CRESAB - Exercise

                                          American civilization: TEXT STUDY and COMMENTARY

 
by Magali Puyjarinet Université de Metz

Plessy v. Ferguson, 1896

Would you like to try and read extracts from a legal document whose repercussions on US history — more particularly African-American history — have been very far-reaching, the majority opinion in Plessy v. Ferguson? The full text, plus Justice Harlan’s famous dissenting opinion, can be accessed at: 

http://www.bowdoin.edu/~sbodurt2/court/cases/plessy.html

We strongly recommend that you read it in full!

To take up the challenge, you need to have at least basic notions of

(1) US institutions, the federal system of government, the relationships between the national government and the states, and the role played by the courts, especially the US Supreme Court. This is a useful address:

http://lcweb2.loc.gov/const/abt_const.html (the text of the US Constitution is available at http://lcweb2.loc.gov/const/const.html) (2) American history, especially the post-Civil War decades. This brief chronology may be helpful, but so would the information that can be accessed at the Web sites mentioned below.

Nov. 1860: Abraham Lincoln is elected president of the US (he is a Republican, an abolitionist)

http://www.cwpost.liunet.edu/cwis/cwp/library/aaslavry.htm

1860-61: to avoid having to abolish slavery, eleven Southern states secede from the Union: they set up the Confederacy 

http://www.optonline.com/comptons/ceo/01102_A.html

1861: beginning of Civil War (between the Union and the Confederates). It is won by the Union in 1865.

http://www.optonline.com/comptons/ceo/01019_A.html

1865: ratification of the Thirteenth Amendment, abolishing slavery in the whole nation

1868: ratification of the Fourteenth Amendment

http://lcweb2.loc.gov/const/amend.html

1868-75: Reconstruction 

http://odur.let.rug.nl/~usa/H/1990/ch5_p12.htm

1880s-1890s: "Jim Crow" laws are passed by the states in the ex-Confederacy (among them Louisiana)

http://www.nps.gov.malu/documents/jim_crow_laws.htm

For further general information about the period and related issues, see
 

Blum, John M., et al.The National Experience: a History of the United States Since 1865. San Diego: Harcourt Brace Jovanovich, 1985, p. 388-431.
Vincent, Bernard. Histoire des Etats-Unis. Paris : Flammarion, 1997, p. 131-135, & 146-48.
About US institutions : Toinet, Marie-France. Le système politique des Etats-Unis. Paris : PUF, 1987.
Lasser, William. Perspectives on American Government. A Comprehensive Reader. Lexington, MA: Heath and Co., 1996 [1992].
About the Supreme Court: Lerat, Christian. La Cour suprême des Etats-Unis: pouvoirs et évolution historique. Bordeaux : Presses Univ. de Bordeaux, 1989.
Now you should be ready to tackle this primary source!
 
                                       Mr. Justice BROWN delivered the opinion of the Court.  This case turns upon the constitutionality of an act of the general assembly of the state of Louisiana, passed in 1890, providing for separate railway carriages for the white and colored races. Acts 1890, No. 111, p. 152. 

The first section of the statute enacts "that all railway companies carrying passengers in their coaches in this state, shall provide equal but separate accommodations for the white and colored races, by providing two or more passenger coaches for each passenger train, or by dividing the passenger coaches by a partition so as to secure separate accommodations: provided, that this section shall not be construed to apply to street railroads. No person or persons shall be permitted to occupy seats in coaches, other than the ones assigned to them, on account of the race they belong to." [. . .]

The constitutionality of this act is attacked upon the ground that it conflicts both with the Thirteenth Amendment of the Constitution, abolishing slavery, and the Fourteenth Amendment, which prohibits certain restrictive legislation on the part of the states. 

