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NEW LITERATURE    WEAVER

wretched, the black poor, the black alienated, the black misfits had been "discovered."

For purposes of this article some 75 books and more than 250 articles were reviewed.  ONly a few, prototypes, will be specified.  The overall reaction to the "new" literature is that it is full of debate about unclarified issues.  Much of the debate is about the proper designation of the area (te deprived, the disadvantaged, the alienated, the wretched, the poor, or, as one individual puts it, the depraved).  Another persistent issue is whether the education of black ghetto types should be considered as a separate area of specialization within the broad spectrum of education or whether it should be considered as a problem which resides within each of the already well established areas for fields of concern and interest in education.

The article will not deal with the universe of controversial problems that educators now begin to call problems of the education of disadvantaged children and youth.  Special problems of disadvantage which groups such as Mexicans, Indians, poor whites, and others encounter in the American democratic society will not be deal with.

For a central thesis of this paper is that solution of the problems of the black people in the United States and elsewhere will, at the same time, solve the problems of all the oppressed and exploited peoples in the United States.  When black Americans are free and equal and have been liberated, all Americans will have freedom, equality, and liberty.  For the United States has become a racist and separatist society-separate for black and separate for white.

Th black people in the United States have been studied and manipulated more than any other group of Americans.  Most masters and doctoral studies conducted by black scholars have dealt with aspects of the "Negro problem."  Thousands of books and articles have been written about the black people in the United States.  Much of this literature was produced by black sociologists, anthropologists, economists, social workers, historians, psychologists, and educators such as W. E. B. Du Bois, Horace Mann Bond, Charles S. Johnson and his colleagues, Carter G.  Woodson and his colleagues, Ira De A. Reid, E. Franklin Frazier, Hylan Lewis, Lawrence D. Reddick, Ralph Bunche, Rayford Logan, Doxey A. Wilkerson, St. Clair Drake, Herman Long, Preston and Bonita Valien, Allison Davis, MOzell Hill, Kenneth B. Clark.  The essential point here is that the "new" literature on the education of the black ghetto child ignores this literature.  It also ignores literature and research such as the Carnegie Corporation-sponsored comprehensive study of the Negro in the United States

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