DOCSLIB.ORG

A New Nation Struggles to Find Its Footing: Power Struggles, 1789-1804

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Invigorated by the victory of Brown and frustrated by the lack of In preparation for sit-in’s, activist Jim Lawson teaches students The Civil Rights Era, 1954-1969 immediate practical effect, citizens rejected gradualist, legalistic tactics in passive-aggressive non-violence; specifically, in how to (Page 1 of 3) approaches as the primary tool to bring about desegregation. take the blows while responding with dignity. They were faced with "massive resistance" in the South by Sit-ins’s occur throughout south! Tactics employed by the Civil Rights Movement: proponents of racial segregation and voter suppression. Moral suasion – the strategic use of guilt to generate moral In defiance, African Americans adopted a combined 1958, Malcolm X expounds a militant philosophy, advocating for behavior strategy of direct action with nonviolent resistance. blacks to arm themselves and to act in self-defense. His speeches Litigation – the direct use of lawsuits to challenge Jim Crow routinely call the white person “devil” and are divisive. Civil disobedience – use of collective non-violent action to 1952, Cesar Chavez travels California urging Mexican Americans Civil Rights Act of 1960 disrupt state activity to registrar to vote. Signed by Eisenhower, it established federal inspection of local Economic boycott – use of collective non-violent actions to Brown v.Board of Education, 1954 voter registration polls and introduced penalties for anyone who disrupt private activity Supreme Court case ruled that segregation is schools was illegal obstructed someone's attempt to register to vote or actually vote. Grassroots organizing – rural and urban strategies to build The Act survived a 125+ hour filibuster; a calculated act of mass movement Teenager Emmitt Till murdered in Sumner Mississippi, 1955 defiance by 18 Southern Democrats who sought to delay the Solicitation of corporate sponsors – use of private vote on the bill by continuous speeches in the Senate. organizations to fund political activities 1956 Autherine (Audrey) Lucy wins Supreme Court case ordering Use of television – the first movement to coincide with the rise the University of Alabama to enroll her. 1960, Elijah Mohammed, leader of the Nation of Islam, calls for a of mass media In defiance of the ruling, they expelled her in response all-black state. He advocated for complete separation of the races. The strategy of public education, legislative lobbying, and litigation in the court system that typified the Civil Rights Rosa Parks and the Montgomery Bus Boycott, 1955-1956 Voter registration organizing Movement in the first half of the 20th Century broadened after Claudette Colvin and Mary Louise Smith were previously Local black leaders in Mississippi (Amzie Moore, Aaron Brown to a strategy that emphasized "direct action"—primarily arrested for the same thing; Colvin was a pregnant teenager Henry, Medgar Evers) asked SNCC to help register black boycotts, sit-ins, Freedom Rides, marches and similar tactics that and Smith’s father was an alcoholic, so the NAACP did not voters and to build community organizations that could win a relied on mass mobilization, nonviolent resistance and civil pursue their cases for fear of encouraging stereotyping share of political power in the state. disobedience. This mass action approach typified the movement from 1960 to 1968. 1956, a policy of “massive resistance” is declared by Senator 1961, “Black Like Me” by John Howard Griffin is published Churches, the centers of their communities, local grassroots Harry Byrd (Virginia) to unite other white politicians and leaders A white southerner deliberately tanned and dyed his skin to organizations, fraternal societies, and black-owned businesses, in a cause to prevent desegregation. allow him to directly experience the life of the Negro in the mobilized volunteers to participate in broad-based actions. This Deep South, displaying the brutality of Jim Crow segregation was a more direct and potentially more rapid means of creating The Southern Manifesto, opposing integration of schools, is to a national audience. change than the traditional approach of mounting court challenges. created and signed by 19 senators and 81 members of the House of Representatives form Southern states. Integration of Mississippi Universities, 1956-1965 The Jewish community supported the Civil Rights Movement. 