Brown v. Board of Education Essay

2887 Words 12 Pages
Slowly Turning Back the Hands of Time

“We conclude unanimously that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal” (qtd. in Irons 163). Many African-Americans waited to hear this quote from Chief Justice Earl Warren after many years of fighting for better educational opportunities by means of school desegregation. African-Americans went through much anguish before the Brown v. Board of Education trial even took place, especially in the Deep South. Little did they know that what looked like the beginning of the end was just another battle in what seemed like an endless war. Brown v. Board of Education was an important battle won
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The state supreme court overturned the lower court’s decision and said “that the state had failed to prove beyond a ‘reasonable doubt that the party in question [Davis Knight] had one-eighth or more of Negro (or Mongolian) blood’” (249). Clearly African-Americans were seen as inferior to Caucasians, especially in the South where racial separation was strictly enforced. As Bynum suggests, the ruling in no way represented “a softening of its position on racial segregation” (249). Clearly this indicated that the people of Mississippi had no plans of ever making African-Americans feel equal.

Not only were African-Americans made unequal in public, but the education of their children would also suffer. According to a 1957 article by Louis Harlan, philanthropists conducted experiments, not explained in the article, in highly populated areas of African-Americans, also not specified, and “concluded that the key to Negro problems lay within the white community” (191). Obviously this was a palpable conclusion that any minority could have recognized. A great deal of resistance came from areas where racial tensions were high and where many white supremacist groups formed. ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­Some people believed that the public school system was the lever that would move the region to solve problems arising from Southern poverty, ignorance, and racial tension (192). The

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