Archives for category: Civil Rights

Bob Moses died on July 25 at the age of 86. He was noted for his intellect and courage. He was a leader of SNCC (the Student Nonviolent Coordinating Committee), leading a voter registration drive in Mississippi at a time when violence against Black civil rights activists were at risk of being murdered, and no jury would convict their killers. In 1964, he led the Mississippi Freedom Democratic Party, which tried unsuccessfully to replace the all-white Democratic delegation to the Democratic National Convention. In 1982, he founded the Algebra Project, to teach algebra to underprepared Black youth. He received multiple honors for his work. He graduated from the elite Stuyvesant High School in New York City, Hamilton College (where he majored in philosophy and French), and earned a master’s degree at Harvard in philosophy.

One of his friends and admirers forwarded the following story:

It might be of interest that Bob’s first stop on his way South from the Bronx was the SDS [Students for a Democratic Society] office on east 19th street He said it was his first stop and affirmation of friendship and sncc sds solidarity


He was always a friend


He spoke at a University of Michigan commencement ceremony
He said “people don’t like long speeches and that are hard to remember. Mine will be short.

I want everyone here to accept as a common mission to guarantee quality public education to everyone in America as a matter of right guaranteed by the federal constitution” then he paused and then said “So you remember I will repeat: I want everyone here to accept as a common mission to guarantee quality public education to everyone in America as a matter of right guaranteed by the federal constitution.” Then he sat down.

It was stunning. The University president expecting a long something didn’t know what to say… having previously mis-introduced him as. author of “Racial Equations”

I found the address memorable and it might be well in memory of our friend to rededicate ourselves to the common mission to guarantee quality public education to everyone in America as a matter of right guaranteed by the federal constitution. Bob Moses, Presente!

James Grossman, executive director of the American Historical Association, tweeted that today is the anniversary of the certification of the 14th Amendment to the Constitution.

https://twitter.com/JimGrossmanAHA/status/1420396715723603972

On this date in 1868 Secretary if State William Seward officially certified the ratification of the 14th Amendment to the US Constitution. Every American should read this text today. #EverythinghasaHistory constitutioncenter.org/interactive-co…

He suggests that today would be a good day to read the 14th Amendment, which guarantees full citizenship to all citizens born or naturalized in the United States.

In particular, read Section 2:

Section 2

Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice-President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.

If the Supreme Court rereads Section 2, it will strike down any state laws that abridge the right to vote, especially when those laws were designed to suppress the Black vote.

Much has changed since the 14th Amendment was written. Women and Indians have the right to vote, and the voting age has been lowered to 18.

But what has not changed is that it is unconstitutional to abridge the right to vote.

In this post, Pasi Sahlberg and William Doyle respond to a recent article that pitted civil rights groups against advocates for the Finnish model of education. They found the dichotomy puzzling. They wrote this article for this blog.

They write:

Two decades ago, Finland made big news in international education circles. Against all odds it became a top-performer in OECD’s first PISA (Programme for International Student Assessment) study that compared 15-year-olds’ knowledge and skills in reading, mathematical and scientific literacies. Since about 2010 education experts and pundits in the United States have debated whether there is anything at all that American school systems could learn from that small Nordic nation’s school system. Ten years on and these debates still go on.


In their March 15, 2021 essay “Finland Meets Civil Rights”, Professor Jal Mehta and co-author Krista Galleberg make good points, including “we can draw on Finnish lessons while making them more relevant to our complex, multi-racial, and systemically inequitable context”, and “build shared responsibility instead of finger pointing, policies based in trust instead of distrust, and schools where Black and Brown students thrive instead of merely survive.”


But in framing their argument, Mehta and Gallebergmake the curious claim that “Since the beginning of the No Child Left Behind era, there has been a schism between what you might think of as the ‘Finland folks’ and much of the civil rights community, particularly its policy and legal advocates.”


We are aware of no such schism. We are curious to know which civil rights advocates would oppose the key foundations of the Finnish education system that are adaptable to the American context – such as comprehensive healthservices for every child and mother from birth, teachers trained and respected as professionals, free healthy school lunches for all, regular play and physical activity as part of every schools’ workplan, smaller class sizes, early indidualized special education support throughout schooling, equitable funding of schools, universal early childhood education and care as a basic right of every child, and highly collaborative schools that strive to integrate students of different capabilities and backgrounds.