1. That it does not conflict with the Thirteenth Amendment, which abolished slavery and involuntary servitude, except as punishment for crime, is too clear for argument. . . A statute which implies merely a legal distinction between the white and colored races — a distinction which is founded in the color of the two races, and which must always exist so long as white men are distinguished from the other race by color — has no tendency to destroy the legal equality of the two races, or re-establish a state of involuntary servitude… Indeed, we do not understand that the Thirteenth Amendment is strenuously relied upon by the plaintiff in error in this connection.

2. By the Fourteenth Amendment, all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are made citizens of the United States and of the state wherein they reside; and the states are forbidden from making or enforcing any law which shall abridge the privileges or immunities of citizens of the United States, or shall deprive any person of life, liberty, or property without due process of law, or deny to any person within their jurisdiction the equal protection of the laws. [. . .]

The object of the amendment was undoubtedly to enforce the absolute equality of the two races before the law, but, in the nature of things, it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political, equality, or a commingling of the two races upon terms unsatisfactory to either. Laws permitting, and even requiring, their separation, in places where they are liable to be brought into contact, do not necessarily imply the inferiority of either race to the other, and have been generally, if not universally, recognized as within the competency of the state legislatures in the exercise of their police power. The most common instance of this is connected with the establishment of separate schools for white and colored children, which have been held to be a valid exercise of the legislative power even by courts of states where the political rights of the colored race have been longest and most earnestly enforced. 

One of the earliest of these cases is that of [1849] Roberts v. City of Boston, 5 Cush. 198, in which the Supreme Judicial Court of Massachusetts held that the general school committee of Boston had power to make provision for the instruction of colored children in separate schools established exclusively for them, and to prohibit their attendance upon the other schools. . . . It was held that the powers of the committee extended to the establishment of separate schools for children of different ages, sexes and colors, and that they might also establish special schools for poor and neglected children, who have become too old to attend the primary school, and yet have not acquired the rudiments of learning, to enable them to enter the ordinary schools. Similar laws have been enacted by Congress under its general power of legislation over the District of Columbia as well as by the legislatures of many of the states, and have been generally, if not uniformly, sustained by the courts. . . .

It is also suggested by the learned counsel for the plaintiff in error that the same argument that will justify the state legislature in requiring railways to provide separate accommodations for the two races will also authorize them to require separate cars to be provided for people whose hair is of a certain color, or who are aliens, or who belong to certain nationalities, or to enact laws requiring colored people to walk upon one side of the street, and white people upon the other, or requiring white men's houses to be painted white, and colored men's black, or their vehicles or business signs to be of different colors, upon the theory that one side of the street is as good as the other, or that a house or vehicle of one color is as good as one of another color. The reply to all this is that every exercise of the police power must be reasonable, and extend only to such laws as are enacted in good faith for the promotion of the public good, and not for the annoyance or oppression of a particular class. . . . 

So far, then, as a conflict with the Fourteenth Amendment is concerned, the case reduces itself to the question whether the statute of Louisiana is a reasonable regulation, and with respect to this there must necessarily be a large discretion on the part of the legislature. In determining the question of reasonableness, it is at liberty to act with reference to the established usages, customs, and traditions of the people, and with a view to the promotion of their comfort, and the preservation of the public peace and good order. Gauged by this standard, we cannot say that a law which authorizes or even requires the separation of the two races in public conveyances [163 U.S. 537, 551] is unreasonable, or more obnoxious to the Fourteenth Amendment than the acts of Congress requiring separate schools for colored children in the District of Columbia, the constitutionality of which does not seem to have been questioned, or the corresponding acts of state legislatures. 

We consider the underlying fallacy of the plaintiff's argument to consist in the assumption that the enforced separation of the two races stamps the colored race with a badge of inferiority. If this be so, it is not by reason of anything found in the act, but solely because the colored race chooses to put that construction upon it. . . . The argument also assumes that social prejudices may be overcome by legislation, and that equal rights cannot be secured to the Negro except by an enforced commingling of the two races. We cannot accept this proposition. If the two races are to meet upon terms of social equality, it must be the result of natural affinities, a mutual appreciation of each other's merits, and a voluntary consent of individuals. . . . Legislation is powerless to eradicate racial instincts, or to abolish distinctions based upon physical differences, and the attempt to do so can only result in accentuating the difficulties of the present situation. If the civil and political rights of both races be equal, one cannot be inferior to the other civilly [163 U.S. 537, 552] or politically. If one race be inferior to the other socially, the constitution of the United States cannot put them upon the same plane. 