1956 FBI Director J. Edgar Hoover orders the FBI to begin the James Meredith and the University of Mississippi, 1962 Statistically Jews were one of the most actively involved non- COINTELPRO program to investigate and disrupt "dissident" black groups in the Movement. groups within the United States. The growing militancy of the freedom struggle was in part due to Many Jewish students worked in concert with blacks for COINTELPRO was a series of covert, and often illegal, projects the pressure put on the mainstream civil rights organizations by CORE, SCLC, and SNCC as full-time organizers and summer conducted by the FBI aimed at surveilling, infiltrating, the Nation of Islam and Malcolm X, who sharply criticized their volunteers during the Civil Rights era. Jews made up roughly discrediting, and disrupting domestic political organizations. weaknesses and hesitations, and their inability to prevent racist half of the white northern volunteers involved in the 1964 attacks against Black people. Mississippi Freedom Summer project and half of the civil COINTELPRO tactics included discrediting targets through rights attorneys active in the South during the 1960s. planting false reports in the media, smearing through forged letters, harassment, wrongful imprisonment & assassination. Albany (Georgia) Movement, 1961-1962 The American Jewish Committee, American Jewish Congress, The SCLC, which had been criticized by some student activists and Anti-Defamation League actively promoted civil rights Desegregation of Central HS (Little Rock, Arkansas), 1957 for its failure to participate more fully in the Freedom Rides, committed much of its prestige and resources to a desegregation Southern Christian Leadership Council (SCLC) In response to the governor using state police to prevent desegregation, President Eisenhower nationalized the National campaign in Albany. Formed by Martin Luther King Jr, Fred Shuttlesworth, and Guard and uses the military to force the school’s desegregation. The campaign was a failure because of the tactics of the local Ella Baker, among others. police chief, and divisions within the black community. It did not attempt to create a network of chapters as the Cooper v.Aaron (1958) The police contained the marchers without violent attacks on NAACP did. It offered training and leadership assistance for The Supreme Court rules that states are bound by the Court’s demonstrators that inflamed national opinion; arrested local efforts to fight segregation. The headquarters decisions, and could not choose to ignore them. demonstrators were taken to jails in surrounding communities, organization raised funds, mostly from Northern sources, to allowing plenty of room to remain in the local jail. support such campaigns. NAACP v.Alabama (1958) Prichett also foresaw King's presence as a danger and forced It made non-violence both its central tenet and its primary The Supreme Court rules that the NAACP was not required to his release to avoid King's rallying the black community. King method of confronting racism. release membership lists to continue operating in the state. left in 1962 without having achieved any dramatic victories. 12 June 1963, Civil rights leader Medgar Evers is murdered in Freedom Summer, 1964 (Mississippi) The Civil Rights Era, 1954-1969 Mississippi by a member of the KKK. COFO brought nearly 1,000 activists to Mississippi – most of (Page 2 of 3) them white college students – to join with local black activists to September 1963, Sixteenth Street Baptist Church (Birmingham, register voters, teach in "Freedom Schools," and organize the Alabama) is bombed by the KKK, murdering four girls. Mississippi Freedom Democratic Party. Freedom Rides, 1961 Many of Mississippi's white residents deeply resented the Civil Rights activists on buses travel to the segregated south to Governor Wallace of Alabama tried to block the integration of the outsiders and attempts to change their society. State and local test Boynton v. Virginia (1960), which legally ended segregation University of Alabama. President Kennedy uses soldiers to force governments, police, the White Citizens' Council KKK used for passengers engaged in interstate travel. enrollment of two black students. arrests, beatings, arson, murder, spying, firing, evictions, and Organized by CORE, but support from SNCC intensified in other forms of intimidation and harassment to oppose the response to the ensuing violence. March on Washington 1963 project and prevent blacks from registering to vote or A collaborative effort of all of the major civil rights organizations, achieving social equality. 1962, Representatives of SNCC, CORE, and the NAACP form the the more progressive wing of the labor movement, and other 21 June 1964, three civil rights workers disappeared. Council of Federated Organizations (COFO). liberal organizations. The march had six official goals: The bodies of James Chaney (a young black Mississippian) Meaningful civil rights laws, and Andrew Goodman and Michael Schwerner (both white 1962, Cesar Chavez, advocating for Chicano migrant worker A massive federal works program, Jewish students) were found weeks
Recommended publications
  • HSCA Final Report: II. Findings

