February 27, 2026 • 31 mins
Hans and Menelek analyze the lock-in from the POV of the news, from The Maroon Tiger, including MLK's first published writing, to papers and press outlets all around the US. This epsiode examines what higher education is really for.
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Speaker 1 (00:04):
Coming up on the A Building, HBCUs tended to focus
as much on moral uplifts. These schools were havens of
black political conservatism, even as there, of course was a
legacy of black radicalism.
Speaker 2 (00:17):
And that was part of the reason that I got
expelled from school my junior year, because when we locked
up the board of trustees in that building.
Speaker 3 (00:24):
Wait a minute, The A Building, Episode six, The Aftermath.
Speaker 4 (00:56):
The Maroon Tiger is the official student newspaper Morehouse College,
an HBCU in Atlanta, Georgia. It has served as a
platform for student journalism, activism, and intellectual discourse for decades.
Speaker 5 (01:10):
The publication dates back to the early twentieth century, evolving
over the years into a respected source of news, opinions,
and cultural commentary. It has played a key role in
shaping student perspectives on social justice, politics, and the black
experience in America. Many notable Morehouse alumni have contributed to
or been influenced by the paper.
Speaker 4 (01:31):
Initially founded in eighteen ninety eight as The Athenium, the
publication served both Morehouse College and Spelman Seminary. By the
nineteen twenties, it was a joint venture edited by students
from both institutions. In nineteen twenty five, Morehouse students rebranded
the newspaper as The Maroon Tiger, focusing more closely on
(01:51):
the Moorhouse community. In nineteen forty seven, a young undergrad
Gate wrote a piece for The Maroon Tiger that would
go far beyond the walls Moorehouse College. The article was
called The Purpose of Education. The author Martin Luther King Jimior.
Speaker 6 (02:09):
As I engage in the so called bull sessions around
and about the school, I too often find that most
college men have a misconception of the purpose of education.
Most of the brethren think that education should equip them
with the proper instruments of exploitation, so that they can
forever trample over the masses. Still others think that education
should furnish them with noble ends rather than means to
(02:32):
an end. It seems to me that education has a
twofold function to perform in the life of a man
and in society. One is utility and the other is culture.
Education must enable a man to become more efficient, to achieve,
with increasing facility, the legitimate goals of his life.
Speaker 4 (02:50):
Here, at only eighteen years old, doctor King speaks with
the wisdom of a man much older, he speaks about
the global advantage of education. He wanted Black Americas to
think about the college experience far beyond the benefits of
money or prestige.
Speaker 5 (03:07):
Doctor King, even as a college freshman, understood the value
of knowledge. His article would continue.
Speaker 6 (03:15):
Education must also train one for quick, resolute and effective thinking.
To think incisively and to think for oneself is very difficult.
We are prone to let our mental life become invaded
by legions of half truths, prejudices, and propaganda. At this point,
I often wonder whether or not education is fulfilling its purpose.
A great majority of the so called educated people do
(03:37):
not think logically and scientifically. Even the press, the classroom,
the platform, and the pulpit in many instances do not
give us objective and unbiased truths. To save man from
the morass of propaganda, in my opinion, is one of
the cheap aims of education. Education must enable one to
sift in weigh evidence, to discern the true from the false,
(03:58):
the real from the unreal, and the facts from the fiction.
The function of education, therefore, is to teach one to
think intensively and to think critically. That education, which stops
with efficiency may prove the greatest menace to society. The
most dangerous criminal may be the man gifted with reason
but with no morals.
Speaker 4 (04:18):
The most dangerous criminal may be the man gifted with
reason but with no morals. We hear echoes of these
words in the letter from a Birmingham jail, and that
I have a dreamed speech at the March on Washington
just sixteen years later, Doctor King was speaking about the
power of education. Doctor King was a Morehouse man. Here's
(04:40):
more from doctor Lomax, president and CEO of the United
Ingo College Fund and former president of Dullard University.
Speaker 7 (04:47):
I watched my grandson go from the sidelines of observer
in his early career at Morehouse to full embrace of
the notion that he was on a journey to become
a more house man. And you know, when he had
that mantle placed on him, he was not going to
(05:08):
do anything, nor were his classmates going to do anything
to diminish the power and significance of that moment. One
of the things that I think is so powerful about
Black colleges is, yes, they are places where you get
certifications and credentials and you get a diploma, but what
you also do is you you begin to understand what
(05:28):
is your place in the world, and your place in
the world is in many ways defined by that institution
that is giving you those certifications and diplomas. So it's
a richer and fuller experience than I think some people
have who just think of college as a place where.
Speaker 5 (05:45):
You get the approval that will get you a job someplace.
Speaker 7 (05:49):
This is this is really education for life and for
how you live your life, and not just education for
a career.
Speaker 5 (05:58):
However, after the locke in the punishments came down hard
and swift. Several students were expelled or placed on probation.
Many of the seniors who participated that day were not
allowed to participate in commencement ceremonies. The idea of resistance
that was so important to being a morehouseman was suddenly
weaponized against the students.
Speaker 4 (06:18):
To be young, gifted, and black in the late sixties
carried a certain responsibility. If you were fortunate enough to
go to a school at Morehouse, expectations were high, and
the expectations were high from your family, The expectations were
high from your community. Therefore, the idea of using an
opportunity for resistance was downright and practical. So the irony
(06:43):
of receiving an education of resistance while being taught to
conform at the same time was truly at the heart
of this lock in. Two worlds, A generation and pedagogy
were colliding.
Speaker 5 (06:56):
Leading up to the lock in in nineteen sixty eight,
the articles of the Maroon's Tiger grew angrier and more militant.
For lack of a better word, the student population was
frustrated with the middle of the world political stance of
Morehouse College. They want to be at the center of
the black intellectual landscape. This was the perfect opportunity for
morehousemen to step forward. They did so and were punished
(07:20):
for it.
Speaker 4 (07:21):
King's words on education connecting multi generation on diaspora through
the Black experience in America. Education historically has been directly
connected to the most brutal forms of institutionalized racism. During slavery,
it was a capital offense for a slave to know
how to read.
Speaker 5 (07:41):
The gift of reading was far too powerful for anyone
whose sole purpose was servitude. Abolitionist Frederick Douglas connected his
freedom to his mental liberation far before his physical liberation.
Douglas writes in his groundbreaking autobiography narrative of the life
of Frederick Douglas, an American slave, written by himself. It
(08:05):
was critical for the publisher to highlight that Douglas wrote
the book himself, as most slave narratives were dictated to
white authors.
Speaker 8 (08:16):
The more I.
