The sad thing about this article is that the essence of it is true. The truth hurts. I just hope this sets more Black people in motion towards making real progress. Chris Rock, a Black comedian, even joked that Blacks don't read.
Help prove them wrong! Read and pass on.
Please Note:
For those of you who heard it, this is the article Dee Lee was reading this morning on a New York radio station. For those of you who didn't hear it, this is very deep. This is a heavy piece and a Caucasian wrote it.
Dee Lee, CFP, Harvard Financial Educators
Dee Lee:
THEY ARE STILL OUR SLAVES. We can continue to reap profits from the Blacks without the effort of physical slavery. Look at the current methods of containment that they use on themselves: IGNORANCE, GREED, and SELFISHNESS.
Their IGNORANCE is the primary weapon of containment. A great man once said, "The best way to hide something from Black people is to put it in a book." We now live in the Information Age. They have gained the opportunity to read any book on any subject through the efforts of their fight for freedom, yet they refuse to read. There are numerous books readily available at Borders, Barnes & Noble, and Amazon.com, not to mention their own Black Bookstores that provide solid blueprints to reach economic equality (which should have been their fight all along), but few read consistently, if at all.
GREED is another powerful weapon of containment. Blacks, since the abolition of slavery, have had large amounts of money at their disposal. Last year they spent 10 billion dollars during Christmas, out of their 450 billion dollars in total yearly income (2.22%).
Any of us can use them as our target market, for any business venture we care to dream up, no matter how outlandish, they will buy into it. Being primarily a consumer people, they function totally by greed. They continually want more, with little thought for saving or investing.
They would rather buy some new sneaker than invest in starting a business. Some even neglect their children to have the latest Tommy or FUBU, And they still think that having a Mercedes, and a big house gives them "Status" or that they have achieved their Dream.
They are fools! The vast majority of their people are still in poverty because their greed holds them back from collectively making better communities.
With the help of BET, and the rest of their black media that often broadcasts destructive images into their own homes, we will continue to see huge profits like those of Tommy and Nike. (Tommy Hilfiger has even jeered them, saying he doesn't want their money, and look at how the fools spend more with him than ever before!). They'll continue to show off to each other while we build solid communities with the profits from our businesses that we market to them.
SELFISHNESS, ingrained in their minds through slavery, is one of the major ways we can continue to contain them. One of their own, Dubois said that there was an innate division in their culture. A "Talented Tenth" he called it. He was correct in his deduction that there are segments of their culture that has achieved some "form" of success.
However, that segment missed the fullness of his work. They didn't read that the "Talented Tenth" was then responsible to aid The Non-Talented Ninety Percent in achieving a better life. Instead, that segment has created another class, a Buppie class that looks down on their people or aids them in a condescending manner.
They will never achieve what we have. Their selfishness does not allow them to be able to work together on any project or endeavor of substance. When they do get together, their selfishness lets their egos get in the way of their goal. Their so-called help organizations seem to only want to promote their name without making any real change in their community.
They are content to sit in conferences and conventions in our hotels, and talk about what they will do, while they award plaques to the best speakers, not to the best doers. Is there no end to their selfishness? They steadfastly refuse to see that TOGETHER EACH ACHIEVES MORE (TEAM).
They do not understand that they are no better than each other because of what they own, as a matter of fact, most of those Buppies are but one or two pay checks away from poverty. All of which is under the control of our pens in our offices and our rooms.
Yes, we will continue to contain them as long as they refuse to re ad, continue to buy anything they want, and keep thinking they are "helping" their communities by paying dues to organizations which do little other than hold lavish conventions in our hotels. By the way, don't worry about any of them reading this letter, remember: THEY DON'T READ!!!!
(Prove them wrong. Please pass this on ... after reading it ...)
BLACK PEOPLE ..., PLEASE ...., READ ... & HEED ........... | ||
Whipping on a post
CHAPTER VI. EDUCATION PROHIBITED. The Slave not being regarded as a member of Society, nor as a human being, the Government, instead of providing for his education, takes care to forbid it, as being inconsistent with the condition of chattelhood. CHATTELS are not educated! And if human beings are to be held in chattelhood, education must be withheld from them. South Carolina.—Act of 1740: “Whereas, the having slaves taught to write, or suffering them to be employed in writing, may be attended with great inconveniences; Be it enacted, that all and every person and persons whatsoever, who shall hereafter teach or cause any slave or slaves to be taught to write, or shall use or employ any slave as a scribe, in any manner of writing whatsoever, hereafter taught to write, every such person or persons shall, for every such offense, forfeit the sum of one hundred pounds, current money.” (2 Brevard’s Digest, 243 ) Georgia, similar; penalty, twenty pounds. (Prince’s Dig., 445.)
