The Black Experience in America Part 15

Although the courts had usually interpreted the Const.i.tution so as to support segregation, much of that doc.u.ment's language supported democratic and equalitarian principles. If the courts could be persuaded to understand the Const.i.tution differently, legal segregation might well be found to be unconst.i.tutional. The judicial system to some degree reacts to popular pressure and events, and it too was influenced by the need to justify American democracy to the rest of the world.

The N.A.A.C.P. had already mounted a broad, concerted attack against legal segregation before the Second World War. When Walter White defeated W. E. B. DuBois in a struggle for leaders.h.i.+p, he confirmed the a.s.sociation's emphasis on striving for an integrated society. The number of white and middle-cla.s.s black supporters of the N.A.A.C.P. grew, and its treasury prospered. The a.s.sociation chose to concentrate its efforts on a gradual, relentless attack against segregation through the courts.

Believing that education was an all-important factor in society, it decided that school desegregation should become the major target.

Thurgood Marshall was the master strategist in the school desegregation campaign. He decided that the attack should be a slow, indirect one.

Most Southern school systems, although they had developed two separate inst.i.tutions, had not established separate graduate and professional facilities for Negroes. Marshall decided to attack the school question on the graduate, professional, and law-school level. First, Southerners did not seem as frightened about racial mixing on the graduate school level, and second, the cost of developing separate graduate and professional schools for a handful of Negro students, it was reasoned, would be prohibitive.

In 1938, in Gaines v. Canada, the Supreme Court declared that Missouri's failure to admit a Negro, Lloyd Gaines, to the state law school, when the state did not have a comparable "separate but equal" inst.i.tution for Negroes, const.i.tuted a violation of the "equal-protection" clause of the Fourteenth Amendment. Missouri wanted to solve the problem by paying the student's tuition in an integrated Northern law school, but the Court refused to accept that as a solution. It argued that the state had already created a privilege for whites which it was denying to Negroes.

This, in itself, was a Const.i.tutional violation.

A decade pa.s.sed without any further action. In 1948, the Supreme Court attacked Oklahoma for its failure to permit a Negro to enroll in its state law school. The Oklahoma Board of Regents, then, decided to admit Negroes to any course of study not provided for by the state college for Negroes. This was a considerable step forward.

In 1950, in Sweatt v. Painter, the Supreme Court condemned an attempt by the state of Texas to establish a special law school overnight in which it could enroll a Negro applicant. The Court said that this fly-by-night inst.i.tution was not equal, and it insisted that an equal inst.i.tution must include equal faculty, equal library, and equal prestige. It argued that part of an equal degree was the prestige conferred on the graduate by the status of that inst.i.tution. To be equal, the Court reasoned, the separate school must carry an equal degree of professional status. It also decided, in McLaurin v. Oklahama Regents, that it was unconst.i.tutional for a university to segregate a Negro student within its premises.

Oklahoma had roped off part of its university's cla.s.srooms, library, and dining room as a means of accommodating a graduate student in the School of Education. The Court argued that this handicapped a student in his pursuit of learning and that part of a graduate education included the ability to engage in open discussion with other students.

These decisions, in essence, meant that the South was compelled to integrate graduate and professional schools. In themselves, they did not const.i.tute an attack on segregated education. They merely represented an attempt by the courts to guarantee that separate education was, in fact, equal education. Southern states, recognizing the trend of events, began crash programs to build and upgrade their Negro school systems. At this point, the N.A.A.C.P. was not certain whether to push on for total desegregation or whether temporarily to settle for quality education.

However, the stubbornness of some Southern school boards in refusing to upgrade Negro schools forced the N.A.A.C.P. lawyers into their decision to make an outright attack on legal segregation.

In 1950 N.A.A.C.P. lawyers initiated a series of suits around the country attacking the quality of education in primary and secondary schools.

Three of these suits--Topeka, Kansas, Clarendon County, South Carolina, and Prince Edward County, Virginia--became involved in the 1954 Supreme Court desegregation decision. The N.A.A.C.P. charged that these schools, besides being inferior, were a violation of the "equal-protection" clause of the Fourteenth Amendment. All of the suits, as had been expected, were defeated in the local courts. However, they were appealed.