According to Mehta and Galleberg, “accountability in the U.S. has historically been promoted by civil rights advocates and bemoaned by the Finland folks.” In fact, the opposite is true in Finland, which places the highest national emphasis on accountability– based on trust and constant productive dialogue between highly professional teachers, children, parents and policymakers. Moreover, Mehta and Galleberg also fail to explain to their readers that in Finland all schools and teachers operate under professional responsibility that expands far beyond the typical punitive,vertical accountability mechanisms that are typical in U.S. education administration.


What Finland does not is waste time or money on so-called “test-based accountability,” or basing its school system on the low-quality, expensive and ineffective governing metric of the universal standardized testing of children, as the United States has done under Presidents Bush, Obama and Trump, and seems to be continuing under President Biden, despite his clear campaign promise to stop it. Instead, the performance of Finland’s education system is monitored by multiple measures that include state-led sample-based standardized student assessments and locally managed school self-evaluations and peer reviews.


 The verdict is in on test-based accountability – it doesn’t work. Twenty years of it has achieved little to no sustained improvement in reading and math outcomes or in reducing achievement gaps in the United States, which were its main objectives. Today, the main driving forces behind “doubling down” on this failure are not civil rights organizations but under-informed philanthropists, politicians and business leaders.

We also find claims by Mehta and Galleberg that “Even today, educational reforms in Finland are framed as part of the country’s national defense plan” and “Excellent education for all is part of the nation’s response to Russian aggression” strange and without factual basis. It is a mistake to believe that Finland’s education policies are designed primarily to serve economic or national security interests. Furthermore, arguing that “Educational equity is therefore not treated as a national security imperative in the United States as it is in Finland” is simply not true. Promoting equity and social justice through education in all Nordic countries is based on human rights imperatives before anything else, certainly something that any civil rights advocate in the United States would wholeheartedly support.


The main lesson of Finland for any nation is that it is possible – and indeed necessary – to strive for both excellence and equity for all students. According to recent data from the OECD, Finland achieves both the highest efficiency of all the developed world’s education systems as measured by hours of study and learning outcomes, and the least performance variation between schools. “The neighborhood school is the best school” is a mantra often heard in Finland, and it is a reality that is widely achieved.


 Finland has deliberately designed its education system, from primary school to higher education, on the values and principles of equal rights to education. Finland upgraded the teaching profession in the 1980s to serve that purpose, so that each and every child would have a great public school in their neighborhood.

In the context of civil rights, Finland is the ultimate American school system.

The landmark Brown v. Board of Education U.S. Supreme Court case of 1954 declared racial segregation in public schools to be unconstitutional, but it also stipulated in its order that public education “is a right which must be made available to all on equal terms.” That simple, beautiful phrase is settled national policy in the United States, but it has never been fully honored.
 

Those words should be symbolically carved onto the entranceways of every school, legislature and education ministry on Earth.

In Finland, they already are.

Pasi Sahlberg is a Finnish educator who has researched and examined education policies in Finland and the United States. His book “Finnish Lessons: What can the world learn from Educational change in Finland”published by Teachers College Press won the 2013 Grawemeyer Award issued by the University of Louisville for an idea that has potential to change the world. He is currently Professor of Education Policy at the UNSWSydney.


William Doyle has served as a Fulbright Scholar in Finland, as a lecturer at Finland’s largest teacher training university, and as an advisor to the Ministry of Education and Culture of Finland. In the last three years he has been a public school father in New York City and Tokyo, and currently in Helsinki, where he lives with his family.


Sahlberg and Doyle are co-authors of “Let the Children Play: For the learning, well-being, and life success of every child” (2019), published by Oxford University Press.

My youngest grandson is in second grade. His class was studying Black History, and each student was asked to make a project. He chose to create a poster about civil rights leader Bayard Rustin. I was thrilled to see his finished project, because it was not only well done, but because I knew Bayard Rustin and I started thinking about him. He was a good friend of my then-husband and me.

We got to know him in the mid-1960s. He was the bravest man I ever met. He was arrested many times for his pacifism and his civil rights activities. He was beaten many times by counter-demonstrators. He dedicated his life to standing up for others. He served prison time as a conscientious objector during World War II because he refused to fight. He told us that he realized later that he was wrong because he did not know then what a monster Hitler was.

