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learns that the government and society promote and condone racism, and that racism stifles the ability of black people to reach their full potential as human beings.
The government creates laws and institutions that promote institutional racism. Schools should be a place for equal learning, but Ellison reveals its true purpose: “[it was a] new public school …exclusively for whites” (Ellison page 66 par. 1). Blacks and whites are equally paying their taxes, but the public systems prefer to serve the whites. Clearly, the education is geared toward the education of the dominant race and aims to leave the poor minorities in a deep level of ignorance. Furthermore, Ellison’s daily experiences toward his school reflect the disparaging gap, not only between the rich and the poor, but between whites and blacks. He talks about the route of a “viaduct,” warehouses,” and “docks, even a “red-light district” on the way to school (Ellison 66.2). This kind of route is not appropriate for young students, but apparently, the blacks are located far enough from school and near their workplaces. The setting indicates social segregation, where the whites have placed the blacks in their proper place. In addition, the government controls public entertainment spaces. Ellison wants to go to the zoo, but it is suddenly closed to black children. He wants to understand the reason why he cannot see the zoo, while white children can, but her mother says: “Quit asking questions, it’s the law…” (Ellison 66.4). The idea of no longer questioning the law indicates the political powerlessness of the blacks. When public spaces are white spaces, the government further entrenches the blacks in poverty and powerlessness.
Society condones racism because of its inability to integrate the whites and the minorities as equals. The red-light district symbolizes the peripheral and subordinate treatment of blacks. The black prostitutes feed the white men’s desire, which reflects
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