Speaker 6 (08:16):
Read, the more I was led to abhor and detest
my enslavers. I could regard them and no other life
than a band of successful robbers who left their homes
and gone to Africa, and stolen us from our homes,
and in a strange land, reduced us to slavery. I
loathed them as being the meanest as well as the
most wicked of men. That this very discontentment which Master
(08:37):
Hugh had predicted would follow my learning to read, had
already come to torment and sting my soul to unutterable anguish.
As I writhed under it, I would at times feel
that learning to read had been a curse rather than
a blessing. It had given me a view of my
wretched condition without the remedy. It opened my eyes to
the horrible pit, but to no latter upon which to
(08:57):
get out. In moments of agony, I envied my fellow
slaves for their stupidity. I have often wished myself a beast.
I preferred the condition of the meanest reptile to my
own anything, no matter what, to get rid of thinking.
It was this everlasting thinking of my condition that tormented me.
There was no getting rid of it. It was pressed
(09:17):
upon me by every object within sight or hearing, animate
or inanimate. The silver trump of freedom had roused my
soul to eternal wakefulness. Freedom now appeared to disappear no
more forever. It was heard in every sound and seen
in everything. It was ever present to torment me with
a sense of wretched condition. I saw nothing without seeing it,
I heard nothing without hearing it, and felt nothing without
(09:40):
feeling it. It looked from every star, it smiled in
every calm, breathed in every wind, and moved in every storm.
Speaker 4 (09:49):
For Frederick Douglas, reading would provide him with the tools
to understand the true evil of slavery. An effective slave
has no critical thinking skills, no basis to understand the
depth of the evil. King starts on education echo this idea.
For racism to truly take an effective shape, the disenfranchised
(10:11):
must feel like they deserve it. These ideas were beaten
into American slaves.
Speaker 5 (10:16):
Education is the first step in any resistance movement. Douglas continues, I.
Speaker 6 (10:22):
Have often been utterly astonished since I came to the
North to find persons who could speak of singing among
slaves as evidence of their contentment and happiness. It is
impossible to conceive of a greater mistake. Slaves sing most
when they are most unhappy. The songs of the slave
represent the sorrows of his heart, and he is relieved
by them only as an aching heart is relieved by
(10:45):
its tears. At least, such as my experience, I have
often sung to drown my sorrow, but seldom to express
my happiness. Crying for joy and singing for joy were
alike uncommon to me. While in the jaws of slavery,
the singing of a man cast away upon a desolate
island might be as appropriately considered as evidence of contentment
and happiness as the singing of a slave. The songs
(11:08):
of the one and of the other are prompted by
the same emotion.
Speaker 5 (11:20):
Welcome back to the a building.
Speaker 4 (11:22):
The oral tradition of education of blackness runs a generational
line of progress. This progress requires forward motion and history.
Speaker 5 (11:33):
Lessons on inside the Actors Studio. Morehouse alum Samuel L.
Jackson talks about his educational path to Morehouse.
Speaker 4 (11:42):
What high school did you go to? Riverside High?
Speaker 2 (11:46):
It was a very nurturing kind of school.
Speaker 4 (11:48):
We had minor violence. Where did you decide to go
to college? I ended up at Morehouse College. What was
your major?
Speaker 2 (11:54):
I went to school as a marine biology major.
Speaker 4 (11:57):
And did you change your major?
Speaker 2 (12:00):
I was taking a public speaking class and Mr Guthrie
or Doctor Guthrie, was doing a production of Three Penny
Opera and didn't have enough guys the audition, and he
offered us extra credit for doing the play. And I
went to the audition that night and they were doing
(12:20):
a photo session that night and all these girls sitting
around in like garter belts and and bustier's and I
was like, this is not gonna this is all right.
Speaker 4 (12:31):
Yeah. During this conversation, he speaks about the disconnect between
the educated classes was in the black community in a
way that only Sam Jackson can well.
Speaker 2 (12:41):
Morehouses sort of an elitist school in a way. The
first thing I did when I got there, as soon
as my mom dropped me off and left, I saw
a basketball court. When I was on my way down
to the campus. I actually went up the street and
used my fake ID. I bought a quarter beer. I
went over to the basketball court and I started playing
(13:02):
ball with these guys. And I played ball with him,
and I hung out with him and robbed Morehouse students
with him for about two semesters. And that was part
of the reason that I got expelled from school my
junior year, because when we locked up the board of
trustees in that building, wait a minute.
Speaker 4 (13:25):
Like many African Americans with the opportunity to attend college,
Sam felt conflicted or perhaps isolated by the large institutional
walls of higher education. As a young man, he felt
more comfortable in the local barbershops than the Atlanta projects.
This was an easier transition than the educational expectations of Morehouse.
Speaker 5 (13:47):
The tension can be traced to the growing educated class
in the black community and the enhanced poverty in urban
centers around the country. These cities would burn to the
ground after the death of Martin Luther King junior. We
would see similar unrest after the murder of George Floyd
in twenty twenty.
Speaker 4 (14:05):
Before writing his best selling book How to Be an
Anti Racist Doctor, Ebram x Kindy spoke about campus activism
on black campuses in the nineteen sixties.
Speaker 1 (14:16):
At historically white colleges before the Black Campus movement, practically
all of the professors, administrators, and staff were white. The
coursework covered Europeans and white Americans, and racist traditions were
innumerable across the nation. At black colleges or HBCUs, even
though practically all of the students were black, these schools
encouraged their students through their curricula, policies, and programs to
(14:40):
assimilate or accommodate to the politics, culture, and values of
white America. Until the nineteen twenties, most of the HBCU
presidents were white. Until the nineteen sixties, most of the
trustees at black colleges were white. Black cultural and political
nationalism was usually sunned and habitually dumped on the edges
(15:02):
of these campuses. They were rarely courses on the black experience.
As I stated earlier, the administrative paternalism toward the students
was overwhelming and intoxicating. Non academic rules were innumerable. Hpcus
tended to focus as much on moral uplifts due to
the perceived low moral acumen of blacks, as they did
(15:24):
on intellectual development. These schools were havens of black political conservatism,
even as there, of course was a legacy of black radicalism.
At the beginning of the twentieth century, WB the Boys,
the nation's leading black academic, called on college educlated blacks,
whom he called the talent attempt to lead Black America.
(15:45):
It was a daunting charge for people rising out of
one of the most politically and culturally conformist meleeus in
American society at the time. Before du Bois passed away
on the eve of the March from Washington in nineteen
sixty three, multiple decades of studying these college students had
caused him to note that they were simply only interested
(16:05):
in leading themselves. He said, and I quote, they proposed
to make money and spend it as they please.
Speaker 4 (16:13):
This last comment is critical to this discussion. W. E. B.
