egregated education that inner city African-American children often receive in urban schools limits their abilities to partake in the material resources of American society.
One of the intangible purposes of education is to stimulate the desire for increased learning in individuals. Schools with racial imbalances dampen this desire because educational opportunities for black children are so limited. The black child in the central city school who aspires to a college education quickly realizes that he or she must overcome considerable odds. Granted, some African-American students in these schools successfully make the transition to college, but these are often the exception rather than the rule. The negative effects of underfunded schools has been insidious to the collective consciousness of African-Americans: "Segregation institutionalized inferiority . . . These are the kind of racist assaults that wound the spirit, brtualize the psyche, erode self-esteem."
Education enriches the human spirit because as a person learns, he or she grows. A while back, an advertising campaign featured the slogan, "A Mind is a Terrible Thing to Waste." This slogan sums up succinctly the loss that occurs in people who are denied equitable access to learning. Because many inner city schools are so grossly inadequate compared with their suburban counterparts, all but the most motivated students a
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