Description: Jan von Mehren reports that Ralph Abernathy (author and civil rights activist) has written a book about his experiences in the civil rights movement with Martin Luther King, Jr. Von Mehren notes that Abernathy signed copies of the book in Cambridge; she adds that the book is called, And The Walls Came Tumbling Down. Von Mehren reports that the book is controversial because Abernathy has revealed King's human side and his faults. Von Mehren's reports includes footage of the book signing in Cambridge. Michael Dorn (Cambridge resident) says that he would rather not know compromising information about his heroes. Von Mehren interviews Abernathy. Abernathy says that King would have wanted him to write this book. Von Mehren notes that Morris Dees (Southern Poverty Law Center) is one of the leading critics of the book. Von Mehren reviews Abernathy's career in the civil rights movement. Von Mehren's reports includes footage of Abernathy speaking at the Cambridge Baptist Church, and later gathered in the church with Mel King and others. Von Mehren's report also includes clips of Abernathy and King from the film, From Montgomery to Memphis. After the edited story, there is additional black and white footage from From Montgomery to Memphis.
Collection: Ten O'Clock News
Date Created: 11/08/1989
Description: Meg Vaillancourt interviews Robert Peterkin (Superintendent, Cambridge Public Schools) about school desegregation in Boston. Peterkin reviews desegregation in Boston, both the positive and negative outcomes. He talks about the challenges that lie ahead for desegregation. Peterkin discusses his belief in the potential for educational innovation and quality in a minority school system, stating that quality education will desegregate schools more effectively than a court order. He discusses the difficulties in moving from a "numerical desegregation" plan to a "freedom of choice" plan and notes that the Cambridge Public School System desegregated its schools through a "freedom of choice" plan. Peterkin says that busing was necessary to desegregate the Boston school system; notes that the city had been given opportunities to explore other desegregation models; that the resistance to busing was very strong. Peterkin discusses the magnet school concept and the need to institute valuable educational programs at every school. Peterkin talks about the problems with the court-ordered desegregation plan in Boston, but says that the positive result of equal access to the schools far outweighs the negative results. Peterkin discusses the prospect of more students returning to Boston schools in the future. Peterkin says that Arthur Garrity (federal judge) should end his supervision of Boston's schools; that the Boston School Department is able to assume the responsibility of continued desegregation of the schools, but that safeguards are required to prevent a return to discriminatory practices. Peterkin discusses his perceptions of what Martin Luther King would have thought about school desegregation in Boston.
1:00:02: Visual: Meg Vaillancourt interviews Robert Peterkin (Superintendent, Cambridge Public Schools) about school desegregation in Boston. Vaillancourt asks Peterkin to review desegregation in Boston. Peterkin says that school desegregation has given minority students access to better school programs; that school desegregation opened up the Boston Public School System. Peterkin talks about partnerships between the school system and businesses and universities in the community. Peterkin mentions the cooperation between the school system and human services agencies. Peterkin says that school desegregation exposed the educational shortcomings of the system. Peterkin says that school desegregation is still a difficult issue in Boston; that white and middle-class students have abandoned the school system; that the population of the Boston schools is overwhelmingly minority. Peterkin says that the desegregation effort needs to focus on educational programs; that Robert Spillane (Superintendent, Boston Public Schools) is focusing more on educational reform; that parents support the renewed focus on educational programs. Vaillancourt asks Peterkin if improvements in education are possible with a minority student population and an overwhelmingly white city government. Peterkin says that he resents the implication that educational innovation and quality are not possible in a minority school system. Peterkin notes that the school system must spend their resources wisely; that the quality of education will determine whether or not students will attend; that quality education will desegregate schools more effectively than a court order. 1:05:00: V: Vaillancourt asks Peterkin's opinion on the "freedom of choice" proposal. Peterkin says that the "freedom of choice" plan will not work until the quality of education improves in all schools across the city; that there is varying quality among the schools in Boston; that each neighborhood school needs to offer strong educational programs. Peterkin says that it will be difficult to switch from a "numerical desegregation" plan to a "freedom of choice" plan; that the "freedom of choice" plan will require an enormous leap of faith for the minority community and the court. Peterkin mentions that the Cambridge Public School System desegregated its schools through a "freedom of choice" plan. Vaillancourt asks Peterkin if busing was necessary for desegregation in Boston. Peterkin says that busing was necessary at the time; that the city had been given opportunities to explore other desegregation models; that the resistance to busing was very strong. Peterkin says that Arthur Garrity (federal judge) made efforts to improve the schools through magnet programs and partnerships with businesses; that parents