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Section 2 Falling Further Behind
Between 1990 and 1996, the number of white students in schools in New York State increased by just over 3 percent, or about 53,000, while the number of minority students increased by 18 percent, or more than 180,000.
At the same time, the number of public schools in New York with concentrated "high- minority" enrollments also increased, from 732 to 815. As of 1996, roughly one out of every four pupils taking the third and sixth grade reading tests in New York was enrolled in a high-minority school.(6) About 90 percent of these high-minority schools and students are in New York City.
As New York's minority population continued to grow during the early 1990s, the state's registration review program failed to stem the tide of failure in the public schools attended by most minority children. In fact, reading scores in high-minority schools declined, as shown in the tables on the following pages.
As illustrated in Tables 1 and 2, in New York's high-minority public schools between 1990 and 1996:
Other signs of failure
The below-minimum score is the main performance indicator scrutinized by the state Education Department for schools and students considered "at risk" of failure. Other measures of performance point to a worsening of the problem between 1990 and 1996. For example, in 1990, 114 high-minority public schools reported that more than half their pupils scored below minimum competency on the third-grade reading test, and 48 reported more than half below competency on the sixth grade test. By 1996, those numbers had risen to 214 and 112 schools, respectively.
While the DRP reading test is not reported in terms of grade-level ability, a statewide grade-level equivalency can be estimated annually by calculating the median score for all pupils taking the test in New York. Half of all pupils will be below this point, half above.
In third grade, about 29 percent of pupils in high-minority schools scored at or above the statewide grade-level median in 1996, down from 31 percent in 1990. In sixth grade, only 27 percent of the pupils in high-minority schools scored at or above the median in 1996, compared to 29 percent in 1990. As the literacy gap has grown, high-minority public schools have fallen further behind the statewide performance curve on both reading tests.
The "handicapped" catch
As if all this were not bad enough, the most commonly cited reading test statistics probably understate the extent of the problem. Prior to the 1996-97 school year, pupils in special education categories who took the reading tests were excluded from individual school building counts.(7)
Both New York City and the rest of the state exempt children in similar proportions, but with widely varying results that indicate the City is more likely to reserve these categories for children with serious learning problems.
In New York City as of 1996, 66,728 public-school students took the third-grade test, and another 57,825 took the sixth-grade test. Out of this total, 47,521 third graders and 38,775 sixth graders attended high-minority schools.
These figures do not include 8,959 children in special education categories, whose scores were reported only at the community school district level. Only 10 percent of New York City's special ed children scored at minimum competency in third grade, and only 11 percent scored at minimum competency in sixth grade. Less than one percent achieved mastery of reading in either grade.
Outside the city, 116,570 students took the reading test in third grade and 115,962 took the reading test in sixth grade in 1996. Out of these totals, 5,612 and 3,869, respectively, attended high-minority public schools.
Test scores for another 14,380 third graders and 15,234 sixth graders with handicapping conditions were reported separately, at the district level. Nearly half the third graders and more than half the sixth graders in special education categories outside New York City managed to score above the reading minimums, despite their handicaps.
There was also a huge difference in overall reading scores between high-minority schools in New York City and those in the rest of the state. In high-minority public schools in New York City, only 52 percent of third-graders and 57 percent of sixth-graders exceeded the reading minimum as of 1996; in similar schools outside the city, 74 percent of the children in both grades scored above the minimum.
Effective in 1997, the state is requiring that the scores of many students classified as handicapped be reported on the school building level for the first time. Racial and ethnic differences
Within the high-minority category, schools in which more than 80 percent of enrollment is black produced higher reading scores than schools in which more than 80 percent of the enrollment consists of members of other minority groups, principally Hispanics.
However, scores in predominantly black schools declined at a faster rate than those with high concentrations of other minority groups between 1990 and 1996. The decline was especially steep in sixth grade, where the number scoring above minimum in predominantly black schools went from 68 percent in 1990 to 59 percent in 1996. 6. Schools in New York do not record the race or ethnicity of each student taking state-mandated tests. We and other analysts are therefore limited to working with data on the performance of all students in high- (or low-) minority schools, rather than with direct data on the performance of minority and non-minority pupils.
7. This, by the way, undermines one of the educational establishment's oft-repeated explanations as to why non-public schools outperform public schools in comparisons of test results -- which is that the public schools accept far more children with handicapping conditions. They do, but through 1996 these students' results were not included in comparisons of test results.
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