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DILEMMA OF AFRO-AMERICAN EDUCATION             MOORE

Schools," open with a panegyric to John Dewey, "a mighty prophet among us," and goes on to give a rather bizarre description of a "humane educational enterprise," neglecting the position that astute educators have held since before Dewey's time. That is, a humane education requires a human society as its foundation. Education is not a panacea for the ills a society in need of organic change. And then, it is a "leger de main" to place the blame for "so much of the 'off Beat' and anti-social behavior in youth from middle-class homes" on the teacher "who fails to see a pupil as one to be inspired" and who is the "prime representative" on the society. Perhaps youth also see society itself, in all of its agencies, including the socialization he receives at home, as warped and and rigid. The suggestions he makes to humanize the university do not come to grips with the causes of brutality and rigidity in the schools. The proposal that students prepare test questions is interesting, but for the class to also prepare the answers "for the benefit of all" would evoke a conformity of response stifling to the imagination. The instructor isn't given much credit for having prepared his students properly or for taking into account the diverse interests and perspectives of his students. Wright's position, that no student at the college level should be failed is debatable. The awarding of a B.A. for "gumption" at the small church-oriented and black colleges may really have been a reaffirmation of the fact that such schools needed the students who could pay. Today, at most, schools the resources are limited and the demand for education great. Should a student who belongs elsewhere be allowed to occupy the seat of one who is willing to work hard to develop the skills necessary to serve the community? 
Part II, "The White Establishment," is composed of five unrelated articles. Among them is an important study, "New Literature on Education of the Black Child" by Edward K. Weaver, Dean of the School of Education at Atlanta University. Weaver's position is that the "new" literature, "in ignoring...[the] vast scientific literature about the black people, has no roots, and indeed, sets out to be 'new' by deliberately operating as if it were a new field." In this manner, these writers attempt to cover up the history of inferior education for black children which has been dealt with in so much of the black scholarship Weaver mentions; instead the blame for miseducation is shifted from the school to the children and their parents. "Culture deprivation has been a conscious policy of white racists and their dupes and stooges on the boards of education for more than a century." Weaver deftly castrates the assumptions basic to compensatory edu-

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