The Southern Case for School SegregationKilpatrick, James Jackson
History
The Southern Case for School Segregation
Kilpatrick, James Jackson
African Americans -- Segregation; Segregation -- Southern States
Defeat. Poverty. And Woodward adds to these two grim horsemen still
a third: a sense of guilt. While the rest of the Republic has basked
complacently in its own virtue, the South’s preoccupation has been
with guilt, not with innocence, “with the reality of evil, not with
the dream of perfection.” To Woodward’s shrewd insight, I would add
a few reflections of my own. This preoccupation with guilt and this
reality of evil have not been burdens the South has felt it could
regard honestly as entirely its own responsibility. The “peculiar
institutions” of slavery and segregation have descended upon the
South like pregnancy upon a woman whose lover has ridden away. The
New England slavemasters had their fun, and made their dreadful
profits, and sailed off to Maine; and they left the South to raise
the alien child. Oh, it was a willing union. It was not rape, not
seduction. The Southerners who bought the frightened blacks lived for
a hundred years in agreeable sin with the European and New England
slavers who sold them. But when the assignation ended, the South
had all the problems, and the North had all the answers. Thus the
preoccupation with guilt is mixed with a resentment for hypocrisy;
and when the North speaks loftily to the South, and asserts that we
of the North are holier than thou, three hundred years of skepticism
seek an outlet: Pray, sirs, since when?
This should be said, too, about Woodward’s “reality of evil.” Surely
there have been evils in the South’s policies of racial separation.
Poor as the South was, in the sixty years after Reconstruction
that preceded World War II, much more could have been done, and
should have been done, to encourage the Negro people closer to a
cultural and economic equality. I have said it countless times, and
say it willingly here: If the South had devoted one tenth of the
effort toward keeping schools equal that it devoted to keeping them
separate, _Brown_ v. _Board of Education_ would not have created so
dramatic a crisis. Yes, there have been evils, and very real and
poignant and tragic evils, in the South’s treatment of its Negro
people.
But I would raise the question if the “evils” have been all on the
side of the white South. _All_ of them? The reality that the South
has had to cope with most constantly, beyond the realities of defeat
and poverty, is the reality of the Southern Negro. Other races of
men, caught at the bottom of the ladder, have clambered up. The
identical decades that saw Negroes set free in the South saw the
Irish set down in New England. “No Irish need apply.” The signs hung
outside New England mills as uncompromisingly as the “white only”
signs outside an Alabama men’s room. Who would have imagined in, say,
1880, that a Boston Irish Catholic would be President? But the Irish
fought their own way up, on merit and ambition and hard work. They
_made_ a place at the table. They won acceptance, and they paid their
own way.
Public-domain text, read in full here on John Shaqi.
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