He was very close to Dr. Martin Luther King Jr. and was the chief organizer for the March on Washington in 1963. Bayard was a strategist and a thinker, in addition to being a fearless activist. He was a brilliant speaker and writer.

Soon after we became friendly with him, in the late 1960s, he asked if he could give a concert in our new apartment on Park Avenue and 85th Street in Manhattan as a fundraiser for the Young People Socialists League. We did not yet have any furniture other than beds and a few chairs, so we said of course. Bayard gave an a cappella concert for about 50 members of YPSL. At the time, I thought to myself that the building had never before had so many black people and Socialists at one time in its history (or probably ever). I learned that night that years earlier, Bayard used to sing with Leadbelly.

I recall a speech that Bayard gave about the Kerner Commission report when it came out. He was a great proponent of creating economic opportunity (jobs with good wages) for blacks. He proposed a Marshall Plan for economic development of black Americans so that everyone would have a decent standard of living. He said that we could expend all our energies on things that didn’t make a difference, or actually fund the changes that would make a huge difference. We didn’t.

While the Vietnam War (which he opposed) was still raging, many Vietnamese people fled to Thailand and were living in refugee camps. Bayard organized a planeload of aid, delivered by himself and other civil rights leaders, to fly to the camps. He invited my 15-year-old son to join them. I was a nervous mother and did not want to put his life in danger and I didn’t let him go. I have since regretted that caution, but knowing how fiercely protective I was of my children, I would probably say no again.

Bayard was deeply devoted to the labor movement. He helped to found the A. Philip Randolph Institute, which worked closely with the labor movement to advance civil rights and equal treatment of black and white workers. Bayard knew that the labor movement was vital to the struggle for equality because black workers who unionized were assured good wages, healthcare, and a pension, and had a voice in working conditions. He always referred to his mentor as “Mr. Randolph.”

One of my favorite Bayard stories occurred in Miami (we heard about it later). He was there at a meeting of the AFL-CIO executive council. He went to a nightclub to see Marlene Dietrich perform. He sat at a table in front of the stage. He later described her as “luminous,” wearing a shimmering silver gown. When she finished, he jumped to his feet, and tossed a bouquet of flowers at her feet. He said later, “I love that woman. She told Hitler to go f— himself!”

Bayard was gay and he was not closeted. He dressed elegantly. He wore several exotic rings. We had dinner at his apartment in a union-built cooperative (Penn Station South), and the walls were covered with beautiful pieces of African art that he had collected in his travels. We met his partner, Walter, who adored him.

There is no one quite like Bayard Rustin on the scene today. No one with his courage, his independent intellect and his fierce devotion to equality and principle. I miss him.

Eve Ewing is a writer and scholar whose work I very much admire. When her book Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side was published in 2018, I called it the best book of the year. Today, however, she published an article in the New York Times about charter schools that completely misses the point about the damage that charter schools do to public schools.

Basically, she says we should be happy whenever any school–whether public or charter–provides a good education. That is what I believed when I was an advocate for charter schools from the late 1980s until about 2007. It was then that I realized that charter schools were not producing better outcomes than public schools and were diverting money and the students they wanted from public schools. The more I learned about charter operators, their billionaire benefactors, their drive for money and power, and the corruption associated with their lack of accountability, the more I realized that this nation needs a strongly resourced, equitable, and excellent public school system. After thirty years of directing funding to charter schools, we have seen no systemic change of the kind that both Eve and I want.

The overwhelming majority of children in the United States attend public schools (only 6% attend charter schools). Public schools in many states are underfunded and have been since at least 2008–and some for even longer. When states authorize charter schools, they do not increase education funding. The funding pie does not grow. It is divided.

Some districts are in danger of being obliterated by charter operators: think New Orleans, which no longer has any public schools. New Orleans is supposedly the North Star of the charter lobby, but New Orleans today is as segregated and stratified as it was before Hurricane Katrina, and its academic performance is below the state average in one of the nation’s lowest performing states on NAEP.

Eve’s is the first article I have ever seen that celebrated the CREDO finding that only 19% of charter schools get higher test scores than public schools. She says, “Good for the 19%!” But what about the 81% of charter schools receiving public funds that are worse or no better than public schools? Those children and their parents were lured by false promises.

