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!
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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)
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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
by
Magali
Puyjarinet Université de Metz
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