Du Bois, whom may be considered to be the godfather
of Black American academics, was disappointed with the educated African
American class at the end of his life. In his mind,
they pursued education only for commerce.
Speaker 5 (16:30):
We speak to professor of philosophy at Morehouse College, doctor
Elia Davis, just.
Speaker 9 (16:35):
The year of nineteen sixty nine articles from the Maroon Tiger.
Their critiques, more often than not, are about the administration
and how they believe the administration to be culpable in
creating a certain type of morehouse graduate buying into the system,
quailing certain radical views.
Speaker 4 (16:54):
And this is represented by a Gloucester Yes.
Speaker 9 (16:56):
Because he's president. Yeah, he's president. Yeah, time he's president.
So in nineteen sixty nine is directly at him. He's
the president. And some deans, you know, dean of students
here and their academic dean they bring up every now
and again, but he's the administration. Article after article they're
constantly saying, like I told you before. One article, the
guy says, I don't know who I am. You know,
(17:18):
I wake him in the morning, I look in the mirror,
or he'll talk about his classes. He says, I go
to class. Some of these professors are so idealistic. They're
trying to make us idealistic, but they fail to understand
the radical nature of.
Speaker 4 (17:33):
Being in the US.
Speaker 9 (17:34):
They go on and on about being radical. You're not
radical enough. You're trying to make me complacent. YadA, YadA, YadA.
Speaker 1 (17:41):
It's interesting.
Speaker 9 (17:42):
At the end of the article, He then says, well,
I'm not trying to indict more House. It's still a
good education, but these other things are problematic.
Speaker 5 (17:50):
This idea makes King's purpose of education article even more impactful.
Doctor King was no stranger to higher education. He was
a third generation Morehouse man. His father and grandfather had
both been educated on the legendary campus. Despite that, Doctor
King had a populous attitude towards education. He wanted the
(18:12):
space of HBCUs to nurture the minds of the educated class,
and not just the wallets.
Speaker 4 (18:20):
These ideas came to a collision in the nineteen sixties at.
Speaker 5 (18:23):
Morehouse Welcome Back to the A Building.
Speaker 4 (18:32):
The primary tension between doctor King and Malcolm X was
based on class. Malcolm was also the son of a preacher,
but his father was murdered when he was a child
and his mother was committed to a state on mental institution.
He grew up on the streets and ended up in prison.
The Nation of Islam helped him try his life around.
(18:53):
He was an autodidactic student who read hundreds of books
behind bars. Once he left prison, he worked for the
Nation in grassroots recruitment efforts for young men on the streets.
Of Harlem.
Speaker 5 (19:05):
By contrast, doctor King, also the son of a preacher,
was a gifted orator. An educated man, he grew up
in a stable home and family. His middle class values
were evident in his preaching and his approach to civil rights.
In a cruel irony, both men would end up giving
up their lives to the civil rights movement at thirty
(19:27):
nine years old.
Speaker 4 (19:28):
For the lock in. The students wanted to find ways
to remove the arbitrary barriers of education. One Spelman educator
played a key role in the locke in at Morehouse.
He heard his name before, doctor Abdul Kalimat when our
research began. I saw a picture of him during the
locke in standing on a balcony holding a megaphone, and
I thought to myself, we have to speak to this man.
(19:51):
Here is social activist doctor Abdul Kalamat talking to Hans
and myself about his role as a negotiator between the
board and the students, along with Warmer Spellman, educator Ab Spellman.
Speaker 8 (20:02):
I remember that Ab and I were in constant communication.
He was in the room as well, and tea boy
Arthur Ross, Diana Ross's brother was there.
Speaker 4 (20:15):
Was he a student and more rest of the time. Okay, okay,
and was involved in the lock in.
Speaker 8 (20:21):
Yeah, he was an activist, but he didn't he wasn't
really militant until he had visited a relative in I
think it was Birmingham. He had a confrontation and the
police knocked her down or something, but he came back
you know, black power, you know, that was on his lips.
There was this transformation. The board meeting was in Hardness Hall,
(20:45):
in this conference room, they were feeling very superior. Well,
what is it that you all have to say? And
that's when we started talking about our view that the
university should be consolidated as a university and developed, and
that the black community should have more assertive control over
what was happening there. So there were really two points.
(21:07):
The lack of empathy with what we were trying to do.
We were really feeling our energy, you know, and so
we were very assertive about our views. The Morehouse students
were gathering outside that moment, that picture that was in
Ebony I think or wherever it was. When I was
speaking to the Morehouse students that had gathered, basically the
(21:30):
orientation was they had to liberate their president. Marrill Merrill
Lynch was there, and of course we took that as
an opportunity to confront power, you know, and you know,
what right do you have to be here, you know
over us. We were confronting him with what we thought
was the alternative future, alternative beyond him, you know, and
(21:52):
that has, you know, its strengths and its weaknesses, and
it's gains and its losses. So there was a social
gathering of the sort of black middle class and I
was invited, and they had arranged at this social occasion
for me to have a sit down with Gloucester.
Speaker 4 (22:09):
This is before or after the after after, okay.
Speaker 8 (22:12):
So we sat down and had a conversation that was
closer to this understanding that what his position was, what
my position was, in a non confrontational way, and we
were both sitting down having a cocktail, you know, and
having a just sitting off to the side.
Speaker 5 (22:27):
They had arranged it.
Speaker 8 (22:29):
In other words, a black middle class had that double position.
On the one hand, they went along with power to
put them out, but at night they wanted to embrace
these young people and protect them. You fight your battles
under you know, the conditions that where you find yourself.
Speaker 4 (22:42):
So did you find that to be a productive conversation
with Gloucester.
Speaker 8 (22:46):
Yes, and I felt I could use it as evidence
against him.
Speaker 5 (22:52):
Same lore, Same lore.
Speaker 4 (22:54):
Yeah.
Speaker 10 (22:54):
What do you mean by that, Well, I mean, in
other words, the the the accommodation people were willing to
make for the reforms they could get was too high
a price that I was willing to pay at that moment.
Speaker 8 (23:08):
It's a choice you have to make in the context
of the struggle. Yes, sir, because I mean, you look,
my biggest concern at this moment of the Palestinians, why
did they agree? Why did hamosen them agree with the
twenty point plan. Well, first of all, they didn't agree
with the twenty point plan. They agreed with the first
part of it. Why because genocide was happening. Yeah, just
(23:29):
like Black lives matter. I mean, how many times can
you just be in the street, you know, getting into
police's face. You better start talking to your mama and
your grandmama, your auntie and the bus driver and who's
ever delivering the mail, And you know, those are the
people that are going to make change. It's everybody. We
can't just act like young people or ideological people or
the political activists. We are the helpers. We are the
(23:52):
servants of the masses of people, and at those rare
moments like in the sixties during the civil rights movement,
and it was decades built up before that happen.
