“It is true,” Dr. Johnson remarked, “that the whole trend of scholarship at present is to look upon the traits which the dominant group attributes to a minority group as nothing more than stereotypes which have been invented for the express purpose of justifying the position of the dominant group and controlling the status of the subordinate group. These stereotypes are sometimes referred to as myths, the implication being that they have no realistic basis whatever. It should be pointed out, however, that it is probably not necessary for a dominant group such as the white people in America, to invent and perpetuate stereotypes which are wholly unfair and untrue in order to maintain its own status of dominance.... The point here being made, which is simple and which rests upon a common-sense assumption, is that the stereotypes which a dominant group develops concerning the traits of a subordinate group will be to some extent based upon observable characteristics in the subordinate group, and that while the stereotypes may be permeated with prejudice and with the ideology of inferiority, _they may still reflect a certain amount of truth concerning the subordinate group_. In other words, if we can deduct from the popular stereotypes the moral judgments and the implications of inferiority and the exaggerations, we may have left a body of belief which affords considerable insight into the traits of the subordinate group.” [Emphasis added.] The Johnson list goes to the very heart of the South’s resistance to the desegregation of its public schools. When it is asked why the South opposes integration, one might provide a tolerably complete answer simply by citing Dr. Johnson’s twelve summary findings: _This is why._ The most Dr. Johnson will say of the “stereotype” is that it contains a “certain amount of truth.” In my own observation, and in the observation of the white South generally, the list contains a vast amount of truth. I would dissent from the Johnson findings on a couple of points only: I doubt that the “Negro masses” (any more than the white masses) have a “high interest in and appreciation of the artistic,” and it seems to me the summary of the Negro’s typical “public manners” is overdrawn. Since 1943, when Dr. Johnson prepared his summary, a phenomenal growth has taken place in a Negro middle class, and much of the “loud talk” and “relative carelessness in speech and dress” has given way to cultivated speech and to a certain elegance in dress. In my observation, the colored children of Richmond frequently are cleaner, shinier, and more neatly dressed than many of their white counterparts.