The complaint of Africans ... is not only that they are poor and the whites are rich, but that the laws which are made by the whites are designed to preserve this situation. There are two ways to break out of poverty. The first is by formal education, and the second is by the worker acquiring a greater skill at his work and thus higher wages. As far as Africans are concerned, both these avenues of advancement are deliberately curtailed by legislation.

At the beginning of 1963, nine years after this historic decision, approximately 9 percent of southern Negro students were attending integrated schools. If this pace were maintained, it would be the year 2054 before integration in southern schools would be a reality.

I saw further that the underlying purpose of segregation was to oppress and exploit the segregated, not simply to keep them apart. Even when we asked for justice within the segregation laws, the "powers that be" were not willing to grant it.

Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

Education without social action is a one‐sided value because it has no true power potential. Social action without education is a weak expression of pure energy.

The complete education gives one not only power of concentration but worthy objectives upon which to concentrate.