Speaker 4 (24:00):
You know. Yeah, the mood at this time can be underplayed. Here,
Just like today, there was growing unrest and real anger
at the injustice in the world. Malcolm and Martin's brutal
assassinations were still part of the student's mindset and emotions.
Speaker 5 (24:17):
Friday April eighteenth, nineteen sixty nine, one day before the
lock in front page of The Maroon Tiger, a headline
reads campaign sixty nine to save a Dying Moorhouse.
Speaker 6 (24:31):
Is that I promised to improve the conditions of Morehouse.
Speaker 4 (24:34):
Time again, this sounds familiar. In Part four of our series,
we discussed the student uprising at Howard University in twenty
twenty one over poor housing conditions a student services. However,
in Morehouse they had the same issues. The article will continue.
Speaker 6 (24:52):
However, this year's emphasis on rats and roaches and better
dining hall hours has shifted to a secondary position. This year,
the painters for Public Office are bringing up such issues
as the sustainability of curriculum, with an understanding of the
forces that shaped students' destinies. Equal representation and decision making
committees made up of administration, faculty, and staff, and encouraging unity,
(25:16):
not isolation from the neighboring community.
Speaker 5 (25:19):
What we see here is the direct struggle that Sam
Jackson was experiencing while at Morehouse. The boys wanted more
community and connection from educated black students. Doctor King wanted
the experience to be more than money and elitism. These
students felt angry and isolated. The article continues.
Speaker 6 (25:39):
To Save a Dying Morehouse is the slogan for the
campaign nineteen sixty nine to Save a Dying Moorhouse.
Speaker 4 (25:46):
The lock in and subsequent expulsions would make national news.
The term militants would be used like a slur in
the headlines April twenty fourth, nineteen sixty nine the Atlanta
Constitution headline Moorhouse cancels concessions.
Speaker 6 (26:02):
The Morehouse College Board of Trustees Wednesday rescinded the agreements
it made with a group of students who imprisoned the
board in a college building for twenty nine hours last week,
but the chairman of the Board of Trustees pledged to
stand by another set of agreements worked out during the
lock in with the Morehouse Student Government Association and remained
committed to amnesty for the students who barricaded the trustees
(26:25):
and Harkness Hall. Charles Merrill of Boston, the board chairman,
said Wednesday a telephone poll of the trustees had produced
the decision to nullify the agreements because they had been
granted under duress and because only a minority of the
twenty four member board had voted for the concessions to
the group that occupied the hall. Merrill added that the
band of students and faculty members who held the trustees
(26:47):
captive had no cause whatsoever to say it represented the
Morehouse student body. Merrill said he did not want to
establish the precedent that anybody with enough power could seize
control of our trustees meeting and put the screws to them.
The Morehouse Trustees, Meryll said, were influenced by fear of
a police rate on the building that would have resulted
(27:07):
in their being physically threatened. Some of the students occupying
the building carry cans of aerosol deodorant that could have
been used to blind them, Meryl said.
Speaker 4 (27:16):
In the wake of the lock in, news spread far
and wide television newspapers covered the event, and none of
them were complimentary about the students who conducted the lock in.
Speaker 11 (27:28):
Last week, our cameras weren't permitted on this floor. Students
were in control. Today it's a different story. The students
at Morehouse College have some definite thoughts about what happened
here last week. They questioned the tactics used, not the motives.
So far, nothing concrete has come from the lock up
(27:48):
of the board of trustees last week, but for now,
the issue before the students is to keep their college
president on the job.
Speaker 12 (27:57):
The president of Morehouse Alumniasciation has urged the college's board
trustees stake firm disciplinary measures against student militants who locked
the trustees in the administration building over most of the weekend.
Speaker 5 (28:12):
Nobody involved can claim ignorance anymore to what has.
Speaker 12 (28:17):
Gone down Atlanta, Georgia. The president of Morehouse College's student
government says a militant minority of the predominantly black school
has made bomb threats and intimidated other students.
Speaker 13 (28:28):
In relationship to doctor Gloucester. The students, having essence, given
him a voter confidence when they voted not to accept
his resignation.
Speaker 14 (28:40):
Now the circumstances surrounding my resignation are very complex, and
I am still considering what the best course of action is.
Speaker 12 (28:57):
Fifteen black militants have been expelled from predominantly Negro Morehouse
College by locking the board of trustees in its own
meeting room and forcing agreements to a list of demands.
Speaker 13 (29:08):
I personally feel that doctor Gloucester has tried to make
certain changes, and that only been in office two years,
that these changes just unfortunately having to come aback little
too slowly.
Speaker 12 (29:23):
Atlanta, Georgia, a majority of Morehouse College trustees, the chairman
said Wednesday, has repudiated two concessions wrung from some of
the trustees last week while they were held prisoner by
a band of student militants militancy.
Speaker 4 (29:38):
This became the new fear of the US government. These
expelled students were now exposed to the worst of American forces.
Speaker 5 (29:47):
The FBI and the civil rights movement are intrinsically connected.
In our next episode, we will explore how and why
next time on the A.
Speaker 15 (29:58):
Building under Hoover's time, You've got this kind of communist scare.
Bombs are going off, riots in the street. What's going
on now in college? Campuses as a government, we're not
accepting free speech. Am I a fan of violence?
Speaker 9 (30:13):
No?
Speaker 15 (30:13):
Have I worked cases against Hamas a proven terrorist organization? Absolutely,
they are cold blooded evil. Have I seen any evidence
that the people Corbitt grabbed by master men on campus
are Hamas?
Speaker 4 (30:27):
No?
Speaker 15 (30:28):
I haven't, so I worry that we're you know, we're
going back. We're going back.
Speaker 5 (30:34):
The A Building is produced by Imagine Audio for iHeart Podcasts.
It is written and hosted by me Hans Charles and
my co host menelec La Mumba.
Speaker 4 (30:44):
It is executive produced by Carl Welker and Nathan Kloke,
me Menelik Lamomba and Hans Charles.
Speaker 5 (30:50):
Executive producers at iHeart Podcasts ar Katrina Norville and Nikki Torre.
Marketing lead is David Wasserman.
Speaker 4 (30:57):
It is produced, directed, and edited by Nathan Fernarra, with
producer John Asanti, Sound design and music by Alloy.
Speaker 5 (31:05):
Trax, and special thanks to April Ryan, Doctor, Elia Davis,
Kim vc Ada, Bobby Know and James Early. If you
enjoyed this episode, be sure to rate and review The
A Building on Apple podcast or wherever you get your podcasts.
