Who Are Today's Drop Outs?
Who Are Today's School Dropouts?

A new report looks in-depth at the U.S. dropout rate as it applies to students from various racial-ethnic groups and from different income levels and geographic regions.

According to a new report, 5.7 percent of students dropped out of school in the school year ending October 1995. The report, Dropout Rates in the United States: 1995, which was released in July by the National Center for Education Statistics (NCES), says the number of dropouts hasn't changed significantly in the last ten years.

While year-to-year numbers might not be staggering, the cumulative effect of those numbers can be. In October 1995, the report states, nearly 3.9 million young adults ages 16 to 24 were not enrolled in a high school program and had not completed high school. That number represented 12 percent of the 32.4 million 16- to 24-year-olds in the United States in 1995!

"Concern over the dropout rate stems from an increased understanding of the importance of having an educated workforce," the report says. "Technological advances have increased the demand for skilled labor to the point where a high school education serves more as a minimum requirement for entry into the labor force. This increased emphasis on educational requirements makes the completion of a high school program more essential than ever."

And, the report adds, the dropout rate can impact people and statistics in many other ways:

* School dropouts are more likely to be unemployed or to earn less money than high school graduates do.
* Young women who drop out of high school are more likely to become pregnant at earlier ages and are more likely to be single parents.
* Dropouts are more likely to receive public assistance than graduates of high school.
* Dropouts comprise a disproportionate percentage of the nation's prison and death row inmates.

The new report examines data for the school year ending October 1995 and historic data dating back to 1972. This eighth annual report of dropout statistics goes into more detail than previous reports. Added to this year's report are special sections that look in-depth at the dropout rate as it applies to three specific sub-populations: foreign-born youths, youths retained at least once during their school years, and youths with disabilities.

HIGHLIGHTS OF DROPOUT DATA

Among the highlights gleaned from the data:*

* One-half million of the 9.5 million students (5.7 percent) enrolled in school left school without completing a high school program.
* Hispanic students are more likely to leave school than black or white students.
* Students of low-income families were six times more likely to leave school than students of high-income families.
* A multitude of additional factors -- including the ability to communicate in English and geographic region of residence -- have a correlation to dropout rates too.
* Nearly 40 percent of the 1995 dropouts were students 15-17 years of age.

* Data based on the number of youth ages 15-24 years enrolled in school in the 12 months preceding October, 1995

A CLOSER LOOK AT GENERAL DATA

* One-half million of the 9.5 million students (5.7 percent) enrolled in school left school without completing a high school program. Since 1972, the dropout rate has ranged from 4 percent to 6.7 percent. From 1972 to 1986, the rate dropped; since that time it hasn't decreased or increased significantly.

* Males were more likely than females to drop out (55 percent to 45 percent).

* Students who remain in school after the majority of others their age have left are more likely to drop out; 30 percent of students ages 20 and older dropped out. But youth ages 15 to 18 account for two-thirds of the total number of dropouts; and nearly 40 percent of dropouts were ages 15 to 17.

* The dropout rate among students of similar ages has decreased in the last decade. Among those students who completed their sophomore years in 1980, 9.9 percent ended up dropping out by August of 1982. Among the 1990 sophomore class, 5.6 percent were counted as dropouts by August of 1992.

* In 1995, more than 1.7 million young adults ages 18 to 24 earned high school credentials by passing an equivalency exam such as the General Educational Development (GED) test. That number represents 7.4 percent of young adults who were not still enrolled in high school in 1995.

A CLOSER LOOK AT RACE-ETHNICITY DATA

* Hispanic students are at greater risk of dropping out than white students are (12.4 percent to 4.5 percent). Blacks are slightly more likely than whites (6.4 percent to 4.5 percent) to drop out.

* Among youths ages 16 to 24, 8.6 percent of white youths were high school dropouts; 12.1 percent of black youths were dropouts; and nearly one-third of all Hispanic youths were dropouts.

* The gap between the dropout rates for black and white youths is closing. The 3.5-point gap is down significantly from that measured twenty years ago, when the difference was 10 to 11 percentage points.

* During the 1970s, between 86 and 87 percent of white young adults had a high school education; by 1995 that number had increased to 89.8 percent. The rate among black young adults has risen from between 70 and 74 percent in the 1970s to 84.5 percent in 1995. Among Hispanics the number has risen only slightly -- from between 56 and 62 percent in the 1970s to 62.8 percent in 1995.