are more willing to bus their children to a school with strong educational programs. Vaillancourt asks Peterkin if all schools should be follow the magnet school model. Peterkin says that there must be an effort to institute valuable educational programs in every school; that parents will send there children to schools with sound educational programs; that it is not necessary to make every school a magnet school. Vaillancourt asks about the problems with the court-ordered desegregation plan in Boston. Peterkin says that the schools were ignored recently by city officials and the community in the late 1970s and early 1980s; that many residents and city officials did not pay attention to the schools because of a fiscal crisis and low attendance; that a declining school system can adversely affect the whole city. Peterkin says that a reduced student population was a negative result of school desegregation; that the positive result of equal access to the schools far outweighs the negative result. 1:11:24: V: Vaillancourt asks Peterkin if students will return to the schools. Peterkin says that there has been a renewed commitment to the schools in the past few years; that improvements in the educational programs will prompt younger parents to consider sending their children to the Boston Public Schools. Peterkin notes that the decline in attendance has leveled off. Vaillancourt asks Peterkin if Garrity should end his supervision of the schools. Peterkin says that Garrity should end his supervision; that the Boston School Department is able to assume the responsibility of continued desegregation of the schools. Peterkin says that there need to be some safeguards in the system to prevent a return to discriminatory practices. Peterkin says that flexible guidelines must be established to guarantee the percentages of children in neighborhood schools; that educational standards must be guaranteed. Vaillancourt asks Peterkin what Martin Luther King would have thought about school desegregation in Boston. Peterkin says that King would have been disheartened by the violence and turmoil resulting from school desegregation; that King would have been encouraged by the positive changes in the system and in the city. The crew takes cutaway shots of Vaillancourt and Peterkin. Peterkin and Vaillancourt speak informally about the state of schools in Boston.
Collection: Ten O'Clock News
Date Created: 03/17/1983
Description: Christopher Lydon interviews Sarah Small, who runs the Protestant Ministry at the University of Massachusetts Boston campus. Lydon and Small pray together before the interview. Small talks about her admiration for Martin Luther King, Jr. and her involvement in the civil rights movement. She says that she learned a lot about herself after spending time in jail for participation in the civil rights movement. Small talks about her commitment to helping those in need. She comments on the status of African Americans in US society. This edition of the Ten O'Clock News also included the following items: Banks agree to improve access to banking services in low-income neighborhoods and Julian Bond at Harvard University
1:00:10: Visual: Footage of Sarah Small (United Campus Ministries) being interviewed by Christopher Lydon at Packard Manse in Roxbury. Lydon reports that Small runs the Protestant Ministry at the University of Massachusetts Boston campus. Lydon says that Small grew up in rural North Carolina; that Small is a devout Christian. Lydon reports that their interview began with a prayer. V: Footage of Small and Lydon praying together as they hold hands. Footage of Small saying that she has always had great faith in God. Small says that she has always seen great leaders as humans. Small tells a story about how she refused to stand up for Lyndon Johnson (former US President), saying that she only stands up for Jesus. Small talks about how much she loved and admired Martin Luther King, Jr. (civil rights leader). Small says that King was a leader who was led by the holy spirit. Small says that King knew he had a limited time to accomplish his goals. Lydon reports that Small found her political and spiritual direction when she was in jail in the 1960s. V: Footage of Smalls being interviewed by Lydon. Small says that she ended up in jail a lot; that jail became a restful haven for her. Small says that she is thankful for having gone to jail. Small says that she overcame many fears through going to jail and through her participation in the civil rights movement. Small says that she realized that she is free to do what she wants and to not do what she does not want. Lydon reports that Small often played music for the crowds before King's speeches. Lydon notes that Small's front door at the Packard Manse is always open. V: Shots of Small playing the piano and singing; of three children clapping along with the music. Footage of Small talking about helping the less fortunate. Small says that she feeds and shelters those in need. Small says that she is not afraid to keep her door open, despite the violence on the streets. Small says that she does not own anything that she would not give away to someone else. Lydon reports that Small believes that people need to realize the complexity of real equality. V: Footage of Small being interviewed by Lydon. Small says that African American children learn things twice. Small says that African American culture is different from white culture; that African American children need to learn both cultures. Small says that African American children are not given credit for learning both cultures. Small says that one group of people should not be able to determine cultural standards. Small compares American culture to a vegetable soup. Small says that African Americans are the untapped resource of the US.