Though the Supreme Court had allowed the decision made in Plessy v.

Ferguson in 1896 to stand, the Court was moving closer to a reexamination of the "separate but equal" clause. That decision had argued that separate facilities, if they were equal, did not violate a citizen's right to equal protection under the law. It had become the cornerstone on which a whole dual society had been built. The Court had made no attempt, however, to guarantee that these separate inst.i.tutions would be equal, and clearly they were not. At mid-century, the Court began by challenging this dual system at points of blatant and obvious inequity. By 1950 in Sweatt v. Painter, the Court was attacking subtle inequalities such as that of inst.i.tutional prestige. The next step was for the Court to ask whether in fact separate inst.i.tutions could ever be equal. In other words, the question was whether segregation, in itself, const.i.tuted inequality and was an infringement on a citizen's rights.

On May 17, 1954, in Brown v. Board of Education of the City of Topeka, the Supreme Court declared that school segregation was unconst.i.tutional and that the "separate but equal" doctrine, which the Court itself had maintained for half a century, was also unconst.i.tutional. Although the decision referred directly only to school segregation, in striking down the "separate but equal" doctrine, the Supreme Court implied that all legal segregation was unconst.i.tutional. It contended that to separate children from other children of similar age and qualifications purely on the grounds of race generated feelings of inferiority in those children.

It argued that the segregation of white and colored children in schools had a detrimental effect on the colored children. Further, the Court insisted that the damaging impact of segregation was greater when it had the sanction of law. It pointed out that segregation was usually interpreted as denoting the inferiority of the colored child. This resulted in a crippling psychological effect on his ability to learn by undermining his self-confidence and motivation. Therefore, segregation with the sanction of law deprived the child of equal education, and the Court concluded that it was a violation of the "equal-protection" clause of the Fourteenth Amendment.

Southern whites were outraged, and they dubbed May 17 as "Black Monday."

Ninety Southern Congressmen issued the "Southern Manifesto" condemning the Court decision as a usurpation of state powers. They said that the Court, instead of interpreting the law, was trying to legislate.

Southern states resurrected the old doctrine of interposition which they had used against the Federal Government preceding the Civil War. Several state legislatures pa.s.sed resolutions stating that the Federal Government did not have the power to prohibit segregation. Other Southerners resorted to a whole battery of tactics. The Ku Klux Klan was revived along with a host of new groups such as the National a.s.sociation for the Advancement of White People. The White Citizens' councils spearheaded the resistance movement. Various forms of violence and intimidation became common. Bombings, beatings, and murders increased sharply all across the South. Outspoken proponents of desegregation were hara.s.sed in other ways as well. They lost their jobs, their banks called in their mortgages, and creditors of all kinds came to collect their debts.

In 1955 the Supreme Court declared that its desegregation decision should be carried out "with all deliberate speed." Southern school districts, however, became experts in tactics of avoiding or delaying compliance. It began to appear that each school board would have to be compelled to admit each individual Negro student. Even then, some officials said that they would never comply. They persisted in arguing that the Court had overstepped its const.i.tutional functions. Again, the const.i.tutional question of federal vs. state authority had come to a head just as it had a century earlier.

In 1957, the governor of Arkansas openly opposed a court decision ordering the integration of the Central High School in Little Rock. When federal marshals were sent to carry out the order, Little Rock citizens were in no mood to stand idly by and watch. Both the citizens and the local officials were united in opposing federal authority. Everyone watched to see what President Eisenhower would do in the face of this challenge. On the one hand, Eisenhower and the Republicans had condemned the increasing centralization of power in the federal government. On the other hand, Eisenhower had been a general who had been accustomed to having his subordinates carry out his orders. Eisenhower, the general, moved with decisiveness and sent troops into Little Rock to enforce the law. Although Eisenhower himself had said that men's hearts could not be changed by legislation, he diligently fulfilled his functions as the head of the Executive Branch of the government. Surprisingly enough, it was also under his administration that Congress pa.s.sed the first Civil Rights Act since 1875. Although the bill was rather weak, it was an admission that the Federal government had an obligation to guarantee civil rights to individual citizens and to act on their behalf when state and local governments did not. This was a reversal of the traditional "hands off"

position.