* Hispanic dropouts don't get as far in school. More than half of the Hispanic dropouts didn't complete tenth grade compared with 31.1 percent of white dropouts and 26.6 percent of black dropouts.

* Among Hispanic dropouts, limitations related to language are a major factor for the high rate. The dropout rate is high for Hispanics born outside the United States (43 percent, as measured in 1989); for Hispanics who speak Spanish at home (32 percent versus 14 percent for those who speak English at home, according to a 1992 measure); and for Hispanics who report speaking English "not well" or "not at all" (62 percent and 83 percent respectively).

* Among different race-ethnic groups, the numbers who complete high school through an alternative means (ie., a GED test) are fairly even (6.9 percent for whites, 8.5 percent for blacks, and 8.6 percent for Hispanics).

A CLOSER LOOK AT INCOME LEVEL DATA

* Together, low-and middle income families comprise 90 percent of the dropout population. (Low-income families, those whose incomes fall in the bottom 20 percent of U.S. household income, account for 34 percent of the dropouts; middle-income families, those whose incomes fall in the middle 60 percent, account for 56 percent of dropouts.)

* White and black youths from families in the highest 20 percent of incomes have a similar (about 3 percent) risk of dropping out; white and black youths from families in the lowest 20 percent of incomes have increased, but still similar, dropout rates (about 19 percent for whites and 20 percent for blacks).

* Ninety-seven percent of young adults from families with high incomes completed high school; more than 90 percent of them earned a regular diploma and 4 percent followed an equivalency test alternative. Just over three-quarters of middle-income youth earned a regular diploma and 8 percent earned an equivalency. Nearly two-thirds of low-income students earned a regular diploma and 8 percent passed equivalency exams.

A CLOSER LOOK AT GEOGRAPHIC REGION DATA

Data from different regions of the country is impacted by the makeup of the population and the size of the region, of course, but the South has the highest dropout rate (43.9 percent of all U.S. dropouts), followed by the West (28.1 percent), the Midwest (18.2 percent) and the Northeast (9.9 percent).

This chart compares high-school completion rates of 18- to 24-year-olds not currently enrolled in high school or below by state; it compares 1990-92 data to 1993-95 data.
REGION STATE 1990-92 %* 1993-95%*
TOTAL 85.5 85.3
NORTHEAST Connecticut 89.9 94.7
Maine 91.9 92.9
Massachusetts 89.8 92.5
New Hampshire 87.9 86.9
New Jersey 90.8 91.8
New York 88.0 87.1
Pennsylvania 90.2 89.5
Rhode Island 87.9 89.4
Vermont 87.0 88.1
MIDWEST Illinois 86.0 86.7
Indiana 87.8 88.5
Iowa 94.6 93.2
Kansas 93.2 90.9
Michigan 87.2 88.7
Minnesota 92.5 93.3
Missouri 88.1 90.3
Nebraska 92.5 94.5
North Dakota 96.3 96.6
Ohio 90.0 88.4
South Dakota 89.1 91.5
Wisconsin 92.4 93.7
SOUTH Alabama 85.2 84.0
Arkansas 87.5 88.4
Delaware 86.2 93.3
Florida 84.1 80.7
Georgia 85.1 80.3
Kentucky 81.1 82.4
Louisiana 83.9 80.5
Maryland 88.6 93.6
Mississippi 85.4 83.9
North Carolina 83.0 85.5
Oklahoma 84.3 87.0
South Carolina 85.0 88.0
Tennessee 76.7 84.6
Texas 80.0 79.5
Virginia 88.6 87.7
Washington, D.C 84.0 87.7
West Virginia 83.3 86.8
WEST Alaska 85.6 90.5
Arizona 81.7 84.0
California 77.3 78.9
Colorado 88.1 88.4
Hawaii 93.5 92.0
Idaho 84.7 86.4
Montana 91.6 89.8
Nevada 82.1 81.9
New Mexico 84.1 82.4
Oregon 89.6 82.7
Utah 93.9 93.6
Washington 90.7 85.7
Wyoming 92.0 90.8

* Numbers on this table reflect 3-year averages
SOURCE: Dropout Rates in the United States: 1995

FOR A FREE PRINTED COPY OF THE REPORT

For a copy of the printed report Dropout Rates in the United States: 1995, while supplies last, call or write to one of the sources below. Be sure to have ready or to include the complete title (Dropout Rates in the United States: 1995) and the NCES number (NCES 97-473).