The judgment of the court below is therefore affirmed. 

PLESSY v. FERGUSON, 163 U.S. 537 (1896)

Preliminaries

Answer the following questions, and quote the relevant passages from the text (for the multiple choice questions, one or several suggestions may be right)

(1) Mr Justice Brown was 

(a) the head of the US judicial branch

(b) one of the nine members of the Supreme Court 

(c) the attorney general

(d) a justice of the peace

(2) the "opinion of the Court" is

(a) a personal opinion 

(b) an official account of the Supreme Court’s decision in the case

(c) the Supreme Court’s perception of Mss. Plessy and Ferguson

(3) Find two synonyms for the words "law" or "piece of legislation" in the first two paragraphs.

(4) In British English, Parliament is said to "vote a bill"; in American English, Congress or a state Legislature are said to …… a bill. The bill thus enacted becomes law if signed (into law) by the President (for a federal bill) or the governor (for a state bill).

(5) In the document under study, was the piece of legislation

- enacted by the Congress?

- enacted by a state Legislature? 

(6) The legislation’s chief objective is to ………………

The law provides for ……….

(7) In Plessy v. Ferguson, 

(a) Mr Plessy is the plaintiff

(b) Mr Ferguson is the plaintiff

(8) The issue in this case is to determine whether

(a) Mr Plessy is guilty of an offense

(b) Mr Plessy has abided by a Louisiana law

(c) a Jim Crow law is at variance with the US Constitution

(9) In the US system of government, which institution is assigned the role of making sure that state or federal laws do not conflict with the US Constitution?

(a) Congress

(b) the federal courts

(c) the President

The ultimate referee is the ………………; therefore, in Plessy v. Ferguson, it performed a task called "judicial review," which consists in determining whether a piece of legislation is constitutional or unconstitutional. 

(10) The 5th paragraph summarizes the 14th Amendment to the US Constitution, ratified in 1868; this amendment applies to (is binding on)

(a) the states

(b) the federal government 

(11) This amendment defines US citizenship on the basis of ……..; it affirms the principle of…………, i.e. prohibits discrimination against any citizen for racial reasons.

(12) Justice Brown interprets the 14th Amendment by making a distinction between …………. equality and ………… equality. Which form of equality does the 14th Amendment protect? 

(13) This document proves that in the US separation of people on the basis of race

(a) began after the Civil War

(b) was enforced in the North too

(c) was enforced in Washington, D.C.

(14) In Roberts v. City of Boston, the Supreme Judicial Court of Massachusetts 

(a) permitted racial separation in the schools of Boston

(b) prohibited the Boston general school committee from separating colored children from whites

Justice Brown relies on this case 

(a) because he thinks racial segregation is as legitimate in schools as on trains

(b) because a court is always careful to rely on precedents, i.e. on previous court decisions

(c) to suggest that courts can make errors

(15) Justice Brown 

(a) thinks racial segregation is a reasonable measure which is unlikely to lead to unreasonable side-effects

(b) believes that the Louisiana legislature acted "in good faith for the promotion of the public good" when it enacted the law at issue

(c) does not believe that racial segregation is a tool for oppression

(d) suggests that racial segregation can be justified with reference to tradition and mores

(16) According to Justice Brown, Mr Plessy has taken legal action because 

(a) he is prejudiced against white government

(b) he believes that the segregation system implies that African-Americans are regarded as inferior to whites

(c) he wrongly assumes that laws can solve social problems
 
 
 

For answers, click here.

For a (detailed) commentary outline, click here.
 

 by Magali Puyjarinet Université de Metz