It cannot be stated with certainty that these events were merely calculated responses to the changing world situation, but the Cold War and the emergence of an independent Africa were nevertheless realities which could not be overlooked. Ghana had gained its status as an independent nation. It had also sought and gained admission to the United Nations in 1957, and in that same year, opened an emba.s.sy in Was.h.i.+ngton.

African diplomats, traveling through the United States, were outraged whenever they were confronted by humiliations which were the consequence of segregation. Communist leaders, at the same time, took great pleasure in pointing out to these Africans the mistreatments of Afro-Americans within the United States. Although many Southern whites continued to insist that their freedom to maintain a separate society apart from that of the blacks was an essential part of democracy as they understood it, most Americans found legal segregation to be embarra.s.sing in the face of America's claim to the democratic leaders.h.i.+p of the world. Afro-Americans exploited the situation in order to involve the Federal Government in their desegregation campaign.

The Civil Rights Movement

On December 1, 1955, an obscure black woman, Mrs. Rosa Parks, was riding home on a bus in Montgomery, Alabama. As the bus gradually filled up with pa.s.sengers, a white man demanded that she give him her seat and that she stand near the rear of the bus. Mrs. Parks, who did not have the reputation of being a troublemaker or a revolutionary, said that she was tired and that her feet were tired. The white man protested to the bus driver. When the driver also demanded that she move, she refused. Then, the driver summoned a policeman, and Mrs. Parks was arrested.

None of this was unusual. Daily, all across the South, black women surrendered their seats to demanding whites. Although most of them did it without complaint, the arrest of an obstructionist was entirely within the framework of local laws and in itself was not a noteworthy event.

However, the arrest of Mrs. Parks touched off a chain reaction within Montgomery's Afro-American community. If she had been a troublemaker, the community might have thought that she had only received what she deserved. On the contrary, its citizens viewed her as an innocent, hardworking woman who had been mistreated. Her humiliation became their own.

Spontaneous protest meetings occurred all across Montgomery, and the idea of retaliating against the entire system by conducting a bus boycott took hold. Almost immediately, the call for a black boycott of Montgomery buses spread throughout the community, and car pools were quickly organized to help people in getting to and from their employment. Whites refused to believe that the black community could either organize or sustain such a campaign. Nevertheless, Montgomery buses were running half empty and all white.

The man chosen to lead the Montgomery bus boycott was a young Baptist minister named Martin Luther King, Jr. He and ninety others were indicted under the provisions of an anti-union law which made it illegal to conspire to obstruct the operation of a business. King and several others were found guilty, but they appealed their case. As the boycott dragged on month after month, Montgomery gained national prominence through the ma.s.s media, and King quickly gained a national reputation. When the bus company was finally compelled to capitulate and to drop its policy of segregated seating, King had become a national hero. Ma.s.s resistance, including some forms of civil disobedience, became popular as the best way to achieve racial change.

King had already given considerable thought to the question of how best to achieve social change, and, more important, to do it within the framework of moral law. His experiences with direct action techniques in Montgomery helped him to confirm and to further elaborate his thinking.

His philosophy had been influenced by the writings of Henry Th.o.r.eau and Mahatma Gandhi with the result that he developed an ideology of nonviolent resistance. Like Gandhi, King wanted to make clear that nonviolence was not the same as nonresistance. Both maintained that if it should come to a choice between submission and violence, violence was to be preferred. Both stressed that nonviolent resistance was not to be an excuse for cowardice. To the contrary, nonviolent resistance was the way of the strong. It meant the willingness to accept suffering but not the intention to inflict it.

King believed in nonviolent resistance both as a tactic and as a philosophy--both as means and end:

"... the nonviolent approach does something to the hearts and souls of those comitted to it. It gives them new self-respect. It calls up resources of strength and courage that they did not know they had.

