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The Miseducation of the Negro by Dr. Carter Godwin Woodson

The Miseducation of the Negro by Dr. Carter Godwin Woodson

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Published by hulksmaash
Dr. Carter G. Woodson masterfully exposes America's 2faced sociological Willie Lynch INVISIBLE PRISONS OF MENTAL ENSLAVEMENT during the height of the United Snakes' diabolical KluKluxKlan-Terrorist era, & just after physical slavery lost political popularity.
Dr. Carter G. Woodson masterfully exposes America's 2faced sociological Willie Lynch INVISIBLE PRISONS OF MENTAL ENSLAVEMENT during the height of the United Snakes' diabolical KluKluxKlan-Terrorist era, & just after physical slavery lost political popularity.

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Published by: hulksmaash on Jun 10, 2010
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THE MIS-EDUCATION OF THE NEGRO-------------------------------------------------------------------------------The Mis-Education of the Negroby Carter Godwin WoodsonEdited with an Introduction by Charles H. Wesleyand Thelma D. PerryFirst Published in 1933-------------------------------------------------------------------------------ContentsINTRODUCTION vFOREWORD xxvPreface xxixCHAPTER PAGEI. THE SEAT OF THE TROUBLE 1II. HOW WE MISSED THE MARK 9III. HOW WE DRIFTED AWAY FROM THE TRUTH 17IV. EDUCATION UNDER OUTSIDE CONTROL 26V. THE FAILURE TO LEARN TO MAKE A LIVING 38VI. THE EDUCATED NEGRO LEAVES THE MASSES 52VII. DISSENSION AND WEAKNESS 62VIII. PROFESSIONAL EDUCATION DISCOURAGED 74IX. POLITICAL EDUCATION NEGLECTED 83X. THE LOSS OF VISION 96XI. THE NEED FOR SERVICE RATHER THAN LEADERSHIP 111XII. HIRELINGS IN THE PLACES OF PUBLIC SERVANTS 120XIII. UNDERSTAND THE NEGRO 132XIV. THE NEW PROGRAM 144XV. VOCATIONAL GUIDANCE 157XVI. THE NEW TYPE OF PROFESSIONAL MAN REQUIRED 173XVII. HIGHER STRIVINGS IN THE SERVICE OF THE COUNTRY 181XVIII. THE STUDY OF THE NEGRO 190APPENDIX 199INDEX 207-------------------------------------------------------------------------------IntroductionConsiderable time has passed since the first printing of this volume, but it issignificant that it has meaning and direct implications for today'sconsideration. While it does not relate exclusively to Black History it doesemphasize its instruction, research and writing. In substance Carter Woodson has produced a definitive and constructive critique of the educational system, withspecial reference to its blighting effects on the Negro; and the term he used,Mis-education, was the most apt and descriptive word available. It is still, in1969, equally as relevant and expressive. Now, however, it is loudly articulated by many voices of Whites as well as Blacks, who likewise challenge the system.The most imperative and crucial element in Woodson's concept of mis-education
hinged on the education system's failure to present authentic Negro History inschools and the bitter knowledge that there was a scarcity of literatureavailable for such a purpose, because most history books gave little or no space to the black man's presence in America. Some of them contained casual references to Negroes but these generally depicted them in menial, subordinate roles, moreor less sub-human. Such books stressed their good fortune at having beenexposed, through slavery, to the higher (white man's) civilization. There wereincluded derogatory statements relating to the primitive, heathenish quality ofthe African background, but nothing denoting skills, abilities, contributions or potential in the image of the Blacks, in Africa or America. Woodson consideredthis state of affairs deplorable, an American tragedy, dooming the Negro to abrain-washed acceptance of the inferior role assigned to him by the dominantrace, and absorbed by him through his schooling.Moreover, the neglect of Afro-American History and distortion of the factsconcerning Negroes in most history books, deprived the black child and his whole race of a heritage, and relegated him to nothingness and nobodyness. This wasWoodson's conviction as he stated it in this book and as he lived by it. In hisAnnual Report of the Association for the Study of Negro Life and History for the year ending June 30, 1933, the publication period of Mis-Education, he stated:Regarding the Negro race as a factor in world culture rather than as anelement in a sequestered sphere, the Director (Woodson) has recently made twotrips to Europe to extend the study of the notice taken of Negroes by European authors and artists, and to engage a larger number of Europeans and Africansin the study of the past of the Negro. 