Coming up on the A Building, HBCUs tended to focus
as much on moral uplifts. These schools were havens of
black political conservatism, even as there, of course was a
legacy of black radicalism.
Speaker 2 (00:17):
And that was part of the reason that I got
expelled from school my junior year, because when we locked
up the board of trustees in that building.
Speaker 3 (00:24):
Wait a minute, The A Building, Episode six, The Aftermath.
Speaker 4 (00:56):
The Maroon Tiger is the official student newspaper Morehouse College,
an HBCU in Atlanta, Georgia. It has served as a
platform for student journalism, activism, and intellectual discourse for decades.
Speaker 5 (01:10):
The publication dates back to the early twentieth century, evolving
over the years into a respected source of news, opinions,
and cultural commentary. It has played a key role in
shaping student perspectives on social justice, politics, and the black
experience in America. Many notable Morehouse alumni have contributed to
or been influenced by the paper.
Speaker 4 (01:31):
Initially founded in eighteen ninety eight as The Athenium, the
publication served both Morehouse College and Spelman Seminary. By the
nineteen twenties, it was a joint venture edited by students
from both institutions. In nineteen twenty five, Morehouse students rebranded
the newspaper as The Maroon Tiger, focusing more closely on
(01:51):
the Moorhouse community. In nineteen forty seven, a young undergrad
Gate wrote a piece for The Maroon Tiger that would
go far beyond the walls Moorehouse College. The article was
called The Purpose of Education. The author Martin Luther King Jimior.
Speaker 6 (02:09):
As I engage in the so called bull sessions around
and about the school, I too often find that most
college men have a misconception of the purpose of education.
Most of the brethren think that education should equip them
with the proper instruments of exploitation, so that they can
forever trample over the masses. Still others think that education
should furnish them with noble ends rather than means to
(02:32):
an end. It seems to me that education has a
twofold function to perform in the life of a man
and in society. One is utility and the other is culture.
Education must enable a man to become more efficient, to achieve,
with increasing facility, the legitimate goals of his life.
Speaker 4 (02:50):
Here, at only eighteen years old, doctor King speaks with
the wisdom of a man much older, he speaks about
the global advantage of education. He wanted Black Americas to
think about the college experience far beyond the benefits of
money or prestige.
Speaker 5 (03:07):
Doctor King, even as a college freshman, understood the value
of knowledge. His article would continue.
Speaker 6 (03:15):
Education must also train one for quick, resolute and effective thinking.
To think incisively and to think for oneself is very difficult.
We are prone to let our mental life become invaded
by legions of half truths, prejudices, and propaganda. At this point,
I often wonder whether or not education is fulfilling its purpose.
A great majority of the so called educated people do
(03:37):
not think logically and scientifically. Even the press, the classroom,
the platform, and the pulpit in many instances do not
give us objective and unbiased truths. To save man from
the morass of propaganda, in my opinion, is one of
the cheap aims of education. Education must enable one to
sift in weigh evidence, to discern the true from the false,
(03:58):
the real from the unreal, and the facts from the fiction.
The function of education, therefore, is to teach one to
think intensively and to think critically. That education, which stops
with efficiency may prove the greatest menace to society. The
most dangerous criminal may be the man gifted with reason
but with no morals.
Speaker 4 (04:18):
The most dangerous criminal may be the man gifted with
reason but with no morals. We hear echoes of these
words in the letter from a Birmingham jail, and that
I have a dreamed speech at the March on Washington
just sixteen years later, Doctor King was speaking about the
power of education. Doctor King was a Morehouse man. Here's
(04:40):
more from doctor Lomax, president and CEO of the United
Ingo College Fund and former president of Dullard University.
Speaker 7 (04:47):
I watched my grandson go from the sidelines of observer
in his early career at Morehouse to full embrace of
the notion that he was on a journey to become
a more house man. And you know, when he had
that mantle placed on him, he was not going to
(05:08):
do anything, nor were his classmates going to do anything
to diminish the power and significance of that moment. One
of the things that I think is so powerful about
Black colleges is, yes, they are places where you get
certifications and credentials and you get a diploma, but what
you also do is you you begin to understand what
(05:28):
is your place in the world, and your place in
the world is in many ways defined by that institution
that is giving you those certifications and diplomas. So it's
a richer and fuller experience than I think some people
have who just think of college as a place where.
Speaker 5 (05:45):
You get the approval that will get you a job someplace.
Speaker 7 (05:49):
This is this is really education for life and for
how you live your life, and not just education for
a career.
Speaker 5 (05:58):
However, after the locke in the punishments came down hard
and swift. Several students were expelled or placed on probation.
Many of the seniors who participated that day were not
allowed to participate in commencement ceremonies. The idea of resistance
that was so important to being a morehouseman was suddenly
weaponized against the students.
Speaker 4 (06:18):
To be young, gifted, and black in the late sixties
carried a certain responsibility. If you were fortunate enough to
go to a school at Morehouse, expectations were high, and
the expectations were high from your family, The expectations were
high from your community. Therefore, the idea of using an
opportunity for resistance was downright and practical. So the irony
(06:43):
of receiving an education of resistance while being taught to
conform at the same time was truly at the heart
of this lock in. Two worlds, A generation and pedagogy
were colliding.
Speaker 5 (06:56):
Leading up to the lock in in nineteen sixty eight,
the articles of the Maroon's Tiger grew angrier and more militant.
For lack of a better word, the student population was
frustrated with the middle of the world political stance of
Morehouse College. They want to be at the center of
the black intellectual landscape. This was the perfect opportunity for
morehousemen to step forward. They did so and were punished
(07:20):
for it.
Speaker 4 (07:21):
King's words on education connecting multi generation on diaspora through
the Black experience in America. Education historically has been directly
connected to the most brutal forms of institutionalized racism. During slavery,
it was a capital offense for a slave to know
how to read.
Speaker 5 (07:41):
The gift of reading was far too powerful for anyone
whose sole purpose was servitude. Abolitionist Frederick Douglas connected his
freedom to his mental liberation far before his physical liberation.
Douglas writes in his groundbreaking autobiography narrative of the life
of Frederick Douglas, an American slave, written by himself. It
(08:05):
was critical for the publisher to highlight that Douglas wrote
the book himself, as most slave narratives were dictated to
white authors.
Speaker 8 (08:16):
The more I.
