1 00:00:04,559 --> 00:00:08,400 Speaker 1: Coming up on the A Building, HBCUs tended to focus 2 00:00:08,440 --> 00:00:11,840 Speaker 1: as much on moral uplifts. These schools were havens of 3 00:00:11,840 --> 00:00:14,760 Speaker 1: black political conservatism, even as there, of course was a 4 00:00:14,840 --> 00:00:16,560 Speaker 1: legacy of black radicalism. 5 00:00:17,200 --> 00:00:19,040 Speaker 2: And that was part of the reason that I got 6 00:00:19,040 --> 00:00:22,759 Speaker 2: expelled from school my junior year, because when we locked 7 00:00:22,840 --> 00:00:24,440 Speaker 2: up the board of trustees in that building. 8 00:00:24,520 --> 00:00:36,479 Speaker 3: Wait a minute, The A Building, Episode six, The Aftermath. 9 00:00:56,520 --> 00:01:00,360 Speaker 4: The Maroon Tiger is the official student newspaper Morehouse College, 10 00:01:00,800 --> 00:01:04,640 Speaker 4: an HBCU in Atlanta, Georgia. It has served as a 11 00:01:04,680 --> 00:01:09,920 Speaker 4: platform for student journalism, activism, and intellectual discourse for decades. 12 00:01:10,440 --> 00:01:14,280 Speaker 5: The publication dates back to the early twentieth century, evolving 13 00:01:14,319 --> 00:01:17,640 Speaker 5: over the years into a respected source of news, opinions, 14 00:01:17,680 --> 00:01:21,039 Speaker 5: and cultural commentary. It has played a key role in 15 00:01:21,120 --> 00:01:25,040 Speaker 5: shaping student perspectives on social justice, politics, and the black 16 00:01:25,080 --> 00:01:29,400 Speaker 5: experience in America. Many notable Morehouse alumni have contributed to 17 00:01:29,720 --> 00:01:31,319 Speaker 5: or been influenced by the paper. 18 00:01:31,880 --> 00:01:35,480 Speaker 4: Initially founded in eighteen ninety eight as The Athenium, the 19 00:01:35,520 --> 00:01:39,679 Speaker 4: publication served both Morehouse College and Spelman Seminary. By the 20 00:01:39,760 --> 00:01:43,280 Speaker 4: nineteen twenties, it was a joint venture edited by students 21 00:01:43,280 --> 00:01:48,160 Speaker 4: from both institutions. In nineteen twenty five, Morehouse students rebranded 22 00:01:48,160 --> 00:01:51,920 Speaker 4: the newspaper as The Maroon Tiger, focusing more closely on 23 00:01:51,960 --> 00:01:56,200 Speaker 4: the Moorhouse community. In nineteen forty seven, a young undergrad 24 00:01:56,240 --> 00:01:58,680 Speaker 4: Gate wrote a piece for The Maroon Tiger that would 25 00:01:58,720 --> 00:02:02,240 Speaker 4: go far beyond the walls Moorehouse College. The article was 26 00:02:02,280 --> 00:02:08,000 Speaker 4: called The Purpose of Education. The author Martin Luther King Jimior. 27 00:02:09,360 --> 00:02:12,640 Speaker 6: As I engage in the so called bull sessions around 28 00:02:12,639 --> 00:02:15,120 Speaker 6: and about the school, I too often find that most 29 00:02:15,120 --> 00:02:18,440 Speaker 6: college men have a misconception of the purpose of education. 30 00:02:19,080 --> 00:02:21,799 Speaker 6: Most of the brethren think that education should equip them 31 00:02:21,800 --> 00:02:24,919 Speaker 6: with the proper instruments of exploitation, so that they can 32 00:02:24,960 --> 00:02:29,200 Speaker 6: forever trample over the masses. Still others think that education 33 00:02:29,280 --> 00:02:32,040 Speaker 6: should furnish them with noble ends rather than means to 34 00:02:32,120 --> 00:02:35,040 Speaker 6: an end. It seems to me that education has a 35 00:02:35,080 --> 00:02:37,880 Speaker 6: twofold function to perform in the life of a man 36 00:02:38,200 --> 00:02:42,160 Speaker 6: and in society. One is utility and the other is culture. 37 00:02:43,080 --> 00:02:46,360 Speaker 6: Education must enable a man to become more efficient, to achieve, 38 00:02:46,400 --> 00:02:49,720 Speaker 6: with increasing facility, the legitimate goals of his life. 39 00:02:50,160 --> 00:02:53,720 Speaker 4: Here, at only eighteen years old, doctor King speaks with 40 00:02:53,760 --> 00:02:57,360 Speaker 4: the wisdom of a man much older, he speaks about 41 00:02:57,360 --> 00:03:01,560 Speaker 4: the global advantage of education. He wanted Black Americas to 42 00:03:01,600 --> 00:03:05,000 Speaker 4: think about the college experience far beyond the benefits of 43 00:03:05,080 --> 00:03:06,880 Speaker 4: money or prestige. 44 00:03:07,400 --> 00:03:11,440 Speaker 5: Doctor King, even as a college freshman, understood the value 45 00:03:11,440 --> 00:03:14,440 Speaker 5: of knowledge. His article would continue. 46 00:03:15,600 --> 00:03:19,560 Speaker 6: Education must also train one for quick, resolute and effective thinking. 47 00:03:19,960 --> 00:03:23,160 Speaker 6: To think incisively and to think for oneself is very difficult. 48 00:03:23,760 --> 00:03:26,000 Speaker 6: We are prone to let our mental life become invaded 49 00:03:26,040 --> 00:03:30,720 Speaker 6: by legions of half truths, prejudices, and propaganda. At this point, 50 00:03:30,960 --> 00:03:34,240 Speaker 6: I often wonder whether or not education is fulfilling its purpose. 51 00:03:35,080 --> 00:03:37,520 Speaker 6: A great majority of the so called educated people do 52 00:03:37,600 --> 00:03:41,920 Speaker 6: not think logically and scientifically. Even the press, the classroom, 53 00:03:42,000 --> 00:03:44,880 Speaker 6: the platform, and the pulpit in many instances do not 54 00:03:44,960 --> 00:03:49,000 Speaker 6: give us objective and unbiased truths. To save man from 55 00:03:49,040 --> 00:03:51,440 Speaker 6: the morass of propaganda, in my opinion, is one of 56 00:03:51,480 --> 00:03:54,880 Speaker 6: the cheap aims of education. Education must enable one to 57 00:03:54,920 --> 00:03:58,280 Speaker 6: sift in weigh evidence, to discern the true from the false, 58 00:03:58,800 --> 00:04:01,960 Speaker 6: the real from the unreal, and the facts from the fiction. 59 00:04:03,120 --> 00:04:05,600 Speaker 6: The function of education, therefore, is to teach one to 60 00:04:05,640 --> 00:04:09,880 Speaker 6: think intensively and to think critically. That education, which stops 61 00:04:09,920 --> 00:04:13,320 Speaker 6: with efficiency may prove the greatest menace to society. The 62 00:04:13,360 --> 00:04:16,600 Speaker 6: most dangerous criminal may be the man gifted with reason 63 00:04:16,960 --> 00:04:18,320 Speaker 6: but with no morals. 