Her article does not acknowledge that many of the most “successful” charter schools are notorious for their disproportionately low numbers of students who are English language learners or have special needs. Nor does it note the high attrition rates or entry standards that winnow out the hardest-to-educate students, like the BASIS schools in Arizona and Texas, which regularly top lists of “best high schools” in the nation. BASIS requires its students to pass multiple AP exams in order to graduate and has high numbers of white and Asian-American students in a state with large numbers of Hispanic and Native American students. When Carol Burris reviewed the BASIS charters in Arizona in 2017, she found that the students at its 18 schools were 83% white and Asian in a state where those groups were 42% of the students in the state.

Eve completely ignores the recent explosion of voucher legislation in Red states. In the 2020 election, Republicans strengthened their control of state legislatures, which have now prioritized creating or expanding vouchers to pay for private and religious schools, for-profit schools, homeschooling, and whatever else parents want to spend public money on. Charters encourage consumerism, making schools a consumer choice rather than a civic good that we are all responsible to fund equitably. Charters pave the way for school choice, including vouchers.

Vouchers in Florida are subsidizing religious schools to the tune of $1 billion a year; voucher schools are completely unaccountable and they are allowed to discriminate against gay students and families and any other group they don’t like. Their textbooks teach creationism, racism, and religious dogma.

The photograph that accompanies her article–for which she is not responsible–features a KIPP school and says that KIPP runs more than 250 schools. Do we really want our public schools to be run by private corporations? Should parents who are unhappy with their school be satisfied to be told “leave and choose a different school”?

As I said at the outset, Eve today is expressing the same views I held 20-30 years ago, so I understand where she is coming from. She wants every school to be a great school. So do I.

She writes that parents:

want their kid to learn a language, study the arts, have a clean building, and books in the library.

What would it look like if we built an education policy agenda dedicated to ensuring those resources for all students? Not just the students who win a lottery, but the students who lose, or who never get to enter because they’re homeless or their families are dealing with substance abuse, and the adults in their lives don’t have the information or resources to participate in a school choice “market?” What if our system was built not to reward innovation for the few, but rights for the many?

What if we insisted that all our schools, for all our children, should be safe and encouraging places? What if our new secretary of education, Miguel Cardona, focused on a plan as audacious as the New Deal, as well-funded as the war on drugs, dedicated to an all-hands-on-deck effort to guarantee every child an effective learning environment? What if we as a society pursued the dream of great schools not through punishment (as in No Child Left Behind), and not through competition (as with Race to the Top) but through the provision of essential resources?

Are we likely to reach those goals if states are funding charter schools, voucher schools, home schooling, for-profit corporations, virtual charter schools, and education entrepreneurs? That in fact is where the current drive for more choice is heading. Multiple state legislatures are solely focused on school choice, not funding. Red states in particular start with charters, then move on to some form of public subsidy for religious and private schools. The U.S. Supreme Court is poised to approve the public funding of religious schools and to obliterate the “wall of separation between church and state.” Will the states increase their funding to account for the funding of all students now attending non-public schools?

Eve Ewing has a powerful voice. I wish she would rethink her message and acknowledge that the only way to achieve her vision is by funding and improving the only schools that admit all children and that are subject to civil rights laws and public accountability: Our democratically governed public schools.

Civil rights groups, led by the Southern Education Foundation, are opposing the voucher legislation proposed by Republicans in Georgia.

SEF leads opposition to education savings account bill introduced in Georgia legislature

One of the first pieces of legislation introduced in the Georgia legislature in 2021 was the Georgia Educational Scholarship Act (HB60), a bill that would divert taxpayer dollars to private schools. In February, SEF and nine other education and equity-focused organizations sent a letter to the Georgia House Committee on Education expressing concerns that HB60 would divert funds from public education at a time when schools can least afford to lose it, and further perpetuate inequities.

SEF prepared analysis of the bill and a backgrounder on academic outcomes and participation requirements for similar tax credit scholarship programs across the country.

SEF’s Legislative and Research Analyst also provided testimony to the Senate Education and Youth Committee on SB47, a proposed expansion of the state’s existing special needs voucher program.

President-Elect Joe Biden will soon announce his choice for Secretary of Education. He promised to choose a person with experience as a teacher. He said he wants a Secretary who is committed to public education. Here is my choice.