Speaker 6 (08:16):
Read, the more I was led to abhor and detest
my enslavers. I could regard them and no other life
than a band of successful robbers who left their homes
and gone to Africa, and stolen us from our homes,
and in a strange land, reduced us to slavery. I
loathed them as being the meanest as well as the
most wicked of men. That this very discontentment which Master
(08:37):
Hugh had predicted would follow my learning to read, had
already come to torment and sting my soul to unutterable anguish.
As I writhed under it, I would at times feel
that learning to read had been a curse rather than
a blessing. It had given me a view of my
wretched condition without the remedy. It opened my eyes to
the horrible pit, but to no latter upon which to
(08:57):
get out. In moments of agony, I envied my fellow
slaves for their stupidity. I have often wished myself a beast.
I preferred the condition of the meanest reptile to my
own anything, no matter what, to get rid of thinking.
It was this everlasting thinking of my condition that tormented me.
There was no getting rid of it. It was pressed
(09:17):
upon me by every object within sight or hearing, animate
or inanimate. The silver trump of freedom had roused my
soul to eternal wakefulness. Freedom now appeared to disappear no
more forever. It was heard in every sound and seen
in everything. It was ever present to torment me with
a sense of wretched condition. I saw nothing without seeing it,
I heard nothing without hearing it, and felt nothing without
(09:40):
feeling it. It looked from every star, it smiled in
every calm, breathed in every wind, and moved in every storm.
Speaker 4 (09:49):
For Frederick Douglas, reading would provide him with the tools
to understand the true evil of slavery. An effective slave
has no critical thinking skills, no basis to understand the
depth of the evil. King starts on education echo this idea.
For racism to truly take an effective shape, the disenfranchised
(10:11):
must feel like they deserve it. These ideas were beaten
into American slaves.
Speaker 5 (10:16):
Education is the first step in any resistance movement. Douglas continues, I.
Speaker 6 (10:22):
Have often been utterly astonished since I came to the
North to find persons who could speak of singing among
slaves as evidence of their contentment and happiness. It is
impossible to conceive of a greater mistake. Slaves sing most
when they are most unhappy. The songs of the slave
represent the sorrows of his heart, and he is relieved
by them only as an aching heart is relieved by
(10:45):
its tears. At least, such as my experience, I have
often sung to drown my sorrow, but seldom to express
my happiness. Crying for joy and singing for joy were
alike uncommon to me. While in the jaws of slavery,
the singing of a man cast away upon a desolate
island might be as appropriately considered as evidence of contentment
and happiness as the singing of a slave. The songs
(11:08):
of the one and of the other are prompted by
the same emotion.
Speaker 5 (11:20):
Welcome back to the a building.
Speaker 4 (11:22):
The oral tradition of education of blackness runs a generational
line of progress. This progress requires forward motion and history.
Speaker 5 (11:33):
Lessons on inside the Actors Studio. Morehouse alum Samuel L.
Jackson talks about his educational path to Morehouse.
Speaker 4 (11:42):
What high school did you go to? Riverside High?
Speaker 2 (11:46):
It was a very nurturing kind of school.
Speaker 4 (11:48):
We had minor violence. Where did you decide to go
to college? I ended up at Morehouse College. What was
your major?
Speaker 2 (11:54):
I went to school as a marine biology major.
Speaker 4 (11:57):
And did you change your major?
Speaker 2 (12:00):
I was taking a public speaking class and Mr Guthrie
or Doctor Guthrie, was doing a production of Three Penny
Opera and didn't have enough guys the audition, and he
offered us extra credit for doing the play. And I
went to the audition that night and they were doing
(12:20):
a photo session that night and all these girls sitting
around in like garter belts and and bustier's and I
was like, this is not gonna this is all right.
Speaker 4 (12:31):
Yeah. During this conversation, he speaks about the disconnect between
the educated classes was in the black community in a
way that only Sam Jackson can well.
Speaker 2 (12:41):
Morehouses sort of an elitist school in a way. The
first thing I did when I got there, as soon
as my mom dropped me off and left, I saw
a basketball court. When I was on my way down
to the campus. I actually went up the street and
used my fake ID. I bought a quarter beer. I
went over to the basketball court and I started playing
(13:02):
ball with these guys. And I played ball with him,
and I hung out with him and robbed Morehouse students
with him for about two semesters. And that was part
of the reason that I got expelled from school my
junior year, because when we locked up the board of
trustees in that building, wait a minute.
Speaker 4 (13:25):
Like many African Americans with the opportunity to attend college,
Sam felt conflicted or perhaps isolated by the large institutional
walls of higher education. As a young man, he felt
more comfortable in the local barbershops than the Atlanta projects.
This was an easier transition than the educational expectations of Morehouse.
Speaker 5 (13:47):
The tension can be traced to the growing educated class
in the black community and the enhanced poverty in urban
centers around the country. These cities would burn to the
ground after the death of Martin Luther King junior. We
would see similar unrest after the murder of George Floyd
in twenty twenty.
Speaker 4 (14:05):
Before writing his best selling book How to Be an
Anti Racist Doctor, Ebram x Kindy spoke about campus activism
on black campuses in the nineteen sixties.
Speaker 1 (14:16):
At historically white colleges before the Black Campus movement, practically
all of the professors, administrators, and staff were white. The
coursework covered Europeans and white Americans, and racist traditions were
innumerable across the nation. At black colleges or HBCUs, even
though practically all of the students were black, these schools
encouraged their students through their curricula, policies, and programs to
(14:40):
assimilate or accommodate to the politics, culture, and values of
white America. Until the nineteen twenties, most of the HBCU
presidents were white. Until the nineteen sixties, most of the
trustees at black colleges were white. Black cultural and political
nationalism was usually sunned and habitually dumped on the edges
(15:02):
of these campuses. They were rarely courses on the black experience.
As I stated earlier, the administrative paternalism toward the students
was overwhelming and intoxicating. Non academic rules were innumerable. Hpcus
tended to focus as much on moral uplifts due to
the perceived low moral acumen of blacks, as they did
(15:24):
on intellectual development. These schools were havens of black political conservatism,
even as there, of course was a legacy of black radicalism.
At the beginning of the twentieth century, WB the Boys,
the nation's leading black academic, called on college educlated blacks,
whom he called the talent attempt to lead Black America.
(15:45):
It was a daunting charge for people rising out of
one of the most politically and culturally conformist meleeus in
American society at the time. Before du Bois passed away
on the eve of the March from Washington in nineteen
sixty three, multiple decades of studying these college students had
caused him to note that they were simply only interested
(16:05):
in leading themselves. He said, and I quote, they proposed
to make money and spend it as they please.
Speaker 4 (16:13):
This last comment is critical to this discussion. W. E. B.
Du Bois, whom may be considered to be the godfather
of Black American academics, was disappointed with the educated African
American class at the end of his life. In his mind,
they pursued education only for commerce.
