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April 9, 2014

Jonathan Tobin: Why Did Kerry Lie About Israeli Blame?

Samuel G. Freedman: A resolution 70 years later for a father's unsettling legacy of ashes from Dachau

Jessica Ivins: A resolution 70 years later for a father's unsettling legacy of ashes from Dachau

Kim Giles: Asking for help is not weakness

Kathy Kristof and Barbara Hoch Marcus: 7 Great Growth Israeli Stocks

Matthew Mientka: How Beans, Peas, And Chickpeas Cleanse Bad Cholesterol and Lowers Risk of Heart Disease

Sabrina Bachai: 5 At-Home Treatments For Headaches

The Kosher Gourmet by Daniel Neman Have yourself a matzo ball: The secrets bubby never told you and recipes she could have never imagined

April 8, 2014

Lori Nawyn: At Your Wit's End and Back: Finding Peace

Susan B. Garland and Rachel L. Sheedy: Strategies Married Couples Can Use to Boost Benefits

David Muhlbaum: Smart Tax Deductions Non-Itemizers Can Claim

Jill Weisenberger, M.S., R.D.N., C.D.E : Before You Lose Your Mental Edge

Dana Dovey: Coffee Drinkers Rejoice! Your Cup Of Joe Can Prevent Death From Liver Disease

Chris Weller: Electric 'Thinking Cap' Puts Your Brain Power Into High Gear

The Kosher Gourmet by Marlene Parrish A gift of hazelnuts keeps giving --- for a variety of nutty recipes: Entree, side, soup, dessert

April 4, 2014

Rabbi David Gutterman: The Word for Nothing Means Everything

Charles Krauthammer: Kerry's folly, Chapter 3

Amy Peterson: A life of love: How to build lasting relationships with your children

John Ericson: Older Women: Save Your Heart, Prevent Stroke Don't Drink Diet

John Ericson: Why 50 million Americans will still have spring allergies after taking meds

Cameron Huddleston: Best and Worst Buys of April 2014

Stacy Rapacon: Great Mutual Funds for Young Investors

Sarah Boesveld: Teacher keeps promise to mail thousands of former students letters written by their past selves

The Kosher Gourmet by Sharon Thompson Anyone can make a salad, you say. But can they make a great salad? (SECRETS, TESTED TECHNIQUES + 4 RECIPES, INCLUDING DRESSINGS)

April 2, 2014

Paul Greenberg: Death and joy in the spring

Dan Barry: Should South Carolina Jews be forced to maintain this chimney built by Germans serving the Nazis?

Mayra Bitsko: Save me! An alien took over my child's personality

Frank Clayton: Get happy: 20 scientifically proven happiness activities

Susan Scutti: It's Genetic! Obesity and the 'Carb Breakdown' Gene

Lecia Bushak: Why Hand Sanitizer May Actually Harm Your Health

Stacy Rapacon: Great Funds You Can Own for $500 or Less

Cameron Huddleston: 7 Ways to Save on Home Decor

The Kosher Gourmet by Steve Petusevsky Exploring ingredients as edible-stuffed containers (TWO RECIPES + TIPS & TECHINQUES)

Jewish World Review August 13, 2008 / 12 Menachem-Av 5768

Jesse Jackson and Al Sharpton High?

By Walter Williams


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http://www.JewishWorldReview.com | Most people know the tragic state of black education today. We know that billions of dollars are spent on federal government programs such as No Child Left Behind and the billions spent by state and local governments. If you were to ask an education "expert" to explain the tragedy, you'd get answers such as racial discrimination and underfunding.


My colleague Dr. Thomas Sowell has written volumes on black education and an article worth reading is one he wrote some years ago in The Public Interest (Spring 1976) and reprinted in his book "Education: Assumptions Versus History."


Washington's Paul Laurence Dunbar Senior High School is one black school that Sowell writes about. From 1870 to 1955, most of Dunbar's graduates went off to college, earning degrees from Harvard, Princeton, Williams, Wesleyan and others. As early as 1899, Dunbar students had higher scores on citywide tests than students at any of the District's white schools. Dunbar's attendance records were generally better than those of white schools and its rate of tardiness was lower. Latin was taught throughout the period from 1870 to 1955 and in the early decades, Greek was taught as well. Large classes were the norm, 40 students per teacher. It was more than 40 years before Dunbar had a lunchroom, which was then so small that many children had to eat lunch on the street. Blackboards were old and cracked. It was 1950 before the school had a public address system. Most of the parents of Dunbar students worked in unskilled and semiskilled occupations. White-collar and professional parents totaled 17 percent.


Sowell also writes about Baltimore's Frederick Douglass High School, whose education tragedy was featured last June in the HBO documentary "Hard Times at Douglass High" and my column "Black Education". Frederick Douglass was founded in 1883 as the Colored High and Training School before it was renamed in 1892. It survived for decades with inadequate support, located in a succession of hand-me-down buildings that whites had discarded, old textbooks used years before by white students, refinished desks from white schools, secondhand sports equipment and so on. Teaching styles at Douglass approximated those of rigorous colleges: discussion rather than lectures, reading lists rather than day-to-day assignments and papers rather than reliance on "objective" tests. The interest of teachers in the students was reciprocated by the parents. According to alumni, "The school could do no wrong" in the eyes of parents.


Douglass produced distinguished alumni, such as Thurgood Marshall and Cab Calloway, as well as several judges, congressmen and civil rights leaders. Douglass High was second in the nation in black Ph.D.'s among its alumni. Dunbar High's distinguished alumni included U.S. Sen. Ed Brooke and physician Charles Drew. During WWII, Dunbar alumni in the Army included "nearly a score of Majors, nine Colonels and Lieutenant Colonels and a Brigadier General."


These successful black schools and others contradict what the "experts" say is needed to improve black education. Today's Dunbar and Douglass High schools' teachers and students have resources that would have been the envy of their predecessors. Class sizes today are a fourth of what they were yesteryear. What about the argument that segregated schools, as in Brown v. Board of Education, are inherently unequal? Or, as argued in Serrano v. Priest, that equalization of expenditures per student is essential for equal education. These observations are not arguments for segregation or unequal school financing; they merely challenge assumptions that have become gospel.


Former teachers and alumni, whom Sowell interviewed, said that the most basic characteristic of their school was law and order. Respect was the term most used to describe the attitudes of students and parents toward the schools. "The teacher was always right" was a frequently used phrase. Without a civilized learning environment, academic excellence is impossible no matter how much money is spent.


By the way, out of respect for these two great Americans, Frederick Douglass and Paul Laurence Dunbar, the two schools should be renamed Jesse Jackson and Al Sharpton High.

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© 2006, Creators Syndicate.

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