Quotes About Equality

The education of the Negroes, then, the most important thing in the uplift of the Negroes, is almost entirely in the hands of those who have enslaved them and now segregate them.

This was especially true of the law schools, closed during the wave of legislation against the Negro, at the very time the largest possible number of Negroes needed to know the law for the protection of their civil and political rights. In other words, the thing which the patient needed most to pass the crisis was taken from him that he might more easily die.

HISTORY shows, then, that as a result of these unusual forces in the education of the Negro he easily learns to follow the line of least resistance rather than battle against odds for what real history has shown to be the right course.

We do not show the Negro how to overcome segregation, but we teach him how to accept it as final and just.

It was well understood that if by the teaching of history the white man could be further assured of his superiority and the Negro could be made to feel that he had always been a failure and that the subjection of his will to some other race is necessary the freedman, then, would still be a slave.

and crushes at the same time the spark of genius in the Negro by making him feel that his race does not amount to much and never will measure up to the standards of other peoples. The Negro thus educated is a hopeless liability of the race.

The present system under the control of the whites trains the Negro to be white and at the same time convinces him of the impropriety or the impossibility of his becoming white.

Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro, and in most of the Negro colleges and universities where the Negro is thought of, the race is studied only as a problem or dismissed as of little consequence.

Practically all of the successful Negroes in this country are of the uneducated type or of that of Negroes who have had no formal education at all.

Cooperation implies equality of the participants in the particular task at hand. On the contrary, however, the usual way now is for the whites to work out their plans behind closed doors, have them approved by a few Negroes serving nominally on a board, and then employ a white or mixed staff to carry out their program.

Thus the thoughtless drift backward toward slavery.

While being a good American, he must above all things be a "good Negro"; and to perform this definite function he must learn to stay in a "Negro's place.

Behind closed doors these "friends" say you need to be careful in advancing Negroes to commanding positions unless it can be determined beforehand that they will do what they are told to do. You can never tell when some Negroes will break out and embarrass their "friends." After being advanced to positions of influence some of them have been known to run amuck and advocate social equality or demand for their race the privileges of democracy

This crusade is much more important than the anti-lynching movement, because there would be no lynching if it did not start in the schoolroom. Why not exploit, enslave, or exterminate a class that everybody is taught to regard as inferior?

While serving his country he must serve within a special group. While being a good American, he must above all things be a "good Negro"; and to perform this definite function he must learn to stay in a "Negro's place.

Negro teacher instructing Negro children is in many respects a white teacher thus engaged, for the program in each case is about the same.

Highly educated" Negroes denounce persons who advocate for the Negro a sort of education different in some respects from that now given the white man.

to handicap a student by teaching him that his black face is a curse and that his struggle to change his condition is hopeless is the worst sort of lynching.

One of the strong arguments for slavery was that it brought the Negro into the light of salvation. And yet the Negro today is all but lost.

They do not like to hear such expressions as "Negro literature," "Negro poetry," "African art," or "thinking black"; and, roughly speaking, we must concede that such things do not exist. These things did not figure in the courses which they pursued in school, and why should they? "Aren't we all Americans? Then, whatever is American is as much the heritage of the Negro as of any other group in

If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto.

If you teach the Negro that he has accomplished as much good as any other race he will aspire to equality and justice without regard to race. Such an effort would upset the program of the oppressor in Africa and America. Play up before the Negro, then, his crimes and shortcomings. Let him learn to admire the Hebrew, the Greek, the Latin and the Teuton. Lead the Negro to detest the man of African blood--to hate himself.

We should emphasize not Negro History, but the Negro in history. What we need is not a history of selected races or nations, but the history of the world void of national bias, race hate, and religious prejudice.

The trouble with women umpires is that I couldn't argue with one. I'd put my arms around her and give her a little kiss.