64 00:04:18,640 --> 00:04:21,279 Speaker 4: The most dangerous criminal may be the man gifted with 65 00:04:21,360 --> 00:04:25,200 Speaker 4: reason but with no morals. We hear echoes of these 66 00:04:25,240 --> 00:04:28,000 Speaker 4: words in the letter from a Birmingham jail, and that 67 00:04:28,040 --> 00:04:30,800 Speaker 4: I have a dreamed speech at the March on Washington 68 00:04:31,320 --> 00:04:34,800 Speaker 4: just sixteen years later, Doctor King was speaking about the 69 00:04:34,839 --> 00:04:40,119 Speaker 4: power of education. Doctor King was a Morehouse man. Here's 70 00:04:40,200 --> 00:04:43,679 Speaker 4: more from doctor Lomax, president and CEO of the United 71 00:04:43,800 --> 00:04:46,960 Speaker 4: Ingo College Fund and former president of Dullard University. 72 00:04:47,600 --> 00:04:52,479 Speaker 7: I watched my grandson go from the sidelines of observer 73 00:04:53,400 --> 00:04:57,240 Speaker 7: in his early career at Morehouse to full embrace of 74 00:04:57,279 --> 00:04:59,520 Speaker 7: the notion that he was on a journey to become 75 00:04:59,800 --> 00:05:04,719 Speaker 7: a more house man. And you know, when he had 76 00:05:04,760 --> 00:05:08,520 Speaker 7: that mantle placed on him, he was not going to 77 00:05:08,560 --> 00:05:11,279 Speaker 7: do anything, nor were his classmates going to do anything 78 00:05:11,720 --> 00:05:15,720 Speaker 7: to diminish the power and significance of that moment. One 79 00:05:15,760 --> 00:05:17,640 Speaker 7: of the things that I think is so powerful about 80 00:05:17,680 --> 00:05:20,840 Speaker 7: Black colleges is, yes, they are places where you get 81 00:05:20,880 --> 00:05:24,760 Speaker 7: certifications and credentials and you get a diploma, but what 82 00:05:24,800 --> 00:05:28,640 Speaker 7: you also do is you you begin to understand what 83 00:05:28,960 --> 00:05:32,000 Speaker 7: is your place in the world, and your place in 84 00:05:32,040 --> 00:05:35,919 Speaker 7: the world is in many ways defined by that institution 85 00:05:36,200 --> 00:05:39,719 Speaker 7: that is giving you those certifications and diplomas. So it's 86 00:05:39,720 --> 00:05:43,520 Speaker 7: a richer and fuller experience than I think some people 87 00:05:43,560 --> 00:05:45,760 Speaker 7: have who just think of college as a place where. 88 00:05:45,560 --> 00:05:49,360 Speaker 5: You get the approval that will get you a job someplace. 89 00:05:49,440 --> 00:05:53,400 Speaker 7: This is this is really education for life and for 90 00:05:53,480 --> 00:05:56,640 Speaker 7: how you live your life, and not just education for 91 00:05:56,680 --> 00:05:57,160 Speaker 7: a career. 92 00:05:58,080 --> 00:06:00,960 Speaker 5: However, after the locke in the punishments came down hard 93 00:06:01,000 --> 00:06:04,599 Speaker 5: and swift. Several students were expelled or placed on probation. 94 00:06:05,320 --> 00:06:08,159 Speaker 5: Many of the seniors who participated that day were not 95 00:06:08,320 --> 00:06:12,840 Speaker 5: allowed to participate in commencement ceremonies. The idea of resistance 96 00:06:12,920 --> 00:06:16,240 Speaker 5: that was so important to being a morehouseman was suddenly 97 00:06:16,320 --> 00:06:18,480 Speaker 5: weaponized against the students. 98 00:06:18,880 --> 00:06:21,560 Speaker 4: To be young, gifted, and black in the late sixties 99 00:06:21,640 --> 00:06:25,640 Speaker 4: carried a certain responsibility. If you were fortunate enough to 100 00:06:25,680 --> 00:06:29,800 Speaker 4: go to a school at Morehouse, expectations were high, and 101 00:06:29,839 --> 00:06:34,240 Speaker 4: the expectations were high from your family, The expectations were 102 00:06:34,279 --> 00:06:38,760 Speaker 4: high from your community. Therefore, the idea of using an 103 00:06:38,760 --> 00:06:43,240 Speaker 4: opportunity for resistance was downright and practical. So the irony 104 00:06:43,279 --> 00:06:47,120 Speaker 4: of receiving an education of resistance while being taught to 105 00:06:47,160 --> 00:06:50,679 Speaker 4: conform at the same time was truly at the heart 106 00:06:50,760 --> 00:06:55,000 Speaker 4: of this lock in. Two worlds, A generation and pedagogy 107 00:06:55,080 --> 00:06:55,839 Speaker 4: were colliding. 108 00:06:56,440 --> 00:06:58,520 Speaker 5: Leading up to the lock in in nineteen sixty eight, 109 00:06:58,839 --> 00:07:03,320 Speaker 5: the articles of the Maroon's Tiger grew angrier and more militant. 110 00:07:03,320 --> 00:07:06,120 Speaker 5: For lack of a better word, the student population was 111 00:07:06,160 --> 00:07:08,760 Speaker 5: frustrated with the middle of the world political stance of 112 00:07:08,839 --> 00:07:11,720 Speaker 5: Morehouse College. They want to be at the center of 113 00:07:11,720 --> 00:07:15,720 Speaker 5: the black intellectual landscape. This was the perfect opportunity for 114 00:07:15,800 --> 00:07:20,400 Speaker 5: morehousemen to step forward. They did so and were punished 115 00:07:20,440 --> 00:07:20,840 Speaker 5: for it. 116 00:07:21,520 --> 00:07:25,800 Speaker 4: King's words on education connecting multi generation on diaspora through 117 00:07:25,800 --> 00:07:31,360 Speaker 4: the Black experience in America. Education historically has been directly 118 00:07:31,440 --> 00:07:36,960 Speaker 4: connected to the most brutal forms of institutionalized racism. During slavery, 119 00:07:37,360 --> 00:07:40,440 Speaker 4: it was a capital offense for a slave to know 120 00:07:40,520 --> 00:07:41,440 Speaker 4: how to read. 121 00:07:41,520 --> 00:07:44,880 Speaker 5: The gift of reading was far too powerful for anyone 122 00:07:44,920 --> 00:07:50,440 Speaker 5: whose sole purpose was servitude. Abolitionist Frederick Douglas connected his 123 00:07:50,560 --> 00:07:55,120 Speaker 5: freedom to his mental liberation far before his physical liberation. 124 00:07:56,160 --> 00:08:00,680 Speaker 5: Douglas writes in his groundbreaking autobiography narrative of the life 125 00:08:00,760 --> 00:08:05,280 Speaker 5: of Frederick Douglas, an American slave, written by himself. It 126 00:08:05,360 --> 00:08:09,440 Speaker 5: was critical for the publisher to highlight that Douglas wrote 127 00:08:09,440 --> 00:08:14,000 Speaker 5: the book himself, as most slave narratives were dictated to 128 00:08:14,160 --> 00:08:15,080 Speaker 5: white authors. 