National Library of Education (NLE)
Toll-free phone number: (800)424-1616
E-mail: LIBRARY-NLE@ed.gov or library@inet.ed.gov

National Education Data Resource Center (NEDRC) Phone number:(703)845-3151 E-mail: ndrc@pcci.com or ndrc@inet.ed.gov Mail: National Center for Education Statistics attn: NEDRC Publication Request 555 New Jersey Avenue, NW Washington, DC 20208-565

Article by Gary Hopkins
Education World?
Copyright ? 2005 Education World

10/06/1997

Chicago Public Schools closing 4 elementary and 2 high schools serving a predominantly, if not exclusively, African American population. The legality of such a move is questionable. More alarming is the potential motive - redevelopment by displacement - not unlike what happened with the Chicago Housing Authority's fiasco with Cabrini Green Housing Projects. The issues raised here are many and worth engaging.

Askia the Great
Topic: Historical Data
Askia Mohammed I (Askia the Great)
(d. 1538)

Mohammed Ben Abu Bekr, also known as Askia the Great made Timbuctoo one of the world's great centers of learning and commerce. The brilliance of the city was such that it still shines in the imagination after three centuries like a star which, though dead, continues to send its light toward us. Such was its splendor that in spite of its many vicissitudes after the death of Askia, the vitality of Timbuctoo is not extinguished.

—Felix Dubois, Tombouctou, la mysterieuse

Mohammed Ben Abu Bekr, was considered the favored general of Sunni Ali, and believed that he was entitled to the throne after Sunni Ali's death, rather than Ali's son, Abu Kebr.

Claiming that the power was his by right of achievement, Mohammed attacked the new ruler a year later and defeated him (1493) in one of the bloodiest battles in history, a coup d'etat. When one of Sunni Ali's daughters heard the news, she cried out "Askia," which means "forceful one." This title was taken by Mohammed as his new name.

Askia immediately embarked on the consolidation of the empire left by Sunni Ali Ber. More astute and farsighted than Sunni Ali Ber, he identified Islam's potential to usurp traditional Songhai religion. Askia decidedly courted his Muslim subjects, particularly in Timbuktu, where the clerics and scholars who fled from Sunni Ali Ber had returned. Askia orchestrated a program of expansion and consolidation, ultimately extending the empire from Taghaza in the north to the borders of Yatenga in the south; and from Air in the northeast to Futa Toro in Senegambia. Askia was also setting the stage for the Askia dynasty, systematically removing the surviving members of the preceding dynasties.

Within three years, he solidified his position to the extent that he could leave the country for two years. For political and pious reasons, he made the hajj (pilgrimage) to Mecca. In Cairo, he consulted with scholars and examined legal and administrative methods. In addition, an ambassador to Songhai was appointed and Askia was made caliph, thus becoming the head of the Islamic community in the Western Sudan. He returned to Songhai where he embarked on a program to reinforce and refine Islam.

Askia was an efficient and astute administrator. Instead of organizing the empire along Islamic lines, he improved on the traditional model. He instituted a system of government which was unparalleled in Songhai in particular and the Western Sudan in general. He divided the empire into defined provinces, each with its own governor. Special governors were appointed for the towns of Timbuktu, Jenne, Masina and Taghaza. The provinces were then grouped into regions, which were administered by regional governors. An advisory board of ministers supported each regional governor. The nucleus of the bureaucracy was Askia himself, assisted by a council of advisers. Islamic law prevailed in the larger districts in an effort to dispense with traditional law. It is worth noting that Islam was practiced in the urban areas, whereas the traditional Songhai religion continued in other areas. He also maintained a standing army, essentially for expansion of the empire

Soon after his return from Mecca, Askia embarked on his expansionist enterprise, where he ultimately extended the empire on all borders. He waged a successful jihad against the Mossi of Yatenga; captured Mali; defeated the Fulani and extended the borders farther north than any other Sudanic empire to Taghaza, famous for its salt mines. Years later, he conquered Hausaland and, in a subsequent campaign, seized Agades and Air.