Speaker 5 (16:30):
We speak to professor of philosophy at Morehouse College, doctor
Elia Davis, just.
Speaker 9 (16:35):
The year of nineteen sixty nine articles from the Maroon Tiger.
Their critiques, more often than not, are about the administration
and how they believe the administration to be culpable in
creating a certain type of morehouse graduate buying into the system,
quailing certain radical views.
Speaker 4 (16:54):
And this is represented by a Gloucester Yes.
Speaker 9 (16:56):
Because he's president. Yeah, he's president. Yeah, time he's president.
So in nineteen sixty nine is directly at him. He's
the president. And some deans, you know, dean of students
here and their academic dean they bring up every now
and again, but he's the administration. Article after article they're
constantly saying, like I told you before. One article, the
guy says, I don't know who I am. You know,
(17:18):
I wake him in the morning, I look in the mirror,
or he'll talk about his classes. He says, I go
to class. Some of these professors are so idealistic. They're
trying to make us idealistic, but they fail to understand
the radical nature of.
Speaker 4 (17:33):
Being in the US.
Speaker 9 (17:34):
They go on and on about being radical. You're not
radical enough. You're trying to make me complacent. YadA, YadA, YadA.
Speaker 1 (17:41):
It's interesting.
Speaker 9 (17:42):
At the end of the article, He then says, well,
I'm not trying to indict more House. It's still a
good education, but these other things are problematic.
Speaker 5 (17:50):
This idea makes King's purpose of education article even more impactful.
Doctor King was no stranger to higher education. He was
a third generation Morehouse man. His father and grandfather had
both been educated on the legendary campus. Despite that, Doctor
King had a populous attitude towards education. He wanted the
(18:12):
space of HBCUs to nurture the minds of the educated class,
and not just the wallets.
Speaker 4 (18:20):
These ideas came to a collision in the nineteen sixties at.
Speaker 5 (18:23):
Morehouse Welcome Back to the A Building.
Speaker 4 (18:32):
The primary tension between doctor King and Malcolm X was
based on class. Malcolm was also the son of a preacher,
but his father was murdered when he was a child
and his mother was committed to a state on mental institution.
He grew up on the streets and ended up in prison.
The Nation of Islam helped him try his life around.
(18:53):
He was an autodidactic student who read hundreds of books
behind bars. Once he left prison, he worked for the
Nation in grassroots recruitment efforts for young men on the streets.
Of Harlem.
Speaker 5 (19:05):
By contrast, doctor King, also the son of a preacher,
was a gifted orator. An educated man, he grew up
in a stable home and family. His middle class values
were evident in his preaching and his approach to civil rights.
In a cruel irony, both men would end up giving
up their lives to the civil rights movement at thirty
(19:27):
nine years old.
Speaker 4 (19:28):
For the lock in. The students wanted to find ways
to remove the arbitrary barriers of education. One Spelman educator
played a key role in the locke in at Morehouse.
He heard his name before, doctor Abdul Kalimat when our
research began. I saw a picture of him during the
locke in standing on a balcony holding a megaphone, and
I thought to myself, we have to speak to this man.
(19:51):
Here is social activist doctor Abdul Kalamat talking to Hans
and myself about his role as a negotiator between the
board and the students, along with Warmer Spellman, educator Ab Spellman.
Speaker 8 (20:02):
I remember that Ab and I were in constant communication.
He was in the room as well, and tea boy
Arthur Ross, Diana Ross's brother was there.
Speaker 4 (20:15):
Was he a student and more rest of the time. Okay, okay,
and was involved in the lock in.
Speaker 8 (20:21):
Yeah, he was an activist, but he didn't he wasn't
really militant until he had visited a relative in I
think it was Birmingham. He had a confrontation and the
police knocked her down or something, but he came back
you know, black power, you know, that was on his lips.
There was this transformation. The board meeting was in Hardness Hall,
(20:45):
in this conference room, they were feeling very superior. Well,
what is it that you all have to say? And
that's when we started talking about our view that the
university should be consolidated as a university and developed, and
that the black community should have more assertive control over
what was happening there. So there were really two points.
(21:07):
The lack of empathy with what we were trying to do.
We were really feeling our energy, you know, and so
we were very assertive about our views. The Morehouse students
were gathering outside that moment, that picture that was in
Ebony I think or wherever it was. When I was
speaking to the Morehouse students that had gathered, basically the
(21:30):
orientation was they had to liberate their president. Marrill Merrill
Lynch was there, and of course we took that as
an opportunity to confront power, you know, and you know,
what right do you have to be here, you know
over us. We were confronting him with what we thought
was the alternative future, alternative beyond him, you know, and
(21:52):
that has, you know, its strengths and its weaknesses, and
it's gains and its losses. So there was a social
gathering of the sort of black middle class and I
was invited, and they had arranged at this social occasion
for me to have a sit down with Gloucester.
Speaker 4 (22:09):
This is before or after the after after, okay.
Speaker 8 (22:12):
So we sat down and had a conversation that was
closer to this understanding that what his position was, what
my position was, in a non confrontational way, and we
were both sitting down having a cocktail, you know, and
having a just sitting off to the side.
Speaker 5 (22:27):
They had arranged it.
Speaker 8 (22:29):
In other words, a black middle class had that double position.
On the one hand, they went along with power to
put them out, but at night they wanted to embrace
these young people and protect them. You fight your battles
under you know, the conditions that where you find yourself.
Speaker 4 (22:42):
So did you find that to be a productive conversation
with Gloucester.
Speaker 8 (22:46):
Yes, and I felt I could use it as evidence
against him.
Speaker 5 (22:52):
Same lore, Same lore.
Speaker 4 (22:54):
Yeah.
Speaker 10 (22:54):
What do you mean by that, Well, I mean, in
other words, the the the accommodation people were willing to
make for the reforms they could get was too high
a price that I was willing to pay at that moment.
Speaker 8 (23:08):
It's a choice you have to make in the context
of the struggle. Yes, sir, because I mean, you look,
my biggest concern at this moment of the Palestinians, why
did they agree? Why did hamosen them agree with the
twenty point plan. Well, first of all, they didn't agree
with the twenty point plan. They agreed with the first
part of it. Why because genocide was happening. Yeah, just
(23:29):
like Black lives matter. I mean, how many times can
you just be in the street, you know, getting into
police's face. You better start talking to your mama and
your grandmama, your auntie and the bus driver and who's
ever delivering the mail, And you know, those are the
people that are going to make change. It's everybody. We
can't just act like young people or ideological people or
the political activists. We are the helpers. We are the
(23:52):
servants of the masses of people, and at those rare
moments like in the sixties during the civil rights movement,
and it was decades built up before that happen.
