0-9 | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

Page 48 of Kentucky Negro Educational Association Journal v.9 n.1-2

Part of Kentucky Negro Educational Association Journal

set forth have their origin some- what in the attitude of inferiority which most colored children ex- hibit. They read in textbooks about their race, unfavorable comment in most instances. They fail to see anything of commen- dation in the newspapers about their social life in the main. They read in educational literature that they have a lower I. Q. than white children. They are im- pressed through segregation reg- ulations that they are not up to the standards of others. All of these things make the colored child feel that he is not expected to do as much as other children and that he does not have the ability to do as much. It - has been shown in many scientific studies that intelligence has no relation to race, but on the other hand bears the closest relation to socioeconomic status. White children whose parents are la- borers make lower intelligence scores than white children whose parents are professional work- ers. White children who live in the country make lower intelli- gence scores than those who live in the city. Colored men in the North ranked higher in intelli- gence than white men in the South when their ratings were given during the World War. These facts show that intelli- gence has no relation to race, but rather bears direction rela- tionship to the amount of Income in the home, the number of periodicals which are taken In the home, the opportunities of children for the proper study en- vironment, and the opportunities of the child to get wholesome food and good living conditions. In other words, our native intelli- gence is not lower than that of any other race. Let us make the children aware of this fact and let them know that they are just like any other children in Am- erica. We can help to eradicate this inferiority complex by teach- ing the history of the Negro and by pointing out the Negroes of -today who are leading in their fields. I suggest to you that we use the October 3 issue of the Life magazine as a means of in- spiring our children and show- ing them that they can do the same thing that any other child can do. It is hoped that these goals which have been outlined will be given study by our teachers and leaders in education. The writer does not feel that he has given all of the specific needs in the education of the colored child, but he does feel that the goals which have been set up are goals that are worthy of incorporating in the teaching program of the colored schools in Kentucky this school year. ARTICLES TO APPEAR IN NEXT K. N. E. A. JOURNAL The Life Story of Henry Davis ...... . ........... L. N. Taylor Joseph S. Cotter, Poet and Principal .............. I. Willis Cole A Magic Solvent ................................... W. H. Craig Historical Sketch of the Education of the Negro in Kentucky .................................. R. B. Atwood Guidance Courses for Colored High Schools.. Atwood S. Wilson Activities of District Associations in Kentucky... .W. H. Fouse 48

Hosted by the University of Kentucky

Contact us: