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Follows the dramatic but little-known story of the 1969 student strike that transformed the face of higher education.
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00:01:30The school in Harlem has a high level of academic excellence.
00:01:38So I came in September of 1966 into City College and, well, the first thing that struck me
00:01:45was coming through Harlem on the 101 bus and getting off and being surrounded by Harlemites,
00:01:53my folks, and then entering the college and finding them, they weren't any of my folks.
00:01:59This campus is located in Harlem, and so few people from Harlem actually come here.
00:02:04It didn't seem to make sense because it was a free university.
00:02:09It was a great education.
00:02:09Why aren't we adequately represented in number?
00:02:14One summer, my mother hosted two young women who were students at a traditionally black college,
00:02:23and she would introduce them to her friends, and she'd say, they're college girls.
00:02:29And everybody would go, oh, college girls.
00:02:33And I said, I want to be one of those.
00:02:37I actually grew up not too far away from here.
00:02:41I grew up in Harlem in what we used to call the valley.
00:02:44So when we wanted to dream, we would walk up on the hill.
00:02:49We knew that we could make it into one of the best colleges in the entire country.
00:02:54We were going to be able to make it individually.
00:02:57So coming to Citi, it was like a dream.
00:03:02CCNY was an elite school academically.
00:03:07These students were outstanding students.
00:03:10It was a privilege for the students to be there,
00:03:12and it was a privilege for us to be teaching there.
00:03:15And I was happy, except for this one problem, which was it was all white.
00:03:22There were very few African-American students.
00:03:25And practically no Hispanic students.
00:03:29Because they were not coming out of the high schools with high enough averages
00:03:34to be able to meet the CCNY standards.
00:03:40But we were in the center of Harlem, kind of looking down on Harlem.
00:03:45And there was something kind of incongruous about the location of CCNY
00:03:54CCNY being where it was, and the lack of African-American students altogether.
00:04:05No, not many blacks were on campus.
00:04:08And those that were, a majority of them were in the Sikh program.
00:04:12But that means search for education, elevation, and knowledge.
00:04:20It's a corny name, as far as I'm concerned.
00:04:24But the idea was that there were a lot of poor black people and Latino people
00:04:32who were not getting a chance to get an education, which they wanted.
00:04:37Seek was a revolutionary idea for democratization of the college.
00:04:45And I think a lot of credit goes to Alan Ballard.
00:04:50One day, I put things together, and I went and set up an appointment.
00:04:54And the president invited me to his house.
00:04:58President Gallagher had been the president of Talladega University down south.
00:05:04And he was a, how can I say it, he was a pioneer in African-American education.
00:05:14Although white, he was a young professor.
00:05:17You're not supposed to be going to the president with things.
00:05:20But he was gracious.
00:05:22I gave him my law written proposal.
00:05:26He read it.
00:05:27And he said, good.
00:05:29He said, I want you to go ahead with this.
00:05:31The moment of truth has finally arrived in America.
00:05:35Then the African-American and Hispanic legislators got behind the program.
00:05:42We went in to see the assembly speaker.
00:05:46And we said, Mr. Speaker, we're politicians too.
00:05:49And we need to take something back home.
00:05:52We explained to him that there would be the inability for him to be reelected speaker
00:05:58if our votes were not available.
00:06:01So that night, the SEEK program was born.
00:06:06Well, my first day at City College, I was amazed.
00:06:10I had never been on the City College campus before.
00:06:14And the architecture, the size of the campus, I really felt that it was the vision I had
00:06:23in mind of an Ivy League university.
00:06:26And I felt so fortunate to be among the chosen few for this new program to come and be at
00:06:36City College.
00:06:43Seek was the way in which the city of New York attempted to make up for its racist doctrines prior
00:06:55to the arrival of SEEK.
00:06:59Again, the free school was mostly for Irish, Italian, and Jewish immigrants from Europe.
00:07:07The earliest City College was never for the non-white population.
00:07:16People were not pleased with this influx of brown and black people to their hallowed halls.
00:07:24The faculty, even after they saw how smart so many of them were, didn't want them in their classes.
00:07:32In one class, one instructor asked all of the SEEK students to stand.
00:07:40And she proceeded to tell the other members of the class that we were in a special category, essentially.
00:07:50That we had not done the hard work and gotten the high SAT scores, and here we were now.
00:07:59I was amazed.
00:08:01I had never been singled out in that way before, just to satisfy someone else's idea of what lesser people
00:08:15look like.
00:08:21You walk through their hallowed halls, and you'll see, you know, all these portraits of white men all around the
00:08:30walls.
00:08:31It was an uninviting environment for African Americans.
00:08:38The students we were taking in were students who ordinarily would not have qualified to come into the college.
00:08:45You had to take these competitive tests, and of course we couldn't compete to get in.
00:08:51And so, when it was conceived, they knew they had to have support structures in place.
00:08:57They had to have remediation to get the students ready.
00:09:09I come from Harlem.
00:09:10I was born in Harlem Hospital, educated in the public school system.
00:09:14I remember taking the test when I was going to go to high school for Stuyvesant High School.
00:09:21My mother insisted that I take this test.
00:09:23And when I took the test, I was astounded by the many things that were never covered in my education.
00:09:32I said, what, how could this be?
00:09:34I grew up very poor and very working class.
00:09:41And the schools, they didn't know what to do with us.
00:09:45You know, we were those funny niggers who spoke that weird language.
00:09:55I wasn't really taught how to read, how to write.
00:09:58And they had specific programs where they tracked us into.
00:10:04So, the program I was into was to be a nurse's aide, you know, learn how to take care of
00:10:11people.
00:10:11So, I didn't even think about going to college.
00:10:17You weren't left out of college because you were dumb or because you couldn't learn.
00:10:22You were left out because the way society is structured, okay?
00:10:26And you weren't structured into that process.
00:10:29We're just proving right here to the Harlem Shovel.
00:10:45It's actually quite un-American.
00:10:49You have people who have been here for 400 years.
00:10:52They are paying the same taxes, they're riding the same subway, and they have the same dreams for their children,
00:11:01which is to be well-educated, to be well-spoken, to be in a career of their choice
00:11:10and not forced to do menial tasks for everyone else.
00:11:26In the 50s and even in the 60s, in predominantly black and Puerto Rican schools,
00:11:34the curriculum was very soft, and the books were very old.
00:11:44The teachers were newly minted coming out of college,
00:11:49who had the most inexperienced teachers teaching in the ghetto schools.
00:11:59Get over there and sit down.
00:12:04Sit down.
00:12:06Wait.
00:12:07Five, two, three, four, three, four, three.
00:12:10And look back at me.
00:12:13Everybody.
00:12:14Get up.
00:12:18Get down.
00:12:32So, for someone to say that black and brown people are arriving at CCNY without a proper foundation,
00:12:45who caused that to be?
00:12:47Who kept that in place?
00:12:52So, Dr. Gallagher put the weight of the presidency behind the SIC program.
00:12:59And what he did was, no, he said,
00:13:03all right, you need teachers of English, I'm going to give you some folks.
00:13:08And who did he give us?
00:13:10Respect yourself.
00:13:14Respect yourself.
00:13:18Respect yourself.
00:13:22Respect yourself.
00:13:27If you don't respect yourself,
00:13:31ain't nobody gonna give a good do.
00:13:35you're gonna give a good do.
00:14:09Audrey Lorde and Adrienne Rich actually met at City College in 1968 and became the very best of friends.
00:14:18And their incredibly powerful visions for the future, for a non-racist, non-sexist, non-hierarchical future, really changed the
00:14:32role of literature.
00:14:34And we were, nappy girls, quick as cuttlefish, scurrying for cover, trying to speak.
00:14:46If the people who are teaching us are totally brilliant and they're listening to what we have to say, then
00:14:53our opinions matter.
00:14:56I feel that Africa is, at this present time, is not our home.
00:15:02I think my forefathers have died in this country, and I claim this country is mine.
00:15:08I would like to get out of the reservation on 145th Street.
00:15:12It is a reservation. It is a ghetto.
00:15:14And I think that this is what our fight is for, to be able to function in the mainstream of
00:15:19all of American life, because we are Americans and we did build this country.
00:15:23And that's what they gave us.
00:15:25They let us know that our opinions matter.
00:15:29Miner Shaughnessy directed the entire English component of the program.
00:15:35She just saw love for the students and a demand for standards at the same time.
00:15:42She wanted them to do well.
00:15:44Miner Shaughnessy inspired a whole movement of teaching students from where they are and bringing them from where they are
00:15:53to a point where, you know, they can express themselves in the best language that has been transmitted down through
00:16:02the ages.
00:16:03Miner Shaughnessy and Tony K. Bambara and June Jordan, they were so expansive and so delightful and so embracing.
00:16:12It was, they really built a community here.
00:16:14These people already on the faculty here, just major people who were, in a sense, leading a sort of cultural
00:16:24revolution, a literary revolution.
00:16:26So there already was this atmosphere of literary change and consciousness.
00:16:33We would participate with the last poets, you know, the last poets, the famous last poets.
00:16:38Poetry is black. Poetry is black people. Running when it's time to run. And walking when it's time to walk.
00:16:49And grooming all the time.
00:16:52The last poets performed at CCNY numerous times. These students, they could recite our poetry better than we could.
00:16:58Already poetry was becoming a revolutionary tool. Before Ice Cube and Dr. Dre and Jay-Z, before all of that,
00:17:07we were kicking it.
00:17:08And we were offering concrete solutions to sociological, political, and cultural problems and racism. We were hitting it hard.
00:17:19Hey, now. Hey, now.
00:17:21There were a number of books that were pretty obligatory if you wanted to have a conversation as a young
00:17:27black person of conscience with other young black people of conscience.
00:17:31We had to train ourselves in political action and to really train our consciousness because some of us had not
00:17:38read things like that.
00:17:40Everything that was going on during this particular period of time had political implications.
00:18:09We're talking in the 60s, mid to late 60s.
00:18:14Well, you have a lot of major things happening in American society.
00:18:22It was the height of the war in Vietnam.
00:18:25It was the height of the civil rights movement.
00:18:29I mean, what we did in Vietnam was so despicable and there was tremendous opposition.
00:18:47Of course, most of the students had absolutely no political consciousness.
00:18:52But the immediate leadership element in the black and Puerto Rican student community did have some.
00:18:59They came from organizations in the community.
00:19:04The Young Lords was just being formed, the Black Panther Party, and SNCC's Nonviolent Student Coordination Committee.
00:19:11So you had different levels of consciousness in terms of the student population involvement.
00:19:19It was coming out of civil rights into nationalism, black nationalism.
00:19:24The pull of black nationalism, I don't think was a particularly strong pull.
00:19:30What was evident was a larger energy that came from the teachings of Malcolm X, E.B. Du Bois, you
00:19:38know, Frantz Fanon.
00:19:40You know, that was a larger picture than just black nationalism.
00:19:44It was a global realization, a global awareness that of the conditions of people of color all over the world.
00:19:54There was a political revolution going on.
00:19:57Many countries were obtaining their independence.
00:20:00There were also movements in Latin America against the U.S.-imposed dictatorships.
00:20:06World revolution was exploding from Mozambique to Guinea-Bissau to Namibia, South Africa.
00:20:12And we wanted to be a part of that world movement for change.
00:20:17It should be our first priority to stop the genocide in Southeast Asia.
00:20:21This campus is a hotbed.
00:20:24You had SDS over there.
00:20:25You had Student Nonviolent Coordinating Committee there.
00:20:28You had the Onyx Society.
00:20:30I was a member of what was called the Onyx Society.
00:20:34You know, Onyx being the Black Stone.
00:20:36The black students came together to socialize, to foment change, and things of that nature.
00:20:45We just had initial meetings, just getting together.
00:20:48We didn't even have the name yet.
00:20:50Ultimately, we agreed that it would be Puerto Rican students involved in Student Action.
00:21:15We were striving to do acts of civil disobedience.
00:21:19Many of us were also impacted by the works of Martin Luther King, who was always nonviolent.
00:21:25Civil disobedience in a nonviolent manner was the best way to bring about change, ongoing and lasting change.
00:21:31And many of us believed that.
00:21:34Some of us did not, to be perfectly honest with you.
00:21:36But many of us did, and certainly that was something that I was striving for.
00:21:40The Young Lords was the most exciting, the most vibrant, the most revolutionary group that existed at that time.
00:21:48We were for the independence of Puerto Rico.
00:21:51We made that clear.
00:21:52We were for the independence and liberation of all communities of color.
00:22:08We came together because we were being educated together.
00:22:11One of the wonderful things about New York City is that blacks and Puerto Ricans have established a very strong
00:22:18unity.
00:22:20It's not intellectual, it's not political, it's visceral.
00:22:24The revolution in this country, the people coming forward, demand freedom.
00:22:33The most prominent of the organizations, in my opinion, were the Black Panthers.
00:22:38They influenced us profoundly.
00:22:42Come on, brothers and sisters.
00:22:44Come on, kids are going to catch them.
00:22:48Come on, kids!
00:22:49As a teen, I ended up meeting many of the people who were the initial organizers of the Harlem branch
00:22:57of the Black Panther Party.
00:22:58So I joined.
00:22:59Black Panther Party, we're not a racist organization.
00:23:02We would not deny white people their humanity.
00:23:05Because this is one of the main grievances that the black community has against the white community.
00:23:10Because for hundreds of years, they have denied black people our humanity.
00:23:14And, like, we wouldn't take it on practice some of their racism that they taught us.
00:23:20There was the government perception of the Black Panther Party versus the reality.
00:23:27Open the bag.
00:23:27The number one thing we had was a free breakfast program.
00:23:32And it was responsive to the needs of the community.
00:23:35There was a shift in the civil rights movement.
00:23:39A number of things took place that required younger people to think of how they were going to respond to
00:23:51the terrorism that black people faced.
00:23:55I may not get there with you, but I want you to know tonight that we as a people will
00:24:03get to the promised land.
00:24:05Dr. Martin Luther King, the apostle of nonviolence in the civil rights movement, has been shot to death in Memphis.
00:24:11Sniper's bullet cut down Dr. King as he stood on a hotel balcony in Memphis.
00:24:15Within an hour...
00:24:16After the murder of Martin Luther King, in more than 100 cities, violence broke out.
00:24:25When I heard that he was shot...
00:24:36I just couldn't believe that they would kill this man.
00:24:40When I heard that this guy, just like our daddy, was shot and killed...
00:24:49For me, it was the end of the romance.
00:24:52It was the end of it for America.
00:24:54All I could say was, Martin Luther King, Martin Luther King, Martin Luther King.
00:25:01And everybody started chanting Martin Luther King.
00:25:05And we realized, oh my God.
00:25:08Through the storm...
00:25:18And we marched down the street chanting Martin Luther King, Martin Luther King.
00:25:22We got down to 126th Street, and there was a barricade of policemen standing there saying,
00:25:27You can't go to 125th Street because there's a riot going on there.
00:25:31And we went through, and the sound of breaking plate glass was horrific.
00:25:38As we got to 125th Street, this white blonde guy rose from the subway.
00:25:45It was Mayor Lindsey.
00:25:46And he came in the middle of the riot to talk to us.
00:25:56We took our rage with us.
00:25:58We decided, okay, we went home.
00:26:01And that weekend, people changed.
00:26:06And people came back to school that Monday with a different attitude.
00:26:15These students, they would come into my office, and they'd talk about all their concerns about things going on outside.
00:26:25The assassination of Martin Luther King, in particular, stimulated a lot of anguish and protesting these kids.
00:26:36They were looking for something, something, something, anything.
00:26:40At that point, many more moderate students said, All bets are down.
00:26:46If you kill him, what about me?
00:26:50Okay.
00:26:51And so the death of Martin Luther King really marked a departure, especially in the Northeast, from nonviolence and passive
00:26:59resistance to a much more radical, even defensive, arms defensive posture on the part of students.
00:27:08At American University in Washington, a group of students stormed the administration building today, protesting a campus program they didn't
00:27:17like.
00:27:18At Dartmouth, the SDS demanded that military training be removed from the campus and threaten trouble if it wasn't.
00:27:26At MIT, they were picketing a lab.
00:27:28At Boston State, black students seized the building, demanding more black students and a black dean.
00:27:35We had to do something at Citi.
00:27:38Freedom, freedom, each and every man wants freedom.
00:27:44By 1968 into 69, we are attempting to be an integral part of a national student movement.
00:27:53Free at last, free at last, good God, I'm free at last.
00:27:59The students at Columbia University had taken over their campus.
00:28:03We would go up there every day and support them outside of the building.
00:28:09There was also a group of faculty who were talking to them all the time about empowerment, empowerment, empowerment.
00:28:22All these factors are working on them.
00:28:25When is the time to move?
00:28:26The time is now!
00:28:28When is the time for a rainbow to ride?
00:28:31The time is now!
00:28:32When is the time to rename America?
00:28:34The time is now!
00:28:35When is the time for starvation to starve?
00:28:38The time is now!
00:28:39When is the time for change?
00:28:41The time is now!
00:28:42When is the time for freedom?
00:28:44The time is now!
00:28:46The time is now!
00:28:48We decided we had to have a plan, that we had to have a strategy on how to open the
00:28:55doors of Citi College for more people like us.
00:29:00We created a committee of 10.
00:29:02And I was one of those that was elected to be on that committee.
00:29:06It was known to be the negotiating body for the Black and Puerto Rican student, you know, community.
00:29:13I do recall that there was only one woman.
00:29:17Most of the men had already been selected.
00:29:20I think there were nine.
00:29:22I had already, the entire nine had already been selected.
00:29:25When somebody said, what, we don't have any women so far.
00:29:29And so I was pushed forward.
00:29:32Francie, you do it.
00:29:34And that's how I became the only woman on the committee of 10.
00:29:37There's sexism within our own communities, as well as without.
00:29:42In the 1960s, there was a tremendous emphasis on manhood in Black movements.
00:29:48Very often when we were talking about the term race in the 1960s, we all thought it meant women and
00:29:54men.
00:29:54And what we discovered, to a large extent within the movements, was that it meant maleness.
00:30:00We saw that, the way that Black American women were treated by the Black American men in the struggle.
00:30:15And it was something that was totally unacceptable.
00:30:20It was an affront.
00:30:22Some of the men, the brothers, were sexist.
00:30:32And there was struggle within the leadership and the organizers around equality of women, because women pushed back.
00:30:43There were a number of meetings.
00:30:46And people talked about the fact that CCNY is in Harlem.
00:30:53It is totally white.
00:30:58What finally happened was we came up with five demands.
00:31:08Demand number one, a separate school of Black and Puerto Rican studies.
00:31:14I think you can say that just about any human endeavor in America, the concentration has been on those people
00:31:24of European descent.
00:31:26History is essential, you know, to our getting a, especially a liberal arts education, right?
00:31:33You know, I mean, so where is our history?
00:31:36And there was none there.
00:31:39A separate orientation program for Black and Puerto Rican students.
00:31:44I'm sure they still do your freshman orientations and orientations for folks.
00:31:50We didn't feel like it spoke to us.
00:31:53We also needed to have, you know, a better way of getting us oriented to this college, but also getting
00:32:01the college better oriented to us.
00:32:04A voice for Sikh students in the setting of all guidelines for the Sikh program, including the hiring and firing
00:32:13of all personnel.
00:32:15OKCIS is the primary support area for Black and Puerto Rican students.
00:32:20We need to have some control about what occurs within those programs.
00:32:25Of course, these are all sensible, aren't they?
00:32:27We were college students.
00:32:30That the racial composition of all entering classes reflect the Black and Puerto Rican population of all of New York
00:32:37City's high schools.
00:32:38We thought that we needed more Black and Puerto Rican students at CCNY and that we needed that to happen
00:32:48sooner rather than later.
00:32:50How does the city university, starting with its flagship, city college, the senior college, reflect the graduating population ethnically of
00:33:01the city of New York?
00:33:03That's what we were talking about.
00:33:08That Black and Puerto Rican history and Spanish language be a requirement for all education majors.
00:33:17If you're going to go out and teach people in our communities, maybe you should be at least more aware
00:33:23of our history and culture.
00:33:25Yes, if you're going to be part of this community and instruct this community and teach this community, you must
00:33:31try, you must at least have some understanding of that language, where it came from, and not view it in
00:33:39a pejorative way.
00:33:48When we first put these things together, we felt that all you needed was well-intentioned people sitting down and
00:33:55having conversations.
00:33:57There was no budging on any of it.
00:33:59None of the demands were even considered as being valid enough to sit down and negotiate.
00:34:07You take action if your words are falling on deaf ears, if nothing is happening, if you see no movement
00:34:14in something that you've been talking about.
00:34:17And so I was not in the upper echelons of planning or anything like that.
00:34:23I was a foot soldier, essentially.
00:34:26All I knew it came down to, we got to plan this thing, and we planned it.
00:34:31So we decided that we'd get there around 6 o'clock in the morning.
00:34:37We had purchase chains and locks and whatnot.
00:34:40There was a feeling of excitement, tension, and empowerment.
00:34:44We took the chains and we decided to lock those gates.
00:34:49Black and Puerto Rican students chained the gates to City College of New York, closing it.
00:34:55They wanted minority groups to have 50% of the enrollment.
00:34:58At that moment in history, the city college, the mayor, and the police was faced with the largest student takeover
00:35:05in history.
00:35:07Yet it rarely ever gets discussed.
00:35:09You got 17 buildings in your hands.
00:35:13All the entrances were closed down.
00:35:15We went into each building, emptied out, advised the students.
00:35:18Took some time to get everything rolling, but say by about 10 o'clock in the morning, the campus was
00:35:23officially under our control.
00:35:25So power to the people, power, power to the people, power.
00:35:32Black power to black people, Puerto Rican power to Puerto Rican people, power to the people, power.
00:35:41So, yeah.
00:36:09My brother and I pulled up in our car and parked on St. Nicholas Terror.
00:36:13Waiting for the alternate side of the street parking regulations to go off at 11 o'clock.
00:36:18And I'm going to rush to my class in Wagner Hall.
00:36:21We get out of the car and we get to the gate and we are stopped by a handful of
00:36:27African-American students.
00:36:29They handed us a flyer telling us why we were not allowed to be on campus.
00:36:36We didn't know what was going to happen, but we were stopped.
00:36:40We were stopped from coming into our campus.
00:36:43Our campus, I didn't think in those terms, was a white campus.
00:36:49And now we're being turned away because we are white.
00:36:53We never said, this is just about black people.
00:36:57We were just saying, we're left at the bus stop and the bus just took off, okay?
00:37:02Either bring the bus back or send another bus.
00:37:04But we didn't say, don't pick up the other students at the bus stop.
00:37:08It was quite a shocking moment for the first time being told, you can't go here.
00:37:15Now you think back in time, there were times where Jews were told in this country, you can't
00:37:21go here, whether it's a hotel or a resort or a school.
00:37:24Now City College, with its great reputation for openness to all groups, but I have to define
00:37:32it as all white groups, for the most part, now it's off limits to us as part of the strike.
00:37:40So it's very unsettling and made me start to think about where do we fit in to this moment
00:37:47in time.
00:37:50At City College, the faculty called an urgent morning meeting in an effort to resolve
00:37:54the problems that caused the first shutdown in the college's history.
00:37:58Here, black and Puerto Rican students put in their grievances.
00:38:01A large delegation marched into the meeting.
00:38:04I myself was a little bit ambivalent.
00:38:07If you're going to shut down the campus and these are students who are struggling to make
00:38:11it, I didn't think it was such a great idea.
00:38:14But I went to this meeting and the students were so brilliant in the way they presented
00:38:20their arguments about everything, that I was totally won over.
00:38:27The first black student speaker took the floor, but his shouts for power caused dozens of faculty
00:38:32members to walk out.
00:38:34Well, Mr. Gardner, would you tell us your reasons for leaving this meeting?
00:38:37Well, the meeting has just begun.
00:38:39But when this kind of tone and language are employed, I feel that the meeting as a civilized
00:38:46dialogue hasn't really begun.
00:38:48It has ended.
00:38:49And there just wasn't any point in remaining.
00:38:51For the most part, the faculty was very hostile.
00:38:55And they had such stereotypes of who the students were that would be coming in.
00:39:02And so I got up and talked about my experience with students and how much they wanted to learn.
00:39:09And, you know, I was very scared when I got up to talk.
00:39:13But anyway, I did it.
00:39:15We thought we probably could stay maybe two hours.
00:39:21Three max.
00:39:23If we can get through the morning, you know, it would have been a victory because the takeover
00:39:28really started as it was more symbolic than anything else.
00:39:34So here's what happened.
00:39:36We had security.
00:39:38They were ordered to remove us.
00:39:40And they refused.
00:39:41All of the guards on campus were black.
00:39:45They were instructed to clear us out.
00:39:48And the word went back to the administration that the guards have decided as a whole that
00:39:55they will not touch the students.
00:39:58And so they fired all of the security officers that were on duty.
00:40:03So the sixth demand became the first demand.
00:40:06And that was we would not negotiate on anything until all of those security guards were reinstated
00:40:13and rehired in their jobs.
00:40:15So Gallagher took care of that.
00:40:19On the south campus, there is the House of the President.
00:40:22And we basically kidnapped him.
00:40:24So Buell Gallagher was held captive on the campus.
00:40:27Gallagher lived on the south campus.
00:40:29So we were locking him out.
00:40:31So he came out and, you know, and he says, OK, we just need calm.
00:40:36I'm not calling the police.
00:40:38President Gallagher was a very nice man.
00:40:42And I know because I was the one guarding him in his house doing the takeover.
00:40:46And we would talk all the time.
00:40:48But he was not going to condone the takeover of the college.
00:40:52He refused to meet with us.
00:40:55He refused to even consider the demands.
00:40:57The five demands did not miraculously appear a month ago.
00:41:00They were first formally presented to President Gallagher in October, at which time there was
00:41:07no response from the administration.
00:41:09Again, in January, the black and Puerto Rican community presented President Gallagher with
00:41:14the demands.
00:41:15He was asked to agree in principle to the validity of the demands and to set up the means by
00:41:23which
00:41:23negotiations could take place.
00:41:26Again, there was no response.
00:41:28No structure was set up for negotiations until the black and Puerto Rican students closed down
00:41:33South Campus and declared themselves on strike.
00:41:37The basic purposes of all five of the demands were accepted by me more than three months ago.
00:41:42I was at work on two of them more than six months ago.
00:41:47And what has happened now is that the public demands and agitation have interfered with the processes of achieving the
00:41:54goals we all want to achieve.
00:41:56Is that just a question of bad timing, you're suggesting?
00:41:58Well, I'm not talking about putting any blame anywhere, but I'm answering your question as to whether or not progress
00:42:05is made without disruptive activity.
00:42:08And I'm indicating that disruptive activity only slows down the process we already had underway.
00:42:12The strangest thing, I was one of those who was asked to come mediated.
00:42:17I was at the State Center and they all knew me.
00:42:19The students were more sophisticated than the professors.
00:42:24I always thought Bill Gallagher was one of the great men of our time.
00:42:29They ran rings around him.
00:42:31He was a progressive guy, but he didn't understand what they were pushing for.
00:42:36I didn't understand it.
00:42:38As president of a college that had been taken over by a bunch of black and Latino students,
00:42:44he could have had the cops come in immediately, call out a SWAT team and had everybody kicked off.
00:42:49That's not what he did.
00:42:51And then it turned from one day into the next, into the next.
00:42:54I wish I knew how it would feel to be free, just to break all the chains that kind of
00:43:04keep binding me.
00:43:06And I wish that I could say...
00:43:08My mother did not know anything about what I was doing.
00:43:12And I knew that if she knew, she'd say, you didn't go to college for that.
00:43:19And actually, I did go to college for that.
00:43:22I went to college to get an education, to help change the world.
00:43:26My parents were furious, of course.
00:43:31This is not what we came to America for.
00:43:34But my parents, my mother, after screaming at us,
00:43:41showed up at the gate with her sister, my aunt, with food for us.
00:43:45Local community people came.
00:43:47They brought us blankets.
00:43:48They brought us food.
00:43:50They brought us funds.
00:43:51And the people in the community started connecting with us.
00:43:56Because this was like a little island, a little Ivy League island in the middle of this black community.
00:44:02And folks from the community had never been on the campus before.
00:44:06It was there, but not there for them.
00:44:34I saw a lot of community people.
00:44:38people, and maybe some parents of students, bringing food in. And I asked what that was all
00:44:43about. And so they said that the students had no access to food. They couldn't take the chance of
00:44:50leaving the campus, and there was no way they could cook. So we decided we would bring food
00:44:57every day. And the first day that we did that, the person manning the gate was one of my students.
00:45:02So he welcomed us in. And after that, we got in every day with pots and pots of food.
00:45:18That was a radical time for white students, too.
00:45:25A lot of the white students stood in front to protect us and enable us to continue to be there.
00:45:31So they were our comrades, our allies, and they had our back.
00:45:37During the strike, my concern was, what in the world is going to happen to our semester?
00:45:44We were careerists. We wanted to make sure the semester continued as it was, because we have
00:45:52our mundane aspirations just to advance ourselves another step further, and hopefully someday to be
00:46:00a college professor.
00:46:02We don't want a small group of troublemakers to take over the campus.
00:46:06We want the school, the racial composition of the City College of New York to be representative
00:46:11of that of the high schools of the city of New York, which is 57%.
00:46:16You can check this with the Board of Ed.
00:46:1757% of the public school students are Black and Puerto Ricans.
00:46:23The thing is that racism is hurting everybody here, and discrimination is hurting all peoples.
00:46:32Why don't you join the majority?
00:46:34I am joining the majority of Americans who want a better life in this country.
00:46:37Well, the majority around here doesn't seem to support that.
00:46:40What does the majority say?
00:46:42We want it! We want it!
00:46:44That's what the majority says.
00:46:46The people standing around here are not the majority, because...
00:46:49Well, the people standing around here certainly are not!
00:46:51Wow, I think I held my own there.
00:46:54It's funny, you know, I don't remember that.
00:46:57But now seeing it, I feel like, you know, I knew what was important, and I stood up.
00:47:04And you notice, I don't see any women yelling at me.
00:47:07It all seems to be like, it's all these big men, like, converging on me.
00:47:13So, they were not the majority, and even though they said they were, but don't, that's, it's part of history
00:47:24that white men often feel like they are the majority, like what they say is truth.
00:47:31And they try to erase everything else that is said.
00:47:37Gallagher was having a lot of difficulty with the student protesters.
00:47:41This must have been a very frustrating situation for him.
00:47:46The students, in fact, burned a puppet of him, an effigy.
00:47:52Since I was present when that happened, I remember that.
00:47:57And it actually made me sad, because there are very, very few presidents that I think who would have been
00:48:06as sympathetic to the student demands as Gallagher was.
00:48:36By that time, we had renamed all the buildings.
00:48:39That was a way of making the college buildings more relevant to the Black and Latino population that was here.
00:48:47Having all these buildings named was another way of empowering the students.
00:48:51We declared it Harlem University.
00:48:53We were in South Campus.
00:48:55There was a pool there.
00:48:56Dad showers, so we were able to shower.
00:48:58We had already collected sleeping bags, blankets.
00:49:02We were sleeping on the cold floor.
00:49:06And there was a lot of babies that was born nine months later.
00:49:10We all joked about it.
00:49:11I said, so that's what y'all were doing while we were up.
00:49:14We weren't sleeping.
00:49:15You know, we were patrolling.
00:49:16And all the time, we're thinking, when are the police going to storm?
00:49:24When are we going to be billy-clubbed?
00:49:26That was always in the back of our minds.
00:49:29We were holding our own classes, by the way.
00:49:32We had political education classes.
00:49:33We had English as a second language classes.
00:49:36We had childcare.
00:49:37And everyone who was not part of the takeover had to leave by 9 p.m.
00:49:42We invited local as well as national leaders to come and speak with us.
00:49:47Stokely Carmichael came and he talked.
00:49:49He was a very powerful speaker.
00:49:51We have to move as a people in our neighborhood to control.
00:49:55We have to stop reacting and we have to become aggressive.
00:49:59We can no longer stand up and beg anybody for victory or concession.
00:50:04Because I'm here to tell you that if you beg a man for a victory, he gives it to you.
00:50:08It is victory, not yours.
00:50:12Confrontation has been the order of the day today at the City College of New York,
00:50:16where education rumps along on a campus half open and half closed.
00:50:20ABC's Peter Jennings reports from New York.
00:50:23City College is physically divided into what they call the North and South Campus.
00:50:27The North Campus opened today for the first time in 12 days.
00:50:30The South Side remains occupied by a black and Puerto Rican student.
00:50:34At noon, a rally called by students supporting the black occupation
00:50:37turned into a shouting match on who was right and who was wrong.
00:50:40Now you people say, well, didn't Gallagher say yes to these demands?
00:50:44No! He said no to these demands, in effect,
00:50:47because he gave no indication of their specific implementation.
00:50:51And he gave no indication...
00:50:52Those in favor of seeing the black students leave their sanctuary
00:50:55weren't always well-received by some of the more militant.
00:50:58The rally became quieter and more reasonable
00:51:00when radical students took their PA system and left.
00:51:05The man in the middle is still the president of City College, Buell Gallagher.
00:51:09Yesterday, he agreed to three of the students' five demands
00:51:11and immediately ran into resistance from his faculty.
00:51:14Today, he was ordered to open the campus
00:51:16and was commended by most students
00:51:18for refusing to bring police on campus,
00:51:20saying he would rather go to jail himself.
00:51:22But as optimistic as he is about the black students leaving voluntarily,
00:51:27there show no signs of doing so.
00:51:28If they don't, they will soon face a court order themselves.
00:51:32This is Peter Jennings, ABC News, City College, New York.
00:51:35I have this morning requested the Board of Higher Education
00:51:39to relieve me of my duties and responsibilities
00:51:42as president of the City College.
00:51:45My own functions as a reconciler of differences
00:51:48and a catalyst for constructive change
00:51:52have become increasingly difficult to carry out.
00:51:55A man of compassion must stand aside for a time
00:52:01and await the moment when sanity returns
00:52:03and brotherhood based on justice becomes a possibility.
00:52:08President Gallagher resigned
00:52:10because Rockefeller was the governor at the time
00:52:13and instead of trying to bring the college along
00:52:17towards the dreams of these students,
00:52:20he was doing everything he could to oppose it.
00:52:24President Gallagher is moving out of City College
00:52:27after his resignation, effective yesterday.
00:52:30This is Marlene Sanders, ABC News,
00:52:32at City College in New York.
00:52:35It was sad to see his departure from the college.
00:52:39One of the casualties of the whole event.
00:52:46What Dr. Gallagher did not say
00:52:48was that the Board of Higher Education
00:52:50removed him from the negotiations
00:52:52on black and Puerto Rican student demands
00:52:55just as a partial settlement appeared near.
00:52:58There is bitterness here about that.
00:53:00Are you sorry to see him go?
00:53:02Not really, because I don't think
00:53:03he handled the situation effectively.
00:53:05I'm very sorry.
00:53:06I think he tried the best that he could
00:53:07to handle the situation in the best way possible,
00:53:11and responsibility was just usurped from him.
00:53:14I think if it was left up to him,
00:53:16he had the, so to speak, the feel of the situation.
00:53:20When Gallagher was here, you know,
00:53:22he was so sensitive to our needs
00:53:24and, you know, and really, really took an approach,
00:53:27which is why they, the takeover lasted as long
00:53:30that college is a sanctuary place.
00:53:32He refused to allow the police
00:53:33to come on the campus and so forth.
00:53:36So when he was replaced by Copeland,
00:53:39the first thing Copeland did
00:53:41was to look up all of our academic records
00:53:44and see who he could get rid of.
00:53:47Soon we heard that there was going to be
00:53:48a police presence.
00:53:50And they're going to take anybody and everybody
00:53:52out off of this campus
00:53:54by whatever means of force.
00:53:57They were coming in to declare
00:54:00officially the end of this occupation.
00:54:04So we left that Sunday night,
00:54:08about two weeks and three days into the takeover.
00:54:14We shall be free, yeah.
00:54:17We shall be free.
00:54:22Everybody's going to get together
00:54:24and walk like you and me.
00:54:27We shall be free, yeah.
00:54:31We shall be free.
00:54:35Everybody's going to get together
00:54:37and walk like you and me.
00:54:42While there was no violence
00:54:44during the takeover,
00:54:45the aftermath of the takeover
00:54:47is where the violence occurred.
00:54:49Classes were resumed today
00:54:50at City College of New York,
00:54:51but the troubles which have assailed
00:54:53the institution reached a new peak.
00:54:55What happened here this morning?
00:54:57Well, about 10.30,
00:54:58these two demonstrations,
00:54:59which have taken over the campus
00:55:00the last two weeks,
00:55:01arrived again and people started being beat up
00:55:03and this is the result of it now.
00:55:06Who beat who?
00:55:08Well, the black and Puerto Rican students
00:55:09were beating up various white students
00:55:11and throwing them off campus.
00:55:13Why?
00:55:14Well, apparently because
00:55:15some of the demands weren't met.
00:55:17There were some white students
00:55:18that trapped black women,
00:55:21students at the gate,
00:55:22and the word got out,
00:55:23and we came,
00:55:24and there was this
00:55:25major, major altercation.
00:55:27Five black women
00:55:29were being assaulted
00:55:29by about 200 white male students.
00:55:32We just leaped into the crowd
00:55:34of all of these men
00:55:35and started swinging.
00:55:38By the next day,
00:55:39they're talking about blacks
00:55:40chasing down white students,
00:55:42which is just the opposite
00:55:44of what occurred.
00:55:46The City College,
00:55:47while shaken
00:55:48by the present events,
00:55:50is not going to be overturned.