Askia encouraged learning and literacy. Under Askia, Timbuktu, also known as "The Center of Learning," "The Mecca of the Sudan," and "The Queen of the Sudan," experienced a cultural revival and flourished as a center of learning. The University of Sankore produced distinguished scholars, many of whom published significant books. The eminent scholar Ahmed Baba produced many books on Islamic law, some of which are still in use today. Mahmoud Kati published Tarik al-Fattah and Abdul-Rahman as-Sadi published Tarik as-Sudan (Chronicle of the Sudan), two history books which are indispensable to present-day scholars reconstructing African history in the Middle Ages.

Askia fostered trade and commerce. State revenues were derived from estates founded throughout the nation, tributes exacted from vassal states, taxes, and custom duties. Timbuktu, Jenne and Gao were the commercial centers of the empire, and the trade routes were policed by the army to maintain their safety. In addition, he standardized weights and measures throughout the empire.

Askia's final years were filled with humiliation and suffering. In 1528, Askia Mohammed, now almost ninety years old and blind, was deposed by his son, Musa. Later, another son, Ismail, brought him back to the palace, where he died in 1538. The most illustrious reign in the history of the Western Sudan ended. Askia Mohammmed, regarded as the greatest of the Songhai kings, continued the work of Sunni Ali Ber and built the largest and wealthiest of the kingdoms of the Western Sudan.


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Books

African Glory, J. C. Degraft-Johnson. Black Classic Press, 1986.

Africans and Their History, Joseph E. Harris. Penguin USA, second revised edition, 1998.

Ancient African Kingdoms, Margaret Shinnie. E. Arnold.

General History of Africa, Vol. IV: Africa from the Twelfth to Sixteenth Century, UNESCO. University of California Press, 1986.

The Western Sudan: Ghana, Mali, Songhay, Kenny Mann. Dillon Press.

A Glorious Age in Africa: The Story of Three Great African Empires, Daniel Chu and Elliott P. Skinner. Africa World Press, 1990.

Cambridge History of Africa, Vol. 2, J.D. Fage (ed.). Cambridge University Press, 1979.

The Lost Cities of Africa, Basil Davidson. Little, Brown & Co., 1959.

The Royal Kingdoms of Ghana, Mali, and Songhay: Life in Medieval Africa, Patricia and Fredrick McKissack. Henry Holt, 1995.

Topics in West African History, A. Adu Boahen, Jacob F. Ade Ajayi, and Michael Tidy. Addison-Wesley, 1987.

Timbuktu
Topic: Historical Data
Leo Africanus: Description of Timbuktu
from The Description of Africa(1526)

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El Hasan ben Muhammed el-Wazzan-ez-Zayyati was born in the Moorish city of Granada in 1485, but was expelled along with his parents and thousands of other Muslims by Ferdinand and Isabella in 1492. Settling in Morocco, he studied in Fez, and as a teenager accompanied his uncle on diplomatic missions throughout North Africa and and to the Sub-Saharan kingdom of Ghana. Still a young man, he was captured by Christian pirates and presented as an exceptionally learned slave to the great Renaissance pope, Leo X. Leo freed him, baptised him under the name "Johannis Leo de Medici," and commissioned him to write in Italian the detailed survey of Africa which provided most of what Europeans knew about the continent for the next several centuries. At the time he visited the Ghanaian city of Timbuktu, it was somewhat past its peak, but still a thriving Islamic city famous for its learning. "Timbuktu" was to become a byword in Europe as the most inaccessible of cities, but at the time Leo visited, it was the center of a busy trade in African products and in books. Leo is said to have died in 1554 in Tunis, having reconverted to Islam.

What evidence does he provide that suggests the importance of learning in Timbuktu?




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The name of this kingdom is a modern one, after a city which was built by a king named Mansa Suleyman in the year 610 of the hegira [1232 CE] around twelve miles from a branch of the Niger River. (1)
The houses of Timbuktu are huts made of clay-covered wattles with thatched roofs. In the center of the city is a temple built of stone and mortar, built by an architect named Granata, (2) and in addition there is a large palace, constructed by the same architect, where the king lives. The shops of the artisans, the merchants, and especially weavers of cotton cloth are very numerous. Fabrics are also imported from Europe to Timbuktu, borne by Berber merchants. (3)