129 00:08:16,080 --> 00:08:16,640 Speaker 8: The more I. 130 00:08:16,640 --> 00:08:19,679 Speaker 6: Read, the more I was led to abhor and detest 131 00:08:19,760 --> 00:08:22,480 Speaker 6: my enslavers. I could regard them and no other life 132 00:08:22,520 --> 00:08:25,160 Speaker 6: than a band of successful robbers who left their homes 133 00:08:25,200 --> 00:08:27,760 Speaker 6: and gone to Africa, and stolen us from our homes, 134 00:08:28,000 --> 00:08:31,560 Speaker 6: and in a strange land, reduced us to slavery. I 135 00:08:31,800 --> 00:08:34,200 Speaker 6: loathed them as being the meanest as well as the 136 00:08:34,200 --> 00:08:37,600 Speaker 6: most wicked of men. That this very discontentment which Master 137 00:08:37,720 --> 00:08:40,080 Speaker 6: Hugh had predicted would follow my learning to read, had 138 00:08:40,120 --> 00:08:44,160 Speaker 6: already come to torment and sting my soul to unutterable anguish. 139 00:08:44,480 --> 00:08:47,000 Speaker 6: As I writhed under it, I would at times feel 140 00:08:47,040 --> 00:08:49,240 Speaker 6: that learning to read had been a curse rather than 141 00:08:49,240 --> 00:08:51,600 Speaker 6: a blessing. It had given me a view of my 142 00:08:51,640 --> 00:08:55,160 Speaker 6: wretched condition without the remedy. It opened my eyes to 143 00:08:55,200 --> 00:08:57,839 Speaker 6: the horrible pit, but to no latter upon which to 144 00:08:57,880 --> 00:09:01,360 Speaker 6: get out. In moments of agony, I envied my fellow 145 00:09:01,360 --> 00:09:05,800 Speaker 6: slaves for their stupidity. I have often wished myself a beast. 146 00:09:06,559 --> 00:09:09,000 Speaker 6: I preferred the condition of the meanest reptile to my 147 00:09:09,080 --> 00:09:11,680 Speaker 6: own anything, no matter what, to get rid of thinking. 148 00:09:11,880 --> 00:09:15,240 Speaker 6: It was this everlasting thinking of my condition that tormented me. 149 00:09:15,520 --> 00:09:17,880 Speaker 6: There was no getting rid of it. It was pressed 150 00:09:17,960 --> 00:09:21,240 Speaker 6: upon me by every object within sight or hearing, animate 151 00:09:21,320 --> 00:09:24,600 Speaker 6: or inanimate. The silver trump of freedom had roused my 152 00:09:24,720 --> 00:09:28,920 Speaker 6: soul to eternal wakefulness. Freedom now appeared to disappear no 153 00:09:29,040 --> 00:09:31,600 Speaker 6: more forever. It was heard in every sound and seen 154 00:09:31,720 --> 00:09:34,320 Speaker 6: in everything. It was ever present to torment me with 155 00:09:34,360 --> 00:09:37,800 Speaker 6: a sense of wretched condition. I saw nothing without seeing it, 156 00:09:37,920 --> 00:09:40,680 Speaker 6: I heard nothing without hearing it, and felt nothing without 157 00:09:40,679 --> 00:09:44,120 Speaker 6: feeling it. It looked from every star, it smiled in 158 00:09:44,200 --> 00:09:49,599 Speaker 6: every calm, breathed in every wind, and moved in every storm. 159 00:09:49,920 --> 00:09:53,080 Speaker 4: For Frederick Douglas, reading would provide him with the tools 160 00:09:53,120 --> 00:09:57,200 Speaker 4: to understand the true evil of slavery. An effective slave 161 00:09:57,600 --> 00:10:01,760 Speaker 4: has no critical thinking skills, no basis to understand the 162 00:10:01,800 --> 00:10:06,040 Speaker 4: depth of the evil. King starts on education echo this idea. 163 00:10:06,720 --> 00:10:11,160 Speaker 4: For racism to truly take an effective shape, the disenfranchised 164 00:10:11,240 --> 00:10:14,800 Speaker 4: must feel like they deserve it. These ideas were beaten 165 00:10:14,840 --> 00:10:16,080 Speaker 4: into American slaves. 166 00:10:16,920 --> 00:10:23,000 Speaker 5: Education is the first step in any resistance movement. Douglas continues, I. 167 00:10:22,880 --> 00:10:25,720 Speaker 6: Have often been utterly astonished since I came to the 168 00:10:25,760 --> 00:10:28,240 Speaker 6: North to find persons who could speak of singing among 169 00:10:28,320 --> 00:10:32,480 Speaker 6: slaves as evidence of their contentment and happiness. It is 170 00:10:32,520 --> 00:10:36,280 Speaker 6: impossible to conceive of a greater mistake. Slaves sing most 171 00:10:36,280 --> 00:10:39,240 Speaker 6: when they are most unhappy. The songs of the slave 172 00:10:39,600 --> 00:10:42,720 Speaker 6: represent the sorrows of his heart, and he is relieved 173 00:10:42,800 --> 00:10:45,760 Speaker 6: by them only as an aching heart is relieved by 174 00:10:45,760 --> 00:10:49,960 Speaker 6: its tears. At least, such as my experience, I have 175 00:10:50,080 --> 00:10:53,520 Speaker 6: often sung to drown my sorrow, but seldom to express 176 00:10:53,559 --> 00:10:57,160 Speaker 6: my happiness. Crying for joy and singing for joy were 177 00:10:57,200 --> 00:10:59,640 Speaker 6: alike uncommon to me. While in the jaws of slavery, 178 00:10:59,800 --> 00:11:02,360 Speaker 6: the singing of a man cast away upon a desolate 179 00:11:02,400 --> 00:11:05,480 Speaker 6: island might be as appropriately considered as evidence of contentment 180 00:11:05,520 --> 00:11:08,760 Speaker 6: and happiness as the singing of a slave. The songs 181 00:11:08,800 --> 00:11:11,559 Speaker 6: of the one and of the other are prompted by 182 00:11:11,559 --> 00:11:13,000 Speaker 6: the same emotion. 183 00:11:20,520 --> 00:11:21,880 Speaker 5: Welcome back to the a building. 184 00:11:22,280 --> 00:11:27,600 Speaker 4: The oral tradition of education of blackness runs a generational 185 00:11:27,679 --> 00:11:33,200 Speaker 4: line of progress. This progress requires forward motion and history. 186 00:11:33,320 --> 00:11:38,320 Speaker 5: Lessons on inside the Actors Studio. Morehouse alum Samuel L. 187 00:11:38,440 --> 00:11:41,719 Speaker 5: Jackson talks about his educational path to Morehouse. 188 00:11:42,920 --> 00:11:46,240 Speaker 4: What high school did you go to? Riverside High? 189 00:11:46,280 --> 00:11:48,640 Speaker 2: It was a very nurturing kind of school. 190 00:11:48,880 --> 00:11:50,880 Speaker 4: We had minor violence. Where did you decide to go 191 00:11:50,920 --> 00:11:53,760 Speaker 4: to college? I ended up at Morehouse College. What was 192 00:11:53,800 --> 00:11:54,280 Speaker 4: your major? 193 00:11:54,920 --> 00:11:56,839 Speaker 2: I went to school as a marine biology major. 194 00:11:57,720 --> 00:11:59,360 Speaker 4: And did you change your major? 