Yes, there are the disturbingly repetitive and eerily similar circumstances of many cases of unarmed black people being killed by police officers. This reinforces black people’s beliefs — supportable by actual data — that blacks are treated less fairly by the police.
But I submit that this is bigger than that. The frustration we see in Ferguson is about not only the present act of perceived injustice but also the calcifying system of inequity — economic, educational, judicial — drawn largely along racial lines.
In 1951, Langston Hughes began his poem “Harlem” with a question: “What happens to a dream deferred?” Today, I must ask: What happens when one desists from dreaming, when the very exercise feels futile?

Frustration in Ferguson (via wilwheaton)

(via wilwheaton)

This conception of education as a process of settling, or hardening, of the fixation of sound principle and righteous dogma in the youth of America brings me at once to state my own view of the purpose of university training. It is exactly the opposite of that of the eminent and learned gentleman to whom I have referred. It is that the purpose of higher education is to unsettle the minds of young men, to widen their horizons, to inflame their intellects. And by this series of mixed metaphors I mean to assert that education is not to teach men facts, theories, or laws; it is not to reform them, or amuse them, or to make them expert technicians in any field; it is to teach them to think, to think straight, if possible; but to think always for themselves.

Robert Maynard Hutchins’ speech from the University of Chicago’s 155th convocation held June 11, 1929 (via jasmined)

(via jasmined)