One of the results of 1865 was the establishment of a protected class of citizens of the now-consolidated United States; prior to 1865 the States were the locus of who and what a citizen of their sovereign domains were, and what qualifications had to be met in order to vote. The ongoing reconstruction of the South after WWII saw the central government assume control of education to enforce equalities other than political for its protected class, and the predictable chaos has resulted.
Bernhard Thuersam, www.circa1865.com
Achieving Proper Chromatography in Public Schools:
“No one has yet constructively and pragmatically defined what “integration” in the schools requires. Enough survey work has been done to show that Negro parents, like white parents, are more interested in the quality of education than in the chromatic proportions of the classroom. Yet in every city so much emotion is spent weighing the numbers, the percentages, the admixture of black and white, that Negro leaders have convinced far too many of their own people that Negroes sitting together in one classroom retard each other’s education.
In cities like Washington DC, where 80% of children in public schools are Negro, or areas like Manhattan, where 69% are Negro and Puerto Rican, “integration” could be achieved only by the most mechanical and arbitrary importation of white children from distant areas.
So in the name of “integration” some Negro leaders, notable in Los Angeles and New York, are demanding that white children be transported into Negro slums to achieve proper chromatography. Few Negro leaders in New York dare denounce the idea publicly for fear they will be blasted by others of their race for being against “integration.” Meanwhile white parents can be tormented by a magnificently emotional appeal: “Integration means your kids will be forced on buses and shipped to Harlem with all those illegitimate and backward kids.”
The kind of confusion set up by the word “integration” as applied to education is best reflected in a conversation with a bitter young Negro student leader in Chicago who began by listing as his No. 1 demand of American society ”separate but superior education for Negroes – if we could get it.”
Then, after increasingly emotional talk for an hour, he took up the matter of cross-busing white children into Negro districts and said: “The white kids got to pay for what their parents did to us. Even at the age of 6, they got to pay – because they’re going to pay one way or the other. Besides, it will be good for them.”
(Power Structure, Integration, Militancy, Freedom Now!, Theodore H. White, Life Magazine, November 29, 1963, pp. 78-80)
Achieving Proper Chromatography in Public Schools:
“No one has yet constructively and pragmatically defined what “integration” in the schools requires. Enough survey work has been done to show that Negro parents, like white parents, are more interested in the quality of education than in the chromatic proportions of the classroom. Yet in every city so much emotion is spent weighing the numbers, the percentages, the admixture of black and white, that Negro leaders have convinced far too many of their own people that Negroes sitting together in one classroom retard each other’s education.
In cities like Washington DC, where 80% of children in public schools are Negro, or areas like Manhattan, where 69% are Negro and Puerto Rican, “integration” could be achieved only by the most mechanical and arbitrary importation of white children from distant areas.
So in the name of “integration” some Negro leaders, notable in Los Angeles and New York, are demanding that white children be transported into Negro slums to achieve proper chromatography. Few Negro leaders in New York dare denounce the idea publicly for fear they will be blasted by others of their race for being against “integration.” Meanwhile white parents can be tormented by a magnificently emotional appeal: “Integration means your kids will be forced on buses and shipped to Harlem with all those illegitimate and backward kids.”
The kind of confusion set up by the word “integration” as applied to education is best reflected in a conversation with a bitter young Negro student leader in Chicago who began by listing as his No. 1 demand of American society ”separate but superior education for Negroes – if we could get it.”
Then, after increasingly emotional talk for an hour, he took up the matter of cross-busing white children into Negro districts and said: “The white kids got to pay for what their parents did to us. Even at the age of 6, they got to pay – because they’re going to pay one way or the other. Besides, it will be good for them.”
(Power Structure, Integration, Militancy, Freedom Now!, Theodore H. White, Life Magazine, November 29, 1963, pp. 78-80)
We've had forced (aka government mandated) integration for how many decades now? So, how well has that worked out? I would argue that LBJ's "great society" and "war on poverty" has been an object failure. If any thing, they have made matters worse. I wonder if the damage that has been done to race relations in the past 6 years can ever be fixed. There is NOT a single problem within the black community that they, themselves can not fix on their own with ZERO intervention from the government (feds, state, local). They are their own worst enemy.
ReplyDeletet LBJ's "great society" and "war on poverty" has been an object failure.
DeleteAbsolutely.
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they have made matters worse. I wonder if the damage that has been done to race relations in the past 6 years can ever be fixed.
Not with this generation at least.
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There is NOT a single problem within the black community that they, themselves can not fix on their own with ZERO intervention from the government (feds, state, local). They are their own worst enemy.
Agreed.
And, so there went the right of free association. I thank God I wasn't a part of it.
ReplyDeleteMy sister, unfortunately was, and she said when the forced desegregation came to
our small Southern town, the blacks were running all over the small school
with scissors, screaming, acting like lunatics. Typical.
In the sixties?
DeleteNo, actually it came to this Southern town in 1972. Somehow they managed
ReplyDeleteto hold them at bay.
I see. My military school refused to admit blacks and lost ROTC which was no concern at the time because of the many retired military among the teachers and those applying for such, but when the backlash from the Vietnam war came forcing many military schools in Virginia out of business, it went also, although in existence since 1809.
DeleteToo bad. I don't know where this is going to end. I watch the local news and am
ReplyDeleteamazed at what white children have become. They have been polluted. There
is no society anymore.
The Smart Phone should go down in history as the death of cordiality.
DeleteThinking back to 1972, Sam Nunn was in office and he lived about 15 miles
ReplyDeleteout of town and his family home was a big white antebellum house, you know
the type slaves would be incorporated. Democrat or not, I wonder if this had
some influence on the delayed desegregation. He was an Old South family, so....