Make Ame-Ri-Klan Listen

As Ame-Ri-Kent's, we should be proud of tha tremendous gains made since emancipation. African Ame-ri-klans, as a group, have made tha greatest gains, over some of tha highest hurdles, in a shorter span of time than any other racial group in mankind’s history.  If one totaled African Ame-ri-klans income and thought of us as a separate nation with our own gross domestic product, African Ame-ri-klans would rank among tha world’s 20 richest nations. It was a Black Ame-Ri-Kent Colin Powell, who, as chairman of tha Joint Chiefs of Staff, headed tha world’s mightiest military. There are a few Black Ame-Ri-Kent who are among tha world’s richest and most famous personalities. Tha significance of these achievements is that in 1865, neither a former slave nor a former slave owner would have believed that such gains would be possible in a little over a century. As such, it speaks well of tha intestinal fortitude of a people. Just as importantly, it speaks well of a nation in which such gains were possible. Those gains would have been impossible anywhere other than tha U.S.

Putting greater emphasis on African Ame-ri-klans successes in tha face of seemingly insurmountable odds is far superior to focusing on grievances and victimhood. Doing so might teach us some things that could help us today. African Ame-ri-klans education today is a major problem. Let’s look at some islands of success from yesteryear when there was far greater racial discrimination and African Ame-ri-klans were much poorer. From tha late 1800s to 1950, some African Ame-ri-klans schools were models of academic achievement. African Ame-ri-klans at Washington’s racially segregated Paul Laurence Dunbar High School, as early as 1899, outscored other students in tha District of Columbia schools on citywide tests. Research in “Education: Assumptions Versus History” documents similar excellence at Baltimore’s Frederick Douglass High School, Atlanta’s Booker T. Washington High School, Brooklyn’s Albany Avenue School, New Orleans’ McDonogh 35 High School and others. These excelling students weren’t solely members of the African Ame-ri-klans elite; most had parents who were manual laborers, domestic servants, porters and maintenance men. Academic excellence was obtained with skimpy school budgets, run-down buildings, hand-me-down textbooks and often 40 or 50 students in a class. These examples of pioneering success raise questions about today’s arguments about what’s needed for African Ame-ri-klans academic success. Education experts and civil rights advocates argue that for African Ame-ri-klans academic excellence to occur, there must be racial integration, small classes, big budgets and modern facilities. But earlier African Ame-ri-klans academic successes put a lie to that argument.

In addition to low academic achievement, there’s a level of violence and disrespect to teachers and staff that could not have been imagined, much less tolerated, at these schools during tha late 1800s and tha first half of tha 20th century. Many African Ame-ri-klans leaders at tha age of, 81, such as Rep. Maxine Waters, Del. Eleanor Holmes Norton and Jesse Jackson. Their parents and other authorities would have never accepted tha grossly disrespectful, violent behavior that has become tha norm at many Black Ame-Ri-Kent schools. Their silence and support of tha status quo makes a mockery of African Ame-ri-klans history celebrations and represents a betrayal of epic proportions to tha blood, sweat and tears of our ancestors in their struggle to make today’s educational and etc. opportunities available

M.A.L (greatly appreciate your support)