ABSTRACT
I am concerned in this chapter to explore some cultural conditions, both material and psychological, which affect the ability of the law to increase blacks' freedom to obtain an equal education. We have seen limitations affecting suffrage where, despite the removal of political barriers, only about one-half the black adult of Panola registered. Or how even full black mobilization could not elect the most qualified of their race to office. This suggests the general propositions that barriers not totally due to prejudice might limit legal compliance and that as the level of cost to whites increases the effectiveness of law in expanding equality decreases. What is the relevance of these propositions to education in Panola?
