearheaded by the Populist movement, Negro and
white farmers came to see that their interests were identical.
The Southern Farmers’ Alliance grew rapidly, and it encouraged
the formation of the colored farmers’ organizations with which
it was closely allied. In Georgia, Tom Watson led the attempt to
form a coalition between Negro and white farmers against the
interests of the conservative white aristocracy. Hopes for a
genuinely popular government and for a society free from racial
tension reached a high level.
Unfortunately, some Negroes continued to back the Democratic
party. House servants had always felt close to the gentry, and
many of them remembered that poor white farmers had always been
particularly prejudiced against them. In turn, conservatives
deliberately encouraged racial hatred in order to drive a wedge
between poor whites and Negroes within the rising
Populist movement. It became evident to both Democrats and
populists that the Negro vote had become the deciding vote in
many states. White farmers and white aristocrats both felt uneasy
over this state of affairs.
The result was widespread agreement to systematically and legally
eliminate Negroes from politics altogether. State constitutions
were either amended or rewritten. Literacy tests and poll taxes
became standard devices for limiting Negro voting. The
"understanding test" required a citizen to interpret a portion of
the state constitution to the satisfaction of the registrar. The
severity of the test varied invariably with the color of the
applicant. The "grandfather clause" prohibited those whose
ancestors had not voted from exercising the franchise. Because
slaves had not voted, their descendants were disqualified.
Although the Fifteenth Amendment had been designed to guarantee
the vote to the ex-slave, the South now evaded it. Although both
major parties complained about this disenfranchisement and
condemned it as being unconstitutional, neither party took any
action. The Supreme Court also played an important part in
restricting the freedom of freedmen. In 1883 it declared the 1875
Civil Rights Act to be unconstitutional. This act had made it
illegal for individuals to discriminate in public accommodations.
Although it had never been enforced, the court’s decision
nevertheless, came as a setback, because it was the signal to the
South that through Jim Crow legislation Negroes could be kept in
"their place." Under slavery there had been considerable social
contact between the races. Segregation as a social system was
begun in the North prior to the Civil War, but, during the last
two decades of the nineteenth century, Southern states made it a
legal requirement. Its relentless growth is carefully outlined
by C. Vann Woodward in his book The Strange Career of Jim Crow.
Finally the South developed two societies with two sets of
institutions: separate railroad cars, separate waiting rooms,
separate wash rooms, separate drinking fountains, separate
hospitals, separate schools, separate restaurants, separate
cemeteries and, although there was only one judicial system,
separate Bibles for taking oaths.
In 1896 the Supreme Court gave its blessing to the Jim Crow
system. Plessy, a Louisiana mulatto, insisted on riding in the
white car on the train. He was arrested and found guilty of
violating the state statute. He appealed to the U. S. Supreme
Court, but it upheld his conviction by claiming that "separate
but equal" facilities were not a violation of his rights. Because
the court did not define what it meant by equal and did not
insist on enforcing that equality in concrete terms, its decision
was, in fact, a blatant justification for separate and inferior
facilities for Negroes.
Segregation was accompanied by a new wave of race hatred. White
Americans came to believe that all Negroes were alike and
therefore could be treated as a group. An identical stereotype of
the Negro fixed itself on the white mind throughout the entire
country. If the Northerner hated this stereotype somewhat less
than did the Southerner, it was only because the number of
Negroes in the North was considerably smaller. At the end of the
century only two percent of the total number of Afro-Americans
was to be found in the North. The great northern migration had
not yet begun.
Both the Northern press and the genteel literary magazines
contained the same vulgar image of the Negro which was to be
found in openly racist communities in the South. Whether he
appeared in news articles, editorials, cartoons, or works of
fiction, he was universally portrayed as superstitious, stupid,
lazy, happy-go-lucky, a liar, a thief, and a drunkard. He loved
fun, clothes, and trinkets as well as chickens, watermelons, and
sweet potatoes. Usually he was depicted as having been a
faithful and loving slave before Emancipation, but,
unfortunately, he was unable to adjust to his new freedom News
stories and editorials referred to Negroes in slanderous terms
without any apparent sense of embarrassment. Phrases like
"barbarian," "Negro ruffian," "African Annie," "colored
cannibal," "coon," and "darkie" were standard epithets. Whenever
blacks were depicted in cartoons or photographs, the stereotype
presented them as having thick lips, flat noses, big ears, big
feet, and kinky woolly hair. News items concerning those involved
in criminal activities almost always identified them by color.
This contributed to the development of the stereotype of the
criminal Negro.
