 | Education - 1953 - 348 pages
...v. Ferguson should be held inapplicable to public education. In the instant cases, that question is directly presented. Here, unlike Sweatt V. Painter,...effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted,... | |
 | United States. Congress. Senate. Judiciary - 1951 - 362 pages
...teachers, and other 'tangible' factors," (p. 492, and note 9) ; therefore, the Court was driven to say that "We must look instead to the "effect" of segregation itself on public education." 3 By this admission, the Court there was driven virtually into the field of metaphysics, and it has... | |
 | United States. Supreme Court, John Chandler Bancroft Davis, Henry Putzel, Henry C. Lind, Frank D. Wagner - Courts - 1954 - 940 pages
...respect to buildings, curricula, qualifications and salaries of teachers, and other "tangible" factors.9 Our decision, therefore, cannot turn on merely a comparison...effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted,... | |
 | United States. Supreme Court, John Chandler Bancroft Davis, Henry Putzel, Henry C. Lind, Frank D. Wagner - Courts - 1954 - 948 pages
...respect to buildings, curricula, qualifications and salaries of teachers, and other "tangible" factors.9 Our decision, therefore, cannot turn on merely a comparison...effect of segregation itself on public education.' In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted,... | |
 | United States. Congress. Senate. Committee on the Judiciary - 1956 - 288 pages
...v. Ferguson should be held inapplicable to public education. In the instant cases, that question is directly presented. Here, unlike Sweatt v. Painter,...effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted,... | |
 | United States. Congress. Senate. Committee on the Judiciary - 1956 - 286 pages
...respect to buildings, curricula, qualifications and salaries of teachers, and other "tangible" factors.9 Our decision, therefore, cannot turn on merely a comparison...effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to. 1868 when the Amendment was adopted,... | |
 | United States. Congress. Senate. Committee on the Judiciary - 1959 - 314 pages
...v. Ferguson should be held inapplicable to public education. In the instant cases, that question is directly presented. Here, unlike Sweatt v. Painter,...effect of segregation itself on public education. In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted,... | |
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Our decision, therefore, cannot turn on merely a comparison of these tangible factors in the Negro and white schools involved in each of the cases. We must look instead to the effect of segregation itself on public education. In approaching this problem,... 
