y take in is much less than the other students take in". . . .(Source 3, Briggs v. Elliott, 1952). This case was what the segregation movement was in dire need of. It showed the effectssegregation had on the school children, which was something that had never been doneprior to this case. The fourth argument on "Separate but Equal" was probably the most dramaticoccurrence in the abomination of this un-constitutional law. Chief Justice Warrensomehow had to establish a base theory that could be used to weigh the complex issue ofseparate but equal in our public school system. Plessy vs Ferguson stated segregatedschools were separate but equal, while all the cases noted by Justice Warren argued thatsegregated schools were not equal, could not be made equal and denied AfricanAmericans equal protection of the laws. His base theory for his ruling was, "We mustconsider public education in the light of its full development and its present place inAmerican life throughout the Nation. Only this way can it be determined if segregation inpublic schools deprives these plaintiffs of the equal protection of the laws"... .(Source 4,Brown v. Board of Education of Topeka, Kansas).One dilemma he faced was applying middle twentieth century standards and societies values to those of nearly seventy-five years earlier. Using his base theory he examined what the full development of education was in 1896 versus what fulldevelopment meant in the mid twentieth century. As a societies technology develops and automation increases the need for education grows. Consider the level of education and strength of studies of a typical high school student today versus one of fifty years ago. A fully developed education in 1896 would not compare or prepare a student for the rigors and complexities of a world seventy five years later.As Justice Warren eludes to in his remarks he talks about education being the cornerstone of local governments, developing good citizen ship, ...
