instructing, advising, outlining his philosophy and strategies. He was always looking ahead, always planning the next battle, and always believing that right would prevail--with a little help.
Sanchez's contributions were extensive. In 1984, the University of California at Berkeley School of Law honored him with a retrospective of his contributions to laws affecting Mexican Americans. In 1978 the U.S. Office of Education named a "Work Section" in the Horace Mann Learning Center for him and in 1985 named a room in the new U.S. Office of Education Building in his honor. Peter Flawn, president of the University of Texas at the time of Sanchez's death, said, "There is no question but that he was the intellectual leader of the Mexican- American movement in Texas and the Southwest. He was speaking out in the Mexican-American cause long before anyone else was, and is really the father of Mexican-American studies." In a letter to Thurgood Marshall in 1955 Roger Baldwin, chairman of the American Civil Liberties Union, called him the ablest man in the United States on the problem of segregation as applied to Mexican-Americans." 58
The official ideology of the friends of education and their offspring, the progressives, was equal schooling for all. In practice, however, women got less than men; Asian, Hispanic, African, and Native Americans less than whites of European descent; recent immigrants less than those who had arrived earlier; the working class and poor less than their affluent neighbors. Several aspects of scientific school management reinforced inequality: standardized testing and tracking, differentiated curricula, and institutionalized stereotyping.
Thousands of unsung heroes swam against the current to change the prevailing climate in American society. In doing so, they helped diminish the intensity of inequality pervading school systems.
Equity is far from complete in American education. Because of the rich diversity of backgrounds, America has become what one social commentator calls "the first universal nation." Educational achievement in the face of considerable difficulty is one reason. "It is very much in the American interest--commercial, geopolitical, demographic, and ideological--to encourage this tendency toward diversity," writes Ben J. Wattenberg. "We ought to encourage it, even if it itches a little. It's the one big reason America is, and will be, the omni-power." 59