00:55:54We will have a restoration
00:55:57of law and order
00:55:59on the campus.
00:56:01Black is so terrible,
00:56:02it's terrifying.
00:56:03Black is a thousand
00:56:04black people surviving
00:56:06and a million white people
00:56:07asking,
00:56:08oh my God,
00:56:09what do they want?
00:56:10Black is such a shock,
00:56:12it's electrifying.
00:56:15There are those students
00:56:16at City College
00:56:17who said that
00:56:17violence was inevitable here.
00:56:19Black students
00:56:20would want to fight
00:56:20against white students.
00:56:21Fights between black
00:56:23and Puerto Rican students
00:56:24and those who wanted
00:56:24to return to their studies.
00:56:25Days of violence
00:56:26among its black and...
00:56:27The City College of New York
00:56:28ringed by police
00:56:29in a frenzy of fear
00:56:31and violence.
00:56:32The press has been
00:56:32ugly and dirty to us.
00:56:35I will say so
00:56:36quite candidly.
00:56:37We hoped
00:56:38that they would be sympathetic,
00:56:40but they had not been.
00:56:42They had not been.
00:56:43There was no attack
00:56:45by black and Puerto Rican students.
00:56:47No onslaught.
00:56:48There were perhaps
00:56:4920 to 30 students
00:56:50who were black
00:56:51and Puerto Rican
00:56:52who went over that gate.
00:56:53There were about
00:56:54100 white students
00:56:55on the other side
00:56:56to 200
00:56:58with hammers
00:56:59and chains.
00:57:08They're not doing
00:57:09anything any different
00:57:10than many of the white
00:57:10students are doing.
00:57:11It's Princeton, Harvard
00:57:12and some of the other places.
00:57:13It's only that
00:57:14it's been advertised
00:57:15much more
00:57:16and it's been played up
00:57:16much more in the media.
00:57:18But they're not doing
00:57:18anything different
00:57:19than many of the other
00:57:19students are doing.
00:57:20You're suggesting then
00:57:21that they're getting
00:57:21more attention
00:57:22because they're black?
00:57:23That's part of the reason.
00:57:24It evokes a feeling
00:57:25of hostility,
00:57:26resentment.
00:57:27These are the kinds
00:57:28of students you have
00:57:28going to campuses,
00:57:29disrupting campuses.
00:57:31But nobody spoke
00:57:33about what happened
00:57:34before those students
00:57:35got to that particular point.
00:57:36This is what I say.
00:57:37We do not do things
00:57:39in perspective.
00:57:39You give the public
00:57:40what you want to give.
00:58:06We were considered
00:58:07to be criminals,
00:58:08by the way.
00:58:09I myself was arrested.
00:58:11The number of other kids
00:58:12were arrested.
00:58:13We were all brought down
00:58:15and held by the Red Squad
00:58:17and interrogated
00:58:18and things of that sort.
00:58:29A man on the South Campus
00:58:31was a serious fire start
00:58:32at two-line blaze
00:58:33in the chapel
00:58:34of the student center
00:58:35in Fenway Hall.
00:58:36Fire officials said
00:58:37it was definitely suspicious,
00:58:39meaning they're sure
00:58:40it was set deliberate.
00:58:41the law was bad.
00:58:51Our position was that
00:58:55you don't burn down
00:58:56what you have come to use.
00:58:58We came to inherit this.
00:59:00We didn't come to destroy it.
00:59:02But we never found out
00:59:03who set that fire.
00:59:05City College sits in the middle
00:59:07of Black Harlem, and there is worry that violence on the campus will spread to the nearby community.
00:59:13That is why it is vitally important for City College to solve its latest problem as quickly
00:59:20as possible. Lem Tucker, NBC News, City College of New York. At this stage of the game, what has
00:59:28happened is the demands were transmuted. They were not accepted by the university itself.
00:59:38By now, this whole problem is no longer limited to City College. There were events taking place
00:59:45in all the other campuses. And this led to the chancellor and the board of higher education
00:59:54trying to formulate some way of quieting all of the storm that was around us.
01:00:04After days of rioting and demonstrating by its Black and Puerto Rican students, school
01:00:09officials agreed to consider their demand that hereafter half of every freshman class be admitted
01:00:16from Negro and Puerto Rican neighborhoods, regardless of their grades. It has produced in New York
01:00:22an enormous controversy. I believe it is a quota system and therefore wrong, unacceptable. And
01:00:28the board of higher education, I'm sure, will have to take into account what I say to it.
01:00:33The campus itself has been divided over the proposed dual admissions policy which has generated
01:00:38debate between black and white students. Many students feel that CCNY's tradition of scholastic
01:00:45excellence will be lost under a dual admissions policy. It could be next year 11% Italian, 8% Norwegian,
01:00:553% blood type O and 4% blood type AB. Let's cut this nonsense right now. No quarters. City
01:01:03College
01:01:04will not be the first university to allow quarters to raise its ugly head. It's been estimated that 90%
01:01:12of the students
01:01:13at City College were Jews. Am I opposed ideologically or practically to what the African American students
01:01:21are doing? The answer is no. But having grown up in a Jewish family that was egalitarian, never spoke a
01:01:31racist word,
01:01:32but was never tested on issues of civil rights, race and the like. I have to say that it raised
01:01:39my consciousness
01:01:40about Jewish black relations in this city. I myself am Jewish and I know a lot of the people who
01:01:51supported the
01:01:52the takeover were Jewish and there was no particular antagonism between the students of color and Jewish students.
01:02:02Professor Oscar Lumpkin feels that opening City College's doors to ghetto children is necessary.
01:02:09It is not our intent to lower the curriculum. It is our intent to raise the academic qualifications of these
01:02:16students
01:02:17to a level commensurate with their ambitions, their desires and their motivations.
01:02:22All we wanted was that opportunity, you know, to pick ourselves up, dust ourselves or compete with the best.
01:02:30None of us wanted a handout.
01:02:32At the core of all these problems is access to the university by minorities. And there were meetings at which
01:02:43I sat down
01:02:45with the chancellor and the vice chancellor where it was hanging out, what are we going to do about this?
01:02:53How are we going to solve the problem? And the final way of solving the problem, right, which I did
01:03:00not agree with, was open admissions.
01:03:04We had gone through all of the negotiations with CUNY and with City College and the mayor's office.
01:03:10We felt that these demands would be implemented one at a time. And indeed, most of them, I think, was
01:03:17implemented in some form or another.