Finally, it so stirs the conscience of the opponent that reconciliation becomes a reality."

On the philosophical level, King said that nonviolent resistance was the key to building a new world. Throughout history, man had met violence with violence and hate with hate. He believed that only nonviolence and love could break this eternal cycle of revenge and retaliation. It was his hope that the Negro, through utilizing the philosophy of nonviolent resistance, could help to bring about the birth of a new day. To King, nonviolent resistance implied that the resister must love his enemy: "When we allow the spark of revenge in our souls to flame up in hate toward our enemies, Jesus teaches, 'Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you.'"

To him, love, in the most basic and Christian sense, did not require that the resister had to feel a surge of spontaneous sentiment, but it did mean that he had made a deep and sincere commitment to the other person's best interest. From this point of view, helping to free a racist from the shackles of his own prejudice was construed to be in his best interest and, therefore, a loving act. The Biblical injunction "Love your neighbor as yourself" meant being as concerned for his well-being as for your own.

King believed that, if injustice could be attacked and overcome through a policy of nonviolent resistance, it would then lead to the creation of the "beloved community." This philosophy would become the means of reconciliation and, to put it in religious terms, would be redemptive.

King made it clear that nonviolent resistance was concerned with morality and justice and not merely with obtaining specific goals. When laws, themselves, were unjust, nonviolent resistance could engage in civil disobedience as a means of challenging those laws. Civil disobedience was not to be understood merely as law-breaking. Instead, King said that it was based in a belief in law and also in a belief in the necessity to obey the law. However, when a particular law was grossly unjust, that unjust law itself endangered society's respect for law in general. If the unjust law could not be changed through normal legal channels, deliberate breaking of that specific law might be justified. Because the person engaging in civil disobedience did believe in the value of law, he would break the unjust law openly, and he would willingly accept the consequences for breaking it. He would partic.i.p.ate in law-breaking and accept its penalty as a means of drawing the attention of the community to the immorality of that specific law.

Largely inspired by the successful Montgomery bus boycott, ma.s.s protests and other direct action techniques began to spread rapidly throughout the South and even into the North. King was concerned that those using the technique should fully understand its meaning and value. Otherwise, he feared that it might be used carelessly and thereby distort its moral and redemptive quality. Therefore, King and a number of his supporters formed the Southern Christian Leaders.h.i.+p Conference as an organization to spread these ideas and to provide help to any community which became involved in ma.s.sive, nonviolent resistance protests.

On February 1, 1960, four Negro students from the Agricultural and Technical College in Greensboro, North Carolina, entered a Woolworth's variety store and purchased several items. Then, they sat down at its lunch counter, which served whites only. When they were refused service, they took out their textbooks and began to do their homework. This protest immediately made local news. The next day, they were joined by a large number of fellow students.

In a matter of weeks, student sit-ins were occurring at segregated lunch counters all across the South. College and high school students by the thousands joined the Civil Rights Movement. These students felt the need to form their own organization to mobilize and facilitate the spontaneous demonstrations which were springing up everywhere. This resulted in the formation of the Student Non-Violent Coordinating Comittee. The S.C.L.C.

and S.N.C.C. came to be the leading organizations in the Southern states.

C.O.R.E.--Congress of Racial Equality--carried on the militant side of the struggle in Northern urban centers, and it involved many Northern liberals in crusades to help the movement in the South.

The N.A.A.C.P. tended to be uncomfortable with the new direct action techniques and preferred more traditional lobbying and legal tactics. It did get involved on a ma.s.sive scale in giving legal aid to the thousands of demonstrators who were arrested for various legal infractions such as marching without a parade permit, disturbing the peace, and for trespa.s.sing. To some extent, the N.A.A.C.P. resented the fact that it had to carry the financial burden for the legal actions resulting from these ma.s.s protests, while the other organizations received all the publicity and most of the financial aid inspired by that publicity.