Speaker 4 (24:00):
You know. Yeah, the mood at this time can be underplayed. Here,
Just like today, there was growing unrest and real anger
at the injustice in the world. Malcolm and Martin's brutal
assassinations were still part of the student's mindset and emotions.
Speaker 5 (24:17):
Friday April eighteenth, nineteen sixty nine, one day before the
lock in front page of The Maroon Tiger, a headline
reads campaign sixty nine to save a Dying Moorhouse.
Speaker 6 (24:31):
Is that I promised to improve the conditions of Morehouse.
Speaker 4 (24:34):
Time again, this sounds familiar. In Part four of our series,
we discussed the student uprising at Howard University in twenty
twenty one over poor housing conditions a student services. However,
in Morehouse they had the same issues. The article will continue.
Speaker 6 (24:52):
However, this year's emphasis on rats and roaches and better
dining hall hours has shifted to a secondary position. This year,
the painters for Public Office are bringing up such issues
as the sustainability of curriculum, with an understanding of the
forces that shaped students' destinies. Equal representation and decision making
committees made up of administration, faculty, and staff, and encouraging unity,
(25:16):
not isolation from the neighboring community.
Speaker 5 (25:19):
What we see here is the direct struggle that Sam
Jackson was experiencing while at Morehouse. The boys wanted more
community and connection from educated black students. Doctor King wanted
the experience to be more than money and elitism. These
students felt angry and isolated. The article continues.
Speaker 6 (25:39):
To Save a Dying Morehouse is the slogan for the
campaign nineteen sixty nine to Save a Dying Moorhouse.
Speaker 4 (25:46):
The lock in and subsequent expulsions would make national news.
The term militants would be used like a slur in
the headlines April twenty fourth, nineteen sixty nine the Atlanta
Constitution headline Moorhouse cancels concessions.
Speaker 6 (26:02):
The Morehouse College Board of Trustees Wednesday rescinded the agreements
it made with a group of students who imprisoned the
board in a college building for twenty nine hours last week,
but the chairman of the Board of Trustees pledged to
stand by another set of agreements worked out during the
lock in with the Morehouse Student Government Association and remained
committed to amnesty for the students who barricaded the trustees
(26:25):
and Harkness Hall. Charles Merrill of Boston, the board chairman,
said Wednesday a telephone poll of the trustees had produced
the decision to nullify the agreements because they had been
granted under duress and because only a minority of the
twenty four member board had voted for the concessions to
the group that occupied the hall. Merrill added that the
band of students and faculty members who held the trustees
(26:47):
captive had no cause whatsoever to say it represented the
Morehouse student body. Merrill said he did not want to
establish the precedent that anybody with enough power could seize
control of our trustees meeting and put the screws to them.
The Morehouse Trustees, Meryll said, were influenced by fear of
a police rate on the building that would have resulted
(27:07):
in their being physically threatened. Some of the students occupying
the building carry cans of aerosol deodorant that could have
been used to blind them, Meryl said.
Speaker 4 (27:16):
In the wake of the lock in, news spread far
and wide television newspapers covered the event, and none of
them were complimentary about the students who conducted the lock in.
Speaker 11 (27:28):
Last week, our cameras weren't permitted on this floor. Students
were in control. Today it's a different story. The students
at Morehouse College have some definite thoughts about what happened
here last week. They questioned the tactics used, not the motives.
So far, nothing concrete has come from the lock up
(27:48):
of the board of trustees last week, but for now,
the issue before the students is to keep their college
president on the job.
Speaker 12 (27:57):
The president of Morehouse Alumniasciation has urged the college's board
trustees stake firm disciplinary measures against student militants who locked
the trustees in the administration building over most of the weekend.
Speaker 5 (28:12):
Nobody involved can claim ignorance anymore to what has.
Speaker 12 (28:17):
Gone down Atlanta, Georgia. The president of Morehouse College's student
government says a militant minority of the predominantly black school
has made bomb threats and intimidated other students.
Speaker 13 (28:28):
In relationship to doctor Gloucester. The students, having essence, given
him a voter confidence when they voted not to accept
his resignation.
Speaker 14 (28:40):
Now the circumstances surrounding my resignation are very complex, and
I am still considering what the best course of action is.
Speaker 12 (28:57):
Fifteen black militants have been expelled from predominantly Negro Morehouse
College by locking the board of trustees in its own
meeting room and forcing agreements to a list of demands.
Speaker 13 (29:08):
I personally feel that doctor Gloucester has tried to make
certain changes, and that only been in office two years,
that these changes just unfortunately having to come aback little
too slowly.
Speaker 12 (29:23):
Atlanta, Georgia, a majority of Morehouse College trustees, the chairman
said Wednesday, has repudiated two concessions wrung from some of
the trustees last week while they were held prisoner by
a band of student militants militancy.
Speaker 4 (29:38):
This became the new fear of the US government. These
expelled students were now exposed to the worst of American forces.
Speaker 5 (29:47):
The FBI and the civil rights movement are intrinsically connected.
In our next episode, we will explore how and why
next time on the A.
Speaker 15 (29:58):
Building under Hoover's time, You've got this kind of communist scare.
Bombs are going off, riots in the street. What's going
on now in college? Campuses as a government, we're not
accepting free speech. Am I a fan of violence?
Speaker 9 (30:13):
No?
Speaker 15 (30:13):
Have I worked cases against Hamas a proven terrorist organization? Absolutely,
they are cold blooded evil. Have I seen any evidence
that the people Corbitt grabbed by master men on campus
are Hamas?
Speaker 4 (30:27):
No?
Speaker 15 (30:28):
I haven't, so I worry that we're you know, we're
going back. We're going back.
Speaker 5 (30:34):
The A Building is produced by Imagine Audio for iHeart Podcasts.
It is written and hosted by me Hans Charles and
my co host menelec La Mumba.
Speaker 4 (30:44):
It is executive produced by Carl Welker and Nathan Kloke,
me Menelik Lamomba and Hans Charles.
Speaker 5 (30:50):
Executive producers at iHeart Podcasts ar Katrina Norville and Nikki Torre.
Marketing lead is David Wasserman.
Speaker 4 (30:57):
It is produced, directed, and edited by Nathan Fernarra, with
producer John Asanti, Sound design and music by Alloy.
Speaker 5 (31:05):
Trax, and special thanks to April Ryan, Doctor, Elia Davis,
Kim vc Ada, Bobby Know and James Early. If you
enjoyed this episode, be sure to rate and review The
A Building on Apple podcast or wherever you get your podcasts.
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