195 00:12:00,400 --> 00:12:05,480 Speaker 2: I was taking a public speaking class and Mr Guthrie 196 00:12:05,760 --> 00:12:08,040 Speaker 2: or Doctor Guthrie, was doing a production of Three Penny 197 00:12:08,080 --> 00:12:12,240 Speaker 2: Opera and didn't have enough guys the audition, and he 198 00:12:12,320 --> 00:12:17,240 Speaker 2: offered us extra credit for doing the play. And I 199 00:12:17,280 --> 00:12:20,880 Speaker 2: went to the audition that night and they were doing 200 00:12:20,920 --> 00:12:23,080 Speaker 2: a photo session that night and all these girls sitting 201 00:12:23,080 --> 00:12:28,600 Speaker 2: around in like garter belts and and bustier's and I 202 00:12:28,640 --> 00:12:30,800 Speaker 2: was like, this is not gonna this is all right. 203 00:12:31,000 --> 00:12:36,160 Speaker 4: Yeah. During this conversation, he speaks about the disconnect between 204 00:12:36,160 --> 00:12:39,079 Speaker 4: the educated classes was in the black community in a 205 00:12:39,120 --> 00:12:41,720 Speaker 4: way that only Sam Jackson can well. 206 00:12:41,800 --> 00:12:47,920 Speaker 2: Morehouses sort of an elitist school in a way. The 207 00:12:47,960 --> 00:12:50,079 Speaker 2: first thing I did when I got there, as soon 208 00:12:50,080 --> 00:12:52,200 Speaker 2: as my mom dropped me off and left, I saw 209 00:12:52,200 --> 00:12:54,120 Speaker 2: a basketball court. When I was on my way down 210 00:12:54,280 --> 00:12:56,840 Speaker 2: to the campus. I actually went up the street and 211 00:12:57,040 --> 00:12:59,520 Speaker 2: used my fake ID. I bought a quarter beer. I 212 00:12:59,559 --> 00:13:02,040 Speaker 2: went over to the basketball court and I started playing 213 00:13:02,080 --> 00:13:05,320 Speaker 2: ball with these guys. And I played ball with him, 214 00:13:05,480 --> 00:13:08,960 Speaker 2: and I hung out with him and robbed Morehouse students 215 00:13:08,960 --> 00:13:14,440 Speaker 2: with him for about two semesters. And that was part 216 00:13:14,440 --> 00:13:16,520 Speaker 2: of the reason that I got expelled from school my 217 00:13:16,600 --> 00:13:19,800 Speaker 2: junior year, because when we locked up the board of 218 00:13:19,800 --> 00:13:24,199 Speaker 2: trustees in that building, wait a minute. 219 00:13:25,880 --> 00:13:29,480 Speaker 4: Like many African Americans with the opportunity to attend college, 220 00:13:29,960 --> 00:13:34,800 Speaker 4: Sam felt conflicted or perhaps isolated by the large institutional 221 00:13:34,880 --> 00:13:38,480 Speaker 4: walls of higher education. As a young man, he felt 222 00:13:38,520 --> 00:13:42,360 Speaker 4: more comfortable in the local barbershops than the Atlanta projects. 223 00:13:42,760 --> 00:13:47,160 Speaker 4: This was an easier transition than the educational expectations of Morehouse. 224 00:13:47,559 --> 00:13:50,280 Speaker 5: The tension can be traced to the growing educated class 225 00:13:50,320 --> 00:13:53,400 Speaker 5: in the black community and the enhanced poverty in urban 226 00:13:53,440 --> 00:13:57,120 Speaker 5: centers around the country. These cities would burn to the 227 00:13:57,120 --> 00:14:00,360 Speaker 5: ground after the death of Martin Luther King junior. We 228 00:14:00,400 --> 00:14:03,600 Speaker 5: would see similar unrest after the murder of George Floyd 229 00:14:03,880 --> 00:14:04,880 Speaker 5: in twenty twenty. 230 00:14:05,520 --> 00:14:08,120 Speaker 4: Before writing his best selling book How to Be an 231 00:14:08,160 --> 00:14:13,280 Speaker 4: Anti Racist Doctor, Ebram x Kindy spoke about campus activism 232 00:14:13,520 --> 00:14:15,960 Speaker 4: on black campuses in the nineteen sixties. 233 00:14:16,320 --> 00:14:20,040 Speaker 1: At historically white colleges before the Black Campus movement, practically 234 00:14:20,080 --> 00:14:23,680 Speaker 1: all of the professors, administrators, and staff were white. The 235 00:14:23,800 --> 00:14:27,920 Speaker 1: coursework covered Europeans and white Americans, and racist traditions were 236 00:14:27,920 --> 00:14:32,680 Speaker 1: innumerable across the nation. At black colleges or HBCUs, even 237 00:14:32,680 --> 00:14:35,840 Speaker 1: though practically all of the students were black, these schools 238 00:14:36,040 --> 00:14:40,440 Speaker 1: encouraged their students through their curricula, policies, and programs to 239 00:14:40,560 --> 00:14:44,960 Speaker 1: assimilate or accommodate to the politics, culture, and values of 240 00:14:45,000 --> 00:14:48,880 Speaker 1: white America. Until the nineteen twenties, most of the HBCU 241 00:14:48,960 --> 00:14:52,800 Speaker 1: presidents were white. Until the nineteen sixties, most of the 242 00:14:52,840 --> 00:14:57,440 Speaker 1: trustees at black colleges were white. Black cultural and political 243 00:14:57,560 --> 00:15:02,160 Speaker 1: nationalism was usually sunned and habitually dumped on the edges 244 00:15:02,200 --> 00:15:05,960 Speaker 1: of these campuses. They were rarely courses on the black experience. 245 00:15:05,960 --> 00:15:10,280 Speaker 1: As I stated earlier, the administrative paternalism toward the students 246 00:15:10,440 --> 00:15:16,520 Speaker 1: was overwhelming and intoxicating. Non academic rules were innumerable. Hpcus 247 00:15:16,680 --> 00:15:20,360 Speaker 1: tended to focus as much on moral uplifts due to 248 00:15:20,440 --> 00:15:24,040 Speaker 1: the perceived low moral acumen of blacks, as they did 249 00:15:24,120 --> 00:15:29,200 Speaker 1: on intellectual development. These schools were havens of black political conservatism, 250 00:15:29,640 --> 00:15:32,840 Speaker 1: even as there, of course was a legacy of black radicalism. 251 00:15:33,360 --> 00:15:36,240 Speaker 1: At the beginning of the twentieth century, WB the Boys, 252 00:15:36,640 --> 00:15:41,040 Speaker 1: the nation's leading black academic, called on college educlated blacks, 253 00:15:41,400 --> 00:15:44,800 Speaker 1: whom he called the talent attempt to lead Black America. 254 00:15:45,480 --> 00:15:49,080 Speaker 1: It was a daunting charge for people rising out of 255 00:15:49,120 --> 00:15:51,960 Speaker 1: one of the most politically and culturally conformist meleeus in 256 00:15:52,000 --> 00:15:55,280 Speaker 1: American society at the time. Before du Bois passed away 257 00:15:55,320 --> 00:15:58,080 Speaker 1: on the eve of the March from Washington in nineteen 258 00:15:58,120 --> 00:16:02,480 Speaker 1: sixty three, multiple decades of studying these college students had 259 00:16:02,520 --> 00:16:05,720 Speaker 1: caused him to note that they were simply only interested 260 00:16:05,920 --> 00:16:09,880 Speaker 1: in leading themselves. He said, and I quote, they proposed 261 00:16:09,920 --> 00:16:12,560 Speaker 1: to make money and spend it as they please. 