I can’t think of anyone better qualified to be Secretary of Education than Dr. Leslie T. Fenwick, other than Dr. Linda Darling-Hammond, who is chair of the Biden education transition team and has taken herself out of the running.


Dr. Leslie T. Fenwick is Dean Emeritus of the School of Education at Howard University.


She has been a teacher, a teacher educator, a scholar, and a dean. She taught middle school science in Toledo, her hometown. 


She understands the most important needs of American education: adequate and equitable funding; experienced teachers; and a commitment to equity and inclusion.


I have watched her lectures online, and I was blown away by her wisdom, her articulateness, and her deep understanding of the needs of children, teachers, and schools.


Leslie Fenwick is steeped in knowledge of teaching and learning, and she knows the details of federal policy. 


She is the perfect person to clean up the mess that Betsy DeVos created, to reverse four years of an administration that sought to demolish civil rights protections, to defund public schools
, to fund private and religious schools, and to impose financial burdens on college students who are deep in debt or were defrauded by for-profit institutions.

After twenty years of failed federal policies of high-stakes testing and punishment for schools and teachers, American education needs bold and forceful leadership, not incremental change.


Leslie Fenwick knows that public schools are an essential element of American democracy. They are community institutions that belong to the public, not to entrepreneurs or corporate chains. 

She will support schools instead of closing them. She will support teachers instead of threatening them.

She is a strong and clear-thinking leader.


She respects educators.


She is an inspiring speaker.

She would be the ideal Secretary of Education for the Biden administration. 

If you want to show your support for Dr. Fenwick, please sign the NPE Action petition and tweet your support:

Here is the petition: https://actionnetwork.org/petitions/dr-leslie-fenwick-for-us-secretary-of-education

For twitter: contact @joebiden @DrBiden @Transition46


After four years of Betsy DeVos and her antagonism toward public schools, civil rights protection, and students who were defrauded by for-profit colleges, the U.S. Department of Education needs a thorough makeover. A house-cleaning. A thorough disinfecting.

Larry Buhl of Capital &Main describes in this article what the Biden administration must do to de-DeVos the Department.

Is it possible to reverse the ways in which she attempted to destroy public schools, civil rights enforcement, and fair dealing with college students who have borrowed more than they can ever pay back?

That is the job facing the new Secretary of Education. Bring out the Lysol!

The Supreme Court has taken a dangerous rightwing turn since the addition of Trump’s three religious zealot. Poor Chief Justice John Roberts has lost control. He is no longer the deciding vote. In the latest decision, he joined with the Court’s three liberals in a vain effort to say that public health requires all of us to accept limits and restrictions, even houses of worship. Several people tweeted to tell me that their churches encouraged masks and social distancing. But many others do not. See the photograph in Mike Klonsky’s post of a Brooklyn synagogue where thousands of congregants were packed together, maskless.

Thousands of unmasked Hasidic sect members squeeze inside the Yetev Lev temple in Brooklyn for the wedding of a chief rabbi’s grandson. Similar weddings have been happening in Brooklyn for months in violation of city ordinances — with precautions such as covering windows with paper and guards at the doors in case an inspector shows up to keep them from being detected.

The Supreme Court’s 5-4 midnight ruling, which prevents New York city and state officials from imposing limits on the Roman Catholic Diocese or Brooklyn’s Hasidic sect during the pandemic, had little to do with the broad issue of religious freedom. Rather it was a signal to Trump’s MAGA death cult and his evangelical base that the extreme right-wing majority, led by DT’s newly-appointed religious cultist, Amy Coney Barrett, was on the job and will be for decades to come. 

The Court already ruled that a baker in Colorado did not have to bake a wedding cake for a gay couple. What will the Court rule when a shopkeeper refuses to serve women or blacks or Jews because of his religious beliefs? This Court is certain to say that religious beliefs “trump” civil rights law.

Jesse Jackson wrote in the Chicago Sun-Times that Black Americans will not fall for Trump’s absurd claims about the great things he claims to have done for them.

https://chicago.suntimes.com/columnists/2020/10/26/21535175/black-americans-vote-trump-civil-rights-jesse-jackson

He wrote:

If a lie is repeated often enough, the truth may never catch up. Donald Trump understands this better than anyone, as he showers Americans with lies — often the same ones repeated over and over — knowing that more voters will hear him than the fact-checkers. 

