Why did the court choose not to "turn the clock back to 1868^circ when considering the issue of segregation in public schools? The court disagreed with the Plessy v. Ferguson decision on segregation. The court wanted to repeal the Fourteenth Amendment The court recognized that segregation had resulted in inequality in education over time The court determined that past plaintiffs had not been deprived of equal protection. In approaching this problem we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1996, when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout the Nation, Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws. -Brown v. Board of Education. ChiefJustice Earl Warren

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Why did the court choose not to "turn the clock back to 1868^circ when considering the issue of segregation in public schools? The court disagreed with the Plessy v. Ferguson decision on segregation. The court wanted to repeal the Fourteenth Amendment The court recognized that segregation had resulted in inequality in education over time The court determined that past plaintiffs had not been deprived of equal protection. In approaching this problem we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1996, when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout the Nation, Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws. -Brown v. Board of Education. ChiefJustice Earl Warren

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The court chose not to "turn the clock back to 1868" when considering the issue of segregation in public schools because it recognized the need to assess the current state of public education and its role in American life to determine if segregation deprived plaintiffs of equal protection under the laws. This approach aimed to understand the full development of public education and its present significance, rather than solely relying on past decisions or historical contexts.

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