Word: equality
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Dates: during 1950-1959
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...feeling in most of the world outside of the South: "Now, finally, the Supreme Court's decision outlawing segregation will eliminate this whole problem [of second-rate citizenship] at one stroke. It will give the Southern Negro access to the education without which he can never hope to achieve equal status...
Such problems as these, which point almost inevitably to the conclusion that even separate but equal facilities can never raise educational standards of the Negro to those of the white, are ignored by the white leaders in their fixation with a principle. And even the spokesmen for the integration viewpoints tend to forget the complexities of the situation in their enthusiasm for ending the dual school system. Yet it has been decisively shown by Ferguson and Plaut, in a survey of 32 public high schools in 11 northern states, that only 53 of 3,300 Negro seniors finished...
...fewer students apparently really debate the issue. Segregation in the South, like Communism elsewhere, is really not a serious subject for debate. Even those who might be against it had rather keep silent, or simply nod their head, instead of questioning so sacred a principle as "separate but equal...
When Washington definitely repudiated "social equality," he also accepted the prevailing belief of most Americans, North and South. He brought the Atlanta crowd to its feet with wild cheering when he dramatically said: "In all things that are purely social, we can be as separate as the fingers, yet one as the hand in all things essential to human progress." The endorsement by a Negro of social inequality gave it a force that it might not otherwise have had. The year after his speech the United States Supreme Court, following the precedent of several lower federal courts and rulings...
...teachers tend--unrealistically--to softpedal this aspect of the problem. They feel it will be a long time before real integration becomes a fact. In the meantime, limited integration, or de facto segregation will essentially preserve the status quo until Negro education improves to the point where it will equal the standards of that offered white students...