The women of the city maintain the custom of veiling their faces, except for the slaves who sell all the foodstuffs. The inhabitants are very rich, especially the strangers who have settled in the country; so much so that the current king (4) has given two of his daughters in marriage to two brothers, both businessmen, on account of their wealth. There are many wells containing sweet water in Timbuktu; and in addition, when the Niger is in flood canals deliver the water to the city. Grain and animals are abundant, so that the consumption of milk and butter is considerable. But salt is in very short supply because it is carried here from Tegaza, some 500 miles from Timbuktu. I happened to be in this city at a time when a load of salt sold for eighty ducats. The king has a rich treasure of coins and gold ingots. One of these ingots weighs 970 pounds. (5)

The royal court is magnificent and very well organized. When the king goes from one city to another with the people of his court, he rides a camel and the horses are led by hand by servants. If fighting becomes necessary, the servants mount the camels and all the soldiers mount on horseback. When someone wishes to speak to the king, he must kneel before him and bow down; but this is only required of those who have never before spoken to the king, or of ambassadors. The king has about 3,000 horsemen and infinity of foot-soldiers armed with bows made of wild fennel [?] which they use to shoot poisoned arrows. This king makes war only upon neighboring enemies and upon those who do not want to pay him tribute. When he has gained a victory, he has all of them--even the children--sold in the market at Timbuktu.

Only small, poor horses are born in this country. The merchants use them for their voyages and the courtiers to move about the city. But the good horses come from Barbary. They arrive in a caravan and, ten or twelve days later, they are led to the ruler, who takes as many as he likes and pays appropriately for them.

The king is a declared enemy of the Jews. He will not allow any to live in the city. If he hears it said that a Berber merchant frequents them or does business with them, he confiscates his goods. There are in Timbuktu numerous judges, teachers and priests, all properly appointed by the king. He greatly honors learning. Many hand-written books imported from Barbary are also sold. There is more profit made from this commerce than from all other merchandise.

Instead of coined money, pure gold nuggets are used; and for small purchases, cowrie shells which have been carried from Persia, (6) and of which 400 equal a ducat. Six and two-thirds of their ducats equal one Roman gold ounce. (7)

The people of Timbuktu are of a peaceful nature. They have a custom of almost continuously walking about the city in the evening (except for those that sell gold), between 10 PM and 1 AM, playing musical instruments and dancing. The citizens have at their service many slaves, both men and women.

The city is very much endangered by fire. At the time when I was there on my second voyage, (8) half the city burned in the space of five hours. But the wind was violent and the inhabitants of the other half of the city began to move their belongings for fear that the other half would burn.

There are no gardens or orchards in the area surrounding Timbuktu.


Translated by Paul Brians




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(1) Mansa Suleyman reigned 1336-1359. The city was in fact probably founded in the 11th century by Tuaregs, but became the chief city of the king of Mali in 1324.
(2) Ishak es Sahili el-Gharnati, brought to Tinbuktu by Mansa Suleyman.

(3) By camel caravan across the Sahara Desert from NorthAfrica.

(4) 'Omar ben Mohammed Naddi, not in fact the king, but representative of the ruler of the kingdom of Songhai.

(5) Such fabulous nuggets are commonly mentioned by Arab writers about Africa, but their size is probably grossly exaggerated.

(6) Cowrie shells, widely used for money in West Africa, sometimes came in fact from even farther away, from the Maladive Islands of Southeast Asia.

(7) A Sudanese gold ducat would weigh .15 oz.

(8) Probably in 1512.

Willie Lynch Letter
Topic: KnowledgeCircle
Gentlemen:

I greet you here on the bank of the James River in the year of our lord, one thousand seven hundred and twelve. First , I shall thank you, the gentlemen of the of the colony of Virginia, for bringing me here. I am here to help you solve some of your problems with slaves. Your invitation reached me in my modest plantation in the West Indies where I have experimented with some of the newest and still the oldest method for control of slaves. Ancient Rome would envy us if my program is implemented. As our boat sailed south on the James River, named for our illustrious KING JAMES, whose BIBLE we CHERISH, I saw enough to know that our problem is not unique. While Rome used cords or wood as crosses for standing human bodies along the old highways in great numbers, you are here using the tree and the rope on occasion.

I caught the whiff of a dead slave hanging from a tree a couple of miles back. You are losing valuable stock by hangings, you are having uprisings, slaves are running away, your crops are sometimes left in the fields too long for maximum profit, you suffer occasional fires, your animals are killed, Gentleman,...You know what your problems are; I do not need to elaborate. I am not here to enumerate your problems, I am here to introduce you to a method of solving them.