    HSCA Final Report: II. Findings

    A. JAMES EARL RAY FIRED ONE SHOT AT DR. MARTIN LUTHER KING, JR., THE SHOT KILLED DR. KING Shortly after 6 p.m. on April 4, 1968, Dr. Martin Luther King Jr., was shot and mortally wounded as he stood on the second-floor balcony outside his room at the Lorraine Motel in Memphis, Tenn. He was pronounced dead at 7 :05 p.m. at St. Joseph Hospital. James Earl Ray, a 40-year-old convicted armed robber who had escaped from the Missouri State Penitentiary in Jefferson City, Mo., on April 23, 1967, pleaded guilty on March 10, 1969, in Shelby County (Tenn.) Criminal Court to the first degree murder of Dr. King. He was sentenced to 99 years at the State penitentiary. (a) Biography of James Earl Ray James Earl Ray was born on March 10, 1928, in Alton, Ill. The Ray family moved a few miles from Alton to Bowling Green, Mo., in 1930, and 5 years later they moved to near Ewing, Mo., where Ray received his elementary school education. At age 16, Ray moved back to Alton, where he lived with his grand- mother. He worked in the dye room of the International Shoe Tannery in nearby East Hartford, 111. He was laid off in December 1945 and, 6 weeks later, enlisted in the Army. He was stationed in West Ger- many where he was charged with drunkenness and breaking arrest. Ray was discharged for ineptness and lack of adaptability for service in December 1948. After his discharge, Ray returned to stay with his grandmother in Alton, Ill., and embarked on a life of odd jobs and jail sentences.
  • The Honorable Harold H. Greene

    The Honorable Harold H. Greene

    THE HONORABLE HAROLD H. GREENE U.S. District Court for the District of Columbia Oral History Project The Historical Society of the District of Columbia Circuit Oral History Project United States Courts The Historical Society of the District of Columbia Circuit District of Columbia Circuit The Honorable Harold H. Greene U.S. District Court for the District of Columbia Interviews conducted by: David Epstein, Esquire April 29, June 25, and June 30, 1992 NOTE The following pages record interviews conducted on the dates indicated. The interviews were electronically recorded, and the transcription was subsequently reviewed and edited by the interviewee. The contents hereof and all literary rights pertaining hereto are governed by, and are subject to, the Oral History Agreements included herewith. © 1996 Historical Society of the District of Columbia Circuit. All rights reserved. PREFACE The goal of the Oral History Project of the Historical Society of the District of Columbia Circuit is to preserve the recollections of the judges who sat on the U.S. Courts of the District of Columbia Circuit, and judges’ spouses, lawyers and court staff who played important roles in the history of the Circuit. The Project began in 1991. Most interviews were conducted by volunteers who are members of the Bar of the District of Columbia. Copies of the transcripts of these interviews, a copy of the transcript on 3.5" diskette (in WordPerfect format), and additional documents as available – some of which may have been prepared in conjunction with the oral history – are housed in the Judges’ Library in the United States Courthouse, 333 Constitution Avenue, N.W., Washington, D.C.
  • Race Traitors and Individual Psychology in John Howard Griffin's Black Like Me, Andrea Levy's Small Island, and Igoni Barret

    Race Traitors and Individual Psychology in John Howard Griffin's Black Like Me, Andrea Levy's Small Island, and Igoni Barret