262 00:16:13,400 --> 00:16:17,520 Speaker 4: This last comment is critical to this discussion. W. E. B. 263 00:16:17,680 --> 00:16:20,120 Speaker 4: Du Bois, whom may be considered to be the godfather 264 00:16:20,240 --> 00:16:24,400 Speaker 4: of Black American academics, was disappointed with the educated African 265 00:16:24,400 --> 00:16:27,400 Speaker 4: American class at the end of his life. In his mind, 266 00:16:27,720 --> 00:16:30,280 Speaker 4: they pursued education only for commerce. 267 00:16:30,600 --> 00:16:33,920 Speaker 5: We speak to professor of philosophy at Morehouse College, doctor 268 00:16:33,920 --> 00:16:35,400 Speaker 5: Elia Davis, just. 269 00:16:35,360 --> 00:16:38,440 Speaker 9: The year of nineteen sixty nine articles from the Maroon Tiger. 270 00:16:39,080 --> 00:16:43,479 Speaker 9: Their critiques, more often than not, are about the administration 271 00:16:43,880 --> 00:16:46,800 Speaker 9: and how they believe the administration to be culpable in 272 00:16:46,880 --> 00:16:51,240 Speaker 9: creating a certain type of morehouse graduate buying into the system, 273 00:16:51,760 --> 00:16:53,680 Speaker 9: quailing certain radical views. 274 00:16:54,040 --> 00:16:57,000 Speaker 4: And this is represented by a Gloucester Yes. 275 00:16:56,920 --> 00:17:00,720 Speaker 9: Because he's president. Yeah, he's president. Yeah, time he's president. 276 00:17:00,760 --> 00:17:03,680 Speaker 9: So in nineteen sixty nine is directly at him. He's 277 00:17:03,720 --> 00:17:06,520 Speaker 9: the president. And some deans, you know, dean of students 278 00:17:06,520 --> 00:17:08,600 Speaker 9: here and their academic dean they bring up every now 279 00:17:08,600 --> 00:17:13,000 Speaker 9: and again, but he's the administration. Article after article they're 280 00:17:13,040 --> 00:17:16,080 Speaker 9: constantly saying, like I told you before. One article, the 281 00:17:16,119 --> 00:17:18,679 Speaker 9: guy says, I don't know who I am. You know, 282 00:17:18,760 --> 00:17:20,719 Speaker 9: I wake him in the morning, I look in the mirror, 283 00:17:21,880 --> 00:17:24,399 Speaker 9: or he'll talk about his classes. He says, I go 284 00:17:24,440 --> 00:17:28,840 Speaker 9: to class. Some of these professors are so idealistic. They're 285 00:17:28,840 --> 00:17:32,000 Speaker 9: trying to make us idealistic, but they fail to understand 286 00:17:32,200 --> 00:17:33,480 Speaker 9: the radical nature of. 287 00:17:33,400 --> 00:17:34,120 Speaker 4: Being in the US. 288 00:17:34,400 --> 00:17:36,720 Speaker 9: They go on and on about being radical. You're not 289 00:17:36,880 --> 00:17:41,440 Speaker 9: radical enough. You're trying to make me complacent. YadA, YadA, YadA. 290 00:17:41,760 --> 00:17:42,280 Speaker 1: It's interesting. 291 00:17:42,320 --> 00:17:44,720 Speaker 9: At the end of the article, He then says, well, 292 00:17:44,760 --> 00:17:46,720 Speaker 9: I'm not trying to indict more House. It's still a 293 00:17:47,040 --> 00:17:49,679 Speaker 9: good education, but these other things are problematic. 294 00:17:50,480 --> 00:17:55,280 Speaker 5: This idea makes King's purpose of education article even more impactful. 295 00:17:56,200 --> 00:17:59,520 Speaker 5: Doctor King was no stranger to higher education. He was 296 00:17:59,520 --> 00:18:03,840 Speaker 5: a third generation Morehouse man. His father and grandfather had 297 00:18:03,880 --> 00:18:08,439 Speaker 5: both been educated on the legendary campus. Despite that, Doctor 298 00:18:08,520 --> 00:18:12,800 Speaker 5: King had a populous attitude towards education. He wanted the 299 00:18:12,840 --> 00:18:17,640 Speaker 5: space of HBCUs to nurture the minds of the educated class, 300 00:18:17,960 --> 00:18:19,280 Speaker 5: and not just the wallets. 301 00:18:20,080 --> 00:18:23,240 Speaker 4: These ideas came to a collision in the nineteen sixties at. 302 00:18:23,160 --> 00:18:32,159 Speaker 5: Morehouse Welcome Back to the A Building. 303 00:18:32,760 --> 00:18:36,080 Speaker 4: The primary tension between doctor King and Malcolm X was 304 00:18:36,119 --> 00:18:39,560 Speaker 4: based on class. Malcolm was also the son of a preacher, 305 00:18:40,080 --> 00:18:42,800 Speaker 4: but his father was murdered when he was a child 306 00:18:43,040 --> 00:18:45,960 Speaker 4: and his mother was committed to a state on mental institution. 307 00:18:46,880 --> 00:18:49,240 Speaker 4: He grew up on the streets and ended up in prison. 308 00:18:49,880 --> 00:18:52,360 Speaker 4: The Nation of Islam helped him try his life around. 309 00:18:53,040 --> 00:18:56,919 Speaker 4: He was an autodidactic student who read hundreds of books 310 00:18:56,960 --> 00:19:00,680 Speaker 4: behind bars. Once he left prison, he worked for the 311 00:19:00,800 --> 00:19:04,800 Speaker 4: Nation in grassroots recruitment efforts for young men on the streets. 312 00:19:04,800 --> 00:19:05,480 Speaker 4: Of Harlem. 313 00:19:05,720 --> 00:19:09,280 Speaker 5: By contrast, doctor King, also the son of a preacher, 314 00:19:09,840 --> 00:19:13,080 Speaker 5: was a gifted orator. An educated man, he grew up 315 00:19:13,119 --> 00:19:16,720 Speaker 5: in a stable home and family. His middle class values 316 00:19:16,760 --> 00:19:20,119 Speaker 5: were evident in his preaching and his approach to civil rights. 317 00:19:20,640 --> 00:19:24,040 Speaker 5: In a cruel irony, both men would end up giving 318 00:19:24,119 --> 00:19:27,120 Speaker 5: up their lives to the civil rights movement at thirty 319 00:19:27,240 --> 00:19:28,040 Speaker 5: nine years old. 320 00:19:28,400 --> 00:19:31,399 Speaker 4: For the lock in. The students wanted to find ways 321 00:19:31,440 --> 00:19:35,680 Speaker 4: to remove the arbitrary barriers of education. One Spelman educator 322 00:19:35,760 --> 00:19:38,240 Speaker 4: played a key role in the locke in at Morehouse. 323 00:19:38,520 --> 00:19:42,600 Speaker 4: He heard his name before, doctor Abdul Kalimat when our 324 00:19:42,640 --> 00:19:45,080 Speaker 4: research began. I saw a picture of him during the 325 00:19:45,119 --> 00:19:48,119 Speaker 4: locke in standing on a balcony holding a megaphone, and 326 00:19:48,160 --> 00:19:51,040 Speaker 4: I thought to myself, we have to speak to this man. 327 00:19:51,560 --> 00:19:55,080 Speaker 4: Here is social activist doctor Abdul Kalamat talking to Hans 328 00:19:55,080 --> 00:19:58,000 Speaker 4: and myself about his role as a negotiator between the 329 00:19:58,000 --> 00:20:02,000 Speaker 4: board and the students, along with Warmer Spellman, educator Ab Spellman. 