01:03:19But a new concept arose, which was not a concept we were pushing. And that concept was called open admissions.
01:03:27Could you define open admissions for us, please?
01:03:29Open admissions means that the only requirement for entrance to college, to one of the colleges of the City University
01:03:38of New York, is a high school diploma.
01:03:41And every student who graduated this June from any high school in New York City was offered a place in
01:03:48one of our colleges.
01:03:50How many took up the offer?
01:03:51Well, an alarmingly large number.
01:03:54They were totally unprepared for what happened, because they were just flooded.
01:04:00This was against my advice, which was that they should simply increase the SEEK program,
01:04:08because what the university did when it took in everybody is that it took on a situation it was not
01:04:17financially able to handle.
01:04:19What people, I think, don't realize that while we were struggling for open admission, there was already a campaign to
01:04:27slash the budgets.
01:04:28So some people think that it was the open admissions that changed the nature of the college, but actually it
01:04:37was Rockefeller's proposed budget and the SEEK program.
01:04:41That was one of the things slated to cut.
01:04:45It was a successful program.
01:04:47It was on the right track into making the CUNY system and City College representative of the city that it
01:04:56was in.
01:04:57But they were saying they were going to cut the funding for that.
01:05:00And then they were going to cut more funding.
01:05:03So it wasn't just cutting SEEK.
01:05:05It was really destroying the university by defunding it.
01:05:09They were defunding it.
01:05:10But the students won a large battle in the sense that the campuses at that time, and maybe now, did
01:05:20reflect the population of the city.
01:05:22So that is a very major legacy.
01:05:26We need knowledge and education.
01:05:31We need books with black history.
01:05:35That open admissions policy brought hundreds of thousands black and Latino people into the CUNY system.
01:05:43Probably the biggest education leap for black Americans happened at City University, especially after and immediately after the takeover.
01:05:55And I mean that nationally.
01:05:57The really great result of open admissions, not only at the City University, but across the country, is that we've
01:06:05changed the story.
01:06:07And the expectation is, if you want to go to school, you can go to school, and you can succeed.
01:06:35It is an honor for me to stand in front of you today, representing the graduating class.
01:06:41I was born and raised in Yemen.
01:06:43And before migrating with my family to the United States, I couldn't have imagined attending college simply because we weren't
01:06:51allowed to.
01:06:52My sisters weren't allowed to.
01:06:54Girls before me weren't allowed to.
01:06:56I fought to be allowed to pursue an education.
01:06:59For the right to be here.
01:07:04As I am sure all of you standing in front of me today fought for the same thing.
01:07:09We earned the right to be here.
01:07:13When I was a freshman at this school, right, I remember hearing people talk about diversity all the time, but
01:07:17I didn't really understand what it meant.
01:07:18And I absolutely did not understand or appreciate what it's worth.
01:07:22You see, my definition of diverse at that time was just having people maybe with different skin tones, who were
01:07:27born in different countries, or who grew up speaking different languages.
01:07:30And while that's part of diversity, while that contributes to its overall meeting, it's bigger than that.
01:07:37More broadly, I think diversity can be defined as people who've had different life experiences and struggles that I was
01:07:43not aware of.
01:07:43Because of that, they've grown into people who think distinctly differently than the way I do.
01:07:50So what I'm telling you is that diversity of people gives rise to diversity of thought.
01:07:54Diversity of people allows us to be a stronger student body, go on to be a stronger workforce, economy, and
01:08:00a stronger nation.
01:08:01And I say to you, esteemed first lady, you can tell the president that his dreams for our nation have
01:08:07been alive and well at City College for decades and will be for decades to come.
01:08:18There is a reason why, of all of the colleges and universities in this country, I chose this particular school
01:08:27in this particular city.
01:08:30We represent more than 150 nationalities, just about every possible background, every color and culture, every faith and walk of
01:08:40life.
01:08:41So graduates, with your glorious diversity, you all embody the very purpose of this school's founding.
01:09:11Power to the people's power.
01:09:14Power to the people's power.
01:09:18Black power to Black people.
01:09:22Puerto Rican power to Puerto Rican people.
01:09:26Power to the people's power.
01:09:30Thank you everyone.
01:09:31It is wonderful to be here.
01:09:33I'm sure you've all heard that the arc of the moral universe is long but it
01:09:40bends towards justice. The arc does not bend itself, we do that. People of
01:09:46conscience do that. In 1969 we did our part in kicking down the doors of racism.
01:09:53The reason we were successful is because we did our part in pulling, pushing,
01:09:59pulling, pushing the arc. I'd like to give an official welcome to the president of
01:10:08the City College of New York, Vincent Boudreaux. The thing that I am most proud
01:10:17of on this campus, you did. And you changed not just the history of City College, you
01:10:32changed what it meant to be educated in America. That is your legacy.
01:10:40The United States therefore be resolved April 22, 2019, be commemorated as the 50th
01:10:46anniversary of the 1969 takeover to honor the Black and Puerto Rican student
01:10:50community and supporting faculty who courageously defended and fought social
01:10:55and educational justice and for the sacrifices they made to create higher
01:10:59educational opportunities for all deserving students in the city of New York.
01:11:30the conflict.
01:11:35all
01:11:42We shall be free, yeah
01:11:46We shall be free
01:11:50Everybody's gonna get together and walk like you and me
01:11:55We shall be free, yeah
01:11:59We shall be free
01:12:03Everybody's gonna get together and walk like you and me
01:12:15People got to understand
01:12:18That a man ain't nothing but a man
01:12:22He may be black and he may be white
01:12:25But it's still a man all right
01:12:28Oh, brother, there's a regulation coming and it's coming in the morning
01:12:33In the morning
01:12:35We're never getting ready, getting ready
01:12:37Cause we're giving you the warning
01:12:42People got to learn how to teach each other
01:12:45They got to learn how to love our brothers
01:12:48We've got to learn how to sit down together
01:12:51We got to learn how to live together
01:12:55We got to learn how to live together
01:12:58Let's win, let's win
01:13:00We got to live together
01:13:01We got to live together
01:13:05Down in Alabama
01:13:07Oh, Mississippi
01:13:09We got to live together
01:13:11We got to live together
01:13:17New York City
01:13:20Oklahoma City
01:13:26Out in California
01:13:30Here in Detroit
01:13:33Right here in Detroit
01:13:35You got to live together
01:13:44We shall be free, yeah
01:13:47We shall be free
01:13:51Everybody wanna get together and walk like you and me
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