I believe that there still is a great fund of enthusiasm for education in the black community. It is the fruit of a heritage of struggle. It is the legacy, sometimes written in blood, of “many thousands gone.” We can tap into that fund of enthusiasm if we are true to that heritage, if we build on that legacy, if we—black and white—who take on the profound responsibility of educators also take their creed: offer our knowledge not as a means to conformity or submission but as a way to uplift, a way to change society for the better, a way to Power. (Holt 102)
Reflects rhetorical situation because Holt used his expertise as a historian to analyze past historical events and conclude that 1) black Americans' value for education comes from their African ancestors and that 2) the solution to the problem, that black Americans are prevented from pursuing their education because of the ongoing racism found in the United States and its schools, is to unify and understand that education is about uplifting (it shouldn't and isn't about taking other's powers away). He also uses metaphors, which reflects the fact that he is in an academic discourse and that he's addressing scholars (he uses academic ethos). He also changes his pronouns from third person to first and second person to address his intended audience: educators.
Reflects the main idea because it shows that black Americans value education: 1) it's a reflection of their African heritage and their struggle against oppression in the United States and 2) their ancestors emphasized education is the key to self and social improvement so it would be black Americans' legacy.