Abstract
The 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 law; for the policies of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority afFects the motivation of the child to learn. Segregation with the sanction of law, therefore, has a tendency to retard the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system.1
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