Equal Educational Opportunities Act: Hearings, Ninety-second Congress, Second Session, on H.R. 13915...
U.S. Government Printing Office, 1972 - Discrimination in education - 1767 pages
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Page 468 - The powers of the legislature are defined and limited; and that those limits may not be mistaken, or forgotten, the constitution is written. To what purpose are powers limited, and to what purpose is that limitation committed to writing, if these limits may, at any time, be passed by those intended to be restrained?
Page 468 - Certainly all those who have framed written Constitutions contemplate them as forming the fundamental and paramount law of the nation, and consequently the theory of every such government must be that an act of the Legislature repugnant to the Constitution is void...
Page 243 - Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn.
Page 445 - The wisest among my race understand that the agitation of questions of social equality is the extremest folly, and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than of artificial forcing.
Page 463 - Nay, take my life and all; pardon not that: You take my house, when you do take the prop That doth sustain my house; you take my life, When you do take the means whereby I live.
Page 485 - When we consider the nature and the theory of our institutions of government, the principles upon which they are supposed to rest, and review the history of their development, we are constrained to conclude that they do not mean to leave room for the play and action of purely personal and arbitrary power.
Page 445 - In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress.
Page 419 - Work; it pleased God to stir up the heart of one Mr. Harvard (a godly Gentleman and a lover of Learning, there living amongst us) to give the one halfe of his Estate (it being in all about ^1700) towards the erecting of a Colledge, and all his Library...
Page 468 - Our government is the potent, the omnipresent teacher. For good or for ill, it teaches the whole people by its example. Crime is contagious. If the government becomes a lawbreaker, it breeds contempt for law ; it invites every man to become a law unto himself; it invites anarchy.