330 00:20:02,520 --> 00:20:07,080 Speaker 8: I remember that Ab and I were in constant communication. 331 00:20:07,400 --> 00:20:10,880 Speaker 8: He was in the room as well, and tea boy 332 00:20:11,040 --> 00:20:14,560 Speaker 8: Arthur Ross, Diana Ross's brother was there. 333 00:20:15,119 --> 00:20:18,240 Speaker 4: Was he a student and more rest of the time. Okay, okay, 334 00:20:18,600 --> 00:20:20,520 Speaker 4: and was involved in the lock in. 335 00:20:21,119 --> 00:20:25,400 Speaker 8: Yeah, he was an activist, but he didn't he wasn't 336 00:20:25,440 --> 00:20:29,159 Speaker 8: really militant until he had visited a relative in I 337 00:20:29,160 --> 00:20:32,320 Speaker 8: think it was Birmingham. He had a confrontation and the 338 00:20:32,359 --> 00:20:34,920 Speaker 8: police knocked her down or something, but he came back 339 00:20:35,240 --> 00:20:38,800 Speaker 8: you know, black power, you know, that was on his lips. 340 00:20:39,440 --> 00:20:45,040 Speaker 8: There was this transformation. The board meeting was in Hardness Hall, 341 00:20:45,119 --> 00:20:48,600 Speaker 8: in this conference room, they were feeling very superior. Well, 342 00:20:48,880 --> 00:20:50,920 Speaker 8: what is it that you all have to say? And 343 00:20:51,240 --> 00:20:54,399 Speaker 8: that's when we started talking about our view that the 344 00:20:54,480 --> 00:20:59,800 Speaker 8: university should be consolidated as a university and developed, and 345 00:21:00,080 --> 00:21:04,520 Speaker 8: that the black community should have more assertive control over 346 00:21:04,560 --> 00:21:07,480 Speaker 8: what was happening there. So there were really two points. 347 00:21:07,760 --> 00:21:10,720 Speaker 8: The lack of empathy with what we were trying to do. 348 00:21:11,000 --> 00:21:14,119 Speaker 8: We were really feeling our energy, you know, and so 349 00:21:14,200 --> 00:21:19,680 Speaker 8: we were very assertive about our views. The Morehouse students 350 00:21:19,800 --> 00:21:23,399 Speaker 8: were gathering outside that moment, that picture that was in 351 00:21:23,520 --> 00:21:26,720 Speaker 8: Ebony I think or wherever it was. When I was 352 00:21:26,760 --> 00:21:30,600 Speaker 8: speaking to the Morehouse students that had gathered, basically the 353 00:21:30,640 --> 00:21:34,359 Speaker 8: orientation was they had to liberate their president. Marrill Merrill 354 00:21:34,440 --> 00:21:37,679 Speaker 8: Lynch was there, and of course we took that as 355 00:21:37,680 --> 00:21:40,639 Speaker 8: an opportunity to confront power, you know, and you know, 356 00:21:40,680 --> 00:21:42,520 Speaker 8: what right do you have to be here, you know 357 00:21:43,119 --> 00:21:47,600 Speaker 8: over us. We were confronting him with what we thought 358 00:21:47,800 --> 00:21:52,320 Speaker 8: was the alternative future, alternative beyond him, you know, and 359 00:21:52,359 --> 00:21:55,159 Speaker 8: that has, you know, its strengths and its weaknesses, and 360 00:21:55,200 --> 00:21:59,560 Speaker 8: it's gains and its losses. So there was a social 361 00:21:59,600 --> 00:22:03,000 Speaker 8: gathering of the sort of black middle class and I 362 00:22:03,119 --> 00:22:06,800 Speaker 8: was invited, and they had arranged at this social occasion 363 00:22:07,400 --> 00:22:09,200 Speaker 8: for me to have a sit down with Gloucester. 364 00:22:09,760 --> 00:22:12,480 Speaker 4: This is before or after the after after, okay. 365 00:22:12,560 --> 00:22:15,399 Speaker 8: So we sat down and had a conversation that was 366 00:22:15,520 --> 00:22:20,280 Speaker 8: closer to this understanding that what his position was, what 367 00:22:20,400 --> 00:22:23,719 Speaker 8: my position was, in a non confrontational way, and we 368 00:22:23,720 --> 00:22:26,119 Speaker 8: were both sitting down having a cocktail, you know, and 369 00:22:26,160 --> 00:22:27,800 Speaker 8: having a just sitting off to the side. 370 00:22:27,840 --> 00:22:28,639 Speaker 5: They had arranged it. 371 00:22:29,000 --> 00:22:31,639 Speaker 8: In other words, a black middle class had that double position. 372 00:22:31,760 --> 00:22:33,919 Speaker 8: On the one hand, they went along with power to 373 00:22:33,960 --> 00:22:36,800 Speaker 8: put them out, but at night they wanted to embrace 374 00:22:36,880 --> 00:22:39,520 Speaker 8: these young people and protect them. You fight your battles 375 00:22:39,600 --> 00:22:42,400 Speaker 8: under you know, the conditions that where you find yourself. 376 00:22:42,560 --> 00:22:44,960 Speaker 4: So did you find that to be a productive conversation 377 00:22:45,119 --> 00:22:45,720 Speaker 4: with Gloucester. 378 00:22:46,080 --> 00:22:47,920 Speaker 8: Yes, and I felt I could use it as evidence 379 00:22:47,960 --> 00:22:52,639 Speaker 8: against him. 380 00:22:52,680 --> 00:22:53,960 Speaker 5: Same lore, Same lore. 381 00:22:54,080 --> 00:22:54,280 Speaker 4: Yeah. 382 00:22:54,280 --> 00:22:56,720 Speaker 10: What do you mean by that, Well, I mean, in 383 00:22:56,760 --> 00:23:01,159 Speaker 10: other words, the the the accommodation people were willing to 384 00:23:01,240 --> 00:23:05,400 Speaker 10: make for the reforms they could get was too high 385 00:23:05,440 --> 00:23:07,840 Speaker 10: a price that I was willing to pay at that moment. 