Muncie Times, Muncie, Delaware County, 19 November 1992 — Page 14

The Muncie Times, Thursday, 19 November, 1992, Page 14

Knowledge of self essential for black self-esteem

Yes, education is the key to many of our problems. Leaders, teachers, community activists, and others have been telling our young people to “Stay In School’’ to achieve and succeed. However, even in the face of all the present encouragement and advertisement, for some reason African Americans are suffering. Our children are not doing well in the public schools. What could be at the roots of this terrible tragedy? First, we need to examine our definition of education. Is education merely having youths memorize a set of information, data, and ideas so that they can regurgitate them? Or is education merely being able to sit in a classroom and follow all the rules—quietly—so as not to disturb the teacher? Or is education something else that our leaders are missing? All of the great thinkers and philosophers of the

The Way I See It

by Melvia Miller

world, from Jesus to Plato, recognized that true education (occurs) when one acquires a knowledge of self. The great educators of ancient Africa were the first to use teaching methods which were based upon

(etc.).

U.S. schools are similar to South African schools. Let’s review some of the statistics which reflect the condition of our youth: • 13 percent of African folks) understanding of life.

acquiring a knowledge of White culture is deeply self. The self is composed of intertwined and molded into

culture, history, nature, health, and all aspects of the self, including the mind. Europeans, in general, and their descendants have no problem acquiring this information, because the entire public school system and most universities are based upon a Eurocentric (white

the curriculum and widely used textbooks. It is no mystery as to why African Americans are not learning much about themselves. Our liberation requires economic strength. Many public schools have pathologically refused to see the light and to incorporate

the history, achievements and contributions of all ethnic groups into their classes and textbooks. They continue teaching about: Thomas Jefferson, Bach, Shakespeare, Christopher Columbus, Thomas Edison, etc., all white Europeans, while they omit any mention of black achievers, e.g. Langston Hughes, Charles Drew, John Coltrane, Harriet Tubman, American children are underweight, compared to only 6 percent of Caucasians underweight; • The infant mortality rate is: Whites-9 per 1,000 births Blacks-18 per 1,000 births • Black children are only 17 percent of the school population but are 40 percent of the special education population, 85 percent of these blacks in special education are black males; 65 percent of prison population is black; 90 percent of chil-

dren labeled hyperactive are boys, 75 percent are blacks; • Black male teachers are only 1.2 percent nationally. These statistics reflect the devastating results of a school system which is centered upon white Eurocentric curriculum, methods and values. African American children are in trouble. One of the major reasons for the success of the Nation of Islam is that boys, men, girls, and women are taught their black true history. Another big reason for their success is that their followers come to grips with their relationship to God, the universe, and nature. These reasons for success of the Nation of Islam are also, coincidently, two major components omitted and ignored in public schools. To correct the problems, the solutions must address the causes.

(from pg. 8)

played, it’s important that people look for that museum hangtag. That way they know they’re buying the genuine article, not a knockoff. There are few companies that are just out for a quick dollar at the continuing expanse of the players and teams that made sports history while being ignored by the baseball establishment of those times,” said O’Neil. Museum-licensed items are widely available to fans through sports clothing chains such as Foot Locker, Merle Harmon Fan Fair, Pro Image, Land’s End, and Champ’s Sports, along with department stores like JC Penney, May and Nordstrom’s.

Test challenges blacks about their rich history

The following is a set of exercises that anyone can use (in or out of school) to learn more about AfricanAmerican and other people of color. There is absolutely no excuse for schools to ignore this matter any longer! Muncie is not immune. * Look through the newspaper for an article about an achievement of an African American (or Hispanic, or Oriental, etc.) individual. Cut out the article and then write a short summary about it. Paste this up on cardboard. (Or make flash cards) (Note: You may want to do this for several ethnic group members.) • Find recordings by

African American musicians (prior to 1970’s). Get a group together and listen to some of these musical recordings. Examples of musicians to seek: • Louis Armstrong • Mahalia Jackson • Muddy Waters • John Coltrane • Billie Holiday (Make flash cards) • Play the Match Game with names and songs. Talk together about what you liked the most. Compare the sounds and songs to more modem music. Make a list of the similarities. Try to identify characteristics in each artists’ style of music. (Note: This exercise can be

done for Hispanic, Oriental, etc. musicians.) ***************** • From the flash cards, have each member of your class or group choose one person that he or she would most like to learn more about or the one that is most interesting, exciting/intriguing. • Draw posters about this person. • Write reports about this person. • Select the most popular one and have each student give an oral report on him /her. • Make a report on how this person is like you. ********************** Have one student study about one of the famous

black Americans and then act out something that resembles an event in that person’s life examples: ‘ ‘Frederick Douglas giving a speech.” “Dr. G.W. Carver working in his lab.” Select one (or more) of the following name s and research as much as you can about your selection(s). Find out: Who are they? Where did they live? Why are they famous? When did they do something outstanding? How did they effect history? (etc.) Discuss your findings. Help each other find books and pictures on these people: a. ) Amenhotep b. ) Nefertiti (cont. on pg. 20)