Desegregation of schools does not automatically transform them

Hear the words of Robert Kennedy, brother of a slain president and himself a torchbearer of justice: “Desegregation of schools does not automatically transform them into better schools. It is only a step. The larger goal is to see that the education of our youth is not merely desegregated, but that it is excellent. This saying, born in the struggle of America’s civil rights movement, is a call to remember that freedom is not fulfilled by the breaking of chains alone, but by the building of something greater, something worthy of the human spirit.

For desegregation was a mighty step, a righteous act that struck down the walls of separation built by injustice. It was a moment when law declared that black and white children could no longer be kept apart, that all were entitled to share the same schools. Yet Kennedy, wise in his vision, knew that this victory, though historic, was not the end. A school may be opened to all, yet still fail its children if it does not strive for excellence. The mere mingling of bodies does not guarantee the flourishing of minds.

History bears this out. When the Supreme Court of the United States, in Brown v. Board of Education (1954), declared segregation unconstitutional, it opened a door long shut. But what awaited many who stepped through was not immediate equality of opportunity. Schools lacked resources, teachers were under strain, communities resisted change. Kennedy’s words came as a warning: do not confuse the first step with the final destination. Justice demands more than access—it demands quality, dignity, and the pursuit of greatness for every child.

Consider the story of the Freedom Schools in Mississippi during the 1960s. Civil rights workers, knowing that desegregation alone would not erase inequality, created new spaces of learning. In humble churches and community centers, children were taught not only reading and writing, but history and pride in their heritage. These schools did not exist merely to integrate—they existed to uplift. They embody Kennedy’s truth: that the mission of education is not only to break barriers, but to raise the human soul to excellence.

The wisdom of this quote lies in its recognition of the difference between law and life. A law can open a door, but it cannot make what is inside that door strong, vibrant, and worthy. The responsibility falls upon communities, teachers, leaders, and parents to ensure that the education provided is not only equal in access but rich in substance. For to offer all children the same poor schooling is no victory; the true triumph is when every child, regardless of race or background, is given the tools to rise, to think, to dream, and to achieve.

Thus, Kennedy’s words call us beyond complacency. He speaks to the eternal human temptation to rest after the first milestone, to believe the journey is complete when the first battle is won. But the march toward justice is long, and each victory demands another. Desegregation was necessary, but not sufficient. The flame of struggle must be carried forward until excellence itself becomes the inheritance of every child.

Therefore, O listener, take this lesson to heart: do not mistake beginnings for endings. When progress is made, rejoice—but then labor on. In your own life, when you break through a barrier, ask not only, “Am I free?” but also, “Am I flourishing?” In your community, demand not only access to schools, but excellence within them. Support teachers, strengthen institutions, and fight for resources that uplift every child.

For the destiny of a people is shaped not merely by the laws they pass, but by the education they give their young. And as Kennedy declared, equality without excellence is incomplete. Strive, then, not only to open doors, but to build halls of wisdom within them—so that the generations to come may not only stand together, but rise together, toward greatness.