One of his favorite howlers is his oft-repeated claim that “I’ve done more for African Americans than anybody, except for the possible exception of Abraham Lincoln.” 

No one should fall for the con.

For example, Trump doesn’t come close to Harry Truman who desegregated the U.S. military, an act of simple justice that took immense courage. He’s done nothing as important as Dwight Eisenhower who dispatched troops to Little Rock, Arkansas, to overcome resistance to school integration. He can’t hold a candle to Lyndon Johnson, who, working with Dr. Martin Luther King and the civil rights movement, passed the Civil Rights Bill ending segregation in public facilities, the Voting Rights Act enforcing the right to vote, and the War on Poverty that reduced poverty to levels still not matched.

But comparing Trump to presidents who actually made things better is to fall into his trap, for Trump hasn’t done things for African Americans, he has done things to them. 

He’s embraced the Republican strategy of race-bait politics, only he’s replaced their dog whistles with a bullhorn. He celebrated the neo-Nazis and other extremists marching against civil rights protesters in Charlottesville. He’s scorned African countries and Haiti as “s…-holes,” suggesting the only immigrants he wanted were whites from countries like Norway. 

He sowed racial fears, painting the largely nonviolent Black Lives Matter demonstrators as “thugs,” and the demonstrations as “riots.” He’s tried to rouse support from suburbanites by charging that Biden’s support for affordable housing would “destroy your neighborhood and your American Dream.” He’s labeled cities with large minority populations like New York City as “anarchist jurisdictions” that should be stripped of federal support…

Trump’s Small Business Administration stiffed African Americans in dispensing loans through the Pay Protection Plan. More than 9 of 10 Black-owned small businesses that applied for loans were denied. That led directly to over 40% of Black-owned businesses shutting down in the pandemic. 

Trump measures the economy’s success not by the health of the people, but by the health of the stock market, but while 61% of whites participate in the stock market (although for most the holdings are meager), only one-third of blacks own stocks. Nearly one-half of Black women report that they are unable to pay for necessities like food and housing, even though most work. Over half have less than $200 in savings. Trump doesn’t help. He did nothing to raise the minimum wage and has been actively hostile to unions that help workers bargain a fair wage.

Essential workers are disproportionately African American. Blacks are disproportionately in low-wage jobs, often without employer-based health care. The pandemic has killed Black people at double the rate of Whites. African Americans have suffered the most from Trump’s mismanagement. Blacks have been more likely to be denied health care, and less likely to have paid sick days. 

And Trump has basically been AWOL as the Republican Senate blocked action on a relief plan as unemployment insurance was running out, and states and cities were facing massive cuts in services and jobs — disproportionately held by people of color — in the wake of the pandemic-caused fiscal crisis.

Trump touts the modest criminal justice reforms that he signed off on that will help reduce mass incarceration a bit, but he has actively undermined equal justice under the law. He encouraged police to rough up those that they arrest. He defended vigilantes shooting at those protesting the murder of George Floyd. He terminated the Obama Justice Department’s police department investigations and consent decrees that were reforming police practices. He boasts of arming police forces with military weaponry. He even terminated racial-sensitivity training in the federal government, mostly as a grandstand appeal to his base of angry White men. He’s appointed the most federal Appeals Court judges since Jimmy Carter; not one of them is Black. 

Trump not only has done nothing to revive the Voting Right Act, gutted by the right-wing gang of five on the Supreme Court, he and his party have actively worked to suppress Black voting — passing ID requirements, shutting down polling places, purging voter lists, making registration harder, limiting early voting, undermining vote by mail, gerrymandering districts and more — all designed with laser focus to reduce the Black vote.

In short, Trump has left African Americans in the deepest hole with the shortest rope. Not surprisingly, most won’t fall for Trump’s big con. African Americans — and particularly African-American women — will vote overwhelmingly for Joe Biden. The base for Trump and Republicans will continue to be those not repelled by his racially divisive rhetoric and policies. 

Periodically, however, it is useful to remind people that night is not day, that hate is not love. When Lincoln freed the slaves, they joined the Union armies in large numbers and helped save the Republic. Trump can’t be mentioned in the same breath as Lincoln, and African Americans aren’t about to save him.