    RACE TRAITORS AND INDIVIDUAL PSYCHOLOGY IN JOHN HOWARD GRIFFIN’S BLACK LIKE ME, ANDREA LEVY’S SMALL ISLAND, AND IGONI BARRETT’S BLACKASS 2021 MASTER’S THESIS ENGLISH LANGUAGE AND LITERATURE HUSAMULDDIN ALFAISALI Supervised by Assoc. Prof. Dr. Muayad Enwiya Jajo ALJAMANI RACE TRAITORS AND INDIVIDUAL PSYCHOLOGY IN JOHN HOWARD GRIFFIN’S BLACK LIKE ME, ANDREA LEVY’S SMALL ISLAND, AND IGONI BARRETT’S BLACKASS Husamulddin ALFAISALI T.C. Karabuk University Institute of Graduate Programs Department of English Language and Literature Prepared as Master’s Thesis SUPERVISED BY Assoc. Prof. Dr. Muayad Enwiya Jajo AL-JAMANI KARABUK June 2021 TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................. 1 THESIS APPROVAL PAGE ....................................................................................... 3 DECLARATION .......................................................................................................... 4 DEDICATION .............................................................................................................. 5 ACKNOWLEDGMENTS ............................................................................................ 6 ABSTRACT ................................................................................................................... 7 ÖZ ................................................................................................................................... 8 ARCHIVE RECORD INFORMATION ...................................................................
  • What Made Nonviolent Protest Effective During the Civil Rights Movement?

    What Made Nonviolent Protest Effective During the Civil Rights Movement?

    NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four.
  • Viewer's Guide

    Viewer's Guide

    SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen.
  • Women in the Modern Civil Rights Movement

    Women in the Modern Civil Rights Movement

    Women in the Modern Civil Rights Movement Introduction Research Questions Who comes to mind when considering the Modern Civil Rights Movement (MCRM) during 1954 - 1965? Is it one of the big three personalities: Martin Luther to Consider King Jr., Malcolm X, or Rosa Parks? Or perhaps it is John Lewis, Stokely Who were some of the women Carmichael, James Baldwin, Thurgood Marshall, Ralph Abernathy, or Medgar leaders of the Modern Civil Evers. What about the names of Septima Poinsette Clark, Ella Baker, Diane Rights Movement in your local town, city or state? Nash, Daisy Bates, Fannie Lou Hamer, Ruby Bridges, or Claudette Colvin? What makes the two groups different? Why might the first group be more familiar than What were the expected gender the latter? A brief look at one of the most visible events during the MCRM, the roles in 1950s - 1960s America? March on Washington, can help shed light on this question. Did these roles vary in different racial and ethnic communities? How would these gender roles On August 28, 1963, over 250,000 men, women, and children of various classes, effect the MCRM? ethnicities, backgrounds, and religions beliefs journeyed to Washington D.C. to march for civil rights. The goals of the March included a push for a Who were the "Big Six" of the comprehensive civil rights bill, ending segregation in public schools, protecting MCRM? What were their voting rights, and protecting employment discrimination. The March produced one individual views toward women of the most iconic speeches of the MCRM, Martin Luther King Jr.’s “I Have a in the movement? Dream" speech, and helped paved the way for the Civil Rights Act of 1964 and How were the ideas of gender the Voting Rights Act of 1965.
  • From Stride Toward Freedom Necessary to Protect Ourselves

    From Stride Toward Freedom Necessary to Protect Ourselves

    Civil Rights and Protest Literature from Stride Toward Freedom RI 2 Determine two or more Nonfiction by Martin Luther King Jr. central ideas of a text and analyze their development over For a biography of Martin Luther King Jr., see page 1202. the course of the text, including how they interact and build on one another to provide a Necessary to Protect Ourselves complex analysis. RI 5 Analyze Interview with Malcolm X by Les Crane and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes Meet the Author points clear, convincing, and engaging. RI 6 Determine an author’s point of view or purpose in a text in which the rhetoric is Malcolm X 1925–1965 particularly effective, analyzing how style and content contribute In 1944, while Martin Luther King Jr. people “a race of devils” and promoted a to the power, persuasiveness, or beauty of the text. was attending college classes in Atlanta, vision of black pride. They advocated a 19-year-old Malcolm Little was hustling on radical solution to the race problem: the the streets of Harlem. By 1952, a jailhouse establishment of a separate, self-reliant conversion transformed Little into the black nation. political firebrand we know as Malcolm Change of Heart Inspired by the Black X, whose separatist views posed a serious Muslim vision, Malcolm Little converted challenge to King’s integrationist vision. to Islam and changed his last name to Bitter Legacy Where King grew up X, symbolizing his lost African name. comfortably middle-class, Little’s childhood Once released from prison, he became an was scarred by poverty and racial violence.
  • Martin Luther King, Jr. Civil Rights Movement