In my bag, I have a fool proof method for controlling your slaves. I guarantee everyone of you that if installed it will control the slaves for at least three hundred years. My method is simple, any member of your family or any OVERSEER can use it.

I have outlined a number of differences among the slaves, and I take these differences and make them bigger. I use FEAR, DISTRUST, and ENVY for control purposes. These methods have worked on my modest plantation in the West Indies, and it will work throughout the SOUTH. Take this simple little list of differences and think about them. On the top of my list is "AGE" but it is only there because it starts with an "A"; The second is"COLOR" or shade; there is INTELLIGENCE, SIZE, SEX, SIZE OF PLANTATION, ATTITUDE of owner, whether the slaves live in the valley, on a hill, east or west, north, south, have fine or coarse hair, or is tall or short. Now that you have a list of differences, I shall give you an outline of action- but before that, I shall assure you that DISTRUST IS STRONGER THAN TRUST, AND ENVY IS STRONGER THAN ADULATION, RESPECT OR ADMIRATION.

The black slave, after receiving this indoctrination, shall carry on and will become self-refueling and self-generating for hundreds of years, maybe thousands.

Don't forget you must pitch the old black VS. the young black males, and the young black male against the old black male. You must use the dark skinned slaves VS. the light skin slaves. You must use the female VS the male, and the male VS, the female. You must always have your servants and OVERSEERS distrust all blacks, but it is necessary that your slaves trust and depend on us.

Gentlemen, these kits are your keys to control, use them. Never miss an opportunity. My plan is guaranteed, and the good thing about this plan is that if used intensely for one year the slave will remain perpetually distrustful.


-WILLIAM LYNCH-1772

They Are Still Our Slaves
Topic: KnowledgeCircle
We can continue to reap profits from the Blacks without the effort of physical slavery. Look at the current methods of containment that they use on themselves: IGNORANCE, GREED, and SELFISHNESS.

Their IGNORANCE is the primary weapon of containment. A great man once said, "The best way to hide something from Black people is to put it in a book." We now live in the Information Age. They have gained the opportunity to read any book on any subject through the efforts of their fight for freedom, yet they refuse to read. There are numerous books readily available at Borders, Barnes & Noble, and Amazon.com, not to mention their own Black Bookstores that provide solid blueprints to reach economic equality (which should have been their fight all along), but few read consistently, if at all.

GREED is another powerful weapon of containment. Blacks, since the abolition of slavery, have had large amounts of money at their disposal. Last year they spent 10 billion dollars during Christmas, out of their 450 billion dollars in total yearly income (2.22%).
Any of us can use them as our target market, for any business venture we care to dream up, no matter how outlandish, they will buy into it. Being primarily a consumer people, they function totally by greed. They continually want more, with little thought for saving or investing.

They would rather buy some new sneaker than invest in starting a business. Some even neglect their children to have the latest Tommy or FUBU, And they still think that having a Mercedes, and a big house gives them "Status" or that they have achieved their Dream.

They are fools! The vast majority of their people are still in poverty because their greed holds them back from collectively making better communities.

With the help of BET, and the rest of their black media that often broadcasts destructive images into their own homes, we will continue to see huge profits like those of Tommy and Nike. (Tommy Hilfiger has even jeered them, saying he doesn't want their money, and look at how the fools spend more with him than ever before!). They'll continue to show off to each other while we build solid communities with the profits from our businesses that we market to them.

SELFISHNESS, ingrained in their minds through slavery, is one of the major ways we can continue to contain them. One of their own, Dubois said that there was an innate division in their culture. A "Talented Tenth" he called it. He was correct in his deduction that there are segments of their culture that has achieved some "form" of success. However, that segment missed the fullness of his work. They didn't read that the "Talented Tenth" was then responsible to aid The Non-Talented Ninety Percent in achieving a better life.

Instead, that segment has created another class, a Buppie class that looks down on their people or aids them in a condescending manner. They will never achieve what we have. Their selfishness does not allow them to be able to work together on any project or endeavor of substance. When they do get together, their selfishness lets their egos get in the way of their goal. Their so-called help organizations seem to only want to promote their name without making any real change in their community.

They are content to sit in conferences and conventions in our hotels, and talk about what
they will do, while they award plaques to the best speakers, not to the best doers. Is there no end to their selfishness? They steadfastly refuse to see that TOGETHER EACH ACHIEVES MORE (TEAM) .

