Brown versus Board at 62: Marching back into the future

Sixty-two years after the Brown decision, American schools are collapsing under the weight of an antiquated system of school finance, pockets of poverty, and a ‘Black and Browning’ urban core. This article focuses on the march backwards to the de facto re-segregation of our nation’s public schools. In 2016, the racial and ethnic divides that plagued previous generations persist, but we have become less willing to talk earnestly about them and less equipped with responses that reach their core. Education is where we must start. The first step in producing quality schooling for all is to have candid discussions that link the inequalities of the past to the conditions of the present. Until we do that, we will continue to spin our wheels in a deliberately slow manner, wondering why, over 62 years after Brown v. Board of Education, we can still point to schools that are separate and unequal.

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“Inherently Unequal”

Integrated ◽

10.5810/kentucky/9780813169118.003.0009 ◽

2017 ◽

Author(s):

James W. Miller

Keyword(s):

Public Schools ◽

Board Of Education ◽

Black Schools ◽

The People ◽

The Us ◽

The Future ◽

White Schools ◽

Basketball Team

This chapter discusses the US Supreme Court's decision to prohibit segregation in public schools in Brown v. Board of Education. Principals and coaches at KHSAL member schools realized that the decision could undermine their very existence, and talk of desegregation raised a litany of questions: When will it happen? Will black schools now play white schools? Will black schools be closed immediately? These questions were frightening in places where segregation was the only law the people had ever known. But the future was clear to Whitney Young, who told his faculty and students: “Segregation created Lincoln Institute. Integration will destroy it.” Meanwhile, the Lincoln basketball team, behind John Cunningham, won the 1955 KHSAL state championship.

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Memorandum from the Classical Association to the Consultative Committee of the Board of Education

Greece and Rome ◽

10.1017/s0017383500003156 ◽

1935 ◽

Vol 4 (11) ◽

pp. 114-118

Keyword(s):

Public Schools ◽

Board Of Education ◽

Satisfactory Solution ◽

Classical Education ◽

Primary Object ◽

Classical Studies ◽

American Schools ◽

Education Act ◽

Classical Association ◽

Type Of School

This report is not concerned with the teaching of classical specialists in public schools and grammar schools with an established classical tradition, but rather with the classical teaching in the type of school which has come into being since the Education Act of 1902; nor is our primary object to discuss the full Classical course of Greek and Latin studies in a school in which pupils normally stay till the age of 18 or so. It limits itself in the main to the problems of the suitability of Latin as a subject to be included in the curriculum of boys who may (not necessarily must) leave at 16. The larger question of full classical studies has been discussed elsewhere, as, e.g., in the Prime Minister's Report; R. W. Livingstone, A Defence of Classical Education; F. W. Kelsey, The Position of Greek and Latin in American Schools. The more limited question, the desirability of including Latin as a subject in a four or five years' course from the age of 11+ or 12+, is a matter which has engaged the attention of the Classical Association for some years; not only has the Association helped very materially towards the statement of the aims and methods of such a course (as, e.g., in such publications as J. W. Mackail, The Case for Latin; Recommendations of the Classical Association on the teaching of Latin and Greek), but it has been in constant touch with teachers engaged in the work of the schools and may claim first-hand acquaintance with the problem and real knowledge of the results already achieved in the schools towards a satisfactory solution.

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