Essay on the Black Money of India - Economics Discussion

Augustine in New Orleans began with an all-white teaching staff. Some of these schools were housed in old rundown buildings and others in new, modern facilities. Some of their principals were finely attuned to the social and political nuances, while others were blunt people who could not have cared less about such things and would have failed Public Relations One.
None of these successful schools had a curriculum especially designed for blacks. Most had some passing recognition of the children's backgrounds. Dunbar High School, for example, was named for black poet Paul Laurence Dunbar and it set aside one day a year to commemorate Frederick Douglass, but its curriculum could hardly be called Afrocentric. Throughout the 85 years of its academic success, it taught Latin. In some of the early years, it taught Greek as well. Its whole focus was on expanding the students' cultural horizons, not turning their minds inward.
For all I know, there may be some Afrocentric schools that are doing well.

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91, I was allowed to wander down the halls and arbitrarily pick out which classrooms I wanted to go into. I did this on every floor of the school.
Inside those classrooms were black children much like children you can find in any ghetto across the country. Many came from broken homes and were on welfare. Yet, inside this school, they spoke in grammatical English, in complete sentences, and to the point. Many of the materials they were studying were a year or more ahead of their respective grade levels.
It so happened that I had to fly back to California right after visiting this school and did not get to talk to all the people I wanted to interview. I asked a mother who was head of the school's Parent-Teacher Association if I could call her at home after I got back to California and interview her over the phone. It turned out that she did not have a telephone. "I can't afford one," she said. That too hardly seemed middle class.
Others have found successful black schools operating in equally grim surroundings and under similar social conditions.

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1069 Words Essay on Black Money and Its Effects

And nowhere does this do more harm than in the education of minority children.
The quest for esoteric methods of trying to educate these children proceeds as if such children had never been successfully educated before, when in fact there are concrete examples, both from history and from our own times, of schools that have been sucessful in educating children from low-income families and from minority families. Yet the educational dogma of the day is that you simply cannot expect children who are not middle-class to do well on standardized tests, for all sorts of sociological and psychological reasons.
Those who think this way are undeterred by the fact that there are schools where low-income and minority students do in fact score well on standardized tests. These students are like the bumblebees who supposedly should not be able to fly, according to the theories of aerodynamics, but who fly anyway, in disregard of those theories.
While there are examples of schools where this happens in our own time-- both public and private, secular and religious-- we can also go back nearly a hundred years and find the same phenomenon. Back in 1899, in Washington, D.

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S.91 in Brooklyn, New York-- was housed in an even older building than the original Dunbar High School. This building in Brooklyn was so old that it still had gas jets in the hallways, left over from the gaslight era, before there were electric lights. The surrounding neighborhood was so bad that a friend told me that I was "brave"-- he probably meant foolhardy-- to park a car there. Yet the students in most of the grades in this predominantly black elementary school scored at or above the national norms on standardized tests.
This was not in any sense a middle-class school or a magnet school. It was just an ordinary ghetto school run by an extraordinary principal. What was more extraordinary to me than even the test scores of the students was the openness with which I was welcomed and allowed to see what I wanted to see. Educators usually like to give guided tours to selected (and often atypical) places, much like the Potemkin village tours in Czarist Russia. But, in P.S.