By the time the 1960 Presidential election approached, both political parties had become aware that the racial issue could not be ignored. In several Northern states, Afro-Americans held the balance of power in close elections. Also, by that year, over a million Afro-Americans had become eligible to vote in the Southern states. John F. Kennedy, the Democratic candidate, easily out-maneuvered his Republican opponent, Richard M. Nixon, in the search for Afro-American votes. Kennedy had projected an image of aggressive idealism which captured the imagination of white liberals and of Afro-Americans.

The move which guaranteed the support of most Afro-Americans for Kennedy came in October, a mere three weeks before the election. Martin Luther King, Jr., and several other Negroes had been arrested in Atlanta, Georgia, for staging a sit-in at a department store restaurant. While the others were released, King was sentenced to four months at hard labor.

Kennedy immediately telephoned his sympathy to Mrs. King. Meanwhile, his brother and campaign manager, Robert Kennedy, telephoned the judge who had sentenced him and pleaded for his release. The next day, King was freed. The news was carefully and systematically spread throughout the entire Afro-American community. When Kennedy defeated Nixon in November, Afro-Americans believed that their vote had been the deciding factor in the close victory.

Two months after Kennedy took office, C.O.R.E., under the leaders.h.i.+p of James Farmer, began an intensive campaign, involving "freedom rides."

Scores ind scores of whites and blacks were recruited from Northern cities and sent throughout the South to test the state of desegregation of travel facilities as well as of waiting rooms and restaurants. As the campaign reached a climax, Attorney General Robert Kennedy became annoyed with its intensity. Apparently, he had hoped that the direct actionists would wait for the new Administration to take the lead in Civil Rights.

Instead, they chose to try to make the new Administration live up to the image which it had projected. Kennedy requested a cooling-off period, but the freedom riders would not listen. But when the freedom riders were attacked in Montgomery, Alabama, without receiving adequate local police protection, Kennedy sent six hundred federal marshals to escort them on the rest of their pilgrimage.

The year 1963 was a target date for the Civil Rights Movement. It was the centennial of the Emanc.i.p.ation Proclamation, and the Movement adopted the motto, "free in '63." In the spring, the S.C.L.C. spearheaded a ma.s.sive campaign in Birmingham for desegregation and fair employment.

Marches occurred almost daily. The marchers maintained their nonviolent tactics in the face of many arrests and much intimidation. In May, when the police resorted to the use of dogs and high-pressure water hoses, the nation and the world were shocked, Sympathy demonstrations occurred in dozens of cities all across the country, and expressions of indignation resounded from all around the world. In June, the head of Mississippi's N.A.A.C.P., Medgar Evers, was shot in the back outside his home and killed. Scores of sympathy demonstrations again reverberated throughout the country. Violence in the South was on the increase.

Although President Kennedy had intended to use his executive authority as his main weapon in securing civil rights, the mounting pressure on both sides of the conflict forced him to take more drastic action, and he submitted a Civil Rights Bill to Congress. Opponents of the Bill were particularly perturbed by the section which sought to guarantee the end of discrimination in all kinds of public accommodations--stores, restaurants, hotels, motels, etc. They claimed that this was an invasion of the owners' property rights. It soon became clear that the Bill would be entangled in a gigantic Congressional debate for months. Civil Rights supporters looked for new techniques which would bring added pressure on Congress. Again, the idea of a March on Was.h.i.+ngton was proposed, and this time it was carried through. The demonstration on August 28, 1963, was larger than any previous one in the history of the capital. At least a quarter of a million blacks and whites, from all over America, representing a wide spectrum of religious, labor, and civil rights organizations, flooded into Was.h.i.+ngton.

The occasion was peaceful and orderly. The marchers exuded an aura of interracial love and brotherhood. The emotional impact on the partic.i.p.ants was almost that of a religious pilgrimage. President Kennedy, instead of trying to block the march as demanded by many Congressional leaders, aided it by providing security forces, and he also met Personally with a delegation of its leaders. The high point of the demonstration was Martin Luther King's famous speech:

"Now is the time to make real the promise of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of G.o.d's children.

"Now, I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: 'We hold these truths to be self-evident, that all men are created equal.'

"I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.