386 00:23:08,440 --> 00:23:10,440 Speaker 8: It's a choice you have to make in the context 387 00:23:10,520 --> 00:23:14,360 Speaker 8: of the struggle. Yes, sir, because I mean, you look, 388 00:23:14,440 --> 00:23:17,160 Speaker 8: my biggest concern at this moment of the Palestinians, why 389 00:23:17,200 --> 00:23:20,080 Speaker 8: did they agree? Why did hamosen them agree with the 390 00:23:20,119 --> 00:23:22,800 Speaker 8: twenty point plan. Well, first of all, they didn't agree 391 00:23:22,800 --> 00:23:25,240 Speaker 8: with the twenty point plan. They agreed with the first 392 00:23:25,280 --> 00:23:29,280 Speaker 8: part of it. Why because genocide was happening. Yeah, just 393 00:23:29,320 --> 00:23:31,239 Speaker 8: like Black lives matter. I mean, how many times can 394 00:23:31,320 --> 00:23:33,200 Speaker 8: you just be in the street, you know, getting into 395 00:23:33,240 --> 00:23:36,240 Speaker 8: police's face. You better start talking to your mama and 396 00:23:36,280 --> 00:23:38,800 Speaker 8: your grandmama, your auntie and the bus driver and who's 397 00:23:38,840 --> 00:23:41,199 Speaker 8: ever delivering the mail, And you know, those are the 398 00:23:41,240 --> 00:23:44,159 Speaker 8: people that are going to make change. It's everybody. We 399 00:23:44,200 --> 00:23:48,520 Speaker 8: can't just act like young people or ideological people or 400 00:23:48,560 --> 00:23:52,000 Speaker 8: the political activists. We are the helpers. We are the 401 00:23:52,040 --> 00:23:55,000 Speaker 8: servants of the masses of people, and at those rare 402 00:23:55,040 --> 00:23:57,680 Speaker 8: moments like in the sixties during the civil rights movement, 403 00:23:57,720 --> 00:24:00,280 Speaker 8: and it was decades built up before that happen. 404 00:24:00,720 --> 00:24:06,280 Speaker 4: You know. Yeah, the mood at this time can be underplayed. Here, 405 00:24:06,880 --> 00:24:10,080 Speaker 4: Just like today, there was growing unrest and real anger 406 00:24:10,200 --> 00:24:13,160 Speaker 4: at the injustice in the world. Malcolm and Martin's brutal 407 00:24:13,240 --> 00:24:17,040 Speaker 4: assassinations were still part of the student's mindset and emotions. 408 00:24:17,359 --> 00:24:21,840 Speaker 5: Friday April eighteenth, nineteen sixty nine, one day before the 409 00:24:21,880 --> 00:24:25,560 Speaker 5: lock in front page of The Maroon Tiger, a headline 410 00:24:25,600 --> 00:24:30,360 Speaker 5: reads campaign sixty nine to save a Dying Moorhouse. 411 00:24:31,720 --> 00:24:34,400 Speaker 6: Is that I promised to improve the conditions of Morehouse. 412 00:24:34,600 --> 00:24:39,560 Speaker 4: Time again, this sounds familiar. In Part four of our series, 413 00:24:39,640 --> 00:24:43,280 Speaker 4: we discussed the student uprising at Howard University in twenty 414 00:24:43,280 --> 00:24:47,760 Speaker 4: twenty one over poor housing conditions a student services. However, 415 00:24:47,800 --> 00:24:51,920 Speaker 4: in Morehouse they had the same issues. The article will continue. 416 00:24:52,280 --> 00:24:55,480 Speaker 6: However, this year's emphasis on rats and roaches and better 417 00:24:55,560 --> 00:24:59,720 Speaker 6: dining hall hours has shifted to a secondary position. This year, 418 00:25:00,000 --> 00:25:02,680 Speaker 6: the painters for Public Office are bringing up such issues 419 00:25:02,720 --> 00:25:06,119 Speaker 6: as the sustainability of curriculum, with an understanding of the 420 00:25:06,160 --> 00:25:10,840 Speaker 6: forces that shaped students' destinies. Equal representation and decision making 421 00:25:11,280 --> 00:25:15,960 Speaker 6: committees made up of administration, faculty, and staff, and encouraging unity, 422 00:25:16,280 --> 00:25:18,440 Speaker 6: not isolation from the neighboring community. 423 00:25:19,160 --> 00:25:22,320 Speaker 5: What we see here is the direct struggle that Sam 424 00:25:22,440 --> 00:25:26,360 Speaker 5: Jackson was experiencing while at Morehouse. The boys wanted more 425 00:25:26,359 --> 00:25:31,240 Speaker 5: community and connection from educated black students. Doctor King wanted 426 00:25:31,240 --> 00:25:35,040 Speaker 5: the experience to be more than money and elitism. These 427 00:25:35,080 --> 00:25:39,040 Speaker 5: students felt angry and isolated. The article continues. 428 00:25:39,520 --> 00:25:41,919 Speaker 6: To Save a Dying Morehouse is the slogan for the 429 00:25:41,960 --> 00:25:45,920 Speaker 6: campaign nineteen sixty nine to Save a Dying Moorhouse. 430 00:25:46,400 --> 00:25:50,080 Speaker 4: The lock in and subsequent expulsions would make national news. 431 00:25:50,680 --> 00:25:53,879 Speaker 4: The term militants would be used like a slur in 432 00:25:53,880 --> 00:25:58,040 Speaker 4: the headlines April twenty fourth, nineteen sixty nine the Atlanta 433 00:25:58,119 --> 00:26:01,920 Speaker 4: Constitution headline Moorhouse cancels concessions. 434 00:26:02,480 --> 00:26:06,200 Speaker 6: The Morehouse College Board of Trustees Wednesday rescinded the agreements 435 00:26:06,200 --> 00:26:08,439 Speaker 6: it made with a group of students who imprisoned the 436 00:26:08,440 --> 00:26:11,960 Speaker 6: board in a college building for twenty nine hours last week, 437 00:26:12,240 --> 00:26:15,000 Speaker 6: but the chairman of the Board of Trustees pledged to 438 00:26:15,000 --> 00:26:18,000 Speaker 6: stand by another set of agreements worked out during the 439 00:26:18,080 --> 00:26:21,879 Speaker 6: lock in with the Morehouse Student Government Association and remained 440 00:26:21,880 --> 00:26:25,080 Speaker 6: committed to amnesty for the students who barricaded the trustees 441 00:26:25,160 --> 00:26:28,320 Speaker 6: and Harkness Hall. Charles Merrill of Boston, the board chairman, 442 00:26:28,400 --> 00:26:31,800 Speaker 6: said Wednesday a telephone poll of the trustees had produced 443 00:26:31,800 --> 00:26:34,639 Speaker 6: the decision to nullify the agreements because they had been 444 00:26:34,680 --> 00:26:38,040 Speaker 6: granted under duress and because only a minority of the 445 00:26:38,080 --> 00:26:40,760 Speaker 6: twenty four member board had voted for the concessions to 446 00:26:40,800 --> 00:26:44,159 Speaker 6: the group that occupied the hall. Merrill added that the 447 00:26:44,200 --> 00:26:47,400 Speaker 6: band of students and faculty members who held the trustees 448 00:26:47,480 --> 00:26:51,159 Speaker 6: captive had no cause whatsoever to say it represented the 449 00:26:51,160 --> 00:26:54,199 Speaker 6: Morehouse student body. Merrill said he did not want to 450 00:26:54,320 --> 00:26:57,960 Speaker 6: establish the precedent that anybody with enough power could seize 451 00:26:58,000 --> 00:27:01,760 Speaker 6: control of our trustees meeting and put the screws to them. 452 00:27:02,000 --> 00:27:05,000 Speaker 6: The Morehouse Trustees, Meryll said, were influenced by fear of 453 00:27:05,000 --> 00:27:07,600 Speaker 6: a police rate on the building that would have resulted 454 00:27:07,640 --> 00:27:10,960 Speaker 6: in their being physically threatened. Some of the students occupying 455 00:27:11,000 --> 00:27:14,080 Speaker 6: the building carry cans of aerosol deodorant that could have 456 00:27:14,119 --> 00:27:15,879 Speaker 6: been used to blind them, Meryl said. 457 00:27:16,520 --> 00:27:19,520 Speaker 4: In the wake of the lock in, news spread far 458 00:27:19,600 --> 00:27:23,159 Speaker 4: and wide television newspapers covered the event, and none of 459 00:27:23,200 --> 00:27:25,919 Speaker 4: them were complimentary about the students who conducted the lock in. 460 00:27:28,080 --> 00:27:31,920 Speaker 11: Last week, our cameras weren't permitted on this floor. Students 461 00:27:31,920 --> 00:27:36,600 Speaker 11: were in control. Today it's a different story. The students 462 00:27:36,600 --> 00:27:40,080 Speaker 11: at Morehouse College have some definite thoughts about what happened 463 00:27:40,119 --> 00:27:44,800 Speaker 11: here last week. They questioned the tactics used, not the motives. 