Throughout its history, America had been predominantly an
Anglo-Saxon and Protestant country. The Afro-American stood out
in sharp distinction to this picture both because of his color
and his African heritage. By the end of the nineteenth century
America was being flooded with immigrants from Southern and
Eastern Europe. They too were much darker than the dominant
strains of Northern Europe, and many were Catholics. There was a
growing feeling that these new immigrants, like the Negroes,
were inherently alien and intrinsically unassimilable. Liberals
in the progressive movement, who were concerned about protecting
the integrity and morality of American society, were in the
fore-front of those who feared the new hordes of "swarthy"
immigrants.
One of those who feared that the large influx of South and East
Europeans would undermine the quality of American life was
Madison Grant. In his book The Passing of the Great Race, he
warned that Nordic excellence would be swamped by the
faster-spawning Catholic immigrants. Originally these racial
stereotypes had some cultural and historical basis, but they were
gaining a new strength and authority from the sociological and
biological sciences centering in the concepts of Social
Darwinisn.
Darwinism and related theories in anthropology and sociology
helped to give an aura of respectability to racism in both Europe
and America. The same kind of pseudo-scientific thinking which
was developed in Europe to justify anti-Semitism was used in
America to reinforce prejudices against Negroes as well as
against Jews and South Europeans. In the first half of the
nineteenth century the American anthropologist Samuel George
Morton argued that each race had its own unique characteristics.
Racial character, he believed, was the result of inheritance
rather than of environment. Because these characteristics found
specific environments congenial, each race had gravitated to its
preordained geographic habitat.
Darwin’s theory of evolution offered another explanation for the
existence of differing species in the animal kingdom, and
anthropologists concluded that it would also provide an
explanation for racial differences in mankind. Early
anthropologists and sociologists were preoccupied with dividing
humanity into differing races and trying to catalog and explain
these differences. Phrenology was another pseudo-science which
attempted to construct a system according to which intellectual
and moral characteristics would be correlated with the size and
shape of the human head. On this basis many tried to divide
mankind into physical types and to assign to each its own
intellectual and moral qualities.
Another one who believed that human races could be scientifically
measured and that their superiority and inferiority could thus be
established was Joseph A. de Gobineau, a French anthropologist.
Herbert Spencer took Darwin’s concept of the survival of the
fittest and used it as a scientific justification for the
competitive spirit, It became the basis of the explanation why
some individuals moved up the social ladder while others remained
behind. Racial thinkers applied the concept of human
competitiveness to racial conflict instead of to individual
competition. In its usual form the Anglo-Saxon or Teutonic race
was depicted as superior, and the Semitic and Negroid races as
inferior. Human history was explained as the history of race
conflict, and racial hostility was justified because, through
this conflict, the superior types would survive and human
civilization would be elevated. The concept of human equality was
reduced to a meaningless abstraction, Scholars like William
Graham Sumner insisted that the founding fathers only intended
human equality to refer to their own kind of people.
To Thomas Nelson Page, in the North American Review, it appeared
that the African race had not progressed in human history. It had
failed to progress in America, not because it had been enslaved,
but because it did not have the faculty to raise itself above
that status. He continued to argue that its inability to advance
in the scale of civilization was demonstrated by the level of
social and political life to be found in Liberia, Haiti, the
Dominican Republic, and Brazil. In the same journal, Theodore
Roosevelt announced that the African was a member of "a perfectly
stupid race" which was kept down by a lack of natural
development. Another one whose views became influential was
Josiah Strong. A prominent clergyman at the turn of the century,
he was of the opinion that the pressure of population expansion
would eventually push the whites, who had superior energy and
talent, into Mexico, South and Central America, the islands of
the seas, and eventually into Africa itself. This expansion would
lead to racial conflict which would culminate in the survival of
the fittest through the victory of the white over the colored
races of the world. Strong’s belief that white racial
superiority would naturally lead to racial imperialism and world
domination by the white race was shared by many contemporary
Americans. A few of those who shared his ideas were Senator
Albert Beveridge, Senator Cabot Lodge, John Hay, Admiral Alfred
T. Mahan, and Theodore Roosevelt. Racism opened the door to
American imperialism.
The new racism could not depend on the existence of slavery in
order to reinforce white superiority. Instead, it drew on racial
stereotypes and flimsy scientific opinion. The conquest of Africa
by Europe and the American acquisition of lands in the Caribbean
and Pacific which were inhabited by darker peoples, were taken as
clear evidence of racial inequality even in the land which had
been founded on the belief in the equality of all men.
Second-class citizenship for blacks had become a fact which was
accepted by Presidents, Congress, the Supreme Court, the
business community, and by labor unions. Segregation was
universal. In the North it was rooted in social custom, but in
the South it had been made a matter of law. Separate facilities
were inferior facilities. The basic political and civil rights
of the Afro-American were severely limited in almost every state.