1Thus it is evident that the stress which Dr. Woodson places on historicalresearch, writing, and teaching in this volume was not theoretical jargon. Itrepresented rather, a firm belief; also a judgement of the available type ofeducation that was so strongly oriented as to warrant his complete and selflessdedication to its betterment. This devotion became a crusade which, in the above instance, carried him to Europe in an effort to open new avenues for recreatingand writing of the black man's past. This was in line with his basic chargesagainst the omission by most historians of such an important part of history.Mis-Education criticizes the system, and explains the vicious circle thatresults from mis-educated individuals graduating, then proceeding to teach andmis-educate others. But the book is by no means a study in negation. The authorgoes to great lengths in tracing the historical foundations of the problem, itsdevelopment, and its influence on interpersonal relations and historicalscholarship. Numerous other scholars now follow its example.The youths of the race were Woodson's particular concern because he recognizedthat it was with, the boys and girls that Mis-education began, latercrystallizing into deep-seated insecurities, intra-racial cleavages, andinterracial antagonisms. All of these factors have been discussed over and overin the immediate past, by historians, sociologists, psychiatrists, and laymen,but Dr. Woodson, and a pitifully small number of others, had pointed the way afull generation earlier.
More so than most of his contemporaries did Woodson contribute because he gaveup a prestigious educational career, including a school principalship inWashington, D.C., the position of Dean at both Howard University and WestVirginia State College. He decided instead to devote his finances and energiesto an association which would help to overcome the inadequacies of the systemwhich promoted mis-education. This was not by any means his first book but theviews expressed herein form a sort of core or center, to and from which histexts and other writings protrude and revert.All of this scholar's researches and writings were designed to provideeducational sustenance, to fill the void which existed by reason of neglect ofBlack Studies. As has been already observed, however, he was no mere theorist,he was an activist and a pragmatist. He knew that writing alone would beinadequate for the enormity of the need. Consequently he, with four others,founded The Association for the Study of Negro Life and History, established the Journal of Negro History, and concentrated mightily on the educational aspect of his program, trying to counteract the poison of mis-education. In regard tothese efforts he reported:The calls on the Research Department for assistance to teachers and studentshave multiplied so as to make this phase of the work a heavy burden on a small staff. Instructors now taking up the study of the Negro require help inworking out courses in this new field; and their students are urged to makefrequent use of the Department by correspondence or a visit to the home of the Association. 2That statement is just as relevant in today's situation as it was when Woodsonmade it! As a matter of fact it might be copied and used by the present Director of the Association and it would be true except that the demand for services hasincreased a thousand-fold. The study of the Black man is still new in thisgeneration, but such advances as have been made are in large part due to thevision, insight, writings, and publishing of pioneers like Carter Woodson.Indeed his analyses and conclusions regarding the entire educational system andits unrelatedness to future needs of the students stand firm, on solid ground.They were extendable to the 1960's, and student attitudes and actions make itquite clear that the reasoning and recommendations of Mis-Education constitute a convenient point of departure for the current reformation of educationalinstitutions.If Woodson had been content with merely writing his own articles and books hiscontribution would have been monumental, because his production was tremendousand his methodology was scientific. He, however, conceived of this historicalvacuum in terms of such magnitude that no one historian could possibly do enough research and writing to seek the facts, organize and present them, and correctthe false and distorted information which had been passed off for true historyfor many generations. Consequently he sought, encouraged, and published theworks of other scholars who shared his convictions and his sense of urgency inthe premises.As one noteworthy example, Lawrence D. Reddick has an analytical article offorty pages in the Journal of Negro History entitled "Racial Attitudes in

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