    Martin Luther King, Jr. Civil Rights Movement

    Martin Luther King, Jr. Civil Rights Movement By Lebron Chapter 1: Introduction to the Civil Rights Movement The Civil Rights Movement was from 1954 - 1968. Back then, whites and blacks didn't get along because they weren't treated the same. The African Americans couldn't eat with the whites. African Americans couldn't use the same restaurants and eat with whites. Black people couldn't sit anywhere they wanted on the bus, but white people could. White kids were separated from African American kids for school. During the Civil Rights Movement, people were trying to change that African Americans would be treated equal like white people. After King changed the world he got assassinated by a white man. Chapter 1: Introduction to the Civil Rights Movement The Civil Rights Movement was from 1954 - 1968. Back then, whites and blacks didn't get along because they weren't treated the same. The African Americans couldn't eat with the whites. African Americans couldn't use the same restaurants and eat with whites. Black people couldn't sit anywhere they wanted on the bus, but white people could. White kids were separated from African American kids for school. During the Civil Rights Movement, people were trying to change that African Americans would be treated equal like white people. After King changed the world he got assassinated by a white man. Quotes from Martin Luther King Chapter 2 : Martin Luther King, Jr " Love is the only force capable of transforming an enemy into a friend." Martin Luther King's Accomplishments This means that the only at to get people to be nice is to say nice words.
  • Leaders of the March on Washington for Jobs and Freedom Biographical Information

    Leaders of the March on Washington for Jobs and Freedom Biographical Information

    “The Top Ten” Leaders of the March on Washington for Jobs and Freedom Biographical Information (Asa) Philip Randolph • Director of the March on Washington for Jobs and Freedom. • He was born on April 15, 1889 in Crescent City, Florida. He was 74 years old at the time of the March. • As a young boy, he would recite sermons, imitating his father who was a minister. He was the valedictorian, the student with the highest rank, who spoke at his high school graduation. • He grew up during a time of intense violence and injustice against African Americans. • As a young man, he organized workers so that they could be treated more fairly, receiving better wages and better working conditions. He believed that black and white working people should join together to fight for better jobs and pay. • With his friend, Chandler Owen, he created The Messenger, a magazine for the black community. The articles expressed strong opinions, such as African Americans should not go to war if they have to be segregated in the military. • Randolph was asked to organize black workers for the Pullman Company, a railway company. He became head of the Brotherhood of Sleeping Car Porters, the first black labor union. Labor unions are organizations that fight for workers’ rights. Sleeping car porters were people who served food on trains, prepared beds, and attended train passengers. • He planned a large demonstration in 1941 that would bring 10,000 African Americans to the Lincoln Memorial in Washington, DC to try to get better jobs and pay. The plan convinced President Roosevelt to take action.
  • 5Th Sunday of Easter MAY 2, 2021

    5Th Sunday of Easter MAY 2, 2021

    MAY 2, 2021 5th Sunday of Easter ... a pilgrim church coming to know the kingdom of God by being Christ to the world. 3722 S. 58th Street | Milwaukee, WI 53220-2053 | (414) 545-4316 EUCHARIST: PARISH DIRECTOR CONNECT: SAT 5:00 PM NANCIE CHMIELEWSKI WEBSITE ololmke.org SUN 8:00 AM|10:30 AM Office: (414) 545-4316 x113 EMAIL office@ololmke .org Cell: (414) 335-5264 Capacity limited to 200 FACEBOOK /ololmke people during social INSTAGRAM /ololmke distancing. Reservation required to attend Mass. FAX (414) 541-2251 FINANCIAL STEWARDSHIP UPDATE Parish Support - April 2021 Improvement Fund Updates 2021 Catholic Stewardship Appeal (4/5/2021) ACTUAL BUDGETED Beg. Balance 7/1/20 $69,882.96 as of 4/23/21 for April Donations $ 28,262.43 Donations: ......................... $20,079.00 Reg. Envelopes ........................... $61,759.19 $65,000.00 Expenses $ 2,027.87 Goal is $42,844.00 ............. 46.87% Offertory ......................................... $1,489.01 $5,000.00 Balance (4/23/2021) $96,117.52 THANK YOU! Donors: ............................................. 130 Budget Updates Fiscal Year: April 2021 Our Lady of Lourdes is grateful Goal is 1,078 ........................ 12.06% ACTUAL BUDGETED for your continued support DECIDE TO LEAD Operating Income ..................... $836,089.35 $748,116.66 of all our ministries. www.CatholicAppeal.org Operating Expenses ................. $630,266.42 $741,910.15 We are blessed by your generosity! FROM THE PASTORAL COUNCIL VIRTUE OF THE WEEK Radical Kindness LOYALTY While in the library, I was searching for a DVD that would challenge me. By chance, I came across Black Like Me, a memoir of John Howard Griffin, a white Loyalty is unwavering commitment journalist who choose to darken his skin, immerse himself in the Deep South in to the people and ideals we care 1959 and experience what it was like living as an African American under about.
  • Read an Excerpt

