From the Academy

OF the several questions at law concerning racial integration in public schools, now in the cognizance of the Supreme Court of these United States, perhaps the most interesting may be found in the “Denver case,” Keyes v. School District No. 1, Denver, Colorado. In Denver, three years ago, a federal district court ordered massive “busing” of students to achieve racial “balance.” The case was appealed to the Federal Court of Appeals for the Tenth District, which in part sustained and in part reversed the district court’s ruling. The case then was carried by writ of certiorari to the U.S. Supreme Court, which presumably will act on the question before long.

Does the Fourteenth Amendment require the busing of pupils out of one category of schools (“core schools”) into a second category of public schools (ordinarily suburban schools)? Is busing the best or only way to achieve equality of educational opportunity— and, in fact, does busing achieve anything of the sort? These and related questions, going to the heart of these complex “busing” and “integration” controversies, are involved in the Denver case.

RK

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Russell Kirk

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OF the several questions at law concerning racial integration in public schools, now in the cognizance of the Supreme Court of these United States, perhaps the most interesting may be found in the “Denver case,” Keyes v. School District No. 1, Denver, Colorado. In Denver, three years ago, a federal district court ordered massive “busing” of students to achieve racial “balance.” The case was appealed to the Federal Court of Appeals for the Tenth District, which in part sustained and in part reversed the district court’s ruling. The case then was carried by writ of certiorari to the U.S. Supreme Court, which presumably will act on the question before long.

Does the Fourteenth Amendment require the busing of pupils out of one category of schools (“core schools”) into a second category of public schools (ordinarily suburban schools)? Is busing the best or only way to achieve equality of educational opportunity— and, in fact, does busing achieve anything of the sort? These and related questions, going to the heart of these complex “busing” and “integration” controversies, are involved in the Denver case.