in scholastic successbetween races and cultures. In many instances, schools have chosen to take on thisresponsibility when they are in fact incapable of taking it on. The schools have chosenrevisionist history and picking and choosing which subjects should be included incurriculums. However, since the schools are so heavily influenced by the communities andsocieties that surround them, they are eventually rendered unable to make any sort ofdifference at all (Ravitch 337). Interest groups, who are more interested in preservingtheir values as opposed to maintaining an exceptional education (Christianfundamentalists, for instance), that control some communities, can completely destroy anyopportunity for a young mind to learn. The politics of racial injustice are hopefullycompletely gone, but were still living through a state where the races feel as though theyare still there. Of course, from my perspective (the perceived subjugator), it is easy toclaim the politics are not there. From the perspective of those who believe they are beingsubjugated, it is even easier to say it is there. They feel it. The second problem, and possibly the most important, is a question of interest. Are schools really condusive to American youth to learn in a stumulating way? I dontbelieve so. Pubescent students are almost incapable of true learning because their mindsare clouded by a hormonal fog for an enormous part of their lives. They walk around theschools nearly humming and buzzing with new and exciting thoughts they are justbeginning to understand. Once those hormones have calmed and the student feels theycan control them a little, there is still no difference in the way they are taught. Nearlyevery school is the same (Wood 9). The students go to class around eight in the morningand come home around three in the afternoon. If a student is old enough, that student willmove on to the next grade. Generally a students ability is not taken into...