464 00:27:45,240 --> 00:27:48,560 Speaker 11: So far, nothing concrete has come from the lock up 465 00:27:48,640 --> 00:27:52,160 Speaker 11: of the board of trustees last week, but for now, 466 00:27:52,600 --> 00:27:55,880 Speaker 11: the issue before the students is to keep their college 467 00:27:55,920 --> 00:27:57,160 Speaker 11: president on the job. 468 00:27:57,480 --> 00:28:02,200 Speaker 12: The president of Morehouse Alumniasciation has urged the college's board 469 00:28:02,400 --> 00:28:07,399 Speaker 12: trustees stake firm disciplinary measures against student militants who locked 470 00:28:07,440 --> 00:28:11,320 Speaker 12: the trustees in the administration building over most of the weekend. 471 00:28:12,240 --> 00:28:17,360 Speaker 5: Nobody involved can claim ignorance anymore to what has. 472 00:28:17,240 --> 00:28:21,119 Speaker 12: Gone down Atlanta, Georgia. The president of Morehouse College's student 473 00:28:21,240 --> 00:28:25,240 Speaker 12: government says a militant minority of the predominantly black school 474 00:28:25,320 --> 00:28:28,960 Speaker 12: has made bomb threats and intimidated other students. 475 00:28:28,640 --> 00:28:35,040 Speaker 13: In relationship to doctor Gloucester. The students, having essence, given 476 00:28:35,119 --> 00:28:38,960 Speaker 13: him a voter confidence when they voted not to accept 477 00:28:39,000 --> 00:28:39,680 Speaker 13: his resignation. 478 00:28:40,440 --> 00:28:51,600 Speaker 14: Now the circumstances surrounding my resignation are very complex, and 479 00:28:51,680 --> 00:28:56,880 Speaker 14: I am still considering what the best course of action is. 480 00:28:57,120 --> 00:29:02,240 Speaker 12: Fifteen black militants have been expelled from predominantly Negro Morehouse 481 00:29:02,280 --> 00:29:05,200 Speaker 12: College by locking the board of trustees in its own 482 00:29:05,240 --> 00:29:08,440 Speaker 12: meeting room and forcing agreements to a list of demands. 483 00:29:08,800 --> 00:29:11,920 Speaker 13: I personally feel that doctor Gloucester has tried to make 484 00:29:11,960 --> 00:29:15,680 Speaker 13: certain changes, and that only been in office two years, 485 00:29:16,040 --> 00:29:21,040 Speaker 13: that these changes just unfortunately having to come aback little 486 00:29:21,640 --> 00:29:22,840 Speaker 13: too slowly. 487 00:29:23,280 --> 00:29:27,560 Speaker 12: Atlanta, Georgia, a majority of Morehouse College trustees, the chairman 488 00:29:27,680 --> 00:29:31,560 Speaker 12: said Wednesday, has repudiated two concessions wrung from some of 489 00:29:31,600 --> 00:29:34,520 Speaker 12: the trustees last week while they were held prisoner by 490 00:29:34,520 --> 00:29:38,360 Speaker 12: a band of student militants militancy. 491 00:29:38,440 --> 00:29:41,880 Speaker 4: This became the new fear of the US government. These 492 00:29:41,960 --> 00:29:45,760 Speaker 4: expelled students were now exposed to the worst of American forces. 493 00:29:47,000 --> 00:29:50,200 Speaker 5: The FBI and the civil rights movement are intrinsically connected. 494 00:29:50,360 --> 00:29:55,640 Speaker 5: In our next episode, we will explore how and why 495 00:29:56,520 --> 00:29:57,840 Speaker 5: next time on the A. 496 00:29:58,000 --> 00:30:01,640 Speaker 15: Building under Hoover's time, You've got this kind of communist scare. 497 00:30:02,160 --> 00:30:05,480 Speaker 15: Bombs are going off, riots in the street. What's going 498 00:30:05,520 --> 00:30:09,440 Speaker 15: on now in college? Campuses as a government, we're not 499 00:30:09,840 --> 00:30:13,040 Speaker 15: accepting free speech. Am I a fan of violence? 500 00:30:13,120 --> 00:30:13,200 Speaker 9: No? 501 00:30:13,480 --> 00:30:18,760 Speaker 15: Have I worked cases against Hamas a proven terrorist organization? Absolutely, 502 00:30:18,800 --> 00:30:21,960 Speaker 15: they are cold blooded evil. Have I seen any evidence 503 00:30:22,280 --> 00:30:25,960 Speaker 15: that the people Corbitt grabbed by master men on campus 504 00:30:26,160 --> 00:30:27,080 Speaker 15: are Hamas? 505 00:30:27,320 --> 00:30:27,520 Speaker 4: No? 506 00:30:28,040 --> 00:30:31,680 Speaker 15: I haven't, so I worry that we're you know, we're 507 00:30:31,720 --> 00:30:33,640 Speaker 15: going back. We're going back. 508 00:30:34,160 --> 00:30:37,920 Speaker 5: The A Building is produced by Imagine Audio for iHeart Podcasts. 509 00:30:38,280 --> 00:30:41,360 Speaker 5: It is written and hosted by me Hans Charles and 510 00:30:41,440 --> 00:30:43,240 Speaker 5: my co host menelec La Mumba. 511 00:30:44,040 --> 00:30:47,040 Speaker 4: It is executive produced by Carl Welker and Nathan Kloke, 512 00:30:47,480 --> 00:30:49,920 Speaker 4: me Menelik Lamomba and Hans Charles. 513 00:30:50,040 --> 00:30:54,840 Speaker 5: Executive producers at iHeart Podcasts ar Katrina Norville and Nikki Torre. 514 00:30:55,320 --> 00:30:57,120 Speaker 5: Marketing lead is David Wasserman. 515 00:30:57,720 --> 00:31:01,160 Speaker 4: It is produced, directed, and edited by Nathan Fernarra, with 516 00:31:01,320 --> 00:31:05,840 Speaker 4: producer John Asanti, Sound design and music by Alloy. 517 00:31:05,560 --> 00:31:10,000 Speaker 5: Trax, and special thanks to April Ryan, Doctor, Elia Davis, 518 00:31:10,200 --> 00:31:14,120 Speaker 5: Kim vc Ada, Bobby Know and James Early. If you 519 00:31:14,200 --> 00:31:17,200 Speaker 5: enjoyed this episode, be sure to rate and review The 520 00:31:17,240 --> 00:31:23,160 Speaker 5: A Building on Apple podcast or wherever you get your podcasts.