The Southern Case for School SegregationKilpatrick, James Jackson
History
The Southern Case for School Segregation
Kilpatrick, James Jackson
African Americans -- Segregation; Segregation -- Southern States
Let us move along. The story is told of a conversation between
Boswell and Dr. Johnson, in which Boswell mentioned Bishop Berkeley’s
theory of the nonexistence of matter. Boswell said he was satisfied
the theory was not true, but he confessed he was unable to refute it.
Whereupon Dr. Johnson kicked a large stone until his foot rebounded
from it. “I refute it _thus_,” he said. There comes a time when the
common, uncomplicated observation of ordinary men makes better sense
than the partisan inventions of social anthropologists. Against their
gauzy dreams of African “civilization,” the obscenities of the Mau
Mau and the atrocities of the Congolese provide reality as hard as
Dr. Johnson’s stone. One refutes it _thus_.
In 1944, Otto Klineberg brought together in one volume several
of the monographs prepared by American students on the Negro as
background memoranda for Dr. Gunnar Myrdal, the Swedish sociologist
whose subsequent _An American Dilemma_ was to be seen generally,
and influentially, by the Supreme Court of the United States. The
first paper in Klineberg’s collection was put together by Dr. Guy B.
Johnson, professor of sociology and anthropology at the University
of North Carolina. Dr. Johnson served for three years as executive
director of the liberal Southern Regional Council; he is a trustee
of Howard University. These credentials strongly suggest that Dr.
Johnson was picked by the Myrdal team to describe “the Stereotype
of the American Negro” on the assumption that he would summarize
the popular conception of the Negro only to say, in the end, that
there isn’t a word of truth in it. If so, the Myrdal associates must
have been startled by the blunt memorandum Dr. Johnson prepared. He
went through the works of thirty-one representative Negro writers
and forty-two representative white writers, covering the entire
spectrum of political coloration, and boiled down his findings under
twelve headings. His list, he emphasized, was not a list of “race”
characteristics. It was “a descriptive list, based upon a fair degree
of consensus, of the interests, habits and tendencies which might
serve to characterize the ‘typical’ Negro.” This list of “Negro
personality and culture traits” follows:
_Mental_: Relatively low intellectual interests; good memory;
facile associations of ideas.
_Temperamental_: Gregariousness or high interest in social
contacts; philosophical or get-the-most-out-of-life type of
adjustment; high aesthetic interests; love of subtlety and
indirection; adaptability.
_Aesthetic_: Love of music and dance; oratory and power of
self-expression; high interest in and appreciation of the artistic.
_Economic_: Relatively low interest in material things, such as
care of money, property, tools, etc.; line of least resistance in
habits of work; relative lack of self-reliance.
Public-domain text, read in full here on John Shaqi.
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