    Read an Excerpt

    The Artist Alive: Explorations in Music, Art & Theology, by Christopher Pramuk (Winona, MN: Anselm Academic, 2019). Copyright © 2019 by Christopher Pramuk. All rights reserved. www.anselmacademic.org. Introduction Seeds of Awareness This book is inspired by an undergraduate course called “Music, Art, and Theology,” one of the most popular classes I teach and probably the course I’ve most enjoyed teaching. The reasons for this may be as straightforward as they are worthy of lament. In an era when study of the arts has become a practical afterthought, a “luxury” squeezed out of tight education budgets and shrinking liberal arts curricula, people intuitively yearn for spaces where they can explore together the landscape of the human heart opened up by music and, more generally, the arts. All kinds of people are attracted to the arts, but I have found that young adults especially, seeking something deeper and more worthy of their questions than what they find in highly quantitative and STEM-oriented curricula, are drawn into the horizon of the ineffable where the arts take us. Across some twenty-five years in the classroom, over and over again it has been my experience that young people of diverse religious, racial, and economic backgrounds, when given the opportunity, are eager to plumb the wellsprings of spirit where art commingles with the divine-human drama of faith. From my childhood to the present day, my own spirituality1 or way of being in the world has been profoundly shaped by music, not least its capacity to carry me beyond myself and into communion with the mysterious, transcendent dimension of reality.
  • The Atlanta Journal and Constitution March 29, 1998, Sunday, ALL EDITIONS

    The Atlanta Journal and Constitution March 29, 1998, Sunday, ALL EDITIONS

    The Atlanta Journal and Constitution March 29, 1998, Sunday, ALL EDITIONS New 'leads' in King case invariably go nowhere David J. Garrow PERSPECTIVE; Pgs. C1, C2. LENGTH: 1775 words Do the never-ending claims of revelations concerning the April 4, 1968, assassination of the Rev. Martin Luther King Jr. leave you a bit confused? What should we make of the assertion that U.S. Army military intelligence --- and President Lyndon B. Johnson --- were somehow involved? Why is Jack Ruby, who killed Lee Harvey Oswald two days after Oswald assassinated President John F. Kennedy in 1963, now turning up in the King assassination story? And what about former FBI agent Donald Wilson's claim that notes he pilfered from James Earl Ray's automobile and then concealed for 30 years contain a significant telephone number. Maybe you saw the ABC "Turning Point" documentary with Forrest Sawyer that demolished the Army intelligence allegations. Or perhaps you watched CBS' "48 Hours" broadcast with Dan Rather last week, which refuted the claims that some fictional character named "Raoul," acting in cahoots with Ruby, was responsible for both the Kennedy and the King assassinations. Don't worry. All of this actually is easier to follow than you may think, so long as you keep a relatively simply score card. All you need to do is remember the "three R's" --- Ray, "Raoul" and Ruby --- and also distinguish the "three P's" --- William F. Pepper, Gerald Posner and Marc Perrusquia. Ray you know. Now 70 years old and seriously ill, Ray pleaded guilty to King's slaying in 1969 but has spent the past 29 years trying to withdraw his plea.