They do not understand that they are no better than each other because of what they own , as a matter of fact, most of those Buppies are but one or two pay checks away from poverty. All of which is under the control of our pens in our offices and our rooms.

Yes, we will continue to contain them as long as they refuse to read, continue to buy anything they want, and keep thinking they are "helping" their communities by paying dues to organizations which do little other than hold lavish conventions in our hotels. By the way, don't worry about any of them reading this letter, remember, 'THEY DON'T READ!!!!

Total Thought: One Step Closer To Understanding Our World
Topic: KnowledgeCircle
Webster defines Devil as the chief evil spirit; a supernatural being, subordinate to and foe of God and tempter of human beings; Satan. Now Satan is defined as the great enemy of man and goodness. Devil is also defined as a Very wicked or malevolent person. A person who is mischievous, energetic, reckless, etc. Anything difficult, hard to operate, control or understand.

Let's take a look in your bible, Genesis 3:22, 22 And the Lord said, "The man (The European) has now become like one of US ( that means, you and me), knowing good and evil. He must not be allowed to reach out his hand and take also from the tree of life and eat, and live forever."23 So the Lord God banished (Sent him to the caves of the barren hillsides of Europe) him from the Garden of Eden (this is where Africans lived) to work the ground from which he had been taken.

Note: Many members of the masonic continue to carry out this bite of history in their initiation ritual. I hope this was a helpful lesson in your journey through this land of confusion. The Nightmare Stops When You Says It Stops, By You gaining The Knowledge Of Self.

The Sermon on the Warpland
Topic: Poetry
And several strengths from drowsiness campaigned
but spoke in Single Sermon on the warpland.

And went about the warpland saying No.
"My people, black and black, revile the River.
Say that the River turns, and turn the River.

Say that our Something in doublepod contains
seeds for the coming hell and health together.
Prepare to meet
(sisters, brothers) the brash and terrible weather;
the pains;
the bruising; the collapse of bestials, idols.
But then oh then!?the stuffing of the hulls!
the seasoning of the perilously sweet!
the health! the heralding of the clear obscure!

Build now your Church, my brothers, sisters. Build
never with brick nor Corten nor with granite.
Build with lithe love. With love like lion-eyes.
With love like morningrise.
With love like black, our black?
luminously indiscreet;
complete; continuous."

- Gwendolyn Brooks

Required reading with explaination
Topic: KnowledgeCircle
Before the Mayflower by Lerone Bennett, Jr.

Traces black history from its origins in western Africa, through the transatlantic journey and slavery, the Reconstruction period, the Jim Crow era, and the civil rights movement, to life in the 1990s.

The Destruction of Black Civilization by Chancellor Williams

THIS WORK IS A SUMMARY OF THE 16 YEARS OF RESEARCH and field studies which were intended for a 2-volume history of the African people. The writing plan for the two volumes would have required at least another five years, even if the serious impairment of my vision had not occurred. In the meantime there had developed an urgent need for the results of my research which concentrated on crucial areas in the history of the Blacks that had been either unknown, known and misinterpreted, or known but deliberately ignored. My own history classes were only a part of the rebellion against the only kind of textbooks available. It was a general rebellion against the subtle message from even the most "liberal" white authors (and their Negro disciples): "You belong to a race of nobodies. You have no worthwhile history to point to with pride." The Destruction of Black Civilization, therefore, could not wait another five years just to be more detailed, impressive, or massive in scope, for a reinterpretation of the history of the African race could be compressed into a small work for background reading, and so written that black John Doe, cab driver or laborer, and Jane Doe, housemaid or waitress, as well as college students and professors, could read and understand the message from their forefathers and foremothers.

The Miseducation of the Negro by Carter G. Woodson

"History shows that it does not matter who is in power...those who have not learned to do for themselves and have to depend solely on others never obtain any more rights and privilege in the end than they did in the beginning." - Dr. Carter G. Woodson

The United Independent Compensatory Code/System/Concept by Dr. Neely Fuller

"If you do not understand White Supremacy (Rascism) what it is, and how it works, everything else that you understand will only confuse you." Dr. Neely Fuller Jr. (1971)

The Alchemist by Paulo Coelho

A fable about following your dream

The Fountainhead by Ayn Rand

A passionate defense of individualism and presents an exalted view of man's creative potential.

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