Collection: Ten O'Clock News
Date Created: 01/15/1990
Description: Stevie Wonder appears at a Harvard Law School forum at Sanders Theater. Man introduces Wonder. Wonder sings "Let's Join Together As One And Have Some Fun." Wonder talks about the elements required to achieve success and the need for artists, the media, and lawyers to work together to benefit all people. Wonder encourages the law students to do pro bono work for those in need. He says, "Without people, there are no laws, and no laws, no lawyers." Tape 1 of 2.
1:00:00: Visual: Audience members file into Sanders Theatre at Harvard University before a Harvard Law School Forum featuring Stevie Wonder. 1:00:39: V: The audience applauds as Stevie Wonder (pop singer) walks on to the stage. Wonder is guided onto the stage by an African American man and an African American woman. They help Wonder get seated behind a podium, facing the audience. Shot of the audience members applauding. A white male Harvard representative thanks the audience and welcomes Wonder. 1:02:34: V: The African American man who guided Wonder onto the stage stands at the podium to introduce Wonder. He welcomes Wonder on behalf of the university. The man reviews Wonder's career and talks about Wonder's accomplishments. The man talks about Wonder's efforts for political and social change. The man mentions Wonder's efforts to create a holiday in honor of Martin Luther King's birthday. The audience applauds. 1:05:20: V: The man finishes speaking and guides Wonder to his keyboard. The keyboard is set up near the podium, facing the audience. The audience cheers. Wonder makes adjustments to his keyboard. Wonder programs his keyboard to play a drumbeat. Wonder begins to accompany the drumbeat on his keyboard. A crew member adjusts the microphone for Wonder. Wonder begins to sing "Let Us Join Together As One And Have Some Fun." The audience claps in time to the music. Wonder finishes the song and the audience cheers. 1:12:35: V: Wonder talks about the need to bring attention to oneself in order to succeed. Wonder says that students are trying to win the attention of their professors; that job applicants are trying to win the attention of job recruiters; that musicians compete for the attention of their audiences. Wonder says that many individuals are competing for attention in a democratic society; that competition is good. Wonder talks about the need to follow through on initial success. Wonder says that one needs to continue to excel after winning the attention of others. Wonder says that he will not "name names"; that everyone can think of public figures who have not lived up to their initial successes. Wonder says that artists and the media are in the "same family"; that lawyers are part of that family as well; that communication is essential to all three professions. Wonder says that successful individuals in these professions must work for the benefit of all people. Wonder talks about the importance of giving freely to help others. Wonder talks about giving tickets to his concerts to needy children and families. Wonder says that he wants to give those children the opportunity to dream. Wonder tells the Harvard Law School students that they must share their knowledge with the less fortunate; that lawyers must give their services to those in need. Wonder says, "Without people, there'd be no laws, and without laws, there'd be no lawyers." Wonder has a good rapport with the audience.
Collection: Ten O'Clock News
Date Created: 04/19/1984