Abstract
The primary purpose of this discussion is to present some suggestions which, it is hoped, will be helpful in promoting better articulation of school units for Negroes. In view of the fact that all educational thought and action are conditioned by points of view relative to the nature of the school and the nature of the society which the school serves, it is necessary in this discussion that points of view relative to Negro education be established. The first point of view is that the Negro schools, as well as schools for other census groups in America, are concerned essentially with the development and growth of students in directions that are socially desirable. The second point of view is that race should not constitute a basis for determining the directions of growth, for Negroes will exhibit characteristics of growth similar to other census groups under similar educational conditions. Witty, in summarizing the results of a study of Negro children (IQ 140 and above) which was conducted by Jenkins' made the following statement:
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