In the South . . . there were a great many outcomes—situations, customs, rules—which were inimical to Negro rights, which violated Negro rights and which were willed outcomes. Intended, planned, desired outcomes. And it was, therefore, possible to seek out those individuals who were willing the outcomes and to coerce them to cease to do so. Now, you come to New York City, with its incomparable expenditures on education; and you find that, in the twelfth grade, Negro students are performing at the sixth grade level in mathematics. Find me the man who wills that outcome. Find the legislator who
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