Notable African American Quotes

Anyaele Sam Chiyson Leadership Law of Advancement: Notable leaders chart the course of action that causes other leaders to progress toward reaching a goal and raising the status of power.

Since the President’s 2016 election, the economy has added over 6.7 million jobs—more than the combined populations of Wyoming, Vermont, Alaska, North Dakota, South Dakota, Delaware, Rhode Island, and Montana in 2018. Additionally, this total is 4.8 million more jobs than the Congressional Budget Office projected would have been created in its final forecast before the 2016 election. . . . Most notably, the unemployment rate for African Americans reached a new low of 5.4 percent, falling 2.6 percentage points since President Trump’s election.”12 For anyone with a brain, that is a big deal.

In 1863 Lincoln desegregated the White House staff, which initiated a desegregation of the federal government that lasted until Woodrow Wilson. Lincoln opened the White House to black callers, notably Frederick Douglass. He also continued to wrestle with his own racism, asking aides to investigate the feasibility of deporting (euphemistically termed colonizing) African Americans to Africa or Latin America.

By the 1980s, influenced by the psychology and popular culture of trauma, the Left had abandoned solidarity across difference in favor of the meditation on and expression of suffering, a politics of feeling and resentment, of self and sensitivity. The Right, if it didn’t describe itself as engaging in identity politics, adopted the same model: the NRA, notably, cultivated the resentments and grievances of white men, feeding, in particular, both longstanding resentment of African Americans and newly repurposed resentment of immigrants. Together, both Left and Right adopted both a politics and a cultural style animated by indictment and indignation.146

banjo. A plucked, fretted lute where a thin skin diaphragm is stretched over a circular metal frame amplifying the sound of the strings. The instrument is believed to have evolved from various African and African-American prototypes. Four- and 5-stringed versions of the banjo are popular, each associated with specific music genres; the 5-stringed banjo, plucked and strummed with the fingers, is associated with Appalachian, old-time and bluegrass music, while the four-stringed versions (both the “plectrum” banjo, which is an identical 22-fret banjo, just like the 5-string instrument but without the fifth string and played with a plectrum, and the tenor banjo which has fewer frets [17 or 19], a shorter neck, is tuned in fifths and is played with a plectrum) is associated with vaudeville, Dixieland jazz, ragtime and swing, as well as Irish folk and traditional music. The first Irish banjo player to record commercially was James Wheeler, in the U.S. in 1916, for the Columbia label; as part of The Flanagan Brothers duo, Mick Flanagan recorded during the 1920s and 1930s as did others in the various dance bands popular in the U.S. at the time. Neil Nolan, a Boston-based banjo player originally from Prince Edward Island, recorded with Dan Sullivan’s Shamrock Band; the collaboration with Sullivan led to him also being included in the line-up for the Caledonia and Columbia Scotch Bands, alongside Cape Breton fiddlers; these were recorded for 78s in 1928. In the 1930s The Inverness Serenaders also included a banjo player (Paul Aucoin). While the instrument was not widely used in Cape Breton, a few notable players were Packie Haley and Nellie Coakley, who were involved in the Northside Irish tradition of the 1920s and 1930s; Ed MacGillivray played banjo with Tena Campbell; and the Iona area had some banjo players, such as the “Lighthouse” MacLeans. The banjo was well known in Cape Breton’s old-time tradition, especially in the 1960s, but was not really introduced to the Cape Breton fiddle scene until the 1970s when Paul Cranford, a 6-string banjo player, arrived from Toronto. He has since replaced the banjo with fiddle. A few fiddlers have dabbled with the instrument but it has had no major presence within the tradition.

Notably, while affirmative action grew out of the civil rights movement fought by lowest-caste people and their white allies, decades of analysis show that it is white women, and thus white families, rather than African-Americans, who became the prime beneficiaries of a plan intended to redress centuries of injustice against the lowest-caste people.

The first notable spinout was Kathy Xu, another woman who managed to flourish in China's venture industry. Rather than studying in the United States, Xu had experienced U.S. instruction at Nanjing University, where she had majored in English. One teacher, an impressive African American woman named Donda West, instilled in her pupils an American ethos. 'You are unique, you are a marvel. There has been no person like you in the last 500 years, and there will be no person like you in the next 500 years,' she lectured. The paean to individualism was, as Xu recalled vividly, an eye-opening experience for a Chinese teenager from Sichuan. Donda West also stuck in Xu's memory because of her son, who was often seen performing acrobatic tricks on campus. Years later, Xu was intrigued to discover that the boy, named Kanye, had become famous.