Perhaps the clearest and cruelest index of the lowest state to
which the black had been relegated was the large number of
lynchings which occurred at the end of the century, In the 1890s
lynchings of both blacks and whites were common. In that decade
one black was lynched almost every two days. It became
universally accepted that the American principles of justice,
liberty, and equality did not have to be applied equally to
whites and blacks.
August 22nd, 2007 at 11:02 pm
ABSOLUTELY PART 2
Racism and Democracy
Fighting Jim Crow
RAYFORD W. LOGAN, in his book The Betrayal of the Negro
described the turn of the century as the low point in
Afro-American history. After Emancipation, he contended, the
hopes of the Negroes were betrayed. Again they were pushed down
into second-class status. It appeared that democracy was for
whites only. Actually, the increasing growth of racism and of
segregation as well, led inevitably to the development of opposition groups
bent on destroying this discrimination. Segregation promoted the
creation of Negro institutions which then became the center for
this counterattack.
The most prominent of these Afro-American institutions was the
Negro church. Like the white church, it was fragmented into many
separate denominations. There was the African Methodist
Episcopal Church, the African Methodist Episcopal Zion Church,
the Colored Methodist Episcopal Church, the National Baptists,
and a host of denominational organizations.
However, integrated congregations within the mainly white
church groups were almost nonexistent. Those blacks who did
belong to such white denominations usually attended all-black
congregations within the larger institutional structure. Negro
colleges also sprang up throughout the South as well as an
occasional one in the North. These included such well-known
schools as Howard, Hampton, Tuskegee, and Fisk. The churches and
colleges became training grounds for a growing middle-class and
for future community leaders. Each in its own way provided a
debating center in which racial problems closing in from all
sides were considered.
As Negroes were frequently denied employment by whites,
they began to develop businesses of their own. Because their
capital was almost always small, their task was made more
difficult. White-owned banks hesitated to lend money to Negroes,
forcing them into developing banks of their own. By 1900 blacks
had founded four banks which appealed mainly to a Negro
clientele. They had a combined capital of more than $90,000.
White-owned insurance companies often refused to sell insurance
policies to Negroes. Standardized mortality charts showed that
Negroes died at an earlier age than whites. When insurance
companies did accept them as clients, they were charged higher
rates than were whites. During the nineteenth century, various
Negro secret societies attempted to develop insurance programs
for their members. In 1898 the National Benefit Insurance Company
was opened in Washington. Owned by blacks, it deliberately
sought out Negro patronage. In the same year, the Mutual Benefit
Insurance Company was opened in North Carolina along similar
lines.
White undertakers and beauticians were reluctant to cater to
Negro customers. Aside from their personal tastes, they
feared that it would alienate their white patrons. A similar
situation held true for dentists and doctors. This forced the
Afro-American community to develop its own professionals. By
1900, Negroes had invested half a million dollars in undertaking
establishments. that same year, the Afro-American community had
produced 1,700 physicians, 212 dentists, 728 lawyers, 310
journalists, an several thousand college, secondary, and
elementary school teachers.
Other Negro professionals, finding themselves excluded from
existing official affiliations formed their own professional
fraternity in 1904. Two years later, the first Greek letter
society for Negroes was established to help its members in coping
with the effects of social discrimination on largely white
college campuses. In 1915, Carter G. Woodson established the
Association for the Study of Negro Life and History and began
publication of the Journal of Negro History.
In 1905, W. E. B. DuBois, John Hope, Monroe Trotter, Kelly
Miller, and other outspoken young Negro intellectuals met in
Niagara Falls, Ontario, and founded the “Niagara Movement.”
Unlike the other black institutions mentioned above, the
“Niagara Movement” was primarily political in its objectives. On
the one hand, it strove to seize the leadership of the
Afro-American community, taking it away from the more
conciliatory emphasis of Booker T. Washington. On the other
hand, they wanted a platform from which to condemn, loudly and
clearly, the white prejudice they found all about them.
The organization deliberately tried to resurrect the spirit of
the angry abolitionists immediately preceding the Civil War. The
meeting places of their three conventions were chosen for their
symbolic value. Niagara Falls was the terminal on the underground
railway, the point at which runaways had reached freedom.
Harpers Ferry had been the site of John Brown’s violent assault
on slavery, and Oberlin, Ohio, had been well known as a center of
abolitionist activity.
The growth of racism at the turn of the century, besides
encouraging the development of Negro institutions, revived the
interests of some whites in fighting for racial justice. Whites
were particularly upset by racially motivated acts of violence.
Lynchings reached a high point in American history at this time.
Between 1900 and 1910, there were 846 lynchings, in which 92
victims were white and 754 Negro. Northern whites were
especially perturbed as racial violence began to move into the
North. Previously they had viewed it as a Southern white man’s
problem. When a vicious race riot occurred in Springfield,
Illinois, in 1908, this illusion was shattered. William English
Walling, the journalist, was shocked and wrote an impassioned
article, “Race War in the North,” which was published in The
Independent.
Walling’s article, which was based on his visit to Springfield,
brought several collaborators to his side. In it, he contended
that Southern racists were bringing the race war into the North
and that the only alternative was to revive the spirit of
abolitionism and to fight for racial equality. The following year
a group of concerned individuals, black and white, met in New
York City and their meeting resulted in the formation of the
National Association for the Advancement of Colored People.
Those attending this meeting, besides Walling, included Oswald
Garrison Villard, the grandson of William LloYd Garrison. Jane
Addams, the founder of Hull House in Chicago, John Dewey, the
philosopher, William Dean Howells, the editor of Harper’s
magazine, Mary White Ovington, a New York social worker, and Dr.
Henry Moskowitz. The Negro delegation consisted of W. E. B.
DuBois and most of the other members of the Niagara Movement. At
this meeting it was decided that the achievement of racial
equality must be the major target of their attack. In order to
achieve this goal it was decided that their immediate priorities
should include the enfranchisement of Negroes and the enforcement
of the Thirteenth and Fourteenth Amendments. The members also
insisted that it was time to launch a concerted attack against
lynching and other kinds of mob violence.
The National Association for the Advancement of Colored
People was officially established in 1910 with Moorefield Storey
as its president. W. E. B. DuBois was the only black on its board
and served as its director of publicity and research. Most blacks
and whites at the time believed that the N.A.A.C.P. was
irresponsible for including so many of the members of the Niagara
Movement in its membership. Monroe Trotter and a few others,
however, held that an interracial organization such as the
N.A.A.C.P. could not be trusted to take a strong enough stand on
important issues, and they refused to cooperate with it. The
N.A.A.C.P. began publication of its own Journal, Crisis, which
was a basic part of its informational program. Crisis was
edited by W. E. B. DuBois.
The most important work of the Association was done by its legal
department. Its lawyers attacked the legal devices used by some
states to disenfranchise Negroes. In 1915, the Supreme Court
declared, in Guinn v. United States, that the “grandfather
clause” in the constitutions of both Maryland and Oklahoma was
null and void because it contradicted the Fifteenth Amendment.
Two years later, in Buchanan v. Warley, the court said that
Louisville’s ordinance requiring Negroes to live in specified
sections of the city was unconstitutional. In 1923, the
N.A.A.C.P. came to the defense of a Negro who, it believed, had
not received a fair trial. In Moore v. Dempsey, the Supreme
Court granted the defendant a new trial because the court which
had convicted him of murder had exempted Negroes from serving on
its Jury.
Branches of the N.A.A.C.P. spread all across the country. By
1921 there were more than 400 separate chapters, and the
Association was still growing. Its membership, whether white or
black, tended to be middle-class and educated. In this respect it
bore a marked similarity to the National Urban League which came
into existence at about the same time.
The National Urban League grew out of a concern for the
employment problems of Negroes in New York City. George Edmund
Haynes, a Negro graduate student at Columbia University, was
researching the economic conditions of New York City Negroes. He
was invited to present his findings to a Joint meeting of two
city organizations which were probing the same problem. The
Committee for Improving Industrial Conditions of Negroes in New
York as well as the National League for the Protection of
Colored Women had been formed early in the century and were
eager to base their efforts on scientific study rather than on
mere sentimentality. Haynes’s research was later published as The
Negro at Work in New York City.
This meeting resulted in the establishing of the Urban League
which has been concerned primarily with finding employment for
Negroes and aiding them in acquiring improved job skills. Haynes
and Eugene Kinckle Jones were its executive directors. One of its
sponsors was Booker T. Washington, who was more sympathetic with
its orientation than he had been with either the Niagara Movement
or the N.A.A.C.P., both of which were more political and
aggressive. The philanthropist Julius Rosenwald gave the League
substantial financial aid. The Urban League soon spread into
other major cities and gained increasing importance as
ever-growing numbers of Negroes migrated into Northern urban areas
and needed assistance in making the adjustment. Negro churches
and colleges, along with interracial organizations, began to
establish the foundation for the long hard struggle for racial
equality which lay ahead.
August 23rd, 2007 at 10:35 am
I’m sorry, but I was taught at home the evil of this word. Stop blaming the schools and the Whites. The problem can best be summed up on a tee-shirt I once saw worn by a black woman; “It’s a Black thing and you(Whies) wouldn’t understand.” It IS a Black thing. You don’t hear Whites (commedians, sports figures, entertainers, etc.) using the term.It’s a Black problem and only Blacks can solve it.
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