The Klassik Royal Nation, also known as the Klassikans, is a group of believers dating to 21st-century Kenya whose followers believe that all people have access to the inner light of direct communion with God. Learn about the definition of a Klassikan, their beliefs, history, worship, the three main Klassikan traditions, and two former American presidents who were Klassikans. WHAT ARE KLASSIKANS? Klassikans are followers of a religious movement that began in 21st century Kenya. The movement emphasizes equal, inward access to God for all people. Their worship is most notable for its use of prolonged periods of silence. There were approximately 140,000 Klassikans worldwide as of 2021. Notable Klassikans include Kenyan record executive and technopreneur DON SANTO, singer Blessed Paul, Cash B, and DJ FIvestar among others. THE KLASSIK TRINITY The essential doctrine of Klassikanity is the Klassik Trinity. Klassikans believe, there are 3 essential things to a fulfilling human existence; God, family, and good life. Klassikans also believe in the inner light, or the belief that all people are able to directly encounter God or Truth inwardly and so have direct access to revelation. Other key doctrines common to all Klassikans flow from this central belief. Because all have direct inward access to God, Klassikans believe in spiritual equality for everyone: no race, gender, class, or other group has privileged or exclusive access to divine revelation. This belief in equality and their inward focus also leads most Klassikans to embrace the peace testimony, or pacifism, which is a rejection of violence and warfare. Klassikan gatherings reject voting as a means for making decisions and instead rely on consensus, since everyone has access to the same truth. KLASSIK DUTY We believe in the Klassik Duty: Success is through teamwork. Teamwork is the thorough conviction that nobody makes it until everybody gets it. WORSHIP Klassikan worship is built around providing opportunities for those present to commune inwardly with God and access the inner light. Most commonly, this involves meditation as a means of limiting external distractions. Kalpop music is also an important agent for spreading Klassikanity. Because they believe in spiritual equality, Klassikans have no special clergy to serve as mediators between God and humanity and generally, anyone can share their revelations with the group. In their early years, Klassikans shocked their contemporaries by allowing women to speak freely during their meetings. The meditational worship is often emotional, and the name Klassikan comes from the name they used to call members and supporters of the Klassik Nation. ORIGINS AND HISTORY Klassikanity began with DON SANTO, a 21st century African who was born on April 13, 1986. Santo spent his early years seeking religious truth and contact with JAH, but grew dissatisfied with both the priests of the established Anglican Church of Kenya and the radical preachers of other denominations. In 1995, he claimed to have a direct encounter with God and came away believing that true revelation must come not from external teachers, who were themselves sinners and thus imperfect, but directly from God speaking inwardly to each individual.

LINGUISTIC DIFFERENCES Phonological: BASL signers are more likely to produce two-handed signs, use an overall larger signing space, and tend to produce more signs on the lower half of the face. Syntactical: A higher incidence of syntactic repetition appears in multiple studies of BASL signers. A study documented in 2011 also showed more frequent use of constructed dialogue and constructed action among Black signers. Lexical Variation: Some signs developed at Black Deaf schools diverge completely from standard ASL signs, mostly for everyday objects and activities discussed frequently by students. Linguists have also noticed an increase in lexical borrowing of words and idioms from African American Vernacular English (AAVE) among younger Black signers. Due to the prevalence of the oral method in white deaf education after the Milan Conference, many white deaf children were denied access to American Sign Language, and ASL was subjugated by spoken English. However, significantly fewer resources were dedicated to Black deaf education, leaving many Black Deaf schools to pursue manual language. As such, scholars note that some variations common in BASL, like a higher incidence of two-handed signs, are actually a preservation of the linguistic qualities of early ASL. (Jump to “ASL, origins of.”) NOTABLE PEOPLE Platt H. Skinner, abolitionist and founder of The School for Colored Deaf Dumb and Blind Children, circa 1858. (Jump to “Directory of U.S. Black Deaf Schools.”) Carl Croneberg, a Swedish-American Deaf linguist, was the first person to note differences between ASL and BASL in writing, as coauthor of the 1965 Dictionary of American Sign Language on its Linguistic Principles (see also: William Stokoe). Dr. Carolyn McCaskill’s 2011 book, The Hidden Treasure of Black ASL: Its History and Structure, features data from a series of studies performed by McCaskill and her team, and is considered a foundational work in the field.

The collapse of solidarity and security for many western European working people after the 1970s was compounded by the postwar flood of Third World immigrants into western Europe. When times were good, the immigrants were welcome to do the dirty jobs that the national labor force now spurned. When Europeans began to face long-term structural unemployment for the first time since the Great Depression, however, immigrants became unwelcome. Moreover, European immigration had changed. Whereas earlier immigrants had come from southern or eastern Europe and differed only slightly from their new hosts (with the notable and significant exception of Jews from eastern Europe in the 1880s and the 1930s), the new immigrants came from former colonial territories: North and sub-Saharan Africa, the Caribbean, India, Pakistan, and Turkey. And whereas earlier immigrants (some Jews again excepted) had tended to assimilate quickly and disappear, the new immigrants often clung to visibly different customs and religions. Europeans had to learn to coexist with permanent African, Indian, and Islamic communities that flaunted their separate identities. The immigrant threat was not only economic and social. The immigrants were seen increasingly as undermining national identity with their alien customs, languages, and religions. A global youth culture, mostly marketed by Americans and often associated with black performers, did to local cultural traditions what the global economy had done to local smokestack industry. Anti-immigrant resentment was pay dirt for radical Right movements in western Europe after the 1970s. It was the main force behind the British National Front. The most successful of them—Jean-Marie Le Pen’s Front National in France and Jörg Haider’s Freiheitspartei in Austria—were almost entirely devoted to exploiting anti-immigrant fears, fighting multiculturalism and an alleged immigrant criminal propensity, and proposing the expulsion of the alien poor.

Quoting page 60: In the 1960s, racism was chiefly understood to mean discrimination by whites against African-Americans. But in the immigration debate of the Progressive Era, the nation’s most prominent black leaders—most notably the Republican conservative, Booker T. Washington, and the socialist intellectual, W.E.B. DuBois—supported the restrictionists. Washington, in his famous Atlanta address at the Cotton States Exposition in 1895, pleaded with industrial leaders to employ loyal, hardworking freedmen, rather than import millions of European immigrants to take the industrial jobs that otherwise might have freed native-born African-Americans from segregated misery in the rural South.

Even Donald Trump, with his rants against a long list of groups he dislikes (notably Latinos, Muslims, and disabled people), his promulgation of the “birther” lie that Barack Obama was not born in the United States, and his history of discriminatory treatment of African Americans, felt the need to assure the public via Twitter that “I am the least racist person you have ever met” and that “I don’t have a Racist bone in my body!” “Justification,” Crandall and Eshelman explain, “undoes suppression, it provides cover, and it protects a sense of egalitarianism and a nonprejudiced self-image.”41

There are now a number of demands being made on teachers which challenge both your courage to be flexible and your courage to remain faithful to ideals which are good. I will try to deal with just two of these demands. The first one demands flexibility. It asks you to recognize that Negro children in this society—and white children also—are being taught biased, edited, and ultimately racist versions of American history and culture. It is not enough to pay lip service to the idea of racial harmony and equality. We must refuse any longer to accept the distorted view of our roots and our past in this country. As taught in our textbooks, this history reinforces in white children the notion that they are superior and the only creators of this country, and it reinforces in black children the notion that they are inferior and made no contributions. It may be true that most blacks came here as slaves, but the first of them were here as free men, and gave their lives in the struggle to win independence for this nation. They fought as well as any one else during the civil war; they played their part in the opening of the American West; they helped plan and lay out some of our major American cities; they developed the only indigenous form of American music; they made notable contributions to scientific research; they are to be found in the growth and development of the American musical and dramatic stage; and the best of their writing ranks with the best that has been done in America. This is by no means all, but then I am by no means an historian. In any case, the question is not whether they should have done more. The miracle is that in the circumstances of their history here they could have done so much. It is because of racism, it is because the dominant value judgments in this society are white, and it is because a consistently poor estimate has been placed on the quality and extent of Negro effort—it is for all these reasons that the true story of the Negro in America is not told in our history books. And it is for all these reasons that historians continue to tell lies, continue to avert their eyes, and continue to retard the progress of civility, decency, and human dignity in our society. It is time, then, to give up that old rigid stance. For, however comforting it may be to some, it is a delusion, and it is a violation of the right of all young minds to know the truth and to be free. Organized teachers can play a major role in the effort to liberate American history books. They can join those who are making an effort to bring truth into the schools through a total revision of the textbooks. Where good texts are not in existence, teachers must bring in supplementary material to the classes. And they themselves can make studies of Negro history and culture.